Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading…
Transcript

Level 6

Ashraf Rashad

Unit 1

Part 1

Rescue

Part 1 Objectives

Trainees will be able to:

ask questions to complete a given

incident report form. (6.1.1.S)

New Vocabulary

Rescue

To save (someone) from a dangerous or difficult situation. (v)

An act of saving or being saved from danger or difficulty. (n)

New Vocabulary

illustration

A picture in a book, magazine, etc. or the process of illustrating something.

2. An example that explains or proves something

New Vocabulary

winch

A machine that lifts heavy objects by turning a chain or rope around a tube-shaped device

an act of saving or being saved from danger or difficulty.

New Vocabulary

flare

A fire or blaze of light used especially to signal, illuminate, or attract attention

an act of saving or being saved from danger or difficulty.

New Vocabulary

beacon

A light or other visible object serving as a signal, warning, or guide at sea, on an airfield

an act of saving or being saved from danger or difficulty.

New Vocabulary

inflated

Filled with air or gas.

New Vocabulary

strike (struck)

Accidentally hit something.

Listen to the pronunciation of the following words before we start the following activity.

Match the words and phrases 1-8 with the definitions a-h.

a series of radio waves that are sent in an emergency

flares

a small rubber boat used by people from a sinking ship

emergency beacon

to lift someone or something with a wire and a lifting machine

inflate

the organization that helps boats in danger

satellite

a machine that is sent into space and orbits the earth

emergency signal

a device that sends a signal in an emergency

winch

to fill something flexible with air so that it becomes larger

coastguard

life raft

emergency devices that produce a bright flame

Match the words and phrases 1-8 with the definitions a-h.

winch

emergency beacon

satellite

inflate

emergency signal

coastguard

life raft

flares

emergency signal

a series of radio waves that are sent in an emergency

life raft

a small rubber boat used by people from a sinking ship

winch

to lift someone or something with a wire and a lifting machine

coastguard

the organization that helps boats in danger

satellite

a machine that is sent into space and orbits the earth

emergency beacon

a device that sends a signal in an emergency

inflate

to fill something flexible with air so that it becomes larger

flares

emergency devices that produce a bright flame

After watching the following video about Satellite Communication, how do you think satellites are used in rescue processes and how effective are they?

C& D

Work with your partner to decide Which device is used to:

1. stop you from sinking?

2. tell the rescuers where You are?

3. rescue you from the water?

A,E&F

B

Check your answers

E

D

F

C

A

B

8

3

Check your answers

6

2

5

4

7

GROUP WORK

In groups, log into the internet and find similar stories. Agree on one, then present it in front of the class.

Check your answers

the signal

the beacon

on the surface

in an air-sea rescue

Check your answers

Watch the following report and write at least 2 questions asked during the report.

PAIR WORK

Read again and fill in the given report form.

Tiger

18 July

77 km

2

9:30

406 MHz free-floating beacon

11:00

winch (into helicopter)

Speaking

Form Questions in past simple:

I carried out the rescue on July 18th.

When did you carry out the rescue?

The vessel was in the Indian Ocean.

Where was the vessel?

Speaking

What’s your name?

When did the rescue take place?

When did you carry out the rescue?

What was the date of the rescue?

How did they do/carry out the rescue?

What was the name of the boat?

How far was the boat from the land?

What was the distance of the boat from the land?

How many people did your team rescue?

How many people were rescued?

What time was the first emergency signal?

What type of emergency beacon did the boat have?

What time did your team carry out the rescue?

Time for Play

https://quizizz.com/admin/quiz/5c8bd4dcab0d87001d1daaf7

https://quizlet.com/_7f9ctr

Part 2

Transmission

Unit 1 Part 2 Objectives

Trainees will be able to:

describe the system shown on a specification table. (6.1.2.S)

New Vocabulary

receive

Be given, presented with, or paid (something).

New Vocabulary

convert

Change the form, character, or function of something

New Vocabulary

detach

Disengage (something or part of something) and remove it

New Vocabulary

activate

Make (something) active or operative.

New Vocabulary

carry out

To perform or complete a job or activity

New Vocabulary

locate

To find the exact position of something

DISCUSSION

Watch the following to identify what we should decide before we choose the correct orbit of a satellite and identify the main components of a satellite.

DISCUSSION

Look at the following picture and try to find out how a satellite communication system works

If a plane crashes, or a ship sinks, the survivors try to (1 )______ their personal emergency beacons manually, In addition, an automatic beacon (2)______itself from the plane or ship and switches on automatically. The beacon then (3)______ a signal to one or more satellites, The satellites (4)______the beacon's transmission and then send the beacon's signal to their ground station, The ground station then processes the satellite signals (that is,it(5)______the signals into useful data), and then passes on the data about the beacon to a national centre. The national centre forwards this data to the rescue centre nearest to the crashed plane or sinking ship. The rescue centre then (6)______the beacon and sends out a rescue team, which then (7)______ the rescue.

Check your answers

activate

detaches

transmits

receive

If a plane crashes, or a ship sinks, the survivors try to their personal emergency beacons manually, In addition, an automatic beacon itself from the plane or ship and switches on automatically. The beacon then a signal to one or more satellites, The satellites the beacon's transmission and then send the beacon's signal to their ground station, The ground station then processes the satellite signals (that is,it the signals into useful data), and then passes on the data about the beacon to a national centre. The national centre forwards this data to the rescue centre nearest to the crashed plane or sinking ship. The rescue centre then the beacon and sends out a rescue team, which then the rescue.

converts

locates

carries out

Listen to this discussion and check your answers to 1.

Part of this text is missing. Write the letters of phrases A-G below in the correct spaces.

Double click to edit

Check your answers

Relative Clause

Practice

Check your answers

The beacon sends a signal to the satellite. From here the signal is transmitted to the ground station.

1

The beacon sends a signal to the satellite, from where the signal is transmitted to the ground station.

The rescue centre contacts the helicopter pilot. He or she then carries out the rescue.

2

The rescue centre contacts the helicopter pilot, who then carries out the rescue.

The sailor activated his beacon. This sent a 406 MHz signal to the satellite.

3

The sailor activated his beacon,which sent a 406 MHz signal to the satellite.

The sailors were winched into the helicopter. Here they were given blankets and hot drinks.

