Curs Ing Ec - An I - Sem I - 2010

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;
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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 developing 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
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total mark
Module 1: Economic Engineering
Contents
Introduction 3
Competencies 3
U1. Engineering and Industrialization - Language study 4
U2. Tenses - Grammar study 11
U3. Economic Engineering - Language study 23
U4. Modal Verbs - Grammar study 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
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Learning Unit M1.U1. Engineering and Industrialization
- Language study
Contents
M1.U1.1. Introduction 4
M1.U1.2. Objectives of the learning unit 5
M1.U1.3 What is Engineering presentation 5
M1.U1.4 Language study 7
M1.U1.4.1. Increase your vocabulary 7
M1.U1.4.1.1. Engineering 7
M1.U1.4.1.2. Aspects of Industrialization 7
M1.U1.5.2. Right words wrong words 8
M1.U1.5.2.1. Diploma degree certificate licence 8
M1.U1.5.2.2. Nouns names of sciences 9
M1.U1.6 Assessment Test 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
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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
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
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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
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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.
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The company became a lame duck and weak business that loses money
collapsed after five years.
The big multinationals (1) often close 1 big companies with operations in many
factories as a cost-cutting exercise (2)
different countries
and relocate (3) and switch production 2 effort to reduce their costs
(4) to countries where labour and costs3 move the company's offices to a different
are cheaper. 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)
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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.
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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.U2.3 Grammar study 12
M1.U2.3.1 Tenses present tenses past tenses future tense 12
M1.U2.3.1.1 Present tenses 12
M1.U2.3.1.2. The past and perfect tenses 14
M1.U2.3.1.3. Expressing Future Time 20
M1.U2.3.2. Active and passive 20
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
To revise the English tenses that are important in order to gain proper
communication skills;
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To be able to use active and passive voice in scientific contexts;
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 Negative Interrogative

I am working I am not working Am I working?
You are working You are not working Are you working?
He/she/it is working He/she/it is not working Is he/she/it working
We are working We are not working Are we working?
You are working You are not working Are you working?
They are working They are not working Are they 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
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(+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.

I work I do not wok Do I work?
You work You do not work Do you work?
He/she/it works He/she/it does not work Does he/she/it work?
We work We do not work Do we work?
You work You do not work Do you work?
They work They do not work Do they work?
Contractions: the verb do is normally contracted in the negative: I dont work, he doesnt work.
Use
USE EXAMPLE
1. habitual actions (+adverbs such as: He usually works fixed hours.
often, usually, never, occasionally, How often do you meet your manager a
sometimes, always, every day, in the week?
morning, on Sundays, twice a year etc.) I never work shift hours.
2. general truths or characteristics: 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 We leave London at 10.00 next Tuesday
action is considered part of an already fixed and arrive in Paris at 13.00. We spend two
programme (with verbs of motion: come, hours in Paris and leave again at 15.00. We
go, leave or verbs expressing planned arrive in Rome at 19.30, spend four hours
activity: begin, start, end, finish. The in Rome etc.
adverbial indicating future time are
obligatory.):
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 took 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 Interrogative
I was working I was not working Was I working?
You were working You were not working Were you working?
He/she/it was working He/she/it was not working Was he/she/it working
We were working We were not working Were we working?
You were working You were not working Were you working?
They were working They were not working Were they working?
Negative contractions: I wasnt working, you werent working etc.
Use
USE EXAMPLE
With a point in time/period of time it At 12.30 yesterday/yesterday morning we
expresses an action in progress (going on) were making some investigations.
precisely at that moment:
With another action in the simple past it While/as I was working, a colleague
expresses an action that began before and stopped me and asked me the time.
probably continued after the other action
which interrupted it.
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With another action in the past continuous The girls were doing measurements while
it expresses an action going on at the same the boys were testing the product.
time with the other past action.
With an adverb of (future) time it expresses
a definite future arrangement seen from the She was busy packing for she was leaving
past 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.

