Irgasheva nasiba dadajanovna mechanical english

Exercise 4
Engineer (F): Thanks for meeting with me. Did you get a chance to look over the papers I sent?
Attorney (M): Yes. Did you file for a patent yet?
Engineer: No, I've never filed for a patent before. Do you think I need to?
Attorney: Yes. Your improvement to the four-stroke engine is worth protecting.
Engineer: What happens if I don 't apply for this patent?
Attorney: Probably nothing. But someone else could think of the same improvement. Then that person could s ell it.
Engineer: But if I file for the patent, no one can do that?
Attorney: Right. You'll have a monopoly on that product.
Engineer: But there is no product yet. It 's still in development.
Attorney: That doesn't matter. You can still get a patent.
Engineer: Really? How does that work?
Attorney: The design is your intellectual property. Even though it's not produced yet, you still own it.
Engineer: In that case, I'll file right away.

Unit 9
Exercise 3

Read out the directions. 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 making them true. Ask simple comprehension questions about the conversation.
For example: What hypothesis is tested? (That smaller hoses increase efficiency) How did they test it? (They created two groups, one with normal-size hoses and the other with smaller-size hoses.) What were their results? (They are still evaluating them.)

Exercise 4
Engineer 1 (M): Hey, I heard you just finished an experiment. What was it about?
Engineer 2 (F): It tested cooler efficiency.
Engineer 1: Oh yeah? What did you discover?
Engineer 2: We thought there was a link between hose size and cooler efficiency.
Engineer 1: So was that the hypothesis you tested?
Engineer 2: It's a little more specific. Our hypothesis is that smaller hoses increase efficiency.
Engineer 1: How 'd you test that?
Engineer 2: We created two groups of coolers. One group had normal hoses and the other had smaller ones.
Engineer1: Oh, and then you measured the difference in their efficiency levels?
Engineer 2: That's right. The testing is finished, but we're still evaluating the results.
Engineer 1: Do you think your conclusion will support your hypothesis?
Engineer 2: Actually, no. The results so far are pretty surprising.
Unit 10
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 the engineer need for the foundation? (Concrete) What will he need to reinforce the concrete? (Rebar) What else does he need? (Steel)