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Oxford English for Electrical and Mechanical Engineering Eric H. Glendinning Norman Glendinning, C Eng, MIMechE Oxford University Press orlord universiq. Introduction to Electrical Engineering: Book and CD-ROM (The Oxford Series in Electrical and Computer Engineering) · Read more. Oxford English for. Electrical and Mechanical. Engineering. Eric H. Glendinning. Norman Glendinning,. C Eng, MIMeche. Oxford. Heilige Geeststraat
Acrylic is a clear thermoplastic. A college will take after four years of secondary school 5 education. The gas control valve shuts off. Task 3 Scan the table to find: Paragraph I Use the labelled diagram in Task 1and the information from the tape to write a brief description of Lucy's invention. I In medicine, laserbeams can traal damagedtissue in a fraction of a second without harming healthy tissue. Component Function 1 armature a transfers rotation from the motor 2 bearings b create an electromagnetic field 3 brushes c converts electromagnetic energy to rotation 4 commutator d reverses the current to the armature 5 drive shaft e support the drive shaft 6 field windings f supply current to the armature Writing Describing components Task 5 Dismantle this simple dc motor into its components by completing the labelling of the chart below.
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Tuning-in Task 1 List the main branches of engineering. Combine your list with others in your group. Then read this text to 6nd out how many of the branches listed are mentioned.
Task 2 Complete the blanks in this aiagram using information from the text. This helps you to link old and new knowledge and to make guesses about the meaning of the text. It is also important to have a clear purpose so that you choose the best way to read. In this book, you will find tasks to make you think before you read and tasks to help you to have a clear purpose when you read.
Task 3 Study these illustrations. They show some of the areas in which engineers work. Can you identify them? What kinds of engineers are concerned with these areas - electrical, mechanical, or both? Match each text to one of the illustrations above.
Cars, trains, ships, and planes are all products of I 1 mechanical engineering. Mechanical engineers are also involved in support services such as roads, rail track, harbours, and bridges. Food processing: Mechanical engineers design, develop, and make I 5 the machines and the processingequipment for harvesting, preparing and preserving the foods and drinks that fill the supermarkets.
Medical engineering: Body scanners, X-ray machines, life-support systems, and other high tech equipment result from mechanical and electrical engineers combining with medical experts to convert ideas o into life-saving and life-preserving products. Building services: Electrical engineers provide all the services we need in our homes and places of work, including lighting, heating, ventilation, air-conditioning, refrigeration, and lifts. Energy and power: Electrical engineers are concerned with the s production and distribution of electricity to homes, offices, industry, hospitals, colleges and schools, and the installation and maintenance of the equipment involved in these processes.
Adapted from Turning ideas into action, Institution of Mechanical Engineers, and Enginminga Career, Institution of Electronics and Electtical incorporated Language study dealslis concerned with What is the link between column A and column B?
A B mechanical machines electrical electricity Column A lists a branch of engineering or a type of engineer. Column B lists things they are concerned with. We can show the link between them in a number of ways: Task 5 Match each item in column A with an appropriate item from column B and link the two in a sentence. For example: That means it is said more slowly and clearly than the other syllables. We say 'engine but engin'eer.
A good dictionary will show the stressed syllables. Listen to these words. Try to mark the stressed syllables. Mechanical engineering is ' 4 machinery of all kinds. This branch of engineering includes 6. The first three are concerned with transport: The last 8 with air- conditioning, refrigeration.
Electrical engineering deals with from generation to use. Electricity generating is concerned with lo stations. Electrical installation deals " cables. Two branches of engineering include both l2 and l 3 engineers. The former deals with mines and mining equipment, the latter with hospital " ofall kinds.
To which branch of engineering do these engineers belong? Task 9 Listen again. This time note the words which helped you decide on your answers. Choosing a course Task 1 Study this list of points to consider when deciding whether to study engineering. Tick [ J ] the statements which refer to you. Each gap represents one word. Compare your answers with your partner. More than one answer is possible for many of the In the United Kingdom you can ' engineering at a college of further education or a university.
