Introduction

The English for Economic & Industrial Engineering is a course of English for Specific Purposes conceived for students at the Faculty of Economic and Industrial Engineering in the first year of study. The content and aims of the course are determined by the needs of a specific group of students doing a Bachelor of Science Degree that interweaves engineering and economics. The course provides a complete study of technical texts and grammar matters and it covers a range of subjects to do with economics and engineering. The course is focused not only on language (grammar and vocabulary), but also on communication skills that enable students to work and interrelate in English-speaking environments. The course uses contexts, texts, situations from students subject area. It also uses authentic materials and makes the tasks as authentic as possible. The main purpose of the course is to teach and use English in a practical way that brings the real world in the lecture room so that students should be motivated to study individually and to further develop their knowledge of English. Students are actively involved in the course completion as they have to find their own texts in their subject area and to draw a personal dictionary with all the technical words in the field of economics and engineering. Course objectives Acquiring basic knowledge of specialist vocabulary and English grammar; Identifying and implementing the specialist vocabulary in the field of economic engineering; Understanding industry and economic-specific texts published in English Implementing grammar notions and commonly-used expressions that are essential to the specialist communication (written or oral)

Competencies acquired Students will be able to: Form correct sentences (using the correct verbs, nouns, adjectives) in various communication situations; Adjust the terminology learnt in Romanian to an English-speaking environment; 1

Define their field of study in English and identify its component parts; Describe objects, materials, economic situations by using commonly-used expressions and English structures Initiating and develping various situations of communication

Study resources Students need to have access to specialist dictionaries, terminologies and glossaries. Similarly, students need to have access to specialist journals, either printed or electronic, which is essential in order to develop the vocabulary specific to their field of study. Course Structure The course of English for Economic & Industrial Engineering has 2 modules that are structured into four learning units. Each unit, at its turn, comprises the objectives, theoretical aspects regarding the theme of the specific learning unit, examples and self-assessment tests of English abilities. A unit of applications at the end of each module is designed to assess students' knowledge of English grammar and vocabulary. The applications are compulsory in order to take the English exam. At a date established together with the lecturer, students have to upload the practical applications on the e-learning platform . Duration of self study Each learning units (both theoretical issues and practical tasks) requires 2-3 hours of self study provided students feel they need to improve their knowledge of the language specific to economics and engineering. Assessment At the end of the semester, each student is assessed and obtains a mark that is made up of: a test that comprises grammar and vocabulary exercises extracted from students subject area - 60% of the total mark; the applications uploaded on the on the e-learning platform - 20% of the 2

Module 1: Economic Engineering

total mark

Contents Introduction Competencies U1. Engineering and Industrialization - Language study U2. Tenses - Grammar study U3. Economic Engineering - Language study U4. Modal Verbs - Grammar study 3 3 4 11 23 32

Introduction Module 1 introduces students to the engineering practice and to the concepts related to this field and approaches the field of Economic Engineering as well as the use of English in students subject areas. It also provides students with a close grammar study of the verb (tenses, voices, modal verbs) in English.

Competencies To cover knowledge related to the faculty student attend; To be aware of word importance: engineering, industrialization To talk about their own field of study, about their career; To improve their engineering-oriented vocabulary in English (Engineering materials); To apply specific structures used to describe objects, shape, size, use etc To revise the English tenses that are important in order to gain proper communication skills; To be able to use active and passive voice in scientific contexts; To establish interpersonal relations by using model verbs: expressing permission, offer, request, giving advice, etc To practically apply the knowledge acquired by individual study

Learning Unit M1.U1. Engineering and Industrialization - Language study

Contents M1.U1.1. M1.U1.2. M1.U1.3 M1.U1.4 M1.U1.4.1. M1.U1.4.1.1. M1.U1.4.1.2. M1.U1.5.2. M1.U1.5.2.1. M1.U1.5.2.2. M1.U1.6 Introduction Objectives of the learning unit What is Engineering presentation Language study Increase your vocabulary Engineering Aspects of Industrialization Right words wrong words Diploma degree certificate licence Nouns names of sciences Assessment Test 4 5 5 7 7 7 7 8 8 9 9

M1.U1.1. Introduction English is for sure, if not a lingua franca, then the widest spread language in the world at all levels of economic, technical, and cultural life. Unlike other languages, which are still learnt for pleasure, for cultural, educational and communication reasons, English is more and more learnt for specific reasons. Years ago people used to learn English to make proof of their erudition, to explore the culture and the civilization of English-speaking countries. Those who were interested in specialist English were very few, as it was not really the case for ordinary population and English was not the dominant language in the world. Nowadays, since English has became the international language of technology and commerce, people, especially adults, know exactly what they need English for. English has become an indispensable instrument for people to get updated on the new discoveries in their activity, to make their own work known in the world, to sell products, to read instruction manuals; all in all, to be informed. English is the main language of information. Consequently, as Tom Hutchinson and Alan Water (1987:7)point out 4

Whereas English had previously decided its own destiny, it now became subject to the wishes, needs and demands of people other than language teachers.

M1.U1.2. Objectives of the learning unit To cover students knowledge related to the faculty they are attending; To make students aware of word importance: engineering, industrialization To practically apply the knowledge acquired by individual study

The average length of the first learning unit is 2 hours.

M1.U1.3. What is Engineering? presentation Engineers are the ultimate problem-solvers, finding solutions to knotty situations, constantly aiming to improve the design and production of practically anything you can think of, from artificial hips to aeroplanes, staplers to cameras, racing cars to power stations - and well beyond. There are several steps in an engineer's work: identify the problem, either via the market or by actually looking for it yourself think creatively, even laterally, about it - is there a better, more original way of doing it than the accepted way? You'll use applied maths to calculate whether your brilliant idea will actually work work out a compromise solution - which does not mean bodging the job, it's all about finding the best of a range of different approaches. It doesn't end there, though, as engineers love their work so much that every solution allows them to move on to the next problem. There's no stopping them! So an engineering degree involves a lot of thinking, but it's also about communicating your ideas - a brilliant solution is no good if it just stays in your head. You need to tell people - in writing and drawings, via computers and the web, and, obviously, by talking to them. What sort of problems do engineers investigate? Aerospace engineers might try and work out how to get a new aeroplane, such as the Airbus A380. to fly more efficiently and reliably

Mechanical engineers look for ways to improve a vast range of 'things' - car stereos, space rockets, x-ray equipment, chairs, tumble-dryers... virtually anything that's actually made Medical engineers do it bionically! Need a new body part? A medical engineer will help to make you one - or a new improved one. Got a really bad injury that just won't get better? A medical engineer will find a way to help make it heal. Medical engineers will eventually be able to rebuild footballers' broken knee ligaments - and invent new, better, medical equipment to see if it's worked Computer aided engineering is about using computer applications to solve real problems. Say you were developing a new high-performance sports car - you'd need to know how the air flow around it would affect its speed. It's easier and cheaper to simulate this on a computer than to wait until the car has been built and then find that the design's wrong. Why study Engineering? What can I do afterwards? Engineers are highly employable in lots of fields (not just engineering). Apart from those super problem-solving skills youll: be able to think both analytically and creatively its essential in solving problems, but useful in lots of careers, from advertising to investment banking; have management ability - especially if you've done the MEng, as all final year students have to run a group project; be a good team worker - those projects again; have plenty of experience of presentations - because you'll be doing them throughout the course; be highly numerate (always a good one for employers); be able to use a range of IT packages in your sleep - spreadsheets, databases and the internet; Will I enjoy Engineering? YES - if you like: a challenge; finding out why and how things work. Why is a golf ball dimpled? Why does a jumbo-jet stay in the air?; wondering how to make things work better, because surely there will be a better way of removing crumbs from a toaster; moving onto the next problem.

M1.U1.4. Language study M1.U1.4.1. Increase your vocabulary 6

M1.U1.4.1.1. Engineering Engineering as a profession involves different tasks. It can refer specifically to the manufacture or assembly of engines, machine tools and machine parts. It is also used more generally to describe the creative application of scientific principles to design, develop, construct and forecast the behavior of structures, apparatus, machines, manufacturing processes and works. The function of scientists is to know, while that of engineers is to do: they must solve problems. Branches of engineering chemical civil electrical electronic highway hydraulic industrial mechanical mining petroleum production production structural Processes in treating metals anneal anodize electroplate forge found galvanize grind harden mint plate roll soften temper tinplate M1.U1.4.1.2. Aspects of Industrialization example explanation

Most of the factory workers are on they are only paid for the amount they piecework which puts them under great produce stress. Child labour is a serious problem in the employment of children to do adult jobs some developing countries. In many countries, the right to trade the right to have a union that negotiates union representation has only come wages and conditions after long struggles. Many cheap electrical goods are factories where people work very long produced in sweatshops in poorer hours for low wages countries.

The company became a lame duck and collapsed after five years. The big multinationals (1) often close factories as a cost-cutting exercise (2) and relocate (3) and switch production (4) to countries where labour and costs are cheaper.

weak business that loses money

1 big companies with operations in many different countries 2 effort to reduce their costs 3 move the company's offices to a different place 4 move the centre of manufacturing place, often where labour is cheaper Industries cannot grow successfully if bureaucracy, i.e. government rules and there is too much red tape. regulations Retraining and reskilling are necessary training people for new jobs and teaching when an economy is modernised. new skills for things they have not done before Many big industries are run as public-private partnerships, [partly state-owned, partly owned by private industries or businesses] The car industry receives huge subsidies from the government, [money/grants which enable it to stay in profit] Foreign companies are often given sweeteners by the government to persuade the factories in poor or underdeveloped areas, [money/grants or tax benefits to encourage them to open a factory or business] The government tries to encourage inward investment, [investment from foreign countries] M1.U1.5.2. Right words wrong words M1.U1.5.2.1. Diploma degree certificate licence Pat has a degree in maths. (not diploma) I did/took my degree at York. (not made) I did a course in computers and gained a diploma. (not degree) (a diploma is often a lower qualification than a degree and may be awarded for practical or more specialised skill: a diploma can also be used to mean the actual certificate) When did you get your driving licence/certificate? (not diploma) (= a document marking official recognition of something: e.g. a birth/marriage/death certificate) What qualifications do I need to teach English as a Foreign Language? (= proof of having passed essential exams) 8

M1.U1.5.2.2. Nouns names of sciences Notice the following nouns which are a plural form but are normally used with a singular verb mathematics, physics, economics, mechanics, thermodynamics, statistics, civics Example: Mathematics is an exact science.

