English for Mechanics (1st edition)

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Scroll down for a sample of the book

Paragraph Units on Topics in Automotive Mechanics

for teaching to NESB students
(non-English speaking background) and others

Thorold May

copyright Thorold May 1996-2005; All Rights Reserved

published by Lulu.com

The book can be supplied for US$15 as a pdf (Acrobat file) from the
author's website at http://thormay.net/lxesl/teachx2.html after purchase
through Paypal. Note that each page of the download version of the
book is clearly stamped with its licence status.

A full printed book edition of English for Mechanics is available

from Lulu.com for US$21.00 [ISBN 1-4116-4223-6]

Over ninety units of this material have been written and trialed with
overseas trained mechanics who were learning English in Australia.
It has also been used with unskilled immigrant men who are
interested in mechanics. In 1996 it was licensed for use by a mining
company in Indonesia. It has been purchased for use in Poland,
Hungary and South Korea, Australia, USA and other countries. The
content has scope for further development, especially with regard to
diagrams and extra learning activities. (The student creation of
technical diagrams to fit the descriptive units is an excellent
learning activity).

Because it is intended to market English for Mechanics for

commercial use, only sample extracts are provided on this web
site.
e-mail Dr Thor May: thormay@yahoo.com

1
 English for Mechanics
Thorold May

Introduction

English for Mechanics is a vehicle to improve competence in the

English language, and to reinforce mechanical knowledge. It deals
with a wide range of automotive engineering topics, but does not
claim to be comprehensive on any topic. This book should
supplement automotive engineering texts and workshop practice,
never substitute for them.

Automotive trades students and trained mechanics wishing to

improve their language skills can both benefit from English for
Mechanics. Those learning English as a second language should find
it especially useful. The text is suitable for intermediate level
learners of the language. A glossary gives meanings for all the
automotive vocabulary as well as many colloquial phrases.
English for Mechanics will ideally be used by a skilled language
teacher who also has a good mechanical understanding and can
bring the content to life. The material is intended to be presented
orally at first, without students seeing the text (although they may
look at the labeled diagrams). Each topic is presented in a
paragraph of seven to ten sentences. When the topic has been
presented, explained and discussed, a series of oral questions can
be asked. The teacher may choose to ask some questions,
especially when a grammatical point is being made and exact
responses are important. A better system for much of the time is to
have students question each other in pairs. One member of the pair
stands, and when he doesn't know an answer, must seek it from a
copy of the text pinned to the wall some distance away. The method
is explained in detail below in the section entitles "Five Steps to
Learning a Text."

Some of the questions are apparently technical engineering queries,

and some directly highlight grammatical or other language items. In
fact, responses to all of the questions will improve language skills,
even though some students may have a low tolerance for open
"language teaching". Where English for Mechanics is taught as part
of a course, a weekly written test of about ten random questions

2
from the previous four or five units will give some sense of
progress.

Sometimes a student may have access to English for Mechanics but

lack a teacher. The book should still be valuable, but it will have be
used in a rather different way. Study the text and diagrams
carefully. Check unfamiliar words and phrases in the glossary. If
possible, ask a friend to check you on the questions. You might also
tape record the questions to practice spoken answers. In the very
least, cover the text when you are trying to answer the questions.
English for Mechanics deliberately uses short texts to make learning
effective and easy. An appendix briefly explains why short texts are
so useful as a learning and teaching tool. Teachers can use the
principles involved to shape their own curriculum material.

3
 English for Mechanics

TABLE OF CONTENTS
(sample content below has a link)

Introduction // CHAPTER 1: Tools and Materials // 1.1 Equipment:

shape, strength, complexity, design, function // 1.2 Tools (1) // 1.3
Jacks and Hoists //

CHAPTER 2: Welding // 2.1 Welding Safety (1) // 2.2 Welding

Safety (2) // 2.3 Oxy Welding Components // 2.4 Oxy Welding:
Torch Adjustments // 2.5 Welding Flames // 2.6 Gas welding
processes // 2.7 Arc Welding Procedures //

CHAPTER 3 Friction Control & Seals // 3.1 Friction // 3.2

Lubrication // 3.3 Plain Bearings // 3.4 Anti-Friction Bearings //
3.5 Seals (1): Application; O-rings & Lip Seals // 3.6 Seals (2): Felt
Seals, Wick Seals, Slings, Scrolls // 3.7 Gaskets // 3.8 Adhesives
and Sealants //

