Unit 02 SYSTEMS

ACADEMIC FOCUS: DESCRIPTION & DEFINITION

Learning Objectives VOCABULARY

Listening:
D - dimension
Identify the features of academic language
Describe dimensions of various objects E – efficient, external
Use symbols, numbers, signs
S – statement, strategy
Speaking:
Make simple presentations on a general C – critical, content
topic
Ask and answer questions from peers R – ratchet, revert

Discuss a technical passage with peers

I - illustrate, interpret
Reading:
P – predict, priority
Read and understand a short descriptive
text T – transform, thimble
Understand simple information in an
academic text I – introduction,
Identify contextual references in a text
O – organism
Writing:
Identify the type of language and features N – nuclear
of language used for writing about
dimensions
Write a description on dimensions of
objects

GRAMMAR

Noun Phrases (2) – adjective + noun, noun + prepositional phrase

Sentence Constructions – subject + verb + complement (noun /adjective)
Link Verbs – verbs which connect subject & predicate
Prepositional Phrases – preposition + noun

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 LESSON 01 - Description and Definition

A lecture contains a lot of information, and you need to decide which

information is important to record and remember. Taking effective notes
depends on being able to recognize key information in a lecture, and recording it
in a way that will be useful and easy to understand later on.

LISTENING

ACTIVITY 01
Predicting before listening
(Individual Activity)

1. An introduction to a lecture - Predict which of the following statements you

think the lecturer will say during the introduction to any lecture.

a. Welcome the audience

b. Introduce herself / himself

c. Remind the audience of the subject of the lecture series

d. Refer back to previous lectures

e. State the purpose of the lecture

f. Explain the content of the lecture

g. Explain the organization of the lecture

2. Work in groups of four and compare your predictions - give reasons for your
selection.

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ACTIVITY 02

Understanding an introduction

1. Listen to your teacher reading the introduction to a lecture and check your
predictions.

2. Why did the lecturer not do some of the things mentioned in Activity 01?

…………………………………………………………………………………..............................................................
………………………………………………………………………………………………………………………………

3. Listen to the introduction again – Make a note of the phrases the lecturer said.

a. Welcome the audience - ……………………………………………………………………………………

b. Introduce herself / himself - ……………………………………………………………………………

c. Remind the audience of the subject of the lecture series - …………………………………

d. Refer back to previous lectures - ………………………………………………………………………

e. State the purpose of the lecture - ………………………………………………………………………

f. Explain the content of the lecture - ……………………………………………………………………

g. Explain the organization of the lecture - …………………………………………………………….

READING - Understand and extract key factual information in a text.

When you read an academic text, it is not always necessary to understand every
word – often the most important thing is to be able to recognize the information
which is most useful to you. Visuals such as diagrams and pictures can help in the
recognition and processing of key information. In texts containing factual
information, you will often find typical sentence structures to define and
describe key information. It is important to be able to recognize these and use
them in your own writing.

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ACTIVITY 03
Critical thinking – discussing reading strategies
(group work)

1. Which of the following statements do you agree with?

a. The title can help you with the general content and organization of a text.
b. To understand a text completely you must read every word.
c. You can ‘skim’ a text using the ‘content words’.
d. If you know the purpose of a text, it helps you to read more efficiently.
e. Efficient readers jump around a text and do not always start at the beginning.

ACTIVITY 04
Pair work

1. Read the short description on callipers and state whether the sentences are
True (T) or False (F).

Callipers are instruments used for measuring the dimensions of small objects. They
can be used to measure diameters of metal bars or tubes. There are two kinds of
callipers. One is outside callipers. They are used to measure outside or external
diameters. The other kind is used to measure inside, or internal diameters. They
are known as inside callipers.

Both kinds consist of two pieces of metal which are joined together at the top.
They are called legs and are pointed at the ends. The legs of outside callipers are
curved and turn inwards at the points. The inside callipers are straight and turn
outwards at the points. The measurements are taken between the points and read
off on a rule.

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 i. Outside callipers are used to measure external diameters. ( )
ii. Outside callipers are used to measure external dimensions of objects. ( )
iii. Legs of a calliper are curved at the end. ( )
iv. Legs of outside callipers are curved inwards. ( )
v. Measurement of the length is taken between the ends of the legs. ( )

2. What do the following pronouns refer to?

i. They (line 01) ………………………………………………..

ii. Both kinds (line 06) ……………………………………………….
iii. They (line07) ……………………………………………….