M1.U1.6. Assessment test

I. Here is an extract from a speech made by a careers advisor to a group of students choosing their future courses of study at university. Complete the speech by choosing one of the words from the box. machines highway mechanical chemical civil physics electrical develop production electronic Engineering students should have an understanding of maths, (a)_______ and chemistry. Working with pharmaceuticals, food, mineral processing and chemical manufacturing, a (b) _______ engineer is trained to understand, design, control, and investigate material flows. If you enjoy problem solving and find projects such as the Channel Tunnel and the Three Gorges Dam interesting, (c) ______ engineering may be for you. You will produce creative designs at an economical price while paying due concern to the environment. If your interest is in road building then you may decide to follow a specialized course in (d) ________ engineering. By studying(e) ________ and (f) __________ engineering you learn about the design of complete systems, such as computers, controllers, power and transport systems.(g) _________ engineers plan, design and (h) _______ a wide range of things: washing machines, cars and spacecraft. (i) ________ engineers work very closely with mechanical engineers, to make new products at the right price, on time and in the correct quantity. As well as designing and selecting (j) ________ and materials, they also organize people and finance.

II. Use the expressions from Language study (Chapter 2) to rewrite these sentences with more appropriate vocabulary instead of the underlined words: The economy cannot depend only on things like restaurants and hotels. We need to encourage industries that make things we can sell. In this area there are a lot of industries that use computers and things, while in the north, they depend more on industries that don't use such up-to-date technology. The idea that everything should be owned by the government is not very popular any longer, and selling industries off is the typical pattern all over the world now. Industry with big factories producing things like steel and so on so_ has declined, and now we're more dependent on industry that makes things like vehicles and furniture. III. Give words or expressions which mean: a payment or tax benefit to a company to persuade it to open a factory somewhere a combination of state ownership and private ownership payments or grants from the government which enable loss-making industries to continue investment in a country by foreign companies a weak industry that is losing money and cannot be rescued bureaucracy and rules and regulations that restrict industry an economy that depends on factories producing large quantities of cheap goods based on long hours and low wages to change the location where goods are produced {two expressions)

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Learning Unit M1.U2. Tenses - Grammar study

Contents M1.U2.1. M1.U2.2. M1.U2.3 M1.U2.3.1 M1.U2.3.1.1 M1.U2.3.1.2. M1.U2.3.1.3. M1.U2.3.2. M1.U2.4 Introduction Objectives of the learning unit Grammar study Tenses present tenses past tenses future tense Present tenses The past and perfect tenses Expressing Future Time Active and passive Assessment Test 11 11 12 12 12 14 20 20 21

M1.U2.1. Introduction The importance of languages for special purposes in the current knowledge society is expressed by Khurshid Ahmad (1994:2): Each domain LSP, although embedded firmly in the general language of the community, the so-called LGP, comprises not only idiosyncratic words and phrases the terms but also the preferred use of certain syntactic constructs and restricted semantics. Each domain LSP evolves to reduce ambiguity inherent in LGP for the efficient and safe dissemination of specialist knowledge. This evolution also reflects the state of the specialist domain: new discoveries; novel dichotomies; unresolved and unexplained phenomena. To put it briefly, the specialized knowledge and, subsequently, the specialized communication reflect the increasing specialization in science, technology, economics and all other specialist fields

M1.U2.2. Objectives of the learning unit To revise the English tenses that are important in order to gain proper communication skills; 11

To be able to use active and passive voice in scientific contexts; To practically apply the knowledge acquired by individual study

The average length of the first learning unit is 2 hours.

M1. U2.3. Grammar study M1. U2.3.1. Tenses present tenses past tenses future tense M1. U2.3.1.1. Present tenses There are two present tenses in English: The present continuous: I am working. The simple present: I work. The present continuous Form: The present continuous is formed with the present tense of the auxiliary verb be + the present participle: Affirmative I am working You are working He/she/it is working We are working You are working They are working Use: USE EXAMPLE 1. an action happening at the moment of We are working now. speaking (the action has duration and is not Why are you sitting at my desk? complete): 2. an action that extends over a (slightly) We are designing a new product. longer period, including the time of speaking: 3. a temporary, limited action/behaviour I work in the research department but this 12 Negative I am not working You are not working He/she/it is not working We are not working You are not working They are not working Interrogative Am I working? Are you working? Is he/she/it working Are we working? Are you working? Are they working?

(+an adverbial indicating present time):

week I am working in the production department

4. ones immediate plans for the near future We are having a business meeting on (the time of the action must be mentioned) Saturday 5. a frequently repeated action which Our supervisor is always complaining annoys the speaker (+always, forever, about the wage he gets. continually, all the time): The simple present tense Form: In the affirmative the simple present has the same for as the infinitive but adds an s for the third person singular. Affirmative I work You work He/she/it works We work You work They work Negative I do not wok You do not work He/she/it does not work We do not work You do not work They do not work Interrogative Do I work? Do you work? Does he/she/it work? Do we work? Do you work? Do they work?

Contractions: the verb do is normally contracted in the negative: I dont work, he doesnt work. Use USE 1. habitual actions (+adverbs such as: often, usually, never, occasionally, sometimes, always, every day, in the morning, on Sundays, twice a year etc.) 2. general truths or characteristics: EXAMPLE He usually works fixed hours. How often do you meet your manager a week? I never work shift hours. The Earth moves round the sun.

3. momentary actions, completed almost at A notice at the end of the road warns the same time they are performed (in people not to go any further. contexts such as: cooking, demonstrations, ceremonial utterances, stage directions, radio or TV commentaries, announcement, head-lines):

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4. planned future actions when the future action is considered part of an already fixed programme (with verbs of motion: come, go, leave or verbs expressing planned activity: begin, start, end, finish. The adverbial indicating future time are obligatory.):

We leave London at 10.00 next Tuesday and arrive in Paris at 13.00. We spend two hours in Paris and leave again at 15.00. We arrive in Rome at 19.30, spend four hours in Rome etc.

5. in temporal and conditional clauses, If we dont finish our job well be when there is a future/present/imperative in dismissed. the main clause:

M1. U2.3.1.2. The past and perfect tenses The simple past tense Form: The simple past tense in regular verbs is formed by adding ed to the infinitive: Infinitive: to work Simple past: worked The same form is used for all persons: I worked you worked he worked etc. For the irregular verbs please check the table with irregular verbs. The negative of regular and irregular verbs is formed with did not not (didnt) and the infinitive: I did not/didnt work You did not/didnt work etc. The interrogative of regular and irregular verbs is formed with did + subject + infinitive: Did I work? Did you work? Etc. Use USE EXAMPLE for actions completed in the past at a definite time: when the time/place or other circumstances He phoned me at six oclock are given: He phoned me as soon as I got home. when the time is asked about: When did you achieve the project? I achieved it last week.

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when the action clearly too place at a The train was five minutes late. definite time even if this time is not mentioned: when there is a sequence of past events I met Philip yesterday and we talked for a (narrative use): few minutes. 2. in indirect speech, instead of the simple He told me he had a new camera present, when the introductory verb (say, tell, ask, etc) is in a past tense The past continuous tense Form: The past continuous tense is formed by the past tense of the verb to be + V+ ing Affirmative Negative I was working You were working He/she/it was working We were working You were working They were working I was not working You were not working He/she/it was not working We were not working You were not working They were not working Interrogative Was I working? Were you working? Was he/she/it working Were we working? Were you working? Were they working?

Negative contractions: I wasnt working, you werent working etc. Use USE With a point in time/period of time it expresses an action in progress (going on) precisely at that moment: With another action in the simple past it expresses an action that began before and probably continued after the other action which interrupted it. EXAMPLE At 12.30 yesterday/yesterday morning we were making some investigations. While/as I was working, a colleague stopped me and asked me the time.

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With another action in the past continuous it expresses an action going on at the same time with the other past action. With an adverb of (future) time it expresses a definite future arrangement seen from the past

The girls were doing measurements while the boys were testing the product.

She was busy packing for she was leaving the next day.

Present perfect tense Form: The present perfect tense is formed with the present tense of have + the past participle: I have worked etc. The past participle in regular verbs has exactly the same form as the simple past, loved, walked, worked etc. In irregular verbs, the past participle vary (please check the irregular verbs) The negative is formed by adding not to the auxiliary. The interrogative is formed by inverting the auxiliary and subject.

Affirmative I have worked You have worked He/she/it has worked We have worked You have worked They have worked

Negative I have not worked You have not worked He/she/it has not worked We have not worked You have not worked They have not worked

Interrogative Have I worked? Have you worked? Has he/she/it worked? Have we worked? Have you worked? Have they worked?

Contractions: have/has and have not/has not can be contracted thus: Ive worked, you havent worked, Hasnt he worked? etc. Use The present perfect used with just for a recently completed action. He has just gone out = He went out a few minutes ago. Yet in questions and negative answers: Has he gone out yet?

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He hasnt gone out yet. The present perfect used for past actions whose time is not definite I have read the instructions but I dont understand them. Compare with: I read the instructions last night. Note possible answers to questions in the present perfect: Have you seen my stamps? Yes, I have/No, I havent or Yes, I saw them on your desk a minute ago. The present perfect used for actions occurring in an incomplete period it can be indicated by today or this morning /afternoon/ evening/ week/ month/ year/ century etc. (at 11 a.m) Tom has rung up three times this morning already. (at 2 p.m.) Tom rang up three times this morning. Lately, recently also indicate an incomplete period of time. There have been some changes lately/recently. It can be used similarly with ever, never. Always, occasionally, often, several times, etc. since. Have you ever fallen off a horse? Yes, Ive fallen off quite often/occasionally. Theyve always answered my letters. Ive never been late for work. Note sentences of this type: This is the best wine I have ever drunk. This is the easiest job I have ever had. The present perfect used for an action which lasts throughout an incomplete period Time expressions include all day/night/week, all my life, all the time, always, lately, never, recently. The action usually begins in the past and continues past the time of speaking in the present: We have waited all day. (We are still waiting.) He has lived here all his life. (He still lives here.) Compare with: We waited all day. (Then we left) He lived here all his life. (Presumably he is now dead.)

