WORKING UNIT 1 ONE’S DOOR IS

ALWAYS OPEN
STAGE OBJECTIVES

e) Managing the vehicle spare parts area, taking into account stocks according to purchase and
sale variables.

h) Organise the maintenance programmes of the facilities and equipment that make up the
vehicle repair workshop in the automotive sector.

a) Planning and control of the bodywork area TMV0493 (R.D.295/2004, of 20 February) which
comprises the following units of competence:

 OCU134_3: Plan the repair processes of removable and fixed non-structural elements,
controlling their execution.
 OCU135_3: Plan the processes of repair of vehicle structures, controlling the execution
of these.
 OCU136_3: Plan the processes of protection, preparation and embellishment of
surfaces, controlling the execution of these.
 OCU137_3: Manage the maintenance of vehicles and the associated logistics, taking
into account efficiency, safety and quality criteria.

AREA OBJECTIVES

- - Identify the different removable elements (interior and exterior) that make up the
vehicle bodywork.
- - Know the basic processes of intervention (dismantling, disassembly, assembly and
adjustment) on this type of elements.

SUBJECT OBJECTIVES

Can recognise professional and everyday information contained in oral discourse in any medium
of communication in standard language, interpreting the content of the message accurately.

Interprets professional information contained in written texts, analysing their contents

comprehensively.

Can deliver clear, well-structured oral messages, analysing the content of the situation.

Prepares documents and reports specific to the sector, relating linguistic resources to the
purpose of the document.
CONTENTS

INTRODUCTION

DOORS

BONNET

TAILGATE

BOOT LID

FRONT WINGS

FRONT BUMPER

BUMPER

SUNROOF

WATERPROOFING

INSTRUMENT PANEL

SEATS

INTERIOR TRIM

EXTERIOR ELEMENTS
1.1- WU1- REMOVABLE PARTS (U 6 P.173) – REMOVABLE AND FIXED NON-

STRUCTURAL ELEMENTS. DOORS

6.0- Introduction

When certain repair or replacement operations are to be carried out on removable parts
(exterior and interior) of a car body, it is necessary to know their construction, fixing or
anchoring systems, the correct disassembly/replacement processes, the techniques to be used
and the appropriate adjustments.

Given the large number of vehicle manufacturers, the wide range of models (each with its own
particularities of equipment), and the continuous innovations of certain comfort elements and
systems, it is somewhat complicated to carry out a detailed study covering such complexity. In
any case, some guidelines can be established that reflect the most characteristic peculiarities
of the market.

In order to determine the type of repair to be carried out, it should be borne in mind that,
given the ease of disassembly of these elements, in many cases it is more cost-effective to
replace them than to repair them. In general terms, it is advisable to analyse the fixing
characteristics of each element and the damage presented, so that the repair process to be
followed can be properly assessed.

Complete bodywork
The following can be identified as removable elements:

- External elements:
 Doors.
 Front bonnet.
 Tailgate.
 Trunk lid.
 Fenders.
 Front front front end.
 Bumpers.
 Spoilers and spoilers.
 Sunroof.
 Beautification elements: mouldings, adhesive foils, etc.
- Interior elements
 Instrument panel
 Trim, upholstery and trim.
 Seats.

External elements of a bodywork

6.1- Doors

Door’s components

These parts are responsible for the side closure of the body or passenger compartment. As is
the case with most of the removable external body parts, the material of manufacture is
usually, to a large extent, electrogalvanised high-tensile steel (HSS), which is formed by means
of transfer press lines. The doors are attached to the body by hinges at the front (front doors)
and centre (rear doors) pillars. On convertible vehicles, the door structure is extremely robust
to compensate for the absence of the glass retaining frame.
6.1.1- Construction

Basically, the door consists of a deep-drawn sheet metal frame (frame) to which is fixed
(folded and glued or welded) an outer cladding panel called the door panel. Multi-thickness
sheets are used in its construction. This procedure consists of joining sheets of different
thicknesses by laser welding; they are then formed using traditional processes.

Deep-drawn sheet metal frame of a door structure

Door panel

In the case of aluminium body doors, these are usually made entirely of aluminium sheet,
which makes them 30% lighter. The inner and outer sheets of this type of door are joined by
crimping and clinching (penetration). The clinched joints are glued with epoxy resins and in
areas subject to high stresses in terms of strength and resistance, the riveting method is often
used in addition.
 Epoxy resin adhesive

PVC corner piece

Sheet metal

Aluminium door panel assembly

Depending on the level of equipment, they incorporate a series of elements and devices
which, depending on their function, can be grouped into the following groups:

- Controls. Electric window actuators, electric mirror actuators, door locking actuators, etc.

- Comfort. Electric window lifter mechanisms, electric or vacuum locking, electrically

adjustable mirrors, heating to prevent fogging of the windows or rear seats, audio system
loudspeakers, etc.

- Safety. Latch locking mechanisms, alarm system activation switches, impact cushioning
padding, anti-intrusion side rails, airbag, etc.

- Embellishment. Mouldings, anagrams, exclusive models of upholstery, etc.

- Other elements. Brake handle, (maximum opening limiter), trims, anti-vibration plates,
storage trays, door handles, windows, etc.
1 Rear pillar moulding
2 Trim seal
3 Exterior rear-view mirror
4 Moulding
5 Door opening control lever
6 Downward-facing glass
7 Loudspeaker
8 Power window regulator
9 Power window control
panel
10 Door protection panel
Exploded view of a door
11 Door trim panel 21 Door rod
12 Interior door opener 22 Inner seal
control lever
13 Inner wiper seal 23 Door opening rod
protection
14 Door lock 24 Door rod seal
15 External door handle 25 Door lock return rod
16 Door lock cylinder 26 Rear glass guide
17 Door frame 27 Front glass guide
18 External wiper seal 28 Safety rod
19 Window-window 29 Water protection (HL
operating handle versions only).
20 Manual window lifter
Anti-intrusion bar

Door lining with safety cushioning

6.1.2- Disassembly

In order to proceed with the dismantling of the doors from their housing on the vehicle, it is
necessary to carry out a preliminary inspection of the type and configuration of the elements
joining the bodywork. These elements are:

- Electrical connections
- Brake tie rod
- Hinges

Electrical connections

They consist of the set of cables (wiring) that connect the different electrical systems
incorporated in the door: central locking, electric windows, electric mirrors, loudspeakers,
switches, etc. The wiring usually has a watertight multiple connector between the door and
the pillar, which can be removed by screwing or pressing. Otherwise, the door trim must be
removed beforehand in order to remove the connectors or terminals, together with the
insulating rubber ("bellows"), disconnecting all the electrical elements involved.

Electrical connection (A) and door tie-rod (B)

Brake tie-rod

This device is responsible for limiting the maximum opening of the door. On some vehicles, the
tie-rod is replaced by a retainer which holds the door in several different opening positions.
The tie-rod is attached to the bracket fixed to the pillar by means of a spring pin or, as in other
cases, by means of a screw. To dismantle the pins, specific tools can be used, which basically
consist of a kind of pusher or pliers.

Door retainer

tool for disassembling pins

pin remover pliers

Hinges

It consists of an articulated joint system, formed by two leaves or "tongue and groove" plates
that end in a tubular widening, which joins the door to the front or central pillars, as the case
may be. The two parts of the hinge are joined and articulated by means of a pin axis that
crosses both plates.

Basic structure of a hinge

The most common joining systems for attaching the two parts of the hinge to the doors or
pillars are:

- With screws. They usually have oversized holes to facilitate the assembly and adjustment of
the door. For their disassembly, normal or special spanners are usually used, such as spherical
keys for Allen or Torx head screws, screwdrivers, etc. Before dismantling, it is advisable to
mark the outline of the hinge on the pillar, in order to have a reference that facilitates the
replacement operation.
Hinges fixed with screws

Tool for screw hinges

- By welding. This system is usually used to fix the part of the hinge that is attached to the
pillars or uprights.
welded hinge

Sometimes hinges are used which combine both fixing systems. In these cases, the hinges are
welded to the body and bolted to the doors, and are usually divisible so that they do not need
to be adjusted when reassembled.