I have worked I have not worked Have I worked?
You have worked You have not worked Have you worked?
He/she/it has worked He/she/it has not worked Has he/she/it worked?
We have worked We have not worked Have we worked?
You have worked You have not worked Have you worked?
They have worked They have not 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.
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It was now six and he was tired because he had been working since dawn.
M1. U2.3.1.3. Expressing Future Time
FORM MEANING EXAMPLE

THE FUTURE SIMPLE A neutral future even, a I shall finish my work next
prediction about the future week
Tomorrow the weather will
be cold and cloudy
BE GOING TO subjects intention to I am going to finish the
perform a certain future project tonight
action
PRESENT CONTINUOUS A future event anticipated We are having an important
by virtue of a present plan, meeting next Monday.
programme or arrangement
SIMPLE PRESENT An official plan or We start for Brasov
arrangement regarded as tomorrow. The train leaves
unalterable at 8.30
THE FUTURE A temporary situation in the Dont phone me at seven.
CONTINUOUS future Ill be having dinner
BE ABOUT TO 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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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.
22
Learning Unit M1.U3. Economic Engineering - Language study
Contents
M1.U3.3 What is Economic Engineering? 24
M1.U3.4.1.1. Engineering materials 25
M1.U3.4.1.2. Describing objects, shape, size, use etc 26
M1.U3.5.2. Right words/wrong words 30
M1.U3.5.2.1 engineer - mechanic - technician 30
M1.U3.5.2.2 engine - motor - machine machinery 30
Students get familiar with their field of study and research, in both an English-
speaking context, provided they are exposed to complete documentation and
terminology in their field of study.
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
23
M1. U3.3. What is Economic Engineering?
Economic engineering is a specialized field, incorporating a knowledge of engineering and basic micro-
economics. 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.
24
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 Properties Uses
Metals
Aluminium Light, soft, ductile, highly Aircraft, engine
conductive, corrosion-resistant. components, foil, cooking
utensils
Copper Very malleable, tough and ductile, Electric wiring, PCBs,
highly conductive, corrosion- tubing
resistant.
Brass(65%copper, 35% Very corrosion-resistant. Casts Valves, taps castings, ship
zinc) 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
25
hardened and tempered. Low
cost. Poor corrosion resistance.
High carbon steel (iron Hardest of the carbon steels but Cutting tools such as
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
Acrylic Stiff, hard, very durable, clear, Aircraft canopies, baths,
can be polished easily. Can be double glazing
formed easily.
Nylon Hard, tough, wear-resistant, self- Bearings, gears, casings
lubricating. for power tools
Thermosetting plastics
Epoxy resin High strength when reinforced, Adhcsives, encapsulation

good chemical and wear of electronic components
resistance.
Polyester resin Urea Stiff, hard, brittle. Good chemical Moulding, boat and car
and heat resistance. bodies
Urea formaldehyde Stiff, hard, strong, brittle, heat- Electrical fittings,
resistant, and a good electrical adhesives
insulator.
M1. U3.4.1.2. Describing objects, shape, size, use etc
Questions and answers about objects:
1. Question:
high
How wide is?
26
long
Answer:
high
.. is wide.
long
2. Question:
height
What is the width of?
length
Answer:
height
The width of..is.
length
height
..has a width of..
length
Notice that height, width and length are nouns

and high, wide and long are adjectives.
3. Questions:
shape
What size is ?
colour
height
How width is .?
length
height
What is the width of?
27
length
Answers
roughly square
..is more or circular
less triungular
not very heavy
fairly light
..is quite large.
very small
extremely big
light red
.is dark blue.
green
roughly
is approximately 10 kg
about
.. weighs nearly 5 gm
measures almost 2m
just under
just over
Questions
Whats .. used for?
made of?
What does.. consist of?
contain?
28
Answers
..is used for ________ing_______.
.is made of ______.
It consists of ________.
It contains __________.
Notice the following pairs of adjectives, verbs and nouns

adjective verb noun
hot heat heat
warm warm warmth
cool cool coolness
cold cool cold/coldness
weak weaken weakness
tough toughen toughness
soft soften softness
hard harden hardness
rough roughen roughness
coarse coarsen coarseness
strong strengthen strength
flexible make something flexible flexibility
elastic make something elastic elasticity
smooth smooth smoothness
rigid make something rigid rigidity
ductile make something ductile ductility
malleable make something malleabilitty
29
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)
Use the Engineering materials table to find a material which is:
soft
ductile
malleable
tough
30
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 noun
high
wide
long
31
adjective verb noun Learning Unit
warm warm M1.U4. Modal
Verbs hot heat - Grammar study
cool coolness
M1.U4.1.cold Introduction
cool 32
M1.U4.2.weak Objectives of the learning unit weakness 32
M1.U4.3 Grammar study
toughen toughness 33
M1.U4.4soft Summary chart of modals and similar expressions
soften 33
M1.U4.4.hard Obligation and requirements
harden hardness 36
M1.U4.5 Assessment
roughenTest roughness 36
coarse coarseness
strong strength
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.
To make students aware of the importance of model verbs in establishing

interpersonal relations: expressing permission, offer, request, giving advice,
etc
32
M1. U4.3. Grammar study

