245538779 233644776 Understanding Technical English 1

8/10/2019 245538779 233644776 Understanding Technical English 1

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UNDERSTANDINGTECHNICALENGLISHK. METHOLDDI P. I . E. T. (MANC. ), F. I . O. B. , F. A. I . B. ,D. D. WATE RS MB. I . M. , CHARTERED BUI LDER ( AUST)LONGMAN GROUP (FAR EAST) LIMITEDQuarry Bay, Hong KongAssociated companies, branches and representativesthroughout the world0 Longman Group Ltd 1973All rights reserved. No part of this publication may bereproduced, stored in a retrieval system, or transmittedin any form or by any means, electronic, mechanical,photocopying, recording, or otherwise, withoutthe prior permission of the Copyright owner.First published 1973Seventeenth impression 1 983Typeset in Hong Konq byAsco Trade Typesetting LtdPrinted in Hong Kong bySheck Wah Tong Printing Press LtdThe cover photograph shows sections of steel tube for

The Cross Harbour Tunnel from Hong Kong to Kowloon,stacked prior to assembly.. ContentsTo the Teacher'1. Simple Machines\.2. Using a Hacksaw+ 3. Safety Rules4. Painting5. Working with Metal\ 6. MeasuringL-7. Making an Electric Current8. Hammers

9. ElectricityG 10. What is a Camera?1 1. Aluminium12. Drawings of Buildings13. Machines14. Fuses15. Fibres16. Making Things with Glass: Glassblowing17. Plugging a Wall18. How to Use Nails19. Grinding and Sharpening20. Steel WireTo the Teacher

This four stage, graded readi ng course is intended for students ofEnglish as a foreign language wh o wi sh t o relate their reading i n English t o topi cs relevant t o their future careers as craftsmen ortechnicians. The course contai ns the f ol l owi ng features:1 . The reading passagesEach passage i s compl ete i n itself. The l ength of the passagesvaries from about 250 words i n Book One t o 750 words i nBook Four. The topi cs are of general interest t o al l technicalstudents and require little specialised techni cal know ledge on



the part of either the student or the teacher. Al l techni cal termscan be understood f rom the context or from accompanyi ngillustrations. The course can, therefore, be used wi t h confi denceby general English teachers wh o have little techni cal knowl edge.2. The vocabularyNo attempt has been made t o teach a hi ghl y specialised tech-ni cal vocabulary. The emphasis throughout is on presenting ageneral technical vocabulary common t o all crafts and tech-nologies. The vocabulary has been selected f rom a carefulanalysis of the words most frequentl y used i n basic texts onwoodwork, metal work, techni cal drawi ng, mechanics andfundamentals of electrical technol ogy. Ful l details of this tech-ni cal lexis and of the core general English lexis are gi ven i n theteacher's handbook t o the series.3. Structural controlAl l the material is structurally graded. A basic assumption hasbeen made concerni ng the students' knowl edge at poi nt ofentry, and details of what the students are expected t o know,i f onl y passively, are gi ven i n the teacher's manual. Al l otherstructures are i ntroduced gradually, i n a predet ermi ned order,and are ful l y deal t wi t h i n the exercises. The compl ete structurelist i s provi ded i n the teacher's manual. This list differs f romother wi del y used lists i n that it takes i nt o account thosesentence patterns most commonl y used i n techni cal wri ti ng.

4. The exercisesThese are designed t o 'exercise' and t o test the students'knowl edge. Al l the exercises require the students t o use thosewords and structures that t hey have encountered i n the readingpassages. A n i mportant feature of the exercises i s that theyconti nual l y revise the vocabulary i ntroduced i n earlier passages.There is, therefore, a carefully bui l t -i n revision factor throughoutthe book. For thi s reason there are no separate revision units.5. ObjectivesThis course is not i ntended t o be a basic English course, andshoul d be used i n conj uncti on wi t h any good general Englishcourse. Its purpose is t o provide supplementary material wi t h atechnical bias t o the usual English programme.

l . SIMPLE MACHINESLeverThere are six si mpl e machines. They are the lever,the pulley, t he wheel and axle, t he i ncl i ned plane, thewedge and t he screw-j ack.Simple machines make our wor k easier. A largerock is very heavy but a man can move it wi t h a lever.He can l i ft a heavy wei ght wi t h a pulley. He can lifta car off the ground wi t h a screw-j ack. He can spl i ta piece of wood wi t h a wedge.I n the past workmen had onl y their own strengthand the six simple machines. They bui l t tall bui l di ngswi t h these machines, and they still use t hem today.

Workmen lift bricks and cement t o t he t ops ofbuildings wi t h ropes and pulleys. They push theirwheel -barrows up an i ncl i ned plane. And the wheel -barrows, of course, have a wheel and axle.PulleyAWedgeWheel and axle on inclined planeExercises1 Vocabulary



Complete the sentences about the pictures on theleft:a. The man is splitting the piece of wood with ab. The man is lifting up the car with ac. The man is moving the tree with ad. The man is using a and an-a.2 ComprehensionA. Which of a, 6, c or d is correct ?(i) You want to l i ft a bucket of sand. Whichsimple machine will you use?a. a lever b. a wedgec. a pulley d. a screw-jackb.(ii) You want to take the tyre off your bicyclewheel. Which simple machine will you use?a. a wedge b. a wheel and axlec. an inclined plane d. a lever(iii) You want to push a large box on to a lorry.Which simple machine will you use?a. a pulley b. a screw-jackc. a wheel and axle d. an inclined planeC.(iv) You want to take a heavy cupboard from

your workshop to your house. Which simplemachine will you use?a. a pulley b. a screw-jackc. a wheel and axle d. an inclined planed.B. Answer these questions in sentences:a. What are the six simple machines?b. Why do we use simple machines?c. What must we use with simple machines?3 Language PracticeA. Read these sentences:(i) Move the rock. Use a lever.(ii) Move the rock wi t h a lever.

Write these sentences like (ii):a. Dr aw a picture. Use a pencil.b. Lift t he car. Use a screw-j ack.c. Cut t he piece of paper. Use a pair of.~~,' sci sso@d. Break t he piece of wood. Use yourhands.B. Read this sentence:The rock is heavy but the man canmove it.Complete these sentences:a. The paper is t hi ck (cut)b. The cei l i ng i s hi gh

, \;. c,..(t ouch)c. The knife is blunt (use>d. The door is cl osed * (open)4 CompositionThese men are building a house. They are using many machines. Writesentencesabout thepicture like this:Oneof the men is lifting a lorry. He is using a screw-jack.2. USING A HACKSAW



1. The man cuts the iron rod into two parts.He cuts the rod with a hacksaw. He has putthe rod into a vice. Now he uses his thumb asa guide and he makes the first cut. He movesthe saw backwards and forwards a few timesacross the metal.2. The man has made the first, small cut.Now he holds the frame of the saw with bothhands. He saws with light, slow strokes. Thesaw cuts only on the forward strokes. Whenthe man pulls the saw back, he does not presshard.3.Hethethehe 1willThe man is nearmust be careful.rod will break. Itsaw. When the mmill make the edguse a file t o make

the end of the cut now.He must saw lightly ormay break the blade ofan has made the last cut,e of the rod smooth. Heit smooth.Exercises1 VocabularyComplete each of the sentences with oneof the words in the box.a. The edge of this piece of metal is notsmooth.Use this to make i t smooth.