The two parts of the hinge are joined and hinged together by means of pins. In addition to the
jointing system, the pivot point of the assembly is the hinge pins. There are various types:
elastic (snap-in) or cylindrical (threaded or with a locking ring).
Mixed hinge: bolted and welded

Threaded pin and locking ring pin or lynch pin

For their disassembly it is necessary to use, in most cases, specific tools or tools for this
operation.
6.1.3- Quartering

When certain interventions have to be carried out on any element of the assemblies
incorporated in the door, or to carry out certain repair/replacement processes on its sheet
metal elements (frame, panel, etc.), it will be necessary to partially or totally dismantle the
assemblies or elements involved. As an example, the different assemblies to be disassembled
in a complete disassembly of the door are listed below.

Tools and how to disassemble the pins

Door trim

This is the name given to the part, usually made of upholstered cardboard or plastic, which, in
addition to concealing the inside of the door, houses various control elements (switches) and
comfort elements (trays, armrests, etc.).

Door trim

In order to proceed to its disassembly, some common guidelines can be followed for almost all
models. First of all, it will be necessary to dismantle all the elements that are fixed to it:

- Power-window mechanism actuators. They can be of two types:

o Electrical: These are switches (inverters) that allow electricity to pass to the window lift
motors in one direction or the other. They are normally mounted on a plastic panel or base,
and are usually fixed by pressure or by means of hidden screws with plastic plugs. To remove
them, the power connectors must first be separated.

Set of pushbuttons
o By crank: In this system, the movement of the lifting mechanism is produced by the turning
of a manual crank. This crank is usually fixed to the shaft by means of a clamp, pin or screw.
The disassembly operation will therefore consist of removing the fastening element in
question, with its separation spring.

Disassembly of a crank actuator

- Housing or trim of the inner door handle: This is usually an aesthetic element that hides the
fixing and operating system of the inner door handle. It is usually fixed by pressure or with
easily accessible screws.

- Storage tray and armrests. These are removed by means of a series of screws which may be
concealed by plastic plugs. These elements are usually integrated into the trim configuration
itself.

- Housing-speaker assembly. The loudspeaker is part of the audio system. Its mounting system
usually consists of a series of screws that are clamped to the frame. The outer casing is usually
press-fitted or screw-fastened to the trim.
- Locking lock button (lock). This is a part, generally made of plastic, which, by means of a
control rod, locks the lock manually from inside the vehicle. In some cases, it is screwed onto
the operating rod, and in other cases, it is pressed onto the rod (it is often replaced every time
it is dismantled).

Locking button

- Trim panel. This panel is usually fixed to the frame by means of a series of staples and/or
screws, arranged along its perimeter. To remove it, it is advisable to use tools known as "staple
removers" which, as well as making it easier to remove, prevent damage to the panel if it is
"levered" with another type of tool or tool.

Trim staple removers

It is advisable to start disassembly gradually from the lock side, observing carefully to
determine the location of any staples and/or screws. To complete the removal, it may be
necessary to apply slight upward pressure to release the panel completely.

Disassembly of the trim panel

Once disassembled, in order to access the inside of the frame structure, a waterproofing
plastic sheet that is glued to the door contour must be removed. This sheet is usually torn or
rendered useless during the disassembly operation, so it is necessary to replace it during the
assembly process.

Waterproofing panel

Once the sealing sheet has been removed, the structure of the door can be differentiated from
one model to another depending on the degree of accessibility of the different elements of the
assemblies it incorporates. To facilitate disassembly operations, these elements are usually
fixed to a piece of sheet metal (chassis, cassette or group holder) screwed or riveted to the
frame, which significantly reduces intervention times.
Door group holders

Locking assembly

The locking assembly consists of the following parts or mechanisms:

- The lock itself.

- The cylinder.

- The exterior handle.

- Inner control lever.

- Control rods or cables.

- Interior locking push button (latch).

- Central locking system motor or actuator (if applicable).

Lock. This is the mechanism responsible for preventing the door from opening once it is fitted
in its housing. It is fixed to the door and consists, basically, of a rotating locking latch that locks
on an axle screwed to the bodywork (Slide). To dismantle it, it is necessary to uncouple all the
control linkage or cables and remove the screws that fix it to the door.
Locking assembly

Lever and rod assembly for a lock

Disassembly of the lock

Disassembly of the lock

Cylinder. This element is responsible for blocking and unblocking the lock mechanism (bolt), to
allow the opening of the corresponding door. To do this, it has to be operated externally by
means of the corresponding key. Its rotation is transmitted to the lock either directly or by
means of a control rod. Generally speaking, the mechanism of a cylinder consists of an inner
cylinder which rotates inside a hollow part or cylinder body which serves as a housing.
Between these two parts there are a series of elements (latches) which, in the locked position,
prevent the cylinder from turning inside the cylinder body. When the key is inserted, the
notches of the key lift these catches until they adopt a configuration that allows the inner
cylinder and the pulling lever attached to it to turn. This lever pulls or pushes (as the case may
be) the control rod acting on the lock latch.

Cylinder mechanism
There are some cylinder cylinders that incorporate security mechanisms. A variety of these are
cylinder cylinders with decoupler, which prevent damage to the cylinder in the event of
attempted theft or misplacement of the key. The decoupler mechanism works when the force
applied to the key is greater than 2.5 Nm, at which point the cylinder begins to rotate without
moving the driving part, thus preventing the door from opening and avoiding possible
breakage of the cylinder as it can no longer exert force on the mechanism.

External cylinder
Washer with sockets

Internal cylinder

Cylinder with decoupler

The cylinders are usually fixed to the door, by means of a clip or fixing bracket, so their
disassembly will consist of removing this fixing and then uncoupling the control linkage.

Fixing the cylinder to the door

Exterior handle: This is the element responsible for opening the door from the outside of the
vehicle (when the latch is unlocked). It consists of an articulated piece that can adopt different
configurations depending on the aesthetic aspect or whether or not it incorporates the locking
cylinder.
Different types of external handles

For disassembly, the control linkage must first be removed, followed by the fixing bolts or nuts,
which are normally located inside the door.

Disassembly of an external handle

Interior handle: As above, this element, also known as the "interior handle", allows the door to
be opened (if it is not locked) from inside the passenger compartment. The transmission of
movement can be by rod or cable. It is normally fixed to the door frame by means of screws.
Fixation of the inner handle

Control rods: Consists of a set of steel rods or cables, whose function is to lock or unlock the
lock's latch bolt when the corresponding control elements are actuated.

The rods that make up this set are:

- Cylinder rod.

- Outer handle rod.

- Inner control lever rod.

- Rod of the inner locking button (safety catch).

- Rod of the closing motor (if applicable).

The use of steel cables means that in the event of an accident the doors are not blocked, as
the deformation of the sheet metal is in many cases transmitted to the rods, but this is not the
case when the transmission is carried out by the cable. The main disadvantage of the cable is
that the occasional humidity that may exist inside the door can cause undesired blockages
(seizures) of the cable inside its sheath (rope) due to the effect of oxidation.
Control rod

Central locking system motor or actuator: This element is part of the vehicle's central
locking/unlocking system and is operated by the key or by an infrared or radio frequency
transmission system. It can be electrically or vacuum operated. To dismantle it, it is necessary
to disconnect the electrical terminal or vacuum hose, the fixing screws and the control linkage.

Central locking scheme

Exterior rear-view mirror

This is an exterior body accessory through which the side and rear of the mounting side can be
viewed. It is usually attached by means of several screws to the door frame on the sealing
moulding (grille or glazing bead).

Depending on their adjustment, they can be classified as follows:

- With external manual adjustment.

- With interior manual adjustment.

- Electrically adjustable.

With manual interior With electric adjustment

adjustment

Exterior rear-view mirrors

In high-end vehicle equipment, the mirror adjusts automatically, depending on the (pre-
programmed) characteristics of the driver, when the driver is in the driver's seat. In addition,
they are often equipped with heating to prevent fogging or a direction indicator.
Rear view mirror with built-in indicator

DISASSEMBLY OF THE REAR-VIEW MIRROR

The disassembly process usually consists of:

1- Remove the nut or screw fixing the position adjuster (on manual adjustment models).

2- Remove the inner moulding by levering the sides of the moulding.

3- Undo the electrical connection (in models with electrical adjustment).

4- Loosen the screws securing the rear-view mirror to the bodywork.

5- View the manually adjustable rear-view mirror with the adjustment mechanism.

6- Remove the rear-view mirror.