4

The sailors were winched into the helicopter, where they were given blankets and hot drinks.

Check your answers

The sailors were taken by helicopter to the rescue centre. From here, they were driven by ambulance to the nearest hospital.

5

The sailors were taken by helicopter to the rescue centre, from where they were driven by ambulance to the nearest hospital.

Hundreds of survivors are saved every year by the Cospas-Sarsat system. This was first launched in 1982.

6

Hundreds of survivors are saved every year by the Cospas-Sarsat system, which was first launched in 1982.

How can you read the following?

from two to five kilograms

two hundred and sixty millimeters high, by one hundred and two millimeters wide, by eighty three millimeters deep

GME two oh/zero three double f one eight seven five six

thirty five thousand kilometers

four oh six megahertz

from minus forty degree Celsius to plus forty degree Celsius

five watts

oh/zero point five seconds every fifty seconds

Match items 1-8 with the correct items a-h

Describe the system shown on the following table.

Group work

In Groups, log into the internet and find information about two of the following kinds of beacon and compare between them after writing the features in a table.

1. iBeacon (Apple) software

2. Eddystone (Google) software

3. AltBeacon (Radius Networks)

4. GeoBeacon (Tecno-World)

5. Bluetooth low energy (BLE)

6. Wi-Fi Aware.

7. Ultrasound.

8. Combined technologies.

1&2 3&4 5&6

7&8 1&3 2&4

Part 3

Operation

Part 3 Objective

Trainees will be able to

Complete given instructions with suitable verbs given with a diagram. (6.1.3.R)

New Vocabulary

submerged

Sinks under water

New Vocabulary

release

Allow or enable to escape from confinement; set free.

New Vocabulary

eject

Force or throw (something) out in a violent or sudden way.

New Vocabulary

out of range of

If it is out of range, it is too far away to be reached or detected.

New Vocabulary

ensure

To make certain that (something) will occur.

New Vocabulary

tear off

If you tear off your clothes, you take them off in a rough and violent way.

Watch the following videos and write down how both beacon work in water.

Study the diagram and discuss these questions.

1. Why is it important for the beacon to detach itself and activate itself automatically?

2. How do you think it works?

SYNONYMS

SYNONYMS

1. The beacon is submerged

2. the rod breaks and this releases the cover

SYNONYMS

3. the cover is ejected from the base

4. the beacon moves out of range of the magnet

SYNONYMS

5. The beacon activates itself

UNDERSTANDING JOBS

UNDERSTANDING JOBS

2. What makes the knife cut the rod?

3. After the knife has cut the rod, what pushes the cover away from the base?

UNDERSTANDING JOBS

4. What does the magnet do?

3. When the beacon floats away from the base, why does it switch on automatically?

CHECK YOUR ANSWER

Study the illustrations and supply the missing verbs in the instructions below.

Pull

1. _____ the R-clip.

Remove

2. _________ the cover and detach the beacon from its base.

Tear off

3. __________ the tab. Underneath the tab is the switch.

slide

Push

4. _____ the switch down and _____ it to the left.

Place

How to activate the emergency beacon manually If the vessel is not sinking, but there is some immediate danger, you can activate the beacon manually. Follow these instructions:

ensure

5. _____ the beacon on the flat surface and _______ that the antenna is upright. Check that he antenna has a clear view of the key.

touch

6. Do not _____ the antenna which it is transmitting.

BEFORE CRASH_LANDING

Study the illustrations and supply the missing verbs in the instructions below.

place

1. _____ your life vest over the head.

Fasten

2. _________ the straps around the waist.

inflate

3. Do not__________ the life vest while still in the aircraft.

4. _______ high heels and sharp objects.

Remove

AFTER CRASH_LANDING

Release

5. ______ your seat belt.

Ensure

6. ______ that there is not fire outside the emergency exit.

F

A

H

Pull

7. ______ down the red door lever, and _________ the door outwards.

G

push

D

B

E

8. When the slide inflated, jump onto it and ______ down.

slide

ONLINE PRACTICE

https://quizizz.com/admin/quiz/5c8f2f6bff7478001b07a636/l6-u1-p2

https://quizizz.com/admin/quiz/5c0c8f4234c469001be78212/relative-pronouns

https://quizizz.com/admin/quiz/5bc66500b057f7001bf8ce0c/english-iii-quiz-1

https://quizlet.com/284365604/technical-english-3-unit-1-flash-cards/

https://quizlet.com/332361645/unit-1-technical-english-3-flash-cards/

Unit 2

Part 1

Part 1 Objectives

Trainees will be able to :

Say a prediction in a different way using a given word after being given a written prediction, and that word. (6.2.1.S)

New Vocabulary

fuselage

the main part of a plane, in which people sit or goods are carried

an act of saving or being saved from danger or difficulty.

New Vocabulary

composite

something made up of different parts or materials

an act of saving or being saved from danger or difficulty.

Watch the following video and compare between the two different ways of making plastic.

Pair Work

Watch this video to to identify how strong things made of plastic are.

Watch is video to identify how strong and safe an all-plastic car is.

Watch the following video about Boeing 787 Dreamliner flying display to identify if plastic affects the plan performance.

Listen to these five news reports. Match four of them with the pictures.

Check your answers

4

2

1

5

Check your answers

2

1,5

3,4

Write the letters of the paragraphs A-F which deal with these time frames

1. The future: __ __ __

2. a specified time in the past __

3. an unspecified time in the Past__

4. the present __

Check your answers

3. an unspecified time in the Past__

E

D

4. the present __

A

B

C

F

2. a specified time in the past __

1. The future: __ __ __

Tick the predictions below which are the same as the ones in the article in 5. Write the letter of the paragraph which includes the prediction.

Check your answers

Tick the predictions below which are the same as the ones in the article in 5. Write the letter of the paragraph which includes the prediction.

B

C

Language

It is likely that they will... NOT They will likely make

Certainly and probably always come after will and before not, e.g. They will probably not make

certain, definite, certainly & definitely

They are used when there is no doubt or knowing exactly that something is true, or known to be true, correct, exact, or effective.

certain is an adjective, while certainly and definitely are adverbs

certain, certainly & definitly

It is certain that more changes are in the offing.

More changes will certainly take place in the offing.

More changes will definitly take place in the offing.

