The Islamic University of Gaza College of Engineering

Research and Graduate Affairs Spring Semester 2020

Engineering Technical English

Prof. Dr. Hala J. EL-Khozondar
EGNN 6302
Lecture 1
 Introduction
• Writing
I- Five Steps to Successful writing
II- Requirement Of A Written Sentence
• Video Show
Learn Punctuation
10 Phrasal Verbs
• Speaking
Talk about your work

• Reading
professional English Unit 3
Design Solutions
I- Five Steps to Successful writing

1. Preparation
2. Research
3. Organization
4. Writing the draft
5. Revision

Islamic University Dr. Hala El-Khozondar 3

1. Preparation:

➢ Establishing your objective.

➢ Identifying your reader.
➢ Determining the scope of your coverage.

Islamic University Dr. Hala El-Khozondar 4

 ➢ Establishing your objective.
Simply determine what do you want your readers to know?
Or be able to do when they have finished reading your report.

➢ Identifying your reader

• What are your readers need in relation to your subject?
• What does your reader already know about your subject?

➢ Determining the Scope of Your coverage

The first two steps will help you to decide what to include and not to
include in your writing.
Islamic University Dr. Hala El-Khozondar 5
2. Research

To understand your subject do search

in the library, internet, and
interview

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3. Organization

To make topic understandable by the reader,

follow the following steps:
• Outline
• Illustration
• Layout and design

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4. Writing a Draft

Expand your notes from outline to paragraph

Concentrate on converting outline into sentences
and paragraphs

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5. Revision

• Structure
• Grammar

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 II- Requirement Of A Written Sentence
• A capital letter at the beginning
• A period, a question mark, or an exclamation point at the end
• A subject, stated only once
• A complete verb phrase
• Standard word order:
in English, the regular sequence is Subject + Verb + Object, with
insertions possible at several points in the sequence
• An independent core idea that can stand alone ( main clause)

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Sentences

Example:

1. Dr. George was a successful engineer.

2. He won the prize.

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Combining Sentences
• Coordination and Subordination
• Subordinating conjunctions and dependent clauses
• Avoiding fragments with subordinate clause
• Clauses with although

Islamic University Dr. Hala El-Khozondar 12

Homework 1
• Write 5 combined sentences.

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 Videos:
Learn Punctuation: period, exclamation mark, question mark
You see them all the time, but do you know how to use them correctly?
In this lesson we go over the basic punctuation marks used to end a
sentence. I also teach you to identify and avoid the run-on sentence,
which is a common mistake ESL students and native speakers make in
their writing. Watch this lesson to learn the quick and easy rules for
using the period, exclamation mark, and question mark!
Videos:

Watch: https://www.engvid.com/learn-punctuation-period-
exclamation-mark-question-mark/
 Videos:10 Phrasal Verbs for Academic Writing in English
Phrasal verbs are a part of everyday English language. But they can and
should be used in academic writing as well, such as in essays, and
reports. The key is to use more formal phrasal verbs, like do without,
account for, follow through, carry out, look into, and others. In this
lesson, we will look at some formal phrasal verbs to give your academic
writing a touch of style. This lesson will help you become a confident
writer, and as a result, you will appear to be more experienced to your
reader. And if you are taking the IELTS or the TOEFL, then these will
be certainly help you get a better score in the
Videos:

Watch: https://www.engvid.com/10-phrasal-verbs-for-academic-
writing-in-english/
Reading Comprehension:

Unit 3 Design Solutions

 Contents

A. Design objectives
B. Design calculations
 A. Design Objectives
The web page below is from a manufacturing company's intranet

Company design procedure- the design brief

A design brief for the proposed product should be drawn up by
the project engineer. This should consist of a detailed list of
technical objectives which the design team must work to, in
order to produce a design solution.
 A. Design Objectives
Key elements of the brief are:
• function - the product's intended use (what it is designed to do),
including performance targets (strength, power, durability, etc.)
• constraints - limits on the design (for example, it must not exceed a
maximum size or weight limit)
• comparative targets- how well the product should perform, compared
with existing models (competing products already on the market. Or the
current model that the new product will replace)
 A. Design Objectives
• design features - specific things the new design must have (for
example, rechargeable batteries, or a lid with a lock)
• budget - the cost limits that must not be exceeded, in order to
make the design cost-effective.
 B. Design Calculations

Design information is shown on drawings, and written in specifications -

documents which describe the materials, sizes and technical requirements
of components. In order to specify this detailed information, an engineer
must evaluate- that is, identify and calculate- the loads (forces) that key
components will have to carry. To do this, the engineer needs to
determine (identify) the different loads, then quantify them- that is,
calculate them in number form. Usually, each load is quantified based on
a worst-case scenario- in other words, the engineer will allow for the
maximum load, such as an aircraft making a very hard landing, or a bridge
being hit by extremely high winds.
 B. Design Calculations
After loads have been quantified, an engineer will apply a factor of
maximum safety. This is an extra margin to make the component
strong enough to carry loads that are higher than the worst-case
scenario. For example, a factor of 1.5 increases the load a component
can carry by 50%. After this has been factored in, the engineer will
then size the components that is, calculate their required size.
 B. Design Calculations
Engineers are sometimes criticized because they overdesign things
(add excessive factors of safety), which increases costs. However,
according to Murphy's Law, 'Anything that can go wrong, will.' This
suggests that belt and braces- an expression often used in
engineering, based on the safest method of holding up trousers - is
a sensible approach.

the use of two or more actions in order to be extra careful about something, although only one is really
necessary:
I wrote to them and phoned as well - belt and braces, I admit.
Complete the sentences from technical conversations using the words in the
box. Look at A opposite to help you.
Budget cost-effective exceed feature proposed
Constraint designed existing function
3.2 Choose the correct words from the brackets to complete the
sentences. Look at B opposite to help you.

