10/10/23, 9:32 AM Cambridge english for engineering teachers notes unit1 to unit10 teaching …
Professional English
Cambridge English for
Engineering
TEACHER’S NOTES
UNIT 1
l
Technology in use
Describing technical functions and applications
l Explaining how technology works
l Emphasising technical advantages
l Simplifying and illustrating technical explanations
Go to page 10 for essential background information and useful web links.
Refers to Student’s Book pages
Before you begin …
Hold a short introductory discussion to kick off the course as a whole. Use the
following questions to cue the discussion. In larger groups, students could work in
pairs, or in groups of three or four.
l What field of engineering are you in / would you like to go into?
Branches of engineering include: mechanical, electrical, civil, structural, process/
manufacturing, automotive, aeronautical, highway, coastal.
l How would you describe your branch of engineering to a non-specialist?
l What kind of work do you do / would you like to do within your field?
Possibilities include: design, technical management/supervision/project
management, product/process development, research, investigation/analysis/
trouble-shooting.
l In what kinds of situation do you / other people in your field need to use English at
work?
To introduce Cambridge English for Engineering, invite students to look through
the contents list and the book. Explain that the themes and situations, in terms
of types of technology, companies and people, cover a wide range of different
branches of engineering. Emphasise that although each example is specific, the
language of each is useful to all types of engineer. Also explain that the main
emphasis of the course will be on listening, speaking and using English actively
in practice – through role plays and discussions, rather than learning lists of
technical words.
Describing technical functions and applications
Language note
You will find the following vocabulary useful in this section.
use, use for ...ing, use to (application), user, useful for ...ing
enable to, allow to, prevent from, ensure that
1 a Students complete the tasks in pairs. If they are struggling to come up with
examples, you could suggest the following.
mobile phones – phone calls, text messages, exchanging photos and videos, voice
recording
electric drill/screwdriver handsets – for providing a turning force, drilling holes,
UNIT 1putting
Technology in use Teacher’s Notes
in and removing screws, tightening and loosening nuts/bolts
b hammers
Students – for generating
complete impacts,
the task for driving in nails, hitting punches and chisels,
in pairs.
breaking things
Extension activity: GPS
1 Cambridge
You English
could ask for Engineering
students Cambridge
the following question.University Press 2008 PHOTOCOPIABLE
www.cambridge.org/elt/englishforengineering
What do you know about the origins of GPS?
Answer
The system was originally developed for military use in the United States before
being made available for civilian use internationally, with some limitations on its
precision
about:blank 1/129
,10/10/23, 9:32 AM Cambridge english for engineering teachers notes unit1 to unit10 teaching …
mobile phones – phone calls, text messages, exchanging photos and videos, voice
recording
electric drill/screwdriver handsets – for providing a turning force, drilling holes,
UNIT 1putting
Technology in use Teacher’s Notes
in and removing screws, tightening and loosening nuts/bolts
b hammers – for generating impacts,
Students complete the task in pairs. for driving in nails, hitting punches and chisels,
breaking things
Extension activity: GPS
1 Cambridge
You English
could ask for Engineering
students Cambridge
the following question.University Press 2008 PHOTOCOPIABLE
www.cambridge.org/elt/englishforengineering
What do you know about the origins of GPS?
Answer
The system was originally developed for military use in the United States before
being made available for civilian use internationally, with some limitations on its
precision.
2 a 1.1 Students listen and complete the notes.
Answers
1 navigation 4 drift
2 (monitoring) delivery vehicles 5 man overboard
3 (finding) stolen cars 6 innovative uses of
b 1.1 Students complete the extracts and listen again to check their answers.
Answers
1 uses 2 use 3 user’s; useful
Pronunciation focus
Ask students to identify the different pronunciation of s in the following words.
Practise saying them.
a use /ju:s / to use /j:uz/ useful /ju:sf@l/ user /ju:z@/
3 a Students match the applications and descriptions.