b. The iron is one centimetrethick.c. The boy is making a for apicture.d. The of the knife is not sharp.e. How many shall I cut thispiece of wood into?blade frame file parts smoothstrokes vice guide press rod2 ComprehensionA. Answer the questions about the pictures:a. How is the man holding the hack-saw ?

b. What is the man doing wrong?c. What has the man not done?d. What must the man do to the end ofthe rod ?B. Which of the answers a, 6, c or d is correct(i) What can we use to cut an iron rod?a. a vice b. a guideC. a saw d. a file(ii) How many tools did the man use?a. one b. two



c. three d. four(iii) When may the rod bre.ak?a. on the first cutb. on the last cutc. on the forward strokesd. on the backward strokes(iv) When did the man use his thumb as aguide?a. he did not use itb. when he made the first cutc. when he made the last cutd. when he used the file3 Language PracticeA. Read this sentence:The man cut the rod wi t h a hacksaw.Make sentences like this. Use these words:a. turn/lock/keyb. break/window/stonec. write/answer/pend. lift/car/screw- jackB. Read the sentences in ( i ) and (ii):(i) The man wants t o make the rod smooth.He wi l l use a file.(ii) The man wi l l use a file to make the rod

smooth.Make sentences like (ii) with these words:a. The man wants to cut the piece of metal. Hewi l l use a saw.b. The man wants t o stick some paper on thewood. He will use glue.c. The man wants t o hold the rod tightly. Hewi l l use a vice.d. The man wants t o make a wooden toy. Hewi l l use a sharp chisel.4 CompositionRead the passage again. Write two or more SafetyRules for 'Using a Hacksa W' .

Example: Always put the iron rod into a vice.3. SAFETY RULESThere are many sharp tools in a workshop. Some can cut wood and some can cut metal.Remember these safety rules or you wi l l cut or injure yourself.1. Always wear an apron or an overall.2. Wear a shirt wi t h short sleeves or roll up the long sleeves.3. Take off your tie.4. Do not run i n the workshop: always walk.5. When you are carrying tools, point them downwards. Keep them near your sides.6. Always keep both hands behind the cutting edge of tools.7. Keep tools in their places. Do not leave them on the top of the bench.

They may fall offthe bench and hurt your feet.8. Ask your teacher how t o use every tool. Do not experiment wi t h tools and machines.9. Wait for instructions before you touch any lever or switch on any machine.Exercises1 VocabularyComplete each of the sentences with one of thewords in the box.a. The boy pulled the and the machine



a. We can rub i t with turpentine.b. We can paint across the grain.c. We can fill up the cracks withputty.d. We can use glasspaper.(iii) What must we do wi th our paintbrushes ?a. brush away the dustb. rub them smoothc. keep them cleand. dip only the tips into turpentine(iv) When do we use light strokes?a. when we put on the undercoatb. when we use priming paintc. when we paint along the graind. when we brush away the dust3 Language PracticeA. Most of the sentences in the passageare imperative statements.Examples :Let the first coat of paint dry.Dip only the ti p of the brush intothe paint.Make imperative statements from these

words. Put the words into the correctorder:a. the iron rod cut with a- hacksawb. into a vice the piece of metal putc. wi th both hands hold the frameof the sawd. a file use to mak.e the end smoothB. Read these sentences:(i ) Rub the surface of the woodwi t h glasspaper. (make-smooth)(ii) This wi l l make the surface ofthe wood smooth.

Now write sentences like (ii) for each ofthese statements:a. Hold the piece of metal over a fire.( m a k e soft)b. Use your tools carefully. (keep-sharp)c. Put a piece of wood under the door.( h o l d o p e n )d. Wipe the window wi th a wet cloth.( ma k e c l e a n )4 CompositionWrite Part / of 'Using a kiacksa W' again. Useonly imperative statements. Here is Part 2,

as an example:Make the first small cut. Hold theframeof the saw wi t h both hands. Sawwi t h light, slow strokes. When youpull the saw back, do not press hard.5. WORKING WITH METAL1. The craftsman is going to make a smallaluminium dish. He has rubbed the metal withsoap and he has also made it soft. Now he isputting the piece of aluminium on to a forming



block. There is a hollow in the centre of theforming block.2. The craftsman wants to make a hollow inthe centre of the piece of aluminium. He ishitting the metal into the hollow of the formingblock. He i s using a rubber mallet to hit thepiece of metal. He is turning the forming blockround and round.3. The craftsman has made the hollow in thepiece of aluminium. He has drawn a design onthe metal. He has cut the design into the metal.Now he is going to cut out the design. He willfinish the dish by filing smooth any sharp orrough edges.a scriberExercises1 VocabularyComplete each of the sentences with oneof the words in the box.a. Do you like the of this table?b. Draw a line through the of acircle.c. A works with tools.d. Use a file to make the edges

smooth.e. Put the food on the2 ComprehensionA. Answer these questions about the pic-tures below.a. Why is the craftsman holding themetal over a fire?b. How will the craftsman make thecentre of this piece of metal hollow?c. What is the craftsman doing in thispicture 7d. What is the craftsman doing to theedge of the piece of metal?

centre hollow dish softcraftsman rough designB. Which of the answersa, b, c or d i s 3 Languagepracticecorrect ?A. Read these sentences.(i) Where does the craftsman wantthe hollow?(i) How did the man make thea. in the centre of the formingedges smooth 7 He filed them.block(ii) The man made the edgesb. in the centre of the piece of

smooth by filing them.metal Make sentences like (i i ) for the following:c. at the edge of the dishd. at the edge of the designa. How did the man make the metalsoft? He heated it.(ii) What did the craftsman do withb. How did you make a hollow in thethe design?piece of metal? I hit i t with a rubber



a. He put i t on to the forming mallet.block. c. How did the students put a designb. He rubbed it with soap.on the dish? They cut it into the dishc. He filed it smooth. with a scriber.d. He cut it into the metal.d. How can we make the first cut in an(iii) What tool did the craftsman use tomake the hollow in the metal ?a. a fileb. a malletc. a dishd. a knife(iv) What did the craftsman do to therough edges of the dish ?iron rod? We can use our thumbas a guide.B. Read these sentences:(i ) The craftsman hit the metalwi th a rubber mallet.(ii) The craftsman used a rubbermallet to hit the metal.a. He rubbed them with soap.Make sentences like (ii) for the follow-

b. He hit them with a rubber mal- ing :let.c. He made them soft.d. He filed them smooth.a. The man made a hollow in the metalwith a forming block. 7b. The boy drew a design with a scriber.c. The craftsman made the edgessmooth with a file.d. The student cut the rod with a hack-saw.4 CompositionRead the passage again. Write a sentence

for each of the craftsman's actions. Here arethe first three actions:(i) He rubbed the aluminium withsoap.(ii) He made the metal soft.(iii) He put the metal on to the form-ing block.6. MEASURINGEvery craftsman must be able to measureaccurately. He must be able to use measuringtools. The simplest measuring tool is the ruler.It has a number of units. These units are incentimetres or inches. m n g r g e L is a kind

of ruler. It also has a number of units.A craftsman can get an accurate measurementfrom a rule by tipping i t on its edge. This bringsthe markings on the rule nearer to the piece ofwood or metal.The steel tape is a thin metal tool. A crafts-man can hold i t flat on an object. He can alsomeasure round objects with a steel tape. Heholds the end of the tape under his thumb.Then he begins measuring.



