ENGLISH 2

Course Objectives:

The aim of this course is to give students the learning opportunities to

improve presentation skills. This course also assists students to use the
correct language in a specified technical requirement and reinforces key
grammatical areas. Vocabulary is expanded and pronunciation is highly
emphasized during group activities and presentation practices.

At the end of the program, participants will be able to:

l Demonstrate the basic technical knowledge necessary to communicate

technical information correctly.
l Extract relevant information from context and structure information
correctly.
l Infer meaning from context.

l Demonstrate effective presentation skills.

l Improve confidence in speaking and writing.

l Communicate with confidence using the appropriate grammar in

various situations.
English Communication 01

1
 Contents
Course Objectives .............................................................................................................................. 1
Course Content.................................................................................................................................. 2

Module 1: Effective Presentation Skills ............................................................................... 4

Module Overview and Objectives ...................................................................................................................... 5
Introduction ...................................................................................................................................................... 6
Setting Your Aims and Objectives ..................................................................................................................... 7
Researching Your Audience ............................................................................................................................. 8
The Presentation Structure: The Start ............................................................................................................... 9
The Presentation Structure: The Middle........................................................................................................... 10
The Presentation Structure: The End............................................................................................................... 11
Preparing Your Script...................................................................................................................................... 12
Preparing Visual Aids...................................................................................................................................... 13
Rehearsing Your Presentation......................................................................................................................... 16
Delivering Your Presentation ........................................................................................................................... 18
The Presentation Checklist ............................................................................................................................. 20
Handling Questions ........................................................................................................................................ 21

Module 2: A Bridge or A Tunnel ........................................................................................ 21

Module Overview and Objectives .................................................................................................................... 23
Presentation ................................................................................................................................................... 24
Practices ........................................................................................................................................................ 26
Word Check ................................................................................................................................................... 29

Module 3: Energy Sources................................................................................................. 30

Module Overview and Objectives .................................................................................................................... 31
Dialogue ......................................................................................................................................................... 32
Question Formation Flowchart......................................................................................................................... 34
Practices ........................................................................................................................................................ 35
Word Check ................................................................................................................................................... 36
Module 4: Installing The 9450 Photocopier ....................................................................... 37
Module Overview and Objectives .................................................................................................................... 38
Presentation ................................................................................................................................................... 39
Practices ........................................................................................................................................................ 41
Word Check ................................................................................................................................................... 43
English Communication 01

2
 Module 5: Setting Up Your New Computer ........................................................................ 44
Module Overview and Objectives .................................................................................................................... 45
Presentation ................................................................................................................................................... 46
Practices ........................................................................................................................................................ 48
Word Check ................................................................................................................................................... 51

Module 6: Technical Description ....................................................................................... 52

Module Overview and Objectives .................................................................................................................... 53
Technical Description...................................................................................................................................... 54
Practices ........................................................................................................................................................ 55
Module 7: Data Communications....................................................................................... 57
Module Overview and Objectives .................................................................................................................... 58
Dialogue ......................................................................................................................................................... 59
Practices ........................................................................................................................................................ 62
Word Check ................................................................................................................................................... 64

Module 8: Shape Memory Alloys ....................................................................................... 65

Module Overview and Objectives .................................................................................................................... 66
Presentation ................................................................................................................................................... 67
Practices ........................................................................................................................................................ 68
Word Check ................................................................................................................................................... 71

Module 9: Energy ............................................................................................................... 72

Module Overview and Objectives .................................................................................................................... 73
Presentation ................................................................................................................................................... 74
Practices ........................................................................................................................................................ 76
Word Check ................................................................................................................................................... 78

Module 10: Microchip Manufacture .................................................................................. 79

Module Overview and Objectives .................................................................................................................... 80
Presentation ................................................................................................................................................... 81
Practices ........................................................................................................................................................ 82
Word Check ................................................................................................................................................... 84

Module 11: Electric Charge................................................................................................ 85

Module Overview and Objectives .................................................................................................................... 86
Technical Description...................................................................................................................................... 87
Practices ........................................................................................................................................................ 88
Module 12: Electrolytic Capacitors.................................................................................... 92
Module Overview and Objectives .................................................................................................................... 93
Dialogue ......................................................................................................................................................... 94
Practices ........................................................................................................................................................ 96
Word Check .......................................................................................................................................................
English Communication 01

3
MODULE 1: EFFECTIVE PRESENTATION SKILLS

Module Overview 5

Module Objectives 5

Introduction 6
Setting Your Aims and Objectives 7
Researching Your Audience 8
The Presentation Structure: The Start 9
The Presentation Structure: The Middle 10
The Presentation Structure: The End 11
Preparing Your Script 12
Preparing Visual Aids 13
Rehearsing Your Presentation 16
Delivering The Presentation 18
The Presentation Checklist 20
Handling Questions 21

4
UNIT OVERVIEW

An oral presentation can be to a small group of fellow students who are well
known to you, or a large group of people you have never met before. Learning to
be a better speaker is similar to learning any activity. Learning to do anything well
takes constant practice and mastery of the basics. Speaking is no different.
Before becoming comfortable as a speaker, you need to learn some basic skills
and then actively seek places to practice those skills. The more experience you
gain, the more proficient and comfortable you will become.

UNIT OBJECTIVES
By the end of Module 1, you should be able to:

· Prepare and deliver an effective speech

· Gain the necessary skills to give a more confident, enthusiastic and

persuasive presentation.

· Use effective delivery skills.

· Demonstrate effective presentation skills.

5
INTRODUCTION
You'll probably have a number of opportunities to make oral presentations at
college. These can take place in informal seminars or be more formal and
sometimes assessed. You will usually start with short, informal presentations and
gradually build up. Look on each presentation positively as an opportunity to
enhance your technique and confidence. You'll find that both develop a great
deal through practice, and presentation skills will benefit you later on as they are
becoming an essential part of working life.

An oral presentation can be to a small group of fellow students who are well
known to you, or a large group of people you have never met before. Whatever
the situation, the processes you must go through are the same.

THE PRESENTATION PROCESS

6
SETTING YOUR AIMS AND OBJECTIVES

What is the purpose of your presentation? What are you hoping to achieve with
your presentation? Is the presentation to inform, train, persuade, entertain, or
demonstrate? Being clear about its purpose helps you decide what to include or
omit, and what approach to use. For example:

· If the presentation is to inform or explain, it helps to have a logical order

and to use examples and analogies

· If the presentation is to persuade it helps to be convincing, use evidence

and show enthusiasm.

You must set your aims and objectives before you begin to prepare any
presentation and you must also consider your audience's objectives - why do
they want to listen to your presentation? What are they hoping to gain from
listening to you?

7
RESEARCHING YOUR AUDIENCE

To pitch a presentation correctly, you must consider the audience in terms of

their level of knowledge, the degree of formality and the type of language used.
Here are a few things it is helpful to find out:

· What do members of the audience do? (Are they students, lecturers, or

others?)

· Who do they work for? (if appropriate)

· What do they already know about the subject that you are going to talk to
them about?

· What will be new to them?

· What is the history of the relationship between yourself and the people in
the audience. Do they trust you? Will they believe you? What do they
know about you?

· What interests your audience - do they have any subjects that they care
passionately about?

· Will anything that you are going to say alarm them?

· What is the benefit to the audience of listening to your presentation?

Once you've considered these points you can now begin to choose what you will
say and show in your presentation, knowing that it will be of interest or benefit to
most of your audience.

8
 THE PRESENTATION STRUCTURE: THE START

A presentation sounds best when you deliver it like a conversation but should be
a much more disciplined matter than a conversation - there shouldn't be many
interruptions and it should stick closely to the subject.

