Modul 4 - English For Engineering I

Module and Task
English for
Engineering I
Program Tatap
Fakultas Kode MK Disusun Oleh
Studi Muka
4
Teknik Teknik Mesin F021700001 Swandya Eka Pratiwi, ST. M.Sc.
Abstract Competence
The module presents the important In this module, students need to read
technical words and phrases in English a text, find the engineering
for Engineering students. The topic for vocabularies, listening to a podcast
this chapter is about Manufacturing about job interview, and do writing of
Processes. decribing a chart.
Manufacturing Processes I
1. Forming, Working and Heat-Treating Metal
A. Casting, Sintering and Extruding Metal
 Reading
Metal can be formed into shapes using heat and pressure. Casting involves heating metal
until it becomes molten (liquid) and pouring it, or forcing it under pressure, into a mould
called a die. Instead of being cast, metal components can be formed by sintering. This is
done by using metal powder instead of molten metal. The powder is placed in a die and
compressed into a solid mass. It is then heated (though not melted) until it becomes sintered
- that is, the powder particles join together structurally, due to the heat.
Metal can also be shaped by extruding it into long lengths. Extrusion involves heating metal
until it is molten, then forcing it at high pressure through a shaping tool- also called a die to
form bars or tubes, for example. At the same time, the metal cools and becomes solid.
 Vocabularies
There are some words and phrases about Metals and non-metals as follows:
Metals Copper
Non-metals Carbon
Metallic Silicon
Non-Metallic Ferrous metals
Iron Non-ferrous metals
B. Working Metal
 Reading
Traditionally, many metal tools were made by heating iron bars in a fire, called a forge, until
they were red hot or (hotter still) white hot. The metal was then worked- in other words,
shaped by hammering it. Working metal using compression (for example, hammering) is also
called forging. The same basic technique is still in use today, especially with steel. However,
large, automated machines are now used. Metal is often worked (or forged) when hot (hot
forged), but may also be worked when it is cold (cold forged). A common forging technique is
drop forging, where a heavy hammer is dropped onto a piece of metal. A die fixed to the
hammer compresses the metal into the required shape. Rollers can also be used to apply
compression, with or without heat, to produce hot rolled or cold rolled metal. Forging also
increases the hardness of metal. This is called work hardening. Metal becomes work hardened
because its structure is changed by compression. The same result can be achieved without
hammering or rolling- and therefore without changing the component’s shape – by shot-
2020 English for Engineering I Pusat Bahan Ajar dan eLearning

2 Swandya Eka Pratiwi, ST. M.Sc http://www.mercubuana.ac.id
peening. This involves firing small metal balls (metal shot) at the surface of components (when
cold), at high speed. After components have been shot-peened, their surface is significantly
harder.
 Vocabularies
There are some words and phrases about Elements, compounds and mixtures as follows:
Chemical composition oxygen

chemicals mixtures
contain alloys
combined steel
elements iron-carbon alloy
constituents alloying metals
compounds chromium
chemically bound manganese
hydrogen tungsten
C. Heat Treating Metal
 Reading
The properties of a metal can be changed by heat treating it- that is, heating and cooling the
metal. The table below, from the technical information section of a steel supplier’s website,
summarizes the main types of heat treatment.
 Vocabularies
There are some words and phrases about composite materials as follows:
Composite materials Mud

Carbon-fibre Straw
Composites Reinforcement
Bricks Matrix

Reinforcing material Glass reinforced plastic (GRP)
Fiberglass Reinforced with
D. Raw Materials for Processing
 Reading
Generally, raw materials are materials which need to be processed before they are used – for
example, melted and cast in a mould. Common formats of raw material are:
• powder: quantities of very fine (small) particles, such as cement powder

