Didactic Unit 2: Design and Testing

English for Engineers

1-INTRODUCTION 2-ASSUMED KNOWLEDGE

The purpose of this unit is to build a real approach regarding design issues, design
tests and performance tests; regardless of their area, students will be motivated by
the opportunity to identify the steps of a design process, brainstorm ideas for
testing and design a product
Since this didactic unit is situated after the standard competence of English,
students´ previously acquired knowledge will be that of the previous courses;
nevertheless students have to be much more immersed in the practice of concepts
and procedures, in order to strengthen all that knowledge and to develop the
language skills in real engineering

- Simple Tenses

- Continuous Tenses

-Perfect Tenses
3-APPLICABILITY
Engineering Students, regardless their area, will be motivated by the opportunity to prepare for their academic purpose by
practicing their English language skills within the Design Activities

4-Objectives. _ To talk about current scientific projects

The main didactic objectives of this unit can be divided into four different groups, Procedimental objectives.
which are undoubtedly interconnected: communicative, conceptual, procedural and _ To fill in the blanks.
attitudinal. _ To use different tenses
Communicative objectives. _ To recognize the steps of designing
_ To recognize different engineering designs _ To write short compositions.
_ To participate in dialogues. _ To read and listen to different texts.
_ To read and write comprehensive texts. _ To choose the appropriate answer.
_ To design a new product _ To match expressions with descriptions.
Conceptual objectives. _ To guess the meaning of words by context.
_ To identify industrial design as a profession _ To work in cooperation with other people.
_ To use classroom language appropriately.
_ To express present , past and future actions. Attitudinal objectives.
_ To give advice and make suggestions. _ To appreciate the importance of communicating using the English language.

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 Didactic Unit 2: Design and Testing

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_ To be interested in participating creatively in interactive activities.

_ To know the value of cooperating with other people. Establishing Industrial Design as a Profession
_ To appreciate different opinions and scientific institutions Compromises and engineering designs
Value engineering
Testing products
5-Lesson Topics Choosing
Some of the topics which will be covered are the following: To performance test products

Contents. Project
the main contents which will be practiced throughout this didactic unit (without
forgetting other matters from the previous units) are presented as follows.
Grammar. KEY WORDS

Past perfect tense Appliance, assembly, beta version, aviation, durable, induction, inverntory,
Conditionals in the future obsolescence, streamlining, playtest, subassembly, trilemma, VE-value
Passive voice in present. engineering, Weld

BIBILIOGRAPHY

Williams Ivor. English for Science and Engineering. Thompsosn, Global ELT, 2007.United States.

Blanchard Karen and Christine Root (S.F.) Ready to Write: A First Composition Text. Addison Wesley .

Mikulecky S.B et al (2004)More Reading Power 2nd edition. ISBN013061199-9. USA. Pearson Education.

Murphy Raymon (1999) Essential Grammar in Use. A Self-Study Reference and Practice

Adam Keith et al. Global Links 2. ISBN013088389-1 Addison Wesley Longman 2001

LESSON 1:

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 Didactic Unit 2: Design and Testing

English for Engineers

ESTABLISHING INDUSTRIAL DESIGN AS A PROFESSION

TIMING: 6 hours

RESOURCES: Thompson Reference pages 16-19, tracks 8,9, 10

What is industrial Desing? http://www.youtube.com/watch?v=XmJTxeI9GTY

http://www.youtube.com/watch?v=MT1ix-Big5c

-PROCEDURES.

-Listen (track 8) and complete the life of Raymond Loewy (page 16, Thomspson Ref)

-Solve the questions c, d,e,f

-go to this link: http://www.youtube.com/watch?v=MT1ix-Big5c-Read the paragraph a en page 18 and answer the question b

-Analyze the difference between 60´s and current industrial designers

-Listen to the tracks 9, 10 and complete the exercises in page 19

FINAL PRODUCT/ASSESMENT CRITERIA-

Although this unit is not evaluated in isolation, evaluation is not only a question of results.
The entire teaching-learning process needs to be continually assessed.
The Final product of the core lesson will be the project work at the end of the Unit

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 Didactic Unit 2: Design and Testing

English for Engineers

LESSON 2:
COMPROMISES AND ENGINEERING DESIGNS

TIMING: 3 hours

RESOURCES: Thompson Reference pages 20,21, track 3

EXTERNAL RESOURCES: http://hfs.sagepub.com/cgi/content/abstract/41/2/312

-PROCEDURES.

-Developed the exercises a, b, c, f,h(page 20,21Thompson Ref)

-Go to this page: http://www.englishpage.com/conditional/futureconditional.html

And solve the exercises

FINAL PRODUCT/ASSESMENT CRITERIA-

Although this unit is not evaluated in isolation, evaluation is not only a question of results.
The entire teaching-learning process needs to be continually assessed.
The Final product of the core lesson will be the project work at the end of the Unit

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 Didactic Unit 2: Design and Testing

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LESSON 3:
VALUE ENGINEERING The Final product of the core lesson will be the project work at the end of the Unit
TIMING: 4 hours

RESOURCES: Thompson Reference pages 22-23, track 11

EXTERNAL RESOURCES: http://www.youtube.com/watch?v=4SXmiTZi8NY

-PROCEDURES.

-Listen (track 11) and Answer the questions b,c,d, f (page 22,23 Thompson Ref)

--Listen to the interview and complete the exercises in page 8, exercises b,c,d

-Read the external resource and prepare a list of feature within the History of value
engineering

- Go to this page: http://www.englishpage.com/verbpage/pastperfect.html

And solve the exercises

FINAL PRODUCT/ASSESMENT CRITERIA-

Although this unit is not evaluated in isolation, evaluation is not only a question of
results.
The entire teaching-learning process needs to be continually assessed.

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 Didactic Unit 2: Design and Testing

English for Engineers

The Final product of the core lesson will be the project work at the end of the Unit

LESSON 4:
TESTING YOUR PRODUCTS

TIMING: 6 hours

RESOURCES: Thompson Reference pages 24-27 track 12,13, 14

-PROCEDURES.

-Listen to the track 12 and complete the exercises b,c, d (page 24)

-Read the text f , page 25 and solve exercises f,g

-listen to the track 13 an compare your answers

-Listen to the track 14 and solve the exercises b, c,d,e

-Go to thos link and solve the quiz

http://grammar.ccc.commnet.edu/grammar/passive.htm

FINAL PRODUCT/ASSESMENT CRITERIA-

Although this unit is not evaluated in isolation, evaluation is not only a question of
results.
The entire teaching-learning process needs to be continually assessed.

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 Didactic Unit 2: Design and Testing

English for Engineers

A hairdryer

LESSON 4: A camping stove

DEVELOPING A NEW PRODUCT A lawn mower

TIMING: 6 hours
A photocopier
RESOURCES: Thompson Reference pages 12-14, track 6,7
1. Decide on a product
2. Select the techniques that you will apply to your product
-PROCEDURES.
3. Write a short description of the test
-Listen to the track 6 and complete the exercises in page 12, exercise b,c 5. Record yourself narrating your test programs
-Answer the exercise e, page 13
How can you record yourself using audacity?
-Listen to the track 7 and complete the exercises in page 13, exercises e,f,g
1. Open the file; Click o File, new
-Develop the Team project, page 14

FINAL PRODUCT

Devise a series of tests to apply to one of the items in the box or to an item
of your own choosing:

A microwave over

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2. Use the Record button to start recording

3. You can verify the system is working, because you can see the sound
waves

4. Save the Project and export the file as “.wav”

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English for Engineers

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