Manual Del Usuario

INSTITUTO TECNOLGICO SUPERIOR DE Centla
BASIC TECHNICAL ENGLISH
USER MANUAL
Basic Technical English
INDEX
Topic User Manual Recommendation Introduction ................................................. Unit 1: Check up and Parts. (Basic Technical Vocabulary) 1.1 Check up 1.1.1 Basic English Principles 1.1.2 Common Tools .. 1.1.3 Measurement and Size... 1.2. Parts (1) ........... 1.2.1 Appliance Parts 1.2.2 Assembling .... Unit 2: Tools and Equipment Function. 2.1 Parts (2) .... 2.1.1 Tool Parts . 2.1.2 Functions . 2.1.3 Location Parts .... 2.2. Movements .... 2.2.1 Movement Equipment Directions ... 2.2.2 Instructions ............ 2.2.3 Equipment Operation... Unit 3: Flow and Materials 3.1 Flow .. 3.1.1 Heating System .. 3.1.2 Cooling System .. 3.2 Materials .. 3.2.1 Material Testing .. 3.2.2 Properties . Unit 4: Dimension Specification and Reporting 4.1 Specification .. 4.1.1 Dimension .... 4.1.2 Quantity ... 4.2 Reporting .... 4.2.2 Recent Incidents ... 4.2.3 Damage and Loss .... Basic Technical English 2 PAG. 4 5
8 8 11 12 13 13 14 18 18 19 22 23 23 25 27 31 31 33 36 36 38 42 42 43 44 44 45
Unit 5: Troubleshooting and Safety 5.1 Troubleshooting 5.1.1 Operation 5.1.2 User Guide ... 5.2 Safety ... 5.2.1 Rules and Warnings .. 5.2.2 Safety Hazard . Conclusion . Bibliographic References and Source Information Appendix
49 49 51 53 53 54 56 57 58
USER MANUAL RECOMMENDATIONS

The next symbols below are those which you will find in this manual to a better identification about the activities you will carry out.
Icon to activities.
identify
listening
Icon to activities.
identify
reading
Icon to identify functions.
grammar
Iconl to identify pair or team activities.
Icon to activities.
identify
writing
Icon to exercises.
identify
written
Icon to identify that the participant will carry out a presentation.
Icon to identify examinations.
the
INTRODUCTION
In this modern world of constant interactions, where globalization predominates, we need qualify persons, and an important tool: the knowledge of English language, as well as the business language; such reason the English Language has become an indisputable tool for the international communication. In developed countries, this reality has been noticed, giving special attention to the English Language learning in all levels of education. This is not only observed in the international world, we appreciate English influences in every moment in our life. The comprehension and managing of English language empower human development, whatever, social or work area. Nevertheless, requirements in a job every time are more difficult, for this reason we need more people with better academic knowledge and certainly in the English language learning, thereby this course has been developed in technical language, to provide the participants a basic knowledge that promotes his professional development. This course is aimed to those people who want to extend his knowledge in the English language for a better personal development. In the five units couse, the participant will learn to ask and give information; common usual tools and assembling; systems and materials; besides participant will acquire vocabulary to specify dimensions and reports of construction; consequently the participant will be able to distinguish and describe an user guide and safety signs. In conclusion, we expect to qualify all interested in the acquisition of fundamental knowledge of Technical English Language as a tool for their professional development.
UNIT 1 CHECK UP AND PARTS

(BASIC TECHNICAL VOCABULARY)
OBJECTIVE:
At the end of this unit the participant will know vocabulary about common usual tools and appliance parts trough the assembling of itself.
INTRODUCTION TO THE UNIT 1

English is a main language in the United States, Canada, United Kingdom, South Africa, Australia and many other countries around the world, also it is a business language. The main subject, in order to establish a communication when you meet people recently, it is a short conversation which some basic elements for describing personal details at the moment that they are first meeting each other. In this unit, we will learn something about exchange personal information elements, besides, the participant will know how to name common tools.
INSTITUTO TECNOLGICO SUPERIOR DE Centla 1.1 CHECK UP.