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Sometimes, however, the action finishes at the time of speaking: I havent seen you for ages. (but I see you now) Note the questions/answers such as: How long have you been here? Ive been here six months. The present perfect used with for and since For is used with a period of time: for six days, for a long time. For used with the simple paste tense denotes a terminated period of time: We lived there for ten years. (but we dont live there now) For used with the present perfect denotes a period of time extending into the present: We have lived in London for ten years. (and still live there) Since is used with a point in time and means from that point to the time of speaking. She has been here since six oclock. Weve been friends since our schooldays. Note that there is a difference between last and the last. Compare: I have been here since last week (month, year, etc) and I have been here for the last week. It is + period + since + past or perfect tense It is three years since I (last) saw Bill or It is three years since I have seen Bill. I last saw Bill three years ago I havent seen Bill for three years. Further examples of the use of the present perfect and simple past Note that a conversation about a past action often begins with a question and answer in the present perfect, but normally continues in the simple past, even when no time is given. This is because the action first mentioned has now become definite in the minds of the speakers: Where have you been? Ive been to the cinema What did you see? What was the film? I saw Amadeus. Did you like it? The present perfect is often used in letters:

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We have carefully considered the report which you sent us on 26 April, and have decided to take the following action. The present perfect continuous tense Form: This tense is formed by the present perfect of the verb to be + the present participle: Affirmative: I have been working, he has been working etc Negative: I have/havent been working, etc. Interrogative: Have I been working? etc. Use This tense is used for an action which began in the past and is still continuing or has only just finished: Ive been waiting for an hour and he still hasnt turned up. Im sorry Im late. Have you been waiting long? The past perfect tense Form: This tense is formed with had and the past participle: Affirmative: I had/Id worked etc Negative: I had not/hadnt worked etc. Interrogative: Had I worked? etc Use The past perfect is the past equivalent of the present perfect. Present: Ann has just left. If you hurry youll catch her. Past: When I arrived Ann had just left. Present: Ive lost my case. Past: He had lost his case and had to borrow Toms pyjamas. The past perfect continuous tense Form: This tense is formed with had been + past participle. It is therefore the same for all persons: I ha/Id been working. They had not/hadnt been working. Had you been working? Use The past perfect continuous bears the same relation to the past perfect as the present perfect continuous bears to the present perfect. It was now six and he was tired because he had worked since dawn. 19

It was now six and he was tired because he had been working since dawn. M1. U2.3.1.3. Expressing Future Time FORM THE FUTURE SIMPLE MEANING EXAMPLE

A neutral future even, a I shall finish my work next prediction about the future week Tomorrow the weather will be cold and cloudy subjects intention to I am going to finish the perform a certain future project tonight action A future event anticipated We are having an important by virtue of a present plan, meeting next Monday. programme or arrangement An official plan arrangement regarded unalterable or We start for Brasov as tomorrow. The train leaves at 8.30

BE GOING TO

PRESENT CONTINUOUS

SIMPLE PRESENT

THE CONTINUOUS BE ABOUT TO

FUTURE A temporary situation in the Dont phone me at seven. future Ill be having dinner In reference to immediate They are about to leave. future

M1. U2.3.2. Active and passive A preliminary analysis is normally produced. A special aluminium alloy was developed. The sentences above are examples of passive sentences. The passive is frequently used in scientific writing because the form is impersonal and objective. The passive is formed with to be, followed by the past participle of the verb: e.g. to be used, to be developed, etc.

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M1.U1.6. Assessment test

I. Choose the correct verb form in each of the following. 1 In this process, the mixture is heated/is heating to 120C. 2 Once the salts are dissolving/have dissolved, the heat is reduced. 3 Several people have survived/are surviving the earthquake and are treating/are being treated in hospital at the moment. 4 For security purposes the employees change/are changing their passwords regularly. 5 Up until now people in this area have taken/take waste plastic to recycling centers, but at present we have tried/are trying a curbside collection system.

II. A journalist is asking some questions. Complete the answers by putting the verb in brackets into the appropriate present tense in the active or passive. 1 A: Do you normally hold these products in stock? B: No. They are normally made _ to order. (make)

2 A: Is the chief engineer here at the moment? B: I'm afraid not. He ________ currently ________ the plant in the north of Scotland. (inspect) 3 A: Can 1 see the new design? B: Yes, of course. It ________ just ________ off the production line. (come)

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4 A: How many units do you produce a month? B: We ________ 5,000 units a month and only a very small number ________ . (produce) (reject) 5 A: How long have you been using imported raw materials? B: We ________ (import) rayon for many years but we ________ only just ________ (begin) using imported polyester. 6 A: Is this the natural color of the fabric? B: No. this fabric ________ (dye). 7 A: And how long will it be kept in store? B: Not long at all. We ________ (dispatch) this load tomorrow afternoon.

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Learning Unit M1.U3. Economic Engineering - Language study

Contents M1.U3.1. M1.U3.2. M1.U3.3 M1.U3.4 M1.U3.4.1. M1.U3.4.1.1. M1.U3.4.1.2. M1.U3.5.2. M1.U3.5.2.1 M1.U3.5.2.2 M1.U3.6 Introduction Objectives of the learning unit What is Economic Engineering? Language study Increase your vocabulary Engineering materials Describing objects, shape, size, use etc Right words/wrong words engineer - mechanic - technician engine - motor - machine machinery Assessment Test 23 23 24 25 25 25 26 30 30 30 30

M1.U3.1. Introduction Students get familiar with their field of study and research, in both an Englishspeaking context, provided they are exposed to complete documentation and terminology in their field of study.

M1.U3.2. Objectives of the learning unit To encourage students to talk about their own field of study, about their career; To help students improve their engineering-oriented vocabulary in English (Engineering materials); To provide students with specific structures used to describe objects, shape, size, use etc To practically apply the knowledge acquired by individual study

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The average length of the first learning unit is 2 hours.

M1. U3.3. What is Economic Engineering? Economic engineering is a specialized field, incorporating a knowledge of engineering and basic microeconomics. Its main function is to facilitate decision making based on the economic comparison of different technological alternatives for investment. Its techniques, ranging from use of 'standard spreadsheets for evaluating cash flow to more elaborate methods such as risk analysis, can be applied to personal investments and to industrial enterprises. MANUFACTURING ENGINEERING Professional manufacturing engineers are responsible for all aspects of the design, development, implementation, operation and management of manufacturing systems. Since manufacturing is the most important element in any engineering process, manufacturing engineers are key personnel in many organisations. The manufactured products can range from aeroplanes and turbines, engines and pumps, integrated circuits and robotic equipment to automobile components and other batch-produced items. The manufacturing systems used in modern manufacturing are highly automated. Professionals in the field of manufacturing must therefore be able to exhibit knowledge of the technology used in modern manufacturing, and should be prepared to link this technology together using state-of-the-art computer systems to form coherent manufacturing systems. To do so requires in-depth understanding of activities such as product design for manufacture, quality management, maintenance engineering, production planning and manufacturing systems design. Students following these courses are offered a wide range of specialist subjects from an extensive list of modules. Twelve modules are taken in each of the first two academic years covering subject areas such as engineering analysis. experimentation, materials, product design, business strategy and engineering management, mechanical engineering, manufacturing process and technology, control and automation and quality management. These subjects are supported by extensive computer-aided engineering tools, ensuring that modem computer-aided design and manufacturing techniques are built into the modules. Many of the deployed systems are also used on collaborative research with local, national and international organisations allowing access to real industrial case studies and expertise.

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Great use is made of the above in the specialist modules offered in the final year of study. Subjects such as CAD/CAM, simulation of manufacturing systems, artificial intelligence, robotics and image processing and industrial control systems are offered, together with advanced studies in product design, manufacturing systems technology, production economics, quality and reliability engineering and manufacturing systems management. As a professional engineer they can then anticipate an exciting and rewarding career in any of a number of varied activities and environments. ENGINEERING BUSINESS MANAGEMENT The Engineering Business Management programme provides a balanced mix of industrially-orientated economics and engineering. This programme provides graduates with the skills necessary to progress to the highest positions in industrial and commercial situations. Some graduates choose to remain within mainstream engineering whilst others take up careers in management. marketing, accounting, consultancy or finance. M1. U3.4. Language study M1. U3.4.1. Increase your vocabulary M1. U3.4.1.1. Engineering materials

Materials Metals Aluminium

Properties

Uses

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

Copper

Brass(65%copper, zinc)

35% Very corrosion-resistant. Casts Valves, taps castings, ship well, easily machined. Can be fittings, electrical contacts work hardened. Good conductor.

Mild steel (iron with High strength, ductile, tough, General purpose 0.15%to0.3%carbon) fairly malleable. Cannot be

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hardened and tempered. Low cost. Poor corrosion resistance. High carbon steel (iron Hardest of the carbon steels but Cutting tools such with 0,7% to 1.4% carbon) less ductile and malleable. Can be drills, files, saws hardened and tempered. Thermoplastics ABS High impact strength and Safety helmets, car toughness, scratch-resistant, light components, telephones, and durable. kitchenware Stiff, hard, very durable, clear, Aircraft canopies, baths, can be polished easily. Can be double glazing formed easily. Nylon Thermosetting plastics Epoxy resin High strength when reinforced, Adhcsives, encapsulation good chemical and wear of electronic components resistance. Stiff, hard, brittle. Good chemical Moulding, boat and car and heat resistance. bodies Stiff, hard, strong, brittle, heat- Electrical resistant, and a good electrical adhesives insulator. fittings, Hard, tough, wear-resistant, self- Bearings, gears, casings lubricating. for power tools as

Acrylic

Polyester resin Urea Urea formaldehyde

M1. U3.4.1.2. Describing objects, shape, size, use etc Questions and answers about objects: 1. Question: How high wide is?

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long Answer: .. is high wide. long

2.

Question: What is the Answer: The height width length height width length of..is. height width length of?

..has a

of..

Notice that height, width and length are nouns and high, wide and long are adjectives. 3. Questions: What shape size colour is ?

How

height width length

is .?

What is the

height width

of?

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length Answers roughly square more or circular less triungular not very fairly quite very extremely heavy light large. small big

..is

..is

.is

light dark

red blue. green

is

roughly approximately about weighs measures nearly almost just under just over

10 kg

..

5 gm 2m

Questions Whats .. What does.. used for? made of? consist of? contain?

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Answers ..is used for ________ing_______. .is made of ______. It consists of ________. It contains __________.