Watch the following then show the difference between certain, definite, certainly and definitely

probable, probably & likely

They are used when it is likely for something to happen.

probale is an ajective, while probably is an adverb. On the other hand, likely is used as an adjective and an adverb.

probable, probably & likely

It is probable that economy will improve next year.

It is likely that economy will improve next year.

Economy will probably improve next year.

Watch the following then show the difference between probable and probably

possible & possibly

They are used when when something is able to be done or achieved.

possible is an adjective, while possibly is an adverb. adverb.

Watch the following then write at least one sentence said on the video using possibly.

Say each of the following predictions a different way with the same meaning.

1. It's possible that they'll build a plastic engine in the future.

They'll possibly build a plastic engine in the future.

2. It's likely that they'll construct a plastic wing before 2035.

They'll probably construct a plastic wing before 2035.

Say each of the following predictions a different way with the same meaning.

likely

3. They probably won't make a plastic engine before 2035.

unlikely

It is likely that they won't make a plastic engine before 2035.

It is unlikely that they will make a plastic engine before 2035.

4. They definitely won't manufacture a plastic engine before 2035.

certain

It's certain that they won't manufacture a plastic engine before 2035.

Say each of the following predictions a different way with the same meaning.

possible

5. They'll possibly make a plastic fuselage before 2035.

It is possible that they'll make a plastic fuselage before 2035.

likely

6. They probably won't build a plastic engine in the future.

unlikely

It is likely that they won't build a plastic engine in the future.

It is unlikely that they will build a plastic engine in the future.

Game Time

Go to socrative.com

Solid shapes

Part 2 Objectives

Trainees will be able to :

Complete sentences using active or passive forms of the verbs appropriately after being given a diagram, incomplete sentence and verbs. (6.2.2.R)

New Vocabulary

mould

A hollow container that you pour a liquid or soft substance into, so that when it becomes solid, it takes the shape of the container

New Vocabulary

cavity

A hole or space inside something (formal)

New Vocabulary

nozzle

A part that is fitted to the end of a hose, pipe etc to direct and control the stream of liquid or gas pouring out.

New Vocabulary

pellets

small balls of a substance

New Vocabulary

hopper

a large funnel

New Vocabulary

inject

To put liquid into someone’s body or into something else by using a special needle

Watch the following video to identify the most comment features of the mould.

1. Why is heat used?

1. What is the function of the screw?

1. Which of the following items do you think are shaped using this process?

Write the answers in your note.

I will come back to your answers later.

Now go to question number 2.

Check your answers

7

3

4

2

6

5

Before you see the answers have a look at the following animations.

https://images-cdn.kahoot.it/f0ebb638-9312-4700-a88d-ac5eff56f9fc?auto=webp&width=1000&crop=3:2,smart

https://images-cdn.kahoot.it/9060b896-2d75-4864-ad60-87ebcfd90f45?auto=webp&width=1000&crop=3:2,smart

https://images-cdn.kahoot.it/856606ae-cddc-4067-a593-14b67c55114b?auto=webp&width=1000&crop=3:2,smart

https://images-cdn.kahoot.it/2267a810-650b-46ce-a658-f3ecb69a598c?auto=webp&width=1000&crop=3:2,smart

2. What is the function of the screw?

It turns and moves the pellets and then the plastic fluid along the cylinder towards the nozzle.

3. Which of the following items do you think are shaped using this process?

1. Why is heat used?

To soften the plastic pellets.

All the items except 2 (bottle) and 6 (bag) can probably made using this process.

Vocabulary

Find two words in 2 which contain the letters 'ject'. Which one means thrown out and

which one means pushed in?

Language

Look at the diagram in 1 again and complete these sentences, using the active or passive forms of the verbs in brackets, as appropriate.

are stored

are transferred

is propelled

raise

flows

is forced

look at the pictures and use the correct form of the verb either in active or in passive.

Rotational moulding is a high-temperature, low-pressure plastic forming process, _____(use) heat and rotation (along two axes) to produce hollow, one-piece parts. The process is simple, but slow. It _____(use) or making large, hollow objects like oil tanks. A quantity of plastic raw material, usually in powder form, _____(load) into the mould. The mould _____ (heat) in an oven while it _____(rotate). The plastic raw material _____(melt) and _____(coat) the inside surface of the mould. When the inside of the mould _____(coat), it _____ (cool), usually by a fan. The cooling process takes between 10 and 20 minutes, depending on the size of the part and the thickness of the coating. As it_____(cool), the moulded object_____( shrink) and comes away from the sides of the mould. This makes it easier to take out the object at the end of the cooling process. At the end, the object_____(remove). By this stage, the object I cool enough to handle.

Check your answers

uses

is used

is loaded

is heated

melts

coats

rotates

is coated

is cooled

Rotational moulding is a high-temperature, low-pressure plastic forming process. It____(use) heat and rotation (along two axes) to produce hollow, one-piece parts. The process is simple, but slow. It _______(use) for making large, hollow objects like oil tanks. A quantity of plastic raw material, usually in powder form, ________(load) into the mould. The mould ________ (heat) in an oven while it _______(rotate). The plastic raw material _______(melt) and _______(coat) the inside surface of the mould. When the inside of the mould ________(coat), it ________ (cool), usually by a fan. The cooling process takes between 10 and 20 minutes, depending on the size of the part and the thickness of the coating. As it_________(cool), the moulded object_________( shrink) and comes away from the sides of the mould. This makes it easier to take out the object at the end of the cooling process. At the end, the object____________(remove). By this stage, the object is cool enough to handle.

is cooled

shrinks

is removed

Rewrite the paragraph below. Improve it by changing some (but not all) of the verbs to the passive form. Where appropriate, delete the agent. Make any other necessary changes. Begin some sentences with First, Next, Now and Finally as appropriate.

Someone adjusts the gap between the rollers to the correct width. Someone switches on the motor, and the heavy rollers begin to rotate in opposite directions. A worker heats the metal plate. Then something pushes the hot metal plate through the gap between the rollers. As the hot metal moves between the rollers, the rollers compress it to a thinner shape. The metal comes out from the rollers in the form of a metal sheet. Someone then cools the metal sheet.

Watch this video and write down the steps you missed in part 2 of this unit.

Watch this video and compare it with what you have studied in part 2 writing the similarities and differences in making solid shapes of plastic and of aluminum.