1.1.1 Basic English Principles In English we use verb to be, when we want to introduce ourselves and introduce somebody else. A. Complete the dialogues with the words in the box.
am are Im is names
1. a) Hello. I (1) am Hans Beck b) Hi. My name (2)_____________ Pedro Lopez. a) Pleased to meet you. 2 a) Excuse me. (3) _____________you Mr. Rossi? b) Yes, I am. a) Pleased to meet you, Mr. Rossi. (4) _____________Danielle Martin. b) Nice to meet you, Danielle. a) Hi. My (5) _____________Jamal. b) Hello, Jamal. (6) _____________ Borys. a) Good to meet you, Borys, (7) _____________you from Russia? b) No, (8) _____________from Poland.
Grammar Focus. Notice:

am are is Is are are a student. early. a technician. on off. electricians.
Contractions : I am Im You are, We are, They are Youre, Were, Theyre He is, She is, It is Hes, Shes, Its
Affirmative
I You He/She It (the machine) They (the switches) We/They

Notice:
Negative
I You He/She that We/They am are is Is are not not not not not a technician. late. a student. an M6 spanner from Italy .
Contractions : I am not Im not You are not Youre not / You arent He is not Hes not / He isnt She is not Shes not / She isnt It is not Its not / It isnt We are Were not / We arent They are Theyre not / They arent
Yes/No Question
Am I we Are the switches you he/she Is that early? late? on? the manager? a technician? an AC adapter?
Notice
Dont use contractions in a short answer. Are you French? Yes, I am. (Not Yes, Im.) Is he a technician? Yes, he is. (Not Yes, hes.)
Notice:
Wh-Question
Where are is Who are What is we now? the manager? those men? that sound?
Contractions : In these tables, Wh- means any question word, e.g. Where? When? How? How many? Why?
Notice:
Wh-Question
is that called? Who are those called in English?
Contractions : What is , Whats You can say Whats this? But not Whats it? You have to say What is it?

Nationalities
Country Brazil Egypt Mexico Nationality brazilian egyptian mexican
Numbers We use numbers to talk about age and phone numbers when we introduce each other.
Cardinal Numbers:
1. 2. 3. 4. 5. 6. 7. 8 9. 10.
one two three four five six seven eight nine ten
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty
Ordinal Numbers:
1st. 2nd. 3rd. 4th. 5th. 6th. 7th. 8th. 9th. 10th.
first second third fourth fifth sixth seventh eighth ninth tenth
11th. 12th. 13th. 14th. 15th. 16th. 17th. 18th. 19th. 20th.
eleventh twelfth thirteenth fourteenth fifteenth sixteenth seventeenth eighteenth nineteenth twentieth
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1.1.2 Common Tools
A. Match the pictures with the words in the box.
adapter saw
antenna screw
bolts cable screwdriver
chisel spanner
nuts washers
plug
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11
12
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1.1.3 Measurement and Size.
A. Listen and complete the checklist.
B. Work in pairs. Make a short dialogue with your partner. Bolts / 10mm / 50 Example:
Customer: Shopkeeper: Customer: Shopkeeper Customer: I need some bolts, please. What size? 10mm. How many? Fifty, please.
1. Washer /M6 / 60 2. Screws / 24 mm/100 3. Nuts / 36 mm / 75 4. Bolts /M16 /60 5. Nails /30 mil / 80
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INSTITUTO TECNOLGICO SUPERIOR DE Centla 1.2 PARTS.