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

request
(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 Present/future: I should study tonight.
Past: I should have studied last night
(2) 90% Present/future: She should do well on the test
certainty (future only)
Past: She should have done well on the past.
OUGHT (1) advisability Present/future: I ought to study tonight
TO Past: I ought to have studied last night
(2) 90% Present/future: She ought to do well on the test
certainty ( future only, not present)
Past: She ought to have done well on the test.
HAD (1) advisability Present/future: You had better be on time, or we
BETTER with threat of will leave without you
bad results Past: (past form uncommon)
33
BE (1) expectation Present/future: Class is supposed to begin at 10.
SUPPOSED Past: Class was supposed to begin at 10.
TO
BE TO (1) strong Present/future: You are to be here at 9:00.
expectation Past: You were to be here at 9:00.
MUST (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) 95% Present/future: Mary isn't in class. She must be
certainty sick. (present only).
Past: Mary must have been sick yesterday.
HAVE TO (1) necessity Present/future: I have to go to class today.
Past: I had to go to class yesterday.
(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 (1) necessity Present/future: I have got to go to class today.
TO Past: I had to go to class yesterday.
WILL (1) 100% Present/future: He will be here at 6:00
certainty (future only)
(2) willingness Present/future: The phone's ringing. I'll get it.
(3) polite Present/future: Will you please pass the salt?
request
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.
(1) Present/future: I can run fast
CAN ability/possibilit Past: I could run fast when I was a child, but now I
y can't
34
(2) informal Present/future: You can use my car tomorrow.
permission
(3) informal Present/future: Can I borrow your pen?
polite request
(4) impossibility Present/future: That can't be true!
(negative only) Past: That can't have been true.
COULD (1)past ability Past: I could run fast when I was a child.
(2) polite Present/future: Could I borrow your pen?
request Could you help me?
(3) suggestion Present/future: I need help in math. You could talk
to your teacher.
Past: You could have talked to your teacher.
(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 ABLE (1) ability Present/future: I'm able to help you. I will be able
TO to help you.
Past: I was able to help him.
WOULD (1) polite Present/future: Would you please pass the salt?
request Would you mind if I left early?
(2) preference Present/future: I would rather go to the park than
stay home.
Past: I would rather have gone to the park.
(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
SHALL (1) polite Present/future: Shall I open the window?
question to
make a
suggestion
35
(2) future with Present/future: I shall arrive at nine
"I" or "we" as (will more common)
subject
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
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)
36
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)
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
37
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
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
I. What skills should an engineer have?

II. 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
38
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:
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?
39
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 /
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.
40
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.
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.
41
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.
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
water-
cooled 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.
42
Module 2: Management and Engineering
Contents
Introduction 43
Competencies 43
U1. Production Management- Language study 44
U2. Adjectives - Grammar study 55
U3. Engineering Design - Language study 60
U4. Forming Questions - Grammar study 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.
43
Learning Unit M2.U1. Production Management- Language study
Contents
M2.U1.3 Production Management 45
M2.U1.4.1.1. Production 48
M2.U1.4.1.2. Collocations 50
M2.U1.5.2.1. examine - interrogate/question - interview - ask 50
M2.U1.5.2.2. actual real topical up to date 51
M2.U1.5.2.3 actually at present/for the present at the moment 51
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.
44
To get students used to designing production management projects at their

workplace;
To make students aware of word importance: vocabulary related to
production;
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 "production-
smoothing" 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 so-
lution 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 inventory inspection costs
Observation measuring rate recording inspecting collecting

of output; stock levels materials and cost data
recording idle parts
time or
downtime
47
Analysis comparing analysing estimating computing costs
progress with demand for process in relation to estimates
the plan stocks in capabilities
different uses
and at
different
times
Corrective expediting issuing initiating adjusting

action production full inspection; selling price of product
and adjusting
procurement processes
orders
Evaluation estimating drawing up reassessing evaluating production
production replenishmen specifications; economics;
capacity and t policies and improving improving data
maintenance inventory processes and
schedules systems procedures