1. The types of loads that will be encountered must be (designed / determined).

2. Maximum loads are based on predicted (specifications/worst-case scenarios).
3. On top of maximum loads, additional safety margins are (factored in/ sized).
4. For cost reasons, components shouldn't be (overdesigned / quantified) .
5. The practice of overdesigning components can be described as the (belt and braces
/ factor of safety) approach.
6. (Quantifying / Sizing) components means calculating their dimensions.
3.3 Replace the underlined words and expressions with alternative words and
expressions from A and B opposite.
 I see you
got it right
The Islamic University of Gaza College of Engineering
Research and Graduate Affairs Spring Semester 2020

Engineering Technical English

Prof. Dr. Hala J. EL-Khozondar
EGNN 6302
Lecture 2
 Introduction
• Writing
I- Combine sentences
II- Essay writing
• Speaking
Discuss your homework

• Video Show
Your English Level | Don't Compare

• Reading
professional English
Design Solutions
I- Rules for Combining Sentences

1. Coordinating Conjunctions (and, but, for, nor,

or, so, and yet)
2. Combining Sentence elements (the Same
Subjects and Verbs) Organization
3. Using the Semicolon “;”
4. Using Participial Phrases to Connect Ideas
5. Subordinating One Clause to Another

Islamic University Dr. Hala El-Khozondar 3

1. Combining Independent Clauses :

Independent clauses are essentially two sentences that could stand on

their own-in other words, they don't "depend" on another clause to
allow them to make sense.
These sentences must be combined with the use of a connecting word
known as a " Coordinating Conjunctions." Some popular
conjunctions often used to achieve this purpose are:
and, but, for, nor, or, so, and yet

Islamic University Dr. Hala El-Khozondar 4

 Each expresses something different, so use them wisely!
• "And" means also or in addition.
Instead of saying, "Bryan went to the store. Brandon went to the store, too," try saying,
"Bryan and Brandon went to the store."
• "But" expresses an opposite or different point of view.
Instead of saying "It was a good idea. It was a dangerous idea," try saying,
"It was a good but dangerous idea."
• "For" expresses causation or result.
Instead of saying, "They went upstairs. They did this because it was bedtime," try saying,
"They went upstairs, for it was bedtime."
• "Nor" means an additional negative idea.
Instead of saying, "She doesn't like school. She also doesn't like being at home," try
saying "She likes neither school nor home."
 Each expresses something different, so use them wisely!
• "Or" reflects an additional point of view-the presence of choice.
Instead of saying, "The cat is upstairs. It might also be in the garage," try
saying,"The cat is upstairs or in the garage."
• "So" indicates the progression of a thought. Instead of saying, "They
ditched school. This way, they would not have to take the test," try
saying,"They skipped school so they could avoid the test."
• "Yet" expresses a contrast, similar to "but." Instead of saying "I loved
her. On the other hand, I was angry with her," try saying, "I loved her, yet I
was angry with her."
2. Combining Sentence elements (the Same Subjects and Verbs)

• Sentences with the same subject can be combined, since you're describing the
same person, place, or thing completing different actions. This is very easy.
Instead of: "Television is an educational tool. It is a tool that prevents
education."
Try: "Television is an educational tool that may also prevent education."

• If two sentences contain different subjects that are accomplishing the same
action, the sentences can be combined as well.
Instead of: "The baby walked. The mother walked along."
Try: "The mother walked along with the baby."
3. Using the Semicolon “;”

• The semicolon is one of the most feared punctuation marks used in

the English language. How is it used, and why? In reality, the
semicolon is a powerful tool when used to combine sentences.

• A semicolon is useful when two sentences that are related to one

another in meaning must be combined, but a comma will not suffice.
Normally, a semicolon can be used in the place of a period (also
known as the "full stop"). You can use a semicolon in a number of
ways in the following sentences.
Examples: Semicolon “;”

• Instead of: "President Bush had left office. Barack Obama is now
President."
• Try: "President Bush had left office; Barack Obama is now
President." or "President Bush had left office; now, Barack Obama is
President." or "President Bush had left office; as a result, Barack
Obama is now President."
4- Subordinating One Clause to Another
The act of coordinating clauses simply links ideas; subordinating one
clause to another establishes a more complex relationship between
ideas, showing that one idea depends on another in some way: a
chronological development, a cause-and-effect relationship, a
conditional relationship, etc.
4- Subordinating One Clause to Another

• William Clark was not officially granted the rank of captain prior to the expedition's departure.
• Captain Lewis more or less ignored this technicality and treated Clark as his equal in authority
and rank.
Although William Clark was not officially granted the rank of captain prior to the expedition's
departure, Captain Lewis more or less ignored this technicality and treated Clark as his equal in
authority and rank.
• The explorers approached the headwaters of the Missouri.
• They discovered, to their horror, that the Rocky Mountain range stood between them and their
goal, a passage to the Pacific.
As the explorers approached the headwaters of the Missouri, they discovered, to their horror,
that the Rocky Mountain range stood between them and their goal, a passage to the Pacific.
5- Using Participial Phrases to Connect Ideas

• A writer can integrate the idea of one sentence into a larger structure
by turning that idea into a modifying phrase.
• Captain Lewis allowed his men to make important decisions in a
democratic manner.
• This democratic attitude fostered a spirit of togetherness and
commitment on the part of Lewis's fellow explorers.
Allowing his men to make important decisions in a democratic manner,
Lewis fostered a spirit of togetherness and commitment among his
fellow explorers.
5-Using Participial Phrases to Connect Ideas

• The expeditionary force was completely out of touch with their

families for over two years.
• They put their faith entirely in Lewis and Clark's leadership.
• They never once rebelled against their authority.
Completely out of touch with their families for over two years, the men
of the expedition put their faith in Lewis and Clark's leadership and
never once rebelled against their authority.
 Videos:
Writing & Punctuation: How to use COLONS & SEMICOLONS

Using proper English punctuation shows that you are a sophisticated and intelligent
writer. Also, using punctuation improperly can often change the meaning of your
sentence. In this lesson, I will teach you how to use two key punctuation marks: the
colon and semicolon. The colon is made of two dots and has three uses in writing.
The semicolon is made up of a dot and comma and has three different uses in
writing. Even native English speakers often use these punctuation marks improperly.
But I guarantee that after watching this video, you will master them fully.
Videos:

Watch: https://www.engvid.com/writing-punctuation-how-to-use-
colons-semicolons/
Reading Comprehension:

Unit 10 Measurable parameters

Contents

A. Supply, demand and capacity

B. Input, output and efficiency
 Supply, demand and capacity
The article below is from the technology section of a business magazine.