Answers
2 d 3 b 4 f 5 a 6 e
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 3a (1–6) in more
detail, as well as at related words.
surveying = recording the precise positions of natural features and structures,
often in order to draw up maps or plans (a survey/a surveyor)
geological = related to the ground/rocks/soil (geology, a geologist)
civil engineering = the design and construction of large structures such as
bridges, dams and skyscrapers, and infrastructure projects such as roads, railways
and airports
avionics = electronic systems in aviation i.e. in planes and helicopters
maritime = related to the sea/shipping
b Students complete the tasks in pairs.
UNIT 1 Technology in use Teacher’s Notes
4 a 1.1 Students complete the extracts and listen again to check their answers.
Answers
1 allows 2 prevents 3 ensures; enables
2 Cambridge English for Engineering Cambridge University Press 2008 PHOTOCOPIABLE
www.cambridge.org/elt/englishforengineering
b Students match the words and synonyms.
Answers
1 allows/enables 2 ensures 3 prevents
about:blank 2/129
,10/10/23, 9:32 AM Cambridge english for engineering teachers notes unit1 to unit10 teaching …
UNIT 1 Technology in use Teacher’s Notes
4 a 1.1 Students complete the extracts and listen again to check their answers.
Answers
1 allows 2 prevents 3 ensures; enables
2 Cambridge English for Engineering Cambridge University Press 2008 PHOTOCOPIABLE
www.cambridge.org/elt/englishforengineering
b Students match the words and synonyms.
Answers
1 allows/enables 2 ensures 3 prevents
c Students complete the extract.
Answers
1 allow/enable 4 allow/enable
2 allow/enable 5 prevent
3 ensure
5 Give out Resource sheet 1a. Each student begins by writing down the name of
the chosen product, and make notes of its main applications and functions. You
may need to help with specific vocabulary. Students take turns to describe the
applications and functions they have listed. To ensure the task is interactive,
students should use the phrases in the box to sum up and rephrase what their
partner has said.
Explaining how technology works
Language note
You will find the following vocabulary useful in this section.
attach, fix, connect, link, support, carry, drive, power, propel, control, lift, raise,
ascend, transport
6 a Students discuss the questions in pairs.
Before you begin …
Look at the meaning of the following terms.
space ship vs. space station
payload = meaning load, usually used in the context of space
environmentally unfriendly = opposite of environmentally friendly
orbital space = the height above which objects orbit the Earth, rather than falling
rapidly back to earth
geostationary orbit = orbiting at the same speed as the Earth spins in order to
remain above the same point, above the equator, on the Earth’s surface
remote control = controlled from a distance
b Students read the article and compare it to their answers in Exercise 6a.
c Students match the verbs and definitions, referring back to the article in Exercise
6b to see how the words are used in context.
Answers
2 i 3 a 4 b 5 g 6 h 7 c
8 d 9 f
UNIT 1 Technology in use Teacher’s Notes
Language note
Some of the verbs have more than one meaning:
fix
3 to attach,
lCambridge for example
English fix with bolts
for Engineering Cambridge University Press 2008 PHOTOCOPIABLE
lwww.cambridge.org/elt/englishforengineering
to remain still, for example fixed above a point on earth
l to repair, for example fix a puncture
carry
l to withstand a load, for example the columns carry the roof
l to transport, for example the conveyor belt carries boxes
drive
about:blank 3/129
, 10/10/23, 9:32 AM Cambridge english for engineering teachers notes unit1 to unit10 teaching …
UNIT 1 Technology in use Teacher’s Notes
Language note
Some of the verbs have more than one meaning:
fix
3 to attach,
lCambridge for example
English fix with bolts
for Engineering Cambridge University Press 2008 PHOTOCOPIABLE
lwww.cambridge.org/elt/englishforengineering
to remain still, for example fixed above a point on earth
l to repair, for example fix a puncture
carry
l to withstand a load, for example the columns carry the roof
l to transport, for example the conveyor belt carries boxes
drive
l to control, for example the driver drives the car
l to propel, for example the engine drives the wheels
Before you begin …
Look at the meaning of the following terms.