Notice the following pairs of adjectives, verbs and nouns adjective hot warm cool cold weak tough soft hard rough coarse strong flexible elastic smooth rigid ductile malleable verb heat warm cool cool weaken toughen soften harden roughen coarsen strengthen make something flexible make something elastic smooth make something rigid make something ductile make something noun heat warmth coolness cold/coldness weakness toughness softness hardness roughness coarseness strength flexibility elasticity smoothness rigidity ductility malleabilitty

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M1. U3.5.2. Right words/wrong words M1. U3.5.2.1. engineer - mechanic - technician - Can I have a word with the mechanic who serviced my car? (Not *engineer*) (a mechanic maintains and repairs mechanical equipment with moving parts) - It is every engineer's dream to design a machine that will use water as fuel. (Not *mechanic's*) (an engineer designs and builds machines, engines, bridges, roads, etc.) - The computer system in the stock exchange was installed by skilled technicians. (Not *engineers* *mechanics*) (technicians install and maintain scientific and electronic equipment)

M1. U3.5.2.2. engine - motor - machine machinery This machine not only washes clothes but dries them as well (Not *engine*) (a machine stands alone) - A car like this needs a powerful engine/motor. (Not *machine*} (an engine/motor drives something else) - How often should you equip a factory with new machinery/with new machines? (= machines in general) - The motor of my sewing/washing machine is faulty. (Not *engine* *machine*) (a small machine is driven by a motor, not an engine; a motor is usually powered by electricity; an engine is usually powered by oil or steam)

M1.U1.6. Assessment test

Use the Engineering materials table to find a material which is: soft ductile malleable tough

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scratch-resistant conductive and malleable durable and hard stiff and brittle ductile and corrosion-resistant heat-resistant and chemical-resistant

II.Fill in the spaces with the correct form of the word given adjective high wide long noun

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adjective warm hot cold M1.U4.1. weak M1.U4.2. M1.U4.3 soft M1.U4.4 hard M1.U4.4. M1.U4.5 coarse strong

verb warm heat cool

noun

Learning Unit M1.U4. Modal

Verbs - Grammar study
32 32 33 33 36 36

coolness

cool Introduction weakness Objectives of the learning unit toughen toughness Grammar study soften Summary chart of modals and similar expressions harden hardness Obligation and requirements roughen roughness Assessment Test coarseness strength

M1.U4.1. Introduction LSP is the language of various domain communities, as they are named in the Guidelines for Terminology Policies (UNESCO 2005:1). Moreover, in the same guidelines it is mentioned that: Members of these communities generally agree on their own linguistic conventions, which do not necessarily conform fully with GPL conventions. Since modern society is strongly under the influence of scientific-technical development, SPLs are increasingly having a strong impact on the development of the respective GPL.. Faculties are preparing future specialists in various fields. In order for students to become members of a particular domain community, in order for them to be able to master technical language, specialized knowledge and professional communication, the LSP courses may structure the specialized knowledge, helping the specialized communication to be conducted in the right way. M1.U4.2. Objectives of the learning unit To make students aware of the importance of model verbs in establishing interpersonal relations: expressing permission, offer, request, giving advice, etc To practically apply the knowledge acquired by individual study

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The average length of the first learning unit is 2 hours.

M1. U4.3. Grammar study M1. U4.4. Summary chart of modals and similar expressions MAY (1) request polite Present/future: May I borrow your pen?

(2) formal Present/future: You may leave the room. permission (3) less than Present/future: Where's John? He may be at the 50% certainty library. Past: He may have been at the library. MIGHT (1) less than Present/future: Where's John? He might be at the 50% certainty library. Past: He might have been at the library. (2) polite Present/future: Might I borrow your pen? request (rare) SHOULD (1) advisability (2) certainty OUGHT TO Present/future: I should study tonight. Past: I should have studied last night

90% Present/future: She should do well on the test (future only) Past: She should have done well on the past. Present/future: I ought to study tonight Past: I ought to have studied last night

(1) advisability (2) certainty

90% Present/future: She ought to do well on the test ( future only, not present) Past: She ought to have done well on the test.

HAD BETTER

(1) advisability Present/future: You had better be on time, or we with threat of will leave without you bad results Past: (past form uncommon) Present/future: Class is supposed to begin at 10. Past: Class was supposed to begin at 10.

BE (1) expectation SUPPOSED TO

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BE TO MUST

(1) strong Present/future: You are to be here at 9:00. expectation Past: You were to be here at 9:00. (1) strong Present/future: I must go to class today. necessity Past: I had to go to class yesterday. (2) prohibition Present/future: You must not open that door. (negative) (3) certainty 95% Present/future: Mary isn't in class. She must be sick. (present only). Past: Mary must have been sick yesterday. Present/future: I have to go to class today. Past: I had to go to class yesterday.

HAVE TO

(1) necessity

(2) lack of Present/future: I don't have to go to class today. necessity Past: I didn't have to go to class yesterday. (negative) HAVE GOT TO WILL (1) necessity Present/future: I have got to go to class today. Past: I had to go to class yesterday.

(1) 100% Present/future: He will be here at 6:00 certainty (future only) (2) willingness (3) request Present/future: The phone's ringing. I'll get it. polite Present/future: Will you please pass the salt?

BE GOING (1) 100% Present/future: He is going to be here at 6:00. TO certainty (future only) (2) definite plan Present/future: I'm going to paint my bedroom (future only). Past: I was going to paint my room but I didn't have time. Present/future: I can run fast Past: I could run fast when I was a child, but now I can't

CAN

(1) ability/possibilit y

(2) informal Present/future: You can use my car tomorrow. permission (3) informal Present/future: Can I borrow your pen? polite request

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(4) impossibility Present/future: That can't be true! (negative only) Past: That can't have been true. COULD (1)past ability (2) request Past: I could run fast when I was a child. polite Present/future: Could I borrow your pen? Could you help me? Present/future: I need help in math. You could talk to your teacher. Past: You could have talked to your teacher.

(3) suggestion

(4) less than Present/future: Where's John? He could be at 50% certainty home. Past: He could have been at home. (5) impossibility Present/future: That couldn't be true! ( negative only) Past: That couldn't have been true! BE TO ABLE (1) ability Present/future: I'm able to help you. I will be able to help you. Past: I was able to help him. polite Present/future: Would you please pass the salt? Would you mind if I left early? Present/future: I would rather go to the park than stay home. Past: I would rather have gone to the park.

WOULD

(1) request

(2) preference

(3) repeated Past: When I was a child, I would visit my action in the grandparents every weekend. past USED TO (1), repeated Past: I used to visit my grandparent every action in the weekend past (1) polite Present/future: Shall I open the window? question to make a suggestion (2) future with Present/future: I shall arrive at nine "I" or "we" as (will more common) subject

SHALL

35

M1. U4.4. Obligation and requirements Verbs for the obliger 1. Oblige someone to do something: compel, demand, force, make, oblige, require 2. Oblige someone not to do something: ban, forbid, prohibit 3. Not oblige someone to do something: not compel, not force, not make, not require Verbs for the obliged: 4. Obliged to do something: be forced to, be required to, be supposed to, have to, must, need to 5. Obliged not to do something: be prohibited from, cannot, may not, must not, not be allowed to, not be permitted to 6. Not oblige someone to do something do not need to, need not, not have to

M1.U4.5. Assessment test

Make sentences from the words in parentheses. 1. Don't phone Ann now. (she might / have / lunch) She might be having lunch 2. I ate too much. Now I feel sick. (I shouldn't / eat / so much) / shouldn 't have eaten so much.__________________ 3. I wonder why Tom didn't phone me. (he must / forget) 4. Why did you go home so early? (you shouldn't / leave / so early) 5. You've signed the contract, (it / can't / change / now) 6. Lauren was standing outside the movie theatre, (she must / wait / for somebody) 7. He was in prison at the time that the crime was committed, so (he couldn't / do / it). 8. Why weren't you here earlier? (you should / be / here earlier)

36

9. Why didn't you ask me to help you? (I would / help / you) 10. I'm surprised nobody told you that the road was dangerous, (you should / warn) 11. Brian was in a strange mood yesterday, (he might not / feel / very well) Complete B's sentences using can / could / might / must / should / would + the verb in parentheses. In some sentences you need to use have {must have done / should have done, etc.). In some sentences you need the negative (can't/couldn't, etc.). 1. A: I'm hungry. B: But you've just had lunch. You can't be______________ hungry already, (be) 2. A: I haven't seen our neighbours for ages. B: Me either. They must have gone____________ away. (go) 3. A; What's the weather like? Is it raining? B: Not right now, but it ______________________ later, (rain) 4. A: Where has Julie gone? B: I'm not sure. She ______________________ to the bank. (go) 5. A: I didn't see you at John's party last week. B: No, I had to work that night, so I _______________________. (go) 6. A: I saw you at John's party last week. B: No, you ______________________ me. I didn't go to John's party, (see) 7. A: What time will we get to Sue's house? B: Well, it's about a two-hour drive, so if we leave at 3:00, we ___there by 5:00. (get) 8. A: When was the last time you saw Eric? B: Years ago. I ______________________ him if I saw him now. (recognize) 9. A: Did you hear the explosion? B: What explosion? B: There was a loud explosion a few minutes ago. You ______________________ it. (hear) 10. A: We weren't sure which way to go. We decided to turn right. B: You went the wrong way. You ______________________ left. (turn) Which one of the verbs given can complete all three sentences in each set? 1 used to I will I would a Most days my father ............... get up first and make breakfast. b When I was training for the marathon, I............... run over 100 kilometres a week. c We went back to Dublin to see the house where we............... live in the 1960s. 2 should I ought to I must 37

a Students ............... be encouraged to type their assignments. b 'Whose car is that outside Bill's house?' 'It............... belong to Bill's sister. I heard that she's staying with him this weekend.' c You ............... have some of this cake. It's brilliant! 3 needn't I mustn't I don't have to a I'll be quite late getting to London, but you ............... change your plans for me. b I'm afraid I owe quite a lot of money to the bank - but you ............... worry about it. c Next time, read the small print in the document before you sign it. You ............... make the same mistake again. 4 must I need to I have to a People with fair skins ............... be particularly careful when they go out in the sun. b The Browns ............... have won the lottery - they've bought another new car! c We ............... give at least six months' notice if we want to leave the house. 5 may/could/might a Ray told me that someone had bought the old house next door................ he be right about that, I wondered. b The major changes to the timetable ............... cause delay and confusion. c I asked in the bookshop about Will Dutton's latest book, but all they ............... tell me was that it would be published before the end of the year. 6 can I could I is (or was) able to a Val had always wanted to go scuba diving and ............... do so last summer. b I hope Jim ............... help you tomorrow. c She played the piano quite well even before she ............... read music.

