English for Mechanical Engineering Student’s book 3

1. Overall Objectives
At the end of this unit, students will be able to:
 recognize basic warning signs in a workshop and their meanings.
 give a short talk about the safety rules in a workshop.
2. Key language knowledge
Vocabulary 1: Nouns/ noun phrases - PPE

Words/phrases Transcriptions

 Apron /ˈeɪprən/

 Beam /biːm/

 Coveralls /ˈkʌvərɔːlz/

 Face mask /feɪs mɑːsk/

 Gear /ɡɪə/

 Gloves /ɡlʌvz/

 Goggles /ˈɡɒɡlz/

 Helmet /ˈhelmɪt/

 Safety boots /ˈseɪfti buːts/

 Safety guard coat /ˈseɪfti ɡɑːrd kəʊt/

 Spark /spɑːk/

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Vocabulary 2: Adjectives

Words/phrases Transcriptions

 Compulsory /kəmˈpʌls(ə)ri/

 Explosive /ɪkˈspləʊsɪv/

 Flammable /ˈflæməbl/

 Harmful /ˈhɑːmf(ə)l/

 Slippery /ˈslɪpəri/

Vocabulary 3: Nouns
Words/ phrases Transcriptions

 Aisle /aɪl/

 Electric shock /ɪˈlektrɪk ʃɒk/

 Hazard /ˈhæzəd/

 Injury /ˈɪn(d)ʒ(ə)ri/

 Safety /ˈseɪfti/

 Warning /wɔːnɪŋ/

Vocabulary 4: Verbs

Words/phrases Transcriptions

 Burn /bəːn/

 Drop /drɒp/

 Injure /ˈɪn(d)ʒ(ə)/

 Operate /ˈɒpəreɪt/

 Prohibit /prə(ʊ)ˈhɪbɪt/

 Protect /prəˈtek/

 Touch /tʌtʃ/

 Trap /trap/

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Grammar 1: Imperative

Structures Examples
Positive (Always) V (+ O)  Wear a helmet to protect your head
from injuries.
 Always wear a safety guard coat
when working in the workshop.
Negative Do not (Don’t) + V (+O)  Don’t touch the machine. It is very
hot.
Never + V (+O)
 Never smoke in the workshop.

Grammar 2: Modal Verbs

Modal verbs Forms Examples
Should/shouldn’t: To give advice S + should/ shouldn’t +V (+ You should wear an apron
and offer an opinion. O) when working in the
welding shop.
Must: to express something that S + must + V (+ O) You must wear goggles to
has to be done because it’s protect your eyes from
compulsory or obligatory. sparks.
Mustn’t: be not allowed to do S + mustn’t + V (+O) You mustn’t touch the
something. machine with a bare hand.
Might/Could: Express something S+ might/could + V (+O) The gear doesn’t have a
may happen or not. guard. You might trap your
hand in it

Grammar 3: Passive voice with modal verbs

Active Passive

Should + V Should + be + PII

E.g. We should turn off that machine. That machine should be turned off.

Must + V Must + be + PII

E.g. We must wear the apron. The apron must be worn.

Might + V Might + be + PII

E.g. You might trap your hands into gears. Your hands might be trapped into gears.

Could + V Could + be + PII

E.g. The hot machine could burn your hands. Your hands could be burnt.

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3. Online learning checklist

Look at the list of online learning tasks below and tick the tasks you have completed.

Online learning task Task focus Completed

Presentation 1 Provide students with vocabulary related to PPE
Presentation 2 Provide students with vocabulary related to
adjectives
Presentation 3 Provide students with vocabulary related to
nouns
Presentation 4 Provide students with vocabulary related to
verbs
Task 1 Practice meanings of target vocabulary: Picture
– word choice
Vocabulary Task 2 Practice spellings of target vocabulary:
Transcription – word arrangement
Task 3 Practice pronunciation of target vocabulary:
Listening – word arrangement
Task 4 Practice meanings of target vocabulary:
Matching
Task 5 Practice meanings of target vocabulary: Gap-fill
Task 6 Practice the meaning of target vocabulary:
Matching
Section test Meaning and spelling assessment: Gap-fill
Presentation 1 Imperatives
Presentation 2 Model Verbs
Presentation 3 Passive voice with modal verbs
Task 1 Practice the usage of imperative: Gap-fill
Task 2 Practice the usage of modal verbs: Gap-fill
Grammar
Task 3 Practice the usage of modal verbs: Gap-fill

Task 4 Practice the usage of modal verbs: Sentence

completion

Task 5 Practice the usage of passive voice: Verb forms

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Task 6 Practice the usage of passive voice: Sentence

transformation
Section test The structure and use of imperative, modal
verbs, passive voice

Task 1 Listen for specific information identification:

Matching
Task 2 Listen for specific information identification:
Matching
Task 3 Listen for specific information identification: Gap-
fill
Listening
Task 4 Listen for specific information identification: Gap-
fill
Task 5 Listen for specific information identification:
Multiple choice questions
Task 6 Listen for specific information identification:
Multiple choice questions
Task 1 Read for specific information identification:
Matching
Task 2 Read for specific information identification:
Question-answering
Task 3 Read for specific information identification: Gap-
fill
Reading
Task 4 Read for specific information identification:
Multiple choice
Task 5 Read for specific information identification: Gap-
fill
Task 6 Read for specific information identification:
Summary
Task 1 Practice the usage of imperative: Sentence
completion
Writing Task 2 Practice the usage of passive voice: Sentence
order
Task 3 Practice the usage of imperative: Multiple choice

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Task 4 Practice the usage of imperative: Sentence

transformation

Task 5 Practice the usage of connection words: Multiple

choice
Task 6 Practice writing a notice: Free writing

4. Face to face materials

Lesson Objective: After the lesson, students will be able to recognize basic warning signs in a
workshop and their meanings.
Warm-up: Who remembers better?