Measuring tools are very important tools.We must keep them clean and smooth. Oldor damaged measuring tools are not accurate.We must keep our measuring tools in a sep-arate place or other tools will damage them.Exercises1 VocabularyComplete each of the sentences with oneb. What is wrong with these tools?of the words in the box. Use each word Why is it wrong 7in its correct form.a. Some tools are to use. Aruler is one of the tools.b. Don't your tools. You cannotdo good work with tools.c. Do you know how to yourdesk? What are the of thedesk?d. Your work is not . Measurethis piece of wood. --accurate, accurately;damage. damaged ;measure. measurements ;

simple, simplest2 ComprehensionA. Answer the questions about the pictures:a. What i s the craftsman doing?Why is he doing i t ?B. Which of the answers is correct, a, b,c or d.(i) What do al l measuring tools have?a. markings b. steel tapesc. folds d. damaged edges( i i ) What do we use to measure around object?a. a round ruler b. a folding rule

c. a steel tape d. a wooden ruler(iii) What must we do with measuringtools ?a. keep them with other toolsb. file the edges smoothc. make markings on themd. keep them clean(iv) What must every craftsman be ableto do?a. use damaged toolsb. make markings on his toolsc. use measuring tools accuratelyd. measure with his thumb

! 3 Language PracticeA. Look at the picture and read the sentenceabout it:& A craftsman must be able to use a' folding rule.4 CompositionThink about the answers to thesequestions:What must every craftsman be able todo?



What are three kinds of measuring tools?Why must we keep our measuring toolsclean and separate from other tools?Now write a summary of the passage.Now write sentences like this about thesepictures: Measuring distanceRead this sentence:The man began measuring at theeleven-millimetre mark.Make sentences like this for these words:a. start/paint/at the top of the doorb. begin/saw/eleven millimetres from theendc. stop/work/at twelve o'clockd. start/make/the tray yesterday7. MAKING AN ELECTRIC CURRENT1. The boy is going t o make an electric cur-rent. First he is making a coil of copper wire.He has nearly made the coil. He has wound apiece of copper wire many times round a thickpaper tube.2. The boy has connected one end of thecopper wire t o a galvanometer. Now he isconnecting the other end of the wire t o the

galvanometer. When an electric current fl owsinto the galvanometer, the needle wi l l move.The galvanometer wi l l measure the electriccurrent.3. The boy has a magnet i n his hand. He isgoing t o move the magnet in and out of thecoil. The movement of the magnet wi l l makean electric current fl ow through the wire.4. Here i s a large generator. It is making alot of electricity. There are many coils of wireinside the generator. There are many magnetsinside the coils. The magnets are turningquickly inside the coils. They are making an

electric current flow through the coils.I Exercises! 1 VocabularyComplete these szntences about the pictures:a. This is a of copper b. The of the i s movingThere is a inside it. There is an flowingthrough thec. This is making d. The man is the wire to the2 Comprehension 3 Language PracticeA. Which of these sentences are true aboutthe passage ?a. The man wound a piece of copperwire round a magnet.

b. The boy connected both ends of thecoil t o a galvanometer.c. An electric current flowed throughthe magnet.d. A galvanometer measures an electriccurrent.e. A generator is a kind of galvanometer.B. Which of the answers a, 6, c or d iscorrect ?(i) What di d the boy use t o make the



coil ?a. an electric currentb. a magnetc. some copper wire and a papertubed. a galvanometer(ii) What made an electric current fl owthrough the coi l ?a. the movement of the magnet inthe coilb. the galvanometerc. the paper tubea d. the needle in the galvanometer(iii) What made the needle move in thegalvanometer ?a. a magnetb. a coil of copper wirec. an electric currentd. a generator(iv) Why di d the boy connect the coilt o the galvanometer?a. He wanted to make an electriccurrent.b. He wanted t o measure the elec-

tric current.c. He wanted t o take electricityout of the galvanometer.d. He wanted an electric currentt o fl ow through the paper tube.A. Read this sentence:When an electric current flowsinto a galvanometer, the needlewill move.Join the statements in A to those in B.Write sentences like the above:A. a. When the saw gets t o the end ofthe cut

b. When the teacher gives instruc-tionsc. When the priming paint is dryd. When the piece of aluminium issoftB. a. The craftsman wi l l put it on t o aforming block.b. The man wi l l put on the under-coat.c. The students wi l l swi tch on themachines.d. The rod wi l l break.B. Read these sentences:

(i) An electric current is flow*through the coil. ( A magnet)(ii) A magnet is making an electriccurrent flow through the coil.Write sentences like (ii):a. The needle is moving. (an electriccurrent)b. The metal is getting soft. (the flame)c. The students are working hard. (theteacher)



d. The paper is sticking t o the piece ofwood. (the glue)4 CompositionWrite instructions in the imperative on 'Ho WTo Make An Electric Current'.8. HAMMERSThere are many different kinds of hammers. Some hammers have soft heads. TheseNot all hammers have the same kind of head. heads are not iron or steel,but copper. Some-The heads have different weights, and the times we wrap the head in a leather bag. Thisshapes are different, too. The length of the gives a softer blow. When we do not want tohandle may be different. Some carpenter'sdamage the material, we use a hammer with ahammers, for example, have a narrow straight soft head.edge. The carpenter uses this kind of hammerWhen we want to spread the blow over ato hit small nails. He also uses a hammer with alarge area, we use a hammer with a woodencurved, forked shape to take nails out ofhead, We call this kind of hammer a mallet.pieces of wood.