1.2.1 Appliance Parts
A. Label de diagram with the word in the box.

axle deck nose plate tail truck wheel
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Grammar Focus.
Whats this called? Use this when you dont know the English word. Whats this? Use this when you dont know what it is, even in your own language. this s a deck . that Is an axle. called ? called these se decks. What are those are Axles. What s is
1.2.1 Assembling
B. How do you assemble a skateboard? Put these diagrams in order.
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C. Read this instruction manual. Put it in order, and check your answers to B.
_____ Put the nuts on the bolts. _____ Tighten the nuts. _____ Put the plate on the four bolts. ____ Tighten the nuts,
____ Put the axle on the large bolt. ____ Put the wheel on the axle. ____ Tighten the nut. ____ Put the nuts on the axle.
____ Put the large nut on the large bolt.
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UNIT 2 TOOLS AND EQUIPMENT FUNCTION
OBJECTIVE:
At the end of this unit, the participant will difference the kind of tools and their parts; in the same way, He/She will know about an equipment function and operation.
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In most cases, items or devices contain different tools and materials. So this unit introduces to participants some of the use of some common basic tools. we can describe each part of a tool. We are to discover some about tools and functions. so we need to know about caution according to the kind of tools. Besides, in this chapter we are going to acquire knowledge about how equipment works, moves and operates.
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2.1
PARTS(2)
2.1.1 Tool Parts. There are some common tools which are differentiated by their various components. A: Listen and complete the TV advert.
This is the New Tool!
Use it at home! Use it on the building site! Use it when you travel! It has a (1) ____________ and a pair of (2) __________. It also has a (3) _________ , a (4) ___________ and a (5)__________ . The Multi Tool has everything you need. Only 29.99. Buy one now! B: Complete the dialogue with the words in the box. do does doesnt have
1. Do you (1)________ a Multi Tool? Yes, I (2)_______. 2. Does the Multi Tool (3) ________a hammer? Yes, it (4) _________. 3. Does it (5) _________ a pair of scissors? No, it (6) _________.
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Grammar focus:
Do Does You the Multi Tool The Multi Tool a Multi Tool? a hammer? a hammer. Yes I do. / No I dont Yes it does. / No it doesnt
have Doesnt
C: Read the product review and complete the labels for the tool.
Product Review: Survival Tool

This tool has a blade, a screwdriver, a corkscrew and a pair of scissors. It also has two openers, one opens can. The other opens bottles. It has two saws. It doesnt have a ruler. And it doesnt have a hammer, because the tool is too small. It has a plastic cover. The cover comes in three colors: black, blue or red.
(1)
(2)
(3)
(5)
(6) (4) (7)
D: Ask and answer questions about the Survival Tool and the Multi Tool. Use the words in the box.
pliers can opener hammer screwdriver blade scissors
A. Does the Survival Tool / Multi Tool have.? B. Yes, it does. / No it doesnt.
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2.1.2 Functions. Some equipment need to be empowered by a power source, which work in different ways.
.
A: Match the words with the pictures.

1. 2. 3. 4.
mains electricity + AC adapter solar power dynamo batteries
____ ____ ____ ____
B: Label the photos of the emergency radio in the next page with the words in the box.
alarm antenna clock compass handle thermometer torch
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C. Match the parts with their functions. 1. 2. 3. 4. 5. 6. 7. 8. thermometer compass torch clock alarm solar panel handle antenna a) shine a light (3) b) make electricity (6) c) turn the dynamo (7) d) tell the time (4) e) find North (2) f) receive radio signals (8) g)measure temperature (1) h) make a loud noise. (5)
D. Make sentences from the part and functions in activity C. Example: The thermometer measures temperature
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2.1.3 Location Parts. A. Read the next dialogue referring to a computer lesson. A: OK, know put the cursor on the START button.
B: Wheres the START button? A: Its at the bottom. On the left. Do you see it? B: Yes. Is that it? A: Yes, thats correct. Now, move the cursor up to the CLOSE button. B: Wheres that? A: Its an X. Its on the right. At the top. B: Is that it? A: Yes thats it. Now click.
B. Match the TV monitor with their locations.
1. 2. 3. 4. 5. 6. 7. 8. 9.
bottom left bottom right center bottom center left center right center top top left top right center
_____ _____ _____ _____ _____ _____ _____ _____ _____
Grammar focus: in at on in the middle, in the center. at the top, at the bottom. on the left, on the right.
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C. Correct this description. There are six mistakes in location. Here is one way to set up your computer station. Put your screen in the center of the system. Then put one speaker in the center on the left, and put the other speaker in the center on the right. Put the scanner at the top on the left, and put the computer at the top on the right. Then put the DVD drive at the top in the middle and put the printer at the bottom on the left. Finally put the keyboard at the bottom on the right, and put the mouse at the bottom in the center.
2.2 MOVEMENTS.
2.2.1 Movement Equipment Directions Planes and helicopters are two well-known flying objects. But, which directions can planes and helicopters fly? A: Read the following text.
Passenger planes can fly forwards, and can turn to the left and to the right, but they can not fly backwards or sideways. They can fly diagonally up and down, but they can not fly straight up or straight down. Helicopters can fly forwards, straight up and down, sideways and backwards, planes and helicopters can rotate on their horizontal axis. Helicopters can also rotate on their vertical axis.
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B. Thick ()the boxes according to the text before. Direction
forwards backwards up and down sideways
Plane
Helicopter
Grammar focus:
It They it they can cant / can not fly fly sideways sideways? Yes it can. / No it cant. Yes they can. / No they cant.
Can
C. Complete the sentences with can or cant. 1. 2. 3. 4. A helicopter _____ fly sideways but a plane _____ . A plane ______ fly sideways, but it _____ fly forwards. A plane _______ fly straight up, but a helicopter ______. A plane _____fly straight up, but it _____ fly diagonally.
D. Work in pairs. Practice dialogues.