Most college courses from one to two years. University undergraduate courses ' engineering last from three to four years. A college will take after four years of secondary school 5 education. Most students study full-time.
Students will be given a certificate a diploma at the 8 of their course.
Most university students wiU have completed six of secondary 10 school. Others will have taken a diploma course at college. A Bachelor's degree " three to four years. A Master's 12 r e q u i r e s a further year. Task 3 Listen to the text and note the words used on the tape for each gap. Reading Having a purpose As a student of engineering or as a professional engineer, you have to read a great deal.
Make a list of some of the k i d s of texts you may read. It is important that you develop the most effective skills for gettiig the information you want quickly and accurately when you read.
Task 4 There are examples on the following pages of some of the kinds of texts you may read in your studies or working life. Match them to this list: MP You should have previous sales and mechanical engineering experience with a bias to maintenance products and mechanical engineering.
The successful candidate will ideally be between 30 and 45 years of age living in the Midlands with a mechanical engineering background. Thecompany offera good basicsalary, commission electrical energy, and company car. Apply in writing, with full CV to. Here are some of the purposes you may have for reading the above texts. Match one purpose to each text. Your purpose here is to iind the most appropriate course for each of the following prospective students.
Use the Course Guide which follows and answer using the course code. A student who has just left school and wants to become a technician. A student who wants to design ships. A student who wants to get an engineering degree and also improve his knowledge of languages. A student who wants a degree eventually but whose qualifications at present are enough to start an HND course.
A student who wants to work as an engineer with the air force. A technician employed by a company which installs electrical wiring in factories. A student with a National Certificate in Electrical Engineering who is prepared to spend another two years studying to improve her qualifications. A student interested in how micro-organisms can be used in industry.
Two years, full-time. For potential electronic andeiectrical engineers. The first year is common and the second year allows students to specialize in either electronic or electrical engineering subjects. Successful gstqdentsmay. One year, 'full-time. For potential technicians or for those who wish ain entry to an HND course.
I er National Certificate Course in Electrical.. Two years, day-release. This col provides the technical education required for technicians employed in the electrical installation industry. H - Bachelo!
I Engineering. Three years, full-time. A two-year HND course in engineering 1 followed by two years of technology and managemell1 designed to produce managers qualified in high technology. Further information may be obtained by contacting one of these information centres and requesting the appropriate course leaflet by sode number.
All E courses: All Y courses: Write a letter to either the college or the university mentioned in Task 6 asking for information on a course which interests you. Set out your letter like this: Task 1 List the materials you know which are used in engineering.
Combine your list with the others in your group and classify the materials as metals. Reading Scanning tables In engineering it is important to practise reading tables, charts, diagrams, and graphs because so much information is presented in these ways.
We will start in this unit with a table. Scanning is the best strategy for finding information in a table. With scanning. To scan a table, you move y o u eyes up and down the columns until you 6nd the word or words you want. To scan quickly, you must learn to ignore any information which will not help you with your task. Task 2 Scan the table which follows to 6nd a material which is: PCBs, tubing ductile, highly conductive.
Casts Valves. Can be fittings, electrical contacts work hardened. Good conductor. Mild steel ion with High strength, ductile, tough.
General purpose 0. Cannot be hardened and tempered. Low cost. Poor corrosion resistance. High carbon steel ion Hardest of the carbon steels but Cutting tools such as drills, files, with 0. Can be saws hardened and tempered. Thermoplastics ABS High impact strength and Safety helmets, car components, toughness, scratch-resistant, light telephones, kitchenware and durable.
Acrylic Stiff, hard, very durable, clear. Aiicraft canopies, baths, double can be polished easily. Can be gl-g formed easily. Nylon Hard, tough, wear-resistant, self- Bearings, gears, casings for lubricating. Polyester resin Stiff, hard, brittle. Good chemical Moulding, boat and car bodies and heat resistance. Urea formaldehyde Stiff, hard, strong, brittle, heat- Electrical fittings, adhesives resistant, and a good electrical insulator.