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
49
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 you got the job?
(= asked questions about your abilities and experience)
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 material
finished manager
industrial lines
production process
51
large-scale manufacturing
assembly levels
raw control
productivity 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 the movement of materials through a

production system
workforce an order from an earlier time which hasn't been
produced yet
back order the volume of goods which are produced
material flow something that is needed for a particular
process
throughput the series of activities following one another to
produce a product
output the amount of work that has to be done
cycle the volume of goods that can be dealt with in a
certain period of time
requirement all the people who work in a particular
53
company
54
Learning Unit M2.U2. Adjectives - Grammar study
Contents
M2.U2.3.1 Comparison of adjectives 56
M2.U2.3.2. Adjectives and adverbs 57
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)
To help students use adjectives and adverbs in various contexts of

communication;
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 comparative superlative

safe safer safest
clean cleaner 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

healthy healthier healthiest
narrow narrower narrowest
simple simpler 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:

dangerous more dangerous most dangerous
flammable more flammable most flammable
4. Irregular comparative and superlative forms
positive good bad little much far
56
comparative better worse less more farther/furthest
superlative best worst least most 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 accurate -ic scientific
-ful harmful -ou s dangerous
-al/-ial artificial -ing mining
-ive active -ed finished
-able/-ible renewable -ant/-ent 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 Adverb
harmful harmfully
active actively
scientific scientifically
dangerous dangerously
artificial artificially
transparent transparently
4. Some adjectives have the same form as adverbs

early - fast - hard - late - straight
57
I.Complete the table
adjective comparative superlative

accurate more accurate the most accorate
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)
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.
59
Learning Unit M2.U3. Engineering Design - Language study
Contents
M2.U3.3 Engineering Design 61
M2.U3.4.1.1. Acronyms and concepts in engineering and process control 63
M2.U3.5.2. Right words/wrong words 65
M2.U3.5.2.1 design drawing 65
M2.U3.5.2.2 detailed - in detail - with details 65
M2.U3.5.2.3 desk - office - bureau study 65
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.
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
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.U3.4.1.1. 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 detail.

(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)
65
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.U4.3.1 Forming questions 68
M2.U4.3.2 Irregular plurals 70
M2.U4.4. Assessment Test 71
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.
To form questions that help them communicate and debate problems;

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
70
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.
71
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 solutions to a problem

Proceed a new idea
Carry out the needs of a client
Create a task
Generate research or test work
Formulate from step to step
Satisfy someone to a project
assign 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
72
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. Alexander, L.G. Right Word Wrong Word. London: Longman, 1998
2. Brieger, Nick; Pohl, Alison. Technical English. Vocabulary and Grammar. Oxford:
Summertown Publishing Limited, 2004
3. Dictionar tehnic englez-roman. Bucuresti: Editura Tehnica, 1997;
4. Glendinning, E, Glendinning, N. English for Electrica land Mechanical Engineering.
Oxford University Press, 1996;
5. Hutchinson, Tom; Waters, Alan (1987). English for Specific Purposes. Cambridge:
Cambridge University Press, pp. 48 64;
6. McCarthy, Michael; ODell, Felicity. English Vocabulary in Use. Cambridge:
University Press, 2002;
7. Raymond, Murphy. Advanced Grammar in Use. Cambridge: University Press, 2002;
8. Thomson, A.J; Martinet, A.V. A Practical English Grammar. Oxford: Oxford
University Press, 1997;
9. Vaughan, J (General Editor). General Engineering. London: Prentice Hall
International, 1992;
*** Undergraduate Prospectus, Queen Mary University 2003-2004;
*** http://en.wikipedia.org/wiki/Business
73
Table of Contents
Introduction 1
Competencie 1
s
Module 1 Economic Engineering..................................................................... 3
Introduction 3
Competencies 3
Learning Unit1. Engineering and Industrialization - Language 4
study..
M1.U1.3 What is Engineering presentation 5
M1.U1.4.1.I ncrease your vocabulary.. 7
M1.U1.4.1.1. Engineering 7
M1.U1.4.1.2. Aspects of Industrialization 7
M1.U1.5.2.1. Diploma degree certificate licence.. 8
M1.U1.5.2.2. Nouns names of sciences.. 9
Learning Unit 2. Tenses - Grammar study 11
M1.U2.1. Introduction.. 11
M1.U2.3. Grammar study. 12
M1.U2.3.1. Tenses present tenses past tenses future tense. 12
M1.U2.3.1.1. Present tenses 12
M1.U2.3.1.2. The past and perfect tenses. 14
M1.U2.3.1.3. Expressing Future Time.. 20
M1.U2.3.2. Active and passive 20
Learning Unit 3. Economic Engineering - Language study 23
M1.U3.3. What is Economic Engineering? 24
74
M1.U3.4. Language study 25
M1.U3.4.1. Increase your vocabulary. 25
M1.U3.4.1.1. Engineering materials 25
M1.U3.4.1.2. Describing objects, shape, size, use etc 26
M1.U3.5.2. Right words/wrong words. 30
M1.U3.5.2.1. engineer - mechanic - technician 30
M1.U3.5.2.2. engine - motor - machine machinery. 30
Learning Unit 4. Modal Verbs - Grammar study 32
M1.U4.1. Introduction. 32
M1.U4.3. Grammar study 33
M1.U4.4. Summary chart of modals and similar expressions.. 33
M1.U4.4. Obligation and requirements... 36
Module 2 Management and Engineering .. 43
Introduction.. 43
Competencies. 43
Learning Unit1. Production Management- Language study 44
M2.U1.1. Introduction... 44
M2.U1.2. Objectives of the learning unit.. 45
M2.U1.3. Production Management.. 45
M2.U1.4. Language study. 48
M2.U1.4.1. Increase your vocabulary.. 48
M2.U1.4.1.1. Production.. 48
M2.U1.4.1.2. Collocations 50
M2.U1.5.2. Right words wrong words.. 50
M2.U1.5.2.1. examine - interrogate/question - interview ask. 50
M2.U1.5.2.2. actual real topical up to date. 51
M2.U1.5.2.3. actually at present/for the present at the moment. 51
M2.U1.6. Assessment Test. 51
Learning Unit 2. Adjectives - Grammar study 55
M2.U2.3. Grammar study. 56
M2.U2.3.1. Comparison of adjectives.. 56
75
M2.U2.3.2. Adjectives and adverbs.. 57
M2.U2.4 Assessment Test . 58
Learning Unit 3. Engineering Design - Language study 60
M2.U3.2.Objectives of the learning unit.. 60
M2.U3.3. Engineering Design.. 61
M2.U3.4. Language study 63
M2.U3.4.1.Increase your vocabulary.. 63
M2.U3.4.1.1. Acronyms and concepts in engineering and process 63
control
M2.U3.5.2. Right words/wrong words. 65
M2.U3.5.2.1. design drawing 65
M2.U3.5.2.2. detailed - in detail - with detail.. 65
M2.U3.5.2.3. desk - office - bureau study. 65
Learning Unit 4. Forming Questions - Grammar study. 67
M2.U4.2. Objectives of the learning unit. 67
M2.U4.3. Grammar study 68
M2.U4.3.1. Forming questions 68
M2.U4.3.2. Irregular plurals 70
References 73
76