• pellets: larger, standard-sized pieces of material, typically pea-sized to egg-sized,
intended to be melted for forming in moulds- for instance, plastic pellets
• fibres: very fine, hair-like lengths, such as glass fibres.
When steel and other metals are produced, they are made into blocks called ingots, which can
subsequently be melted and cast. Very large steel ingots are called blooms. One standard size
for steel blooms is 630 mm x 400 mm x 6 m. Steel can also be supplied in smaller blocks, of
various sizes, called billets.
 Vocabularies
Raw materials Pellets
Melted Fibres
Mould Ingots
Cast Blooms
Powder Billets
E. Formats of Processed Materials
 Reading
Materials are frequently supplied ready for use in the formats described below.
• Bars are long lengths of solid metal with a relatively small cross-sectional area. These
can be round bars (or rods) which have a circular section. They may also be square
bars, with a square section, and flat bars, with a flat, rectangular section. A bar is
generally made of metal, but a rod can be made of any material.
• Sheets are flat, wide and thin- for steel, thinner than about 3 mm. Other materials
supplied in sheets include plastic, glass and wood. However, sheets of wood are often
called boards. When sheets of metal (or metal sheets) are delivered in large
quantities, they can be supplied in rolls called coils.
• Plates are flat pieces of metal that are wide, but thicker than sheets (for steel, thicker
than 3mm). Non-metals, such as glass, plastic or wood, are not usually called plates;
even if these materials are thicker than 3 mm, they are usually called sheets.
• Structural steel sections are made from rolled or extruded steel, and produced in a
variety of section shapes. I-sections, with profiles in the shape of the letterI, are
common examples. (See Appendix V on page 106 for types of structural section.)
• Tubes are hollow, not solid. The most common types are round tubes, but square
tubes and rectangular tubes are also produced. Pipes are specifically for carrying liquid
or gas. A pipe is therefore just one type of tube.
• Wires are thin lengths of metal with circular sections, consisting of one strand- that is,
a long, thin, single piece of material. They are usually supplied in coils. Several wires
can be combined to form a cable. An electrical wire is a single conductor covered with
insulation. The conductor can be a single wire (called a solid wire) or several strands
of wire grouped together (called a stranded wire). An electrical cable has several
conductors, separately covered with insulation, grouped within a second outer layer
of insulation.
 Vocabularies
Bars I-Section
Rods Tubes
Square Hollow
Flat Rectangular
Sheets Pipes
Boards Wires
Coils Strand
Plates Cable

➢ Task 1
1.1 Tick/Checklist what is ussualy required in the metal forming processes. Look at part A to help
you.
1.2 Decided whether the sentences below are true or false/ Look at part B to help you.
1. Metal must always be heated before it can be forged.
2. When referring to metals, the terms working and forging mean the same.
3. A common reason for forging metal is to increase its hardness.
4. One way of forging metal is by heating it and then rolling it.
5. Metal can only be rolled after it has been heated to a high temperature.
6. When metal is drop forged, it is subjected to compression.
7. Metal can only be work hardened by the process of hot forging.
8. Shot-peening is a hot forging technique used to work harden metal.
1.3 Make correct sentences sing one part from each column. Look at part C to help you. The first
one has been done for you.
1.4 Decided whether the sentences below are true or false/ Look at part D to help you.
1. Raw materials are often intended to be melted or mixed.
2. Powder particles are smaller than pellets.
3. Pellets do not require further processing.
4. A steel bloom is a type of ingot.
5. Steel billets can be cut into smaller sized pieces called blooms.

1.5 Complete the descriptions below the photos using the words in the box. You will need to use
some words more than once. Look at part E to help you.