Task 3 Scan the table to find: We can link these facts to make a debition of aluminium: Task 4 Use the table on the previous page to make definitions of each of the materials in column A. Choose the correct information in columns B and C to describe the materials in column A.
Aluminium is used to make aircraft, engine components, and many items for the kitchen. We can add extra information to the text like this: Aluminium, which is Light, soft, and ductile, is used to make aircraft, engine components- for example, cylinder heads - and many items for the kitchen, such as pots. Note that the extra information is marked with commas or dashes: Plastics can be moulded into plates, car components, and medical aids.
Thermoplasticssoften when heated again and again. Thermosetting plastics set hard and do not alter if heated again. ABS is used for safety helmets. Nylon is self-lubricating. Nylon is used for motorized drives in cameras. Acrylic is a clear thermoplastic. Acrylic is used for aircraft canopies and double glazing.
Polyester resin is used for boat and car bodies. Polyester resin is hard and has good chemical and heat resistance. Plastics are synthetic materials. They can be softened and moulded into useful articles.
They have many applications in engineering. There are two types of plastics: ABS is a thermoplastic which is tough and durable. Because it has high impact strength, it has applications where sudden loads may occur. Nylon is a hard, tough thermoplastic. It is used where silent, low-friction operation is required. Acrylic can be formed in several ways. It is hard, durable, and has many uses. Polyester resin is a thermosetting plastic used for castings. It has a number of useful properties.
Mechanisms Tuning-in Task 1 Identify these simple mechanisms. Try to explain the principles on which they operate. Reading Scanning a text Scanning is the best strategy for searching for speci6c information in a text. Move your eyes up and down the text until you find the word or words you want. Again, try to ignore any information which will not help you with your task. Task 2 Scan the text opposite quickly to 6nd out which of these mechanisms are mentioned.
While many industrial processes have electronic control systems, it is still mechanisms that deliverthe power to do the work. They provide the forces to press steel sheets into car body panels, to lift large components from place 10 All mechanisms involvesome kind ofmotion. Wheels, gears, and roiier --porary movement. The pendulum of a clock oscillates- it swings backwards and forwards. The linear movement of a paper trimmer is used to cut the edge of the paper..
The piston in a combustion engine reciprocates. Task 3 Now read the text to find the answers to these questions. What does a cam do? What does oscillating mean? How are plastic pipes formed? What simple mechanisms in the home are mentioned directly or indirectly? What is the function of a crankshaft?
Give an example of a device which can produce a linear movement. How are car body panels formed? What do mechanisms provide in industry? Writing Ways of linking ideas, 1 When we write, we may have to describe, explain, argue, persuade, complain, etc. In all these forms of writing, we use ideas.
To make our writing effective. One way of helping our readers is to mahe the links between the ideas in our writing. What are the links between these pairs of ideas? What words can we use to mark the links? Sentence 2 is a reason for sentence 1. We can link 1and 2 like this: Sentence 4 is the result of sentence 3. We can link 3 and 4 l i e this: Mechanisms deliver the power to do work so they play a vita1 role in industry. Mechanisms deliver thepower to do work: Sentence 6 contrasts with sentence 5.
We can link 5 and 6 like this: Friction is sometimes a help but it is often a hindrance. Task 4 Show the links between these sets of ideas using appropriate linking words. It is used for electric wiring.
Mass is measured in kilograms. It is self-lubricating. It is used for safety helmets. The load is between the effort and the fulcrum. Friction is a nuisance in a n engine. The lower surface is in tension. Concrete is weak in tension. Language study Dealing with technical terms One of the difficult things about the English of engineering is that there are many technical terms to learn. Newer terms may be the same, or almost the same, in your own language.
But many terms will be quite different and you may not always remember them. When this happens, you will have to use whatever English you know to make your meaning clear. The same thing may happen in reverse when you know a technical term but the person you are communicating with does not recognize it.