Process of disassembling a rear-view mirror

On some models it is possible to remove the mirror itself (plate) from the rest of the body or
bracket. To do this, the holder is turned upwards and the flat tip of the screwdriver (wrapped
in masking paper) is inserted into the recessed section. Then just gently pry the mirror out of
the holder until it is disengaged.

flat-head
screwdriver

Fitted section

Replacement of the mirror plate

Power-window set

The window-window assembly consists of all the elements involved in the operation of raising
and lowering the opening glass of the door. In general terms, the assembly consists of the
following elements:

- Glass or glass pane.

- Lifting mechanism.

- Actuator.

- Centring guides.

- Rubber seals (louvres or lamellae).

Depending on the type of lifting mechanism, the most commonly used systems can be
classified as follows:

- Pantograph

- Slider.
 A- Pantograph
B- Two-guide slider
C- One-guide slider

Different types of electric windows

In the pantograph type lift, the mechanism consists of a "scissor", which, depending on the
rotation of the electric motor, closes (raises the glass) or opens (lowers the glass). The glass
pane is fixed to a horizontal guide on which the pantograph arms act.
 1- Glass fixing nuts.

2- Nuts for fixing the sliding guide.

3- Motor fixing screws.

4- Electrical connector.

5- Electric motor.
Pantograph-type window regulators

In the case of sliding lifts, the mechanism consists of one or two "sliding" parts that move on
one or two guides, depending on the case. Flanges are mounted on this part to fix the glass
(glued, screwed, etc.). The slider is moved by means of a Bowden type cable (with a sheath),
whose winding (in one direction or the other) produced by the rotation of the electric motor,
causes it to be dragged.
A) Fastening of the electric motor (rivets).

B) Upper fixing of the sliding guide (nut).

C) Inner fixing of the slide rail (nut).

D) Upper fixing of the centring guide (nut).

E) Lower fixing of the centring guide (nut).

1 Centring guide

2 Sliding guide

3 Control cables

4 Glass

5 Bushing

6 Locking clips

7 Bilabial lower seal

8 Bilabial perimeter seal

9 Windscreen wiper seal (wiper seal)

Sliding-type power windows

REMOVAL

In most cases, removal of the power-window assembly is independent of removal of the

power-window or glass. To remove the latter, it must first be raised or lowered to a position
where the window or glass can be removed from the door frame through the holes in the door
frame. Next, the sealing mouldings (louvres) must be removed. Once the glass fixing system
(screw, adhesive, ribbed seal, etc.) and the centring guides (if applicable) have been removed,
they can be extracted by pulling them upwards, previously tilting them towards the front.

Removal of the door glass

As an example, the figure shows a disassembly process for a "sliding" type mechanism:

1st Lift the glass completely, remove the rear guide by loosening the screws A. Then remove
the front guide by means of the screws B.

2º Separate the glass from its fixing device and remove it from its housing.

3º Remove the window and loosen the screws securing the window assembly to the door
frame.

4º Remove the assembly from its housing.

Dismantling process of a sliding-type window regulator

In the case of scissor mechanisms, the mechanism must be positioned at mid-travel in order to
be able to remove the adjustment rail, the lift fasteners (screws or rivets), and the electrical
connector (if applicable). Removal shall be carried out through the appropriate hole in the
frame. In general, removal of the window lift mechanism shall be carried out in accordance
with the type of mechanism and frame structure. If the door is fitted with a group holder or
support cassette, it shall be sufficient to dismantle this element by removing the rivets or fixing
screws, and the mechanism shall be dismantled on the outside.

Removal of the window lifting mechanism through a hole in the door frame
When removal of the door glass is not necessary, suction cups are often used to hold the glass
in place while the window assembly is removed.

Suction cups to hold the door window

6.1.4- Door assembly and adjustment

In general, to assemble and fit the door, it is sufficient to reverse the order of the operations
carried out during assembly. In any case, it is advisable to take into account a series of
considerations:

- Replace the original interior linings (anti-vibration sheets, soundproofing, polyurethane pads,
etc.).

- Properly grease the moving mechanisms, such as: lock, hinges, and window-lifting mechanism
components (pulleys, pinions, drive shafts and guides), respecting the manufacturer's
specifications on the product to be used, as in some cases, the use of an unsuitable lubricant
can cause major anomalies (even blocking the mechanism).

- Properly adjust and align the hinged glass, adjusting the angle of inclination and the upper
limit of elevation. These adjustments are usually made on manual lifting mechanisms.

- Check the free movement, without jamming or seizure, of the locking assembly linkage.

- Check the tightness of the waterproofing plastic sheeting and replace it at the slightest sign of
breakage or lack of adhesion.

Assembly of the waterproofing membrane

- Replace damaged fasteners in the trim panel.

- Some screws (hinge screws) must be tightened to the torque prescribed by the manufacturer.
Adjustment or alignment of the door is essential to prevent vibrations, water seepage, air
"hissing" and to facilitate a smooth hermetic seal.

The adjustments made to the door may be:

- Alignment of the door in its frame.

- Adjustment of the locking mechanism.

A door is properly aligned when, in addition to being perfectly fitted into the corresponding
recess in the side of the body, it has a uniform gap (clearance) with the adjacent body parts.
The alignment must be carried out by correctly positioning the fixing hinges.

For this purpose, in the case of bolted hinges, the screw holes are oversized to allow slight
vertical and lateral displacements.

Door adjustment
In certain cases, when the door protrudes or is slightly recessed in its frame, the adjustment is
made by inserting additional shims between the hinge and the upright.

Before adjusting the door, it is advisable to check the condition of the pin and the inner
bushings or bearings (if any), as misalignment may be caused by excessive wear of these parts.
It should also be borne in mind that incorrect positioning of the locking stop causes the door to
raise or lower, as the case may be.

Fitting of door adjustment shims

The adjustment procedure is carried out in the following steps:

- If several doors are to be adjusted, always start with the rear doors, taking the rear wing as a
reference, as this cannot be adjusted. The front flap, on the other hand, can be adjusted.

- Observe the position of the door (when closed) and determine which hinge bolts are to be
loosened and the direction of adjustment. As mentioned above, it may be worthwhile to
remove the locking stop from the lock (marking its position beforehand) to avoid unwanted
interference in the adjustment process.

Special tool for hinge screws

 - Slightly loosen the hinge screws, which is essential to be able to correct the position of the
door without it falling under its own weight. In some cases, the correction is carried out using
levers or specific tools for this operation.

In the example of the figure of the special tool for aligning the door, the universal aligning tool
consists of a lever with a shaft to be inserted into the latch of the lock and a hole to be inserted
into the locking stop. The adjustment is made by slightly loosening the hinge screws and
moving the lever until the desired position is reached.

1. Front door adjustment 2. Rear door adjustment

Door adjustment

Special tool for door alignment

- Correct the position of the screws until the gap (gap) between the door and the peripheral
elements of the bodywork is correct and even. If necessary, brackets, wedges or "shims" can
be used to position the door properly.

Checking the setting (lights)

- Tighten the hinge bolts and check the correct anchorage of the door in the frame to ensure
that it does not collide with adjacent elements.

- If necessary, repeat the operations until the desired adjustment is achieved.

- It is sometimes practical to leave the front edge of the door slightly tucked in, relative to the
rear of the flap, to ensure that there is no wind whistling.

In the case of welded hinges (usually to the front pillar), the adjustment is made by first
removing the hinge screw or pin; then a lever-shaped tool is inserted in its place which allows
a longitudinal or transverse correction to be made, pressing the hinge parallel to the ground
line, until the desired displacement is achieved. Vertical displacement is achieved by re-
welding the hinge. To carry out this operation, it is first necessary to mark the centre of the
welding points with a scribe, and then drill a suitable hole in them, which allows the hinge leaf
to be dismantled. Then, the leaf is repositioned, welding it provisionally with a few small points
(enough to hold the door), adjusting its position accordingly. Once the adjustment has been
made, the hinge must be completely welded.
The adjustment of the closing mechanism consists of aligning the closing stop with the lock to
avoid altering the position of the door in the frame, and to achieve smooth, secure and airtight
closures. For this purpose, the locking stop bracket has oversized holes (as do the hinges),
which allow vertical and lateral movement for adjustment.

Alignment of the closing stop

LESSON 1 – 55 minutes

Diagnostic test (55 minutes):

- Do as best as you can, will correct it together next class & will explain course
objectives. No aids. No questions. Speak in English only, but instructions in English with
Spanish translation on the board.

Homework (12 minutes) at home:

- Read Course Description, Syllabus

13. Initial assessment

Name _________________________________ Group ______________ Date _______

Choose the correct word or phrase to complete these sentences.