Game Time

Go to socrative.com

TPO2019

Hollow shapes

Part 3 Objectives

Trainees will be able to :

Match recorded descriptions of stages of a process with notes describing the stages of the processes. (6.2.3.L)

Explain the process using phrases to refer to a given visual diagram of this process. (6.2.3.S)

New Vocabulary

Hollow

Having a hole or empty space inside.

New Vocabulary

Extrusion Process

It is a process used for manufacturing long and straight metal parts. The shape of the cross-sections can be solid round, rectangular, to T shapes, L shapes and Tubes etc

New Vocabulary

Extruder

A machine that extrudes metal, plastic or clay through a die

A machine that forces plastic or metal through a hole so that it has a particular shape

New Vocabulary

A die

A device for cutting or moulding metal into a particular shape

New Vocabulary

inflate

fill (a balloon, tyre, or other expandable structure) with air or gas

New Vocabulary

closure

An act or process of closing something

Let's start

DISCUSSION

Watch this video to identify which kind of recycled plastic is used in making new plastic bottles and jars.

Look at the pictures and tell the class what is happening in both of them.

Pair work

PAIR WORK

How do you think the plastic items in the main picture were shaped?

PAIR WORK

Study the illustrations, and then rearrange the notes below into the best order for a talk on extrusion blow moulding.

LISTENING

Listen and make sure about your answers.

Let's do it together

5

6

4

3

2

Let's do it together

11

10

8

12

9

LISTENING

Listen again and fill in the gaps with these phrases.

check your answers.

can see

1. As you _______________ in Figure 1, there is an extruder at the top left .

can be seen

2. As ___________________ in Figure 1, there is a ninety-degree angle . . .

shows

3. As Figure 1 _______________ the hot, soft plastic is extruded down ...

illustrates

4. The second stage Figure 2 _______________ the two halves of the mould close.

is illustrated

5. The second stage_____________________ in Figure 2.

is shown

6. The third and final stage_______________ in Figure 3.

Vocabulary

Make a list like the one below. Write the first word from each note in 2 above under the noun column and write the related verb under the verb column.

move

extrude

heat

rotate

melt

cool

transfer

expand

blow

eject

inflate

close

Vocabulary

Change these verbs to nouns and write them in the table.

casting

cooling

heating

melting

extrusion

inflation

rotation

enjection

expansion

movement

roller

closure

transfer

Language

Change the notes in 2 into full sentences, using the verbs from 5. Write them in the correct order. Use either active or passive verbs, as needed.

2. The screw rotates.

5

3. The cold polymer pellets are moved along the cylinder.

6

4

4. The polymer pellets are heated and melted.

3

5. The warm, soft molten polymer moves along the cylinder.

2

1. The polymer pellets are transferred from the hopper to the cylinder.

6. The molten polymer is extruded into the mould.

Language

Change the notes in 2 into full sentences, using the verbs from 5. Write them in the correct order. Use either active or passive verbs, as needed.

9 The molten polymer is inflated by the compressed air.

10 The polymer expands/is expanded to fit the shape of the mould.

11 The plastic bottle shape cools/is cooled.

7 The two halves of the mould close/are closed withthe molten polymer inside.

12 The plastic bottle is ejected from the open mould.

8 Compressed air is blown into the molten polymer.

Listening

More practice

Listening

CHECK YOUR ANSWERS.

heaters

mould with holes

air pump

thermoplastic sheet

Listening

More practice

Listening

More practice

4

3

2

1

5

SPEAKING

Study the diagram and explain the process. Use First, Then, Next and Finally, and the passive where appropriate.

SPEAKING

Study the diagram and explain the process. Use First, Then, Next and Finally, and the passive where appropriate.

Speaking

Study the diagram and explain the process of pressure-die casting. Use First, Then, Next and Finally, and the passive where appropriate.

SPEAKING

Study the diagram and explain the process. Use First, Then, Next and Finally, and the passive where appropriate.

Speaking

Study the following diagram and explain the process.

Water desalination

Speaking

Study the following diagram and explain the process.

Water desalination

SPEAKING

Study the diagram and explain the process. Use First, Then, Next and Finally, and the passive where appropriate.

Making paper

Speaking

Study the following diagram and explain the process.

Making paper

Speaking

Study the following diagram and explain the process.

producing coffee

Match the word with its meaning.

VOCABULARY

c

a

b

e

g

d

SPECIALTIES

REVIEW A

Write questions using the words in brackets to get these answers.

Pair work

1. We transmitted it yesterday evening. (When / the message)

When did you transmit the message?

Write questions using the words in brackets to get these answers.

Pair work

1. We transmitted it yesterday evening. (When / the message)

When did you transmit the message?

2. It took place five miles along the North-South railway line. (Where / the accident)

Where did the accident take place?

3. I activated it by detaching it from its base. (How / beacon)

How did you activate the beacon?

Write questions using the words in brackets to get these answers.

Pair work

4. It struck the rock at 05.20 this morning. (When / the boat)

When did the boat strike the rock?

5. I inflated it because the crew were in immediate danger. (Why / life raft)

Why did you inflate the life raft?

6. It took off at 14.38 this afternoon. (When / the aircraft)

When did the aircraft take off?

PAIR WORK

Complete the dialogue with the verbs in the box. Use all the verbs once each, in their correct form. There may be more than one possible answer for some gaps.

receive transmit detach pick up find out locate send convert float activate

detached

floated

activated

transmitted/sent

receive/pick up

received/picked up

transmit/send

converted

locate

found out

PAIR WORK

Complete these sentences, using which, where or who.

Someone is showing a visitor around the site of a telecoms project.

who

where

which

where

which

who

Before you see the answers have a look at the following animations.

https://images-cdn.kahoot.it/f0ebb638-9312-4700-a88d-ac5eff56f9fc?auto=webp&width=1000&crop=3:2,smart

https://images-cdn.kahoot.it/9060b896-2d75-4864-ad60-87ebcfd90f45?auto=webp&width=1000&crop=3:2,smart

https://images-cdn.kahoot.it/856606ae-cddc-4067-a593-14b67c55114b?auto=webp&width=1000&crop=3:2,smart

https://images-cdn.kahoot.it/2267a810-650b-46ce-a658-f3ecb69a598c?auto=webp&width=1000&crop=3:2,smart

Explain the process using phrases to refer to a given visual diagram of this process. (6.2.3.S)

Unit 3

Events

Unit 3

Conditions

Conditions

Conditions

DISCUSSION

Watch the following video to identify the precautions which should be taken before the rocket launch.