Calculating the capacity of an electricity grid -the amount of energy it

needs to supply to users might seem simple. Just add up the power
supplied over a given period of time to give the total amount consumed
by users. Then, divide the cumulative amount of power used during the
whole period by the number of hours in the period. The result is an
average level of consumption per hour.
But there's one problem with this method -and it's a major one.
example
In a day
• House 1 500 W
• House 2 1000 W
• Factory 5000 W

Total consumption in day is 500+1000+5000=6500 W

average level of consumption per hour= 6500/24 = 270.8 W per hors
But there's one problem with this method -and it's a major one.
The rate of power consumption -the amount that's being consumed at a
particular moment- is not constant. In other words, consumption does
not stay at the same level all the time. So electricity supply requirements
cannot simply be averaged out over time. People use more power at
certain times of day, and less at other times, which means that demand
for power fluctuates significantly. Generally, it rises to a maximum in
the evening (peak demand is at evening mealtimes), and falls to its
lowest levels during the night. These fluctuations are so big that at peak
times consumption can be twice as high as it is during off-peak times.
Clearly, the grid needs to have sufficient capacity to meet demand when
consumption peaks. But since each peak is brief, the grid will only run
to capacity - at or close to its maximum capability- for a few moments
each day. This means, most of the time, it has significant spare capacity.
 Input, output and efficiency
Power lines and transformers are relatively inefficient, wasting energy -
mainly by giving off heat. As a result, there is a difference between
input - the amount of energy put into the grid by power stations, and
output - the amount used by consumers.
On a typical grid, the difference between input and output is about 7%-
there is a 7% energy loss. But if electricity is generated at the place
where it's consumed, and not transmitted through long-distance power
lines, this loss can be avoided. Consequently, locally produced
electricity is more efficient than grid-supplied power, as there is a gain
in efficiency of around 7%.
One way to produce power locally is with
photovoltaic (PVs) - often called solar panels.
However, many PV installations are still connected
to the electricity grid. This means that when there is
surplus power – when electricity is being produced
by the solar panels faster than it is needed in the
home - it is fed into the grid. If consumption
exceeds production - if electricity is being used in
the home faster than the solar panels can produce it -
then power is taken from the grid. Homes with low
consumption may therefore become net producers
of power, producing more electricity than they
consume.
10.1 An engineer is talking to a colleague about the design of a fuel tank for a water
pump. Complete the explanation using the words in the box. Look at A opposite to
help you.

average capacity constant consume consumption cumulative duration rate

10.2 The graph below shows water consumption in a washing process at a
manufacturing plant. Write figures to complete the comments. Look at A
opposite to help you.
1. Water consumption fluctuated between .............. .. and .. .. ... ......... litres
per second.
2. Averaged out over the period shown, consumption was roughly .. .. .. ... ..
.. ... litres per second.
3. Consumption peaked at a rate of .. . ........... .. litres per second.
4. If the process ran to capacity, it could use water at a rate of . .... .. . . .... .
.. litres per second.
5. When consumption peaked, the process had spare capacity of ..... ...... .. ...
litres per second.
10.3 Choose the correct words from the brackets to complete the explanations from
a guided tour of a manufacturing plant. Look at A and B opposite to help you.

1. A lot of heat is generated in this part of the process. And all of

that (input / output) is recycled- it provides a (demand / supply)
of heat for the next stage of the process. So it's quite an (efficient
/ inefficient) system.
2. Sometimes, there's (insufficient / surplus) heat, and it can't all be
recycled. At other times there isn't quite enough recycled heat to
keep up with (peak / off-peak) demand for heat energy further
along the process.
3. Some material is lost in the washing process, but the mass of
water absorbed is greater than the mass of material lost. So
there's a net (loss / gain) in total mass.
 Listening: Steve Jobs Stanford Commencement
Speech 2005

• 1. believe the dots will connect

• 2. find your passion, don't settle for less
• 3. Don't make your decisions/live life
based on what other people think
• 4. stay hungry, stay foolish

https://www.youtube.com/watch?v=D1R-jKKp3NA
 What? How
much I have to
pay for
electricity?
The Islamic University of Gaza College of Engineering
Research and Graduate Affairs Spring Semester 2020

Engineering Technical English

Prof. Dr. Hala J. EL-Khozondar
EGNN 6302
Lecture 3
 Introduction
• Listening
I-Sentences
• Writing
II-Paragraph
• Speaking
Discuss your homework
• Video Show
How to improve your writing
• Reading
professional English- Wood
Listening
Listening
• Writing - Transitions - in addition, moreover, furthermore, another
https://www.youtube.com/watch?v=IsDR3XEv50E

• Writing - Transitions –
Therefore, Thus, Consequently
https://www.youtube.com/watch?v=vL05g8eW10s

Vocabulary: Though, although, and even though.

• https://www.youtube.com/watch?v=nX8N9RiGCZg
I. Paragraph writing
• Recognizing Paragraphs
• Using Topic Sentence
• Formulating a topic sentence
• Positioning a topic sentence
• Adjusting Paragraph Length
 1. Recognizing Paragraphs
Paragraphs have a primary rhetorical function: they help your
reader to identify and follow your main ideas.

Paragraph should ordinarily be unified around a single topic

If your reader is to make sense of the text, all the paragraphs
in a piece of writing must be related to one another in some
ascertainable way.

Islamic University Dr. Hala El-Khozondar 6

 2. Using Topic Sentence
Sometimes you will succinctly state the main idea of a
paragraph in a sentence known as a topic sentence. This
sentence directs the reader’s attention to the central idea
in an essay.
Topic sentence is an arguable statement that leads to, or
even demands, specific support or proof in the rest of the
paragraph.

Islamic University Dr. Hala El-Khozondar 7

 a. Formulating a topic sentence
Bipolar junction transistor consists of two pn junctions.

It does not raise an idea that needs further comment but

instead simply state a fact.

The single most important function in electronics can be

expressed in one word: amplification.

It has a clear subject, electronics, and a controlling

focus, amplification.

Islamic University Dr. Hala El-Khozondar 8

 b. Positioning a topic sentence

Placed near the beginning of a paragraph, a topic

sentence arouses your reader’s expectations about the
paragraph’s development. However, you may place a
topic sentence anywhere-after a transition sentence, in
the middle of a paragraph, or at the end as a kind of
conclusion.

Islamic University Dr. Hala El-Khozondar 9

 3. Adjusting Paragraph Length
The length of the paragraph determined by its helpfulness
to the reader.
Ordinarily, a paragraph should be longer than one
sentence but shorter than a page.
What is the main idea in this paragraph?
Have I provided enough evidence, detail, or discussion to develop
it to my reader’s satisfaction?
Have I included irrelevant material that should be moved to
another paragraph?

Islamic University Dr. Hala El-Khozondar 10

 Using a short paragraph for emphasis

Occasionally, you may want to use a very short

paragraph to draw attention to an important shift in
your argument or to emphasize a key point.

Islamic University Dr. Hala El-Khozondar 11

 Example: Amplification
The single most important function in electronics can be
expressed in one word: amplification. This is the process
whereby the power of a signal is increased in magnitude. A
simple mechanical example of amplification is provided by the
power steering system fitted to larger cars and commercial
vehicles, where a small force applied to the steering wheel by
the driver is amplified hydraulically to produce the force
required to move the front wheels of the vehicle. Here is the
basic feature of an amplifier: a small input signal is used to
control a more powerful output signal. The extra power is
drawn from some external energy source, the latter being the
vehicle engine in this instance.