Applications What skills should an engineer have? Find 5 adjectives that describe the work of an engineer. Turn them into nouns. III. Look up for synonyms for the following words: engineer create solution problem IV. Find a definition for economic engineering. V. What subjects do Manufacturing Engineering students study? VI. Choose an object and write down a description of it using these headings: 38 I. II.

shape size colour material weight use VII. Six of the following sentences contain mistakes. Find the mistakes and correct them. 1 Sydney Harbour Bridge was building in 1932. 2 While they were carrying out tests in the laboratories, researchers were analyzing past results. 3 The first real road builders in Britain was the Romans. 4 The Romans built roads of layers of broken stones of various sizes and were covering them with flat stones. 5 The system didn't working because the loudspeaker had been wrongly connected. 6 Before factories were told to stop polluting the environment, waste was being dumped in rivers and in the sea. 7 Louis Pasteur was discovering the action of germs while he was studying fermentation in wines. 8 The production process had already been shut down when the leak in the fuel tank was found. 9 Nuclear energy began to be used from the mid-19 50s. 10 In the second half of the 20111 century, the electronics industry transforming the way we work in factories. VIII. Make past tense questions and answers using the words given. 1: When were fiber optics first developed? 1 When / be / fiber optics / first / develop? 2 The boxes / break / because they / make / of low quality materials. 3 The power supply / cut off / because / cables / come down / during the storm. 4 They / not complete / the foundations / by the time the building materials / 39

arrive. 5 When / they / install / the solar panels? 6 be / this / the first hydroelectric scheme/ in Scotland? 7 They / not use / wood chip / for heating / when the engineer / visit / the factory. 8 How / they / produce / gas / before they / discover / North Sea gas? 9 be / the oil pollution along the coastline / cause / by an oil tanker spillage? 10 How / they prepare access to this mine? IX. Complete the following report of an accident which happened in a factory with the correct form of the verbs in brackets. On Friday morning at 9.25 a worker in the chemical plant(a)_________ (find) by a female colleague. He (b) ________ (lie) on the floor. His colleague (c) ________ (check) that he (d) ________ still _________ (breathe) and then (e)_________ (call) the emergency services. The injured man (f)_________ (take) to hospital where he later (g) _________ (recover). An investigation at the factory (h)_________ (find) that a bottle containing a dangerous chemical liquid (i)________ (leave) open. Vapor from the liquid (j)_________ (escape) into the air. While he had been working in the room he (k)_________(become) unwell. He (I)_________(become) drowsy and then (m)_________ (fall) unconscious. Investigating officers are interviewing everyone who (n) _________ (work) in the factory that morning. X. In the following situations choose the correct sentence, a) or b). 1 You are reminding a colleague about the programme for tomorrow. a Remember that you'll meet the supplier at 12 o'clock. b Remember that you're meeting the supplier at 12 o'clock. 2 Two colleagues are discussing the future visit by inspectors. a The inspectors won't allow us to store chemicals in this cupboard. b The inspectors are not allowing us to store chemicals in this cupboard. 3 Designers are discussing the car models with airbags. a The use of airbags is going to save more lives in the future. b The use of airbags is saving more lives in the future. 40

4 Two managers need the results from some research before November. a They won't be able to complete the research before November. b They aren't completing the research before November. 5 A senior manager isn't looking forward to next week because he's worried about the tests. a Tests will be carried out next week. b Tests are being carried out next week. II. A salesman is describing a new product to a customer. Complete what they say with will or won't and a verb from the box. Give, operate, deal, take, be, contact, install, provide, need, revolutionize, warm, see S: This is an excellent new material which (a) ________ the use of solar panels. C: I see, and how many hours of sunshine (b) ________ we ________ to produce energy? S: It (c) _______ necessary to have sunshine. It (d) _______ in daylight only. C: (e) _______ it _______ enough energy to warm the building in winter? S: It (f) ________ the building but you may need additional heating when it is very cold. C: What about installation? S: We (g) ________ it for you. It (h) ________ long and you (i) ________ soon ________ how effective it is. We (j) ________ you a three year guarantee and if there are any problems we (k) ________ with them immediately. C: When will you be able to install it? S: As soon as we receive your order we (I) ________ you to discuss a suitable date. XI. Rewrite these sentences using the passive form instead of the active, which is underlined. We rarely find pure metals in nature. We recover metallic ores from the earth in many ways. We obtain lead from a mineral which we call galena. 41

We need a lot of electrical energy to separate aluminium from the oxygen in aluminium ore.

XII. Put the verb in brackets in the correct form There are many ways of shaping plastics. The most common way is by moulding. Blow-moulding (a) ________ (use) to make bottles. In this process, air (b) __________ (blow) into a blob of molten plastic inside a hollow mould and the plastic (c) ____________ (force) against the sides of the mould. Toys and bowls (d). (make) by injection moulding. Thermoplastic chips (e) . first ________________ (heat) until they melt and then forced into a watercooled mould under pressure. This method (f) (suit) to mass production. Laminating (g) (produce) the heat-proof laminate which (h) _____________ (use), for example, for work surfaces in kitchens. In this process, a kind of sandwich (i) _ (make) of layers of paper or cloth which (j) ____________ (soak) in resin solution. They (k) then (squeeze) together in a heated press. Thermoplastics can (I) _____________ (shape) by extrusion. Molten plastic (m) (force) through a shaped hole or die. Fibres for textiles and sheet plastic may (n). .._.... (make) by extrusion. XIII. Write a job advertisement in the field of economic engineering using modal verbs.

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Module 2: Management and Engineering

Contents Introduction Competencies U1. Production Management- Language study U2. Adjectives - Grammar study U3. Engineering Design - Language study U4. Forming Questions - Grammar study 43 43 44 55 60 67

Introduction Module 2 introduces students to new concepts related to management, production planning and control and the process to follow. Students get familiar with new terminology on Engineering design as well as on other concepts used in engineering. Similarly, Module 2 provides students with a grammar study of adjectives and adverbs and with a close grammar study of how to form questions in various communication contexts. Competencies To design production management projects at their workplace; To become aware of word importance: vocabulary related to production; To h use adjectives and adverbs in various contexts of communication; To get familiar with the steps of a design process; To become students aware of word importance: acronyms and concepts in engineering and process control; To form questions that help students communicate and debate problems; To practically apply the knowledge acquired by individual study.

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Learning Unit M2.U1. Production Management- Language study

Contents M2.U1.1. M2.U1.2. M2.U1.3 M2.U1.4 M2.U1.4.1. M2.U1.4.1.1. M2.U1.4.1.2. M2.U1.5.2. M2.U1.5.2.1. M2.U1.5.2.2. M2.U1.5.2.3 M2.U1.6 Introduction Objectives of the learning unit Production Management Language study Increase your vocabulary Production Collocations Right words wrong words examine - interrogate/question - interview - ask actual real topical up to date actually at present/for the present at the moment Assessment Test 44 45 45 48 48 48 50 50 50 51 51 51

M2.U1.1. Introduction The rapid evolution of the specialist and technical vocabulary in all languages due to the rapid technological development and to the rise of entirely new fields and industries gives terminology an important part to play in learning not only the specialist vocabulary of a particular field in a foreign language but also the specialist vocabulary of a particular field in the native language. Terminology is in fact the specialist knowledge that is renewed every year, which, they say, doubles every five to fifteen years, depending on the area concerned. Terminology plays a fundamental role in characterizing the specialist language and in classifying different specialist languages, being one of the elements that allow us to make the difference between the general language and the specialist language. We suggest that students should get familiar with the terminology in their subject area in order to function in a specialist English-speaking environment.

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M2.U1.2. Objectives of the learning unit To get students used to designing production management projects at their workplace; To make students aware of word importance: vocabulary related to production; To practically apply the knowledge acquired by individual study

The average length of the first learning unit is 2 hours.

M2.U1.3. Production Management THE "FIVE M'S" Operations management (known in industry as production management) is a responsibility similar in level and scope to other specialities such as marketing and to human resource and financial management. In manufacturing operations, production management includes responsibility for product and process design, planning and control issues involving capacity and quality, and organisation and supervision of the workforce. Production management's responsibilities are summarised by the "five M's": men. machines, methods, materials, and money. "Men" refers to the human element in operating systems. Since the vast majority of manufacturing personnel work in the physical production of goods, "people management" is one of the production manager's most important responsibilities. The production manager must also choose the machines and methods of the company, first selecting the equipment and technology to be used in the manufacture of the product or service and then planning and controlling the methods and procedures for their use. The flexibility of the production process and the ability of workers to adapt to equipment and schedules are important issues in this phase of production management. The production manager's responsibility for materials includes the management of flow processes-both physical (raw materials) and information (paperwork). The smoothness of resource movement and data flow is determined largely by the fundamental choices made in the design of the product and in the process to be used. The manager's concern for money is

45

explained by the importance of financing and asset utilisation to most manufacturing organisations. A manager who allows excessive inventories to build up or who achieves level production and steady operation by sacrificing good customer service and timely delivery runs the risk that over investment or high current costs will wipe out any temporary competitive advantage that might have been obtained. PLANNING AND CONTROL Although the five M's capture the essence of the major tasks of production management, control summarises its single most important issue. The production manager must plan and control the process of production so that it moves smoothly at the required level of output while meeting cost and quality objectives. Process control has two purposes: first, to ensure that operations are performed according to plan. and second, to continuously monitor and evaluate the production plan to see if modifications can be devised to better meet cost, quality, delivery, flexibility, or other objectives. For example, when demand for a product is high enough to justify continuous production, the production level might need to be adjusted from time to time to address fluctuating demand or changes in a company's market share. This is called the "productionsmoothing" problem. When more than one product is involved, complex industrial engineering or operations research procedures are required to analyse the many factors that impinge on the problem. Inventory control is another important phase of production management. Inventories include raw materials, component pans, work in process, finished goods, packing and packaging materials, and general supplies. Although the effective use of financial resources is generally regarded as beyond the responsibility of production management, many manufacturing firms with large inventories (some accounting for more than 50 percent of total assets) usually hold production managers responsible for inventories. Successful inventory management, which involves the solution of the problem of which items to carry in inventory in various locations, is critical to a company's competitive success. Not carrying an item can result in delays in getting needed parts or supplies, but carrying every item at every location can tie up huge amounts of capital and result in an accumulation of obsolete, unusable stock. Managers generally rely on mathematical models and computer systems developed by industrial engineers and operations researchers to handle the problems of inventory control. To control labour costs managers must first measure the amount and type of work required to produce a product and then specify well-designed, efficient methods for accomplishing the necessary manufacturing tasks. The concepts of work measurement and time study introduced by Taylor and the Gilbreths, as well as incentive systems to motivate and reward high levels of 46

worker output, are important tools in this area of management. In new operations particularly, it is important to anticipate human resource requirements and to translate them into recruitment and training programs so that a nucleus of appropriate skilled operators is available as production machinery equipment are installed. Specialised groups responsible for support activities (such as equipment maintenance, plant services and production scheduling, and control activities also need to be hired, trained, and properly equipment This type of careful personnel planning reduces the chance that expensive capital equipment will stand idle and effort, time, and materials will be wasted during start-up and regular operations. The effective use and control of materials often involves investigations of the causes of scrap and waste; this, in turn, can lead to alternative materials and handling methods to improve the production process. The effective control of machinery and equipment depends on machine's suitability to its specific task, the degree of its utilisation, the extent to which it is kept in optimum running condition, and the degree to which it can be mechanically or electronically controlled. THE IMPORTANCE OF MODELS AND METHODS Because of the enormous complexity of typical production operations and the almost infinite number of changes can be made and the alternatives that can be pursued productive body of quantitative methods has been developed to solve production management problems. Most of these techniques have emerged from the fields of industrial engineering, operations research, and systems engineering. Specialists in these fields are increasingly using computers and information processing to solve production problems involving the masses of data associated with large numbers of workers, massive inventories, and huge quantity of work in process that characterise most of today's production operations. Indeed, many mass production operations could not run without the support of these industrial engineers and technical specialists. The important aspects production control are summarised in the following Table. Production-Control Summary processes Observation inventory inspection costs

measuring rate recording of output; stock levels recording idle time or downtime 47

inspecting collecting materials and cost data parts

Analysis

comparing analysing estimating progress with demand for process the plan stocks in capabilities different uses and at different times expediting issuing production and procurement orders

computing costs in relation to estimates

Corrective action

initiating adjusting full inspection; selling price of product adjusting processes reassessing evaluating production specifications; economics; improving improving data processes and procedures