 Listening and Speaking – A Job Interview
Listen to the job interview to practise and improve your listening skills.
Transcript:
Interviewer: Hello, Maria. Thanks for coming in for the interview.
Maria: It’s my pleasure. Thanks for inviting me.
Interviewer: Well, as you know, the company has been expanding and we have an opening in our
HR department. We’re creating a new role for someone to lead our training and development
within the company.
Maria: Yes, I very much think that my skills and experience are a good fit for what you’re looking
for.
Interviewer: That sounds great. So, your CV looks strong, though it would be good if you could give
us an overview, in your own words, of what you’ve been doing over the past four years or so.
Maria: Well, in my first job, four years ago, I was working for a small HR services provider which
offered HR services, including L&D, to corporate clients.
Interviewer: OK, so it was only B2B?
Maria: Yes, we only offered services to other companies, not B2C.
Interviewer: Right, and it says here you then left that company about three years ago.
Maria: Yes, that’s right. I was looking for a little more stability and also to be part of a larger
organisation. So I joined a company with around one hundred staff and a small HR team. As there
are only a few of us, we each deal with a range of HR topics. In addition to payroll, one of the areas
I was responsible for was learning and development.
Interviewer: I see. And, so why do you want to change jobs now?
Maria: Well, I very much like the L&D side of my role and I’ve always had particularly good feedback
for my work in this area. I believe I excel in that field. So, I’m looking to specialise, and as your
company has around 2,000 people, right …?
Interviewer: Yes, that’s right.
Maria: Well, an organisation of this size would give me the scope to specialise in L&D. I’m also a
big follower of your brand and feel fully aligned with your image and values.
Interviewer: Well, that all sounds good. And I can see you have an L&D qualification.
Maria: Yes, I got a diploma two years ago. I am also currently working on a further diploma in
psychology, with a specific focus on learning and performance management.
Interviewer: Very good. Well, it looks like you have the qualifications and experience we’re looking
for. What do you think will be the main challenges of coming to a much larger company?
Maria: I can see that it might be perceived as a weakness to not have experience in an organisation
of this size, though I see that it could also be a benefit. I won’t be bringing too many preconceived
and possibly inflexible ideas with me to the role.
Interviewer: Yes, that would be a good thing.
Maria: Um, I think we’ve covered many of the areas I had wanted to address. I have two quick
questions though.
Interviewer: Go on.
Maria: Who would I mostly work with on a daily basis?

Interviewer: Well, there’s the HR manager who you would report to. And then the HR team, which
currently has six people in it. There’s usually an intern or two who you can get some support from
also.
Maria: OK. Thanks. That’s all really clear. And my other question is how performance in this role
will be measured. What does success look like?
Interviewer: That’s a good question. As you know, we have a performance management system in
place, and from that we have identified some learning and development needs within the
organisation. But we haven’t devised a strategy. Your role would be to devise and then successfully
implement this strategy.
Maria: Thank you. That sounds interesting.
Interviewer: Great. So, thanks again for coming in today. We’ll be discussing all candidates next
week and then I’ll get back to you by the end of next week to let you know the outcome.
Maria: Thank you for your time. I’d welcome the opportunity to continue discussing this role with
you.

 Writing – Describing Charts and Bar Chart
Learn how to write about charts and trends in a bar chart.
Example 1 – Describing Charts
You can describe the charts above as follow:

The first chart illustrates the percentage of the population who owned a smartphone from 2011 to
2016, and the second breaks the percentages down by age for 2011 and 2016.
Overall, smartphone ownership increased during the six-year period. In general, the younger
people were, the more likely they were to own a smartphone. However, the most significant
increases in smartphone ownership between 2011 and 2016 came from people aged 45 to 54, from
46% to 84%; from those in the 55 to 64 category, from 9% to 59%; and from those aged 65 to 74,
from 5% to 50%.
The percentage of people who owned a smartphone rose steadily, starting at around 35% in 2011
and reaching about 77% by 2016. People aged 16 to 24 represented the greatest percentage of
smartphone ownership in both 2011 and 2016. 75% of people aged 25 to 34 and 72% of those aged
35 to 44 owned a smartphone in 2011, rising to 88% and 86% respectively by 2016. Although almost
nobody in the 75+ age category owned a smartphone in 2011, 15% of this group owned
smartphones in 2016.
Tips:
1. If you are doing an exam task, read the instructions and make sure you write according to the
word and time limits.
2. Start by saying what the charts show. In an exam, change the words in the question to write
the first sentence of your answer, e.g. These charts show = These charts illustrate.
3. The second paragraph should provide an overview of the key features of the information.
4. The other paragraphs should describe the patterns or trends in more detail. However, only
select the most important ones to write about, and don’t write about your own ideas.
5. Use linking words and a range of vocabulary to describe what you see in the charts. (You can
write % or per cent, but be consistent.)
6. Be careful to use the correct tenses to describe the time periods shown.