Islamic University Dr. Hala El-Khozondar 12

Developing Paragraph
• Development by Specific Detail
• Development by Narration
• Developing by Examples
• Development by Definition
• Development by Classification
• Development by Comparison or Contrast
• Development by Analogy
• Development by Cause and Effect
 1. Development by Specific Detail

Part of your task as a writer is to supply

the details necessary to support to main
idea of a paragraph. To write with specific
detail, begin by recalling as precisely as
possible the event you are to describe and
then recreate it with carefully chosen
words.
Avoid becoming bore.

Islamic University Dr. Hala El-Khozondar 14

2. Development by Narration

Effective narration, reporting what happened and in what

sequence, depends on your exact selection of details, arranged in
such a way that your reader can easily follow the order of the
events.

Islamic University Dr. Hala El-Khozondar 15

3. Developing by Examples

An example is a member of a large class or category, chosen to

illustrate the class to which it belongs.

Typically, the topic sentence of a paragraph developed by examples

introduces the general class.

Islamic University Dr. Hala El-Khozondar 16

4. Development by Definition

Definition involves referring a term to a general class of

related elements, and then distinguishing it from the others

in the class.

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5. Development by Classification

When you use classification to develop a paragraph,

you enumerate and describe the main divisions of a
subject, either for clarification or as an introduction
to further discussion.

Islamic University Dr. Hala El-Khozondar 18

 6. Development by Comparison or Contrast

When you wish to point out the similarities or differences between two
subjects, comparison or contrast is the natural method of
development.

Islamic University Dr. Hala El-Khozondar 19

7. Development by Analogy

An analogy is a comparison between two essentially unlike things,

one familiar to the reader, the other is less familiar. A clever analogy
can sometimes make a difficult concept easier to understand. Make
sure that you regard analogy as an illustration, though, not as proof.

Islamic University Dr. Hala El-Khozondar 20

8. Development by Cause and Effect

In cause-and-effect method of development, the emphasis is on the

connections between a result or results and the preceding events. A
cause-and-effect paragraph may begin by stating an effect and then
explaining its causes, or it may open with a cause and go on to
explore its effects.

Islamic University Dr. Hala El-Khozondar 21

Reading Comprehension:

Unit 17 Wood
Contents

A. Categories of wood
B. Solid structural timber
C. Engineered wood
deciduous ‫المتساقطة‬
coniferous ‫األشجار الصنوبرية‬
grain ‫حبة‬
knots ‫عقدة‬
timber (BrE) ‫خشب‬
or lumber (AmE).
sawmills ‫مناشير‬
sawn ‫منشور‬
A. Categories of wood

The two main categories of wood are:

• hardwood - usually from deciduous trees, which lose their leaves in
autumn, although some hardwood (for example, tropical hardwood)
comes from other types of tree
• softwood - from coniferous trees, which remain green throughout
the year
 A. Categories of wood
In engineering, wood can be categorized as:
• solid wood - softwood or hardwood that has been sawn into specific shapes
and sizes, but whose natural structure, consisting of grain and knots, remains
intact
• engineered wood- made by bonding {sticking together) layers of solid
softwood or hardwood, or by mixing quantities of wood particles and bonding
them with resin.
Notes: In industry, wood is often referred to as timber (BrE) or lumber (AmE).
In American English, timber generally means wood that is still growing in trees.
Knot is pronounced /not/ (the k is silent).
 B. Solid structural timber

The text below is from a technical handbook about structural timber- wood
intended to support loads in a structure.
Generally, timber is cut to the required section- the width and depth
that determine its cross section -at a sawmill, where a range of
section sizes are produced. Timber from sawmills is generally
supplied in rough-sawn sections. This refers to the surface texture
produced by sawing timber with a circular saw. If the timber needs
to have a smooth finish - for example, because it will be visible in
the structure- it can subsequently be planed to smooth its surface.
B. Solid structural timber
Because the strength of wood varies, structural timber must be
stress-graded. This means its strength is tested in order to give it a
stress grade- a standard strength value which an engineer can use
for design calculations. Timber can be mechanically stress-graded,
where its strength is checked by machine. It can also be visually
stress-graded, where the wood is examined by an inspector who
looks for potential weaknesses- in particular, the position of knots.
 C. Engineered wood
Engineered wood covers a range of softwood and hardwood materials. It includes:
• cheap, low-strength boards, such as particle board (often called chipboard) and medium
density fibre board (MDF)
• stronger boards suitable for structural use - primarily orientated strand board (OSB),
which is made from strands of wood bonded with resin, and plywood, which consists of
several plies (layers) of solid wood, bonded so that the grain of each ply runs at 90 degrees
to that of the adjacent plies, to provide increased strength
• glue-laminated sections- sometimes called glulams - which can be used as major
structural elements, such as beams, in large buildings.
30
17.1 Match the two parts to make correct sentences about wood. In each
case, there is more than one possible answer. Look at A opposite to help you

1 Engineered wood
2 Softwood
3 Solid wood
a comes only from coniferous trees.
b comes only from deciduous trees.
c can come from either coniferous or deciduous trees.
d specifically describes single pieces of timber, not multiple
pieces that have been bonded together.
e is always made from multiple pieces or particles of wood.
f may have knots in it.
17.1
1 c, e, f
2 a,f
3 c, d, f
17.2 Complete the sentences below using words and expressions
from B opposite.

1 Wood has a smooth finish after it has been ................................

............................... .
2 Wood cut with a circular saw is called
............................................................... timber.
3 After timber is tested for strengths and weaknesses, it is given a
............................................................... .
4 When timber is inspected by a person who looks for
...........................weaknesses, it is.............................
5 When timber is inspected by a machine which tests its
.............................strength, it is .............................
17.2 1 planed
2 rough-sawn
3 stress grade
4 visually stress-graded
5 mechanically stress-graded
17.3 Complete the article about the environmental
considerations of wood using words from B and C