ACADEMIC LANGUAGE

Noun phrases (2) – Adjective + noun, noun + prepositional phrase

As shown in Unit 01, noun phrases are frequently used in academic texts to
express a large amount of information. They help to summarize and link
information, and are often the basic units of a text. There are a number of
different patterns, such as;
(determiner +) adjective + noun - (the) rectangular block
(determiner +) noun + prepositional phrase - (the) dimensions of that object

ACTIVITY 05
Noun phrases

1. Complete the following noun phrases with words from the text in Activity 04.

a. ……………………… objects

b. ……………………… kinds

c. ……………………… bars

d. ……………………… pieces

e. ……………………… callipers

f. ……………………… diameters

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2. Read the text and find prepositional phrases to complete the following nouns

a. the dimensions ………………………………………………

b. diameters ………………………………………………

c. two kinds ………………………………………………

d. two pieces ………………………………………………

e. The legs ………………………………………………

ACADEMIC LANGUAGE

Subject + Verb + Compliment (Noun/Adjective)

LANGUAGE OF MEASUREMENT Dimensions can be explained using nouns as well

as adjectives using the ‘be’ verb.
Be
I am We are You are
He/She is They are
Subject Verb Complement/Adjective
a. The metal bar is 3 meters long.

Subject Verb Complement/Noun

b. The metal bar is 3 meters in length.

Subject Verb Complement

c. The length of the metal bar is 3 meters.

The same information can be expressed using the verb ‘have’.

d. The metal bar has a length of 3 meters.

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WRITING

ACTIVITY 06
Describing dimensions
Pair work

1. Describe the dimensions of the following diagrams using sentence patterns a,

b, c & d given above.

A. Cube
10 m high/height

a. ………………………………………………………………………………………

b. ………………………………………………………………………………………

c. ………………………………………………………………………………………

d. ………………………………………………………………………………………

B. Metal bar

100mm long/length

a. …………………………………………………………………………………………

b. …………………………………………………………………………………………

c. …………………………………………………………………………………………

d. …………………………………………………………………………………………

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C. Cylinder

60mm deep/depth

a. …………………………………………………………………………………………

b. …………………………………………………………………………………………

c. …………………………………………………………………………………………

d. …………………………………………………………………………………………

D. Steel strip

2mm thick/ thickness

a. …………………………………………………………………………………………

b. …………………………………………………………………………………………

c. …………………………………………………………………………………………

d. …………………………………………………………………………………………

E. Metal cube

50kg mass

a. …………………………………………………………………………………………

b. …………………………………………………………………………………………

c. …………………………………………………………………………………………

d. …………………………………………………………………………………………

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2. Describing more dimensions.

1m
3m 1m

a. The rectangular block is 3meters long, 1 meter high and 1meter wide.
b. The rectangular block has a length of 3 meters, a height of 1 meter and a width of 1
meter.

Write a description about the dimensions of the block as given above.

11.78 cm
2.5 cm

12 cm

a. …………………………………………………………………………………………..

b. …………………………………………………………………………………………..

…………………………………………………………………………………………..

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ACTIVITY 07

Read the descriptions given below and write similar

descriptions for a circle, a triangle, a cylinder, a rectangle, a cone, a sphere, an
ellipse (refer to the dictionary if required / you can decide on the measurements).

A rectangle

10 cm

5 cm

The rectangle has an area of 50 square meters = 50m2.

The rectangle is 50 square meters in area.
The area of the rectangle is 50 square meters.

A brick

10cm

4 cm
20cm
The brick has a volume of 800 cubic centimetres = 800cm3.
The brick is 800 cubic centimetres in volume.
The volume of the brick is 800 cubic centimetres.

A circle

10 cm

The circle has a diameter of 10cm, a radius of 5cm, and a

circumference of 25 cm (measurement around the
circle)

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i. Rectangle

………………………………………………………………………………………………………………………………
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………………………………………………………………………………………………………………………………

ii. Cylinder

………………………………………………………………………………………………………………………………
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………………………………………………………………………………………………………………………………

iii. Triangle

………………………………………………………………………………………………………………………………
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………………………………………………………………………………………………………………………………

iv. Circle

………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

v. Cone

………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

vi. Sphere

………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

vii. Ellipse

………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

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ACTIVITY 08
Write short descriptions about the following objects giving
priority to their shape and dimensions.

