•

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C••III!Book
 Technical English 1 Coursebook
- - - - - -- - - - - - - - - - ,
2 Electrical circuit

Start here 1 Do you know these electrical

symbols? Label the circuit diagram
with the words in the box.

battery conductor fuse lamp

negative positive switch terminal

See the glossary of electrical

symbols on page 109 for answers.

Listening 2 Ki·'?f):l Listen and label the diagram with the words in the box.

battery cables controller lamps solar panel

(1) _ _ (2) _ _

(5) _ _

3 Ki·2..Jil Listen and match the items with their specifications.

1 solar panel a) 12V 8W
2 controller b) DC
3 battery c) 5A
4 lamps d) 60W
5 electrical current e) 12V 100Ah

Task 4 Work in pairs. Look again at the diagram in 2. Where does the current flow in
these three situations? Draw arrows.
Situation 1: The Sun shines. The lamps are on.
Situation 2: The Sun shines. The lamps are off.
Situation 3: The Sun doesn't shine. The lamps are on.

38 11 Flow
 5 Read the manual for the solar panel and check your answers to 4.

How does the solar power system work? The panel converts the Sun's energy into a DC
electric current. The current flows to the controller. Then it can flow from the controller
to the lamps. Or it can flow from the controller into the battery. The battery stores the
electricity. The current can flow from the battery into the lamps through the controller.
If the Sun shines, the DC current can flow from the panel, through the controller and
into the lamps. If the Sun doesn't shine, the current can flow from the battery, through the
controller and into the lamps. If the lamps are off, the current can flow from the panel,
through the controller, and into the battery.
The controller controls the flow of the current. If the battery is full, the controller stops
the flow from the panel into the battery. If the battery is empty, the controller stops the flow
from the battery into the lamps.

the current flows from the battery.

is full · the current doesn't flow into the battery.

are not/aren't on

Task 6 Work in pairs. How do you think the controller below works? Make notes.
7 Complete the text explaining how the controller works. Choose the correct
verb and use the correct form of the verb.
If the battery is full, switch A (1) _ _ _ _ ___ (open/close). Then the
current (2) _ _ __ ___ (flow/not flow) from the panel to the battery.
The controller short-circuits the panel.
If the battery is empty, switch B (3) _ __ _ _ _ _ (open/close).
Then the current (4) _ _ _ _ ___ (flow/not flow) from the battery to the
lamp.

i----------------------------------,
switch B I

..
I
I
I
I
I
I

switch --·I

------\-~
controller

Flow 11
Technical English 1 workbook
 3 User guide Technical English 1 coursebook

Start here 1 E§fW Listen and complete the flow chart.

Press the power

button.
If the computer does
not start, check the
green LED.

Reading 2 Draw a similar flow chart based on the solutions in this troubleshooting
guide.

Notebook computer- troubleshooting FAO

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.

Instruction

the car starts, drive away.

the car doesn't start, check the battery.
the light is off, press the power button.
there is a disk in the drive, take it out.

3 Make sentences with if from these short dialogues.

Example: 1 If the light isn't on, press the switch.

11 Troubleshooting
 4 Draw a flow chart. Use the information from the text.

Turn Turn the key. If the car starts, drive away. But if the car doesn't start,
the check the battery. If the battery doesn't work, recharge it. If the battery
key works, check the starter motor.

Writing 5 Write a troubleshooting guide based on this dialogue. Write six sentences.
e Hello, service hotline here, Mike speaking. How can I help you?
0 Hello. I've got a problem with my printer. It doesn't print.
e OK First check the cable between the printer and your computer. Is it loose?
0 Yes, it is.
e OK Connect the cable. Now check the power. Is the printer on?
0 Yes, it is.
e Right. Now try to print. Is it printing?
0 No, it isn't.
e OK Now check the paper. Is there any paper in the printer?
0 No, there isn't.
e OK Put some paper in the printer. Now try to print again. Does it print?
0 No, it doesn't.
e All right. Switch off and wait for ten seconds. Then switch on again.
0 It's printing! Thanks for your help.
e You 're welcome. Goodbye.
Begin:
I If you can 't print, check the cable between the printer and the computer.
2 If the cable is loose, connect ... and check ... .

Social English 6 Complete the dialogues with short answers.

1 e Do you live near here?
0 . I live less than a kilometre away.
2
•
0
Do you work at BMW?
. I work at Mercedes.
3
•
0
Are you in IT?
. I'm in engineering.
4
•
0
Have we met before?
. We met at the conference.
5 e Did you drive here?
0 - - - - - - - -· I came by train.
7 Work in pairs. Practise the dialogue in 6.
8 Work in pairs. Make similar dialogues, using the information below.
more than 20 miles away 1 Citroen + Renault I R&D + quality control I in Paris I
cycle+ bus

Troubleshooting 11 73 •
Technical English 1 workbook
 TECHNICAL ENGLISH 3

1 Conditions
Start here 1 How do the crew return to Earth? Discuss with a
partner then briefly explain to the class.

Listening 2 .,.ii Listen to this radio news report from the

year 2020 and answer the questions. Use brief
notes.
1 What is the purpose of the LAS?
2 What happens to the crew capsule after the
LAS is activated?
3 Complete the first part of the news report using
the correct form of the verbs in brackets. Check
your answers in the audio script on page 119.
First, the news in brief The new Ares moon rocket
Cl) (fail) to launch. The rocket
(2) (crash) into the Indian Ocean.
The crew capsule (3) Oand) safely in
the ocean.
Now, the news in detail. Six astronauts
(4) (escape) death early this morning
when their Orion crew capsule (5) _ __ _ _
(detach) itself safely from their Ares space rocket.
The Ares rocket (6) (be / launched)
at 5.05 this morning.

Language
Present perfect Past simple
The Ares rocket has crashed. The Ares rocket crashed early this morning.

4 Which verbs in 4 are (a) present perfect (b) past simple? Why?
5 Complete these radio news stories in the same way as in the news story in 3
CB = News in brief, D = News in detail).
B Four astronauts Oand) on the Moon.
D Their crew capsule (touch) down on the Moon at 03.44.
2 B Two military planes (collide) in mid air.
D The two jet fighters (fly) into each other earlier today.
3 B A container ship (strike) an iceberg and (sink) in
the Arctic Ocean .
D The ship _ _ _ _ _ (run) into the iceberg early this morning, and finally
_ _ _ _ _ (sink) at noon today.
4 B An oil rig in the Red Sea _ _ _ _ _ (burn down).
D The Victory rig (catch) fire yesterday, and _ _ _ __
(collapse) early this morning.

20 11 Events
Listening 6 Un:- [n 2010, a scientist spoke about the invention of the LAS system. Listen to her
explaining these slides and complete the se ntences below.

Slide 1: And if the pilot the ejection system, the system _ _ _ _ _

_ _ _ _ _ the seat, with the pilot, from the plane.
Slide 2: And if the computer the LAS system, the system _ _ _ _ _
_ _ _ __ the capsule, with the crew, from the spacecraft.

Languag& We use the first conditional when th situa tion is real or possible.

Condition Result
~ an ~ - fcills, Ttt;;~I;;t'-i-wi~~t~- --rth;~j~n ;Y~te-;;-
We use the second conditional when the situation is imagined or imp6ssibl

Condition Result
- - -------------- -+--- - - .. .- - --- -- - - - --- - -- -
If a spacecraft i failed , ! the computer would activate ' the LAS system.