The audience should go away with a clear understanding of what has been said
and not be overburdened with minute details that overwhelm the main message.
This is one of the reasons why presentations need to be structured carefully.

Tell them what the presentation is about (it helps to have a title slide at this
point)

Tell them what your objectives are

Tell them who you are (perhaps put your details on the title slide)

Tell them why you are giving this presentation (gives you some credibility)

Tell them what the background to the presentation is

Tell them what's in it for them (benefits)

Set the scene for the presentation (perhaps put the agenda on a slide or a
handout)

Grab their attention

Set their expectations (when you'll finish, whether there will be time for
questions afterwards, whether there will be handouts, coffee etc.)

The start of a presentation is arguably the most important part of the whole
procedure. A bad start influences the audience's view of the presenter's
credibility, and it is very hard to recover lost ground. If this sounds as if it all takes
a very long time, this is not so. It need only take a few minutes.

9
 THE PRESENTATION STRUCTURE: THE MIDDLE

Tell them about your subject in detail

Tell them logically

Tell them in a language they understand

Tell them vividly

Use anecdotes and real examples to highlight your points

Tell them how this information applies to them

Link everything you say to reality

The middle part of a presentation should back up all the claims you made at the
start and should clarify your message and develop your arguments. Try to link
each of the points you are making so that your presentation moves smoothly
from one point to the next. If you feel that some of the points you are making are
difficult to understand in words alone, use visual aids to clarify them; this also
breaks up the presentation and allows the audience to concentrate on something
other than the speaker.

10
 THE PRESENTATION STRUCTURE: THE END

Summarize - briefly tell them what the most important points of your
presentation were

Tell them the benefits that your solution, options, conclusions etc. will bring
to them

Tell them what you want them to do next (if appropriate)

Ask for questions

Answer questions where appropriate

Tell them how to get in touch with you if they need to

End with a bang and not a whimper

As you come to the end of your presentation, a great feeling of relief often
sweeps over you and there is a tendency to rush the last words and then stop too
suddenly, leaving the audience slightly surprised that you have ended. Try and
finish on a "high" - but avoid finishing with the words "That's it"!

11
PREPARING YOUR SCRIPT

12
 PREPARING VISUAL AIDS

We use visual aids because sight is the most powerful communication channel.
They help to prevent the audience from being distracted by something else. A
good visual aid will:

· Help the audience to visualise abstract concepts (charts/diagrams)

· Cause the audience to remember what you have said (eye catching
images, humour, colour)

· Show reality (photographs, plans, maps)

· Reinforce important and exact information (numbers, exact quotes,

financial detail)

· Link several complex ideas (themes, build-up diagrams, headings)

· Compare information (charts, graphs, etc.)

· Summarise (short slogans, themes, what next?)

· Introduce (name and title slides)

· Illustrate (artwork, photographs, mock-ups)

· Define (glossaries, codes, etc.)

· Inspire (slogans, logos, etc.)

Keep any visual aids you use simple and clear. Make sure you allocate sufficient
time to prepare them well, and rehearse with them in advance of your
presentation. An audience cannot focus on too many things at once, so try not to
use too many visual aids. It is also important to make good use of the visual aids
you decide to use as the audience will be confused if you don't refer to them.
When using visual aids look at the audience, not at the aids.

13
Different visual aids suit different purposes:

Visual Aid Advantages Cautions

Whiteboard/Chalkboard Spontaneous use, Have spare pens, chalk,

simple messages, duster, rubber. Use quickly,
permanent can interrupt flow
background
information.

Flipchart Background Cumbersome to use. Needs

information, to be bold. Leaving it up can
revealing successive distract
bits of "story", can
record ideas from
discussions and be
kept for future
reference.

Overhead Projector Prepared slides, or Turn off when not using.

acetate slides which Cover words not referring to
can be written on as can distract. Get slides in
(OHP) during presentation. right order (paper between
Can have complex each one helps). Check the
"overlays" of slides. slides are the right way up
and that all the slide appears
on the screen. Learn to
focus in advance.

14
Slide projector Real photos. Makes Use preloaded carousel.
an impact Check slides are the right
way up. Learn to focus in
advance. Can leave slides
on too long/short a time.
Can inhibit discussion.

Presentation Software, Clear and colourful. Need to ensure you can

e.g. PowerPoint Very smooth use a digital projector and
changeover from one laptop or PC for the
slide to another. presentation. Temptation to
Templates help you to over-use 'special effects' on
prepare presentation - screen which can irritate
good for new the audience and make the
presenters. presentation less coherent.

Video Real/live input. Load, rewind, check

Entertaining. sound/picture in advance.
Select sections to use.

Film Real/live input. Have a projectionist.

Entertaining. Preview the material. Have
a contingency plan in case
the film breaks.

Objects (models, Good for Model/experiment - ensure

experiments and demonstrations, it will work. Must be big
products) Makes an impact. enough to see. Allow time
Explains a process. to pass item round the
Makes a dry subject audience. Can distract.
interesting

15
 REHEARSING YOUR PRESENTATION

By rehearsing your presentation, you'll boost your confidence and gain a better
knowledge of the topic or subject matter. Rehearse it and time yourself before a
helpful and supportive audience if possible - just one person is often enough. Ask
for feedback about things like the clarity of your voice, legibility of your visual aids
and technical terms and jargon which may need further explanation. You also
need to think about the questions that the real audience might ask and prepare
your answers to these.

Rehearsals are also important for two reasons. Firstly, they help you to overcome
nerves. Secondly, until you have actually said the words that so far have only
existed in your head, you cannot be absolutely sure what will come out when you
start to speak

Preparing the Presentation Area

The location and seating arrangement can influence what you do. If the room is
unfamiliar to you, make sure you familiarise yourself with it in advance. You
should check it for:

· Size - if necessary, arrange it so the audience is together and will clearly

see and hear what you present

· The area where you will be presenting - sit in the audience space
beforehand to get an idea of the lines of sight to you and to any visual aids
being used

· Lighting - make sure that it is not too bright or too dim and that your
visual aids will be seen

16
· Where you will be standing or sitting - will you be able to communicate
effectively in this position?

· Temperature - can it be regulated and altered if necessary?

· External noises such as cars and construction work - will these

disrupt what you are presenting?

· Equipment - you should practice using unfamiliar equipment

17
 DELIVERING THE PRESENTATION
Research has shown that people make up their minds what they think about you
within the first minute, so if you inadvertently give the wrong impression at first
you will have to work really hard to overcome this. Much rests on image, body
language, style of dress, tone of voice and initial impact rather than the words
you speak.

Stance - when we are nervous we tend to "guard" ourselves, keeping our upper
arms tight against our chest, or hunching our shoulders; this is a perfectly
natural thing to do, but it makes us look apologetic. Straighten your back, look
the world in the eye, and think tall.

Expression - start with a smile but there's no need to smile all the time. A nod
or a thoughtful expression will pay far greater dividends than an ever-ready
smile.

Eye contact - this is one of the most significant indicators of status and
competence. Try to keep your eye contact up - people will trust you more,
believe you more and know that you are interested in them. But don't stare!

Speed - if you want to be taken seriously, don't hurry. If you go too fast you'll
look as if you're hurrying to catch up, rather than as though you're doing the job
competently. If you slow yourself down, you will also give yourself time to think,
always useful when time is short.

Space - the way you handle your personal space tells people a great deal
about how you feel about yourself. Feelings of self-consciousness or shyness
are shown by small, inward-moving gestures - usually with the palms of the
hands hidden. Self-confidence and well-being are characterised by an outgoing
body image with expansive, outward-moving, open-handed gestures.

18
 Gestures - the best way to make a good presentation is to be yourself; if you
are not a person who makes a lot of gestures then it is unwise suddenly to start
making them in a presentation. Most people are nervous at the start of a
presentation, but it is almost guaranteed that after you have been speaking for
a few minutes, you will loosen up and look more natural.