15 cm
1. Container

30 cm

E.g. The cylindrical container has a diameter of 15 cm and a depth of 30 cm.

50 mm
2. Metal bar 20 mm
30 mm

……………………………………………………………………………………………..

…………………………………………………………………………………………………..

3. Round bar

10 mm

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..

4. Set square
25 cm

20 cm

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..

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5. Metal tube 60 mm

10 mm

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..

6. Sand clock 25 cm

50 cm

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..

LISTENING

ACTIVITY 09
Group activity

Each group thinks of an object – E.g. House

Give instructions using shapes to draw the object.
E.g. 1.
a. Draw a square.
b. On the top line of the square draw a triangle.

E.g. 2.
a. Draw a rectangle.
b. On top of the rectangle draw a circle.
c. On top of the circle draw a triangle etc.

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 LESSON 02 - Static Descriptions

SPEAKING

Discussion - What type of information do you have to include to make a good

description of an object?

What it is - Definition, component parts

Structure - Features – size, colour, material etc.,
Uses - What it is used for

ACTIVITY 01
Group Work

1. Work in groups of 4-5 and describe the following objects.

1. Computer
2. A building in the university
3. Television
4. Car
5. Mobile phone

2. Write a short description on one of the above objects and make a short
presentation; you can use power point for your presentation.
(Use the language to describe measurement you learnt in Unit 02, lesson 01.)

…………………………………………………………….

………………………………………………………………………………………………………………………………

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WRITING

ACADEMIC LANGUAGE
Link Verbs
A link verb is a verb which connects a subject to its predicate without
expressing an action. A link verb is used to re-identify or describe its subject.

He is a student. She looks great.

Subject Link verb Predicate Subject Link verb Predicate

The word, phrase, or clause which follows a link verb to re-identify or describe
the subject is called the subject complement.
The most common linking verb is the verb to be. Other common ones relate to
the five sense (E.g.: to look, to feel, to smell, to sound, to taste)

A list of common link verbs:

* to be – (am, is, are, was, were, will be, was being, has been)
* to appear * to become * to feel * to look
* to seem * to smell * to sound * to taste

Link verbs are not action verbs.

He smells the chemical. (action verb) The chemical smells awful. (link verb)
The inspector will feel the fabric. (action) The fabric feels soft. (link verb)

ACTIVITY 02

1. Underline the link verb.

1. He was my best friend.

2. The trees in the university look ancient.
3. Sunil has been an engineer for five years.
4. All the students seemed relieved at the end of the semester.
5. Mala should have been thrilled to win a scholarship to the Moratuwa University.
6. The students felt confident about the final exam.
7. Ranjith will be an engineer after one more year of study.

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2. Write four sentences with a link verb. (pair work)

a. …………………………………………………………………………………………………………………………

b. …………………………………………………………………………………………………………………………

c. …………………………………………………………………………………………………………………………

d. …………………………………………………………………………………………………………………………

ACADEMIC LANGUAGE
Describing Component Parts
Link verbs are often used to describe component parts of an object;
consists of
A comprises X and Y
is composed of
is made up of
A includes XY etc.,

A contains B and C

ACTIVITY 03

Here is a description of a computer. Fill in the blanks with appropriate link verbs.

1. The computer …………………. an expensive machine which is used to perform a finite

number of arithmetic and logical operations.
2. A computer …………………. many component parts.
3. Mainly it …………………. at least one processing element, a form of memory, a mass
storage device, input devices and output devices.
4. The input devices and the output devices …………………. a key board, mouse, display
screen, printer etc.
5. The key board and the mouse …………………. generally plastic.
6. The mass storage device …………………. a large amount of data.
7. Laptops, desktops and iPods …………………. different types of computers.

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ACTIVITY 04
1. Read the following description of a simple transformer.
A description of a simple transformer
A simple transformer is a static machine used for transforming power from one circuit
to another without changing frequency. A simple transformer consists of two coils, a
primary and a secondary, wound on a former which is mounted on a soft iron core. The
coils are made up of a number of turns of insulated wire. The core is composed of thin
laminations. Either E and I or U and T shaped laminations are used. The former is
mounted on the centre limb of the E or T.