0 She __c__ speak Italian.

a) is b) do c) doesn’t d) don’t

1 They _____ happy.

a) isn’t b) is c) have d) are

2 Hello. My name_____ Pete.

a) is b) has c) are d) introduce

3 What _____ your job?

a) be b) are c) is d) has

4 My sister ______ twelve years old.

a) has b) is c) has got d) ages

5 Where _____ he work?

a) does b) do c) are d) is

6 _____ you from Canada?

a) Do b) Have c) Got d) Are

7 I _____ a new job.

a) get b) like c) wants d) need

8 _____ you speak French?

a) Are b) Do c) Does d) Is

9 She _____ live in this city.

a) don’t b) isn’t c) doesn’t d) aren’t

10 _____ you Spanish?

a) Do b) Is c) Are d) Have

11 Italian people _____ from Italy.

a) comes b) are c) is d) get

12 I’m Jan. I’m _____ Denmark.

a) at b) from c) by d) for

13 Please ask the receptionist for the _____ to your room.

a) numbers b) form c) key d) door

14 Marie and Neil have two _____.

a) mother b) fathers c) child d) children

15 _____ is the sports centre? Is it near here?

a) When b) Which c) Where d) Why

16 Hello. I’m Ali. What’s _____ name?

a) your b) you c) its d) their

17 How _____ is a metro ticket?

a) many b) much c) cost d) price

18 Where are John’s _____ from?

a) husband b) parents c) fathers d) daughter

19 Are Paul and Philip your _____?

a) sisters b) aunts c) cousins d) son

20 My friend is a _____ in our city hospital.

a) actor b) lawyer c) teacher d) nurse

21 What _____ you do in the morning?

a) are b) do c) doing d) have

22 _____ time do you start work?

a) When b) Which c) Why d) What

23 Are you _____?

a) a single b) married c) father d) got married

24 I _____ at 7.30 a.m. every day of the week.

a) get up b) awake c) am get up d) not sleep

25 Do you _____ movies on TV?

a) watch b) look c) look at d) see

26 What time does the shop _____ in the morning?

a) opening b) closing c) open d) closes

27 My dad is a _____.

a) accountant b) doctor’s c) hospital d) police officer

28 I like my job. I get to talk to ______ of people.

a) many b) much c) lot d) lots

29 They go _____ every weekend in the summer.

a) sail b) to sail c) sailing d) to sailing

30 Everyone _____ my sister. She’s the best student at the college.

a) knows b) know c) understands d) understands

31 I _____ my boss to talk to me more.

a) wants b) not want c) want d) am wanting

32 Can you _____ call me after work?

a) ask her b) ask her to c) get her d) make her to

33 Why did you _____ to stay here?

a) chose b) decide c) came d) like

34 I usually get the bus to work _____ it’s cheaper.

 a) but b) or c) and d) because

35 Do you like baths or _____?

a) a shower b) shower c) showers d) showering

36 Some people say meat ____ bad for you.

a) is b) are c) get d) aren’t

37 This chair is very _____. I could stay here all night.

a) huge b) relaxed c) comfortable d) uncomfortable

38 I always _____ on trains.

a) read b) crossword c) eating d) listen music

39 He plays _____ very well.

a) the tennis b) the football c) running d) the piano

40 I always take an _____ with me. It rains a lot here.

a) bag b) umbrella c) hat d) paper

41 _____ like playing football?

a) You not b) Are you c) Don’t d) Do you

42 That’s not your book. That’s _____.

a) me b) yours c) mine d) her

43 When _____ you usually eat dinner?

a) have b) do c) are d) does

44 ‘What day comes after Saturday?’ ‘It’s ______.’

a) Tuesday b) Sunday c) Monday d) Friday

45 Have you _____ a present for me?

a) to give b) find c) bought d) given

46 _____ some lovely dresses in that shop.

a) Is there b) Are there c) There is d) There are

47 Because he spoke very ______, I asked him to speak more quietly.

a) loudly b) loud c) noisy d) noisily

48 _____ going to the beach tomorrow?

a) Can we b) Do you c) How about d) How on

49 What time is your family _____ at the station?

a) arrive b) arriving c) arrives d) to arrive

50 _____ you got any black shoes?

a) Do b) Have c) Are d) Can

51 What _____ is this coat?

a) size b) shape c) long d) large

52 I_____ some bananas please.

a) ’d like b) ’d want c) ’d need d) ’d take

53 It gets very cold and _____ here in the winter.

a) wind b) rain c) windy d) cool

54 They really _____ go home.

a) wanted b) liked to c) want to d) wants

55 _____ who are happy usually sleep well.

a) Persons b) People c) Peoples d) Every person

56 I’d like a _____ ticket from Bonn to Berlin, please.

a) returning b) singular c) return d) there and back

57 _____ you want a drink?

a) Does b) Do c) Have d) Are

58 The bank is in _____ the high street.

a) the right of b) the left of c) middle of d) the middle of

59 Do you drive _____ the left in your country?

a) in b) on c) from d) over

60 _____ seventy-three bedrooms in this hotel.

a) There is b) Are there c) Is there d) There are

61 _____ you play tennis?

a) Need b) Can c) Can to d) Are

62 You _____ her this summer.

a) should visit b) need visit c) can to visit d) should to visit

63 What are the _____ places to visit in your country?

a) more lovely b) more pretty c) beautiful d) most beautiful

64 Can you _____ to me this afternoon?

a) call b) phone c) get back d) visit

65 You don’t have to come. You _____ stay at home.

a) can’t b) can c) should d) need to

66 Are there any _____ animals in your country?

a) dangerous b) badly c) safe d) unsafe

67 I’ll _____ why he didn’t call you.

a) know b) ask out c) find d) find out

68 Who is your _____ writer?

a) very liked b) favourite c) best d) most liked

69 I like watching movies at home _____ than seeing them at the cinema.

a) but b) not c) better d) more

70 Are there _____ plates for dinner?

a) enough b) too much c) some of d) a lot

71 I _____ happy to get a letter from an old friend.

a) were b) was c) had d) be

72 It’s easy to find _____ on any subject on the internet.

a) answer b) information c) idea d) an information

73 _____ he buy the house he visited last week?

a) Have b) Did c) Are d) Do

74 He _____ the tree fall.

a) looked b) was seeing c) saw d) sees

75 We _____ them the news.

a) must told b) must to tell c) had tell d) must tell

76 She likes _____ friends.

a) help b) make c) making d) meet

77 Can you go and _____ the phone, please? Thanks.

a) gets b) answer c) reply d) answering

78 I _____ with my sister on the phone last night.

a) called b) spoken c) spoke d) speak

79 I am a fast reader. It _____ only takes a day or two for me to finish a book.

a) rarely b) sometimes c) usually d) never

80 Would you _____ to help you?

a) me b) want me c) like d) like me

81 Cars _____ electricity in the future.

a) are using b) will use c) will drive d) are going to

82 Do you think we _____ on holiday?

a) shouldn’t b) should c) should go d) going

83 Their car is _____ as mine.

a) as fast b) faster c) fast d) the faster

84 Did you _____ leave early?

 a) must b) had to c) have to d) have

85 I am _____ than my brother.

a) as older b) older c) the oldest d) youngest

86 They _____ not agree with him.

a) were b) did c) was d) didn’t

87 Is it _____ to be rich or happy?

a) well b) good c) the best d) better

88 What is she _____?

a) doing b) does c) do d) looking

89 He sang very _____, but it was beautiful.

a) strongly b) good c) quietly d) loud

90 She is _____in her family.

a) the highest b) taller c) the tallest d) the longest

91 I don’t want us to be late _____ get to my house for 6 p.m.

a) so b) because c) and d) but

92 I’ll _____ you look for your phone.

a) helps b) find c) see d) help

93 _____ you at the cinema last night?

a) Did b) Was c) Were d) Went

94 There are _____ good schools in this city.

a) lots b) lots of c) much d) many of

95 There wasn’t _____ food on the table.

a) much b) many c) lots d) a lot

96 Please hurry up. The concert starts _____ ten minutes.

a) on b) after c) in d) at

97 Are you _____ with your parents next weekend?

a) staying b) stay c) visiting d) visit

98 I usually cook because my wife doesn’t like _____ it.

a) to make b) making c) to do d) doing

99 The last time I _____ him was in 2005.

a) seen b) have seen c) meet d) saw

100 Have you ever _____ Australia?

a) travelled b) been c) visited d) gone

TOTAL / 100
Course description

3.1- CONTENTS OF THE PROFESSIONAL MODULE

Accurate oral comprehension

- Understanding of common linguistic resources and key words used in general and

specific communication.