Evaluation

estimating production capacity and maintenance schedules

drawing up replenishmen t policies and inventory systems

M2.U1.4. Language study M2.U1.4.1. Increase your vocabulary M2.U1.4.1.1. Production

Production management is concerned with planning and controlling industrial processes which produce and distribute products and services. Techniques of production management are also used in service industries: here they are called operations management. During production processes, inputs are converted into outputs. These processes take many forms: from basic agriculture to large-scale manufacturing. Much manufacturing takes place in factories, where assembly lines allow a steady flow of raw materials (inputs) and finished products (outputs). People in production focus on efficiency and effectiveness of processes in order to maximize productivity. To achieve overall success, it is important to measure, analyze and evaluate these

48

processes. However, other activities also contribute to success: purchasing. inventory control, quality control, storage. logistics. Production varies according to the inputs, processes and outputs. Other important factors are the place of production and the resources. In addition. stock, a major cost, needs to be carefully controlled, and the equipment must be regularly maintained to remain productive and prevent breakdowns. Production place factory layout plant site unit workshop Process assemble batch component convert effectiveness efficiency line lot maximize optimize Resources equipment fixtures machinery materials handling raw materials Stock inventory stock store Maintenance breakdown failure fault maintain repair All areas of management require careful planning and organizing. Planning and organizing production is essential for efficient operations. Planning aggregate backlog back order bottleneck capacity cycle downtime flow forecast idle lead time make-to-order make-to-stock optimization output productivity prototype requirement run satisfy schedule sequence set up set-up time slack throughput uncertainty update work in progress

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Work organization lot overtime shift workforce workload M2.U1.4.1.2. Collocations Engineer Engineer - noun adjective + engineer chief qualified skilled trained consulting production civil design mechanical electrical Verb + engineer produce train be, practise as have find engage, appoint, get, instruct take advice from, speak to, talk to Engineer verb adverb + engineer carefully finely precisely superbly (The car is superbly engineered and a pleasure to drive) Engineering adjective + engineering heavy light conventional precision advanced chemical civil design ecological electrical Engineering + noun company firm group industry services work/works Expression: a feat of engineering (The building is a remarkable feat of engineering) M2.U1.5.2. Right words wrong words M2.U1.5.2.1. examine - interrogate/question - interview ask - Did you ask him? Did he give you any reasons? (Not * examine*) (ask a question/questions) - Its normal practice to interrogate/question prisoners of war. (= ask a large number of questions, especially of prisoners, police suspects, etc.) - A lot of people are questioning the global warming theory. 50

(= expressing doubts about) Who interviewed you when (= asked questions about your abilities and experience)

you

got

the

job?

M2.U1.5.2.2. actual real topical up to date Management Information Systems is a highly topical issue at present because of the row over the new bypass. (Not actual) (i.e its in the news) The real/actual problem is the civil war. (= true, the one we are concerned with) I cant comment before I have read the actual report. (Not real report) (=the report itself) Magazines in doctors waiting rooms are never up-to-date. (Not actual, topical) M2.U1.5.2.3. actually at present/for the present at the moment Frank has been travelling for a month now. At present/At the moment/For the present, I have no idea of his whereabouts. (Not actually, to the present) (=now, for the time being) Do you realize that Martin has actually been off work for a month now? (= as a matter of fact, really)

M2.U1.6 Assessment Test

I. Match the words that go together and then complete the sentences below. quality finished industrial production material manager lines process

51

large-scale assembly raw productivity

manufacturing levels control products

1 Improved _______ _______ has led to higher efficiency in production. 2 The manufacture of paper is an ________ _______. 3 Crude oil is the basic ______ _______ for the plastics industry. 4 Increased _______ ________ have reduced the number of manufacturing workers. 5 The large warehouse is used to store _______________ waiting for delivery. 6 Large car manufacturers use _______ ________ in production, 7 The company began in a single room but has now developed into ______________ 8 The manufacturing process is the responsibility of the _______ ________.

II. Here is part of a memo from a company director to the production manager. Complete it with words from the box. faulty equipment repair site workshops factory stock breakdowns layout maintain fixtures machinery MEMO From Robert George To Sarah Bridge Re Premises

We are making good progress with the new (a) ________ development. A new (b) _____ close to the river has been acquired. Designers are currently working on the (c) ______ of the area and exact location of the factory building. All (d) _________ and fittings will be carried out by Alan Shores Ltd. The new manufacturing (e) _________ has been ordered and we hope lo be able to install it ahead of schedule. New (f) ___________ will be purchased for the engineering (g) __________ once they have been completed. The present machinery is old and several (h) ________ recently have caused production backlogs. We will continue to (i) _______ and (j) ________ these machines until the new ones are up and running. I would ask you to carry out a

52

full (k) _____ inventory as soon as possible- Any (I) ______ goods should be removed from store and disposed of.

III. Choose the correct answer in the following. 1 Recent faults with machines have cost the company a great deal of ___. a) maintenance b) slack time .c) downtime 2 Once the mock-up of the new design has been tested, we can build the ___. a) prototype b) update c) set up 3 It's unprofitable to manufacture small quantities because or the machine ___. a) lead time b) set-uptime c) sequence 4 The production manager has to produce a production ___ for the next four weeks. a) set up b) schedule c) output 5 Once the order has been agreed and production begun. the designer is still responsible for the ___. a) work in progress b) workload c) back order 6 These items are produced together as one ___. a) cycle b) delivery c) lot IV. Match the correct word with each definition. workload workforce back order material flow throughput output cycle requirement the movement of materials through a production system an order from an earlier time which hasn't been produced yet the volume of goods which are produced something that is needed for a particular process the series of activities following one another to produce a product the amount of work that has to be done the volume of goods that can be dealt with in a certain period of time all the people who work in a particular 53

company

54

Learning Unit M2.U2. Adjectives - Grammar study

Contents M2.U2.1. M2.U2.2. M2.U2.3 M2.U2.3.1 M2.U2.3.2. M2.U2.4 Introduction Objectives of the learning unit Grammar study Comparison of adjectives Adjectives and adverbs Assessment Test 55 55 56 56 57 58

M2.U1.1. Introduction A scientist studies specialist English to keep updated with the latest discoveries in the field or to make his/her own researcher known; a student studies specialist English to have access to materials of interest to her/him; a business person studies specialist English to sell his/her products. Therefore, these purposes and needs are imposed by the current circumstances with English playing such an important role in all fields of knowledge. These needs generate, in their turn, the motivation for learning. People are aware of the needs they have and they end by being strongly motivated. In other words, what distinguishes ESP from General English is not the existence of a need as such but rather an awareness of the need (Tom Hutchinson and Alan Waters, 1987:53) M2.U1.2. Objectives of the learning unit To help students use adjectives and adverbs in various contexts of communication; To practically apply the knowledge acquired by individual study

The average length of the first learning unit is 2 hours.

M2.U2.3. Grammar study 55

M2.U2.3.1. Comparison of adjectives 1. If the positive adjective has one syllable, we form the comparative by adding - er and the superlative by adding -est: positive safe clean comparative safer cleaner superlative safest cleanest

If we compare two objects, we use than in the comparison: Burton's factory is noisier than Manson's. If we compare more than two objects, we use the in the superlative. Denham's factory is the noisiest 2. If the positive adjective has two syllables and ends in -y, ~ow or -k, we form the comparative by adding ~er and the superlative by adding est positive healthy narrow simple comparative healthier narrower simpler superlative healthiest narrowest simplest

Note that in two syllable adjectives ending in -y, the -y changes to -i in the comparative and the superlative. 3. For other adjectives with two syllables or more, we form the comparative with more and the superlative with most: positive dangerous flammable comparative more dangerous more flammable superlative most dangerous most flammable

4. Irregular comparative and superlative forms positive good bad little much far

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comparative better superlative best

worse worst

less least

more most

farther/furthest farthest/furthest

!!!! Remember: a little / a lot more than : more than : the most a little / a lot less than : less than : the least M2.U2.3.2. Adjectives and adverbs 1. Typical adjective endings and adjective forms: -ate/-ite -ful -al/-ial -ive -able/-ible accurate harmful artificial active renewable -ic -ou s -ing -ed -ant/-ent scientific dangerous mining finished transparent

2. Other adjectives, particularly short ones, do not have special endings bad - big - good - old - small young 3. Most adverbs are formed by adding -ly to the adjective: Adjective harmful active scientific dangerous artificial transparent Adverb harmfully actively scientifically dangerously artificially transparently

4. Some adjectives have the same form as adverbs early - fast - hard - late - straight

M2.U2.6 Assessment Test

57

I.Complete the table adjective accurate pure stable hard heavy thin far impractical bad II. Five of the sentences below contain a mistake. Find the mistake and correct it. This silk fabric is the best quality we produce. Following the fire, many more people nave been affected by smoke as we had originally thought. Pollution of the ground is most serious in area A than in area B. Please wear ear protection because it's noisier here than in the other areas. The locked cabinet contains some of most poisonous chemicals there are. That was the loudest explosion IVe ever heard. These chemicals should be kept in good containers than these. Sending the goods by air is certainly the most quick but it's also the most expensive III. Choose the correct word in bold. The number of people who work in the textile (a) manufactured/manufacturing industry in the UK has fallen (b) considerable/considerably over the last 50 years. Today, it employs (c) approximately/approximate 130,000 people. Textiles for clothing and carpets have always been (d) important/importantly but today there is (e) increasing/increasingly trade in fabrics for (f) industrial/industrially applications. Fabrics are used (g) increasing/increasingly in the healthcare and automotive industries. The export of wool and (h) woollen/wool products has remained fairly (i) constantly/constant over the last 15 years. The UK also has a G) significant/significantly silk industry, which produces over 170 million worth of goods (k) comparative more accurate superlative the most accorate

58

annual/annually. The UK inen trade has an (I) excellent/excellently reputation for quality and service and British exports remain very (m) healthy/healthily. The UK's expertise in chemistry is (n) extensive/extensively and this is (o) important/importantly to the (p) dying/dyed industry. The manufacturing of dyestuffs is (q) relative/relatively strong. The sale of carpets contributes to the sale of textiles (r) significant/significantly. The carpet industry has (s) particular/particularly strengths in the ft) high/highly quality end of the market.