Group work

Discuss the following words with your group.

staff

classmates

crew

orchestra

gang

band

team

colleagues

DISCUSSION

Watch the following video to identify How the crew usually return to Earth.

LISTENING

Listen to this radio news report from the year 2020 and answer the questions. Use brief

I What is the purpose of the LAS?

2 What happens to the crew capsule after the LAS is activated?

Check your answer

I What is the purpose of the LAS?

2 What happens to the crew capsule after the LAS is activated?

PAIR WORK

Complete the first part of the news report using

the correct form of the verbs in brackets.

LISTENING

Listen again to check your answer.

Check your answer.

has failed

has crashed

has landed

escaped

detached

was launched

DISCUSSION

Watch the following video to describe the first moment before the rescue team arrived.

Language

Complete these radio news stories in the same way as in the news story in 3

(B = News in brief, D = News in detail).

Check your answer

have landed

touched

have collided

flew

has struck

has sunk

ran

sank

has burnt down

collapsed

caught

LISTENING

In 2010, a scientist spoke about the invention of the LAS system. Listen to her explaining these slides and complete the sentences below.

Check your answer

will

activates

eject

would

activated

eject

Language

LANGUAGE

Complete the inventor's statements about the LAS. Use the second conditional. Note that some gaps require two words.

had

ejected

would open

1 If a spacecraft ______________ (have) an LAS system, the crew capsule would have (have) its own engines.

2 If the LAS ______________ (eject) the crew capsule, after some time the capsule's parachutes ______________ (open).

3 If the capsule's parachutes ______________ (open) correctly, the capsule

______________ (float) to Earth safely.

4 If the whole ejection system ______________ (work) correctly, the crew capsule ______________ (land) safely in the sea.

opened

would float

worked

would land

Complete this dialogue using the second conditional.

ran

would you do

would develop

would you focus

were

would send

found

would build

What will happen if the launching device fails to function?

What will the pilot do if the jrt engine fails after take -off?

What will happen if the pilot ejects after take-off?

What will happen if pilot lands on the sea after ejection?

Sequence

Objectives

Sequence

Trainees will be able to make a full sentence using a given time clause and notes about two events. (6.3.2.S)

1

Speaking

Let's start

Listen to the following vocab and repeat them.

New Vocabulary

jettison engine

The engine that pushes the crew capsule away from LAS

New Vocabulary

abort engine

The engine that pushes the LAS (with the crew capsule) away from the spacecraft

New Vocabulary

stabilise

To make something physically more secure or stable.

New Vocabulary

orient

align or position (something) relative to the points of a compass or other specified positions.

DISCUSSION

Watch the following to summarize the steps from factory to space.

GROUP WORK

Discuss how this system works and make notes. Use all the named parts in the diagram.

LISTENING

Listen to this presentation about the system and check your notes from 1.

VOCABULARY

Match the parts 1-4 with their functions a-d. >>>>>>> Then listen again to check your answers.

1. jettison engine

a. stabilises the LAS (with the crew capsule) and makes it point in the right direction

2. protective cover

b. pushes the crew capsule away from the LAS

3. attitude-control engine

c. prevents hot exhaust from burning the crew

4. abort engine

d. pushes the LAS (with the crew capsule) away from the spacecraft

LISTENING

LISTEN AGAIN TO CHECK YOUR ANSWERS

DISCUSSION

Work Use the second conditional to ask and answer questions about the illustration and the table.

Examples of questions. What would the crew do if the jettison engine didn't work? If the

crew capsule didn't have a protective cover, what would happen to the crew?

1. jettison engine pushes the crew capsule away from the LAS

2. protective cover prevents hot exhaust from burning the crew

3. attitude-control engine stabilises the LAS (with the crew capsule) and makes it point in the right direction

Possible answers

1. jettison engine pushes the crew capsule away from the LAS

2. protective cover prevents hot exhaust from burning the crew

3. attitude-control engine stabilises the LAS (with the crew capsule) and makes it point in the right direction

Read this text and put the events below in the correct order.

2

3

4

5

6

7

8

Language

Make full sentences from these notes. Use as many forms from the language box as you can.

Example: After checking all systems, the computer begins the countdown.

1. Computer checks all systems computer begins countdown

2. Countdown ends rocket is launched

3. Computer activates abort engine LAS is ejected

4. Abort engine fires for three seconds abort engine burns out

5. Crew capsule separates from LAS parachutes open

6. Parachutes open parachutes lower capsule gently into sea

Make full sentences from these notes. Use as many forms from the language box as you can.

1. After checking all systems, the computer begins countdown.

2. As soon as the countdown ends, the rocket is launched.

3. When the computer activates abort engine, LAS is ejected.

4. After firing for three seconds, the abort engine burns out.

5. When the crew capsule separates from LAS, parachutes open

6. After opening, parachutes lower capsule gently into the sea.

Online practice

https://quizlet.com/333151055/technical-english-3-unit-3-tpo-flash-cards/

Sequence

Trainees will be able to

ask questions to complete sentences describing a stage of a process. 6.3.3.S

2

Part 3

Watch the following video to identify what happened.

Watch the following to identify in which one of the explosion you can clearly see LAS ejecting from the rocket.

Watch the following to identify how ejection seats work .

Work in pairs. Put these illustrations in the best order to explain how the ejection seat system works.

Match the parts 1-4 with their functions a-d. Then listen again to check your answers.

1. eject the seat

a. stop it from moving

2. stabilise the rocket

b. go down

3. deploy the parachute

c. make it steady

4. restrain the body

d. throw it out

5. descend

e. open it and use it

f. go up

6. ascend

Match the parts 1-4 with their functions a-d. Then listen again to check your answers.

1. eject the seat

d. throw it out

2. stabilise the rocket

c. make it steady

3. deploy the parachute

e. open it and use it

4. restrain the body

a. stop it from moving

5. descend

b. go down

f. go up

6. ascend

Nouns

There are several nouns ending such as -ment, -ion , and -t

Suffix

Meaning

Example

-ment

result of

development, argument, punishment

tending to

activation, orientation, stabilization, ejection

-tion

tending to

restraint, brilliant

-t

Complete these nouns with the correct endings in the box.