Helicopter(s) / rocket(s) / plane(s) / fly sideways / fly straight up / fly diagonally up / rotate.
Example:
A: Can a plane fly forwards? A: Can it fly backwards?
Yes it can. No, it cant
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2.2.2 Instructions.
A. Label the diagram with the words in the box.

antenna handle joysticks slider switch.
B. Work in group. What do you think the plane does when you move these controls? Look at the joystick on the left. 1. Push it up (away from you). Pull it down (towards you). What happens? 2. Push it to the left. Push it to the right. Now what happens? Look at the joystick on the right. 3. Push it up. Pull it down. What happens? 4. Push it to the left. Push it to the right. Now what happens?
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C: Read the manual and check your answer in exercises A and B.
D. As you could see, managing controls makes an equipment follows your actions. Now, match your actions with the planes actions. 1. 2. 3. 4. 5. 6. 7. 8. Your action Move the LH stick up Pull the LH stick down Move the LH stick to the left Move the LH stick to the right Move the RH stick up Pull the RH stick down Move the RH stick to the left Move the RH stick to the right The planes action a) the plane goes to the left. b) the plane goes faster. c) the plane goes down d) the plane goes more slowly e) the plane rolls to the left f) the plane goes up g) the planes rolls to the right h) the plane moves to the right
E. Think about an equipment similar to the previous one. Write the instructions
about what actions the equipment follows. Use photos or pictures.
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2.2.3 Equipment Operation. A. Look at the diagrams. Then read the manual below and write the letter (A G) from the diagram next to the controls.
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B. Describe the movements of the truck. Use words from the manual. Example. A. The fork tilts down
C. Work in pairs. Have a driving lesson.

Student A: You are the driving instructor. Give Instructions. Student B. You are learning to drive. Follow the instructions. Act them out.
Drive forwards. Reverse. Go slowly. Go faster. Slow down. Stop!. Etc
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UNIT 3 FLOW AND MATERIALS
OBJECTIVE:
At the end of this unit, the participant will know the functions of heating and cooling systems, through the water flow system.
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INTRODUCTION UNIT 3
In the engineering area it is very important to have basic knowledge about flow. Through this unit, the participant will learn how the water flows in cooling and heating system. In addition, in this unit the participant will have the opportunity to learn to differentiate some kind of materials the objects are made of, and at the same time the participant will learn how testing material according to their properties.
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INSTITUTO TECNOLGICO SUPERIOR DE Centla 3.1 FLOW.

The water flow is presented as an important element in this topic to know the function of the heating and cooling systems . 3.1.1 Heating System. A. Look at this system in which the water flows. Draw arrows to try to describe the direction of the flow.
B. Read the text and check the directions of your arrows in A
Solar water heater.

The main parts of this system are water pipes, a solar water panel, a water tank an inlet, a valve and a shower head. The tank is above the solar panel. Cold water enters the system through the inlet. It then flows into the tank. From here, the water flows into the solar panel. The sun heats the water in the panel. The hot water rises and flows from the panel into the tank. In the tank, hot water stays at the top and cold water sinks to the bottom. When you open the valve, hot water flows from the tank, through the valve, to the shower head. Here it finally leaves the system.
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C. Draw the flow chart by putting these boxes into the correct order. START HERE
cold water goes into the system warm water enters the water tank warm water goes out of the panel water goes from the tank to the panel The valve opens cold water enters the water tank
water becomes warm in the panel
warm water flows to the shower
Grammar focus:
flow move The water go pass -s flow go -s -es into the tank. out of the tank. through the pipes. around the solar panel. to the outlet. from the inlet. around the circuit. through the cables.
The electron
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D. Complete the table with these verbs in the box.
enter leave rise sink
go
up down in / into out/out of
E. Complete the sentences with the correct form of the verbs in the box. 1. 2. 3. 4. Water ________________ the house trough the inlet pipe. Water _______________ the solar panel trough the outlet pipe. When you heat the water in a tank, the hot water ___________. When you cool the air in a room, the cool air ________________.
3.1.2 Cooling System A. Read the text and then label the diagram in the next page, with the words in the box.
bottom hose
engine radiator top hose water pump
thermostat
Car cooling system