CHAPTER 4 Fluid Systems // 4.1 Radiator Check // 4.2 Brakes // 4.3

Anti-Lock Braking Systems (ABS) // 4.4 Hydraulics (1): Overview &
Pascal's Law // 4.5 Hydraulics (2): Brakes // 4.6 Hydraulics (3):
displacement // 4.7 Pneumatics (1) // 4.8 Pneumatics (2): Vacuums
& compressed air // 4.9 The Air Conditioning Cycle // 4.10
Refrigerant gases // 4.11 Heat transfer //

CHAPTER 5: Vehicle Body Construction & Paint // 5.1 Vehicle

Specifications // 5.2 The Car Body // 5.3 The Instrument Panel //
5.4 Automotive paintwork (1) // 5.5 Automotive paintwork (2):
From bare metal // 5.6 Automotive paintwork (3): Colour coats //

CHAPTER 6: Underbody & Suspension // 6.1 Tyres // 6.2

Suspension Systems // 6.3 Steering // 6.4 Power Steering // 6.5
Wheel Alignment //

CHAPTER 7: The Power Unit // 7.1 Engine Basics // 7.2 Pistons and
Cylinders; Design & Measurement // 7.3 The Cylinder Head // 7.4
Engine Valves // 7.5 Engine Parts Reconditioning (1) //

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CHAPTER 8: Mechanical Advantage & Transmission // 8.1 Leverage
and Gearing // 8.2 The Manual Gearbox (1) // 8.3 The Manual
Gearbox (2) // 8.4 Automatic Transmissions // 8.5 The Clutch // 8.6
The Differential //

CHAPTER 9: Fuel Systems (1) // 9.1 The Fuel System // 9.2

Hydrocarbon Fuels // 9.3 Fuel Combustion // 9.4 The Exhaust
System // 9.5 Emission Controls // 9.6 Superchargers and
Turbochargers //

CHAPTER 10: Fuel Systems (2): EFI // 10.1 Electronic Fuel Injection
(1): Overview // 10.2 Electronic Fuel Injection (2): sub-Systems //
10.3 Electronic Fuel Injection (3): Fuel Systems // 10.4 Electronic
Fuel Injection (4):Air Flow Systems // 10.5 Electronic Fuel Injection
(5):Electronic Control Systems //

CHAPTER 11 Fuel Systems (3): LPG // 11.1 Liquid Petroleum Gas

Systems (1) // 11.2 Liquid Petroleum Gas Systems (2a): Safety //
11.3 Liquid Petroleum Gas Systems (2b): Safety // 11.4 LPG
Systems (3): Fuel tank & filler valve // 11.5 LPG Systems (4): The
Service Valve // 11.6 LPG systems (5): The automatic fuel limiter //
11.7 LPG Systems (6): The Ullage Valve, Safety Valve and Contents
Gauge // 11.8 LPG Systems (7): more valves & gauges //

CHAPTER 12: Auto Electrics (1) // 12.1 The Automotive Electrical

System // 12.2 Alternators // 12.3 Starter Motors (1) // 12.4
Starter Motor (2): dismantling // 12.5 Lead-Acid Batteries (1) //
12.6 Lead-Acid Batteries (2) // 12.7 Lead-Acid Batteries (3) -
Charging //

CHAPTER 13: Auto Electrics (2): Ignition // 13.1 Automotive

Ignition // 13.2 Ignition Distributor // 13.3 Ignition Coil // 13.4 The
Primary Ignition Circuit // 13.5 Secondary Ignition Circuit // 13.6
Startup voltage drop, tracking, interference // 13.7 Electronic
Ignition Systems //

CHAPTER 14: Auto Electrics (3): Electronic Components // 14.1

Semiconductors // 14.2 Diodes // 14.3 Transistors // 14.4 Silicon
Controlled Rectifiers and Sensors //

CHAPTER 15 Employment & Industrial Relations // 15.1 The Job

Interview (1) 15.2 Job Interview (2): Speaking to win // 15.3
Qualifications & Experience: Samir's Story (1) // 15.4 Skills: Samir's
Story (2) // 15.5 The Unhappy Apprentice // 15.6 Breaking point //

5
CHAPTER 16 Communications & Customer Contact // 16.1 Customer
Quotation // 16.2 Unwanted gift //

APPENDIX I Some uses of short texts // APPENDIX II Five

steps to learning a text

English for Mechanics copyright Thorold May 1996-2005; All Rights Reserved

SAMPLE EXTRACTS
ONLY

2.1 Welding Safety (1)

pattern: Imperatives; never do X; do not do Y; use/keep/

leave Y

text:

