INSTITUTO TECNOLÓGICO SUPERIOR DE Centla

BASIC TECHNICAL ENGLISH

USER MANUAL

INSTITUTO TECNOLÓGICO SUPERIOR DE Centla

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USER MANUAL RECOMMENDATIONS
The next symbols below are those which you will find in this manual to a better
identification about the activities you will carry out.

Icon to identify listening

activities.

Icon to identify reading

activities.

Icon to identify grammar

functions.

Iconl to identify pair or team

activities.

Icon to identify writing

activities.

Icon to identify written

exercises.

Icon to identify that the

participant will carry out a
presentation.

Icon to identify the

examinations.

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(LEVEL 5)
UNIT 7

TROUBLESHOOTING AND SAFETY

OBJECTIVE:

At the end of this unit, the participant will

comprehend the function of an equipment, as
well as risky situations where the equipment
operates.

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INTRODUCTION TO THE UNIT

This document gives some basic advice about troubleshooting. It is not

intended to be a complete guide to all possible problems. However, even if you
are a non-technical person, there are some simple steps you can take to try and
diagnose a problem. Even if you don't manage to solve a problem yourself,
hardware and software suppliers and help desk staff will be in a much better
position to help you if you have managed to perform some basic troubleshooting
procedures before you contact them.

In this chapter, participants will learn to perform the first step of

troubleshooting- identifying the support category to which a user-reported
problem likely belongs. They also will learn about preventive support, and
document the preventive measures that are or should be in place at your school.
Finally, they learn to use Remote Assistance, an invaluable tool for performing real-
time computer support.

7.1 TROUBLESHOOTING.
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7.1.1 Operation

A. How does this vehicle move?

(1)

(5)

(2)

(3)

(4)

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B. Read this article from a technical magazine and answer the question
below.

THE AIRBOARD how it works.

You stand on the airboard and raid it
like a skateboard. The board moves
on a cushion of air, like a small
hovercraft. It has a fiberglass body,
an engine, a large fan , a flexible
rubber skirt, a friction wheel, a
handlebar and two levers.
The engine and the fan are mounted
on the body. The skirt and the friction
wheel are suspended from the body.
The handlebar is mounted on the
body, at the front. The levers are
attached to the handlebar.
The engine drives the fan. The
function of the fan is to suck air in
and to force it downwards. This
pushes
the vehicle upwards and propels it
forwards. On the body there is a
fiberglass platform. This supports the
rider. The skirt contains the air and
the cushion or air supports the
airboard. The rider uses the
handlebar to steer the board. One
lever controls the speed on the
engine and the fan. The other lever
controls the friction wheel. The
friction wheel touches the ground for
one or two seconds and accelerates
the airboard into the air. If you want
to stop, simply release the levers.

1. What is the friction wheel for?

2. Is the skirt above or below the body? What is it made of? Can you bend it?
3. Which part of the airboard does the rider stand on?
4. What happens if you take your hands off the levers?
5. Does propel mean pull, push, hold or control?
6. Find words which mean the opposite of (1) backwards (2) upwards.

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C. Match the pictures with the sentences.

1. X is attached to Y. 3. X is mounted on Y.
2. X is suspended from Y. 4. X is connected to Y.

Grammar Focus.

does the engine It drive -s the fan.

What do?
do the lever -s They control the speed.

7.1.2 User Guide.

A. Listen and complete the flow chart.

1. Press ________________________________
Press the power
botton.
2. Does ________________________________?
If the computer does
not start, check the NO
green LED.
3. Check ________________________________

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B. Read the article and find the main idea in the text.

Notebook computer – troubleshooting FAQ

I pressed the power button and opened the display, but the computer does
not start or boot-up.

Try these solutions:

1. press the power button again
2. if the computer does not start, check the green LED.
3. If the green LED is off, check the power source.
4. if the power source is off, switch on the power and press the power button again.
5. if the computer does not start, check the disk drive.
6. if there is a disk in the drive, take it out and press the power button again.

Grammar Focus.

Condition Instruction
the car starts, drive a way.
the car doesn´t start, check the battery.
If
the light is off, press the power button.
there is a disk in the drive, take it out.

7.2. SAFETY
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7.2.1 Rules and Warnings

A. Read the text. Match the examples to the signs.

A
B • WARNING SIGNS. These signs warn you about a danger.
They say things like this: Warning. Danger. Be careful. Look out.
There is a danger or hazard here. You might injure yourself. The
signs are yellow and black in colour and triangular in shape. Here
are some examples:
1. Warning. Poison: see (1) ____
2. Danger. Fire hazard here: see (2) ____
C D
• PROHIBITIONS SIGNS. These signs prohibit an action. They
say: Do not do this. You must not do this. The signs are red, white
and black in colour and round in shape. Here are some examples:
3. You must not lift this with a hook: see (3) ____
4. Never take the guard off this machine: see (4) ____

• MANDATORY ACTION SIGNS. This signs order you to do

E F something. They say: Do this. You must do this. Always do this.
These signs are blue and white in colour, and round in shape. Here
are some examples:
5. Always read the manual before you service this machine: see (5)
____
6. You must use the guard on this circular saw: see (6) ___

Grammar Focus.
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Do not
Wear
Don´t
a hard hat
Always Never touch the machine.
here.
wear You must not
You must
You mustn’t

7.2.2 Safety Hazard

A. Look at this pictures and say what’s happening? Relate the pictures with the
sentences.

Listen and write the warning number in the table.