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Learning Unit M2.U3. Engineering Design - Language study

Contents M2.U3.1. M2.U3.2. M2.U3.3 M2.U3.4 M2.U3.4.1. M2.U3.4.1.1. M2.U3.5.2. M2.U3.5.2.1 M2.U3.5.2.2 M2.U3.5.2.3 M2.U3.6 Introduction Objectives of the learning unit Engineering Design Language study Increase your vocabulary Acronyms and concepts in engineering and process control Right words/wrong words design drawing detailed - in detail - with details desk - office - bureau study Assessment Test 60 60 61 63 63 63 65 65 65 65 66

M2.U3.1. Introduction
Terminology and document data bases may constitute the core structure of a language course for special purposes. The applications in both monolingual and multilingual contexts could be outlined as follows:

In a monolingual context the document and terminology database help the specialist become familiar with his field of study, research or work; the database enables him/her to improve his/her message as well as the communication with other specialists;

In a multilingual context the document and terminology database enables the specialist to deliver his/her message in another cultural context, to convey messages in another language;

The two types of databases terminology and document go together because my intention is to introduce the student to a specialist field of study by making use of both terms and documents in order to improve their specialized knowledge and communication.

M2.U3.2. Objectives of the learning unit To introduce students to the steps of a design process; To make students aware of word importance: acronyms and concepts in engineering and process control; 60

To practically apply the knowledge acquired by individual study.

The average length of the first learning unit is 2 hours.

M2.U3.3. Engineering Design We frequently talk about designing 'a system'. By a system, we mean the entire combination of hardware, information and people necessary to accomplish some specified mission. A system may be an electric power distribution network for a region of the nation, a procedure for detecting flaws in welded pressure vessels, or a combination of production steps to produce automobile parts. A large system usually is divided into subsystems, which in turn are made up of components, There is no universally acclaimed sequence of steps that leads to a workable design. However, let us more or less arbitrarily consider the process to consist of the following steps: Recognition of a need Definition of a problem Gathering information Conceptualization Evaluation Communication of the design The design process generally proceeds from top to bottom in the list, but it must be understood that in practice some of the steps will be carried out in parallel and that feedback leading to iteration is a common fact of design. Recognition of a need Needs usually arise from dissatisfaction with the existing situation. They may be to reduce cost, increase reliability, or just change because the public has become bored with the product. Definition of a problem Probably the most critical step in the design process is the definition of the problem. The true problem is not always what it seems to be at first glance. Because this step requires such a small part of the total rime to create the final! design, its importance is often overlooked. Figure 2-3 illustrates how the final design can differ greatly depending upon how the problem is defined.

61

It is advantageous to define the problem as broadly as possible. If the definition is broad, you will be less likely to overlook unusual or unconventional solutions. Broad treatment of problems that previously were attacked in piecemeal fashion can have a big payoff. However, you should realize that the degree to which you can pursue a broad problem formulation toward a final design will depend on factors often outside your control. In most cases, the extent to which you are able to follow a broad problem formulation will depend on the importance of the problem, the limits on rime and money that have been placed on the problem and your own position in the organization. One approach that you should not take is to consider the existing solution to the problem to be the problem itself. That approach immediately submerges you in the trees of the forest, and you will find yourself generating solutions to a problem you have failed to define. The definition of a problem should include writing down a formal problem statement, which should express as specifically as possible what the design is intended to accomplish. It should include objectives and goals, definitions of any special technical terms, the constraints placed upon the design, and the criteria that will be used to evaluate the design. Perhaps the best way to proceed is to develop a problem statement at the initial problem definition step and then, in the second iteration after much information has been gathered, develop a much more detailed problem statement that is usually called the problem analysis. Gathering information Perhaps the greatest frustration you will encounter when you embark on your first design problem will be due to the dearth or plethora of information. No longer will your responsibility stop with the knowledge contained in a few chapters of a text. Your assigned problem may be in a technical area in which you have no previous background and you will not even nave a single basic reference on the subject. At the other extreme you may be presented with a mountain of reports of previous work and your task will be to keep from drowning in paper. Whatever the situation, the immediate task is to identify the needed pieces of information and find or develop that information. Conceptualization The conceptualization step is to determine the elements, mechanisms, processes or configurations that in some combination or other result in a design that satisfies the need. It is the key step for employing inventiveness and creativity. Very often the conceptualization step involves the formulation of a model which may be either of the two general types: analyzed and experimental. A vital aspect of the conceptualization process is synthesis. Synthesis is the process of taking elements of the concept and arranging them in the

62

proper order, sized and dimensioned in the proper way. Synthesis is a creative process and is present in every design. Design is very individualized. There are no ironclad rules for teaching successful design, and unfortunately very little has been written about the conceptualization step that is at the heart of the design process. Evaluation The evaluation step involves a thorough analysis of the design. The term evaluation is used more in the sense of weighing and judging than in the sense of grading. Typically, the evaluation step may involve detailed calculation, often computer calculation, of the performance of the design by using an analytical model. In other cases, the evaluation may involve extensive simulated service testing of an experimental model or perhaps a full-sized prototype. Communication of the design It must always be kept in mind that the purpose of the design is to satisfy the needs of a client or customer. Therefore, the finalized design must be properly communicated or it may lose much of its impact or significance. The communication is usually by oral presentation to the sponsor as -well as by a written design report. Detailed engineering drawings, computer programs and working models are frequently part of the 'deliverables' to the customer. It hardly needs to be emphasized that communication is not a one-time thing to be carried out at the end of the project. In a well-run design project, there is continual oral and written dialog between the project manager and the customer. M2.U3.4. Language study M2.U3.4.1. Increase your vocabulary M2.U3.4.1.1. Acronyms and concepts in engineering and process control The IT industry's talent for reducing everything to alphabet soup is only equalled by manufacturing, which you can almost discuss without using any real words at all. But it is the only way to avoid jaw-breaking terminology like 'supervisory control and data acquisition'. CAD/CAM (Computer Aided Design/Manufacturing): Use of PCs and workstation applications to automate the design and manufacturing process. Designers use CAD/CAM o prototype designs without redrawing them by hand. Popular PC packages include AutoCad, VersaCad and RoboCad. Workstation systems from IBM, DEC, HP, Intergraph, and Computervision. CAM helps in preparation of programs to control robotic and manufacturing equipment. 63

MRP (Materials Requirement Planning): Breaks down product into list of components needed to build it. Helps manufacturers plan what raw materials they need in stock. MRP II (Manufacturing Resources Planning): includes the concept of MRP, but also includes aspects of order processing, distribution, and processing time. JIT (Just-in-Time Manufacturing): Carries on where MRP and MRP II leave off. Means you only make the products you have to in order to satisfy market needs. Process extends from design and MRP to distribution of finished products. JIT-embracing manufacturers try not to hold any stock, either of raw materials or finished products, but make products just in time to fill customer requirements. CAPP (Computer Aided Process Planning): Systems work out how best to route the production of items that need to go through several different processes. Scada (Supervisory Control and Data Acquisition): Systems collect data, monitor manufacturing processes, and produce management reports on the effectiveness of manufacturing processes. Are oft e n PC systems and use graphical displays to alert shop-floor staff to problems in a process. Concurrent Engineering: Concept of developing different aspects of a product concurrently. Products' design, manufacturing, and documentation are integrated from the start. If design of a new product is changed, this is automatically passed through to the next stages of production planning. Intended to replace traditional linear approach, where each stage has to wait for previous stage to be completed. Aim is to reduce time-lag between design and finished product. EDM (Engineering Data Management): Part of a move towards Concurrent Engineering and CIM (Computer Integrated Manufacturing}. Central database stores all documentation related 45 to particular products. Product manuals and technical data can be generated from original design Information, and engineers should be able to reuse design data from previous projects. One company has halved time between introducing a change request at the design stage and producing complete plans. PLC (Programmable Logic Control): Small, rugged controllers are programmed via a programming panel to do a particular job in a process. Once programmed, the controllers will do

64

the same job as a full computer system, but at a lower cost. They can be reprogrammed easily to do different jobs. M2.U3.5.2. Right words/wrong words M2.U3.5.2.1. design drawing - Meryl did a lovely drawing of our house when she stayed here (Not *design*) (= a picture drawn in ink or pencil) - We've been discussing the design of the new house with the architect. (Not *drawing*) (= a plan from which it will be built)

M2.U3.5.2.2. detailed - in detail - with details You have to complete the form in (Not *detailed* *with details*) (= thoroughly, including all the small points) - I sent them my curriculum vitae with details of my previous jobs. (with details = including facts) - When you've tested the new vehicle, we'd like you to write us a detailed report. (= thorough, with all the facts) M2.U3.5.2.3. desk - office - bureau study - Alan doesn't like anyone to ring him at the office. (Not *desk* *bureau* *study*) (- a room or rooms devoted to business) - We need another room we can use as a study. (Not *an office*) (= a room for academic or domestic reading and writing) - The computer takes up half the space on my desk. (Not *bureau*) (= a table where you sit and write) - The papers you want are in the top drawer of the bureau. (= an old-fashioned writing desk with a lid in BrE; a chest of drawers in AmE) - Reuters has a news bureau in every country in the world. (= an office for collecting and distributing information) detail.

65

M2.U3.6 Assessment Test

I. What do these acronyms used in engineering mean? CAD, CAM, CIM, IT, MRP, JIT, PC, PLC II. Answer the following questions making reference to Acronyms and concepts in engineering and process control What is the aim of Concurrent Engineering? What are AutoCad, VersaCad and RoboCad?

66

Learning Unit M2.U4. Forming Questions - Grammar study

M2.U4.1. M2.U4.2. M2.U4.3 M2.U4.3.1 M2.U4.3.2 M2.U4.4.

Introduction Objectives of the learning unit Grammar study Forming questions Irregular plurals Assessment Test

67 67 68 68 70 71

M2.U1.1. Introduction The goal of the English course has been to explore the implications of terminology management in education and training, more precisely, in teaching English for special purposes (ESP), starting from the hypothesis that students, master degree students, research students, specialists get familiar with their field of study and research, in both a monolingual and multilingual context, provided they are exposed to complete documentation and terminology in their field of study and that examination of shades of meaning in the terminology in their field of study should help them better communicate with other specialists and provide them with a better understanding of their own specialist area.

M2.U1.2. Objectives of the learning unit To form questions that help them communicate and debate problems; To practically apply the knowledge acquired by individual study.

The average length of the first learning unit is 2 hours.