2. Based on the above description write a short description of a bulb.

Your description should include the definition, component parts, materials
made of, types, uses etc.

threaded end cap

tungsten filament

gas filled glass bulb

contact

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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…………………………………………………………………………………………………

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READING

ACTIVITY 05
Read the following passage and answer the questions.

The parts of a micrometer caliper, labeled. (Notice also that there is a handy decimal-fraction
equivalents chart printed right on the frame of this inch-reading micrometer.)

A micrometer is an instrument which is used for measuring small distances precisely. It

can measure with precision of 0.01mm. A micrometer consists of a steel frame in the
shape of a semi-circle. Attached to one end of the semi circular frame is a small anvil.
The other end of the frame extends outwards. There is a piece of metal in the shape of a
cylinder fitted on to this extension. This cylindrical part is called the barrel or the
sleeve.

Inside the barrel is a screw thread. A spindle screws through the barrel. Connected to
the spindle is another cylindrical piece of metal called the thimble which fits over the
barrel. The ratchet which turns the spindle is attached to the end of the thimble. Most
micrometers have a lock nut, or a locking ring, so that the spindle can be locked in any
position. Measurements are taken between the anvil and the end of the spindle. They
are read off from numbers which are marked on the barrel and the thimble.

A micrometer works like a screw which is turned in a nut which is fixed. If a screw is
turned once in a stationary nut, it will move forward a small distance. This distance is
equal to the pitch of the thread of the nut. Let us say that the screw thread of the barrel
of a micrometer is 0.025” in pitch. If the spindle is rotated one revolution, it will move
forward a distance of 0.025”.
(English, in workshop practice, Alan Mountford)

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1. State whether the following statements are True (T) or False (F)

1. The micrometer is a linear measuring instrument. ( )

2. The barrel is attached to an end of the steel frame of the micrometer. ( )
3. The thimble is attached to the spindle. ( )
4. The ratchet turns the spindle. ( )
5. The numbers of the micrometer are marked on the barrel. ( )

2. To what do the following words refer?

1. It (line 1) - ……………………………………………
2. They (line11) - ……………………………………………
3. It (line 14) - ……………………………………………
4. It (line 16) - ……………………………………………

3. Underline the correct word to describe the component parts of the

micrometer

A micrometer consists of a (cylindrical / semi circular / conical) steel frame. Inside

one end is a small (anvil / ratchet / locknut). Attached to an extension of the other
end of the (frame / spindle / barrel) is a (semi-circular / cylindrical / triangular)
barrel or sleeve. A (thimble / spindle / lock nut) screws through the barrel. The
(thimble / spindle / barrel) is connected to the spindle. A locknut is attached to the
end of the (thimble / spindle / locking ring). The spindle can be locked by the
(screw / ratchet / lock nut).

4. Describe the location of the following component parts

i. Where is the screw thread? ...............................................................................................................

ii. Where is the spindle?............................................................................................................................
iii. Where is the thimble?...........................................................................................................................
iv. How are the measurements taken?................................................................................................

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WRITING

ACADEMIC LANGUAGE

Prepositional Phrases

When describing component parts of an object, prepositional phrases are used;

A prepositional phrase starts with a preposition and ends with a noun.

Inside the barrel is a screw thread.

A small anvil is attached to the end of the frame.
A spindle screws through the barrel.

ACTIVITY 06

Make statements about how the following parts are joined.

E.g. - Anvil: micrometer / attached / one end / frame

The anvil of a micrometer is attached to one end of the frame.

i. Ratchet: micrometer / attach / one end / thimble

………………………………………………………………………………………………………………

ii. Legs of the callipers: reverted / each other / top

………………………………………………………………………………………………………………

iii. Legs of dividers: connect / each other / top / with a spring

………………………………………………………………………………………………………………

iv. Scriber: scribing block / fixed / side / vertical spindle

………………………………………………………………………………………………………………

v. Shaft of the hammer: fits on to / head / right angles

………………………………………………………………………………………………………………

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 ACADEMIC LANGUAGE

Sentence Structure – Simple Definitions

Especially in scientific and technical texts, there are typical structures for
giving definitions. Simple definitions often take this structure:
Key term + verb (be) + group or class + (in) which/that/where/when + defining
features.
A food chain is a series of living organisms in which each organism eats the one
below it in the series.
In place of the verb be you can use phrases like – is/are, defined as, can/may
be defined as, is often defined as. This shows recognition that other
definitions are possible.
Plants can be defined as living organisms that grow in the ground and have
leaves, a stem, and roots.

