Irgasheva nasiba dadajanovna mechanical english

Exercise 4
Owner (F): I'm placing an order with our materials supplier. Do you need anything?
Engineer (M): As a matter of fact, I do. I'm starting on the Nelson project next week.
Owner: Oh, that's a big one. What do you need?
Engineer: To start, I'll need concrete for the foundation.
Owner: Sure. Will you need any rebar?
Engineer: Definitely. I'll u se it to reinforce the concrete.
Owner: No problem. What else should I order?
Engineer: Well, the client wants to u se steel instead of lumber.
Owner: Really? So are you going to u se steel?
Engineer: Yes, that's what I'm planning to do. I'll need a large quantity to get started.
Owner: Wow. Does the client know how expensive that will be?
Engineer: Yes. I gave him a cost estimate, and he still wants to use steel.
Owner: Okay. Well, we should place this order today. Send me an email with all the specifics.
Engineer: Good idea. I'll do that right away.
Unit 11
Exercise 3
Read out the directions . Allow some time for students to read the statements. Play the audio and have students mark their answers as T or F and then correct the false statements to make them true. Play the audio again if necessary. Check the answers as a class. Ask simple comprehension questions about the conversation.
For example: What type of material does the second engineer want to use? (She wants to use something hard and ductile.) What reasons does she give for this? (She needs to form it into the correct shape but it needs to remain hard while the machine operates.) What material does she decide to use? (She decides to try some kind of plastic.)
Exercise 4
Engineer 1 (M): Hello, Heidi? I just got your email. Do you have a minute to talk?
Engineer 2 (F): Of course. Thanks for calling. I just can't find the right material for this project.
Engineer 1: You want something both hard and ductile, right?
Engineer 2: Yes. I need to form it into the correct shape. But it needs to stay hard while the machine operates.
Engineer 1: That might be a little tricky. It'll be under stress in the machine, right?
Engineer 2: That's right. So it needs a high yield strength.
Engineer 1: That's hard to find in a malleable material. After all, malleability measures how well something bends without breaking
Engineer 2: Yeah, I know. So do you have any ideas?
Engineer 1: I would try some kind of plastic. It will be malleable when you heat it.
Engineer 2: Oh, right. And when it 's the correct shape, I can let it cool.
Engineer 1: xactly. Then it'll remain hard and hold the correct shape.
Unit 12
Exercise 3
Have students read the questions and the answer choices and underline the key words that will help them to complete the task. Play the audio and then check answers as a class. Ask simple comprehension questions about the conversation.
For example: What is the student confused about? (He is confused about the properties of force.) What in particular doesn't he understand? (He doesn't understand moments.) What are moments? (They are a component of force.) What do they describe? (They describe the ability of a force to rotate something.)
Exercise 4
Instructor (F): Are you ready for the quiz tomorrow?
Student (M): The properties of force still seem unclear to me. Can we go over a few things?
Instructor: Sure. What's giving you trouble?
Student: I don't understand moments. Are they a kind of force?
Instructor: Not exactly. Moments are a component of a force.
Student: They have to do with rotation, right? Instructor: Right. Moments describe the ability of a force to rotate something.
Student: So how do you figure that out?
Instructor: You have to look at a couple things. One is the magnitude of the force. Do you remember what that is?
Student: That's its size. It's measured in newton’s, I think.
Instructor: You got it. You also have to know the direction of the force.
Student: Oh, and you can usually get that from the free body diagram. I think I'm getting it.
Unit 13
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 points does Brad want to go over? (Laminar flow) What is the difference between laminar flow and turbulent flow? (Laminar flow is smooth and turbulent flow is moving quickly and violently.)