From an environmental perspective, wood has many advantages. Firstly, it

comes from a sustainable source. Coniferous trees grow relatively fast,
providing a rapidly replaceable source of (1) ..................... Secondly, almost all
the timber in a tree can be utilized, leaving little or no waste. The best quality
wood can be used for structural applications, where solid, (2) ..................
sections are required by engineers; for high-strength elements such as (3)
..................... beams; and in the high-quality plies used to make (4) .................
Smaller strands can be made into engineering wood with structural properties,
such as (5) ..................... And small particles and fibres, including those from
waste timber, can go into cheaper materials, like (6) .................... board and
(7).................. .
17.3 softwood I timber
2 stress-graded
3 glue-laminated
4 plywood
5 orientated strand board I OSB
6 particle
7 medium-density fibreboard I MDF
I know it
Listening:
Marianna Pascal shows how the secret to
speaking a new language with confidence is
all about attitude, not ability. Marianna
Pascal helps professionals achieve greater
success in life by communicating effectively
in English. Marianna began her career as an
actor and performed across her native
Canada in film television and on stage for 15
years. Today, Marianna improves the way
employees relate to their bosses, clients,
colleagues and other key stakeholders.
Marianna is also the Official Communication
Trainer for Miss Malaysia World.
Listening:
An award-wining speaker, Marianna is
known for her humorous speech on
Youtube titled "Local English or Standard
English" which has been seen by over a
million people worldwide. Marianna is
also the author of the best-selling book
series English Fast & Easy. The most
recent was #2 on Borders' Best-Selling
List for non-fiction. This talk was given at
a TEDx event using the TED conference
format but independently organized by a
local community.
Listening:
https://www.youtube.com/watch?v=Ge7c7otG2mk
The Islamic University of Gaza College of Engineering
Research and Graduate Affairs Spring Semester 2020

Engineering Technical English

Prof. Dr. Hala J. EL-Khozondar
EGNN 6302
Lecture 4
 Introduction
• Writing
I. Essay writing
• Listening
Essay writing
• Speaking
Discuss your homework
• Video Show
Essay writing

• Reading
professional English- Wood
II. Essay Writing

• Introduction:

• Body

• conclusion
Introduction:
Introductory Paragraph
See, first, Writing Introductory Paragraphs for different ways of
getting your reader involved in your essay .
The introductory paragraph should also include the thesis
statement, a kind of mini-outline for the paper: it tells the
reader what the essay is about. The last sentence of this
paragraph must also contain a transitional "hook" which moves
the reader to the first paragraph of the body of the paper.

Islamic University Dr. Hala El-Khozondar 4

Body: The first paragraph of the body

should contain the strongest argument, most significant example, cleverest

illustration, or an obvious beginning point. The first sentence of this paragraph
should include the "reverse hook" which ties in with the transitional hook at the
end of the introductory paragraph. The topic for this paragraph should be in the
first or second sentence. This topic should relate to the thesis statement in the
introductory paragraph. The last sentence in this paragraph should include a
transitional hook to tie into the second paragraph of the body.

Islamic University Dr. Hala El-Khozondar 5

Body — Second paragraph:
The second paragraph of the body should contain the second strongest
argument, second most significant example, second cleverest
illustration, or an obvious follow up the first paragraph in the body.
The first sentence of this paragraph should include the reverse hook
which ties in with the transitional hook at the end of the first
paragraph of the body. The topic for this paragraph should be in the
first or second sentence.
This topic should relate to the thesis statement in the introductory
paragraph. The last sentence in this paragraph should include a
transitional hook to tie into the third paragraph of the body.

Islamic University Dr. Hala El-Khozondar 6

Body — Third paragraph:
The third paragraph of the body should contain the weakest argument,
weakest example, weakest illustration, or an obvious follow up to the
second paragraph in the body.
The first sentence of this paragraph should include the reverse hook which
ties in with the transitional hook at the end of the second paragraph. The
topic for this paragraph should be in the first or second sentence .
This topic should relate to the thesis statement in the introductory
paragraph. The last sentence in this paragraph should include a transitional
concluding hook that signals the reader that this is the final major point
being made in this paper. This hook also leads into the last, or concluding,
paragraph
Islamic University Dr. Hala El-Khozondar 7
 Conclusion:
Concluding paragraph:
• an allusion to the pattern used in the introductory
paragraph,
• a restatement of the thesis statement, using some of the
original language or language that "echoes" the original
language. (The restatement, however, must not be a
duplicate thesis statement.)
• a summary of the three main points from the body of the
paper.
• a final statement that gives the reader signals that the
discussion has come to an end. (This final statement may
be a "call to action" in an persuasive paper.)
Islamic University Dr. Hala El-Khozondar 8
Video: Essay writing
• https://www.youtube.com/watch?v=lNeHfQBSebY

Islamic University Dr. Hala El-Khozondar 9

Reading Comprehension:

Unit 16 Concrete
Contents

A. Concrete mix design

B. Reinforced concrete
 A. Concrete mix design

Cement is a key material in construction. It consists of a very fine powder. When water is
added to cement, a chemical reaction occurs, and the cement begins to set - it starts to
become solid. The most widely used cement-based material is concrete, which is made
from cement, fine aggregate (sand), coarse aggregate (gravel) and water. After concrete has
set, it needs time to reach its structural strength - the strength needed to perform effectively.
Generally, engineers consider that this strength is reached after 28 days - a point called
28-day strength.
12
 A. Concrete mix design
Concrete mix designs, which are specified by engineers, state the proportions
of cement, fine aggregate and coarse aggregate to be used for specific
structures. For example, a 1:2:4 (one-two-four) mix consists of one part
cement, two parts fine aggregate and four parts coarse aggregate. For mixing
precise quantities- known as batching- proportions are measured by weight.
Mix designs also specify the water-cement ratio - the amount of water added
relative to the amount of cement used. Excess water reduces the strength of
concrete, so the quantity of water is kept to a minimum. But as drier concrete
is more difficult to work with, an additive (added chemical substance) called
a plasticizer is often used. This helps the concrete to flow more easily. Other
additives can also be used- for example, a retarder may be added to delay
setting, which gives workers more time to pour (place) the concrete.
13
 B. Reinforced concrete
Reinforced concrete (RC) structures contain
steel bars. Steel reinforcement is needed mainly
because concrete is weak in tension - that is,
bad at resisting stretching forces. As steel is
strong in tension, reinforcing bars overcome this
weakness.
In order to form the different parts of structures,
formwork - sometimes also called shuttering - is
used. This consists of moulds of the required
size and shape, made from steel or timber,
which are used to contain the concrete until it
has set.

14
B. Reinforced concrete
When wet concrete is cast (placed) in its final position,
it is called in-situ concrete. Instead of being cast in-
situ, reinforced concrete elements can also be precast-
cast at a factory - then delivered to the construction
site ready for assembly. Sometimes, precast concrete is
also prestressed. With prestressing, tension is applied
to the reinforcing bars, by machine, usually before the
concrete is poured. The bars are then held in tension
while wet concrete is poured around them. After the
concrete has fully set, the bars become 'trapped' in
tension. This increases the concrete's ability to resist
bending forces.
15
16.1 Find words and expressions in A opposite to match the descriptions (1-10).

