Irgasheva nasiba dadajanovna mechanical english

Unit 5
Exercise 3
Read out the direction. Allow some time for students to read the statements. Instruct students to mark the statements as T or F. Have students correct the false statements and make them true. Ask simple comprehension questions about the conversation. For example: What does randy need help with? (A statistical report) What has he done already? (He has compiled the data.) What does Judith suggest the y do? (She suggests that they figure out the range.)
Exercise 4
Assistant (M): Hi Judith. Can you help me with this statistical report?
Engineer (F): Sure, Randy. What do you need help with?
Assistant: Well, I've never done any of this before. I don't even know where to start.
Engineer: Okay. Let's start by selecting a random sample.
Assistant: Oh, actually, I already compiled the data. I g u ess Ijust don t have any experience manipulating the numbers.
Engineer: We’ll do something e a s y first. Let's figure out the range.
Assistant: What's the range?
Engineer: It 's the difference between the highest and lowest values. So first, find the highest value.
Assistant: All right. It's 550. And the lowest is 330.
So the range would be 220?
Engineer: Thats right. Now let 's find the median. Are the numbers in order from largest to smallest?
Assistant: No they aren 't. Should I do that first?
Engineer: Yes, get them in order. Then we can find the median.
Unit 6
Exercise 3
Read out the direction. Allow some time for students to read the statements. Instruct students to mark the statements as T or F. Have students correct the false statement and make them true. Ask simple comprehension questions about the conversation.
For example: What problem does Stanley have with
his engine prototype? (He has a problem with the idling speed.) What has he done so far? (He discovered it idles too fast.) What will he do next? (He will make some more observations.)

Exercise 4

Engineer1 (F): Hi Stanley. How does your new engine prototype look?
Engineer 2 (M): I'm having a problem with idling speed.
Engineer 1: What have you done about that?
Engineer 2: I identified the problem. The engine idles too fast.
Engineer 1: That's a good start. What will you do next?
Engineer 2: I need to make some more observations. Then I can make a better analysis of the problem.
Engineer 1: Good idea. Is the idling speed always off? Or is it only off under certain circumstances?
Engineer 2: That's something I should find out. It's the only wa y to determine what 's causing it.
Engineer 1: Of course. Well, let me know when you finish your observations.
Engineer 2:Yeah, I could use your help to brainstorm new solutions.
Engineer 1: Sure. I'll help you develop a new iteration of the prototype.