ACTIVITY 07

Study the diagram and write a description of the dry cell. Your description should
include a definition, component parts, structure, features, and uses.

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SPEAKING

Participating in seminars sometimes involves giving a short presentation of

factual information. Often this will involve the use of visual information, such as
diagrams. Using a diagram can help you to organize what you want to say, both
by reminding you of the key points you want to include and illustrate / describe
these for your audience.

It is common to be asked questions even after a short presentation. As a result,

you need to be able to ask and answer questions about the presentation, clarify
information, and repeat or rephrase information.

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ACTIVITY 08

Critical thinking – discussing presentation Skills

Group work

1. Think about giving a presentation in a seminar. How easy or difficult are the
following skills in English?

Write E for easy, FE for fairly easy, or D for difficult for each one.

a. Giving a presentation to a very large group. - ………..

b. Keeping eye contact when you are speaking. - ………..
c. Coordinating speaking and using equipment. - ………..
d. Managing time while speaking. - ………..

In academic texts, a considerable amount of information is presented in visual

or graphic form. This can summarize, define or demonstrate a large amount of
information in a way that readers can understand and interpret quickly. This
visual information provides illustration and supporting evidence for your
argument. It is therefore an important skill to be able to refer accurately to
visual and graphic information in your academic writing.

ACTIVITY 09
Presentation - Group Work

Select one of the diagrams from - Activity 04, 05 or 07. Make a short presentation
describing it. You can include details such as the definition, component parts,
materials made of, types, uses etc.

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ACTIVITY 10
Identifying types of Diagrams

1. Match 1 – 3 with the correct diagram.

a. pie chart b. bar chart c. graph

6 6
5
4
5
4
Sales
3 3
2 2 1st Qtr
1 1 2nd Qtr
0 0
Series 1
CategoryCategoryCategoryCategory Series 1 3rd Qtr
1 2 3 4 Series 2 Series 2
Series 3 Series 3 4th Qtr

……………………………… …………………………… ………………………….

2. Which type of diagram in the above would you use to show the following
information?

1. Trends – e.g. increase in the number of engineering students over the past
05 years.

2. Proportion – e.g. percentages of students in the different faculties.

3. Comparison – e.g. female/male ratio of engineering students over the past 05

years.

ACTIVITY 11
Critical Thinking –
Using diagrams and data

Read the reasons below for using diagrams and other data in written texts. Work
in groups of 4 or 5 and discuss whether or not each one is important, and give
reasons.

a. An argument with diagrams and data can be more convincing than one without.

b. There are a lot of statistics available and therefore we should use them in our
writing.

c. Visual information looks attractive on the page.

d. Research is essential in academic life, and much research contains statistical data.

e. Statistics in the form of visuals can express a lot of information concisely.

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LISTENING

ACTIVITY 12

You are going to listen to the continuation of the lecture of the ‘Most important
skills that graduate engineers say they need in their current jobs’.

1. Look at the following list and decide / predict which skills you think are the
most important.
a. being able to learn information quickly
b. having technical ability
c. being creative
d. being able to communicate well
e. being good at solving problems
f. being able to analyze well
g. dealing with people
h. being good at mathematics

2. Work in groups of three or four and compare your ideas. Give reasons for your
answers.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

3. Listen to the lecture and answer the questions

a. What was considered to be the most important skills by both the graduates and
employers?
………………………………………………………………………………………...
b. Why is this skill seen as so important?
………………………………………………………………………………………...
c. What other skills were considered to be important?
………………………………………………………………………………………...
d. What does the lecturer believe these facts suggest?
………………………………………………………………………………………...

4. Look back at your predictions in 1. Were they correct?

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ACTIVITY 13
Note taking –
Identifying noun phrases

1. Look at the notes given below about the lecture. What kind of phrases are
they? Why has the note taker decided to write them down?

Current skills
Three groups – engineering graduates/most important skills for current job
Total list – fifty different skills; shortlist – six key skills

2. Why are noun phrases important in listening for the main idea?
Select from the following reasons.

a. They are made up of nouns which, as content words, contain the important
information.
b. They contain ideas which need to be explained.
c. Explanations usually occur after or around the nouns.
d. If you listen for nouns, you don’t need to listen to every word.
e. Speakers often stress nouns to help comprehension.
f. Speakers only stress the nouns.