1 gravel used in concrete

1coarse aggregate
2 sand used in concrete 2 fine aggregate
3 powder that enables concrete to set
3 cement
4 mixing concrete accurately
5 specification of concrete ingredients 4 batching
6 effective structural capability of concrete
5 mix design
7 affects the wetness and strength of concrete
8 different types of chemical put in concrete 6 28-day strength
9 allows concrete to stay wet for longer 7 water-cement ratio

10 makes drier concrete easier to work with 8 additives

9 retarder

10 plasticizer
 16.2 Complete the textbook extract about a type of
prestressed concrete using the words in the box. Look at B
opposite
cast to help you.
formwork pouring prestressing structural

concrete in-situ precast reinforcement

Prestressing techniques
1 process
In the production of reinforced concrete components, the 4 precast 7 cast
of (1) ...........................
prestressi
ng
usually involves holding the (2) ................................ in tension while (3)
............................... . 2 5 in-situ 8
reinforce structural
the concrete. This form of prestressing is called pre-tensioning,
ment as tension is applied
before the concrete is poured. The technique is often used in the manufacture
3 pouring 6
of floor
9 concrete
formwork
components, which are small enough to fit on the back of a truck, and can therefore be(
4) ................................ at a factory.
 16.2 Complete the textbook extract about a type of
prestressed concrete using the words in the box. Look at B
opposite
cast to help you.
formwork pouring prestressing structural

concrete in-situ precast reinforcement

Prestressing techniques
1 process
In the production of reinforced concrete components, the 4 precast 7 cast
of (1) ...........................
prestressi
ng
usually involves holding the (2) ................................ in tension while (3)
............................... . 2 5 in-situ 8
reinforce structural
the concrete. This form of prestressing is called pre-tensioning,
ment as tension is applied
before the concrete is poured. The technique is often used in the manufacture
3 pouring 6
of floor
9 concrete
formwork
components, which are small enough to fit on the back of a truck, and can therefore be(
4) ................................ at a factory.
A less common prestressing technique is post-tensioning (applying tension after the concrete
has set). This is more suitable for large elements, especially long beams, which cannot be
transported, and therefore need to be poured (5) ................................. Before the concrete is
poured, ducts (usually plastic tubes) are placed inside the (6) ............................... . along the
length of the beam. These ducts contain steel cables. After the concrete has been (7)
................................ and has gained sufficient (8) ................................ strength, the cables are
put in tension, using jacks at either end of the beam. This is only possible because the cables
are free to move within the ducts- it is not possible with pre-tensioned reinforcing bars, which
are held fast by the hard (9) ................................ surrounding them. The ends of the cables are
then permanently anchored at either end of the beam.

1 prestressing 4 precast 7 cast

2 reinforcement 5 in-situ 8 structural

3 pouring 6 formwork 9 concrete

16.2

1 prestressing 4 precast 7 cast

2 reinforcement 5 in-situ 8 structural

3 pouring 6 formwork 9 concrete

Concrete!!
Can we
build our
house???
The Islamic University of Gaza College of Engineering
Research and Graduate Affairs Spring Semester 2020

Engineering Technical English

Prof. Dr. Hala J. EL-Khozondar
EGNN 6302
Lecture 5
 Introduction
• reading
reading strategies: skimming and scanning
• Video: ILTS reading strategies
https://www.engvid.com/ielts-3-reading-strategies/
• Speaking
Listen to
https://www.ted.com/talks/jim_hudspeth_the_beautiful_m
ysterious_science_of_how_you_hear
And register 5 min about the video
• Reading
professional English-unit 15 Minerals and ceramics
Reading strategies: skimming and scanning
Video: ILTS: reading strategies
• https://www.engvid.com/ielts-3-reading-strategies/

Islamic University Dr. Hala El-Khozondar 14

quiz
• Go to moodle to solve the questions related to the video

Password Tree
Reading Comprehension:

Unit 15 Minerals and ceramics

Contents

A. Mineral and ceramic engineering materials

B. Glass
vitrified ‫المزججة‬
molten ‫مصهور‬
tempered ‫المقسى‬
laminated ‫مصفح‬
shatter ‫تحطم‬
A. Mineral and ceramic engineering materials
A mineral is a natural, inorganic material (one that is not
living) which is found in the ground, often within rocks.
Minerals are quite pure. Rocks, on the other hand, can be
mixtures of several minerals, and may also contain previously
organic material. Examples of minerals include different types
of ore (‫)خام‬- from which metal can be extracted- such as iron
ore.
A. Mineral and ceramic engineering materials
Non-metallic minerals include:
• diamond, an extremely hard form of carbon (C), which is
used as an abrasive (very hard and rough) material in cutting
tools- frequently referred to as industrial diamond when
used in engineering

• silicon (Si), found in sand as silica (silicon dioxide- Si02),

which can be heated to high temperatures to make glass.
• Generally, inorganic, non-metallic materials that
have been formed by heating are called
ceramics. Glass is therefore a ceramic. When
materials are heated to extremely high
temperatures to form ceramics that are glasslike
- that is, with a structure like that of glass - we
say that they are vitrified (‫)مزجج‬.
• Ceramic materials are used to make construction
materials such as bricks. These are made from
clay, and are then fired in a kiln- that is, heated
to a high temperature in an industrial oven. Clay
can also be vitrified - for example, to make
waterproof pipes
B Glass

• A technical adviser for a glass manufacturer is giving a briefing to a group

of engineers at a trade fair.
• 'Sheets of glass, which are obviously flat and thin, are called float glass.
This refers to the manufacturing technique where molten glass is floated
on molten tin, to produce flat sheets. Usually, after float glass has been
formed, it's annealed - it's left to cool slowly. But if it's left in this state,
and the glass later gets broken, it breaks into dangerous, sharp pieces. So
for most engineering and architectural uses, annealed glass is unsuitable.
We need to use what we call safety glass.'
B Glass

• 'One type of safety glass is toughened glass, also called tempered glass.
As the term suggests, the glass is tempered - it's heated and kept hot for a
certain time, to change its structure. Then if tempered glass is broken, it
shatters - it breaks into tiny pieces. These are a lot safer than the long,
sharp pieces produced when annealed glass breaks. The disadvantage of
toughened glass is that it can't withstand impacts from small objects, such
as flying stones. So, for instance, that makes it unsuitable for vehicle
windscreens.
• So in cases where impacts are a problem, another type of
safety glass -laminated glass - is generally used. This is
made by laminating glass with a polymer- in other words,
making a glass and polymer 'sandwich', with a sheet of
polymer in the middle and sheets of glass at either side. The
advantage of having a laminated material is not just that it's
very strong. The layers of glass are bonded to a layer of
polymer- they're stuck to the polymer- so if the glass does
break, the broken pieces are held together, and don't fly.'
15.1 Decide whether the sentences below are true or false. Then, change one
word in each of the false sentences to correct them.