Warning
Possible result
Letter Number
You might burn your hands.
You could injure your head.
You might fall into the gap.
You could trip over the bricks.
You might trap your hand in the gears.
You could get an electric shock.

Grammar Focus.

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There was some liquid on the floor.

There were some boxes on the stairs.
The fire exit was locked.
Some cables were coiled.

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CONCLUSION

With the continuing expansion of English as an integral communications tool for

education, science, technology, business and commerce, post-secondary
education technical students are increasingly finding themselves in positions
requiring them to manage high-technology studies in technical English.

On the other hand, Some reasons to learn it are practical, some aspirational, others
intellectual, but whatever your reasons, having a clear idea of why you learn a
language can help to motivate you in your studies. That’s why learning a foreign
language takes time and dedication

If your work involves regular contact with speakers of foreign languages, being
able to talk to them in their own languages will help you to communicate with
them. It may also help you to make sales and to negotiate and secure contracts.
Knowledge of foreign languages may also increase your chances of finding a new
job, getting a promotion or a transfer overseas, or of going on foreign business trips.

BIBLIOGRAPHIC REFERENCES OR SOURCE

INFORMATION

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Books:

• OPEN MIND LEVEL 1

Mickey Rogers,
Macmillan Publishers S.A. de C.V.
2010.

• INTERCHANGE INTRO THIRD EDITION

Jack C. Richards,
Cambridge University Press,
U.S.A. 2005.

• TECHNICAL ENGLISH 1
Bonamy D. & Jacques C.
Essex: Pearson Longman. 2008

Websites:
• www.mindseries.net
• www2.cambridge.org/interchangearcade/main.do
• www.pearsonlongman.com

APPENDIX

Country Spanish Nationality Country Spanish Nationality

Afghanistan Afganistan Afghan Netherlands Holanda Dutch

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Argentina Argentina Argentine / New Zealand Nueva New
Argentinean Zelanda Zealander
Australia Australia Australian Nicaragua Nicaragua Nicaraguan
Belgium Bélgica Belgian Norway Noruega Norwegian
Bolivia Bolivia Bolivian Panama Panamá Panamanian
Brazil Brazil Brazilian Paraguay Paraguay Paraguayan
Canada Canadá Canadian Peru Perú Peruvian
Chile Chile Chilean Philippines Filipinas Filipino
China China Chinese Poland Polonia Polish
Colombia Colombia Colombian Portugal Portugal Portuguese
Costa Rica Costa Rica Costa Rican Puerto Rico Puerto Rico Puerto Rican
Cuba Cuba Cuban Romania Rumania Romanian
Denmark Dinamarca Danish (Dane) Russia Rusia Russian
Dominican República Dominican Saudi Arabia Arabia Saudi
Republic Dominicana Saudita
Ecuador Ecuador Ecuadorian Spain España Spanish
Egypt Egipto Egyptian Sweden Suecia Swedish
El Salvador El Salvador Salvadorian Switzerland Suiza Swiss
England Inglaterra English Taiwan Taiwán Taiwanese
Finland Finlandia Finnish Thailand Tailandia Thai
France Francia French Turkey Turquía Turkish
Germany Alemania German United Reino Unido British
Kingdom (UK)
Greece Grecia Greek United States Estados American
Unidos
Guatemala Guatemala Guatemalan Uruguay Uruguay Uruguayan
Haiti Haití Haitian Venezuela Venezuela Venezuelan
Honduras Honduras Honduran Vietnam Vietnam Vietnamese
Indonesia Indonesia Indonesian Wales Gales Welsh
Ireland Irlanda Irish
Italy Italia Italian
Japan Japón Japanese
Korea Corea Korean
Malaysia Malasia Malaysian
Mexico México Mexican
Morocco Marruecos Moroccan
Countries and Nationalities

Audio Scripts

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Unit 7 LEVEL 5:
1.
A: Press the power button.
B: Ok. I’m pressing it.
A: Does the computer start?
B: No, it doesn´t.
A: Ok. Check the green LED.

2.
1 Look out! There’s a low beam in front of you.
2 Be careful! There are some bricks on the floor.
3 Watch out! There’s no guard on the gears.
4 Mind the gap! There’s a gap between the train and the platform.
5 Careful! There are bare electrical wires on the wall.
6 Look out! The water is very hot.

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