When we want to hit a very large object,we can use a 'drop hammer'. This is a veryheavy weight. Workmen or an engine lift theweight high into the air, then let the weightfall on to the object.Pile driving with a'drop hammer'Exercisesl VocabularyWrite sentences about these pictures ofhammers. Begin: 'This hammer hasComplete your sentences with words fromthe box.a curved shape a forked shape

a soft head a narrow straight edgea wooden heada.2 ComprehensionA. Answer these questions in sentences:Example :What kind of hammer do we use tohit small nails?We may use a hammer wi t h a nar-row straight edge.a. What kind of hammer do we use togive a softer blow?b. What kind of hammer do we use to

take naiis out of pieces of wood?c. What kind of hammer do we use tospread the blow over a large area?d. What kind of hammer do we use tomake a hollow in a piece of alumi-ni um? (See Unit 5)Complete each of these sentences withone word:a. Not all hammers are the same-.b. The two parts of a hammer are the



head and thec. A mallet has a or a rubberhead.d. Soft heads do not damage the .3 Language Practi ceLook at the pictures on t he previouspage and read t he sentences:These are hammers. The ham-mers are not al l t he same.These are di f f er ent ki nds of ham-mers.Now make three sentences like thesefor each of the four pictures.B. Read these sentences:(i) The carpenter used a hammert o t ake nai l s out o f t he pi ece ofwood. The hammer had acurved, f orked head.( i i ) The carpenter used a hammera.wi t h a curved, f orked head t otake nai l s out of t he piece ofwood.Make t wo sentences like (i ) for each of

the f o flo wi ng:a. The boy used a pencil with a sharp. point to draw the design.b. The carpenter used a saw with asharp blade to cut the piece of wood.c. The craftsman used a mallet withb.a rubber head to hit the piece ofaluminium.d. The students used an old tool with ablunt edge to do the work.4 Composi ti onRead t he first four sentences of the passage

again. No w wri t e four sentences like themC.about the different kinds of saws.Electricity is all around us. Whenthunder clouds get too ful l of electricitythey send a spark t o the earth. A sparkfrom a cloud is called lightning. t i ght -ning is a huge spark of electricity.Men have learned how t o makeelectricity. They also know how t omake i t work for them. They get lightand heat from electricity and use i t t odrive trains and work radios and tele-

vision sets.Men also know how t o store elec-tricity. A torch battery is a container forelectricity. It stores electricity. Whenwe have used all the electricity in atorch battery, the battery is no use.Motor cars have large batteries. Thesebatteries are also containers. They aredifferent from torch batteries. Whenelectricity fl ows out of a car battery we



can put more electricity i nto it. We cancharge the battery wi t h a generator.We can also charge a car battery byconnecting i t t o the main electricitysupply via a battery charger.Exercises1 VocabularyAnswer these questions in sentences:a. What is lightning ?b. Where does lightning come from?c. What is a battery?d. What can a generator do?2 ComprehensionA. Which of these sentences are true?a. We can store lightning i n a battery.b. We cannot re-charge a torch battery.c. All batteries are containers for elec-tricity.d. We cannot use all the electricity i n atorch battery.e. Al l electricity comes from batteries.B. Complete the sentences in (i ) with astatement from (ii):(i) a. Thunder clouds send a spark t o

earth whenb. A torch battery is no use whenc. We can put more electricity i ntoa car battery whend. We put electricity i nto batterieswhen(ii) a. There is no more electricity i n it.b. We re-charge it.c. They are t oo ful l of electricity.d. We want t o store it.3 Language PracticeA. Read these sentences.(i ) What is a spark from a cloud?

I t is lightning.(ii) A spark from a cloud is calledlightning.Write these sentences like (ii):a. What is a container for electricity?I t is a battery.b. What is a hammer wi t h a woodenhead 7 It is a mallet.c. What is a block of wood wi t h a hol-l ow i n i t ? I t is a forming block.Id. What is a folding rul e? It is a Imeasuring tool. I

IB. Read these sentences:.I(i) We can re-charge the batteryby connecting i t t o the mainelectricity supply.(ii) We can connect the battery tothe main electricity supply.This wi l l re-charge it.Write these sentences like (ii):



a. We can make the bl ow softer bywrapping the head in a leather bag.b. We can keep our brushes clean bywashing them i n turpentine.c. We can hold the rod tightly by put-ting it i nt o a vice.d. We can make the measurements ac-curate by tipping the rule on its edge.4 CompositionWhat tools do you know how to use?Write sentences about them, like this:I know how t o use a hammer. 1 usei t to hit nails into pieces of wood.Lightning 27. -.A camera i s like a room with only one smallround window. There is a dark blind over thewindow. Light can come into the room onlywhen you pull the blind up. The light willspread all over the room.Take out the flat glass from the window,and put in its place a curved lens. The lensbrings the rays of light together. It focuses thelight onto the wall of the room. The light does

not spread al l over the room.The rays of light come from an object out-side the room. These rays are reflected light.They are reflected from the object. When thelens focuses this reflected light onto the wall,we get a picture of the object. This kind ofpicture is called an image.The four most important parts of a cameraare the lens, the shutter, the lens opening andthe film.The lens does the work of the window inthe room.The shutter does the work of the blind.

The lens opening changes the size of thewindow. We can make it larger or smaller. Wecan let in more or less light. (See fig. 2 )The film is like the wall. The reflected lightfrom an object passes through the lens andmakes an image on the film.fig. 1. A SLR Camera fig. 2. lens opening.Exercises1 Vocabulary 2 ComprehensionLook at the picture. Give names to a, b, cand d. Use words from the box.camera shutter lensimage raysof light film

A. Which of the answers a, b, c or d iscorrect ?(i) What is a camera like?a. a pictureb. a filmc. a windowd. a room(ii) What is the shutter of a cameralike?a. an image



b. a window blindc. rays of lightd. a lens(iii) What is the lens of a camera like?a. a blindb. an imagec. a windowd. reflected light(iv) What i s the film in a camera like?a. a lens openingb. an imagec. a walld. a pictureB. Answer these questions in sentences:a. What kind of light goes into acamera ?b. How do we let .light into a camera?c. What does a lens do to rays of light?d. What do we get on a film in acamera ?Language PracticeA. Read these sentences:(i) When you pull up the blind, light willcome into the room.

(ii) Light will come into the room when youpull up the blind.Write these sentences like (ii):a. When you press the switch, the electric l i ghtwill come on.b. When you pul l the lever, the machine wi l l start.c. When you move the magnet i n and out of thecoil, the needle of the galvanometer wi l l move.d. When you put the metal i nt o the fire, it willmelt.B. Read this sentence:The reflected light from an object passesthrough the lens and makes an image on

A television camerathe film.Now read these sentences:The reflected light comes from an object.The light passes through the lens.Thei light makes an image on the film.Make three sentences from each of these longsentences:a. The electric current from the battery flowsthrough the wi re and moves the needle of thegalvanometer.b. The heat from the fire warms the metal andmakes it soft.

CompositionA camera is like a room but it is not a room.How is a camera different from a room ?11. ALUMINIUMAluminium is a soft, light metal.It has a bluish-white colour. Elec-tricity can flow easily through it.Aluminium is not a strong metal.We usually mix a little copper withaluminium to make i t stronger.



Aluminium is not a poisonousmetal and i t does not rust. It is easyto work with. We can make i tthinner and spread it out by ham-mering it. We can bend it, fold it,hammer it, roll it, and cut it intosimple shapes.We use aluminium to makemany things. We use i t to makehousehold equipment, parts forcars, aircraft bodies, ships andrailway carriages. It is one of themost important metals.Exercises! 1 VocabularyUse the correct verb from the box to makeIsentences about the pictures. Say what ishappening in each picture.flow bend fold cut rust roll2 Comprehension3 Language PracticeA. Which of the answers a, 6, c or d iscorrect ?