strength-to-weight ratio
This is the strength of a material relative to its weight. Frequently, the stronger a
material is, the heavier it is, and vice versa. For example, steel is strong and heavy,
and polystyrene is light and weak. Materials with a high strength-to-weight ratio are
both strong and light. The metal titanium is an example.
self-contained energy source
Cars have a self-contained energy source, as their fuel is carried on board in a fuel
tank. Electric trains use an external energy source – their power is supplied by
overhead electric cables.
wireless
Transmission by waves, without a direct wire link.
solar power Converting sunlight to electricity using photovoltaic panels.
7 a Students complete the notes.
b 1.2 Students listen and check their answers to Exercise 7a.
Answers
2 support 5 power
3 attached 6 ascend
4 raised 7 transport
c Students complete the task in pairs.
Answers
The notes are missing articles (a/an, the) and some auxiliary verbs (e.g. be).
8 a Check students’ understanding of offshore base station= a station, at the bottom
of the cable, which is located in the sea/ocean. Students complete the task in
pairs.
b 1.3 Check students’ understanding and pronunciation of anchor /{ŋk@/.Students
listen and answer the questions.
Answers
1 By a floating structure
2 To attach the base to the seabed
3 Ships would carry them.
4 Collisions between the cable and space debris
5 The anchors would be raised and the station would be moved.
UNIT 1 Technology in use Teacher’s Notes
Before you begin …
Look at the meaning of the following terms.
wind loads = the force of wind blowing against the cable horizontally and trying to
push it sideways
4 Cambridge English for Engineering Cambridge University Press 2008 PHOTOCOPIABLE
propulsion system = system for making something move
www.cambridge.org/elt/englishforengineering
propeller = device which causes a ship or aircraft to move, consisting of two or more
blades which turn round at high speed
9 a Students analyse the notes in pairs and read them out in full.
about:blank 4/129
Professional English
Cambridge English for
Engineering
TEACHER’S NOTES
UNIT 1
l
Technology in use
Describing technical functions and applications
l Explaining how technology works
l Emphasising technical advantages
l Simplifying and illustrating technical explanations
Go to page 10 for essential background information and useful web links.
Refers to Student’s Book pages
Before you begin …
Hold a short introductory discussion to kick off the course as a whole. Use the
following questions to cue the discussion. In larger groups, students could work in
pairs, or in groups of three or four.
l What field of engineering are you in / would you like to go into?
Branches of engineering include: mechanical, electrical, civil, structural, process/
manufacturing, automotive, aeronautical, highway, coastal.
l How would you describe your branch of engineering to a non-specialist?
l What kind of work do you do / would you like to do within your field?
Possibilities include: design, technical management/supervision/project
management, product/process development, research, investigation/analysis/
trouble-shooting.
l In what kinds of situation do you / other people in your field need to use English at
work?
To introduce Cambridge English for Engineering, invite students to look through
the contents list and the book. Explain that the themes and situations, in terms
of types of technology, companies and people, cover a wide range of different
branches of engineering. Emphasise that although each example is specific, the
language of each is useful to all types of engineer. Also explain that the main
emphasis of the course will be on listening, speaking and using English actively
in practice – through role plays and discussions, rather than learning lists of
technical words.
Describing technical functions and applications
Language note
You will find the following vocabulary useful in this section.
use, use for ...ing, use to (application), user, useful for ...ing
enable to, allow to, prevent from, ensure that
1 a Students complete the tasks in pairs. If they are struggling to come up with
examples, you could suggest the following.
mobile phones – phone calls, text messages, exchanging photos and videos, voice
recording
electric drill/screwdriver handsets – for providing a turning force, drilling holes,
UNIT 1putting
Technology in use Teacher’s Notes
in and removing screws, tightening and loosening nuts/bolts
b hammers
Students – for generating
complete impacts,
the task for driving in nails, hitting punches and chisels,
in pairs.
breaking things
Extension activity: GPS
1 Cambridge
You English
could ask for Engineering
students Cambridge
the following question.University Press 2008 PHOTOCOPIABLE
www.cambridge.org/elt/englishforengineering
What do you know about the origins of GPS?