Example 2 – Describing a Bar Charts
You can describe the charts above as follow:

The chart shows the sales revenue of a selection of home video entertainment formats in the USA
in 2017. It also shows the percentage change from the previous year.
Online video streaming was the most popular format in 2017. US consumers spent $9.8 billion on
services such as Netflix, which was a rise of 32 per cent from the previous year. For the average
American, this accounted for nearly half of their spending on video entertainment at home.
At the same time, customers were moving away from the three physical formats in the chart. DVD
and Blu-ray sales dropped by 14 per cent over the twelve-month period to $4.5 billion in 2017, and
rent-by-post revenues went down by 20 per cent to $0.5 billion. DVD rental shops saw the largest
decline, as spending fell by 21 per cent to just $0.4 billion.
Overall, there was a clear downward trend in spending on physical video formats, as they all
showed relatively low sales and they were all in decline. However, there was an upward trend in
paying for streaming.
Tips:
1. In the first paragraph, give basic details about the chart including what it shows, where it
refers to and when.
2. When you describe chart data, be specific. Mention the category and figure, e.g. Online
video streaming was the most popular format in 2017. US consumers spent $9.8 billion ...
3. A trend is a change over time. To describe trends, focus on what is increasing or decreasing
compared to some time in the past, e.g. ... which was a rise of 32 per cent from the previous
year.
4. If several categories show the same trend, talk about them together, e.g. customers were
moving away from the three physical formats in the chart.
5. State the units of measurement, e.g. US consumers spent $9.8 billion.
6. Many of the verbs for up and down trends can also be used as nouns, e.g. Spending fell by
21 per cent = There was a 21 per cent fall in spending. (You can write % or per cent, but be
consistent.)
7. Write a conclusion. Say what we learn from the data overall.

 Grammar - Countable and Uncountable Nouns
Do you know how to use a, some, any, much, many, a lot of? And do you know how to use a
few, few, very little and a bit of?
Nouns can be countable or uncountable. Countable nouns can be counted, e.g. an apple, two
apples, three apples, etc. Uncountable nouns cannot be counted, e.g. air, rice, water, etc.
When you learn a new noun, you should check if it is countable or uncountable and note how
it is used in a sentence.
• Countable nouns
For positive sentences we can use a/an for singular nouns or some for plurals.
There's a man at the door.

I have some friends in New York.
For negatives we can use a/an for singular nouns or any for plurals.
I don't have a dog.

There aren't any seats.
• Uncountable nouns
Here are some examples of uncountable nouns:
bread rice coffee information

money advice luggage furniture
We use some with uncountable nouns in positive sentences and any with negatives.
There's some milk in the fridge.

There isn't any coffee.

• Questions Sentences
In questions we use a/an, any or how many with countable nouns.
Is there an email address to write to?

Are there any chairs?
How many chairs are there?
And we use any or how much with uncountable nouns.
Is there any sugar?

How much orange juice is there?
But when we are offering something or asking for something, we normally use some.
Do you want some chocolate?

Can we have some more chairs, please?
We also use some in a question when we think the answer will be 'yes'.
Have you got some new glasses?
• A lots of
A lot of (or lots of) can be used with both countable and uncountable nouns.
There are lots of apples on the trees.

There is a lot of snow on the road.
Notice that we don't usually use many or much in positive sentences. We use a lot
of instead.
They have a lot of money.
However, in negative sentences we use not many with countable nouns and not
much with uncountable nouns.
There are a lot of carrots but there aren't many potatoes.

There's lots of juice but there isn't much water.
• A few, few, very little and a bit of
A few and a bit of or a little mean some. Often we feel this amount is enough or more than
we expected. We use a few with plural nouns and a bit of or a little with uncountable
nouns.
I have a few ideas.

I've brought a few friends.
There's a bit of milk left.
It needs a little more work.