(i) Why do we mix copper withaluminium?a. to make electricity flow throughit more easilyb. to make it easy to work withc. to make i t rustd. to make i t stronger(ii) Why do we use aluminium to makehousehold equipment?a. It has a bluish-white colour.b. It has copper in it.c. It is not a poisonous metal.d. It is not a strong metal.

(iii) How can we make aluminiumthinner?a. We can mix i t with copper.b. We can hammer it.c. We can bend it.d. We can fold it.(iv) Why is aluminium one of the mostimportant metals ?a. It is light and does not rust.b. It has a good colour.c. We can mix it wi th copper.d. Electricity can flow through it.B. A craftsman made a saucepan. He did

not make it with iron. He made it withaluminium. Why did he use aluminium?Choose his reasons from this list:Aluminium is a light metal.It is an important metal.It has a bluish-white colour.It is easy to work with.Electricity can flow through it.It does not rust.It is not a poisonous metal.



It is not a strong metal.A. Read these sentences:(i ) Aluminium i s easy to workwi th.(ii) We can work wi t h aluminiumeasily.Write these sentences like (ii) :a. Copper wire is easy to bend.b. A hacksaw is easy to use.c. A flat surface is easy to paint.d. Safety rules are easy to learn.B. Read these sentences:(i) We can mix a little copper wi t haluminium to make i t stronger.(ii) We can make aluminiumstronger by mixing a little cop-per wi t h it.Wrir e these sentences like (ii):a. We can mix a little turpentine withpaint to make it thinner.b. We can heat the metal to make itsofter.c. We can file the rod to make the edgesmoother.

d. We can rub the surface wi th glass-paper to make it smoother.4 CompositionRead the first paragraph of the passageagain. Write a paragraph like it about silver.Here are some notes to use:Silver: soft, white, electricity flows,not strong, mix wi t h copper,easy to work wi t h but expen-siveIWhen we build a house we use drawings. Fig. 1 Scale: 1:100 (10 mm =lm)

These drawings tell us everything about theEhouse. They show us the details of the building,! inside and outside. We use three kinds of! drawings: elevations, plans and sections.I \ IAn elevation is the view of one side of a1 1Lbuilding. A building with four sides has fourelevations. Look at the elevation in the picture.It shows the front side of the house, It showsthe shapes and sizes of the door and window.

It shows their positions in the wall.A plan is the view of a building from above.ILook at the plan in the picture. It shows the~ i ~ , 2thickness of the outside wall. It shows thethickness of the inside wall, and the positionsof the door and windows. We need severalplans for each house. For a small, one-storey. *



3 . 2 ~ . ' 3. 2m.>house, for example, we need a foundationplan, a first floor plan and a roof plan.3.6m.A section cuts the house from top to bottom.It shows the height of the rooms inside thebuilding and the thickness of the floors, ceilingand roof. I t also shows the height of the bottomof the windows from the floor, and the heightbetween the tops of the doors and windowsand the ceiling.Fig. 3Exercises1 Vocabulary 3 Language PracticeLook at Figures 7,2 and 3: A. Read these sentences:What kind of drawing is each picture?(i ) The room is 4 metres wide.Which parts of the building does each pic- (ii) The width of the roomis 4ture show? metres.2 ComprehensionWrite these sentences like (ii):a. The wall is 8 metres long.

b. The room is 6 metres wide.A. Look at the Figures 7 , 2 and 3 again.c. The walls are 150 mm thick.Answer these questions in sentences:d. The foundations are 1 metre deep.a. What kind of building is it ?b. How many storeys has this building ?B. Here is a drawing. What does it showus?c. How many windows are there in thisbuilding 7d. How many doors are there in thisbuilding ?

e. What is the thickness of the outsidewalls ?f. What is the thickness of the insidewall?g. How high is the ceiling ?h. How high are the windows from thefloor ?i . What is the width of the front door?j. What is the area of each room?B. Which of the measurements a, b, c or dis correct for the building?(i) What is the height of the frontdoor?

a. 2.35 m b. I mc. 1.95 m d. 400 mm(ii) What is the width of the windows?a. 700 mm b. I mc. 3.2 m d. 7 m(iii) What is the height from the top ofthe door to the ceiling ?a. I .g5 m b. 'l mc. 2.35 m d. 400 mm(iv) What is the area of the building?



a. 28 sq m b. 12.8 sq mc. 28 m d. 23 sq mFig. 4DThis drawing shows us a section ofthe building. I t also shows us theheight of the room and the widthof each door.What does this drawing show us?Fig. 5K6 - 8m. A qI4 CompositionStudy al l t he Figures on page 34. They aredifferent drawi ngs of t he same bui l di ng.What do you know about thi s bui l di ng?Write al l the details i n sentences. Here areyour first three sentences:These are drawings of a house. Thehouse has one storey. The height ofthe house from the floor to the topof the roof is(Note: When you have wri t t en al l your

sentences, wri t e t hem again i n a betterorder.)-'-,1r MACHINESMachines help us to do work. Try to crack a nut wi thyour finger. You cannot do it. Now put the nut i n anutkracker. Press the arms of the nut-cracker together.The nut cracks easily. A nut-cracker is a simple machine.A nut-cracker does not work without help. The nut-cracker helped you but you helped the nut-cracker. Youpressed the arms of the nut-cracker. You used some ofyour strength. You used the power of your hand to movethe arms of the nut-cracker. You put power into the

nut-cracker. The nut-cracker did not have any powerinside it. The power came from outside the machine.It came from you. The power made the parts of themachine move, and then the machine did the work.Look at the two drills below. The drills are boringholes in a piece of wood. One drill is getting its powerfrom a man. He is turning the handle of the drill. Theother drill is getting its power from electricity. An elec-tric current is driving a motor inside the drill. The motoris turning the drill.Hand-drill Electric drill1 VocabularyA. Write t wo sentences for each word. I n

t he first sentence use t he wor d as a noun.I n the second sentence use t he wor d asa verb.Example : hammer(i ) The man is using a hammer.(ii) The man is hammering a nail.a. drill b. file c. saw d. brushB. Complete each of these sentences wi t ha verb from t he box. Use each verb i n itscorrect form.



a. The drill a hole in thepiece of wood.b. The electric current themotor of the machine.c. The man the arms of thenut-cracker.d. The motor the drill.use put bore crack helpdrive press make turn2 ComprehensionA. Which of the answers a, 6, c or d iscorrect ?(i ) What makes a nut-cracker work?a, power from our handsb. electricityc. power inside the nut-crackerd. a machine(ii) What do all machines use?a. power from our handsb. electric motorsc. power from outsided. their own strength(iii) Why do we use machines?a. They use electricity.

b. They help us to do work.c. We can help them.d. They use power from outside.(iv) Which of these things is a machine?a. electricity b. powerc. wood d. a drillB. Answer each question wi t h a sentence:a. What are nut-crackers and drills?b. What is the power from our hands?c. What do all machines do?3 Language PracticeA. Read these sentences:(i) A nut-cracker must have help.