The engine drives the water pump and the pump pushes cool water around the engine. This cools the engine. At the same time, the water becomes hot. The water in a hot engine is normally around 110c. The hot water then passes through the thermostat. This controls the temperature of the engine. From the thermostat, it flows through the top hose into the radiator. Here, a fan cools the water, and the cool water sinks to the bottom of the radiator. The cool water then leaves the radiator. It flows along the bottom hose, passes through the pump and enters the engine again.
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B. This is a simple way to cool a house in a hot country. Complete the description below, of how this system works with the words in the box.
cool enter flow heat leave rise sink around into out of through to
The pump pushes cold water through the pipe to the top of the tower(1). Here, the water leaves the pipe through small holes. Its like a cold shower.(2) Hot air ______________ the tower ___________ the air inlet (3). The shower of cold water _________ the air (4). The cool air then ________ to the bottom of the tower (5). The cool air ______________ the house, (6) and then it ____________ (7). It _____________ the house and ___________ the solar chimney (8). The Sun __________ the chimney, (9) and the hot air _________ (10). The hot air finally _________ the chimney __ _________ the air outlet (11)
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INSTITUTO TECNOLGICO SUPERIOR DE Centla 3.2 Materials.

In this section you will learn some vocabulary about materials, talk about what they are made of and their properties. 3.2.1 Materials testing A. Work in pairs. Look at the helmet and rope of the lecturer.
What are they made of?

Break pull nylon polycarbonate stretch strike
B. Listen and answer the following questions then complete the dialogue. 1. What material is the rope made up? 2. What is the lecturer doing? 3. Is the rope breaking?
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A. B. A. B. Im (1) __________ the rope. Im (2) __________ it. Is it (3)____________ ? No, it (4)____________ . Thats right. It (5) ___________ ______________.
Grammar focus:
I The rope what are is you the rope m am isnt is not pull break do break -ing -ing -ing? the rope
C. Match the actions with the verbs in the box.

bend compress cut drop heat scratch stretch strike
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D. The lecturer is testing other materials. Complete his description. Now I (1) _____________ (heat)this plastic to 100C. Can you see? It (2) ______________ (not melt). OK, now I (3) _______________ (put) this helmet on the floor. And now the machine (4) ______________ (drop) a 10 kg weight on it. Right, now look at Dr Wilson. He (5) ____________ (strike) the metal plate with a hammer. But the plate (6) _________________ (not bend). OK, now the jaws of the vice (7) ______________ (compress) this plastic block. The block (8) _______________ (not break). Now Dr Wilson (9) ______________ (hang) a weight of 500 kg from the ropes. But the ropes (10) _________________.(not stretch) 3.2.2 Properties When talking about materials, it is important to understand their key properties. A. Work in pairs. Think about the most important properties of the materials in the box. Discuss with your partner.
ceramic concrete diamond fiberglass graphite steel
Example: You cant burn / melt / break / scratch / bend/ cut it easily. B. What are these made of?. Match the photos with the materials.
ceramic fiberglass polycarbonate polystyrene rubber
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Grammar focus:
What What is s are re this helmet those ropes made of? It They is s are re made of polycarbonate. nylon.
C. Work in pairs. Make questions and answers about the photos in B. Example.... Whats this made of? Its made of ceramic. What are these made of? Theyre made of polycarbonate.
D. Match the sentences. 1. 2. 3. 4. This material doesnt burn or melt if you heat it. This material doesnt break if you strike it or drop it. You cant bend this material. This material doesnt corrode if you put it in water. 5. You cant scratch this material or cut it. a) Its rigid. b) Its hard c) Its tough d) Its heat Resistant. e) its corrosionResistant.
E. Match the words with their opposites.