[1] Most welding accidents are caused by carelessness, not

lack of knowledge. [2] Never take welding procedures for
granted. [3] Here are some basic rules. [4] Use a cylinder
trolley with the cylinders fastened to it firmly. [5] Keep full
and empty cylinders away from heat. [6] Protect the
cylinder valves from knocks, falls and weather. [7] NEVER
strike an electric arc on a cylinder. [8] Do not place electric
leads across cylinders. [9] Do not use oil or grease on
regulator threads because pressurized oxygen can make
them explode violently. [10] Leave the key in place on the
acetylene cylinder for an emergency turn off.

response:

1. How are most welding accidents caused?

2. How should cylinders be stored?

6
3. Make a question using the words: why / cylinders / away
from / heat
4. What part of an oxy/acetylene unit is most easily
damaged?
5. Make a sentence using the words never / strike / electric
arc
6. Why shouldn't electric leads be placed across gas
cylinders?
7. What can happen to oil or grease in contact with
pressurized oxygen?
8. What should be done with the acetylene bottle key?

key words (use these as cues; retell the text to a partner)

[1] accidents; [2] for granted; [3] rules; [4] trolley; [5]
empty; [6] protect; [7] arc; [8] leads; [9] oil; [10] key.

English for Mechanics copyright Thorold May 1996-2005; All Rights Reserved

SAMPLE EXTRACTS
ONLY

3.3 Plain Bearings

pattern: not X..rather, Y; other X; both X and Y

text:

[1] A plain or solid bearing has no moving parts. [2] Rather,

it uses a softer metal than the rotating shaft. [3] Two
common alloys used in plain bearings are babbit and bronze.
[4] Babbit is an alloy of lead and tin, while bronze is an alloy
of copper and tin. [5] Plain bearings are usually
strengthened by a solid steel backing. [6] Some plain
bearings, such as piston-pin bushes, are made in one piece.

7
[7] Other plain bearings, such as crankshaft main bearings,
are split into two shells. [8] Some solid bearings with
flanges can support both radial and thrust loads. [9] It is
important to lubricate most solid bearings constantly with oil
or grease. [10] Solid nylon bearings in some small machines
do not need to be lubricated.

response:

1. Put the following words into a sentence: moving / plain /

parts / bearing
2. What are the two most common alloys found in plain
bearings?
3. Which of these metals combine to produce what alloys:
copper / tin / lead ?
4. Put sentence 5] into the active voice.
5. Why is it necessary to back many solid bearings with a
steel shell?
6. Give an example of a) a single piece solid bearing and b)
a two section solid bearing.
7. How can a solid bearing be made to support a thrust load
as well as a radial load?
8. What is a type of solid bearing which does not need
lubrication?
9. Find sentences in the text with patterns shown in the
PATTERN note (in the heading). Make some other sentences
like these.

Keywords (use these as cues; retell the text to a partner)

[1] no moving; [2] softer; [3] alloy; [4] babbit; [5] backing;
[6] one piece; [7] shells; [8] flanges; [9] lubricate; [10]
nylon

English for Mechanics copyright Thorold May 1996-2005; All Rights Reserved

8
 SAMPLE EXTRACTS
ONLY

6.2 Suspension Systems

pattern: firstly, secondly (sequencing); so that

(consequence); X together with Y

text:

[1] The suspension system of a car has two main functions.

[2] Firstly it must keep all four road wheels in contact with
the road, so that steering, braking and the transmission
drive can operate properly. [3] Secondly, the suspension
system must offer passengers maximum comfort. [4] The
two functions are never quite compatible, so engineers
always make a compromise. [5] The main suspension
components in modern cars are leaf springs, coil springs,
wishbones, torsion bars, shock absorbers and McPherson
struts. [6] Leaf springs are leaves of tempered steel
clamped together and fastened to the chassis by a shackle
at one end, a pivot at the other. [7] Coil springs are often
used together with wishbones to give independent front
suspension. [8] McPherson struts also offer independent
front suspension. [9] They use a coil spring together with a
shock absorber. [10] The spring absorbs bumps, while the
shock absorber dampens (stabilizes) up and down bouncing.
[11] A torsion bar is springy steel which absorbs bumps by
twisting and untwisting. [12] Torsion bars are often part of
the front-end suspension unit.

response:

1. What is one function of a car's suspension system?

2. What is a second function of a car's suspension system?
3. Finish this sentence: "The two functions of suspension
systems are never quite compatible, so ..."