This may happen in the Speakingpracticetasks in this book. Again, when this happens, you will have to make your meaning clear using other words. Task 5 The technical words in column A are similar in meaning to the more general English in column B.
Match them. A B oscillates a changes rotates b large, thin, flat pieces reciprocates c moving stairs has a linear motion d goes round and round converts e movement motion f goes in a Line escalator g swings backwards and forwards sheets h goes up and down Task 6 Try to explain how this simple mechanism operates using whatever English you know.
Write your explanation down. Compare your explanation with the technical explanation given on page 4 of the Answer Book. Learn any technical terms which are unfamiliar to you.
Each of you has a diagram of a cam. Describe your diagram to your partner.
Your partner shoufltry to reproduce your diagram from the spoken description you provide. Student A: Your diagram is on page Student B: Thes text on the next page will help you with the vocabulary you need. Cams are shaped pieces of metal or plastic fixed to, or part of, a rotating shaft. A 'follower' is held against the cam, either by its own weight or by a spring. As the cam rotates, the follower moves. The way in which it moves and the distance it moves depends on the shape of the cam.
Rotary cams are the most common type. They are used to change rotary motion into either reciprocating or oscillating motion. If you do not understand what your partner says, these questions and phrases may be helpful.
If your partner does not understand you, try to rephrase what you say. Forces in engineering Task 1 Working in your group, try to explain these problems. Reading 1 Predicting As you learnt in Unit 1,it is important to think about what you are going to read before you read. Do not start to read a text immediately. One way to help your reading is to t h i i about the words which might appear in the text.
The title might help to focus your thoughts. Which words might appear in a text with the title Forces in engineering? Task 2 The text you are going to read is called Forces in engineering. Here are some of the words it contains. Can you explain the link between each word and the title of the text?
Use the information in the text to check the explanations you made in Task 1. Forces in engineering To solve the ship problem, we must look at the forces on the ship Fig. The weight, W, acts downwards. That is the gravity force. The buoyancy force, B, acts upwards.
Since the ship is in equilibrium, the resultant force is zero, so the magnitudes of B and W must be the 5 same. A good example of this is a spring. Springs exert more force the more they are stretched. This property provides a way of measuring force. A spring balance can be calibrated in newtons, the l o unit of force.
The block in Fia. The weight on the balance pulls? To give equilibrium, the spring pulls up to oppose that weight. This upward force, F1, equals the weight of the block, W. F W Fig. Mass is the quantity of matter i n an object. Weight is the force on that object due to gravity. Mass is measured in kilograms, whereas weight, being aforce, is measuredin Rewtons.
We have looked at buoyancy, elasticity, and gravity. There is a fourth force important in engineering, and that is friction. Friction is a help in 20 some circumstances but e hindrance in others. Let us examinethe forces on the box Fig. Firstly, there is its weight, W, the gravity force, then there is the reaction, R, normal to the plane. Rand W have a resultant force trying to pull the box down t h e w. It is the friction force, F, acting up the slope, that stops itslidingdown.
Reading 2 Grammar links in texts One of the ways in which sentencesin a text are held together is by grammar links. In this extract, note how each expression in italics l i d s with an earlier expression. Another very important force in engineering is theonecaused by elasticity. Agood example of this is a spring. Springs exert more force the more theyare stretched. This property provides a way of measuringforce. Sometimes these links cause problems for readers because they cannot make the right connection between words in different parts of a text.
Study these common grammar links: Springs becomes they. Force in engineering becomes one. Springs exert moreforce the more they are stretched becomes This property. Join them as in the example above. Friction in machines is destructive and wasteful. Itcauses the moving parts to wear and it produces heat where it is not wanted. They also use ball 5 bearings and roller bearings because rolling objects cause less friction than sliding ones.
Larkin and L. Bernbaum eds. The Penauin Bookof the Physical World. I Horizontallv calibrated Fig. When we describe this experiment, we write: A block of wood is placed on a flat surface. A spring balance is attached to one end of the block.