1. 2. 3. 4. 5. tough hard rigid strong light a) soft b) heavy c) weak d) brittle e) flexible
F. Choose an object. Describe their properties and resistance.
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UNIT 4 DIMENSION, SPECIFICATION AND REPORTING
OBJECTIVE:
At the end of this unit, the participant will be able to specify dimensions and quantities about constructions, as well as reporting unexpected situations in the work area.
Basic Technical English 40

In all kinds of work we often need to describe objects or things, for that reason in this unit, we take in count that the engineers work in different areas like construction, we have prepared this unit to provide vocabulary about dimensions and quantities. This unit treats with different types of specifications, dimensions and quantities, which are relevant to the projects of manufacture or construction. The specifications are used when it is ordained or material purchase. On the other hand, knowing that in the work areas there are many unexpected situations, we will provide tools to the participants helping them to elaborate reports of incidents, hurts and loss.
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INSTITUTO TECNOLGICO SUPERIOR DE Centla 4.1 SPECIFICATION.

4.1.1 Dimension. A. Look at this picture. What do you know about this bridge?
B. Listen to the next part of the TV programme and complete the specification of the bridge.
Millau Bridge: specifications

Structure Completion date Material: cables and deck Material: piers Total number of spans Length of inner spans (1) Cable-stayed (2) December 2004 (3) (4) (5) (6) m Length of outer spans Number of piers Height of pylons above deck Height of deck above water Length of deck Width of deck (7) (8) (9) (10) (11) (12) m m km m m
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Grammar Focus.
high 2 wide is it? Its 10 How long are they? Theyre 100 deep 1000
millimetres high. centimetres wide. metres long. kilometres deep.
4.1.2 Quantity A. Read the FAQs from the website and match them to the answer.
This is Taipei 101. It is currently the highest in the world. Here are some frequently asked questions (FAQs) about the building.
1 How high is Taipei 101? 2 Whats the footprint of the building? 3 How many storeys does it have? 4 How do you get to the top? 5 Whats the building made of? 6 How much steel and concrete is in the building exactly?
A B C D E F
About 700,000 tonnes. By super-fast elevator. The building has two high-speed elevators. Each elevator travels at 17 m/s. 101. It towers above Taipei at the amazing height of over 508 metres. Reinforced concrete, steel, aluminium and glass. The base of the building has an area of about 450 m2.
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Grammar Focus.
Screws are countable a one some two a bag of two bags of screw
Cement is uncountable
some cement screw -s a bag of two bags of
Do you need
some/any
screws? cement?
How
many much
(screws) (cement)
do you need?
4.2 REPORTING.
4.2.1 Recent Incidents A. Look at the photo and say whats happening in each picture.
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B. Listen to this phone call and complete the details in the form.
Crash Recovery Co Ltd online customer call information. Enter details

Customer name Car Registration No Location: Road Between Junction (4) Problem
(1) (2) (3)

and Junction (5) Going (6)
(7)
4.2.2 Damage and Loss A. Match the verbs with the pictures.
bend
break
burn
crack
cut
dent scratch
tear
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Grammar Focus.
I have He has
Focus on action dented the radio. broken the speakers. Past participle.
Focus on result of action The radio is dented The speakers are broken Adjective
B. Complete the sentences with the correct form of the words in the box.
bend break burn crack cut dent scratch tear
1. The side of the box is ___________________. 2. The lenses of the goggles are ___________________. 3. The surface of the road is ___________________. 4. The insulation of the cable is ___________________. 5. The pipe below the tank is ___________________. 6. The overalls are ___________________.
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UNIT 5 TROUBLESHOOTING AND SAFETY
OBJECTIVE:
At the end of this unit, the participant will comprehend the function of an equipment, as well as risky situations where the equipment operates.
Basic Technical English 47

This document gives some basic advice about troubleshooting. It is not intended to be a complete guide to all possible problems. However, even if you are a non-technical person, there are some simple steps you can take to try and diagnose a problem. Even if you don't manage to solve a problem yourself, hardware and software suppliers and help desk staff will be in a much better position to help you if you have managed to perform some basic troubleshooting procedures before you contact them. In this chapter, participants will learn to perform the first step of troubleshooting- identifying the support category to which a user-reported problem likely belongs. They also will learn about preventive support, and document the preventive measures that are or should be in place at your school. Finally, they learn to use Remote Assistance, an invaluable tool for performing real-time computer support.
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INSTITUTO TECNOLGICO SUPERIOR DE Centla 5.1 TROUBLESHOOTING.

5.1.1 Operation A. How does this vehicle move?
(1)
(5)
(2)
(3)
(4)
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B. Read this article from a technical magazine and answer the question below.
THE AIRBOARD how it works.