9
4. Make a list of suspension components.
5. What is special about the steel in leaf springs?
6. Make a question with these words: "what", "fastened",
"shackle", "pivot".
7. Where are coil springs often used?
8. Finish this sentence: "Both front wheels must stay on the
road to steer a car, so ..."
9. What are the main components of a McPherson strut?
10. How exactly does a shock-absorber work?
11. How exactly does a torsion bar work?
12. Draw a diagram of a wishbone and coiled spring working
together.

keywords (use these as cues; retell the text to a partner)

[1] functions; [2] road wheels; [3] comfort; [4]
compromise; [5] components; [6] leaf springs; [7] coil
springs; [8] McPherson struts; [9] together; [10] dampens;
[11] torsion bars; [12] front-end

English for Mechanics copyright Thorold May 1996-2005; All Rights Reserved

SAMPLE EXTRACTS
ONLY

7.4 Engine Valves

pattern: mushroom-shaped; bevelled part of X; pencil-

shaped; gas-tight seal; machined part of X;

text:

[1] The function of an engine valve is to open or close an

engine port. [2] This controls the intake and exhaust of
gases in the combustion chamber. [3] It also controls the
gas pressure at which combustion takes place. [4] The main
parts of a valve are the valve head, valve stem, valve face

10
and valve seat. [5] The valve head is the wide, mushroom-
shaped part of the valve. [6] The valve face is the bevelled
part of the valve head. [7] The long, pencil-shaped part of
the valve is the valve stem.[8] The valve face must make a
gas-tight seal with the valve seat. [9] The intake valve seat
may be a machined part of the cylinder head. [10] The
exhaust valve seat is usually a special alloy insert, made to
withstand high temperatures. [11] Some other parts of the
engine valve system are valve guides, valve springs, push
rods and rocker arms.

response:

1. What job do engine valves do?

2. Finish this sentence: Fuel intake to the combustion
chamber is controlled by .......
3. What is the position of both engine valves when the fuel
ignites?
4. Name the four main parts of an engine valve.
5. Make questions using these two adjectives: mushroom-
shaped and pencil-shaped
6. Which two parts of a valve make a gas-tight seal
together?
7. Why is the exhaust valve seat usually an alloy insert?
8. Identify some other parts of an engine valve system.
9. Think of some adjectives or descriptors to describe
these vehicle components: cam, oil filter, radiator fan,
speedometer readout, spare wheel well.
10.
keywords (use these as cues; retell the text to a partner)
[1] function; [2] intake; [3] gas pressure; [4] parts; [5]
valve head; [6] valve face; [7] valve stem; [8] gas tight;
[9] intake valve seat; [10] exhaust valve seat; [11] other
parts.

English for Mechanics copyright Thorold May 1996-2005; All Rights Reserved

11
 SAMPLE EXTRACTS
ONLY

12.4 Starter Motor (2): dismantling

pattern: remove X, disconnect Y; [Imperative instructions]

text :

[1] Disconnect the starter connecting strap from the

solenoid cap. [2] Remove the solenoid mounting screws. [3]
Lift and pull the solenoid away from the pivot lever and
housing. [4]Remove the shaft end cap screws, cap, circlip
and spacing washers from the starter. [5] Remove the
through bolts and the commutator end housing. [6] Lift the
brush holder off the armature, after removing the brushes.
[7] Remove the yoke and field coils. [8] Note the position of
the dust cover and pivot lever, then remove the armature.
[9] Remove the circlip from the drive shaft, then slide the
collar off. [10] Slide the pinion and clutch assembly off the
armature (drive) shaft. [11] Remove the solenoid cap,
desolder the solenoid wires and then push the cap away
from the solenoid chips.

response:

1. Make a sentence using these words: disconnect / strap

/from
2. How is the solenoid unit fastened to the starter motor?
3. What is the function of the pivot lever?
4. Where are spacing washers used on the starter?
5. What must be removed before the commutator end
housing?
6. Give the next step after lifting the brush holder off the
armature.
7. Explain what the yoke is.
8. What precaution must you take when removing the
armature?