Presenter mannerisms that irritate most people in an audience include:

· lack of eye contact

· turning your back on the audience

· pointing or stabbing a pointer at an audience

· hiding behind the flip chart or screen

· fidgeting with a presentation pointer

· not being able to find the right slides

· standing perfectly still

· looking only at a script or prompt cards, not at the audience

19
 THE PRESENTATION CHECKLIST

Item:
Identify aims
Identify audience characteristics
Identify time allowance for the presentation
Check out the room
Get material together
Decide on a format and structure
For group presentations, divide up roles and tasks for preparation.

Make speaker’s notes

Prepare visual aids
Prepare the delivery: the beginning, the middle, the end
Prepare for the question session
Cope with nerves

Be organized on the day

20
 HANDLING QUESTIONS

This is a crucial session in any presentation. If you handle questions badly you,
risk undoing all the good that you have done. Remember:

Share the question (where appropriate) with the rest of the audience
who won't have heard it because they were all too busy thinking about
the questions they wanted to ask.

Think about how you are going to answer the question.

Only answer the question - don't get side-tracked and don't go into
too much detail.

Politely check that your answer was okay.

If you don't know the answer to a question, don't worry. In this situation you can
either offer a partial answer to the audience and hope this will create a
discussion, or you can admit that you don't know - but offer to follow it up and find
out if appropriate.

21
MODULE 2: A BRIDGE OR A TUNNEL
 
Module Overview 23

Module Objectives 23

Presentation 24
Practices 26
Word Check 29

 
 

 
 

 
 
 
   

Module 2: A Bridge or A Tunnel

22
UNIT OVERVIEW
This unit gives details of 5 plans to build a cross-channel link either by a bridge, a
tunnel or a bridge/tunnel. The presenter outlines the specifications for each
proposed structure and, in particular for a bridge, considers the number of spans
needed.
Read the presentation on the ‘Brunnel Project’. The project is to build a road link
across 30 kilometers of sea.

UNIT OBJECTIVES
By the end of Module 2, you should be able to:

• Use the language of dimension and specifications for future tasks.

Module 2: A Bridge or A Tunnel

23
PRESENTATION Good morning, ladies and gentlemen. We have received 5
plans for the ‘Brunnel Project’ from both local and foreign
companies. As you will see from your diagrams the
companies are split between 3 types of construction – a
bridge link, a bridge/tunnel link, and a tunnel link.
This morning I would like to describe each of the plans
briefly. Then we can have a fuller discussion about each
proposal. You will then have time to consider each plan in
detail, and I suggest we meet for further discussions 2
weeks from now. For reasons of confidentiality, I will not give
the names of the companies. Instead I will simply call the
plans number 1, number 2, number 3, number 4, and
number 5.

As you can see from your diagrams, plan number 1 is for a

construction 36 kilometers long at a height of 65 meters
above sea level.
You will remember that in our specifications we stated a
height of between 65 and 70 meters. It will consist of 48
spans and each span will be 850 meters in length. It will
carry passengers and goods vehicles on its 4 motorway
lanes, and will be 16 meters wide in total. The company
estimates that it can carry 6000 cars per hour.
The second plan is for a combined structure. Here the tunnel
will be at a depth of 50 meters below sea level. The bridge
will be 8 kilometers long on each side with 8 spans. Each
span will be 1 kilometer long. However, the total length of the
structure will be the same as plan 1.

Module 2: A Bridge or A Tunnel

24
 The motorway will consist of 4 lanes for passenger and
goods vehicle, and will be 18 meters in width. The
construction company estimates that it will carry 3000 cars
per hour in one direction.

Moving on to plan number 3. If you look at your diagrams,

you will see that the length of the planned structure is
greater than the other constructions. The reason for this is
that the entry and exit points will be approximately 6
kilometers inland on each side. However, with an estimated
capacity of 14000 vehicles per hour, it can carry much more
traffic than its competitors.

The fourth plan is again 36 kilometers long. It will have 6

motorway lanes – 1 for slow-moving vehicles and the other 2
for overtaking – and will carry an estimated 6000 vehicles
per hour in one direction. In contrast with plan number 1 the
structure will consist of only 7 spans, each 5 kilometers long.
As you can see from your plans it will be built at a height of
70 meters above sea level.
Our final plan, number 5, is very similar to number 2. The
main differences are the width and the capacity. The
advantage of this structure is that the company estimates
that the motorway, which will be 26 meters wide, can carry a
total of 8000 vehicles per hour.

That concludes my brief description of the 5 plans and I

suggest we …

Module 2: A Bridge or A Tunnel

25
PRACTICE 1 Number the plans below according to the number given
by the presenter.

Module 2: A Bridge or A Tunnel

26
PRACTICE 2 Look at the plan below for a pedestrian subway (or
underpass). Complete the sentences using the
specifications and appropriate expressions.

Plan number 1 is for a pedestrian underpass, (1)

6 meters below street level. The structure will consist of 25
steps on each side for access, and a tunnel, which will be
(2) in (3) with overhead lighting.
To provide enough space for the estimated maximum
capacity, the (4) of the tunnel will be 4
meters, and it will also be (5) .

Module 2: A Bridge or A Tunnel

27
PRACTICE 3 The plan below is for a pedestrian bridge (or overpass).
Complete the sentences using the specifications and
appropriate expressions.

Plan number 2 is for an overpass (1) (2)

above street level. The construction will consist of a bridge
supported by four pillars. Access will be via steps on each
side. The walkway will be 15 meters (3) and (4)
meters in (5) . As it will not be covered, the (6)
will, of course, be unlimited. The construction company
estimates that the whole structure (7) 300
pedestrians at one time.

Module 2: A Bridge or A Tunnel

28
 WORD CHECK
Vehicle Means of transport. Eg. car, bus, lorry, etc.
Capacity Maximum amount or quantity
Motorway Wide road for fast vehicle
Span An arch of a bridge
Proposal Suggested plan
contrast Different between things as shown

Module 2: A Bridge or A Tunnel

29
MODULE 3: ENERGY SOURCES

Module Overview 31

Module Objectives 31

Dialogue 32
Question Formation Flowchart 34
Practices 35
Word Check 36

Module 3: Energy Sources

30
UNIT OVERVIEW
This unit deals with various energy sources and generation processes. It
compares the most efficient nuclear methods with conventional fossil fuels
methods.
· In this dialogue, and energy specialist is answering questions about
different sources of energy.
· He compares how long 10 kilograms of different kinds of fuel will last.

UNIT OBJECTIVES
By the end of Module 3, you should be able to:

· Formulate simple and complex questions using 5W 1H.

· Improve skills to extract relevant information which is applicable in the next
level of study.
· Enhance skills in inferring meaning from context in which is also applicable
in the next level of study.

Module 3: Energy Sources

31
DIALOGUE

A: Well, what do you want to know about energy

generation?
B: we hear so much these days about different fuels and
processes. We are told that nuclear power is more
efficient than conventional fossil fuels. And we know that
fossil fuels are limited. How can we compare the
efficiency of the different fuels and processes?
A: Well. First of all, what types of fuel do you know?
B: Conventional fossil fuels – that is, oil, gas and coal – and
nuclear fuels – that is, uranium and plutonium.
A: Right, and what processes do we use?
B: I know that there are different nuclear reactors and
different conventional processes.
A: Let’s imagine a bucket of fuel.
B: What exactly do you mean? How much does a bucket
hold?
A: Let’s say a bucket holds 10 kilograms.
B: So how long does a bucket last?
A: Well now, that depends on the type of fuel and the type of
process. And let’s look at a 2 million kilowatts power
station.
B: How many megawatts does that make?
A: 2 million kilowatts make 2000 megawatts. OK?
B: OK. So which fuel produces the most energy?
A: Well, that’s nuclear fuel.
B: And which process does it use?
A: It uses the most efficient nuclear process, which converts
all the matter in this fuel into energy.