Answer
The system was originally developed for military use in the United States before
being made available for civilian use internationally, with some limitations on its
precision
about:blank 1/129
,10/10/23, 9:32 AM Cambridge english for engineering teachers notes unit1 to unit10 teaching …
mobile phones – phone calls, text messages, exchanging photos and videos, voice
recording
electric drill/screwdriver handsets – for providing a turning force, drilling holes,
UNIT 1putting
Technology in use Teacher’s Notes
in and removing screws, tightening and loosening nuts/bolts
b hammers – for generating impacts,
Students complete the task in pairs. for driving in nails, hitting punches and chisels,
breaking things
Extension activity: GPS
1 Cambridge
You English
could ask for Engineering
students Cambridge
the following question.University Press 2008 PHOTOCOPIABLE
www.cambridge.org/elt/englishforengineering
What do you know about the origins of GPS?
Answer
The system was originally developed for military use in the United States before
being made available for civilian use internationally, with some limitations on its
precision.
2 a 1.1 Students listen and complete the notes.
Answers
1 navigation 4 drift
2 (monitoring) delivery vehicles 5 man overboard
3 (finding) stolen cars 6 innovative uses of
b 1.1 Students complete the extracts and listen again to check their answers.
Answers
1 uses 2 use 3 user’s; useful
Pronunciation focus
Ask students to identify the different pronunciation of s in the following words.
Practise saying them.
a use /ju:s / to use /j:uz/ useful /ju:sf@l/ user /ju:z@/
3 a Students match the applications and descriptions.
Answers
2 d 3 b 4 f 5 a 6 e
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 3a (1–6) in more
detail, as well as at related words.
surveying = recording the precise positions of natural features and structures,
often in order to draw up maps or plans (a survey/a surveyor)
geological = related to the ground/rocks/soil (geology, a geologist)
civil engineering = the design and construction of large structures such as
bridges, dams and skyscrapers, and infrastructure projects such as roads, railways
and airports
avionics = electronic systems in aviation i.e. in planes and helicopters
maritime = related to the sea/shipping
b Students complete the tasks in pairs.
UNIT 1 Technology in use Teacher’s Notes
4 a 1.1 Students complete the extracts and listen again to check their answers.
Answers
1 allows 2 prevents 3 ensures; enables
2 Cambridge English for Engineering Cambridge University Press 2008 PHOTOCOPIABLE
www.cambridge.org/elt/englishforengineering
b Students match the words and synonyms.
Answers
1 allows/enables 2 ensures 3 prevents
about:blank 2/129
,10/10/23, 9:32 AM Cambridge english for engineering teachers notes unit1 to unit10 teaching …
UNIT 1 Technology in use Teacher’s Notes
4 a 1.1 Students complete the extracts and listen again to check their answers.
Answers
1 allows 2 prevents 3 ensures; enables
2 Cambridge English for Engineering Cambridge University Press 2008 PHOTOCOPIABLE
www.cambridge.org/elt/englishforengineering
b Students match the words and synonyms.
Answers
1 allows/enables 2 ensures 3 prevents
c Students complete the extract.
Answers
1 allow/enable 4 allow/enable
2 allow/enable 5 prevent
3 ensure
5 Give out Resource sheet 1a. Each student begins by writing down the name of
the chosen product, and make notes of its main applications and functions. You
may need to help with specific vocabulary. Students take turns to describe the
applications and functions they have listed. To ensure the task is interactive,
students should use the phrases in the box to sum up and rephrase what their
partner has said.