1. Minerals are organic.

2. Minerals can be found in rocks.
3. Silica is a compound containing silicon.
4. Minerals can be metallic or non-metallic.
5. Industrial diamond is an abrasive, metallic mineral.
6. In order to become ceramics, materials must be vitrified.
7. Clay can be fired to produce material with a glass-like structure.
15.2 Use the words and expressions in the box to describe each
photo. You will need to use some words more than once.

annealed glass laminated glass safety glass

tempered glass toughened glass windscreen
15.3 Complete the article about bulletproof glass from a science and
technology magazine, using words from B opposite. Sometimes, more than
one word is possible.
• 'Bulletproof' is a loosely used word, suggesting something is totally unbreakable.
But technically speaking, how accurate is the term 'bulletproof glass'? Outside of
Hollywood movies, can glass really stop bullets? The answer is, not on its own.
But if several (1) ................................ of glass are sandwiched with a high-
strength polymer to form (2) ................................ glass, a bullet-resistant, if not
completely bulletproof barrier can be obtained.
• The technique of sandwiching polymer and glass is nothing unusual. Car
windscreens are made by (3) ................................ glass to a polymer, such as
polyvinyl butyral (PVB), to form a type of safety glass. Unlike the other main type
of safety glass- (4) ................................ glass -laminated glass remains intact on
breaking. If a stone hits a windscreen, even though a small section of the glass
on the outside may crack, the polymer behind it will stop the stone, and also
ensure the entire piece of glass doesn't (5) ................................ Bullet-resistant
glass uses the same principle, but must be much tougher. A stronger polymer is
therefore used - often polycarbonate - as well as a greater number of (6)
................................ of glass and polymer.
HW 15

Think about the different ceramics and minerals used in your

industry, or in an industry you're familiar with. What types of
material are used, and why?
The Islamic University of Gaza College of Engineering
Research and Graduate Affairs Spring Semester 2020

Engineering Technical English

Prof. Dr. Hala J. EL-Khozondar
EGNN 6302
Lecture 6
 Introduction

•ILTS practice
writing
listening
professional English-unit 26
Mechanical Faster 1
listening
• Listen to the attached file and answer the questions, then
upload your answers to homework 5.
writing
• Write the paragraph in the pdf question attached.
• Upload your answers to homework 5
Reading Comprehension:

Unit 26 Mechanical fasteners 1

Contents

A. Bolts
B. Preload in bolted joints
C. Washers
 A. Bolt

The photo below shows a common fastener (or fixing): a bolt, with
a nut. Bolts have threads grooves on the outside of the bolt's shaft
(or shank), which run around the shaft in a helical pattern. The
threaded shaft allows a nut, which has a thread inside it, to be
screwed onto the bolt (by a turning motion). Nuts usually have a
right-hand thread - they are screwed on by turning them clockwise
(in the direction of clock hands) and unscrewed by turning them
anticlockwise.
However, in some situations, left-hand threads are used.
A. Bolts

Most bolts have heads with hexagonal perimeters

(hexagonal heads or hex heads). These allow a spanner to
turn them. Heads can also have a hexagonal hole in their top,
called a socket head. This allows a hex key (or Allen key) to fit
into them.
Note: A nut is screwed onto a bolt; a bolt can be screwed into
a threaded hole.
BrE: anticlockwise; ArnE: counterclockwise
BrE: spanner; ArnE: wrench

9
B. Preload in bolted joints

Turning force, called torque, is applied to bolts to tighten

them- that is, to make them grip tightly. As a bolt is tightened,
the tension (stretching force) in its shaft increases, and the
components being bolted together are pressed tightly together.
This pressing force is called preload (or clamp load) . If
enough preload is applied, friction between the components
will prevent them sliding in different directions. This is an
advantage, as sliding subjects the sides of bolts to shear force
(scissoring force), which can cause them to break. In steel
structures, bolts that apply high preloads to prevent sliding are
called high strength friction grip (HSFG) bolts.
B. Preload in bolted joints

The amount of torque applied to bolts can be adjusted using a torque

wrench, a tool which can tighten and loosen bolts, and which indicates
how much torque is applied. This helps to ensure that bolts are
tightened enough, but not over-tightened. Torque wrenches are also
useful for checking that bolted joints do not work loose - that is, that
they do not become loose over time.
Note: See Unit 31 for more on torque, tension, shear and other forces.
C. Washers
Washers are metal discs which fit between
the head of a bolt or a nut and the
components being bolted together. Ordinary
washers- called flat washers or plain washers-
have a larger outside diameter than the bolt
head or nut. Their wider area is intended to
spread the load (distribute pressure) over the
surface of the component as the bolt is
tightened.
C. Washers
Spring washers are designed to be compressed, to allow the
amount of preload to be adjusted as the bolt is tightened.
In some situations, spring washers are used to allow a bolt
to move slightly, in order to absorb shocks. Common types
of spring washer are helical spring washers and conical
spring washers.
26.1 Change one word in each of the sentences below to make them correct.
Look at A opposite to help you.

• 1 Wrenches are well-known examples of fasteners. Bolt

• 2 In most cases, nuts are screwed onto bolts by turning them anticlockwise.
• 3 The threaded part of a bolt is the head.
clockwise
• 4 Threads are cut to form a hexagonal pattern.
Shaft/shank
• 5 Allen keys are designed to fit around the heads of bolts.
Helical

into
26.2 Use the words in the box to complete the text about bolted joints, taken from a
bolt supplier's website. Look at B opposite to help you.

15
26.3 Decide whether the sentences below are true or false, and correct the false
sentences. Look at C opposite to help you.

1 The purpose of all washers is to spread the load from the bolt across
the surfaces of the components being bolted together.
2 Plain washers are flat.
3 Spring washers change shape as a bolt is tightened.
4 Spring washers ensure that, no matter how much a bolt is tightened,
the amount of preload remains the same.
5 In situations where components are subjected to shocks, spring
washers ensure that no movement occurs between the bolt and the
component.