 Work in groups.

 Watch a video and try to remember new words.

 Write down as many words as possible in a piece of

paper.

 Check the answer with the other groups.

Activity 1A: What does this mean?

 Work individually.
 Match the instructions with the warning signs in 3 minutes.
 Discuss your answers with your partner.

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Activity 2A: Board Game

 Work in groups of three or four.

 Determine who goes first within the group and progress clockwise or counter-clockwise.
 Each player rolls the dice in turn.
 On their turns, the players move their game pieces along the path according to the number of
spaces indicated by the dice.
 When players land on a space, they should read the phrase aloud.
 The players use modal verbs/ imperative or passive form to make instructions.
 No player is allowed to repeat anything that has already been said.
 The game continues until one or all players reach the ‘Finish’ space.

For example:

 Never smoke. / You mustn’t smoke./ Don’t smoke.

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Activity 3A: Look at my picture!

 Work in four groups.

 Each group draws four warning signs and present

about these signs.

Activity 4A: Here’s my list.

 Each student will have a list of warning signs.

 Give a short talk about the meanings of these signs using some suggested phrases below:
- This sign means………
- Its meaning is ………...
- When you see this sign, you should……

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For example:
Good morning, everybody. There are five warning signs that we have to understand.
Firstly,………………
Secondly, …………….
Finally, ………………...
Activity 5A: Ask for help

 Work in pairs.
 Student A: You are a new worker. You don’t know much about safety rules at workplace. Ask
your manager about safety rules.
 Student B: You are a manager. Student A doesn’t know much about the safety rules at
workplace. Look at the following safety rules and answer his/her questions.
Student A Student B

Ask for help.

Agree to help.

Ask for advice: what to wear.

Advise something to wear: rubber gloves, a
face mask, a safety guard coat, a helmet,
safety boots.

Ask for advice: what not to wear.

Advise something not to wear: jewelry, long

clothing when operating machines.

Give promise to follow the safety rules.

Agree.

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Lesson Objective: After the lesson, students will be able to give a short talk about the safety rules
in a workshop.
Warm-up: Who’s faster?

 Work in two groups.

 Play in 10 turns.

 One member from each group competes with each

other.

 Say out loud the word based on the given hint on

slide, whoever says faster will get one point for
your group.

 Other students will be chosen randomly for the

next turns.

Activity 1B: AUCTION

 Work in four groups.

 Each group has $ 1,000.
 Each group has to bid against the other groups to obtain money for your bid.
 If you describe the picture correctly, you will get money for your group. Otherwise, you will lose
the money you bid.
 The group who has more money at the end of the game will be the winner.

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0. smoke/ highly flammable/ workshop.

 Don’t /Never smoke. It is highly 1. gloves/ hands/ get burnt
flammable in the workshop

…………………………………………………

2. hard hat/ head/ injured 3. goggles/ blinded/ sparks

………………………………………………… ……………………………………………………

4. careful/ trap/ hand/ into gears. 5. keep/ aisle/ clear/ avoid/ hazards

……………………………………………… …………………………………………………

6. not touch/ get/ electric shock. 7. boots/ floor/ slippery.

……………………………………………… ……………………………………………………

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Activity 2B: The first day at work

 Work individually.
 Listen to a short talk about safety rules at a workshop. Then fill in each blank with NO
MORE THAN TWO WORDS.

Good morning everybody. My name is Adriano – the manager of safety division of Honda
Company. Today, I’m going to tell you about some safety rules in our workshop. Remember to
always follow these rules. They are really important for your own safety and the safety of others.
First of all, personal (1)……….…………….. is compulsory. For instance, you must wear
(2)……….…………….. and boots or your hands and feet might be burnt when welding.
Remember to wear a mask to avoid being blinded by sparks. Besides, a (3)……….……………..
is necessary to protect your head from danger. Some kinds of activities are
(4)……….…………….. such as smoking. The reason for this is that there are a lot of
(5)……….…………….. in our workshop. Finally, always keep your clothes dry and keep the
aisle clear to avoid any potential (6)……….…………….. for yourself and everybody. Thank you
very much for your attention. Is that clear? Are there any questions?

Activity 3B: I am a trainer.

 Imagine that you’re a safety trainer of a factory. You’ve just hired some new employees and now
train them about the safety rules at workplace.
 Look at the picture and prepare a short talk about safety rules for your employees.
 In your talk, you have to:
- Mention at least four safety rules.
- Give the reasons why the employees should follow these rules or what might happen if they don’t.

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5. Students’ self-assessment

Look at the objectives specified at the beginning of the unit and write down what you have (not)
achieved and what you need to do to improve your English.

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