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 LESSON 03 - Building Academic Vocabulary

Dictionary skills - When you read or listen to texts in English there will be a
certain percentage of words you do not know or are unsure about. It is often
difficult to work out the exact meaning of these unknown words, but it is useful
for you to learn how to work out the basic meaning. Whether it is positive,
negative or neutral; the word class (e.g. noun, adjective); what kind of ‘thing’
it refers to (e.g. tool, an action, a feeling, a person’s job). Once you have tried
to work out the basic meaning, you should be able to identify the correct exact
meaning from those given in the dictionary.

LISTENING

ACADEMIC LANGUAGE
Noun Phrases (1) CONT. . . .
(Refer Unit 01) – Determiner + adjective + noun
Noun phrases are very common in academic English. They are useful because
they can often express a large amount of information in a few words. The noun
phrases in activity 13.1 are all made of nouns with adjectives.
e.g. - adjective + noun - current job, total list
- determiner + adjective + noun - fifty different skills, six key skills

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ACTIVITY 01

Practice listening to the main idea

1. Listen to your teacher reading out the last part of the lecture about how well
the engineers thought their university courses helped to develop their skills.
As you listen write down what the students thought.

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

2. (Pair work) Listen to the extract once more and write down a few noun
phrases.

……………………………………………………… …………………………………………………………

……………………………………………………… …………………………………………………………

3. (Group Work) – Work in groups of four or six and discuss which skills are most
useful for your own area of study. Are they similar to, or different from, the
skills you heard about the engineering students in the extract. If so, how?

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

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SPEAKING

ACTIVITY 02

Compare your notes in the listening activity. Choose one skill and give a short
presentation on why you think it is important.

Introduction – ……………………………………………………………………………………………………

………………………………………………………………………………………..………………………………………….

………………………………………………………………………………………..………………………………………….

………………………………………………………………………………………..………………………………………….

Reasons - ……………………………………………………………………………………………………

………………………………………………………………………………………..………………………………………….

………………………………………………………………………………………..………………………………………….

………………………………………………………………………………………..………………………………………….

………………………………………………………………………………………..………………………………………….

………………………………………………………………………………………..………………………………………….

Conclusion ……………………………………………………………………………………………………

………………………………………………………………………………………..………………………………………….

………………………………………………………………………………………..………………………………………….

………………………………………………………………………………………..………………………………………….

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READING

ACTIVITY 03
Meaning of unknown words

1. The mission statement of the Department of Materials Science & Engineering

is given below. Find the academic words given below and notice how the form
of each word has changed to fit the grammatical context. Write the new word.

engine special develop process environment study manage inform

Mission statement of the Department

The mission of the Department of Materials Science and Engineering is to provide
the undergraduates with an opportunity to acquire specialized knowledge on the
development and processing of engineering materials with attention to economic
and environmental aspects while studying design, management and information
technology.
(Department of Materials Science and Engineering Student book p 03)

engine - ………………………… environment - ………………………….

special - …………………………. study - ………………………….
develop - …………………………. manage - ………………………….
process - …………………………. inform - …………………………

2. Read the following text and underline the appropriate word.

Why study Materials Science and Engineering

Materials Science and Engineering is the study of (engine/ engineer/engineering)
materials with main emphasis given to their (struck/structure/structuralism) and
property relationship and development of new materials. Then what are engineering
materials? It is easy to see. Materials are everywhere! The clothes we wear;
television sets, furniture and tableware in our homes; cars, cell-phones and
computers we use; and (built/build/buildings), bridges, airplanes and ships we
come across are all made from materials. Materials fall into four general (category/
categorize/categories): metals, ceramics, polymers and (combine/combinations/
combustible) of different materials called composites.
(Department of Materials Science and Engineering Student book p 3)

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3. a. Identify the words in bold into parts of speech e.g. noun/verb/etc.
b. Match words to the correct meaning.

a. engine ………………. b. engineer ……………….. c. engineering ………………….

……………………… - an application of science for the design and building of

machines and structures.
…………………….. - a machine using fuel and supplying power.
…………………….. - a person skilled in engineering / one in charge of machines.

a. struck ……………… b. structure ………………. c. structuralism ……………….

…………………….. - the way a thing is constructed.

…………………….. - is a method of interpreting and analyzing things such as
language, literature and society.
……………………. - past tense and past participle of strike – hit, knock or attach
suddenly.

a. built …………..…….. b. build …………………… c. buildings ………………………

…………………….. - constructing by putting parts or materials together.