7 Complete the inventor's statements about the LAS. Use the second conditional. Note
that some gaps require two words.
If a spacecraft (have) an LAS system, the crew capsule would have
(have) its own engines.
2 If the LAS (eject) the crew capsule, after some time the capsule's
parachutes (open)
3 If the capsule's parachutes (open) correctly, the capsule
_ __ _ _ _ _ (float) to Earth safely.
4 If the whole ejection system (work) correctly, the crew capsule
_ _ _ __ _ _ _ (land) safely in the sea.
S Complete this dialogue using the second conditional.
A: If you (1) were (be) head of space research at NASA, what (2) would your research
priorities be (research priorities / be)?
B: Head of space research at NASA! That 's impossible. I'm only a junior technician in
a small aircraft company.
A: I know. So am I. But think about it: if you (3) (run) NASA's research
programme, what (4) (you / do)?
B: Well ... I think I (5) (develop) the International Space Station into
a world-class medical laboratory. How about you? What (6) (you /
focus) on?
A: Well, if I (7) (be) the leader of NASA's research team , first I (8)
_ _ _ _ _ (send) more spacecraft to Mars. And then if we (9) _ _ __ _
(find) water on Mars , I (10) (build) a city there.

Speaking 9 Work in pairs . Practise the dialogue in 8.

Events 11 21
 2 Sequence (1)
Start here 1 Work in small groups. Discuss how this system works and make notes. Use all the
named parts in the diagram.

Listening 2 "'.VI Listen to this presentation about the system and check your notes from 1.
3 Match the parts 1-4 with their functions a-d. Then listen again to check your answers.
Part Function of part
jettison engine a) stabilises the LAS (with the crew capsule) and
2 protective cover makes it point in the right direction
3 attitude-control b) pushes the crew capsule away from the LAS
engine c) prevents hot exhaust from burning the crew
4 abort engine d) pushes the LAS (with the crew capsule) away
from the spacecraft

jettison engine protective cover attitude-control engine

abort engine launch abort system crew capsule stabilise
stabilisation orient orientation explosive bolts parachute • .,101

Speaking 4 Work in pairs. Ask and answer questions about the illustration in 1 and the table in 3.
Use the second conditional.
Examples of questions: What would the crew do if the jettison engine didn't work? If the
crew capsule didn't have a protective cover, what would happen to the crew?

Scanning 5 Practise your speed reading. Look for the information you need on the SPEED SEARCH
pages (116-117). Try to be first to answer these questions.
1 How long is the LAS? _ _ _ _ _ m
2 What is the length of the crew capsule? _ _ _ _ _ m
1 G = the force· of the Earth's 3 How quickly can the LAS reach its maximum speed? _ _ _ _ _ seconds
gravity
4 What pressure can astronauts experience during ejection? _ _ _ _ _ Gs

22 11 Events
 Reading 6 Read this text and put the events below in the correct order.

How the launch abort system (LAS) of the Ares Moon Spacecraft works

If the rocket is launched and then ascends to more than 100,000 metres, the launch abort system
(LAS) is automatically disabled. However, if there is a problem with the launch within 100,000
metres, the LAS is activated. This is how it works.
After detecting the fault, the rocket's computer system activates the abort engine. This thrusts
the LAS (attached to the crew capsule) away from the rocket.
When the abort engine has burnt out, the LAS continues to move away from the falling rocket.
Now it is guided by the attitude-control engine at the tip of the LAS. The engine can spin the LAS
around in any direction to stabilise it and orient it.
As soon as the LAS has reached the correct orientation, the explosive bolts detonate.
Immediately afterwards, the jettison engine fires and pushes the crew capsule away from the LAS.
Once the capsule has reached a safe altitude, parachutes open up and allow the capsule to float
down into the ocean.

A parachutes open 0 E abort engine burns out 0

B capsule separates from LAS 0 F LAS is ejected from rocket 0
C explosive bolts detonate 0 G attitude-control engine operates 0
0 jettison engine fires 0 H abort engine is activated DJ

Language Second action

First action
The capsule reaches a safe altitude. Then the parachutes open up.
After
reaches
Once
; the capsule . a safe altitude, the parachutes open up .
When
I has reached
As soon as

,If both clauses have the same subject, we can use this form.

First action I Second action

The computer detects a problem. I Then it (= the computer) activates the abort engine.
After detecting a problem, the computer activates the abort engine.

7 Underline examples of the above forms in the text in 6.

a Make full sentences from these notes. Use as many forms from the language box as
you can.
Example: 1 After checking all systems, the computer begins the countdown.
1 computer checks all systems -+ computer begins countdown
2 countdown ends -+ rocket is launched
3 computer activates abort engine -+ LAS is ejected
4 abort engine fires for three seconds -+ abort engine burns out
5 crew capsule separates from LAS -+ parachutes open
6 parachutes open -+ parachutes lower capsule gently into sea

Events 11 23
 3 Sequence (2)
Start here 1 Answer these questions.
1 What has just happened?
2 Why did it happen?
3 What is going to happen next?

Task 2 Work in pairs. Put these illustrations in the best order to explain how the ejection seat
system works.
m- -- I nr- pellet
I
drogue
explosive parachute
bolts

rocket

-.c=----seat
lir -I!!-: m

~~ •
roll~rs ejection
-main handle
seat parachute
guide rails
.'~ , .,
catapult gun
restrai nts . - ,..,...
- -

Vocabulary 3 Match the phrases 1-6 with the same or similar meanings a-f.
1 eject the seat a) stop it from moving
2 stabilise the rocket b) go down
3 deploy the parachute c) make it steady
4 restrain the body d) throw it out
5 descend e) open it and use it
6 ascend f) go up
4 Complete these nouns with the correct endings in the box.

-ment -ation -t -ion

deploy- 3 stabilis- 5 activ-

2 eject- 4 orient- 6 restrain-

24 11 Events
 Task 5 Work in pairs. Ask each other about the missing information for the ejection sequence
and complete your chart.
Student A:
1 Ask Student B questions to help you complete your chart below.
2 Use the text on page 111 to help you answer Student B's questions.
The first part of the ejection sequence (0-0.15 seconds)

1 The ejection seat system is activated by pulling the ejection

2 Next, the bolts . This action releases the

3 Then , the flies away from the

o sec
4 After this, the is fired to make the rise.

5 The rollers of the seat move along the

6 The prevent your legs from moving away from the seat.

7 The seat the cockpit before the rocket engine fires.

0.15 sec
8 As a result, the seat is propelled from the plane.

Student B:
1 Use the text on page 115 to help you answer Student A:s questions.
2 Ask Student A questions to help you complete your chart, which is on page 109.

Writing 6 Read this article about racing cars from the year 2025. Work in a small group to carry
out the task below.

Like any other sport in the year 2025, professional racing has changed. It's
become bigger, faster, and more dangerous. Racing cars now often reach an
average of over 600 kph. All racing cars are equipped with ejection seats, and
use radar and sensors to prevent the drivers from hitting bridges or other
obstructions

You are a design team working in the year 2025. Design an ejection seat system for
racing cars so that the driver can escape safely just before a crash. Think about
possible problems (such as bridges, or spectators) and how your design would solve
them. Use the la nguage in 5 to help you.
7 With your group, write a description of how your ejection system works.

Speaking 8 Explain your group 's design to the rest of the class , or to another group.