- Rules of coexistence and protocol.

- Politeness and formality appropriate to the context and the interlocutor.

- Formulas for greeting, welcome and farewell.

- Formulas for requesting clarification, repetition and confirmation in order to

understand a message.

- Main and secondary ideas in presentations and debates.

- Solving comprehension problems in oral presentations by deducing from the context

and familiarising oneself with the usual structure of presentations.

- Expressions of opinion, preference, taste and complaints.

- Direct, telephonic, radio, television, recorded messages.

- Usual formulas for attending, maintaining and ending conversations in different

environments (telephone calls, presentations, meetings, job interviews, etc.).

- Messages in the appropriate register and with the specific terminology of the

professional sector.

- General and professional speeches and messages of the sector.

- Instructions on operations and tasks specific to the job and the professional

environment.
- Attention to requests for general and sector-specific information.

Accurate oral production.

- Rules of coexistence and protocol.

- Politeness and formality formulas appropriate to the context and the interlocutor.

- Usual formulas for initiating, maintaining and ending conversations in different

environments (telephone calls, presentations, meetings, job interviews, etc.).

- Expressions of opinion, tastes and preferences.

- Strategies for maintaining fluency in conversation: introducing examples, asking

questions to confirm understanding.

- Clarification strategies.

- Main and secondary ideas in presentations and discussions.

- Use of common linguistic resources and key words used in general and specific

communication.

- Dealing with complaints and claims.

- Production of messages involving requests for information to solve problems, such as

the operation of objects, machinery or computer applications, or the communication of

work instructions, plans, intentions and opinions.

- Preparation of direct, telephonic, recorded messages with the appropriate register

and with the specific terminology of the professional sector.

- Instructions on operations and tasks specific to the workplace and the professional

environment.

Interpretation of written texts, on paper and telematic support.

- Organisation of information in technical texts: indexes, titles, headings, tables,

diagrams and graphs.

- Characteristics of the types of documents specific to the professional sector:

maintenance manuals, instruction books, reports, strategic plans, safety regulations,

etc.

- Techniques for locating and selecting relevant information: Quick reading to identify

the main topic and reading aimed at finding specific information.

- Rules of coexistence and protocol.

- Politeness and formality formulas.

- Understanding of common linguistic resources and key words used in general and

specific communication.

- Global and detailed comprehension of messages, texts, professional and everyday

articles.

- Synthesis, summaries, diagrams or graphs made during and after reading.

- Interpretation of terminology specific to the professional sector.

- Detailed understanding of the information contained in reports, forms, brochures and

specialised press of the sector.

- Detailed understanding of job offers in the sector.

- Detailed understanding of instructions and explanations contained in manuals

(maintenance, instruction manuals, tutorials, etc.).

- Detailed understanding of correspondence, e-mails, faxes, bureaufaxes.

Written texts.
- Characteristics of professional written communication: factors and strategies which

contribute to clarity, unity, coherence, cohesion and precision in writing.

- Techniques for the elaboration of summaries and outlines of what has been read or

listened to.

- Politeness and formality appropriate to the context and the interlocutor.

- Dealing with complaints and claims.

- Understanding of common linguistic resources and key words used in general and

specific communication.

- Production of everyday and professional texts of the sector, using the appropriate

registers for the context of communication with correction and coherence.

- Completion of everyday and professional documents of the sector.

- Formalising documents associated with the provision of services related to the

professional profile.

- Production of messages involving the request of information for the resolution of

problems, such as the functioning of objects, machinery or computer applications, or

the communication of work instructions, plans, intentions and opinions.

- Drafting of writings related to the process of employment insertion: curriculum vitae,

cover letter, reply to a job offer...

- Writing faxes, telexes, telegrams and e-mails.

- Use of terminology specific to the professional sector.

LESSON 2 – 55 minutes

Activity 1 (20 minutes): DIAGNOSTIC EXAM CORRECTION

- Pass the exams, correction together, return the student to verify, and take grades.
Explain simple version of minimal contents for final exams. Don’t explain correct
answers. What matters is that they pas sin June.

Activity 2 (10 minutes): EXPLANATION OF COURSE OBJECTIVES

- Questions on course objectives? Explain focus, use of course materials. If some

content unclear from SIXTH FORM DEGREE, should be able to pick it up with activities
and effort.

OBJECTIVES:

a) To interpret the information and in general all the symbolic language associated with

the maintenance and repair operations of vehicles, equipment and tools in order to

obtain a pre-diagnosis of repair.

b) Analyse vehicle systems, in order to determine breakdowns using diagnostic

techniques, proposing solutions for their repair.

c) Interpret and apply measurement techniques to the bodywork, chassis, cabin, in

order to determine deformations of these and propose repair processes.

d) Identify the operations and means necessary to plan the processes of maintenance

and shaping of metallic, synthetic and structural elements.

e) Analyse surface protection, levelling and beautification processes, in order to

determine the maintenance or repair to be carried out, establishing the necessary

operations to carry it out.

f) Interpret the symptoms arising in the operation of engines and their auxiliary systems

in order to determine their maintenance and repair processes.

g) Interpret operating anomalies and deviation of parameters in the running gear and

power transmission operation to organise the maintenance processes of these.

h) Analyse vehicle electrical and electronic systems in order to plan their maintenance

and propose repair processes.

i) Define the parameters to be controlled to obtain the maximum operability of large

fleets in order to plan their scheduled maintenance.

j) Analyse the variables of purchase and sale taking into account the warehouse stocks

to manage the spare parts area.

k) Identify the activities and means necessary to carry out maintenance operations

using the necessary information and supports to carry out appraisals and prepare

repair estimates.

l) Interpret occupational and environmental safety rules according to current regulations

and established documentation in order to supervise compliance with them.

m) Analyse the hierarchical structure of the company, identifying the roles and

responsibilities of each one of the components of the working group in order to

organise and coordinate team work.

n) Assess work activities in a production process, identifying their contribution to the

overall process in order to actively participate in work groups and achieve production

objectives.

o) Identify and value learning opportunities and their relationship with the world of work,

analysing the offers and demands of the market in order to maintain a spirit of updating

and innovation.

p) Recognise business opportunities, identifying and analysing market demands in

order to create and manage a small business.

q) Recognise his/her rights and duties as an active agent in society, analysing the legal

framework that regulates social and labour conditions in order to participate as a

democratic citizen.

r) Establish communication relations with clients in order to provide a satisfactory

service and a good company image.

Learning outcomes

Can recognise professional and everyday

information contained in oral discourse in

any medium of communication in

standard language, interpreting the

content of the message accurately.

Interprets professional information

contained in written texts, analysing their

contents comprehensively.

Can deliver clear, well-structured oral

messages, analysing the content of the

situation.

Prepares documents and reports specific

to the sector, relating linguistic resources

to the purpose of the document.

Activity 3 (15 minutes) WARM-UP – A PERSONAL QUIZ

- A quiz about personal information. It is a pair work where students will make and
answer questions. After finishing the quiz, they will compare their answers and discuss
them.

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Homework (12 minutes at home):

- Make a list of removable elements, external and internal elements.

ANSWER KEY

The following can be identified as removable elements:

- External elements:
 Doors.
 Front bonnet.
 Tailgate.
 Trunk lid.
 Fenders.
 Front front front end.
 Bumpers.
 Spoilers and spoilers.
 Sunroof.
 Beautification elements: mouldings, adhesive foils, etc.
- Interior elements
 Instrument panel
 Trim, upholstery and trim.
 Seats.
LESSON 3: 55 minutes

Correction / review (10 minutes): HOMEWORK

- Correction and review of homework.

Activity 1 (20 minutes): GRAMMAR AND VOCABULARY

- Explain Present Simple, Present Continuous and Stative verbs.