(ii) A nut-cracker won' t workwithout help.Write sentences like (i i ) for these words:B. Read these sentences:(i) A nut-cracker has arms. (press)(ii) Press the arms of the nut-cracker.Write sentences like (ii) for the fol l owi ng:a. A drill has a handle. (turn)b. A knife has a blade. (sharpen)c. A hammer has a handle. (t ~ol d)d. The rod has a rough edge. (smooth)4 Composition

Read t he first paragraph of t he passageagain. Now wr i t e paragraphs like i t aboutthe following:Moving a heavy rock wi t h a lever.Lifting a car with a screw-jack.Spinning frame: an example of a more complicated machine14. FUSESWe put fuses i nt o electric appliances t omake electric appliances safe. Radios, tele-vision sets, heaters, and refrigerators are all



-electric appliances. These appliances havefuses.A fuse is a small piece of wire. When t oomuch electricity tries t o pass t hrough thefuse, it melts. When i t has mel ted n o elec-tricity can pass t hrough it.When there is somethi ng wr ong wi t h anelectrical appliance, too much electricitymay f l ow i nt o it. When there is a fuse i n theappliance or i n t he plug, t he fuse wi l l melt.The electricity will not be able t o cross thebroken fuse wire, and t he appliance will besafe.Not all fuses are t he same size. SomeWire fuseappliances need more electricity t han others.An electric heater, for example, wi l l usuallyneed a current of 15 amps. A radi o wi l l needand it is not safe.Cartridge fuseExercises1 VocabularyComplete each of the sentences with a word

from the box:a. There isn't a fuse i n the radio but thereis one in theb. Most homes have one or more electricali n them.c. The fuse melted because there was t oomuchd. The heater is not because itdoes not have a fuse.current size plug safeappliances f l ow wire2 Comprehension(iv) What must we do when a fuse

mel ts?a. put i n a bigger fuseb. put i n a smaller fusec. put i n another fuse of the samesized. f i nd out what is wrong wi t h theapplianceB. Complete these sentences:a. Fuses are different sizes becauseb. Electricity cannot f l ow i nt o an ap-pliance whenc. Too much electricity may f l ow i ntoan appliance when

d. Not enough electricity can f l ow i ntoan appliance when3 Language PracticeA. Which of the answers a, b, c or d isA. Look at the picture and read the sen-correct ?tences:Why are fuses i mportant?a. They are pieces of wire.b. Electricity cannot f l ow through



them.c. They need a l ot of electricity.d. They keep electrical appliancessafe.(ii) When is an electrical appliance notsafe ?a. when the fuse is t oo bi gb. when the fuse is t oo smallc. when the fuse is i n the pl ugd. when the fuse has melted(iii) When does a fuse mel t ?a. when the electric current is t oolargeb. when the electric current is t oosmallc. when there is no electric currentWhat is the man doing? I s he open-ing the door? No, he isn't. He wantst o open the door, but the door willnot open. The man i s trying t o openthe door.d. when the appliance is hotLook at the pictures below. What is the manWrite two sentences about the

trying to do in each picture?pictures be10 W:B. Look at these pictures and read the sentences:The screwdriver is too big.The screwdriver is not small enough.a. smallb. widec. heavyd. short )[&L____4 CompositionWrite out the two most importantsentences in the passage.15. FIBRES

A fibre is long and thin. Textiles are madefrom fibres. Different textiles are made fromdifferent fibres. We use textiles all day andevery day.Mattresses on some beds have cottoncovers. Sheets and pillow-cases are made ofcotton, too. Cotton is a fibre.The seat of your chair may have a cover.This cover is probably nylon, rayon, wool orcotton. Nylon, rayon and wool are fibres.Some people wear drip-dry shirts. Theseshirts are made of polyester. Polyester is afibre.

Your underwear has elastic i n it. Elastic i smade of rubber. Rubber i s a fibre.Some fibres are natural fibres. They comefrom plants, animals or minerals. Jute andcotton, for example, come from plants. Woolcomes from an animal-the sheep. Naturalrubber comes from a tree.There are sacks of rice or potatoes i n the Other fibres are man-made. They are madeshops. These sacks are made of jute. Jute is in factories. Rayon, nyl



on and polyester area fibre. man-made fibres.Nylon yarnCotton yarnWool yarnExercises1 Vocabulary 3 Language PracticeLook at the picture.What fibres are the textiles made from?2 ComprehensionA. a. Make a list of the natural fibres.b. Make a list of the man-made fibres.c. Make a list of all the different textilesi n the class-room or workshop.d. Make a list of all the different textilesin your home.B. Choose the true sentences:Fibres are important t o us.Textiles are long and thin.Al l shirts are made of polyester.Most fibres come from sheep.We use different fibres to make di f -ferent textiles.Some textiles are made from natural

fibres.Some fibres are man-made fibres.Al l textiles are made from naturalfibres.Polyester i s a ki nd of cotton.We make textiles from fibres.Read these sentences.(i ) All textiles are made fromfibres.(ii) We make textiles from fibres.Write these sentences like (ii):a. Sheets and pi l l ow cases are madefrom cotton.

b. Sacks are made from jute.c. Dri p-dry shirts are made frompolyester.d. Elastic is made f rom rubber.Read this sentence:Different textiles are made fromdifferent fibres.Write sentences like this for each of thefollowing:C. Read these sentences: ,( i ) All textiles are made fromfibres.(ii) We make textiles from fibres.

(iii) We use fibres to make textiles.Write sentences like (i ) from the f ol -lo wing. Use 'is made' or 'are made':a. We use wood to make most fur-niture.b. We make a l ot of household goodsfrom aluminium.c. We use copper t o make electric wire.d. We make sharp tools from steel.4 Composition



piece of wood. Use it as a punch and drivethe plug in a little deeper than the surfaceof the wall.Now you can put a screw into the wallby screwing it into the wooden plug. If yourplug i s made of dry wood, it will stay in thehole for many years. If it is made of wetwood i t will fal l out in a few days.Exercisesl VocabularyComplete each of these sentences with a word fromthe box:a. Take out the between two bricks.b. Drive the nail beneath the surface of the wall withac. Put one end of the piece of wood into a vice andcut 30 mm off the end.d.off the pieces of dry cement on thefloor.e. A well-made plug will in place for manyyears.. ..- .split mortar stay

scrape punch opposite2 ComprehensionA. The pictures show a man fixing a shelf to a brickwall. Write sentences about the pictures.B. Which of the answers a, b, c or d is correct?(i) When do we need to plug a wall? (ii) What size should the piece of wood be?a. when we want to fix a shelf on to a a. smaller than the holewooden wall b. a little larger than the holeb. when we are using wet wood to fill a hole c. the same size as the holec. when we want to fix something to a d. any sizebrick walld. when we want a plug to stay in place

50(iii) What kind of wood should we use tomake a plug?a. wet wood b. any kind of woodc, drywood d. old wood(iv) What do we use a punch for?a. to drive something in deeplyb. to cut off the end of a piece of woodc. to scrape mortar out of a brick walld. to split pieces of wood3 Language PracticeA. Read these sentences.(i ) The piece of wood wi l l not go into the

hole. I t is too thick.(ii) The piece of wood is too thick t o gointo the hole.Write these sentences like (ii):a. The plug will not stay in the hole. It is toowet.b. The saw will not cut the piece of wood. Itis too blunt.c. The paint will not go onto the wall smooth-ly. It is too thick.