Events 11 25
 Technical English 3 workbook
1 Conditions
1 Complete these dialogues using the present perfect or past simple of the verbs in brackets.
I A: You can't fly into the military airport. They (1) have closed (close) it.
B: Really? (2) (there / be) an accident?
A: Yes. Two fighters (3) (collide) on the runway in the
fog last night.
2 C: Have you heard? One of our cargo ships (4) (catch)
fire in the Indian Ocean.
0 : When (5) (this / happen)?
C: Yesterday. The office (6) (receive) a message early
this morning.
3 E: How's the exploration going? (7) (you / discover) any
oil yet?
F: 0 , we (8) (not / have) any luck yet.
E: How many wells (9) (you / drill)?
F: (1 0) (we / drill) three so far and now we're drilling
the fourth.
2 Complete this article about space exploration. Use the second conditional of the verbs
in brackets.

Are manned space mi ion to Mars a real possibility? On a manned mission, it (7) (take) a long
At the moment , the don 't eem likely and naturally time for radio signals to reach the spacecraft from Earth,
we would only u n d ertake ( only I undertake)
.
( I )
and so the crew (8) (be) responsible for
,
mi ions if we (2) (can / be) sure of touchdown on the planet and for lift-off at the end of their
geuing the astronauts to Mar and back safely. But research programme. There (9) (be)
C) (the go emment / want) to provide no chance of a rescue mi ssion if a disaster
mone for the research if it (4) (not / (10) (strike) the crew while they were on
knm ) what the chance of success might be? And Mars. And we (11 ) (only / plan) further
C) (it / choo e) to spend millions manned missions if our fust mission (12) _ _ _ _ _ __
on manned ion to Mars even if there (be) successful.
_ _ _ _ _ _ _ (be) plenty of money available?

3 Write questions and answers to explain the procedure for take-off from an aircraft
carrier. Use the first conditional.
I Bad weather - what happens? Pilot cancels take-off
What will happen if the weather is bad? The pilot will cancel the take-off.
2 Launching device fails to function - what happens? Jet fighter remains on flight deck

3 Jet engine fails after take-off - pilot does what? Pilot activates ejection system

4 Pilot ejects after take-off - what happens? Parachute opens automatically

5 Pilot lands in sea after ejection - what happens? Helicopter winches pilot to safety

l-l
 2 Sequence (1)
1 Read the text about the launch abort system in 6 Section 2 of the Course Book,
page 23, and answer these questions.
1 Up to what altitude does the LAS operate?

2 In what situation is the LAS activated?

3 How is the LAS separated from the rocket?

4 How is the LAS controlled after it separa tes fro m the rocket?

5 With what kind of fIXings is the crew ca psule attached to the LAS?

6 What must happen in order to thrust the crew capsule away from the LAS?

7 What is the purpose of the parachutes of the crew capsule?

8 At what stage are the parachutes deployed?

2 Underline the correct linkers for describing the launch of the space shuttle.
(1) Now / Once the astronauts are in
the space capsule, the access gantry is
disengaged and swings away from the top
of the rocket . (2) Then / When the fuel tank
is filled with a mixture of liquid hydrogen
and liquid oxygen. (3) Afterwards / When the
countdown approaches zero, the ignition
sequence is started. (4) Then / As soon as
the rocket burners are ignited, the explosive
bolts that hold the rocket in place on the
launch pad are detonated and the rocket
begins to lift off. (5) After / While ascending
very slowly for the first ten seconds, the
rocket accelerates. (6) However / After the
three sol id booster rockets have burnt out,
they are j ettisoned . Parach utes are deplo yed
to slow the ir fall and they are recovered
from the ocean and used again.
(7) Then / However t he extern al fu el tank,
wh ich burns out later, is not recovered for
reuse. It burns up as it falls t hrough the
Earth's atmosphere. (8) Now / When the
spacecraft is stab il ised and o ri ented by
thrusters, and sent into orbit.

3 Describe the re-entry of the space shuttle, using the word (s) in brackets.
Example: 1 After giving the order for re-entry, the pilot fires the thrusters and turns the
shuttle tail first.
pilot gives order for re-entry ~ fires thrusters + turns the shuttle tail first
(After giving)
2 shuttle reaches upper atmosphere ~ pilot fires thrusters again + turns the s huttle
nose first (Once)
3 shuttle enters upper atmosphere ~ hot gases surrounding the shuttle cause radio
blackout (When)
4 fully re-enters Earth's atmosphere ~ shuttle able to fly like an aircraft
(As soon as)
5 picks up radio beacon at end of runw ay ~ pilot takes over control from the
onboard computers (After)
6 pilot lands ~ deploys parachute from rear to slow the shuttle (After)
7 shuttle lands ~ crew follows procedure to shut down the shuttle (Once)
8 crew leaves shuttle ~ ground crew begin servi cing it (As soon as)

]5
 3 Sequence (2)
1 Replace the more general verbs in italics with the' correct form of the more technical
verbs in the box.

deploy detonate eject jettison orient propel restrain stabilise

Ships are steadied in rough seas by horizontal underwater bars. ~ are

stabilised
2 A skydiver falls freely through the sky before opening a parachute. ~ _ _ _ __
3 Sailors and pilots can find their position by looking at the stars. ~ _ _ _ __
themselves
4 In an emergency, a safety system throws out the pilot through the top of the plane.
~-----
5 Plastic explosives are usually set off by an electrical current and a primer.
~ -----
6 A jet plane is pushed forward by the backwards thrust from the jet engine.
~ -----
7 Seat belts serve the purpose of securing drivers in their seats in the event of a crash.
~ -----
8 If a ship is in danger of sinking, cargo can be thrown off from the side of the ship.
~ -----
2 &jttiJ Listen to a talk about ejector seats and number these events in the correct order.

a) The pilot lands. 0 e) The system ejects the pilot in

OJ
b) The pilot tries to control the aircraft.
his seat. O

c) The drogue steadies the pilot's seat. 0

f) The pilot's main parachute opens. 0
g) The pilot pulls the ejection handle. 0
d) The canopy over the cockpit is
jettisoned. 0 h) The pilot separates from his seat. 0
3 Listen again and complete these notes, by underlining the correct alternative or filling in
..
the gaps.

Pilot stays in seat L i

16
4 Word list
NOUNS VERBS PHRASAL VERBS COMPOUND
NOUNS
activation activate burnout abort engine
astronaut ascend touch down attitude-control
canopy collapse ADJECTIVES engine

capsule collide explosive crew capsule

catapult deploy medical ejection system
cockpit descend professional jet fighter
countdown detect world-class jettison engine
deployment detonate ADVERB launch abort
ejection disable automatically system (LAS)

orientation eject oil rig

parachute focus
restraint orient
stabilisation propel
thrust restrain
separate
spin
stabilise
thrust

1 Complete these definitions with compound nouns from the ord lisL
1 The function of an oil rig
is to extract crude oil from the ground,
2 A is a type of military aircraft that attacks enemy aircrafl
3 The is the part of a spacecraft in ""tuch the ere, ' ua\'eL
4 The forms part of the nose or tip of a rockeL and
detaches itself if the rocket fails to launch successfull ,
5 The function of the is to thrust the LAS together \ith Ihe
crew capsule, away from the failed rocket.
6 The serves to stabilise the LAS (together \.vith the crew
capsule) and point it in the right direction.
7 The purpose of the is to push the cre capsule away
from the LAS,
8 An serves to throw the pilot out of the cockpit if there i
an emergency.
2 Check and write the past simple forms of these verbs from the unit.
broke sink _ _ _ _ _ _ __
break
burn or spin

fly strike

focus take

propel thrust

3 &1:'i Listen to and repeat the compound nouns in column 4 of the ord list.
Technical English 2
Technical English 2
Technical English 2 WB
Technical English 2 WB
Technical English 2 WB
 Technical English 3 CB
1 Engineer
Start here 1 Discuss these questions in pairs.
1 Do you have your own blog page?
2 If you do, what information have you put on it?
3 If not, what information would you put on it if you had one?
2 Look at Hans 's blog and complete his mini-profile below.

k· ~°l
6
. " 0E]
;- 'cP~ -.-. - . '=-.::::........."=-,,..-":"'
_= -.".-. ...,......",.-=.......,,=-==
'", -..-"'"-

HANS FISCHER

Doing what ~ At work at

I like best: Farmakon w ith
diving in the my new invention:
Red Sea a robot that
can work with a
human

FULL NAME EMPLOYER

OCCUPATION LEISURE ACTIVITY

Listening 3 IIlf"l Listen to this interview with Hans and answer the questions.
1 Where is Hans from?
2 Where is he working at the moment?
3 For how many years has he worked there in total?
4 What does he do every day?
4 Listen again, and correct five mistakes in Hans 's profile.