Module 3: Energy Sources

32
 B: So how long will it last?
A: Well, you may be surprised when I tell you that it will last
eight and a half years. In fact you will be very surprised if
you compare it with a hydrogen fusion reactor.
B: How long does a bucket of fuel last using that process.
A: Only 2 weeks.
B: Only 2 weeks. That’s certainly an incredible difference.
A: And there’s more to come.
B: What do you mean?
A: Well, the next process is a fast reactor.
B: Yes. When will that need more fuel?
A: After just a week. And now we come on to natural
uranium.
B: And when will that fuel stop producing energy?
A: After 3 days. Now, let’s look at conventional fossil fuels,
shall we? How long do you think a bucket of oil will last?
B: One hour?
A: Well … nearly. In fact it will last one eighteenth of a
second! And the same goes for coal.
B: So which country today produces most electricity using
nuclear energy?
A: Well, in Europe, France is top and then West Germany.

Module 3: Energy Sources

33
 QUESTION FORMATION FLOWCHART

Select question

Subject?

Word order = Look at verb

Question word (+ noun) + verb phrase Phrase

Verb phrase includes a

Modal or auxiliary

Select appropriate

form of ‘do’

Change verb phrase to appropriate

form of modal ‘do’ – Verb Stem

Word order =
Question word (+ noun) + Modal + Subject + Other elements of verb phrase

Module 3: Energy Sources

34
PRACTICE 1 Use the Question Formation Flowchart to make
questions using the information in the table below.
The first one has been done for you.

Question word/phrase Subject Verb Phrase Other sentence

elements
How much energy we use per day
How we generate this energy
Why nuclear is becoming more important
power
When we started to use nuclear power
What we do with nuclear waste
How long we have been nuclear waste in the
dumping sea
Where else we can dump nuclear energy
Which country produces most nuclear energy
How many nuclear that has
power stations that country
country
Where that dumps its nuclear waste
country
When fossil will run out
fuels

How long we can survive without nuclear energy

Module 3: Energy Sources

35
1. How much energy do we use per day?

2.

3.

4.

5.

6.

7.

8.

9.

10.

Module 3: Energy Sources

36
11.

WORD CHECK
Nuclear reactor Machine for production of atomic energy.
Hydrogen fusion reactor Type of process for production of atomic
energy.
Fast reactor Type of process for production of atomic
energy.
To convert To change.

Module 3: Energy Sources

37
MODULE 4: INSTALLING THE 9450 PHOTOCOPIER

Module Overview 38

Module Objectives 38

Presentation 39
Practices 41
Word Check 43

Module 4: Installing the 9450 Photocopier

38
UNIT OVERVIEW
This unit deals with the assembly and installation of the 9450 photocopier. A
group of newly recruited service engineers are attending a briefing course on
photocopier installation.
· The Technical Manager is giving the basic instructions for the installation of
the 9450.

UNIT OBJECTIVES
By the end of Module 4, you should be able to:

· Write and give instructions using the imperative form.

· Write and give instructions using ‘You + Modal’ form.
· Improve skills to extract relevant information which is applicable in the next
level of study.
· Enhance skills in inferring meaning from context in which is also applicable
in the next level of study.

Module 4: Installing the 9450 Photocopier

39
PRESENTATION Now the new 9450 model is very simple to install. The
box contains all the parts except the cabinet. This is an
optional extra. Now, before you visit a customer you
must check if he wants the cabinet or not. You shouldn’t
presume he doesn’t just because it isn’t on the order
form. As you know, many customers don’t realize exactly
what they want or need. And, of course, you ought to try
to persuade him to take the cabinet.

Now, on to the installation. The box contains 5 parts – the

main copier, the lid, an A4 paper cassette holder, an A3
paper cassette holder, and a copy tray to receive the
finished copies. It also contains 6 bottles of toner for the
9450. You should assemble the copier in its final position
– either on a desk top or on the cabinet. You shouldn’t
use a surface which is either too small or too low.

And I emphasize that you are not to assemble the

machine anywhere except in its final operating position.
First, you are to take out the main copier and adjust the
feet, so that the machine is level. Next, you should attach
the lid. You are not supposed to use force – just clip it
on. Next you ought to slide in the A4 cassette holder into
the upper space. Again I emphasize that it is not to go
into the lower space. You are supposed to just click it
into position.

Module 4: Installing the 9450 Photocopier

40
 Then you ought to fit the A3 cassette holder into the lower
space. Finally the copy tray is to be fitted on the opposite
side. You oughtn’t to need any force – it just sits in
position. Now the copier is assembled. Next take 2
bottles of toner. You mustn’t use any other toner except
9450. The bottles must be shaken first, and then poured
into the toner compartment.

Switch on the machine, and it should be ready for use.

Module 4: Installing the 9450 Photocopier

41
PRACTICE 1 As you listen, tick the appropriate column in the
table. DO’s mean actions that the engineer must
perform. DON’T’s mean actions that the engineer
mustn’t perform.

INSTRUCTIONS Do’s Don’ts

· Check if the customer wants a cabinet.

· Presume he doesn’t want a cabinet because it isn’t on

the order form.
· Try to persuade the customer to buy a cabinet.

· Assemble the copier on the floor.

· Assemble the copier in its final position.

· Adjust the feet so that the machine is level.

· Use force to attach the lid.

· Slide the A4 cassette holder into the lower space.

· Fit the tray under the A4 cassette holder.

· Pour two bottles of 5100 toner into the toner

compartment.

Module 4: Installing the 9450 Photocopier

42
PRACTICE 2 Below are the steps to be followed if the 9450 jams
(i.e. if paper gets stuck in the machine). Number the
steps from 1 to 12 in the correct order. Some of them
have been done for you.

You must push the reset button.

You shouldn’t use force when replacing the drum. 8
You oughtn’t to try to pull out the copy drum before you release the 3
locking screw.
You must switch the power off. 1
You ought to replace the copy drum carefully.
You ought to check the machine is functioning.
You should close the front panel. 10
You mustn’t forget to switch the power on again.
You should remove the jammed sheet of paper
You should open the front panel.
You are not (supposed) to touch the drum surface.
You mustn’t use a sharp object to remove the sheet. 6

Module 4: Installing the 9450 Photocopier

43
 WORD CHECK
EQUIPMEMNT AND PARTS
· Cabinet – piece of (office) furniture on which to place an object, e.g. a
photocopier, or in which to store things.
· Lid – part that covers the top of a photocopier and can be lifted up.
· Paper cassette holder – container for paper in or on photocopier.
· Copy tray – container into which finished photocopies go.
· Toner – power used in photocopying process to give black image.

ASSEMBLY AND INSTALLATION

· To assemble – to fix parts together
· To adjust – to change (level, height, position, etc.) by a small amount
· To attach – to fasten (one thing to another)
· To slide in – to move (something) smoothly into its correct position
· To assemble – to fix parts together
· To adjust – to change (level, height, position, etc.) by a small amount

Module 4: Installing the 9450 Photocopier

44
MODULE 5: Setting Up Your New Computer

Module Overview 45

Module Objectives 45

Presentation 46
Practices 48
Word Check 51

Module 5: Setting Up Your New Computer

45
UNIT OVERVIEW
You are going to read an extract from the introductory tape supplied with the
QD Personal Computer. The first section explains how to set up the system.
A VDU is not provided in the package, and so the user needs to use a TV Set.

UNIT OBJECTIVES
By the end of Module 5, you should be able to:

· Write instructions using the imperative form.