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Introduction

Acquiring basic knowledge of specialist vocabulary and English grammar;

Students will be able to:

Students need to have access to specialist dictionaries, terminologies and

Duration of self study

Module 1 introduces students to the engineering practice and to the concepts

M1.U1.2. Objectives of the learning unit

To cover students knowledge related to the faculty they are attending;

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

M1.U1.3. What is Engineering? presentation

Will I enjoy Engineering?

YES - if you like:

M1.U1.4. Language study

chemical civil electrical electronic highway hydraulic industrial

Processes in treating metals

anneal anodize electroplate forge found galvanize grind

M1.U1.4.1.2. Aspects of Industrialization

Child labour is a serious problem in the employment of children to do adult jobs

M1.U1.5.2. Right words wrong words

Pat has a degree in maths. (not diploma)

Example: Mathematics is an exact science.

M1.U1.6. Assessment test

machines highway mechanical chemical civil physics

Engineering students should have an understanding of maths, (a)_______ and chemistry.

III. Give words or expressions which mean:

a payment or tax benefit to a company to persuade it to open a factory somewhere

To put it briefly, the specialized knowledge and, subsequently, the specialized

M1.U2.2. Objectives of the learning unit

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

M1. U2.3. Grammar study

There are two present tenses in English:

Affirmative Negative Interrogative

The simple present tense

Affirmative Negative Interrogative

M1. U2.3.1.2. The past and perfect tenses

The simple past tense

2. in indirect speech, instead of the simple He told me he had a new camera

The past continuous tense

Negative contractions: I wasnt working, you werent working etc.

Present perfect tense

Affirmative Negative Interrogative

Contractions: have/has and have not/has not can be contracted thus:

The present perfect used for actions occurring in an incomplete period

Note sentences of this type:

Note the questions/answers such as:

The present perfect used with for and since

Note that there is a difference between last and the last.

It is + period + since + past or perfect tense

M1. U2.3.1.3. Expressing Future Time

FORM MEANING EXAMPLE

M1. U2.3.2. Active and passive

A preliminary analysis is normally produced.

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.

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?

3 A: Can 1 see the new design?

5 A: How long have you been using imported raw materials?

________ (begin) using imported polyester.

6 A: Is this the natural color of the fabric?

7 A: And how long will it be kept in store?

1 Improved _ _ has led to higher efficiency in production.