You stand on the airboard and raid it like a skateboard. The board moves on a cushion of air, like a small hovercraft. It has a fiberglass body, an engine, a large fan , a flexible rubber skirt, a friction wheel, a handlebar and two levers. The engine and the fan are mounted on the body. The skirt and the friction wheel are suspended from the body. The handlebar is mounted on the body, at the front. The levers are attached to the handlebar. The engine drives the fan. The function of the fan is to suck air in and to force it downwards. This pushes the vehicle upwards and propels it forwards. On the body there is a fiberglass platform. This supports the rider. The skirt contains the air and the cushion or air supports the airboard. The rider uses the handlebar to steer the board. One lever controls the speed on the engine and the fan. The other lever controls the friction wheel. The friction wheel touches the ground for one or two seconds and accelerates the airboard into the air. If you want to stop, simply release the levers.
1. What is the friction wheel for? 2. Is the skirt above or below the body? What is it made of? Can you bend it? 3. Which part of the airboard does the rider stand on? 4. What happens if you take your hands off the levers? 5. Does propel mean pull, push, hold or control? 6. Find words which mean the opposite of (1) backwards (2) upwards.
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C. Match the pictures with the sentences.
1. X is attached to Y. 2. X is suspended from Y.
3. X is mounted on Y. 4. X is connected to Y.
Grammar Focus.
What
does do
the engine the lever -s
do?
It They
drive control
-s
the fan. the speed.
5.1.2 User Guide. A. Listen and complete the flow chart. 1. Press ________________________________ Press the power botton. 2. Does ________________________________? If the computer does not start, check the green LED.
NO
3. Check ________________________________
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B. Read the article and find the main idea in the text.
Notebook computer troubleshooting FAQ I pressed the power button and opened the display, but the computer does not start or boot-up.
Try these solutions: 1. press the power button again 2. if the computer does not start, check the green LED. 3. If the green LED is off, check the power source. 4. if the power source is off, switch on the power and press the power button again. 5. if the computer does not start, check the disk drive. 6. if there is a disk in the drive, take it out and press the power button again.
Grammar Focus.
Condition the car starts, the car doesnt start, the light is off, there is a disk in the drive,
Instruction drive a way. check the battery. press the power button. take it out.
If
52
INSTITUTO TECNOLGICO SUPERIOR DE Centla 5.2. SAFETY

5.2.1 Rules and Warnings
A. Read the text. Match the examples to the signs.
1. 2.
C
WARNING SIGNS. These signs warn you about a danger. They say things like this: Warning. Danger. Be careful. Look out. There is a danger or hazard here. You might injure yourself. The signs are yellow and black in colour and triangular in shape. Here are some examples: Warning. Poison: see (1) ____ Danger. Fire hazard here: see (2) ____ PROHIBITIONS SIGNS. These signs prohibit an action. They say: Do not do this. You must not do this. The signs are red, white and black in colour and round in shape. Here are some examples: You must not lift this with a hook: see (3) ____ Never take the guard off this machine: see (4) ____ MANDATORY ACTION SIGNS. This signs order you to do something. They say: Do this. You must do this. Always do this. These signs are blue and white in colour, and round in shape. Here are some examples: Always read the manual before you service this machine: see (5) ____ 6. You must use the guard on this circular saw: see (6) ___
3. 4.
F
5.
53

Grammar Focus.
Do not Dont Never You must not You mustnt
Wear Always You must wear a hard hat here.
touch the machine.
5.2.2 Safety Hazard A. Look at this pictures and say whats happening? Relate the pictures with the sentences.
Listen and write the warning number in the table. Warning

Letter Number
Possible result
You might burn your hands. You could injure your head. You might fall into the gap. You could trip over the bricks. You might trap your hand in the gears. You could get an electric shock.
54

Grammar Focus.
The fire exit Some cables
There was There were was were
some liquid some boxes locked. coiled.
on the floor. on the stairs.
55
CONCLUSION
With the continuing expansion of English as an integral communications tool for education, science, technology, business and commerce, post-secondary education technical students are increasingly finding themselves in positions requiring them to manage high-technology studies in technical English. On the other hand, Some reasons to learn it are practical, some aspirational, others intellectual, but whatever your reasons, having a clear idea of why you learn a language can help to motivate you in your studies. Thats why learning a foreign language takes time and dedication If your work involves regular contact with speakers of foreign languages, being able to talk to them in their own languages will help you to communicate with them. It may also help you to make sales and to negotiate and secure contracts. Knowledge of foreign languages may also increase your chances of finding a new job, getting a promotion or a transfer overseas, or of going on foreign business trips.
56
BIBLIOGRAPHIC REFERENCES OR SOURCE INFORMATION