This description uses the present passive. Task 5 Complete this description of the experiment using the present passive. A block of wood ' on a flat surface. A spring balance " to one end of the block. A gradually increasing force to the balance. The force at which the block just begins to move- 4 The block along at a steady speed. The force required to maintain movement. It is found that the first force is greater than the second.
What does this experiment show? Listening Listening to lectures The listening passage you are going to hear is an extract from a typical engineering lecture. Here are some of the features of lectures. Spoken language is not divided neatly into sentences and paragraphs. Now what I thought Imight do today What wearegoing to talkof Lecturers often say the same thing more than once and in more than one way. It will turn, revolve. Lecturers often use expressions to help the students know what they are going to do next, what is important, etc.
What we are going to talk ojis the extension ofajorce. Task 6 In the same way as when reading, it is helpful to think about the topic of a lecture before you listen. The topii here is The Moment of a Force. Can you explain the links between these words from the lecture and the topic? Use a dictionary to help you if necessary.
Which of the words in Task 6 can be used to talk about the diagram? What do you think the lecturer is indicating each time? Select from the labels below, a to e. All right? The electric motor Task 1 Working in your group, list as many items as you can in the home which use electric motors. Which room has the most items? Reading Skimming In Unit 3 you studied scanning - locating specfic information quickly.
Another useful strategy is reading a text quickly to get a general idea of the kind of information it contains. You can then decide which parts of the text are worth reading in more detail later, depending on your reading purpose. This strategy is called skimming. Task 2 Skim this text and identify the paragraphs which contain information on each of these topics.
The 6rst one has been done for you. This can drive all sorts of machines, from wrist-watches to trains. The motor shown in Fig. It is a universal motor, which can run on direct current or 5 alternating current. An electric current running through a wire produces a magnetic field around the wire.
If an electric current flows around a loop of wire with a bar of iron through it, the iron becomes magnetized. It is! If you put two magnets close together, like poles-for example, 3 - two north poles repel each other, and unlike poles attract each other. When electricity flows around the armature wire, the iron becomes an electromagnet.
I The attraction and repulsion between the poles of this armature magnet and the poles of the field magnet makethe armature turn. As a result, its north pole is close to the south pole of the field maunet. Then the current is reversed so the north w l e of the armature magnet becomes the south pole. Once again, the attraction and repulsion between it and the field magnet make it turn. The armature continues turning as long as the direction of the current, and therefore its magnetic poles, keeps being reversed.
To reversethe direction of the current, the ends of the armature t wire are connected to different halves of a solit rino called a I commutator. Current flows to and from the kmm;tatorthrough small carbon blocks called brushes. As the armature turns, first one half of the commutator comes into contact with the brush delivering the current, and thenthe other, so the direction of the current keeps being reversed.
B, C, or D. One of the descriptions does not match any of the diagrams. The diagrams are in the correct sequence, but the descriptions are not. Motor run on direcl current A The armature turns a quarter of a turn. Then electric contact is broken because of the gap in the commutator, but the armature keeps turning because there is nothing to stop it. B When current flows, the armature becomes an electromagnet.
Its north pole is attracted by the south pole and repelled by the north pole of the field magnet. C When a universal motor is run on direct current, the magnetic poles in the armature change while those of the field magnet remain constant. D When the commutator comes back into contact with the brushes, current flows through the armature in the opposite direction.
Its poles are reversed and the turn continues. Language study Describingfunction Try to answer this question: What does an electric motor do? When we answer a question like this, we describe the function of something.
We can describe the function of an electric motor in this way: An electric motor converts electrical energy to mechanical energy. We can emphasize the function like this: Thejunction ofan electric motor is to convert electrical energy to mechanical energy. Task 4 Match each of these motor components to its function, and then describe its function in a sentence. Component Function 1 armature a transfers rotation from the motor 2 bearings b create an electromagnetic field 3 brushes c converts electromagnetic energy to rotation 4 commutator d reverses the current to the armature 5 drive shaft e support the drive shaft 6 field windings f supply current to the armature Writing Describing components Task 5 Dismantle this simple dc motor into its components by completing the labelling of the chart below.