d. The fuse will not make the appliance safe.It is too big.B. Read these sentences:(i) If the wall i s made of wood, the jobis easy.(ii) The job is easy if the wall is made ofwood.Write these sentences like (ii):a. If you use dry wood, the plug will stay in thehole.b. If you measure accurately, your work will bebetter.c. If you press too hard, the end of the rod willbreak.d. If you move a magnet in and out of a coilof wire, an electric current will flow throughthe coil.4 CompositionWrite 'If' sentences for these threepictures:18. HOW TO USE NAILSFig. '1 Fig Fig. 3Figure 1 shows two pieces of wood. There (Figure 2). We cannot pull themapart by

is a single nail joining the two pieces of wood sliding one piece of woodover the othertogether. We can pull the pieces of wood (Figure 3).apart by pulling in the direction of the arrowFig. 4Figure 4 shows a small cupboard. The nailsare in the sides of the cupboard. A blow fromeither side will knock the cupboard intopieces. In Figure 5 most of the nails are in thetop and the bottom of the cupboard. This cup-board is much stronger. A blow from anydirection will push the nails more firmly intoplace. The upper and lower nails wi l l stop the

sides from separating. The middle nails willstop the shelves from dropping.Fig. 652Fig. 5But the cupboard is still not completelystrong. If we twist i t or push it,'we can makei t lean over (Figure 6). We can stop it fromleaning over by nailing a back on to the cup-board (Figure 7) .The good workman does not knock in hisnails anywhere. He asks himself an importantquestian. What stresses may pull the nai Is out?

Then he drives the nails into the best places.Fig. 7Exercisesl VocabularyHere are t wo lists of words. Each word i n Ais opposite in meaning t o a word i n B.Write these words i n pairs.A Bjoin pushpul l together



apart lowerU PPer separate2 ComprehensionA. Answer these questions i n sentences:a. How can we separate the pieces ofwood in Figure 2 7b. Why is the cupboard i n Figure 4 notvery strong ?c. Why is the cupboard i n Figure 5much stronger?d. How can we stop the cupboard i nFigure 6 from leaning over?B. Choose the true sentences:a. We can separate the pieces of woodi n Figure 1 by sliding one piece overthe other.b. We can separate the pieces of woodi n Figure 3 by pulling them apart.c. The cupboard i n Figure 5 i s strongerthan the cupboard i n Figure 4.d. We can'make a cupboard completelystrong by putting a back on t o it.C. l n the pictures the arrows show thedirection of the stress. What wi l l the

stresses do t o the cupboard in thepictures? Choose the correct answera, b or c for each of the three pictures.(i) a. knock the cupboard i nt o piecesb. knock the nails more firmly i nt oplacec. make the cupboard lean over3 Language PracticeA. Read these sentences:(i) There is a single nail. I t joinsthe two pieces of wood to-gether.(ii) There is a single nail joining the

two pieces of wood together.Write these sentences like (ii):a. There is a small cupboard. I t hangson the wal l .b. There is ;r fuse box. It connects themain electricity supply t o the house.c. There is a large pipe. It brings watert o the block of flats.d. There is a handbook for the ap-pliance. It gives ful l instructions.B. Read these sentences:(i) The sides of the box ate separating.What wi l l stop t hem? (Nails)

(ii) Nails wi l l stop the sides of the box fromseparating.Write sentences like (ii) for the following:a. The door is opening. What will stop i t ? (awedge)b. The pieces of wood are coming apart. Whatwill stop them? (glue)c. The metal is getting too hot. What will stopi t ? (water)d. Too much electric current is flowing into the



appliance. What will stop i t? (a fuse)4 Composition19. GRINDING AND SHARPENINGWhen the edge of a cutting tool becomes blunt, wemust sharpen it. However, before we sharpen the toolwe often need to grind it.Place the tool on the rest of the grindstone and pressthe tool against the wheel. Turn the wheel and hold theedge of the tool against it. Hold i t steady and move itfrom side to side. Do not move i t up and down. Keepthe tool wet by dipping i t often into water. If the tool isnot wet it will get hot. Too much heat will make thesteel soft and spoil it.Grind the edge until it is quite thin. The slope of thecutting edge of a wood chisel should be about 25". Itshould be straight and at right angles to the side.Sharpen the tool on an oilstone. Rub a little oil ontothe stone. Hold the blade on the stone at an angle ofabout 30". Move the blade on the stone. Do not changethe angle of the blade. Start with a few backwards andforwards strokes, then continue with circular strokes.Keep the same pressure along the whole edge.Small pieces of metal from the edge will float on theoil. The edge will soon get very thin and will bend over.

This is the wire edge. When you have got a wire edge,turn the blade over and lay i t flat on the stone. Movethe flat edge backwards and forwards on the stone afew times.Now move the edge up and down a strop" a fewtimes. This is called stropping the edge. The leather willremove the last pieces of wire edge. It wi l l make thetool ready for you to use.+A strop is a strip of leather used for sharpening tools.55.Exercises1 Vocabulary

Complete the answers to these questionswith words f rom the box:a. What can we do to a blunt tool? We canit.b. What must we do before we sharpen i t ?We must it.c. What will too much heat do to the steel ?It will it.d. What do we do to the wire edge with astrop? We it.grind sharpen strop spoilfloat remove press2 Comprehension

A. Answer t he questions about each of thepictures bel o W:a. What is wrong with this tool?b. What i s the man doing to the edgeof the tool?c. How is he moving the tool on thegrindstone ?d. What is the man doing wrong?e, What is the man doing now? Whyis he doing i t ?



f. What is the man doing ?g. What kind of stroke is the man using?h. What i s the man doing wrong?i. What is the man doing now? Why ishe doing i t ?B. Here are ten sentences about sharpeninga tool. Only three are correct. Choosethe correct sentences:Hold the tool steady on the grind-stone.Move the tool from side to side onthe stone.Move the tool backwards and for-wards on the grindstone.Let the tool get hot.Keep the tool straight on the grind-stone.Hold the tool at right angles to thesurface of the oilstone.Do not keep the same pressure alongthe whole edge of the tool.Remove the wire edge by grinding it.Finish sharpening the tool by grind-ing it.

Rub some oil onto the strop.3 Language PracticeA. Read these sentences:(i ) First we must remove the bluntedge of the tool. Then wesharpen it.(ii) We must remove the blunt edgeof the tool before we sharpenit.Write these sentences like (ii):a. First we must put on some primingpaint. Then we put on the undercoat.b. First we rub some soap on to the

piece of aluminium. Then we heat it.c. First we wind the copper wire rounda paper tube. Then we connect thewire to a galvanometer.d. First we draw the plans of the house.Then we begin to build it.B. Read this sentence:Grind the edge of the tool untilit is quite thin.Now write sentences like this aboutthese pictures:4 CompositionI n Unit 3 you learned some Safety Rules.