· Improve skills to extract relevant information which is applicable in the next
level of study.
· Enhance skills in inferring meaning from context in which is also applicable
in the next level of study.

Module 5: Setting Up Your New Computer

46
PRESENTATION Welcome to your new QD Personal Computer. Look in
the box and you will find all the parts to set up your
system. But you will need to use your own TV. First take
out your QD computer and look at the back, where you
will find 4 sockets. The package also contains an aerial
lead. You will need that now. Connect one end of the
aerial lead to the TV socket and the other to your TV. If
your TV has 2 aerial sockets – UHF and VHF – don’t use
the VHF one. Now the power supply unit, which is also
provided in the package. At the back of the computer you
will see a socket marked DC-in. Connect one end of the
supply unit to this DC-in socket. Connect the other end to
a mains electricity socket. Your computer is now on.
Now the micro-disk drive and the lead, which you will find
in the package. The lead consists of 2 cables. Each
cable has a plastic label – one with MIC (mike) and the
other with EAR (ear).

Connect the MIC cable to the MIC socket at the back of

the computer, and the EAR cable to the EAR socket.
Don’t worry about which end you use – they are the same.
The other ends of the leads go into the micro-drive – one
to EAR on the micro-drive and the other to MIC.

Module 5: Setting Up Your New Computer

47
 Now plug the power unit into the electricity socket at the
mains. OK, you’re nearly ready. Now tune in your TV.
Firstly turn it on, but with the volume down. Now press a
button to select a channel that you don’t use for a TV
channel. Now use the tuning mechanism to find the right
position. When you see the message QD COMPUTER on
your TV screen, it correctly tuned in. Always use that
channel with your computer, because it is always ready
for action. Now your system is connected and ready to
use.
Finally take the ‘Welcome’ disk out of the package and
insert it into the front of the disk-drive. Don’t use force;
and make sure the disk is the right way up. Just look at
the arrows. Insert the disk and press the keys SHIFT and
BREAK on the computer. The rest of the information is
on the disk and it will appear on the screen.

If you have any problems with the equipment in the

package, don’t try to repair it yourself. Take it back to
your supplier.
We wish you a lot of enjoyment with your new QD
Personal Computer.

Module 5: Setting Up Your New Computer

48
PRACTICE 1 As you listen, number the steps in the boxes in the
diagram. There are 12 steps to number. The first one
has been done for you.

Module 5: Setting Up Your New Computer

49
PRACTICE 2 Use the diagram below to give instructions. You
must complete the sentences, using the verbs given.
If you see an X in the diagram, you must use a
negative imperative.

Module 5: Setting Up Your New Computer

50
Choose from the following verbs:

connect take push insert switch

find look plug do follow

Instructions for setting up a hi-fi system.

1. at the back of the cassette deck.

2. one pair of striped leads.
3. one end of a striped lead into TAPE REC LEFT on the
amplifier.
4. the other end into TAPE REC LEFT on the tape deck.
5. the same with the other lead to connect TAPE REC
RIGHT to TAPE REC RIGHT.
6. the other pair of striped leads.
7. one end of the striped lead into TAPE PLAY LEFT on
the amplifier.
8. the other end into TAPE PLAY LEFT on the tape deck.
9. the same sequence with the other lead to connect
TAPE PLAY RIGHT to TAPE PLAY RIGHT.
10. at the back of the loudspeakers.
11. the 4 loudspeaker leads.
12. one white and one black lead.
13. one end of the white lead to the negative socket on the
right speaker channel and the other to the negative socket on the right
amplifier channel.

Module 5: Setting Up Your New Computer

51
 14. the black lead to the positive channel on the right
speaker and the positive socket on the right amplifier channel.
15. connect positive to negative.
16. the same with the left channel and the left speaker.
17. the amplifier into the mains electricity.
18. the cassette deck into the mains electricity.

WORD CHECK
EQUIPMENT AND PARTS
· Socket – opening into which to fit a plug.
· Cable – a set of electrical wires.
· Label – piece of paper or other material with information on it.
SETTING UP THE EQUIPMENT
· To plug into – to link an electrical device to the power supply.
· To tune in – to set a TV or computer signal.
· To insert – to put in

Module 5: Setting Up Your New Computer

52
MODULE 6: TECHNICAL DESCRIPTION

Module Overview 53

Module Objectives 53

Technical Description 54
Practice 55

Module 6: Technical Description

53
UNIT OVERVIEW
This module gives students the opportunity to identify key points, structure
information and write a technical description precisely.

UNIT OBJECTIVES
By the end of Module 12, you should be able to:

· Extract relevant information from context.

· Identify key points in description.
· Structure information correctly.

Module 6: Technical Description

54
 TECHNICAL DESCRIPTION

Study the following technical description of a mechanism below and

prepare an outline to describe the model.

INTRODUCTION
Scanners (figure1.1) have become an important part of the home
office over the last few years. The basic principle of a scanner is to
analyse an image and process it in some way. Image and text capture
(optical character recognition or OCR) allow you to save information
to a file on your computer. You can then alter or enhance the image,
print it out or use it on your web page. Scanner technology is
everywhere and used in many ways. Flatbed scanners, also called
desktop scanners, are the most versatile and commonly used
scanners.
Figure 1.1

COMPONENTS
1. The core component of the scanner is the CCD array (figure
1.2). CCD is the most common technology for image capture in
scanners. CCD is a collection of tiny light-sensitive diodes,
which convert photons (light) into electrons (electrical charge).
These diodes are called photosites. In a nutshell, each photosite
is sensitive to light the brighter the light that hits a single
photosite, the greater the electrical charge that will accumulate at
that site.

2. The image of the document that you scan reaches the CCD array
through a series of mirrors, filters and lenses. Figure 1.2

3. The document is placed on the glass plate and the cover is

closed. The inside of the cover in most is flat white. The cover
provides a uniform background that the scanner software can use
as a reference point for determining the size of the document
being scanned. Most flatbed scanners allow the cover to be
removed for scanning a bulky object, such as a page in a thick
book

4. A lamp (figure 1.3) is used to illuminate the document. The lamp

in newer scanners is either a cold cathode fluorescent lamp

Module 6: Technical Description

55
 (CCFL) or a xenon lamp.

5. The entire mechanism (mirrors, lens, filter and CCD array) make
up the scan head. The scan head is moved slowly across the
document by a belt that is attached to a stepper motor. The scan
head is attached to a stabilizer bar to ensure that there is no
wobble or deviation in the pass. Pass means that the scan head
has completed a single complete scan of the document. The
stabiliser bar is very durable and tightly secured to the body of Figure 1.3
the scanner. Most scanners today use the single pass method.
The lens splits the image into three smaller versions of the
original. Each smaller version passes through a colour filter
(either red, green or blue) onto a discrete section of the CCD
array. The scanner combines the data from the three parts of the
CCD array into a single full-colour image.

6. The image of the document is reflected by an angled mirror to

another mirror. Each mirror is slightly curved to focus the image
it reflects onto a smaller surface. The last mirror reflects the
image onto a lens. The lens focuses the image through a filter on
the CCD array. The filter and lens arrangements vary, based on
the scanner.

Module 6: Technical Description

56
 RESOLUTION AND INTERPOLATION
· Scanners vary in resolution and sharpness. Most flatbed
scanners have a true hardware resolution of at least 300x300
dots per inch (dpi). Sharpness depends mainly on the quality of
the optics used to make the lens and the brightness of the light
source. A bright xenon lamp and high-quality lens will create a
much clearer, and therefore sharper image than a standard
fluorescent lamp and basic lens.
· Interpolation is a process that the scanning software uses to
increase the perceived resolution of an image. It does this by
creating extra pixels in between the ones actually scanned by the
CCD array. These extra pixels are an average of the adjacent Figure 1.4
pixels (figure 1.4).