Books: OPEN MIND LEVEL 1 Mickey Rogers, Macmillan Publishers S.A. de C.V. 2010. INTERCHANGE INTRO THIRD EDITION Jack C. Richards, Cambridge University Press, U.S.A. 2005. TECHNICAL ENGLISH 1 Bonamy D. & Jacques C. Essex: Pearson Longman. 2008 Websites: www.mindseries.net www2.cambridge.org/interchangearcade/main.do www.pearsonlongman.com
57
APPENDIX
Countries and Nationalities
Country Afghanistan Argentina Australia Belgium Bolivia Brazil Canada Chile China Colombia Costa Rica Cuba Denmark Dominican Republic Ecuador Egypt El Salvador England Finland France Germany Greece Guatemala Haiti Honduras Indonesia Ireland Italy Japan Korea Malaysia Mexico Morocco Spanish Afganistan Argentina Australia Blgica Bolivia Brazil Canad Chile China Colombia Costa Rica Cuba Dinamarca Repblica Dominicana Ecuador Egipto El Salvador Inglaterra Finlandia Francia Alemania Grecia Guatemala Hait Honduras Indonesia Irlanda Italia Japn Corea Malasia Mxico Marruecos Nationality Afghan Argentine / Argentinean Australian Belgian Bolivian Brazilian Canadian Chilean Chinese Colombian Costa Rican Cuban Danish (Dane) Dominican Ecuadorian Egyptian Salvadorian English Finnish French German Greek Guatemalan Haitian Honduran Indonesian Irish Italian Japanese Korean Malaysian Mexican Moroccan Country Netherlands Spanish Holanda Nationality Dutch New Zealander Nicaraguan Norwegian Panamanian Paraguayan Peruvian Filipino Polish Portuguese Puerto Rican Romanian Russian Saudi Spanish Swedish Swiss Taiwanese Thai Turkish British American Uruguayan Venezuelan Vietnamese Welsh
New Zealand Nueva Zelanda Nicaragua Norway Panama Paraguay Peru Philippines Poland Portugal Puerto Rico Romania Russia Nicaragua Noruega Panam Paraguay Per Filipinas Polonia Portugal Puerto Rico Rumania Rusia
Saudi Arabia Arabia Saudita Spain Sweden Switzerland Taiwan Thailand Turkey Espaa Suecia Suiza Taiwn Tailandia Turqua
United Reino Unido Kingdom (UK) United States Estados Unidos Uruguay Venezuela Vietnam Wales Uruguay Venezuela Vietnam Gales
58

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INSTITUTO TECNOLGICO SUPERIOR DE Centla

BASIC TECHNICAL ENGLISH

INSTITUTO TECNOLGICO SUPERIOR DE Centla

Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla

INSTITUTO TECNOLGICO SUPERIOR DE Centla

Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla

USER MANUAL RECOMMENDATIONS

Icon to identify functions.

Iconl to identify pair or team activities.

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Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla

Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla

UNIT 1 CHECK UP AND PARTS

Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla

INTRODUCTION TO THE UNIT 1

Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla 1.1 CHECK UP.

Grammar Focus. Notice:

Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla

Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla

Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla

A. Match the pictures with the words in the box.

bolts cable screwdriver

Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla

A. Listen and complete the checklist.

Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla 1.2 PARTS.

A. Label de diagram with the word in the box.

Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla

B. How do you assemble a skateboard? Put these diagrams in order.

Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla

____ Put the large nut on the large bolt.

Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla

UNIT 2 TOOLS AND EQUIPMENT FUNCTION

Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla

INTRODUCTION TO THE UNIT 2

Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla

This is the New Tool!

Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla

Product Review: Survival Tool

(6) (4) (7)

Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla

A: Match the words with the pictures.

mains electricity + AC adapter solar power dynamo batteries

____ ____ ____ ____

Basic Technical English

INSTITUTO TECNOLGICO SUPERIOR DE Centla

___ _ _ _ _ _ _ _ ___