Hans Fischer
Company Farmakon International GmbH
First job in company Apprentice technician
-- --
Age joined company 18
Length of apprenticeship Four years
-
Current job title Mechatronics Engineer
Job routine I deSign and build robots for the packing lines. Then I test them. I work with robots every day.
Years in current job Eight years
----
Qualifications Bachelor of Engineering degree in Robotics
Details of invention I've designed a robot that can work safely with a human.
---_.-
Current activity At the moment I'm piloting the robot on a packing line.
Next step Next month I'm going to build another robot for a different line.
---_. - -- - ---
Career plans I'm doing a Masters degree next year.

26 11 Careers
 Technical English 3 CB

Language Present simple routine activity I work with robots every day.
current activity At the moment I'm piloting the robot.
Present continuous
planned activity I'm doing a Masters degree next year.
going to intended activity I Next month I'm going to build another robot.

Speaking 5 Work in pairs. Ask and answer these questions.

1 Where are you working or studying at the moment?
2 What project or task are you working on at the moment?
3 What are you going to do after you complete your current project or task?
4 What is your job description? What do you do in your job (or studies)?
5 What do you normally do each day of the week? Select the most important.
6 What are you doing next in your career, after you finish studying / working here?

Reading 6 Complete Hans 's Cv. Check your answers in the audio script on page 120.

CURRICULUM VITAE: Herr Hans Fischer EDUCATION

DATES: October 2008-July 2012

QUALIFICATION: (5) _ _ __
PERSONAL INFORMATION
MAIN SUBJECT: (6) _ __
NAME: FISCHER Hans
INSTITUTION: (7) _ __
DATE OF BIRTH : 18/04/1986
NATIONALITY: German INDUSTRIAL TRAINING

WORK EXPERIENCE DATES: July 2002-July 2005

TRAINING: (8) _ __
DATES: July 2012-present
INSTITUTION: Farmakon International GmbH, Munich
POSITION: (1) _ __
RESPONSIBILITIES: (2) _ _ __ PERSONAL SKILLS AND COMPETENCES
EMPLOYER: (3) _ __
SOCIAL AND ORGANISATIONAL: Captain of Farmakon
TYPE OF BUSINESS: (4) _ _ __
Apprentices Football Club 2003-2004

apprentice technician robotics mechatronics

pharmaceutical curriculum vitae CV responsibilities
employer business qualification institution competences . ·i fM

Writing 7 You are Hans and you want to apply for the job in this advertisement in Robotics
magazine. Write a covering letter to send with your Cv.

Careers 11 27
 Technical English 3 CB

3 Interview

Start here 1 Put the advice about job interviews below under the correct
headings. Write the numbers 1-10 in the table.

Before the interview DO ... During the interview DON'T ... During the interview DO ...

show your knowledge about the company

2 prepare a list of questions you would like to ask the interviewer
3 act as if you're not really interested in the job
4 answer only Yes or No
5 find out about the company and the job
6 talk negatively about your previous employer
7 be positive and honest about yourself
8 prepare a list of the questions you think the interviewer will ask you
9 ask questions about the job
10 check the job advert and think how your CV matches what they want

Listening 2 ."FI Listen to part of an interview Reme Gomez has for a new job. Tick the advice
in 1 which she follows.
3 Listen again and complete the interviewer's notes of the interview.

Name - Reme Gomez

Present job - _ __ _ __ _ _
Years in present job - _ _ _ __ __ _
Years in apprenticeship - _ _ _ _ _ _ __
Qualification - _ _ _ _ _ __ _
When gained qualification - _ __ __ __ _
Studying for diploma (part-time) now
Technical skills - (1) accurate _ _ _ _ _ __ _ (2) CAD/CAM
Personal skills - works hard, punctual and _ _ _ _ _ _ __
Interpersonal skills - willing to learn, and good _ _ _ _ _ _ __

Vocabulary 4 Match words or phrases 1- 8 with the same or similar meanings a-h.
1 competence a) pay
2 qualification b) person who works, or is employed
3 experience c) previous work
4 salary d) for example, a company car or a pension
5 job title e) the person or company that employs you
6 benefit f) skill
7 employer g) for example, a degree or diploma
8 employee h) position (or post)

5 Complete the questions, Use words from 1- 8 in 4,

1 What are your ___ ? I have a diploma and a degree in Engineering.
2 Who is ___ ? I work for VW.
3 What ___ ? It's 'Automotive Technician'.
4 What ___ ? I have good technical and communication skills.
5 What ___ in your job? I get a company car now that I'm a manager.

30 • Careers
 Technical English 3 CB

Language Reme's career at MultiPlastics

apprentice 2008 -+ 2011
junior technician 2011 -+ present day

Present perfect I for Reme's worked at Mu/tiP/astics for seven years.

~-----------------------------------------------------I
since She's had a job as a junior technician since 2011.

from ... until now She's been at MultiPlastics from 2008 until now.

Past simple for I Reme was an apprentice at Mu/tiPlastics for three years.
I
from ... to / until She worked as an apprentice from 2008 to / until 2011 .

ago She joined MultiPlastics seven years ago.

6 Supply the questions for Reme's answers.

1 How long _____? I've been a junior technician for the last four years.
2 When _____? I became an apprentice seven years ago.
3 How long _____ ? I was an apprentice for three years.
4 How many years _____ ? I've worked for MultiPlastics for about seven years.
5 How long _____ ? I studied for my certificate for two years part-time.
6 When _____ ? I received my certificate five years ago .
7 How long _____ ? I've been a part-time diploma student for two years now.
8 How long _____? I think MultiPlastics has been in business since 1995.

Speaking 7 Work in pairs, A and B. Take turns to interview each other. Look back at Hans's CV on
page 27 and ask and answer questions about it.
Student A. You are Hans. Answer questions about your Cv.
Student B. You are the interviewer. Ask Hans questions about his Cv.

Scanning 8 Practise your speed reading. Look for the information you need on the SPEED SEARCH
pages (116-117). Try to be first to answer these questions.
Search for an advertisement for the job of Electrical Design Manager.
1 What qualifications are required for the job?
2 What software must the manager be skilled in using?
3 Where will the manager need to travel in his/ her job?
4 What will the basic salary (minus bonuses) be?

Task 9 Imagine you are ten years older. Write a short version of the CV you would like to have
then.
10 Note down some details of a job you would like to apply for in ten years' time.
11 Prepare for a job interview. Write notes in answer to these questions.
1 Why do you want this job?
2 What skills will you bring to this job?
3 Why do you want to leave the job you already have?
4 What questions would you like to ask the interviewers?
12 Work in small groups. Pass your CV and your job details around your group. Role-play
a job interview. Take turns to be interviewed by the rest of the group.