Check your answer

Pair work Activity number 1

Students (A) look at page 25 while students (B) look at page 115

Pair work Activity number 2

Students (A) look at page 111 while students (B) look at page 109

PAIR

A

Ask each other about the missing information for the

ejection sequence and complete your chart.

Example: How is the ejection seat system activated? What do you pull?

Example: I pull the ejection hand

PAIR

B

Ask each other about the missing information for the

ejection sequence and complete your chart.

Example: How high does the rocket lift the seat?

Example: The rocket lifts the seat up to 30-60 meters.

PAIR

A

Expected questions

2. Next, the bolts ___________. This action releases the ________________

What do the bolts do? What does this release? What is released by this action?

3 Then, the ____________ flies away from the _________________

What flies away? Where does it fly away from?

4. After this, the ______________ is fired to make the ___________rise.

After this, what is fired? Why is it fired?

PAIR

A

Expected questions

5. The rollers of the seat move along the _______________

What do the rollers of the seat move along?

6. The _________ prevent your legs from moving away from the seat.

What prevents your legs from moving away from the seat?

7. The seat ___________the cockpit before the rocket engine fires.

What does the seat do before the rocket engine fires?

8. As a result, the seat is propelled ______________from the plane.

What happens to the seat after the rocket engine has fired? Where is the seat propelled?

Table answers

handle

canopy

explode

canopy

plane

catapult gun

seat

guide rails

restraints

clears/leaves

up and away

PAIR

B

Expected questions

1. The rocket lifts the seat up to ________ metres and then _________

How high does the rocket lift the seat? What happens to the rocket then?

2. Then a drogue gun, activated by a __________, fires a metal _________

What activates the drogue gun? What does it fire?

3. A small parachute is pulled out of the __________by the _________

Where does the small parachute come out of? What pulls it out?

4. Once it is out of the seat, the small parachute ____________

What does the small parachute do once it is out of the seat?

PAIR

B

Expected questions

5. At 14500-11500 feet, the ________pulls out the main __________ .

What comes out at 14,500-11,500 metres? What pulls it out?

6. After this, the seat and leg __________ are released.

What is/are released after this?

7. The main parachute then opens and _______________________________

What does the main parachute do after it opens?

8. You then _______________________________________________ safely.

What happens then? What do you do then?

30-60

burns out

timer

pellet

seat

pellet

opens (up)

answers

drogue (small) parachute

parachute

restraints

pulls you out of your seat

float to Earth

Expected questions for ACTIVITY 1

Expected questions for ACTIVITY 2

Writing

Unit 2 Objectives

Trainees will be able to

Write appropriate topic sentence for a given paragraph with a topic sentence omitted.

Write appropriate concluding sentence for a given paragraph with a concluding sentence omitted.

Write at least 3 appropriate listing order supporting sentences for a given topic and a concluding sentences.

Create a cluster for a job you have or would like to have. Use the chart to give you ideas about the characteristics and abilities that the job requires.

What is the topic sentence of the paragraph?

What information does the last sentence report?

What is the topic of the paragraph?

Writ the topic sentence for each of the following paragraphs.

Writ the topic sentence for each of the following paragraphs.

Writ the topic sentence for each of the following paragraphs.

Writ the topic sentence for each of the following paragraphs.

Writ the topic sentence for each of the following paragraphs.

Writ the topic sentence for each of the following paragraphs.

Writ the topic sentence for each of the following paragraphs.

Writ the topic sentence for each of the following paragraphs.

Writ the topic sentence for each of the following paragraphs.

Writ the topic sentence for each of the following paragraphs.

Writ the topic sentence for each of the following paragraphs.

LISTING-ORDER TRANSITION SIGNALS

PARAGRAPH UNITY

PAIR WORK

Write three supporting sentences for each of the following topics sentences

Individual WORK

Write three supporting sentences for each of the following topics sentences

What is the concluding sentence?

It does one of the following:

1. Reminds the reader of the main idea.

2. Summarizes the main points mentioned in the paragraph.

CONCLUDING SIGNALS

Never Introduce a new idea in the C.S.

READ THE FOLLOWING PARAGRAP AND WRITE A SUITABLE CONCLUDING SENTENCE.

READ THE FOLLOWING PARAGRAP AND WRITE A SUITABLE CONCLUDING SENTENCE.

OUTLINING

OUTLINING

SENTENCE STRUCTURE

COMPLETE EACH SENTENCE WITH YOUR IDEA

COMMON SENTENCE ERRORS

Which of the following is correct and why?

1

2

3

Correct the following

Salespeople are usually very outgoing, and they like to talk with people.

Salespeople are usually very outgoing. They like to talk with people.

End of Chapter 2

End of Week 2

CHAPTER 3

GIVING INSTRUCTIONS

CHAPTER 3 OBJECTIVES

Trainees will be able to:

write a “how to” paragraph using time order and listing order transition signals.

In this chapter

You will learn how to write a clearly organized paragraph that gives instructions. This kind of paragraph is sometimes called a “how-to” paragraph because it explains how to do something or how to make something: for example, how to change a flat tire or how to perform a science experiment.

You will learn how to organize your ideas using time order and time-order transition signals. You will also learn about complex sentences with time clauses so that you can use them to help your reader better understand the process you are writing about.

LISTING

Like freewriting and clustering, listing is a brainstorming activity. You simply begin by thinking about your topic. Then you make a list of every word or phrase that comes into your mind. Don’t stop to wonder if an idea is good or if your spelling or grammar is correct. Just keep writing down words and phrases in list form until you run out of ideas.

GROUP WORK

Choose the one that you think you can write about in more detail. Make a list of everything you should do in the car washing process or Water desalination process through ROS, Revers Osmotic System. Write down every idea. Don't worry about writing complete sentences or putting your ideas in order.

“HOW-TO” PARAGRAPHS

A “how-to” paragraph explains how to do something or how to make something. There are four keys to writing a clear “how-to” paragraph.

1. Begin with a topic sentence that names the topic and says the paragraph will give instructions about it.

2. Divide the instructions into a series of steps or tips. For some topics, you will need to use time order and time-order transition signals to present each step of a process from beginning to end.