We use few and very little to show that we are talking about a small amount. Often we
feel this amount is not enough or less than we expected. Few is for countable nouns
and very little is for uncountable nouns.
Few people came to the meeting.

There are few places where you can still see these birds.
We have very little time.
I have very little money.
Note that you can use little without very, but it is less common and sounds quite formal.
She had little water.

➢ Task 2
The bar chart shows the amount of money spent] on two types of electronic items in country X.
Summarise the information in the chart by selecting and reporting the main features. Make
comparisons where relevant.
Top Tips for writing:

1. The first shows an paragraph is short. It should simply say what the chart shows and where and
when it describes.
2. Avoid repeating words in the question. Instead, use other words with the same or similar
meanings.
3. Describe the trends you can see. Use numbers from the chart.
4. To sum up, highlight the most important things the information shows. You can also say what
is likely to happen in the future.
5. Don’t try to explain the chart. You just have to describe what happened, not say why it
happened.

Forum
The forum for our E-Learning will be contained with the idea for Assignment-I.
Quiz (For Exercise)

1. Answer all the task from this chapter module on MS Word. Upload / attach the document to
the Quiz on E-learning.
2. For your reading and Listening Practice, you can listen the audio that I send on E -Learning and
try to follow it by read the transcript on this module. You don’t have to make a video, just
practice by yourself.
3. For your writing practice, make some paragraphs to describe what happened on the chart.
Write it in MS word with the question and the chart are copied on it too. Attach/upload the
file in Quiz.
References
Council, B. (2019). https://learnenglish.britishcouncil.org/.
Ibbotson, M. (2009). Professional English in Use Engineering. Cambridge: Cambridge University
Press.
Sulistyo, U., & Gunawan, I. (2010). 16 Tenses & Their Secrets - From Simple to Complex Statement.
Jakarta: Bhuana Ilmu Populer.


Modul 4 - English For Engineering I

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Modul 4 - English For Engineering I

Uploaded by

Copyright:

Available Formats

Module and Task

2020 English for Engineering I Pusat Bahan Ajar dan eLearning

Chemical composition oxygen

C. Heat Treating Metal

Composite materials Mud

2020 English for Engineering I Pusat Bahan Ajar dan eLearning

D. Raw Materials for Processing

• powder: quantities of very fine (small) particles, such as cement powder

E. Formats of Processed Materials

2020 English for Engineering I Pusat Bahan Ajar dan eLearning

2020 English for Engineering I Pusat Bahan Ajar dan eLearning

2020 English for Engineering I Pusat Bahan Ajar dan eLearning

2020 English for Engineering I Pusat Bahan Ajar dan eLearning

2020 English for Engineering I Pusat Bahan Ajar dan eLearning

Learn how to write about charts and trends in a bar chart.

Example 1 – Describing Charts

You can describe the charts above as follow:

2020 English for Engineering I Pusat Bahan Ajar dan eLearning

You can describe the charts above as follow:

2020 English for Engineering I Pusat Bahan Ajar dan eLearning

There's a man at the door.

I don't have a dog.

Here are some examples of uncountable nouns:

bread rice coffee information

There's some milk in the fridge.

2020 English for Engineering I Pusat Bahan Ajar dan eLearning

In questions we use a/an, any or how many with countable nouns.

Is there an email address to write to?

And we use any or how much with uncountable nouns.

Is there any sugar?

Do you want some chocolate?

Have you got some new glasses?

There are lots of apples on the trees.

They have a lot of money.

There are a lot of carrots but there aren't many potatoes.

• A few, few, very little and a bit of

I have a few ideas.

2020 English for Engineering I Pusat Bahan Ajar dan eLearning

Few people came to the meeting.

She had little water.

2020 English for Engineering I Pusat Bahan Ajar dan eLearning

Top Tips for writing:

2020 English for Engineering I Pusat Bahan Ajar dan eLearning

Quiz (For Exercise)

2020 English for Engineering I Pusat Bahan Ajar dan eLearning

You might also like