IMAGE TRANSFER

Scanning the document is only one part of the process. For the
scanned image to be useful, it must be transferred to your computer.
There are three common connections used by scanners (figure 1.5) :
1. Parallel - Connecting through the parallel port is the slowest
transfer method available.
2. Small Computer System Interface (SCSI) - Most SCSI
scanners include a dedicated SCSI card to insert into your
computer and connect the scanner.
3. Universal Serial Bus (USB) - this scanner combine good
speed, ease of use and affordability in a single package.
4. Fire Wire - their connections are faster than USB and SCSI. Figure 1.5
Fire Wire is ideal for scanning high-resolution images.

Module 6: Technical Description

57
MODULE 7: DATA COMMUNICATIONS

Module Overview 58

Module Objectives 58

Dialogue 59
Practices 62
Word Check 64

Module 7: Data Communications

58
UNIT OVERVIEW
This unit deals with the transmission of data between computers. Data
communication networks use modems to change data (bits of information)
into sound signals (sound waves). These signals can then be sent down a
normal telephone line. When they reach the other end, another modem
changes them back into data. The receiving computer can then store the
information on file (a disk will usually hold many files – each file will hold a
certain type of information) or display the information on screen.

You are going to read the dialogue between an administrative manager and
communication engineer of an international firm discussing a data
communication problem. This firm sends documents (reports, contracts, etc.)
to their clients by connecting up computers

UNIT OBJECTIVES
By the end of Module 7, you should be able to:

· Reinforce and refresh usage of Present and Present Continuous Tenses.

· Describe properties appropriately.
· Improve skimming skills to extract relevant information which is applicable
in the next level of study.
· Enhance skills in inferring meaning from context in which is also applicable
in the next level of study.

Module 7: Data Communications

59
DIALOGUE

Administrative Manager: So you think we should change the system?

Communications Engineer: Yes, I do. We’re having a lot of problems with

the existing configuration.

Administrative Manager: So, what do you suggest?

Communications Engineer: Well, at the moment, we’re using a modem

linked up direct to our microcomputer and the
telephone line. Very simple, in theory we send
files from our computer direct to our clients’
computers using a software package called
‘communicate’.

Administrative Manager: OK. Well, sounds fine. What’s the problem?

Communications Engineer: Well, the weak line is the line.

Communications Engineer: As you know, a lot of our clients are overseas

and we’re having problems with the lines. The
files are being transmitted, but they’re not
arriving in the same form. The data is being
corrupted.

Administrative Manager: What does that mean?

Communications Engineer: Well, say we send a 10 page contract to a client

in France. We make the connection, start
transmitting and then there’s a fault on the line
and they receive the contract with some parts
missing, or parts they can’t understand.

Administrative Manager: That sounds bad.

Module 7: Data Communications

60
Communications Engineer: Yes, it is. Even more serious is that it’s costing
us a lot of money in call charge. Call charges on
international lines are high and each time we
send a report or contract – let’s say 10 pages
long – it takes up to 5 minutes to transmit –
longer if we have problems with the line.

Administrative Manager: Yes, that is serious. So, what do you suggest?

Communications Engineer: Well, I think we should use an electronic

mailbox.

Administrative Manager: How does that work?

Communications Engineer: Very simple really. We subscribe to a service

called DIALCOM. We send our files to a central
computer. The files are stored there and our
clients can get the files out when they want. We
use our existing equipment and so we only have
to pay for the subscription and the call charges.

Administrative Manager: How expensive is it?

Communications Engineer: It’s cheaper, but more important – the system –

DIALCOM – uses a data network not the normal
telephone lines; so transmission is faster and
more reliable there’s less chance of the data
being corrupted.

Administrative Manager: Right, I think we should go ahead.

Module 7: Data Communications

61
PRACTICE 1 Label the diagrams below.

Module 7: Data Communications

62
PRACTICE 2 Put the verbs in the right tense:

1. When we (send) a file, it

(cost) us $2.00 a minute.

2. At the moment, it (cost) us too

much.

3. I can’t send the file now. The system

(not work).

4. In principle, the client (access) the file

when he (want).

5. Can you come and help? I (have) a

lot of problems with this program.

6. For example, we (transmit) a file

in the morning. The client (get) the
file out of the mailbox in the afternoon.

7. Currently we (spend) too much time

transmitting files.

8. Breakdowns on the line (not

happen) very often.

Module 7: Data Communications

63
PRACTICE 3 Correct these sentences, if necessary.

1. The Dialcom Service is operating from a large

computer center in London.

2. When you subscribe to the service, all your terminals

can be connected to the mailbox.

3. You are controlling the password which is giving the

user access to his own private electronic office.

4. The Data Network is providing access at many

centers around the UK.

5. At the moment, Dialcom rapidly expands its

international network.

Module 7: Data Communications

64
 WORD CHECK
· To link up - to connect
· To transmit - to send
· To corrupt - to change, add or delete (data)
· To subscribe - to pay a monthly/yearly amount to be a member; a
subscription
· Configuration - system design/organization
· Software package – software program(s) produced for general sale
· Call charge - fixed amount of money for a telephone call (depends on
time and distance)

Module 7: Data Communications

65
MODULE 8: SHAPE MEMORY ALLOYS

Module Overview 66

Module Objectives 66

Presentation 67
Practices 68
Word Check 71

Module 8: Shape Memory Alloys

66
UNIT OVERVIEW
This unit deals with application of a new metal alloy (a combination of two
elements). As the name suggest, this alloy can remember its shape (form)
and will always return to it after heating.
· A research engineer is talking about the applications of a new type of
metal alloy. The table below shows three applications and should show
the sequences of actions and reactions.

UNIT OBJECTIVES
By the end of Module 8, you should be able to:

· Use different ways to express cause and effect.

· Write descriptions based on a process cycle diagram.
· Improve skimming skills to extract relevant information which is applicable
in the next level of study.
· Enhance skills in inferring meaning from context in which is also applicable
in the next level of study.

Module 8: Shape Memory Alloys

67
PRESENTATION Shape memory alloys have many applications, but before
I give some examples, what exactly is a shape memory
alloy?
Essentially it’s a metal which can be deformed when cold
and will remember its original shape when heated. The
particular alloy we are using here in the lab is nickel
titanium.
We can see one application here in a conventional piston
. When the piston is cold, the SMA coil or spring
contracts and so the piston doesn’t move. Heat causes it
to expand and consequently the piston moves up. The
advantage is that the device can work without any
mechanical power, just from the heat that is supplied by
the engine itself.
Let’s look at some other applications. Over here, we
have a domestic coffee machine. We’ve fitted a valve
controlled by an SMA actuator.

When the coffee machine reaches a certain temperature,

the SMA actuator opens the valve and so the water is
dumped onto the coffee. Again the system works without
any additional power - electrical or mechanical - just the
heat of the steam given off as the water heats up.

One more application - this time for the motor industry.

We’re experimenting with a spring device that expands
when it cools. This device will be fitted to the cooling fan.
In cold weather, the spring expands and this makes the
fan close down, and thus helps to warm up the car. In
warm weather, the spring contracts and therefore causes
the fan to operate and, as a result, helps to cool down the
car. A system using no external or additional power
source. Right, are there any questions?
Module 8: Shape Memory Alloys
68
Module 8: Shape Memory Alloys
69
PRACTICE 1 Complete the table.

Application Cause Primary Secondary Tertiary

Effect Effect Effect
Piston cold. Piston
1. Piston doesn’t move
Coil
expands.
2. Coffee Reaches certain SMA
machine temperature. actuator
opens valve.
3. Cooling Cold weather Car
fan in car warms up

Module 8: Shape Memory Alloys

70
PRACTICE 2 Use the above three ways of expressing cause and
effect, and the table from Section 1, to finish these
sentences.