For topics where it is not important to do steps in a certain order, you can use listing order and listing-order transition signals to present a series of tips.

3. Explain each step or tip one by one.

4. Use transition signals to introduce each important step or tip.

“HOW-TO” PARAGRAPHS

You would use time order to give step-by-step instructions on how to check the oil in a car.

First, turn off the engine. Next, open the hood of the car. After you've done that, locate the....

You could use listing order to present a series of tips on how to improve your speaking skills.

First, use every opportunity to practice. . .. Second, don't worry about making mistakes. . . . In addition, . .

Writing Model

How to Have a Successful Yard Sale

1 In order to have a successful yard sale, you need to prepare well by following these simple steps. 2 First, decide on a day and time for your sale. 3 Make sure it's several weeks in the future so that you have time to get ready. 4 Next, look through your family's belongings and collect used items in good condition. 5 These can be anything that you no longer want, such as clothing, toys, books, dishes, lamps, furniture, and even TVs. 6 Then clean everything thoroughly, and clearly label each item with a price. 7 If you are not sure how much to charge, check the prices at other yard sales in your community. 8 If you price your items cheaply, people will be more likely to buy them. 9 After that, you should store your items carefully until the day of the sale. 10 About a week before, get some change from the bank. 11 You should get at least $20 in one-dollar bills, $50 in five-dollar bills, $100 in 10-dollar bills, and one or two rolls of quarters. 12 A day or two before the sale, make signs advertising the date, time, and address of your sale. 13 Then put the signs up in places where they will easily attract people's attention. 14 Finally, on the morning of the sale, get up early and arrange the items attractively on tables in front of your home. 15 It’s important to be ready on time because smart shoppers often arrive early. 16 If you work hard and organize the details, your yard sale will be a great success.

Looking at Vocabulary: Descriptive Adverbs

How to Have a Successful Yard Sale

When you write a “how-to” paragraph, you will often want to describe the way or manner in which your readers need to do something. For instance, when you instruct readers to clean something, it helps to add a descriptive word that tells how to do this:

You don't want to break the glass, so clean the mirror gently.

Clean everything well because nobody wants to buy dusty items.

When you clean pots and pans, you may have to rub hard to remove all the old, built-up grease.

Looking at Vocabulary: Descriptive Adverbs

Words like this are known as adverbs of manner because they describe the way or manner that someone performs an action. They are useful because they make it clear how you want your readers to perform the actions you describe.

Like other adverbs, most adverbs of manner are formed by adding -ly to an adjective. Notice these examples from the model:

attractively clearly carefully easily cheaply thoroughly

well hard fast early late

1. In order to have a successful yard sale, you need to(prepare) well

by following these simple steps.

2. Then clean everything thoroughly, and clearly label each item with a price.

3. If you price your items cheaply, people will be more likely to buy them.

4. After that, you should store your items carefully until the day of the sale.

PRACTICE

Use the words in the box to complete the sentences

attractively cheaply easily thoroughly

carefully clearly hard well

well

easily

clearly

thoroughly

carefully

1. If you want to play the piano __________ you will have to practice several hours a day.

2. Study hard, and you will pass the test __________.

3. Speak slowly and __________ so your listeners can understand each word.

4, Make sure the paint dries __________ before you apply a second coat.

5. Winter driving can be dangerous. The first rule to remember is to drive __________ .

6. It isn't easy to live __________ in a big city, but here are some ways that you can save money.

7, Press down __________ , and continue to press for at least a minute.

8. Here are some tips on how to decorate your apartment __________ but inexpensively.

cheaply

hard

attractively

Review

Units 1 &2

Review

SPEAKING

Trainees will be able to:

Units (1-3) Objectives

Ask questions to complete a given incident report form.

Describe the system shown on a specification table.

Say a prediction in a different way using a given word after being given a written prediction, and that word.

Explain the process using phrases to refer to a given visual diagram of this process.

Make a full sentence using a time clause and notes about two events.

Ask questions to complete sentences describing a stage of process.

Write questions using the words in brackets to get these answers.

1. We transmitted it yesterday evening. (When / the message)

1. When did you transmit the message?

2. It took place five miles along the North-South railway line. (Where / the accident)

2. Where did the accident take place?

3. I activated it by detaching it from its base. (How / beacon)

3. How did you activate the beacon?

4. It struck the rock at 05:20 this morning. (When / the boat)

4. When did the boat sink?

5. I inflated it because the crew were in immediate danger. (Why / life raft)

5. Why did you inflate the life raft?

6. It took off at 14:38 this afternoon. (When / the aircraft)

6. When did the aircraft take off?

ask questions to complete a given incident report form. (S)

ask questions to complete a given incident report form. (S)

describe FDR system shown on the following table.

describe the system shown on a specification table. (S)

describe the system shown on a specification table. (S)

describe the system shown on a specification table. (S)

describe the system shown on a specification table. (S)

Say a prediction in a different way using a given word after being given a written prediction, and that word. (S)

Study the diagram and explain the process of pressure-die casting. Use First, Then, Next and Finally, and the passive where appropriate.

Speaking

Explain the process using phrases to refer to a given visual diagram of this process. (6.2.3.S)

Explain the process using phrases to refer to a given visual diagram of this process. (6.2.3.S)

Explain the process using phrases to refer to a given visual diagram of this process.

Explain the process using phrases to refer to a given visual diagram of this process.

Explain the process using phrases to refer to a given visual diagram of this process.

Make full sentences from these notes. Use as many forms from the language box as you can.

Example: After checking all systems, the computer begins the countdown.

1. Computer checks all systems computer begins countdown

2. Countdown ends rocket is launched

3. Computer activates abort engine LAS is ejected

4. Abort engine fires for three seconds abort engine burns out

5. Crew capsule separates from LAS parachutes open

6. Parachutes open parachutes lower capsule gently into sea

Make full sentences from these notes. Use as many forms from the language box as you can.

1. Computer checks all systems computer begins countdown

1. After checking all systems, the computer begins countdown.

2. Countdown ends rocket is launched

2. As soon as the countdown ends, the rocket is launched.

3. Computer activates abort engine LAS is ejected

3. When the computer activates abort engine, LAS is ejected.

Make full sentences from these notes. Use as many forms from the language box as you can.