…………………….. - a house or similar structure.
…………………….. - a past participle verb.

a. category …………….. b. categorize ……………… c. categorical ……………………

…………………….. - stating your views very definitely and firmly.

…………………….. - act of dividing things to the groups they belong to.
…………………….. - groups which are similar to each other.

a. combine …………….. b. combinations …………… c. combustible …………………

…………………….. - capable of catching fire.

…………………….. - join into a group.
…………………….. - grouping a set of people or things together.

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ACTIVITY 04

Read the above text on “History of engineering” and complete the

activities given below.

History of Engineering

Did you know that Civil Engineering is one of the oldest fields of engineering? Think
about ancient Rome. You have probably seen pictures of Rome’s magnificent
architecture such as the Roman Coliseum and the Pantheon. The Romans were some
of the first to build roads throughout their empire and built beautiful and functional
aqueducts, a system of bridges and canals used to redirect and bring water into cities.
Before the Industrial Revolution in the late 18th century, there were only two kinds of
engineers: Military Engineers who built fortification, catapults and later cannons, and
the Civil Engineers - who built bridges, harbours, aqueducts, buildings and other
structures. During the early 19th century in England, mechanical engineering developed
as a separate field to provide manufacturing machines and the engines to power them.
By 1818, the first British Professional Society of Civil Engineers was formed, followed
by the first Professional Society of Mechanical Engineers in 1847.

In the United States , historians mark the evolution of each field of engineering based
on the year a professional society was formed : 1852 - civil engineering, 1871- mining
and metallurgical engineering, 1880 - mechanical engineering , 1884 - electrical
engineering and 1908 - chemical engineering. Aeronautical, industrial, electrical,
nuclear, computer, genetic and biomechanical engineering fields are some of the
modern developments.

An engineering education is based on a strong foundation in mathematics and science.

Additional courses emphasize the application of this knowledge to a specific
engineering field. Studies in the social sciences and the humanities give the engineer a
broader engineering education.

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1. Match the meanings given in List B with the words in List A. The words found
in List A are highlighted in the text.

List A (words) List B (Words)

1. architecture a) stress
2. coliseum b) long bridges with arches
3. aqueducts c) the birth place of God
4. pantheon d) process of gradual change
5. evolution e) art of planning, designing and constructing buildings
6. metallurgical f) scientific study of the properties and uses of metals
7. aeronautical g) a stadium for athletic contests
8. nuclear h) a study involved with designing and constructing aero-planes
9. emphasize i) disciplines related to studies regarding humans
10. humanities j) related to atoms

2. Specific structures in the text: - simple past tense and the passive voice.

a. Read the following sentences

1. The Romans were some of the first to build roads throughout their empire.
2. They built beautiful and functional aqueducts.

b. Find similar sentences in the above text which use the past tense verb form.

…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………

c. Now discuss with your friend in what way the following sentences differ
from the previous ones.

1. In 1818 the first British Professional Society of Civil Engineers was formed.
2. An engineering education is based on a strong foundation in Mathematics
and Science.

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WRITING

ACTIVITY 05
Pair Work

The following table shows you the developments which took place at different
times. Using the information, write a paragraph on the historical developments of
the field of engineering.

Year Developments
Two kinds of engineers - Military Engineers and Civil
Late 18th Century
Engineers.
Early 19th Century Mechanical Engineering developed in England.
Professional Society of Civil Engineering was formed in
1818
Britain.
1847 Society of Mechanical Engineers was formed.
Professional Society of Engineering was formed in the United
1852
States.

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

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ACTIVITY 06
Forming questions

Form grammatically correct questions which could elicit the following answers.

Q1 :- What ……………………………………….....................................................……………………………?

A1 :- Civil engineering is the oldest field of engineering.

Q2 :- Why …………………………………….......................................................………………………………?

A2 :- Bridges and canals were used to redirect and bring water into cities in Rome.

Q3 :- What ……………………………......................................................………………………………………?

A3 :- Military engineers built fortifications, catapults and cannons.

Q4 :- When ………………………………......................................................……………………………………?

A4 :- The first Professional Society of Civil Engineers was formed in 1818.

Q5 :- What …………………………………….......................................................………………………………?

A5 :- Aeronautical, industrial and computer engineering fields are some of the

modern developments.

66