GRAMMAR: What is the difference between Present Simple

and Present Continuous?

https://www.differencebetween.com/difference-between-present-simple-and-
vs-present-continuous/#:~:text=Difference%20Between%20Present%20Simple
%20and%20Present%20Continuous%201,future%2C%20present
%20continuous%20is%20used.%20Mas%20cosas...%20

• Present simple is a grammatical tense that indicates events that take

place regularly such as Sun rises and I play.
• Present continuous is a tense that is indicated by verb form made by
adding ing as a suffix.
• Routines that do not change or habits that are fixed necessitate use of
simple present.
• For events that are taking place in the present, but will stop in the
future, present continuous is used.
• For events that will take place in the future but are certain, present
continuous is to be used too.
• If an action is repeated sometimes, use simple present. However, use
present continuous if it is continuing at present but will stop later.
• If the time is now, use present continuous.
 GRAMMAR

The Present Simple Tense

(also called the simple present tense)
(Download this explanation in PDF)

We need to use the Present Simple a lot in English, so it's really important to
understand it well. Many students have problems with the form (or how to make it).

 If you'd prefer to learn about how to USE the Present Simple jump to this page.
 Or, click here for all the practice exercises about this tense.

Simple present tense with 'be'

The verb

'be' is different from the other verbs in this tense. Let's look at 'be' first:

Here's the positive form (positive means a normal sentence, not a negative or

a question. This is sometimes called 'affirmative')

Positive Positive Short Form

I am I'm

you are you're

he is he's

she is she's

it is it's

we are we're

they are they're

Next, here's the negative. It's very easy. You only add 'not'.

Negative Negative short form

I am not I'm not

you are not you aren't

he is not he isn't

she is not she isn't

it is not it isn't

we are not we aren't

they are not they aren't

And finally let's talk about the question form of the present simple with 'be'.

Firstly, here's the 'yes / no' question form:

Yes / No Questions

am I ?

are you ?

is he ?

is she ?

is it ?

are we ?

are they ?

If you'd like to make a 'wh' question, you just put the question word at the front:

Wh Questions

where am I ?

what are you ?

why is he ?

who is she ?

when are we ?

how are they ?

Present simple tense with other verbs

With all other verbs, we make the present simple in the same way.
 The positive is really easy. It's just the verb with an extra 's' if the subject is
'he', 'she', or 'it'. Let's take the verb 'play' as an example:

Positive (of 'play')

I play

you play

he plays

she plays

it plays

we play

they play

 Don't forget the 's'! Even really advanced students do this!

 For a few verbs, there is a spelling change before the 's'. For
example, 'study' becomes 'studies'. Click here for a list of these verbs

 There are also few verbs which are irregular in the present simple:
1. 'have' becomes 'has'
2. 'do' becomes 'does'
3. 'go' becomes 'goes'

To make the negative form, you need to use 'do not' (don't) or ' does not'
(doesn't).

Negative (of 'play')

I do not play I don't play

you do not play you don't play

he does not play he doesn't play

she does not play she doesn't play

it does not play it doesn't play

we do not play we don't play

they do not play they don't play

How about the question form of the present simple tense?

We use 'do' or 'does' before the subject to make the 'yes / no' question:

Yes / No questions

do I play ?

do you play ?

does he play ?

does she play ?

does it play ?

do we play ?

do they play ?

Just like with 'be', if you'd like to make a 'wh' question, you just put the
question word at the front:

Wh Questions

where do I play ?

what do you play ?

why does he play ?

who does she play ?

when do we play ?

how do they play ?
 How to make the Present Continuous Tense
(also called the Present Progressive Tense)

The present continuous (sometimes called the present progressive) tense in English is
really easy to make and is the same for all verbs. We make it using the present simple
of 'be' + verb-ing:

Here is how we make the positive:

Positive Positive Short Form

I am sleeping I'm sleeping

you are sleeping you're sleeping

he is sleeping he's sleeping

she is sleeping she's sleeping

it is sleeping it's sleeping

we are sleeping we're sleeping

they are sleeping they're sleeping

We can make the negative by adding 'not':

Negative Negative Short Form

I am not sleeping I'm not sleeping

you are not playing you aren't playing

he is not reading he isn't reading

she is not working she isn't working

it is not raining it isn't raining

we are not cooking we aren't cooking

they are not listening they aren't listening

Questions are also really, really easy. Just like we made the question with 'be'
in the present simple, here we also put 'am', 'is', or 'are' before the subject to
make a 'yes / no' question:

Yes / No Questions

am I eating chocolate ?

are you studying now ?
 is he working ?

is she doing her homework ?

is it raining ?

are we meeting at six ?

are they coming ?

For 'wh' questions, just put the question word at the front:

Wh Questions

Why am I eating chocolate ?

What are you studying now ?

When is he working ?

What is she doing ?

Why is it raining ?

Who are we meeting ?

How are they travelling ?

Stative Verbs
What are Stative Verbs?
Stative verbs are verbs that express a state rather than an action.
They usually relate to thoughts, emotions, relationships, senses, states
of being and measurements. These verbs are not usually used with ing
in progressive (continuous) tenses even though they may take on time
expressions such as now and at the moment. We use the simple
tenses for them.
1. Paul feels rotten today. He has a bad cold.
2. Do you recognize him? He is a famous rock star.
3. Our client appreciated all the work we did for him.
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 Incorrect: I’m smelling your wife’s wonderful spaghetti sauce.

 Correct: I smell your wife’s wonderful spaghetti sauce.
 However, there are some verbs that look like they should be stative,
but may appear in the ing form. These verbs differ in meaning to the
stative verbs.
Stative Verb Examples:

see
1. I see Michael, but he can’t see me. I’m too far away. (I see him with
my eyes.)
2. James is seeing Marsha. They’ve been together for a month. (He’s
dating her.)

hear
1. I hear music coming from the Smith’s apartment. Someone must be
home now. (To experience sound)
2. I’m hearing voices. (I’m imagining it)

have
1. Jeremy has a Mercedes. (He owns it.)
2. Sara is having lunch with her editor. (She’s eating lunch)
List of Stative Verbs
 adore
 agree
 appear (seem)
 appreciate
 be (exist)
 believe
 belong to
 concern
 consist of
 contain
 cost
 deny
 depend on
 deserve
 detest
 disagree
 dislike
 doubt
 equal
 feel
 hate
 have (possession)
 hear
 imagine
 include
 involve
 know
 lack
 like
 loathe
 look (seem)
 love
 matter
 mean
 measure
 mind
 need
 owe
 own
 possess
 promise
 realize
 recognize
 remember
 resemble
 satisfy
 see
 seem
 smell
 sound
 suppose
 surprise
 taste
 think (opinion)
 understand
 want
 weigh
 wish

-
 - Show vocabulary in context.

VOCABULARY: Car door

https://en.wikipedia.org/wiki/Car_door
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Exterior side of car door on a 1986 Ford Taurus

Opened front and rear doors on a 1957 Rambler Rebel

A car door is a type of door opening, typically hinged on its front edge, but
sometimes attached by other mechanisms such as tracks, for entering and
exiting a vehicle. Doors most often integrate side windows for visibility from
inside the car and can be locked to secure the vehicle.
Car doors may be manually operated or with power assist supplied by the
vehicle. Powered doors or power doors may be found on minivans, luxury
vehicles, or modified cars.

General design[edit]

Open doors on a Chrysler Airflow

Car doors are designed to facilitate ingress and egress by car passengers. [1]
Unlike other types of doors, the exterior side of the vehicle door contrasts in its
design and finish from its interior side (the interior part is typically equipped with
a door card (in British English) or a door panel (in American English) that has
decorative and functional features.
The exterior side of the door is designed of steel or other material like the rest of
the vehicle's exterior. In addition, its decorative appearance, typically colored
with a design, is intended to match with the rest of the vehicle's exterior, the
central purpose being to add to the overall aesthetic appeal of the vehicle
exterior.
A vehicle typically has two types of doors: front doors and rear doors. Loosely
related are: vehicle hoods and vehicle trunk lids. There are also doors known as
a "hatch" (see "door categorization" below)
A major safety issue with opened vehicle doors is the assumption at night
vehicle doors can provide a warning to other vehicle drivers. It is estimated over
50 percent of all vehicle doors have nothing applied to the interior of the vehicle
door such as light and/or a reflector. These devices need not meet any US
Federal Motor Vehicle Safety Standards since no standards apply. To make
matters worse it was reported by the Fatal Accident Reporting System that in
the year 2014 not one single death was reported with a person outside the
opened vehicle door at night in the entire United States of America. New safety
technology such as providing to the lower interior edge of the vehicle door a
highly reflective tape provides the ability of other vehicle drivers to see the
opened vehicle door at night ( see US Patent No. 9,308,859 for details including
diagrams of a typical application )