Careers • 31
 12 Match the heading- ~ on th is fo rm with the correct information a- h.

1 Full name a) professional footballer

2 Present employer b) more than 330 games and more than 130 goals.
3 Responsibilities c) Cristiano Ronaldo dos Santos Aveiro
4 Experience d) after retiring from playing , to become an international manager
5 Qualifications e) to help his team to win; to score goals
6 Competences f) Portuguese
7 Career plans g) goal-scoring ability; leadership skills
8 Nationality h) Real Madrid Football Club

13 Write a paragraph comparing these two 2010 World Cup stadiums .

Durban Cape Town
(top photo) (bottom photo)
Capacity* during World Cup 70,000 Capacity during World Cup 68,000
Capacity after World Cup 58 ,000 Capacity after World Cup 55,000
Height of roof (incl. arch) 151 m** Height of roof 50 m
Total length of stadium 320 m Total length of stadium 290 m
Total width of stadium 280 m Total width of stadium 265 m

*capacity = maximum number of spectators

**there is a 106-m high arch above the roof

14 Complete this dialogue.

A: Where (1) _ _ __ _ _ _ (you / work)?
B: I work at AutoWorld. I'm a technician there.
A: How long (2) (you / work) there?
B: (3) 0 / be) there for four years now.
A: That's a long time. Where (4) (you / work) before that?
B: I (5) (be) a junior technician at MultiPart. I enjoyed it very much.
A: So why (6) (you / leave)?
B; Because I (7) _ _ _ _ _ _ _ _ (want) to work in a bigger company.
A: By the way, (8) (you / finish) your technician's diploma?
B: Yes, I have.
- A: When (9) _ _ _ _ _ _ _ (you / complete) it?
B: Three months ago.
A: Well done.

Project 15 Research a job and an employer you are interested in.

• Search for a suitable job advert.
• Research the company which placed the advert.
• Think of questions the interviewers may ask, and prepare answers.
• Prepare a list of the questions you would like to ask.
• Write a letter of application to accompany your Cv.
• Put everything into a special folder. Keep it for future reference.

Review Unit B • 35
 Technical
Technical
English
English
3 CB3 CB

Technical English 3 WB
1 Engineer
1 Read the blog and complete the profile.

My name's Martha Bari and I live in Ottawa, Canada. I'm Italian and I've lived in Ottawa for
seven years. I carne to Ottawa to study at the university. In my fourth year, I got my Masters in
Bio-medical Engineering, after doing a degree in Mechanical Engineering for three years .

I love my work. I speak French as well as Italian , which is useful in Canada. Right now, I'm
working for a bio-medical company in Ottawa called Robotico. I'm a Research & Development
Technician and I'm developing new devices for artificial arms and legs. My ambition is to
become the Head of R&D, but don't tell my boss that!

By the way, are any other graduates from my university out there (University of Ottawa, 2004- 2008,
particularly anyone from the Department of Mechanical Engineering)? Please post a message.

1 Name Martha Bari

2 Nationality
3 Employer
4 Current position
5 Responsibilities
6 Qualifications
7 Institution .
.,

8 Skills and competences

2 Complete these blogs with the verbs in brackets, using the present simple , present
continuous, or going to future . There may be more than one possible answer.
I

name's Kees. Right now 1(1) am working (work) at a manufacturing company in Rotterdam . ....
The company (2) (specialise) in robotics. I normally (3) (spend)
our days a week with my employer, and one day at college. At the moment I (4) (do)
an apprenticeship in engineering . After I (5) (complete) my apprenticeship in July, I
(6) (have) a short holiday, probably somewhere in the sun! I (7) _ _ _ _ _ __
(no have) any further career plans at present.

My name's Pedro and I (1) (work) for a pharmaceutical company in Madrid. Most days I
(2) (work) from 8.30 until 17.00, but on some days I (3) (stay) late in
order 0 finish a job. At the moment I (4) (develop) a new line of over-the-counter drugs.
We (5) (start) our first series of trials in two months ' time, so there's a lot of last-minute
work. I already (6) (have) a Bachelor of Sciences degree in Biochemistry, and I
(7) (start) a Masters course next autumn.

18 Career"
 3 Interview Technical English 3 WB
1 " -D Read part of a CV and then listen to an interview. Complete the missing
sections and update some of the information.