A simple dc motor consists ofa field magnet and an armature. The armature is placed between the poles of the magnet. The armature is made up of a loop of wire and a split ring known as a commutator. The loop is connected to the commutator. Current is supplied to the motor through carbon blocks called brushes. To write a description, you need to use language to: These expressions will help: Carbon blocks known as called brushes.
The armature is placed between the poles. Task 6 Complete the text with the help of the diagram on the next page. Use the following words: The coils are wound on a former which is mounted on a core. The coils of a number of loops of wire. The core of thin pieces of soft iron. U- and T-shaped pieces are used. The former on the leg of the T. Now label the diagram opposite using the completed text. Word study Study these expressions for describing how componentsare connected to each other.
A is bolted to B. A is welded to B. A is tixed to B. Task 2 Find out what these terms mean in education. Use a dictiooary if necessary. It also helps to think about what you will hear before you listen. Tbt nut two tasks will help you to prepare for listening and to have a dearpurpose. Task 3 You are going to hear an interview with David, a student of electrical engineering at a Scottish college of further education. He is a mature student with previous service in the Navy.
Here is David's weekly timetable. Some of the information is missing. Before you listen, try to answer these questions about the timetable. Answer these questions. Compare your answers with a partner. Part 1 What is the name of David's course?
How long is the course?
How old is David? How long was he in the Navy? How many types of submarines are there? Part 2 How many weeks of teaching does he have left? How is the course assessed?
What happens if you fail the tests once? How many are in his class? What kind of problems has he had? Task 6 D Listen to Part 3 of the interview. Try to complete the information missing from the timetable. Task 8 Liiten to the last part of the interview. Part 4 11 When does he practise sport? Task 7 D Now listen to the whole tape. Answer these more difficult questions. Writing Comparing and contrasting Task 8 Write your own timetable in English. Note any similarities and differences between David's week and your own.
These expressions may be useful: Central heating Task 1 How can you heat a house in cold weather? List the possible ways Reading Predicting In Unit 5 we learnt how using the title can help us to predict the contents of a text. Diagrams are also very useful in helping the reader to make the right guesses about what a text will contain.
Before you read a text. Task 2 Using the diagram, try to explain the function of these components: You mav not find all the information vou want. Gas central heating 5 Most gas central heating works on the 'wet' system of heat transfer between water flowing through pipes.
Atypical system includes a boiler, a network of pipes, a feed, and expansion tank, radiators, and a hot water storage system. In conventional boilers, water is heated by gas burners. It is then I pumped around the central heating system and the hot water storage cylinder. The flow of gas to the burner is controlled by a valve or valves which can be operated by a time switch or by a boiler thermostat, hot water cylinder thermostat, or by a ro thermostat located in one of the rooms.
Air is necessary for complete combustion and is supplied to the burners either from inside the house, when adequate ventilation must beensured, or directly from outsidethrough a balancedflue. Water is circulated through a heat exchanger above the burner. The i s heat exchanger is made of tubes of cast iron or copper, which resist corrosion. Both types use fins to increasethe surface area in contact with water, which improves the transfer of heat. A thermostat located in the boiler causes the gas control valve to shut off when the watertemperature reaches the pre-set level.
One loop passesthrough the inside of the hot water storage cylinder in a coil arrangement. Heat is transferred to the surrounding water, which can then be drawn off from this 25 cylinder from various hot taps in the house when required. The loopthen returnsto the boiler for re-heating. The other loop of the circuit passesto the radiators, which provide room heating. Several radiators are generally connected, where one pipe provides the hot water input and the other carries the cold 30 water back to the boiler.
In this wav, all radiators receive hot water directly from the boiler. The first and last have been done for you. Water is circulated through a heat exchanger. I The loop returns to the boiler for re-heating. One loop passes through the inside of the hot water storage cylinder in a coil of pipes. The hot water is pumped through a diverter valve.