Parts[edit]
 Door card
 Door handle
 Door switch
 Glass window
 Pillar
 Power door locks, which can work on a remote system
 Interior storage compartment
Door locks and latches[edit]
Most vehicle doors are secured closed to the vehicle body with latches that may
be locked to prevent unauthorized access from the exterior. There are a variety
of car door locking systems. Door locks may be manually,
or automatically operated, and may be centrally or individually operated. Also,
they may be operated by remote control, with the transmitter often integrated
into the main vehicle access and a key for the ignition.
Additionally, rear passenger doors are frequently fitted with child safety locks to
prevent children from exiting the vehicle unless the door is opened from the
exterior. These are also frequently used on police cars, to prevent suspect
criminals from escaping whilst in police custody.
Vehicle door latches on practically all vehicles today are usually operated by
use of a handle which requires the user to pull, lift, or tug - with some force
towards themselves rather than push. There is a reason for this. As late as the
1970s, some vehicles used exposed push buttons to operate the door latch,
such as certain Opel models. The unfortunate side effect of this design was that
external objects which touched a vehicle during a spinout could trigger the latch;
the door would pop open and eject the vehicle occupants. A death that occurred
exactly that way led to the landmark legal case of Daly v. General Motors
Corp., 20 Cal. 3d 725 (1978), in which the Supreme Court of California merged
strict product liability with comparative fault, and thereby affirmed the right
of General Motors to introduce evidence that decedent Kirk Daly flew out of his
Opel not only because the door popped open, but because he was intoxicated
and not wearing a seat belt.
Door switch[edit]
Door switches are simple on/off mechanisms connected to the interior light
(dome light), and may also be connected to a warning light, speaker, or other
devices, to inform the driver when the door is not closed. The door light is
standard equipment on all cars. In American cars from the 1950s-1990s, they
had buzzers or "door dingers" that sounded, along with the check light,
whenever any door is open.
Windows[edit]
Most vehicle doors have windows, and most of these may be opened to various
extents. Most car door windows retract downwards into the body of the doors
and are opened either with a manual crank, or switchable electrical motor
(electric car windows other than the driver's window can usually be controlled at
both the door itself and centrally by an additional control at the driver's position).
In the past, certain retracting windows were operated by direct (up or down)
pressure, and were held in the up position by friction instead of by an internal lift
mechanism.
Other cars, particularly older US-manufactured vans, have hinged windows with
a folded lever mechanism to push and hold the window out from its closed
position.
Door brakes or stays[edit]
Vehicle doors often include brakes, or 'stays', that slow the door down just
before it closes, and also prevent the door from opening further than its design
specification. The current trend is to have a three-stage door brake.
Door brakes exist because the doors on the first vehicles were heavy, so they
had to be pushed hard to make them close. Soon after, automotive
manufacturers managed to construct lighter doors, but users were used to
closing doors with significant force; therefore doors could become damaged.
Door brakes were then introduced to slow down the door just before the door
closed to prevent damage; these soon became standard.

Hatchback doors and number of doors

designation[edit]

AMC Gremlin two-door[2] with rear cargo hatch opened

Hatchback and estate or station wagon vehicles are typically described as

'three-door' or 'five-door' models in Europe and some other parts of the world. In
the case of saloons or sedans and coupés, the boot/trunk lid is not counted as a
door by definition because it is for a separate storage compartment - these cars
are marketed as 'two-door' or 'four-door'. In Europe, the American-style labeling
is occasionally used.[citation needed]
Doors that are for passenger egress are counted in North American markets.
The openings used for cargo access are generally described by their function -
such as hatch, tailgate, or liftgate - depending on the vehicle design. For
example, a "two-door hatchback" will have two side doors for passengers and a
rear opening to the cargo area.[3] Similarly, a station wagon or SUV can have
four-doors since the opening to the cargo area via the rear tailgate or a hatch is
not counted as a door.[4]
Passenger cars will typically have two-doors (such as coupes) or four-doors
(such as sedans).[5][6]
"Doored" or "door checked"[edit]
Some cyclists refer to colliding with an open car door as being "doored" or "door
checked".[7] This usually happens when the cyclist is riding alongside a row of
parallel-parked cars, and a driver suddenly opens his or her door immediately in
front of the cyclist without first looking to see if it is safe to do so. Major
advancements have been made to allow visual recognition of a partially opened
vehicle door to provide a degree of warning to cyclists and motor vehicle
drivers, particularly at night. See US Patent No. 9,469,246.

Types[edit]
There are many different types of vehicle doors, including the following:
Conventional[edit]
A conventional door, also known as a regular door is hinged at the front-facing
edge of the door, and so allows the door to swing outward from the body of the
car. These doors are relatively safe, in that if they are opened during forward
motion of the vehicle, the wind resistance will work against the opening door,
and will effectively force its closure. The operation of a vehicle door while
entering, exiting, or standing outside an opened vehicle door is extremely
dangerous, particularly at night, even when looking both ways. The issue is that
the vehicle door in most cases provides little or no visual warning to drivers of
other vehicles to allow them the time to avoid collisions.
New advancements have been made to allow the viewing of the opened vehicle
door at night with the addition of highly reflective tape applied to the lower
interior edge of the vehicle door ( see US Patent No. 9,308,859 ). These new
advancements allow the opened vehicle door to be seen even with a person
blocking the prior art systems such as a reflector or a light by providing reflex
reflectivity exceeding fifty percent of the vehicle door behind a person's legs
blocking the opened vehicle door at night.
Suicide[edit]
Main article: Suicide door

A suicide door is hinged on its trailing edge. The term "suicide door" was coined
due to the potential for the door to fly open when the latch was released while
the car was in motion.
Scissor[edit]
Main article: Scissor doors

Scissor doors rotate vertically upward and are hinged at or near the end of the
windshield. They are used in Lamborghinis, Alfa Romeos, and other brands.
Butterfly[edit]
Main article: Butterfly doors

Butterfly doors are similar to scissor doors, but while scissor doors move up,
butterfly doors also move outwards, which makes for easier entry/exit, and
saves space.
Gull-wing[edit]
Main article: Gull-wing door

Gull-wing doors are hinged on their uppermost edge, at the roof rather than the
side. They are so named because, when opened, the doors evoke the image of
a seagull opening its wings.
Sliding[edit]
Main article: Sliding door (vehicle)

Sliding doors open by sliding horizontally or vertically, whereby the door is

either mounted on or suspended from a track. They are commonly used on the
sides of minivans, leisure activity vehicles, light commercial vehicles, minibuses,
and some buses as this allows a large opening for equipment to be loaded and
unloaded without obstructing access.
Canopy[edit]
Main article: Canopy door

A canopy door sits on top of a car and lifts up in some way, to provide access
for passengers. It is similar to an aircraft canopy. There are no set standards to
canopies, so they can be hinged at the front, side or back - although hinging at
the front is most common. Canopy doors are rarely used on production cars, but
are frequently used on the 'closed' variants of Le Mans Prototype endurance
race cars. They are also sometimes used on concept cars.
Disappearing[edit]
A disappearing door slides down and under the vehicle. This type makes the
whole side of the passenger compartment open, and only leaves a threshold to
step over to get in and out. Also called the Jatech rotary drop door, or
disappearing car door. One example of a car with disappearing doors is
the Lincoln Mark VIII concept car.

Vehicle regulations[edit]
Various countries have their own regulations for vehicle doors.
Global Technical Regulation No. 1, Door locks, is one of the few global
regulations. Various countries are members of these regulations, for instance,
Australia, Canada, European Union, Japan, Russia, and the United States.
China and India are not members.[8]
Another international doors regulation is regulation #11: door latches and door
retention components. Application of this requirement is done for instance by
the European Union, Russia, Japan, New Zealand and Egypt.
There are also national regulations:

 FMVSS 206 in the USA

 IS 14225 in India
 GSO 419/1994, GSO 420/1994 in the golf
Activity 2 (25 minutes): GRAMMAR AND VOCABULARY

- Exercises (filling the gaps, order sentences, multiple choice, describe different real
situations with active verbs) on the following aspects:
o Exercise on the difference between Present Simple and Continuous.
o Exercise on the difference between Static and Dynamic verbs.
- Exercises (unscramble the words, translate into Spanish, to look up some new useful
words in the dictionary as phrasal verbs.) on the following aspects:
o Exercise on vocabulary (doors).
- Grammar:
 - Present simple and continuous

Choose the present simple or present continuous:

1. (You / come) _________________________________ tonight?

2. (He / eat) _________________________________ rice every day?