Explaining how technology works
Language note
You will find the following vocabulary useful in this section.
attach, fix, connect, link, support, carry, drive, power, propel, control, lift, raise,
ascend, transport
6 a Students discuss the questions in pairs.
Before you begin …
Look at the meaning of the following terms.
space ship vs. space station
payload = meaning load, usually used in the context of space
environmentally unfriendly = opposite of environmentally friendly
orbital space = the height above which objects orbit the Earth, rather than falling
rapidly back to earth
geostationary orbit = orbiting at the same speed as the Earth spins in order to
remain above the same point, above the equator, on the Earth’s surface
remote control = controlled from a distance
b Students read the article and compare it to their answers in Exercise 6a.
c Students match the verbs and definitions, referring back to the article in Exercise
6b to see how the words are used in context.
Answers
2 i 3 a 4 b 5 g 6 h 7 c
8 d 9 f
UNIT 1 Technology in use Teacher’s Notes
Language note
Some of the verbs have more than one meaning:
fix
3 to attach,
lCambridge for example
English fix with bolts
for Engineering Cambridge University Press 2008 PHOTOCOPIABLE
lwww.cambridge.org/elt/englishforengineering
to remain still, for example fixed above a point on earth
l to repair, for example fix a puncture
carry
l to withstand a load, for example the columns carry the roof
l to transport, for example the conveyor belt carries boxes
drive
about:blank 3/129
, 10/10/23, 9:32 AM Cambridge english for engineering teachers notes unit1 to unit10 teaching …
UNIT 1 Technology in use Teacher’s Notes
Language note
Some of the verbs have more than one meaning:
fix
3 to attach,
lCambridge for example
English fix with bolts
for Engineering Cambridge University Press 2008 PHOTOCOPIABLE
lwww.cambridge.org/elt/englishforengineering
to remain still, for example fixed above a point on earth
l to repair, for example fix a puncture
carry
l to withstand a load, for example the columns carry the roof
l to transport, for example the conveyor belt carries boxes
drive
l to control, for example the driver drives the car
l to propel, for example the engine drives the wheels
Before you begin …
Look at the meaning of the following terms.
strength-to-weight ratio
This is the strength of a material relative to its weight. Frequently, the stronger a
material is, the heavier it is, and vice versa. For example, steel is strong and heavy,
and polystyrene is light and weak. Materials with a high strength-to-weight ratio are
both strong and light. The metal titanium is an example.
self-contained energy source
Cars have a self-contained energy source, as their fuel is carried on board in a fuel
tank. Electric trains use an external energy source – their power is supplied by
overhead electric cables.
wireless
Transmission by waves, without a direct wire link.
solar power Converting sunlight to electricity using photovoltaic panels.
7 a Students complete the notes.
b 1.2 Students listen and check their answers to Exercise 7a.
Answers
2 support 5 power
3 attached 6 ascend
4 raised 7 transport
c Students complete the task in pairs.
Answers
The notes are missing articles (a/an, the) and some auxiliary verbs (e.g. be).
8 a Check students’ understanding of offshore base station= a station, at the bottom
of the cable, which is located in the sea/ocean. Students complete the task in
pairs.
b 1.3 Check students’ understanding and pronunciation of anchor /{ŋk@/.Students
listen and answer the questions.
Answers
1 By a floating structure
2 To attach the base to the seabed
3 Ships would carry them.
4 Collisions between the cable and space debris
5 The anchors would be raised and the station would be moved.
UNIT 1 Technology in use Teacher’s Notes
Before you begin …
Look at the meaning of the following terms.
wind loads = the force of wind blowing against the cable horizontally and trying to
push it sideways
4 Cambridge English for Engineering Cambridge University Press 2008 PHOTOCOPIABLE
propulsion system = system for making something move
www.cambridge.org/elt/englishforengineering
propeller = device which causes a ship or aircraft to move, consisting of two or more
blades which turn round at high speed
9 a Students analyse the notes in pairs and read them out in full.
about:blank 4/129