16
The Islamic University of Gaza College of Engineering
Research and Graduate Affairs Spring Semester 2020

Engineering Technical English

Prof. Dr. Hala J. EL-Khozondar
EGNN 6302
Lecture 7
 Introduction

•ILTS practice
Comprehension and writing
listening

professional English-unit 27
Mechanical Fastener II
Comprehension + writing
• The following example is a way to learn how to write a paragraph
from chart.
• The Pie chart + key words are available to help you to comprehend
the idea of the Pie chart and practice how to write a paragraph.
 Pie Chart Exercise
• The pie charts show the electricity generated in Germany and France
from all sources and renewables in the year 2009
 was lower was very different at approximately the remaining compare
the proportion of was far higher accounted for one fifth whereas

The four pie charts 1. the electricity generated between Germany and
France during 2009, and it is measured in billions kWh. Overall, it can be seen that
conventional thermal was the main source of electricity in Germany, 2. nuclear was the
main source in France. The bulk of electricity in Germany, whose total output was 560
billion kWh, came from conventional thermal, at 59.6%. In France, the total output 3. ,
at 510 billion kWh, and in contrast to Germany, conventional thermal 4. just
10.3%, with most electricity coming from nuclear power (76%). In Germany, 5.
nuclear power generated electricity was only 6. of the total.
Moving on to renewables, this accounted for quite similar proportions for both countries,
7. 15% of the total electricity generated. In detail, in Germany, most of
the renewables consisted of wind and biomass, totaling around 75%, which 8.
than for hydroelectric (17.7%) and solar (6.1%). The situation 9. in France, where
hydroelectric made up 80.5% of renewable electricity, with biomass, wind and solar making
up 10. 20%.
Answers
1. compare
2. whereas
3. was lower
4. accounted for
5. the proportion of
6. one fifth
7. at approximately
8. was far higher
9. was very different
10. the remaining
Listening
Crown Academ of English

• Listen to the video file and answer the questions.

This is an IELTS listening practice video to help you practice for
the IELTS test with this exercise with subtitles based on a
British news report about a surprise event in London last
week. The listening Test is the first part of the IELTS exam and
this video will help you prepare and practice for it.
Reading Comprehension:

Unit 27 Mechanical fasteners 2

Contents

A. Screws
B. Screw Anchors
C. Rivets
 A. Screws
Screws have threaded shafts with heads. They may be screwed into
a predrilled hole- drilled for the screw to enter. Self-tapping screws
do not require predrilled holes. They cut their own hole as they are
screwed in. Unlike bolts, screws are not used with nuts and-
generally- are not screwed into threaded holes. Most screw heads
are designed to be screwed in using a screwdriver. The most
common types are slot head screws and crosshead screws.
A. Screws

Small-diameter bolts, which can be used with nuts or

screwed into threaded holes, are sometimes called
machine screws. Bolts that hold components in place by
pressing the end of the bolt against the component, in
order to generate friction and prevent sliding, are called
set screws or grub screws.
 B. Screw anchors
Fasteners designed to fix objects to walls are called screw
anchors. These fit into predrilled holes. A simple screw anchor is a
plastic tube called a wall plug (or plug). It is inserted in a hole, and
a screw or bolt is then screwed into it. As it enters the plug, the
plug expands (its diameter increases). This increases friction,
allowing the plug to resist pullout forces- the forces which would
cause it to be pulled out of the hole if it were not firmly anchored.
 B. Screw anchors
An expansion anchor is another type of anchor. It consists of a bolt
fitted inside a metal sleeve. The sleeve expands as the bolt is
tightened in the hole.
 B. Screw anchors
In cases where pull out forces are very high, chemical anchors can
be used. These are studs-threaded bars, onto which nuts can be
screwed. The studs are set in - that is, held in the hole by an
adhesive. Most chemical anchors are set into holes using a strong
adhesive called epoxy resin (see Unit 29 for more on adhesives).

Studs=‫تدبيس‬
 C. Rivets
Rivets are permanent fasteners - they cannot be unscrewed. A solid rivet consists of a
short, solid shaft of metal with a head at one end, called the factory head. The rivet is
inserted through a pre-drilled hole, then a special tool is used to deform (change the
shape of) the other end of the rivet, flattening and widening it to form a second head,
called the shop head.
Solid rivets are widely used in aircraft.
 C. Rivets
Blind rivets (or pop rivets) are made from hollow tubes, and
are fitted using a tool called a rivet gun. Blind rivets are not
suitable for high-strength joints.
27.1 Make word combinations with screw using words from A and B opposite. Then
match the combinations with the descriptions (1-5) below. One description can be used
twice.

• 1 A ................................ screw is a thin bolt.

• 2 A ................................ screw does not require a predrilled hole.
• 3 A ................................ screw has a straight groove cut into the
top.
• 4 A ................................ screw fits screwdrivers with an X-shaped
profile at the end.
• 5 A ................................ screw applies pressure at its end to hold a
component in place.
27.2 Complete the article from a home improvements magazine using the
words in the box. Look at A and B opposite to help you.

How NOT to use wall plugs

You check the diameter of hole required, then choose a drill bit one millimetre
narrower. You've tried drilling the specified hole size many times in the past, only
for it to be too big, leaving the (1) ............................... .spinning in the hole when
you try to tighten the (2) ................................. You decide it's better to ensure a
tight fit So you drill a smaller hole than suggested, then attempt to hammer in the
plug. It bends sideways, useless. You try again. And again. Eventually, you manage
to get a plug into the hole. You insert the end of the screw, pick up your (3)
................................ and get to work.
27.2 Complete the article from a home improvements magazine
using the words in the box. Look at A and B opposite to help you.

It certainly is a tight fit. And hard work. And as the screw goes in, and the plug
starts to(4)........................ ,the going gets harder. By the time the screw's
halfway in, the screwdriver has slipped off the screw so many times that what
used to be a (5).................... pattern on the screw (6)............................ now
looks more like a smooth, round hole. It's impossible to screw it in any further.
Or unscrew it. So you take a pair of pliers, grip the end of the screw, and
attempt to drag the whole thing out of the wall But the (7) ................................
force is beyond the power of your now-aching arms. The screw might as well
be (8) ................................ with epoxy resin.
27.3 Match the descriptions (1-5) to the terms (a-e). Look at C
opposite to help you.

1 a type of fastener that is hollow

2 a type of fastener that is not hollow a rivet gun
3 a tool used for installing a type of b shop head
fastener c factory head
4 the wide part at the top of a rivet, d solid rivet
present when the rivet is supplied e blind rivet
5 the wide part at the bottom of a rivet,
formed after the rivet is inserted
Do I know it?