3. I (work) _________________________________ at the moment.

4. (He / come) _________________________________ to London often?

5. He (play) _________________________________ tennis now.

6. (You / come) _________________________________ to the cinema later?

7. They (not / come) _________________________________ to the party tomorrow.

8. He (not / play) _________________________________ golf now.

9. (You / play) _________________________________ tennis this Sunday?

10. They (go) _________________________________ to a restaurant every Saturday.

11. She (not / go) _________________________________ to the cinema very often.

12. You usually (arrive) _________________________________ late.

13. He normally (eat) _________________________________ dinner at home.

14. (You / study) _________________________________ every night?

15. (They / work) _________________________________ late usually?

16. You (not / go) _________________________________ out later.

17. I (not / work) _________________________________ tonight.

18. (She / work) _________________________________ at the moment?

19. I (not / drink) _________________________________ coffee very often.

20. Julie (sleep) _________________________________ now.

Answers: 1. Are you coming tonight? 2. Does he eat rice every day? 3. I am working at the
moment. 4. Does he come to London often? 5. He is playing tennis now. 6. Are you coming to
the cinema later? 7. They aren't coming to the party tomorrow. 8. He isn't playing golf now. 9.
Are you playing tennis this Sunday? 10. They go to a restaurant every Saturday. 11. She doesn't
go to the cinema very often. 12. You usually arrive late. 13. He normally eats dinner at home.
14. Do you study every night? 15. Do they work late usually? 16. You aren't going out later. 17.
I'm not working tonight. 18. Is she working at the moment? 19. I don't drink coffee very often.
20. Julie is sleeping now.
 - Static verbs

Stative Verb Exercises

Complete each sentence using the stative verb from the parenthesis:

1. Do you _________ the answer? (depend on, know, include)

2. Jim _________ dessert every day. (has, eats, possesses)

3. I _________ good about the race’s outcome. (am, were, feel)

4. She _________ her mother. (imagines, resembles, walks with)

5. Do you _________ they will win? (think, involve, promise)

6. They really _________ everything you did for them. (include,

appreciate, dislike)

7. I think the teacher was _________ with my speech. (involved,

measured, satisfied)

8. Can you _________ the coffee brewing? (feel, smell, dislike)

9. I still _________ a lot of money on my student loans. (deserve, owe,

involve)

10. You _________ more shoes than anyone else I know! (dislike,
suppose, have)

Answers: 1 – know, 2 – has, 3 – feel, 4 – resembles, 5 – think, 6

– appreciate, 7 – satisfied, 8 – smell, 9 – owe, 10 – have
-
- Dynamic verbs

- Vocabulary:
Homework (12 minutes at home) GRAMMAR AND VOCABULARY

- Exercise on the difference between Present Simple and Continuous in workbook.

- Exercise on the difference between Static and Dynamic verbs in workbook.
- Exercise on vocabulary (doors) in workbook.

WORKBOOK

Present Simple and Continuous

1. You (not / like) _________________________________ chocolate.

2. She (not / study) _________________________________ at the moment.

3. We often (go) _________________________________ to the cinema.

4. He usually (not / do) _________________________________ his homework.

5. They (not / eat) _________________________________ rice every day.

6. We (not / study) _________________________________ every night.

7. (You / like) _________________________________ spicy food?

8. (She / go) _________________________________ to Scotland often?

9. (He / eat) _________________________________ now?

10. We (go) _________________________________ to the cinema this weekend.

11. They (study) _________________________________ now.

12. I (clean) _________________________________ the kitchen every day.

13. She (work) _________________________________ every Sunday.

14. We (not / sleep) _________________________________ now.

15. He (not / go) _________________________________ to the park very often.

16. It (rain) _________________________________ a lot here.

17. I (go) _________________________________ on holiday tomorrow.

18. How long (she / stay) _________________________________ in London?

19. I often (read) _________________________________ at night.

20. We (not / drink) _________________________________ much wine.

Answers: 1. You don't like chocolate. 2. She isn't studying at the moment. 3. We often go to
the cinema. 4. He doesn't usually do his homework. 5. They don't eat rice every day. 6. We
don't study every night. 7. Do you like spicy food? 8. Does she go to Scotland often? 9. Is he
eating now? 10. We are going to the cinema this weekend. 11. They are studying now. 12. I
clean the kitchen every day. 13. She works every Sunday. 14. We aren't sleeping now. 15. He
doesn't go to the park very often. 16. It rains a lot here. 17. I’m going on holiday tomorrow. 18.
How long is she staying in London? 19. I often read at night. 20. We don’t drink much wine.

Static and Dynamic verbs

Vocabulary
LESSON 4: 55 minutes

Correction / Review (10 minutes) HOMEWORK

- Correction and review of homework.

Listening one (20 minutes) LISTENING

- Pre-listening (5 minutes): explain how to make composite car doors

- Listening (15 minutes): https://www.youtube.com/watch?v=I3Y8VFqj3HY

Listening two (15 minutes) LISTENING

- Listening (15 minutes): https://www.youtube.com/watch?v=Ep_Maen3Wuw

Speaking one (10 minutes) SPEAKING

- Pre-speaking (5 minutes): show the table of the pronunciation of the third person
singular in Present Simple.
- Speaking (5 minutes) in groups, prepare some words of every pronunciation of the
third person singular in present simple, and present them to the class.

Homework (12 minutes at home)

- Make a listening exercise on workbook: https://www.youtube.com/watch?

v=r9byGJtbCws
- Prepare a speaking at home on how to make a car door.
LESSON 5: 55 minutes

Correction / Review (10 minutes) HOMEWORK

- Correction and review of homework.

Reading (15 minutes)

- Read about the process of amounting a door and answer to the questions.

Writing (15 Minutes) WRITING

- Pre-writing (5 minutes) Explain how to write an e-mail.

- Writing (10 minutes): write an email to a customer about a car door.
Review (15 minutes)

- In ICT class, review the aspects given throughout the unit. E.g. :
- A press article for advanced students about doors.
- Vocabulary activities for the reinforcement without forgetting the grammatical
aspects.
CONCLUSION:

The design of this working unit is an activity which integrates a great diversity of tasks and
purposes full of contents and formative intentions.

This subject contributes to the acquisition of abilities, skills and attitudes with a high range of
activities that will allow the students to approach and gain direct knowledge of a language,
way of life, customs and social organization that are different from that of the students. These
activities will be taught through a communicative approach.

This subject also contributes to the student’s education from a global perspective that
encourages the development of their personality and the establishment of relationships that
are defined by social and cultural tolerance in a world where international communication is
increasingly important.

Attached I leave a self-evaluation of this working unit in order to follow whether the English
Working Unit has been achieved and if this working unit needs any changes.

WORKING UNIT Poor (1 POINT) Fair (2 POINTS) Good (3 POINTS)

RUBRIC
Unit There are some The unit has all the The unit has all the
structural elements structural elements structural elements
missing and the and is well as a and is well balanced
activities and whole, although and structured as a
sessions are not there are certain whole.
balanced. aspects which are
not fully developed.
Sessions The session is not The session is The session is
well structured, it structured taking into structured taking into
does not include a account different account different
variety of activities types of activities and types of activities and
and the practice of groupings. It is groupings. It is
different skills is not consistent with the consistent with the
well balanced. learning objectives or learning objectives
it does not include and works different
more than one skill. skills.
Objectives Objectives are not Objectives are clearly Objectives are clearly
achieved by the defined but some of defined and achieved
students at the end them are not at the end of the
of the unit. achieved at the end unit.
of the unit.
Content Contents are not Contents are Contents are
consistent and consistent and consistent and
appropriate for the appropriate for the appropriate for the
acquisition of the acquisition of the acquisition of the
objectives. They are objectives and objectives and
not well balanced or learning outcomes. learning outcomes.
they do not meet But they are not well They are well
students’ needs. balanced or they do balanced and they
not meet students’ meet students’
needs. needs.
Resources and The materials and The materials and The materials and
materials resources are not resources are varied resources are varied
varied. and complementary and complementary.
– They are presented They are presented
in different formats in different formats
(audio, video, ICT …) (audio, video, ICT … )
but most of them are and they are
presented on printed adequate to the
resources. possibilities students
have of
comprehension,
expression and
interaction.
Assessment Some assessment The unit assesses all The unit assesses all
skills are missing. the skills, although the skills in a
there are some skills balanced and
which are not fully structured way as a
developed. whole.

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