1. the coffee machine

the SMA actuator

the valve and the water

2. it the spring

This the fan and

the car

3. In warm weather, the spring and

the fan . This the

car

Module 8: Shape Memory Alloys

71
PRACTICE 3 Use the diagram of a process cycle to complete the
description.

Temperature rises

Heater is switched on Metal expands

Contact is broken Contact is made

Metal contracts Heater is switched off

Temperature drops

Description of process cycle

the temperature and

. This the heater to be

switched off and In time, the

metal

contracts and . The

broken

contact the heater and

Module 8: Shape Memory Alloys

72
 WORD CHECK
Process verbs
· To deform - to change shape
· To contract - to get smaller
· To expand - to get bigger
· To give off - to transmit into the atmosphere
· To dump - to drop, to empty the contents
· To fit - to attach, to fix

Module 8: Shape Memory Alloys

73
MODULE 9: ENERGY
 
Module Overview 73

Module Objectives 73

Presentation 74
Practices 76
Word Check 78

Module 9: Energy
74
UNIT OVERVIEW
This unit deals with the trends and statistics of electricity generation. Robin
Coates is the head of an electricity region.
• In this presentation he is talking about the total capacity of the electricity
generating plants in his region. He describes how trends in electricity
requirements have changed.

UNIT OBJECTIVES
By the end of Module 9, you should be able to:

• Write process descriptions based on a flowchart diagram.

• Plot charts based on statistics.
• Improve skimming skills to extract relevant information which is applicable in
the next level of study.

Module 9: Energy
75
PRESENTATION The picture of electricity generation in our region is not
particularly rosy. If we look at the statistics over the last 10
years we can see an increase during the first 6 years of the
period; and then a steady decrease over the last 4 years.
However, let’s look at the figures in more detail.

In year 1, when the new region was established, capacity

stood at 10900 megawatts. This was to provide electricity
for domestic and industrial users. This figure increased in
the 2nd year by 300 megawatts, giving us a capacity of
11200 megawatts. This represented a moderate rise in line
with national trends. However, in the 3rd year we did not
manage to increase capacity, and it remained constant at
11200 megawatts. This was as a result of the increase in
electricity tariffs for consumers. In response to this price
increase, local industry introduced measures to conserve
energy.

The 4th year saw an improvement, with a rise of 800

megawatts for the region. This was, in fact, quite a
substantial increase, and was mainly caused by a number of
new domestic users. We looked forward to a continued rising
trend. The trend did continue, but in year 5 capacity only
went up by 200 megawatts to 12200 megawatts. Again the
price rises led to a policy of energy conservation. And with
the high rate of inflation that year, many users took steps to
reduce their electricity consumption.

Module 9: Energy
76
 The following year, year 6, we reached our peak, and
capacity rose to 12400 megawatts. This was our high point.
It was a very good year for the region’s economy generally.
However, since year 6 we have registered a steady increase
in our capacity for the region.

In year 7 we saw a drop to 12000 megawatts - which , in

fact, represented a fall to the level of year 4. You will, no
doubt, remember that that was the year in which our local
industry began to suffer from the recession. Now, this
downward trend continued in year 8 - but at a much more
dramatic rate. Many factories closed down and the general
economic climate was most unhealthy. And our capacity
went down by 1000 megawatts in that year. This was our
worst year ….. our biggest single drop.

In the following year – year 9 we managed to keep capacity

at almost the same level, but we saw a small decrease of
200 megawatts in capacity. Despite our local problems,
many people were beginning to realize that there was no
short-term solution to the situation. And they began to
spend more money generally ….but unfortunately, not on
energy.

Now, that almost brings us up to date with the 10 year

review. Our final figure for the period indicates that the
general decrease is still continuing; and with a further drop in
capacity to 10300 megawatts for this year, I expect this
downward trend to continue for at least another 2 years.

Module 9: Energy
77
PRACTICE 1 Draw a graph to show these trends.

Module 9: Energy
78
PRACTICE 2 Look at the graph below and complete the sentences by
writing one word or number in each gap.

1. In the 1st year capacity 16000 MW.

2. In year 2 it by 800 MW.
rd
3. In the 3 year it constant 15200 MW.
4. Then in the 4th year it 14800 MW.
5. And in year 5 we saw a small increase 200 MW.
6. But in the 6th year capacity to 14800 MW.
7. This trend continued, and in the 7th year capacity
substantially 800 MW.
8. There was a further 200 MW
in the 8th year.
9. And in year 9 capacity
13400 MW.
10. But in year 10 capacity showed a small
200 MW.

Module 9: Energy
79
 WORD CHECK
DEGREE OF CHANGE
• steady - regular
• moderate - medium
• substantial - at a high level
OTHER WORDS
• capacity - maximum amount or quantity
• to conserve - to use carefully
• improvement - a better level, condition, etc.
• to reduce - to decrease the amount or quantity
• consumption - total use

Module 9: Energy
80
MODULE 10: MICROCHIP MANUFACTURE

Module Overview 80

Module Objectives 80

Presentation 81
Practices 82
Word Check 84

Module 10: Microchip Manufacture

81
UNIT OVERVIEW
This unit deals with microchip manufacture. It describes how wafers (thin
slices) of silicon are covered with photoresist (a plastic substance which
reacts to light). The image of the circuit is printed on the wafer using a
photographic mask (a film plate through which light can pass in places). The
light causes parts of the photoresist to harden. The other parts are removed.
· You are going to hear the production manager of a microchip
manufacturer talking to a group of visitors. Before he takes them round
the factory, he explains the process using the flow chart.

UNIT OBJECTIVES
By the end of Module 10, you should be able to:

· Use the passive correctly in sentences and descriptions.

· Change active into passive sentences and vice versa.
· Structure information correctly using the correct voice.

Module 10: Microchip Manufacture

82
PRESENTATION Before going round the factory, let’s have a look at this
flow diagram. It should give you an idea of the main
stages of the manufacturing process. You can see that
we start with silicon rods … these are from 4 to 6 inches
in diameter. First these rods are cut into thin slices … we
call these slices wafers … and then the faces of the
wafers are polished. Next the faces are covered with
something we call photoresist - this is a sort of plastic
which is sensitive to light. So the faces or wafers are
covered with photoresist before entering the photographic
part of the process. Then, at the next stage the wafer is
exposed to the image from a mask plate - the plate is
really a printed diagram of the circuit and you can see the
set-up with a light, some lenses and then the mask.

Once the image is on the wafer, it is developed

photographically - this means the exposed photoresist
hardens and the unexposed photoresist is removed.
Now, we come on to the next part of the photographic
process … having removed the unexposed photoresist,
chemicals are applied to process the wafer through the
photoresist image.

Finally, the photoresists is removed and then it starts all

over again … the process is repeated many times for
other images before sending the wafers for testing and
mounting. Anyway, let’s go and look in the factory ….

Module 10: Microchip Manufacture

83
PRACTICE 1 Complete the labels by inserting the correct verb.

Module 10: Microchip Manufacture

84
PRACTICE 2 Improve these sentences by changing them into the
passive voice.

1. We cut the rods into thin slices.

2. A machine polishes the faces of the wafer.

3. We cover the faces with photoresist.

4. We expose the wafer to the image of a mask plate.

5. We develop the image.

6. A solvent removes the unexposed photoresist.

7. We apply chemicals to process the wafer.

8. We remove the photoresist.

Module 10: Microchip Manufacture

85
 WORD CHECK
· To polish - to make a surface shiny (like a mirror)
· To expose - to let light contact film
· To develop - to process exposed film
· To harden - to become hard
· To apply - to add, to use
· To mount - to fix a part onto a main structure
· To polish - to make a surface shiny (like a mirror)
PROCESS VERBS
· To coat - to cover with film, paint, etc.
· To etch - to cut lines in a surface
· To reject - to fail, to not accept
· To seal - to cover/protect so that air, dirt cannot enter
· Solder - an alloy used to join two pieces of metal.
· A probe - an electric lead which is connected to a circuit for testing.