Write out some rules for grinding andsharpening. What must we do? Whatmustn't we do ?20. STEEL WIRESteel wi r e has thousands of uses. For' example, i t isused for fences, paper clips, coat hangers, safety pins,needles and nails.Articles made f r om steel wi r eSteel wi re is made by pul l i ng steel rods t hroughsmaller and smaller holes. The steel rods are made i nt o



wi re when they are cold. They are pul l ed t hr ough a hol ei n a die. There is a coati ng of l i me on t he rods. Thiscoati ng of l i me keeps t hem f rom sti cki ng to t he die.The col d steel r od is wound round a spool . One endof t he r od is poi nted. Thi s poi nt ed end i s threadedt hr ough a hol e i n a die. It is t hen f i xed t o a drum. Anelectric motor turns t he drum, and the steel rod is pulledt hrough t he hol e i n t he di e.The r od is pul l ed t hr ough a di e several times. Eacht i me i t i s pul l ed t hr ough a smaller hole. Each ti me itbecomes longer and narrower. I t becomes steel wi re.Exercises1 Vocabulary 2 ComprehensionLook at the picture and label a, b, c and dwith words from the box:die rod spool limedrum electric motorA. Which of the answers a, b, c or d iscorrect ?(i ) How are steel rods made i nt o wi re?a. They are pulled through holesof different sizes.b. They are wound round a drum.c. They are fixed t o a spool.

d. They are coated wi t h lime.(ii) Why don' t the steel rods stick t othe di e?a. They are pulled by an electric rmotor.b. They are pulled through large iholes.c. They are coated wi t h lime.d. They are pulled when they are icold.(iii) What pulls the rod through the ,holes ?a. a drum b. a spool

c. a die d. an electric motor(iv) What happens t o the rod when i t Iis pulled through smaller andsmaller holes ?a. I t sticks t o the die.b. I t becomes longer and narrower. 1c. I t becomes pointed.d. I t wi nds round the spool.B. Answer these questions in sentences:a. Why is steel wi re useful ?b. Why d o we use lime when we makesteel wi r e?c. Why do we make a poi nt at one end

of the steel rod ?d. Why d o we pul l the wi re throughsmaller and smaller holes?3 Language PracticeA. Read these sentences:(i ) The steel rods are pulledthrough a hole in a die. (Anelectric mot or)(i i ) An electric mot or pulls t hesteel rods through a hole i n a



die.Write these sentences like (ii)a. The wire is made by pulling steel rodsthrough smaller and smaller holes.(We make -)b. The cold steel rod is wound round aspool. (The workmen wind -)c. The pointed end i s threaded througha hole in a die. (The workmen -)d. The end of the rod is fixed to a drum.(The workmen fix -)B. Read these sentences:(i) Rub t he surface of t he woodwi t h glasspaper. ( isrubbed.)(i i ) The surface of t he wood isrubbed wi t h glasspaper.Write these sentences like (ii):a. Fill up nail holes and cracks in thewood with putty. (- are filledUP -1b. Brush away the dust. ( isbrushed -)c. Brush the paint well into the wood

( is brushed -)d. Dip only the tip of the brush into thepaint. ( is dipped -)4 CompositionRead the sentence about the picture.is dippedThe bl ow-pi pe is dipped into the mol t -en glass.Turn to Page 47 and write the sentences2-8 in this way.a. is rolledb. is placed/is turned/is madec. is blown/is formed

d. is madee. is added to/is cut away fromf. are madeg. is added to/is fixed toAcknowledgementsText-We are grateful to The Bodley Head Ltd for permission to use ideasand extreme adaptation from The Boy's Workshop Companion byW Oakley.Illustrations-We are grateful to the following for permission to reproduce copy-right photographs on pages:The Aluminium Development Association and Aluminium Labora-

tories Ltd for page 32 (bottom right); British Ropes Ltd for page 58(bottom); Cathay Pacific Airways Ltd for page 31 (top); China Light& Power CO t t d for page 1 9 (bottom); Glass Blowing Department,University of Hong Kong for page 46; Government InformationServices, Hong Kong for pages 39 and 45; Hong Kong TechnicalCollege for page 43; J Roger Preston Ltd for page 36; LabourDepartment, Hong Kong Government for page 7; Brian Lawrencefor page 27; Terence Le Goubin for page 32 (top left); John A Rosefor page 32 (top right); Stewart Bale Ltd and the British Steel Cor-poration for page 59; Television Broadcasts Ltd for page 30; and



TransHarbour Constructors Ltd for the cover photograph.We are also very grateful to the staff of the Hong Kong TechnicalCollege and the Morrison Hill Technical Institute without whoseassistance many of the photographs in this book would not havebeen possible..&* 1;UNDERSTANDI NG TECHNI CAL ENGLI SH is a three vol ume graGed i i,:h$*+ 4 .l anguage practi ce course for craft and vocat i onal students w h o are LIb'.,L' "l earni ng Engl i sh as a f orei gn or second l anguage + \ "The text, by Ken Met hol d, provi des readi ng passages f ol l owed bycomprehensi on and composi t i on exercises t hat are stri ctl y rel evantt o t he students' needs and i nterests Al l t he passages are oncraft or technical t op~cs, and t he exercises are not onl y carefu Il y, . . 4+ - I.rel ated t o t he passage but t o t he st udent s' wor kshop envi ronment ., . 4iI n thi s way, therefore, t he l anguage practi ce wor k is f ul l y@si tuati onal and exi sts wi t hi n t he cont ext of the st udent s' o wn\experi ence.D. D Waters, t he co-aut hor, has had many years' pr act ~cal experi ence

. - * :in craft educat i on, bot h as teacher and t echni cal col l ege pr i nc~pal . He has suggested many of t he passages and checked ai l t he exerci se . $materi al and i l l ustrati ons for t he accuracy of t he t echni cal cont ent .~ j /Thi s co- oper at i on bet ween a l anguage teacher and a t echni cal expertilItas resul ted in a series of t ext books t hat craf t and vocat i onaljschool s cat1 use w ~ t h conf i dence2 :

*, . >. .. c ;- *'. \Some other Eri gl ~sh language t ext books b y Ken Met hol d,publ ~shed bv Longman3.*- %----W w,T> < ;EFFECTIVE COMPREHENSI ON ( si x book ser ~es) w ~ t h J B t i eat on > - - - -LET'S R EA D A STO RY ( f ~ v e book s e ~ i es)

1 i;UN DERSTP DIN, \qODERN ENGLISH (three book sev~es)TAL KING l ' \;GL b i BOO^^ One and TWOREAD IT, V\l'bLl ' E I f ' . : book set 1t.s)PRACTICE I N MEDI CAL ENGLI St i iENGLI SH CONVERSATI ON PRi +CTl CEJUNI OR DI CTI ONARY EXERCISESTHE ENGLISH YOU NEED.+ .:&j



- .( iL;nnm LongmanW

245538779 233644776 Understanding Technical English 1

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