12
9. How is the collar normally kept on the drive shaft?
10. What can be slid off the armature drive shaft after the
collar is removed? 11. Make a question using these words:
what / desolder / solenoid chips

keywords : (use these as cues; retell the text to a partner)

[1] connecting strap; [2] screws; [3] solenoid; [4] washers;
[5] through bolts; [6] brushes; [7] yoke; [8] armature; [9]
circlip; [10] pinion; [11] solenoid cap

English for Mechanics copyright Thorold May 1996-2005; All Rights Reserved

SAMPLE EXTRACTS
ONLY

APPENDIX I Some uses of short texts

a) Short texts can be presented orally and fairly quickly:

they don't exhaust the attention span of marginal students.

b) Short texts force an author/teacher to present an idea

clearly and succinctly.

c) Short texts can be held in memory, discussed and

analysed by a class in a single session of controlled length.

d) Short texts can be used as a vehicle to target specific

objectives. They might contextualize a grammatical usage,
demonstrate an argument form or introduce a topic. There
are myriad applications.

Fluency

English for Mechanics is firstly about improving language

skills, and secondly about reinforcing technical knowledge in

13
automotive engineering. All kinds of skill and knowledge can
be judged from the fluency of an individual's behaviour.

Fluency is measured by ....

a) the speed of a student's comprehension and response

b) the precision of comprehension and response

c) the amount of information the student can hold in

consciousness at a given time.

Learning

For most of us, the hardest part of study is not the content
of a topic itself, but managing the learning process.
Successful learning is often controlled by whether
information is mentally digestible, or can be made
digestible. Students will only learn and retain

a) what they can hold in short-term memory .

b) what they can grasp conceptually.

c) what has some "emotional reality" for them

Teaching

This book will be used by both teachers and students.

Teachers are a resource, but they don't know everything,
and they can't do the job of learning for anyone else. The
best way to teach and be taught is to start with a clear
understanding of what the teacher can offer. A teacher is
more than a trainer, but less than a god. Dogs are trained,
and angels know it all anyway. Mere human beings have to
be coaxed with cunning and laughter to do their best.

14
a) Teaching is more art than science. Nobody anywhere
really knows how the human brain learns, least of all a
language. We do know that memory works best for things
that are strongly felt.

b) English for Mechanics is a technical book, but it should be

taught humanely, with any amount of extra anecdote from
the teacher and students. Practical people are naturally
attracted to the idea of teaching for competence. We have to
remember however though that a competent human being is
more than a machine, and does not learn best in a machine-
like way.

English for Mechanics copyright Thorold May 1996-2005; All Rights Reserved

SAMPLE EXTRACTS
ONLY

APPENDIX II Five steps to learning a text

1. LISTENING

The teacher will read the text to you orally (= by voice), and
explain any new ideas or new words. Feel free to discuss the
topic and ask any questions.

2. STUDENT TO STUDENT QUESTIONS

a) Student 1 sits, but student 2 stands

b) A copy of a text is pinned to the wall some distance away

c) Student 1 has a text + written questions, but student 2

has no text

15
d) Student 1 asks student 2 a question from the sheet. Take
care to speak clearly with good rhythm and intonation.

e) If student 2 knows the answer, he can speak immediately.

If student 2 does not know the answer, then he should walk
over to the text on the wall, read it, then return with the
answer.

f) Student 1 and student 2 change places when all the

questions have been answered

3. MAKING QUESTIONS, SENTENCES OR

TRANSFORMATIONS

Two written questions for each text will ask students to do

something with grammar. For example:

Make a sentence using these words: torque / setting

/cylinder / might

Make a question using the words: why / cylinders /

away from / heat

Change the following sentence to passive voice: Heat

at a molecular level describes the energy level in
electrons.

4. TURNING A TEXT INTO AN OUTLINE-SKELETON

All students receive a copy of the written text. They should

follow these steps:

a) Underline the most important ideas in the text.

b) Notice how these ideas are connected to each other.

16
c) Reduce the ideas in each sentence to an outline skeleton.
For example:

Crude petroleum contains some compounds which

vaporise naturally. These gases can either be burned
off, or liquefied by compression and sold. Thus liquid
petroleum gas, or LPG, can be natural, but it also
occurs as a by-product in petroleum refineries.

Use the last paragraph to help with meaning, then connect

the following into a tree diagram:

a) crude petroleum >> refining by-product

>> some compounds
vaporise >> burn off

b) natural LPG >> compression >>

liquefy >> buy / sell

5. TURNING A SKELETON-OUTLINE INTO TEXT

Step 5 is an exact reversal of Step 4. Students should do

these things:

a) Hide the original text

b) Try to use the skeleton-outline as a memory aid to write a

new text.

c) When finished, compare the new text to the original text.

Note: Step 5 is the hardest step, but also the most useful.

English for Mechanics copyright Thorold May 1996-2011; All Rights Reserved

17