Module 10: Microchip Manufacture

86
MODULE 11: ELECTRIC CHARGE

Module Overview 86

Module Objectives 86

Electric Charge 87
Practices 88

Module 11: Electric Charge

87
UNIT OVERVIEW
Electricity appears in one or two forms which, by convention, are called
negative and positive electricity. Electric charge is the excess of negative or
positive electricity on a body or in space.

UNIT OBJECTIVES
By the end of Module 11, you should be able to:

· Extract relevant information from context.

· Infer meaning from context and structure information correctly.

· Reinforce usage of passive sentences.

Module 11: Electric Charge

88
 ELECTRIC CHARGE

An electrical system generally transmits energy due to the movement of

electric charge.

Electricity appears in one or two forms which, by convention, are called

negative and positive electricity. Electric charge is the excess of negative or
positive electricity on a body or in space. If the excess is negative, the body is
said to have a negative charge and vice versa.

An electron is an elementary particle charged with a small and constant

quantity of negative electricity. A proton is similarly defined but charged with
positive electricity while the neutron is uncharged and is therefore neutral. In
an atom the number of electrons normally equals the number of protons; it is
the number of protons that determines to which element type the atom
belongs. An atom can have one or more electrons, added to it or taken away.
This does not change its elemental classification but it disturbs its electrical
balance. If the atom has excess electrons, it is said to be negatively charged.
A charged atom is called an ion.

A body containing a number of ionized atoms is also said to be electrically

charged. It can be shown that positively and negatively charged bodies are
mutually attracted to one another while similarly charged bodies repel one
another.

Module 11: Electric Charge

89
PRACTICE 1
Answer the questions below:

1. What happens when an excess electrical charge is negative?

2. What is the difference between an electron and a proton?

3. What is a neutron?

4. What can disturb an atom’s electrical balance?

5. What does a negatively charged atom have?

Module 11: Electric Charge

90
 MOVEMENT OF ELECTRONS

All electrons have a certain potential energy. Given a suitable medium in

which to exist, they move freely from one energy level to another and this
movement, when undertaken in a concerted manner, is termed an electric
current flow. Conventionally it is said that the current flows from a point of high
energy level to a point of low energy level. These points are said to have high
potential and low potential respectively. For convenience the point of high
potential is termed negative, hence conventionally a current is said to flow
from positive to negative.

This convention was in general use long before the nature of electric charge
was discovered. Unfortunately it was found that electrons move in the other
direction since the negatively charged electron is attracted to the positive
potential. Thus conventional current flows in the opposite direction to that of
electron current. Normally only conventional current is described by the term
current.

The transfer of electrons takes place more readily in a medium in which atoms
can readily release electrons, e.g. copper, aluminum, silver. etc. Such a
material is termed a conductor. A material that does not readily permit
electron flow is termed an insulator, e.g. porcelain, nylon, rubber, etc. There is
also a family of materials termed semiconductors which have certain
characteristics that belong to neither of the other groups.

For most practical applications it is necessary that the current flow continues
for as long as it is required, this will not happen unless the following conditions
are fulfilled:

1. There must be a complete circuit around which the electrons may move. If
the electrons cannot return to the point of starting, then eventually they will
all congregate together and the flow will cease.

Module 11: Electric Charge

91
2. There must be a driving influence to cause the continuous flow. This
influence is provided by the source which causes the current to leave at a
high potential and to move round the circuit until it returns to the source at
a low potential.

The driving influence is termed the electromotive force, hereafter called the
e.m.f. (electromotive force). Each time the charge passes through the source,
more energy is provided by the source to permit it to continue round once
more. This is a continuous process since the current flow is continuous. It
should be noted that the current is the rate of flow of charge through a section
of the circuit.

PRACTICE 2
List the passive verbs in the table below.

Present Tense Past Tense

Module 11: Electric Charge

92
PRACTICE 3
Match the terms in Column A with the descriptions in Column B.

COLUMN A COLUMN B
1 Current A may be either positive or negative.
2 A source B states that the ratio of voltage to current is
constant, provided other physical factors such as
temperature remain unchanged.
3 A load C is a measure of the opposition to the flow of
charge through a load.
4 An electric charge D flows from a high energy level to a point of low
energy level.
5 Resistance E accepts energy from a system.
6 Ohm’s law F supplies energy to a system.

Module 11: Electric Charge

93
MODULE 12: ELECTROLYTIC CAPACITORS

Module Overview 93

Module Objectives 93

Electrolytic Capacitors 94
Practice 96

Module 12: Electrolytic Capacitors

94
UNIT OVERVIEW
The basic construction of the electrolytic capacitor consists of a roll of
aluminum foil coated on one side with an aluminum oxide, the aluminium
being the positive plate and the oxide the dielectric.

UNIT OBJECTIVES
By the end of Module 12, you should be able to:

· Improve skimming skills to extract relevant information which is applicable

in the next level of study.
· Enhance skills in inferring meaning from context in which is also applicable
in the next level of study.

Module 12: Electrolytic Capacitors

95
 ELECTROLYTIC CAPACITORS

The basic construction of the electrolytic capacitor consists of a roll of

aluminum foil coated on one side with an aluminum oxide, the aluminium
being the positive plate and the oxide the dielectric. A layer of paper or gauze
saturated with an electrolyte is placed over the aluminium oxide on the
positive plate. Another layer of aluminum without the oxide coating is then
placed over this layer to assume the role of the negative plate. In most cases
the negative plate is connected directly to the aluminum container, which then
serves as the negative terminal for external connections. Because of the size
of the roll of aluminum foil, the overall area of this capacitor is large; and due
to the use of an oxide as the dielectric, the distance between the plates is
extremely small. The negative terminal of the electrolytic capacitor is usually
the one with no visible identification on the casing.

Associated with each electrolytic capacitor are the dc working voltage and the
surge voltage. The working voltage is the voltage that can be applied across
the capacitor for long periods of time without breakdown. The surge voltage
is the maximum dc voltage that can be applied for a short period of time.
Electrolytic capacitors are characterized as having low breakdown voltages
and high leakage currents. They can be found in values extending from a few
microfarads to several thousand microfarads and working voltages as high as
500 V. However, increased levels of voltage are normally associated with
lower values of available capacitance.

Module 12: Electrolytic Capacitors

96
There are fundamentally two types of tantalum capacitors: the solid and the
wet-slug. In each case, tantalum powder of high purity is pressed into a
rectangular or cylindrical shape, as shown in Fig. 10.16.

Next the anode (+) connection is simply pressed into the resulting structures.
The resulting unit is then sintered (baked) in a vacuum at very high
temperatures to establish a very porous material. The result is a structure with
a very large surface area in a limited volume. Through immersion in an acid
solution, a very thin manganese dioxide (MnO2) coating is established on the
large, porous surface area. An electrolyte is then added to establish contact
between the surface area and the cathode, producing a solid tantalum
capacitor. If an appropriate “wet” acid is introduced, it is called a wet-slug
tantalum capacitor.

Module 12: Electrolytic Capacitors

97
PRACTICE 1
Answer the questions below.

1. What is placed on top of a layer of paper or gauze saturated with an

electrolyte?

2. Why is the distance between the plates extremely small?

3. What are the two characteristics of the electrolytic capacitors?

4. Name two types of tantalum capacitors and explain the main difference of
the two capacitors.

Module 12: Electrolytic Capacitors

98