JuniorTechnician

arn e and address of employer Horton Engineering, Cleveland

Machining, finishing and some _ _ _ _ _ _ __ __

arn e and add ress of employer Farley Marine, Long Creek

Marine engineering: manufacture of engines and pumps

~~--------------~======~======~----------------------~ .~
~~~~:----+==============-----------J ~.
and
Albany College of Engineering, Albany

2 " .j!ij Write the questions from the interview, using the prompts. Then listen again
and check.
I which / job / interested Which job are you interested in?
2 long / work / there _ _ __ _ _ __ _ _ _ _ _ __
3 responsibilities / current / job _ _ __ _ _ _ _ _ _ _ _ _ __
4 exactly / kind / business / your company _ _ _ _ _ _ _ _ _ _ _ _ _ __
5 long / work / Farley Marine _ _ _ _ _ _ _ _ _ _ _ _ __
6 what / description / there _ _ _ _ _ _ _ _ _ _ _ _ _ __
7 long / course / last _ _ __ _ _ _ _ _ _ _ _ _ __
8 why / leave / Horton Engineering _ _ _ _ _ _ _ __ _ _ _ _ __
3 Write the time words and phrases in the box on the correct lines.

2011 three weeks yesterday seven years a week last week January
six months 8 o 'clock Monday a month two hours 20 minutes
12th May five days lunchtime a long time

for: three weeks,

smce:~
2~OJ~J~, ____________________________

20
4 Word list Technical English 3 WB

NOUNS I NOUNS , ADJECTIVES NOUNS (careers)

accuracy prototype accurate ambition
barrel pulse external apprentice
blog page recoil genetic apprenticeship
brain cell robotics high-pressure benefit
brass software inaccurate bonus
breakthrough spacer interpersonal competence
bullet target minimum institution
cell tissue optimum role
DNA VERBS organisational technician
gene gun insert pharmaceutical NOUNS
helium modify previous (qualifications)
inaccuracy power social Bachelor of Sciences
leisure activity ADVERB standard certificate
machine gun roughly degree
mechatronics d iploma
membrane Masters

1 Complete this description of a gene gun, using the correct form of words from the
Word list.
A (1) machine gun is a weapon that fires (2) down a
cylindrical (3) towards a (4) Holes in its
barrel allow air to escape and this reduces the weapon's (5) i.e.
the thrust of the weapon in the opposite direction to the line of fire.
(6) are tools which fire D A into a cell. They are powered by
(7) gas. A (8) of the gas pushes the
(9) bullet through the cell (10) and into the
(11) itself.
The first (12) gene gun was unsatisfactory. It \ as too
(13) and caused (14) damage to the cell. The
(15) gene gun worked much better. It had a narrower barrel and
fired the DNA with greater (16) _ _ _ __ __

2 KiU Write the words in the box in the correct column. Then listen and check.
ambition apprentice apprenticeship benefit certificate competence
diploma engineering institution interpersonal previous technician

1 st syllable stressed 2nd syllable stressed 3rd syllable stressed

ambition

21
 Section 2 Technical English 3 WB
1 Make compound nouns using the words in the box. There rna be more than one
possible answer.

activity car degree description experience page plan qualification

technician vitae

apprentice technician 6 curriculum

2 blog 7 engineering
3 business 8 job
4 career 9 leisure
5 company 10 work

2 Complete this dialogue between two HR managers. Use all the w ords in the box or the
correct form of the words in brackets where given.

for (x2) since (x2) ago but (x3) while whereas

A: What did you think of those two candidates, Enrico and Manuel?
B: Well, Enrico seemed (1) more confident (confident) than Manuel.
A: Yes, (2) Manuel is much (3) _ _ _ _ _ _ _ __
(old) and (4) (experienced).
B: True, but I think Enrico would pick up the job (5) _ _ _ _ _ _ _ _ _ _ (fast)
than Manuel. He asked lots of good questions and showed
.. A:
(6) (great) knowledge of our compan .
Let's look at their relative work experience . Enrico (7) _ _ __ _ _ _ _ __
~.
(work) in his first company (8) _ _ _ _ _ _ _ __ _ three ears
and (9) (work) in his present compan
(10) the last four years.
B: But Manuel (11) (be) out of work
(12) January. He (13) _ _ __ _ _ _ _ _ (leave)
his last job ten months (14) _ _ _ _ _ _ _ _ _ _ and he
(15) _ _ _ _ _ _ _ _ _ (not work) (16) _ _ _ _ _ _ _ _ _ then. I
wonder why.
A: He said he had been ill, (17) _ _ _ _ _ _ _ _ _ _ ou can t be sure. By the
way, (18) _ _ _ _ _ _ _ _ _ _ (you / receive) their references?
B: Yes, Enrico has (19) (positive) references than . lanueL.
A: So, would you consider Enrico to be the (20) (good)
candidate?
B: Yes, he showed more ambition. Anyway, let's look at their qualifications.
A: Enrico did a four-year apprenticeship, (21) !l.anuelonly
did three years. I wonder why.
B: Enrico has a degree in Mechanical Engineering, (22) _ _ _ _ _ _ _ _ __
Manuel only has a diploma. (23) (you / check)
their documentation?
A: Yes, Manuel studied for the diploma, (24) he left before
the end of the course and didn't take the final exams.
B: So his qualifications are not just (25) (irnpressi\·e)
they're non-existent!

Rp\ 1(,\\ 23
 Unit 4 Movement
&?144
1 19 degrees . 2 40 degrees.
3 70 degrees . 4 118 degrees.
& ·2 1*
1 A fast CD-ROM can rotate at 9800 revolutions
per minute.
2 Sound travels at about 1200 kilometres per
hour.
3 The maximum land speed is about 1228
kilometres per hour.
4 The maximum speed of a boat on water is
about 154 metres per second.
5 The Earth rotates at 1000 miles per hour.
6 The Earth moves around the Sun at 67,000
miles per hour.
Unit 5 Flow
[L =Lecturer; S =Student]
L: Right. Now let's look at this diagram of the
circuit, up here. Can you see it clearly? On
the left, here, you can see a solar panel. OK?
The solar panel collects the sunlight and
changes it into electricity. And here, on the
right, you can see three lamps. These three
long things. OK? And there, between the
panel and the lamps, you can see a controller
and a battery.
S: Excuse me, sir. Which one is the controller?
L: Well, the controller's at the top, OK? And
of course the battery's at the bottom, here,
below the controller. And finally, you can see
some electrical cables or wires. The cables
run from the panel, through the controller,
into the battery, and also into the lamps.
&1'¥1
[L =Lecturer; S =Student]
L: OK? So to summarise, here again, these are
the main parts of the system. A sixty watt
solar panel; .. . a five amp controller; ...
a twelve volt one hundred ampere hours
battery; ... and three twelve volt eight watt
lamps.
S: Excuse me, what kind of electrical current is
it?
L: It's a direct current - DC. Is that clear now?
122 • Audio script
&·2!.1
1 A: Turn down that thermostat, please. The
water's too hot for a shower. The correct
temperature is about 60 degrees.
B: Fahrenheit?
A: No, Celsius, of course.
2 A: This refrigerator is too cold. Turn the
temperature up to about 4.5 degrees .
B: Fahrenheit?
A: No. That's too cold. 4.5 degrees Celsius.
3 A: That freezer's too warm. Turn the
temperature down to zero degrees .
B: Zero degrees Celsius?
A: No, that's too warm. Zero degrees
Fahrenheit. That's the same as minus
eighteen degrees Celsius.
4 A: Do you know the record for the coldest air
temperature in the world?
B: No.
A: It's minus 89 degrees.
B: Fahrenheit?
A: No, Celsius.
B: Where is it?
A: In Antarctica.
5 A: And the hottest temperature in the world.
Do you know that?
B: No.
A: It's 136 degrees.
B: Celsius?
A: No, no. Fahrenheit.
B: Where is it?
A: In Libya.
6 A: The car engine is too hot.
B: Why? What's the correct temperature?
A: About 110 degrees.
B: Is that Fahrenheit?
A: No, Celsius.
&·211
[D = Dan; J =Jack]
D: I work in the electronics workshop every
Thursday and Friday.
J: When do you attend lectures?
D: Every Tuesday morning.
J: What do you do on Tuesday afternoons?
D: I do my practical work then.
The second process , blow moulding, takes place inside the
mould, where compressed air blows into the centre of the molten
plastic and expands it into a ho llow shape such as a bottle.
Let's look at the first process, the extrusion of molten plastic into
the mould.
As you can see in Figure 1, there is an extruder at the top left of
the diagram. This operates like the injection moulding cylinder
we saw last week.
As I'm sure you will remember, first of all, pellets of raw plastic
are fed from a hopper into a large horizontal cylinder. Inside this
cylinder, a large screw rotates. This rotation pushes the cold
polymer pellets along the cylinder towards the right. There are
heaters all along the sides of the cylinder. These heaters heat up
the polymer pellets and melt them. The screw continues to push
the soft, melted polymer along the cylinder.
As can be seen in Figure 1, there is a ninety-degree angle at the
right-hand end of the cylinder. This angle, or bend, is inside the
die in the top right-hand section of Figure 1. Now the molten
plastic flows downwards through the die, and is extruded, or
pushed out, into the mould.
So that's the end of the first part of my talk, about the extrusion
process. Let's turn now to the second part, which is about the
blow moulding process.