4. Abort engine fires for three seconds abort engine burns out

4. After firing for three seconds, the abort engine burns out.

5. Crew capsule separates from LAS parachutes open

5. When the crew capsule separates from LAS, parachutes open

6. Parachutes open parachutes lower capsule gently into sea

6. After opening, parachutes lower capsule gently into the sea.

PAIR

A

Ask each other about the missing information for the

ejection sequence and complete your chart.

Example: How is the ejection seat system activated? What do you pull?

Example: I pull the ejection hand

PAIR

B

Ask each other about the missing information for the

ejection sequence and complete your chart.

Example: How high does the rocket lift the seat?

Example: The rocket lifts the seat up to 30-60 meters.

PAIR

A

Expected questions

2. Next, the bolts ___________. This action releases the ________________

What do the bolts do? What does this release? What is released by this action?

3 Then, the ____________ flies away from the _________________

What flies away? Where does it fly away from?

4. After this, the ______________ is fired to make the ___________rise.

After this, what is fired? Why is it fired?

PAIR

A

Expected questions

5. The rollers of the seat move along the _______________

What do the rollers of the seat move along?

6. The _________ prevent your legs from moving away from the seat.

What prevents your legs from moving away from the seat?

7. The seat ___________the cockpit before the rocket engine fires.

What does the seat do before the rocket engine fires?

8. As a result, the seat is propelled ______________from the plane.

What happens to the seat after the rocket engine has fired? Where is the seat propelled?

Table answers

handle

canopy

explode

canopy

plane

catapult gun

seat

guide rails

restraints

clears/leaves

up and away

PAIR

B

Expected questions

1. The rocket lifts the seat up to ________ metres and then _________

How high does the rocket lift the seat? What happens to the rocket then?

2. Then a drogue gun, activated by a __________, fires a metal _________

What activates the drogue gun? What does it fire?

3. A small parachute is pulled out of the __________by the _________

Where does the small parachute come out of? What pulls it out?

4. Once it is out of the seat, the small parachute ____________

What does the small parachute do once it is out of the seat?

PAIR

B

Expected questions

5. At 14500-11500 feet, the ________pulls out the main __________ .

What comes out at 14,500-11,500 metres? What pulls it out?

6. After this, the seat and leg __________ are released.

What is/are released after this?

7. The main parachute then opens and _______________________________

What does the main parachute do after it opens?

8. You then _______________________________________________ safely.

What happens then? What do you do then?

30-60

burns out

timer

pellet

seat

pellet

opens (up)

answers

drogue (small) parachute

parachute

restraints

pulls you out of your seat

float to Earth

READING

Units (1-3) Objectives

Trainees will be able to:

Complete giving instructions with suitable verbs given with a diagram. (R)

Complete sentences using active or passive forms of the verbs appropriately after being given a diagram, incomplete sentence and verbs. (R)

BEFORE CRASH_LANDING

Study the illustrations and supply the missing verbs in the instructions below.

place

1. _____ your life vest over the head.

Fasten

2. _________ the straps around the waist.

inflate

3. Do not__________ the life vest while still in the aircraft.

4. _______ high heels and sharp objects.

Remove

AFTER CRASH_LANDING

Release

5. ______ your seat belt.

Ensure

6. ______ that there is not fire outside the emergency exit.

F

A

H

Pull

7. ______ down the red door lever, and _________ the door outwards.

G

push

D

B

8. When the slide inflated, jump onto it and ______ down.

E

slide

Study the illustrations and supply the missing verbs in the instructions below.

Pull

1. _____ the R-clip.

Remove

2. _________ the cover and detach the beacon from its base.

Tear off

3. __________ the tab. Underneath the tab is the switch.

slide

Push

4. _____ the switch down and _____ it to the left.

Place

How to activate the emergency beacon manually If the vessel is not sinking, but there is some immediate danger, you can activate the beacon manually. Follow these instructions:

ensure

5. _____ the beacon on the flat surface and _______ that the antenna is upright. Check that he antenna has a clear view of the key.

touch

6. Do not _____ the antenna which it is transmitting.

Study the dialogue and supply the missing verbs in the instructions below.

receive transmit detach pick up find out locate send convert float activate

detached

floated

activated

transmitted/sent

receive/ pick up

picked up/ received

send/transmit

converted

locate

found out

Complete this description of how the Hubble Space Telescope works, using the present

simple active or passive of the verbs in the box.

captures

avoid

studies

discovers

are transmitted

are received

are converted

Look at the diagram in 1 again and complete these sentences, using the active or passive forms of the verbs in brackets, as appropriate.

are stored

are transferred

is propelled

raise

flows

is forced

Look at the diagram and correct the verbs either in active or passive

uses

is used

is loaded

is heated

melts

coats

rotates

is cooled

is coated

Rotational moulding is a high-temperature, low-pressure plastic forming process. It____(use) heat and rotation (along two axes) to produce hollow, one-piece parts. The process is simple, but slow. It _______(use) or making large, hollow objects like oil tanks. A quantity of plastic raw material, usually in powder form, ________(load) into the mould. The mould ________ (heat) in an oven while it _______(rotate). The plastic raw material _______(melt) and _______(coat) the inside surface of the mould. When the inside of the mould ________(coat), it ________ (cool), usually by a fan. The cooling process takes between 10 and 20 minutes, depending on the size of the part and the thickness of the coating. As it_________(cool), the moulded object_________( shrink) and comes away from the sides of the mould. This makes it easier to take out the object at the end of the cooling process. At the end, the object____________(remove). By this stage, the object is cool enough to handle.

shrinks

is cooled

is removed

LISTENING

Units (1&2) Objectives

Trainees will be able to:

Match recorded descriptions of stages of a process with notes describing the stages of the processes. (6.2.3.L)

With your partner, study the illustrations, and then rearrange the notes below into the best order for a talk on extrusion blow moulding.

5

Check your answer

6

4

3

2

11

10

8

12

9

Listen to the conversation of sand casting and arrange the following points

a. Incorporate the pattern and sand in a gating system.

b. Allow the metal to cool.

c. Place a pattern in sand to create a mold.

d. Remove the pattern.

e. Break away the sand mold and remove the casting.

f. Fill the mold cavity with molten metal.

There are six steps in this process:

Learn more about creating dynamic, engaging presentations with Prezi