67

M2.U4.3. Grammar study M2.U4.3.1. Forming questions A. Some questions begin with a wh-word. We can call these wh-questions: What are you doing tomorrow? Where have you been? Some questions can be answered with yes or no. We can call these yes/no questions. Have you had to come far? Did she leave any message? B. If there is an auxiliary verb (be, do, have, can, will, etc.) we put it in front of the subject: Have you ever visited California? Why are you telling me this now? If there is more than one auxiliary verb, we put only the first auxiliary in front of the subject; Will they be arrested if they refuse to leave? (not Will be they arrested...?) We can make questions in a similar way when be is a main verb: Was she happy when she lived in France? When is he likely to arrive? When we ask yes/no questions with have as the main verb, we usually use Have...got...? or Do have...? Questions such as Have you a pen? are rather formal: Do you have... / Have you got a reservation? {rather than Have you a...?) C. If there is no other auxiliary verb, we make a question by putting do or does (present simple),or did (past simple) in front of the subject. A bare infinitive comes after the subject: Does anyone know where I left my diary? When did you last see Mary? If we use what, which, who or whose as the subject, we dont use do: What happened to your car? (not What did happen...?) Compare: Who (= object) did you speak to at the party? And Who (= subject) spoke to you? Notice that we can sometimes use do when what, which, who or whose is subject if we want to encourage the speaker to give an answer. Do is stressed in spoken English: Come on, be honest who did tell you? D. Study how we ask questions about what people think or say using a that-clause: When do you think (that) he will arrive? What do you suggest (that) I should do next? We can ask questions like this with advise, propose, recommend, say, suggest, suppose, think. When the wh-word is the subject of the second clause we dont include that: Who did you say was coming to see me this morning? (not ...say that was coming...?)

68

Wh-questions with how, what, which, and who A. Study these sentences: Which biscuits did you make the chocolate ones or the others? (rather than What...?) Ive got orange juice or apple juice. Which would you prefer? (rather than What...?) He just turned away when I asked him. What do you think he meant? (not Which...?) What do you want to do this weekend? (not Which...?) We usually use which when we are asking about a fixed or limited number of things or people, and what when we are not. Often, however, we can use either which or what with little difference in meaning. Compare: What towns do we go through on the way? (the speaker doesnt know the area) and Which towns do we go through on the way? (the speaker knows the area and the towns in it) B. We usually use who to ask a question about people: Who will captain the team if Nick isnt available? However, we use which when we want to identify a person or people out of a group (for example, in a crowded room, or on a photograph) and when we ask about particular classes of people. We can use what to ask about a persons job or position: Which is your brother? The one next to Ken? Which would you rather he a doctor or a vet? (or What would...?) Whats your sister? Shes a computer programmer. C. We use which, not who or what, in questions before one(s) and of: Which one of us should tell Jean the news? (not Who one of us...?) Ive decided to buy one of these sweaters. Which one do you think I should choose? (rather than What one do you think...?) Which of these drawings was done by you? (not What of...) Which of you would like to go first? (not Who of...) D. When we use who or what as a subject, the verb that follows is singular, even if a plural answer is expected:

69

 Who wants a cup of coffee? (said to a number of people) What is there to do in Leeds over Christmas? (expects an answer giving a number of activities) E. Study the use of how and what in these questions: Whats this one called? (not How...) What do you think of her work? (not How...) What is the blue button for? (= What purpose does it have?) (not How...) How about (having) a swim? (= a suggestion) (or What about...) What is your brother like? (= asking what kind of person he is) (not How...) How is your brother? (= asking about health) (not What...) What was the journey like? (= asking an opinion) (not How...) How was the journey? (= asking an opinion) (not What...) What do you like about it? (= asking for specific details) (not How...) How do you like it? (not What...) = asking for a general opinion = asking for details about coffee, tea or a meat dish (How would you like it? is al\so possible) M2.U4.3.2. Irregular plurals Nouns of Latin origin: Singular: -a / Plural: ae Antenna, antennae; Formula, formulae Singular: -um/ Plural: a Datum, data; medium, media; pendulum, pendula; stratum, strata Singular: -us/ Plural: -i focus, foci; nucleus, nuclei; radius, radii; terminus, termini Nouns of Greek origin: Singular: -is/ Plural: es Analysis, analyses; axis, axes; basis, bases; crisis, crises; hypothesis, hypotheses; synthesis, syntheses; Singular: -on/ Plural: a Criterion, criteria; phenomenon, phenomena; Singular: -x/ Plural: ces index, indices; matrix, matrices

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M2.U4.4 Assessment Test

1 I cant get the computer to work. Which/What have you done to it? 2 When we get to the next junction, which/what way shall we go? 3 Which/What countries in Europe have you been to? 4 Which/What are you worried about? 5 Which/What kind of work do you do? 6 Which/What do you think I should wear my blue or my red tie? 7 I still have to type these letters and photocopy your papers. Which/What do you want me to do next? 8 Which/What is the best way to get to Sutton from here? Look again at the answers in which you have underlined both. Are there any where which is more likely than what? Complete the sentences with who, which or what. .................. are you working for now? ..................... are Pauls parents? The couple near the door. .............living person do you most admire? ................. are Toms parents? Theyre both teachers. ..................... of them broke the window? ..................... one of you is Mr Jones? ..................... else knew of the existence of the plans? ............... is to blame for wasting so much public money? ..................... knows what will happen next? ..................... of the countries voted against sanctions? I know that Judy is an accountant, but..................... is her sister Nancy? If necessary, correct these sentences. What one of you borrowed my blue pen? Who do you want to be when you grow up? An astronaut.

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Who are you inviting to the meal? What are left in the fridge? Which of the children are in the choir? Who are coming with you in the car? Jane, Amy and Alex. Applications

I. Look up for synonyms for the following words: production analysis plan control II. What does the "five M's": stand for? III.Give the definitions for the following words: IV. Match each of the verbs below with the phrase which best goes with it: Accomplish Proceed Carry out Create Generate Formulate Satisfy assign solutions to a problem a new idea the needs of a client a task research or test work from step to step someone to a project s problem in precise terms

V. Find words in the text which mean the following: what you are aiming to achieve with a design something which restricts what you can do standards by which something can be judged the impression made by an idea

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VI. What do these acronyms used in engineering mean? CAD, CAM, CIM, IT, MRP, JIT, PC, PLC VII. Answer the following questions making reference to Acronyms and concepts in engineering and process control What is the aim of Concurrent Engineering? What are AutoCad, VersaCad and RoboCad? VIII. Make up 5 questions that you wish to ask your manager referring to the tasks you are required to accomplish at your workplace. IX. Make up 10 questions so that you could find the answers in the text Engineering Design

References
1. 2. 3. 4. 5. 6. 7. 8. 9. Alexander, L.G. Right Word Wrong Word. London: Longman, 1998 Brieger, Nick; Pohl, Alison. Technical English. Vocabulary and Grammar. Oxford: Summertown Publishing Limited, 2004 Dictionar tehnic englez-roman. Bucuresti: Editura Tehnica, 1997; Glendinning, E, Glendinning, N. English for Electrica land Mechanical Engineering. Oxford University Press, 1996; Hutchinson, Tom; Waters, Alan (1987). English for Specific Purposes. Cambridge: Cambridge University Press, pp. 48 64; McCarthy, Michael; ODell, Felicity. English Vocabulary in Use. Cambridge: University Press, 2002; Raymond, Murphy. Advanced Grammar in Use. Cambridge: University Press, 2002; Thomson, A.J; Martinet, A.V. A Practical English Grammar. Oxford: Oxford University Press, 1997; Vaughan, J (General Editor). General Engineering. London: Prentice Hall International, 1992; *** Undergraduate Prospectus, Queen Mary University 2003-2004; *** http://en.wikipedia.org/wiki/Business

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Table of Contents

Introduction Competencie s Module 1

Economic Engineering..................................................................... Introduction Competencies Learning Unit1. Engineering and Industrialization - Language study.. M1.U1.1. Introduction M1.U1.2. Objectives of the learning unit M1.U1.3 What is Engineering presentation M1.U1.4 Language study M1.U1.4.1.I ncrease your vocabulary.. M1.U1.4.1.1. Engineering M1.U1.4.1.2. Aspects of Industrialization M1.U1.5.2. Right words wrong words M1.U1.5.2.1. Diploma degree certificate licence.. M1.U1.5.2.2. Nouns names of sciences.. M1.U1.6. Assessment Test Learning Unit 2. Tenses - Grammar study M1.U2.1. Introduction.. M1.U2.2. Objectives of the learning unit M1.U2.3. Grammar study. M1.U2.3.1. Tenses present tenses past tenses future tense. M1.U2.3.1.1. Present tenses M1.U2.3.1.2. The past and perfect tenses. M1.U2.3.1.3. Expressing Future Time.. M1.U2.3.2. Active and passive M1.U2.4. Assessment Test Learning Unit 3. Economic Engineering - Language study M1.U3.1. Introduction.. M1.U3.2. Objectives of the learning unit M1.U3.3. What is Economic Engineering? 74

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M1.U3.4. Language study M1.U3.4.1. Increase your vocabulary. M1.U3.4.1.1. Engineering materials M1.U3.4.1.2. Describing objects, shape, size, use etc M1.U3.5.2. Right words/wrong words. M1.U3.5.2.1. engineer - mechanic - technician M1.U3.5.2.2. engine - motor - machine machinery. M1.U3.6. Assessment Test Learning Unit 4. Modal Verbs - Grammar study M1.U4.1. Introduction. M1.U4.2. Objectives of the learning unit M1.U4.3. Grammar study M1.U4.4. Summary chart of modals and similar expressions.. M1.U4.4. Obligation and requirements... M1.U4.5. Assessment Test Management and Engineering .. Introduction.. Competencies. Learning Unit1. Production Management- Language study M2.U1.1. Introduction... M2.U1.2. Objectives of the learning unit.. M2.U1.3. Production Management.. M2.U1.4. Language study. M2.U1.4.1. Increase your vocabulary.. M2.U1.4.1.1. Production.. M2.U1.4.1.2. Collocations M2.U1.5.2. Right words wrong words.. M2.U1.5.2.1. examine - interrogate/question - interview ask. M2.U1.5.2.2. actual real topical up to date. M2.U1.5.2.3. actually at present/for the present at the moment. M2.U1.6. Assessment Test. Learning Unit 2. Adjectives - Grammar study M2.U2.1. Introduction.. M2.U2.2. Objectives of the learning unit M2.U2.3. Grammar study. M2.U2.3.1. Comparison of adjectives.. 75

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Module 2

M2.U2.3.2. Adjectives and adverbs.. M2.U2.4 Assessment Test . Learning Unit 3. Engineering Design - Language study M2.U3.1. Introduction.. M2.U3.2.Objectives of the learning unit.. M2.U3.3. Engineering Design.. M2.U3.4. Language study M2.U3.4.1.Increase your vocabulary.. M2.U3.4.1.1. Acronyms and concepts in engineering and process control M2.U3.5.2. Right words/wrong words. M2.U3.5.2.1. design drawing M2.U3.5.2.2. detailed - in detail - with detail.. M2.U3.5.2.3. desk - office - bureau study. M2.U3.6. Assessment Test Learning Unit 4. Forming Questions - Grammar study. M2.U4.1. Introduction.. M2.U4.2. Objectives of the learning unit. M2.U4.3. Grammar study M2.U4.3.1. Forming questions M2.U4.3.2. Irregular plurals M2.U4.4. Assessment Test

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References

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