Blow-moulding consists of three stages. I will now describe each
of the three stages in turn.
Let's look at the first stage. As Figure 1 shows, the hot, soft
plastic is extruded down between the two halves of the open
mo uld . The plastic is in the form of a long, hollow tube, called a
parison. Then, as Figure 2 illustrates, the two halves of the mould
close. Now the parison is inside the mould.
The second stage is illustrated in Figure 2, as well. In this stage,
compressed air is blown through the nozzle into the molten
polymer paris on. The air inflates the parison, and as a result, the
soft plastic expands to fit the shape of the mould. The plastic is
cooled by the cold surfaces of the mould. This sudden cooling
causes it to harden quickly in the shape of, in this case, a bottle.
The third and final stage is shown in Figure 3. Here, after a
cooling period , the two halves of the mould open, and the bottle
is ejected from the mould onto a conveyor belt.
Unit 3 Events
e2·i•
[R Reporter; TC = Technology Correspondent]
=
R: This is the six o'clock news for today, the 14th of April, 2020.
First, the news in brief. The new Ares moon rocket has
failed to launch. The rocket has crashed into the Indian
Ocean. The crew capsule containing the six astronauts has
landed safely in the ocean. Rescue helicopters have taken
the astronauts to hospitai, where they are recovering. The
director of the space program has reSigned.
Now the news in detail. Six astronauts escaped death early
this morning when their Orion crew capsule detached itself
safely from their Ares space rocket. The Ares rocket was
launched at 5.05 this morning but after only a few seconds it
was obvious that something was seriously wrong.
At first the rocket flew straight upwards, but then it turned
and moved almost horizontally before starting to fall back
towards Earth. The rocket then crashed into the ocean and
disappeared from sight.
For more details about th e ejection system on the Ares
rocket, we can now turn to our technology correspondent,
Jeft Walker, who is at the recovery site.
TC: Luckily for the crew, the Ares rocket was fitted with the new
Launch Abort System. If something goes wrong within the
first 100,000 metres of the rocket 's ascen t, the Launch Abort
System, or LAS, is activated and carries the crew capsule
away to safety, just like the ejection seat system in an
aeroplane.
The LAS is at the nose, or tip, of the rocket, and contains an
abort engine and a supply of solid fuel. It is attached to th e
crew capsule.
As soon as the launch fail ed, and the Ares rocket changed
course, the LAS was automatically activated. The abort
engine fired with a massive 180,000 kilograms of thrust, and
the LAS, attached to th e Orion crew capsule, was ejected
and shot upwards at high speed and away from the rocket. It
reached a speed of 725 kph in less than three seconds.
When the solid fuel burnt out, the crew capsule detached
itself from the LAS. Three sets of parachutes then opened
up, and the crew capsule flo ated down and landed safely in
the ocean.
Helicopters reached the capsule within a few minutes, and
took the six astronauts to hospital at their base to recover.
All six are well and in good spirits. Sarah.
R: Thanks, Jeff.
&,.!:.
". as the Challenger disaster showed.
So now I'd like to tell you about our dream for the future of space
travel, a future that will make safety a reality for our astronauts .
I'm talking about an ejection system for astronauts!
If you look at the first slide, this describes the reality we have
today. We have ejection seats today, but only for aircraft.
If an aircraft fails in some way, the pilot will activate the ejection
system. And if the pilot activates th e ejection system, the system
will immediately eject the ejection seat, with the pilot, from th e
plane.
So let's turn to the second slide, which describes our dream for
the future. We don 't have ejection capsules yet for spacecraft,
but one day soon, with the LAS system, our new invention, we
will.
Let me describe what would happen if we had an LAS system in
our spacecraft today.
If a spacecraft failed in some way, the computer would activate
the LAS system. And if the computer activated the LAS system,
the system would eject the capsule, with the crew, from the
spacecraft.
Now, as Figure 1 here illustrates, the ejection system for aircraft
I'd like to spend a few minutes now describing the main parts of
the LAS, or Launch Abort System, of the Ares space rocket.
As you can see in Figure 1, on th e left-hand s ide of the
illustration, the Launch Abort System is right at the nose, or tip,
of th e rocket. It's shaped like a dart, or a pawn on a chessboard.
The job of the LAS is to lift the astronauts to safety if something
goes wrong during the rocket launch .
Now let's look at the LAS in more detail·. As can be seen in Figure
2, the cone-shaped structure attached to the bottom of the LAS is
the Orion crew capsule. This is where the four to six astronauts
live and work.
As you can see, a protective cover surrounds the Orion crew
capsule and shields it from th e hot engine exhaust.
Inside the LAS, the abort engine provides the power to lift the
complete LAS and crew capsule at high speed away from th e
falling rocket. The exhaust from this engine escapes through
nozzles in front of the engine.
Below th e abort engine in the LAS you can see the solid
propellant. This is the fuel for the abort engine. All two thousand
one hundred kilos of fu el in the abort engine burn in less than
three seconds.
Right at the tip, or nose, of the LAS, as Figure 3 shows, there is a
ring or circle of four small nozzles. These are the nozzles of the
attitude-control engine. When these nozzles fire, they spin the
LAS around to stabilise it and orient it.
Just above the crew capsule, as Figure 4 illustrates, there is a
third engine, called the jettison engine. When this engine fires , it
Audio script • 119
 pushes the crew capsule away from the LAS. ,.. 12 optional listening
And finally, in Figure 5, you can see the parachutes. When the
capsule reaches a safe altitude, the parachutes open up and
bring the crew back to Earth.
et"
[I =Interviewer; RG =Reme Gomez]
I: ... So, Ms Gomez, can I check a few details from your CV?
,.. 10 optional listening
When did you complete your school education?
RG: I left school just over seven years ago.
Unit 4 Careers I: And now you're a technician?
• JLjI. RG: Yes, that's right. I'm a junior technician at MultiPlastics .
I: I see. And how long have you worked there?
[I = Interviewer; HF = Hans Fischer] RG: Erm, I went there straight from school so I've been there for
I: I'm talking to Hans Fischer today. Hans is a young seven years. I started as an apprentice.
German engineer who is currently working at Farmakon I: How long did your apprenticeship last?
International, a large German pharmaceutical company. RG: For three years.
He also happens to be an inventor in his spare time. Good I: And after your apprenticeship ended, they promoted you to
morning, Hans. junior technician. Is that correct?
HF: Good morning. RG: Yes, that's right. I've been a junior technician there for the
I: You've become famous because of your latest invention. But last four years.
you're not really an inventor, are you? Or at least, inventor is I: And you're currently studying part-time for a technician's
not your job designation. diploma, are you?
HF: That's correct. My actual job title is Robotics Engineer. RG: Yes, I am. I go to the technical college twice a week.
I: So, what is your job description? What do you actually do I: And how long have you been a part-time student?
every day? RG: For two years now. I started the diploma course just over
HF: I design and build robots for the packing lines. Then I test two years ago.
them. I work with robots every day. I: And you already have your Certificate of Technical
I: And how long have you worked at Farmakon? Competence, of course?
HF: Well, I've worked here as an engineer for the last two years. RG: Yes, I studied part-time for my certificate while I was an
Before that I was at university for four years, and before apprentice. My employer gave me time off work, to help me.
that I worked at Farmakon for six years. So I've worked at I got my certificate five years ago.
Farmakon for eight years altogether. I: Right, thank you, I think the details are clear now. So, Ms
I: I see. So how old were you when you first started work at Gomez, why would you like to work with us ?
Farmakon? RG: Well, you're one of the leading companies in your field. I'd
HF: I was sixteen. I left secondary school and then I joined like to broaden my experience.
Farmakon as an apprentice technician. I: And why should we offer you this job? What technical skills
I: And how long was your apprenticeship? do you have?
HF: It lasted for three years. During my apprenticeship, I studied RG: Well, my benchwork is very accurate. And I've learned
part-time at vocational school. CADCAM.
I: And then after your apprenticeship ended, you became a I: And what about your personal skills?