The other loop of the circuit passes to the radiators. Cold water from the radiators returns to the boiler. Use the statements in Task 4 to label the stages shown in this diagram of a heating system.
Fira flwr Ground floor t 1 Language study Time clauses What is the relationship between these pairs of actions?
How can we link each pair to show this relationship? The water is heated. It reaches a pre-set temperature. It is pumped to a diverter valve.
The gas control valve shuts off. We can show how actions are linked in time by using time clauses. We can use as to link two connected actions happening at the same time.
We can use until to link an action and the limit of that action. Note that until normally comes between the stages. We can use after to show that one action is followed by another action. We can use when to show that one action happens immediately after another.
Note that when the time word comes h t in the sentence. Task 6 Link these sets of actions with appropriate time words. Cold water passes through a heat exchanger in the boiler. The water becomes hotter and hotter. The water reaches a pre-set level. The water temperature reaches the pre-set level. A thermostat causes the gas control valve to shut off. The water is pumped to a diverter valve. The water goes to the hot water cylinder or the radiators. Hot water passes through the inside of the hot water storage cylinder in a coil arrangement.
Heat is transferred to the surrounding water. The hot water flows through the radiators. The hot water loses heat.
The water passes through the radiators. The water returns to the boiler. Word study Task 7 The words listed in the fust column of this table are common in descriptions of technical plant. Pergamon English for Specific Purposes, Vol. Download PDF. Recommend Documents. Mechanical and engineering section and electrical section. Oxford dictionary of Business English for learners of English.
Pergamon Institute of English Oxford. English for science and technology. Experimental electrical engineering and manual for electrical testing for engineers and for students in engineering laboratories. Mathematical formulae for electrical engineering. Computers and electrical engineering. Electrical engineering. Technology and Mechanical Engineering. Eric H. Glendinning and Norman Glendinning. Oxford University Press, , pp.
Reviewed by Christine B. The new text has been expanded to include Electrical Engineering, a rather curious expansion given the differences in the subject matter of the two fields. However, there is perhaps sufficient overlap between the two areas to justify combining them. Another clear difference between the two texts is the shift away from simple mechanical topics such as force and levers towards complex machines such as washing machines, lawn mowers, and robots.
What is most noticeably similar between the two texts, though, is the approach. The text was largely based on the concept of Information Transfer IT introduced by Widdowson , who argued that transferring information from the non-verbal mode to the verbal and vice versa is a useful tool in the teaching of a second or foreign language, especially for specific purposes.
In EME, Glendinning and Glendinning have attempted to create a place for IT in the s by exploiting expertly done diagrams, graphs, and tables and capitalizing on the interplay between verbal and non-verbal material. EME is an intermediate all-skills text aimed at students who have a basic command of English, but want or need to work on language skills required in an engineering context.
The emphasis of the text is not on teaching grammar, but rather on helping students develop skills in reading, writing, listening, and speaking as well as on highlighting aspects of English that could be useful for aspiring or perhaps practicing engineers.
The text is designed to be used either in the classroom or for self study, and listening cassettes and an answer book accompany the text. However, this review concerns only the textbook itself. The text consists of 30 units, each of which focus on a particular topic within Mechanical Engineering ME or Electrical Engineering EE , with topics The topics can roughly be broken down into three types personal topics of students and practicing engineers, general topics such as safety or engineering materials, and technical topics including lawn mowers, robotics, lasers, and maglev trains.
As would be expected, technical topics are the most common type by far. Units are short, with some as short as two pages. The longest units are no more than eight pages in length. The text concludes with a glossary of engineering terms and abbreviations as they have been used in the text. This glossary not only provides definitions, but also the unit and task numbers where each term is used and phonetic representations of the British pronunciation of the term. Each unit begins with an activity called "Tuning in", the purpose of which is to prepare students for the topic featured in the unit.