tec hnician at Farmakon. Is that right? RG: Well, I work hard, I'm punctual and my present employer
HF: Yes, that's correct. After my apprenticeship ended, I worked says I'm very reliable.
here as a technician for three more years while I studied I: What about interpersonal skills? Do you like working with
part-time for university entrance. Then I went to study full- others?
time at the University of Applied Sciences in Munich. RG: Yes, I'm willing to learn and I think I'm a good team worker.
I: What course did you do there? I: Good. So now, do you have any questions to ask us?
HF: A Bachelor of Engineering degree in Mechatronics. My main RG: Yes, I would like to know a bit more about the salary and
subject was Robotics. I got my degree two years ago. benefits ... that come with the job.
I: Congratulations!
HF: Thanks.
/: And then after university did you come straight back to
Unit 5 Safety
work at Farmakon?
HF: Yes, that's right. That's when I became a Robotics Engineer
[T =Tom; M =Max]
here.
T: Tom Redman.
I: And did you have your idea for an invention soon after M: Hi Tom, it's Max here.
returning to Farmakon, after your degree?
T: Max! Good to hear from you. How are you?
HF: Yes, that's right.
M: Fine: thanks. How are things with you?
I: So tell me about your invention. What is it? T: Great, thanks.
HF: Well, I've designed a robot that can work safely with a
M: I hear your research project is going well.
human worker.
T: Yes, I think we're making progress.
I: That's very interesting. Can you use it at Farmakon? M: What is it you're looking into?
HF: Oh yes, I'm piloting it now on one of the packing lines. I'm
T: We're trying to find out whether car safety systems make
trying it out and testing it.
people drive less safely.
I: And what's your next step? What do you intend to do next? M: That sounds very interesting.
HF: Well, next month, if the pilot is successful, I'm going to build
T: Thanks. So how about your work? How is your latest
another robot for a different packing line.
product design coming along? Your last one was a big
I: Excellent. And what are your plans for your career from now success.
on?
M: Yes, it was very popular with the customers. And the new
HF: I'm doing a Masters degree next year. It's a distance-learning
product is looking very good. Very good indeed. And that
course. I've already been given a place on the course.
brings me to my reason for calling you.
I: That's great. Well, Hans Fischer, it's been very interesting T: Mmm?
hearing about your achievements and your plans. Good luck
M: I'm planning to hold a brainstorming session next week with
with your future career. Thank you very much.
the rest of the design team. I thought that your ideas would
be very us eful. Would you have time to join us?

120 • Audio script

 nit 1 Systems
. -WJ
Il = lecturer: I = tudent I: 2 = tudent 21
l: ~Iy talk today is about fDRs and how they work. As you probably
know. fOR stands for ftight Data Recorder, and so it's a device used for
recording data during a plane's rugh t. It also helps investigators to work
out what went "TOng if a plane crashes.
I: \\ nat happens if a plane crashes into the sea and sinks? How do the
im-estigators find the fOR then?
l: fORs ha\'e an underwater locator beacon. There's a sensor on the side
of the beacon. \\"hen water touches the sensor, it activates the beacon.
2: Could you gr.·e us some details about the transmission?
l: )es. the beacon sends out pulses at 37.5 kilohertz.
Can it function at the bottom of the ocean?
l: )es. it can transmit sound from a depth of 14,000 feel
I: Do you have to work fast in order to find the fOR?
l: Well as soon as the beacon starts to transmit, it \\ill continue for 30 days.
I: And how frequently is the ignaJ transmitted?
l: llle beacon sends out a ignaJ once per second.
\\ bat kind of battery is used for the beacon?
l: If p<J\"ered by a battery \\ith a helf life of ix years.
I: \\ bat happens after you find the fOR?
l: After an air accident. the llight recorder is transported to the computer
lab. lllere. the data can be ~ ed. If an accident happens at sea and
the flight recorder was in the water, the fDR mu t be transported in a
container of water to keep it cool. Any other questions?
I: I can' t see the beacon \'ery clearly from here. What shape is it exactly?
l: If ~iindrical. The beacon also serves as a handle.
I heard that ftight Data Recorders are sometimes called 'black boxes'.
Is that right:'
l: lllaf correcl yes.
2: TIlen can you explain why they're called 'black boxes' if they're bright
orange?
L Good questiOn \ ....e·re not sure why they 're called 'black boxes' but
\\e do know that the early fDRs were in fact black, because they used
a film.based technology. So the insides of the boxes had to be black
to Slop any light affecting the film. O\vada} , they're painted bright
orange. so thai they're easier to find.
,M lU]
Hi e.eryone. rm going to demonstrate this self-inflating life raft. This one's
big enough for eight people. though there are bigger ones for 12 people,
01" small ones that take only four.
So..lef take a closer look at this life rafl On top, you've got a canopy to
keep out the \\"a\-es and the rain. This canopy inHates automatically and it's
ed to 'eep the occupants warm. The Hoor of the raft is insulated, too.
TIle canopy has lights on top, which are water-activated. It also has a device
fOl" collecting rainwater.
. 'O\\' lef ha\'e a look at the automatic inflation system . first, the two
~~. chambers are in/lated, that' s the two circular lyres that form the
outer walls of the raft. This forces open the vinyl carrying bag. Then the
canopy O\-ef the top is inflated. Then you can get in. The whole process of
inIlalion takes 12 seconds, OK? lllat' ju t 12 seconds.
. 'ext point. stability. There's a big danger with standard life rafts that the
wind \\ill catch the life raft and cap ize it, or nip it over. But on this model,
there are two big stabilisation chambers under the Hoor of the life raft. Both
chambers quickly fill \\ ith water from the moment of inHation. They fill in
\l) stages. FusL the upper chamber fills through vertical portholes in the
chamber walls. At the same time. the lower chamber starts to fill. 'Nater gets
... through the bottom here, through a one·way valve which lets water in, but
nol otJl..
~ these stabilisation chambers are full, you've got a stable life raft. You
could find yourself in a hurricane. \\ith ten·metre-high waves and winds up
10 tiIometres per hour. hen in a hurricane like that, this life raft is so
SIIiIbIe that if ·~· to cap ize. And if a giant wave comes along and nips
raft CI'-ef. the weight of the water in the stabilisation chambers \vill
raft back up again. In other words, it rights itself at o nce.
Unit 2 Processes
WiD
Good moming, everyone. This is the last in our series of short talks about
the plastics industry. Last week we looked at the process of extrusion blow
moulding. Today, I'm going to explain how vacuum moulding works. This is
also called vacuum forming, or vacu·forming.
Vacuum forming is a process of making a shape out of a thermoplastic
sheet. A thermoplastic sheet is a material that becomes soft when you heat
it , and later on it becomes hard after you c ool it. In vacuum forming, as in
other proc esses of plastic moulding, heating and cooling are important parts
of the process.
As its name suggests, with vacuum forming, we have to create a vacuum
in the mould in order to produce the moulded Object. As you remember,
a vacuum occurs when we suck the air out of a con tainer. So sucking air
out, or suction, is an important part of the process, and we use a simple air
pump for this purpose.
ow, I've given you a printed handout with some diagrams. As you can see
in figure 2 on your handout, there are some air·exhaust holes at the bottom
of the mould. These are for sucking the ai r out.
But let's start with the first stage, which is heating. As Figure I on your
handout illustrates, the heaters are situated above the machine and heat the
thermoplastic sheet below them.
The next stage is positioning. As can be seen in Figure 2, the thermoplastic
sheet is moved to a position directly above the vacuum mould .
The third stage is illustrated in figure 3. Here , the thermoplastic sheet is
stretched over the top part of the mould. Here you can see that the plastic
material is stretching and becoming thinner. This is the stretching stage.
The fourth and final stage is shown in figure 4. Here the pump on the right·
hand side of the machine is sucking the air out of the mOUld, and this suction
is creating a vacuum. Fmally in this vacuum forming stage, as figure 4 clearly
sho\ , the plastic sheet is sucked down over the mould.
& -jiij
dose, closure
compress compression
eject, ejection
expand, expansion
extrude, e.~
heal healer
inflate, inflation
inject, injection
mould. mould
rotate, rotation
transfer I "erb!, transfer (noun)
Unit 3 Events
MZW
My talk today is about ejecting from an aircraft. This sounds dangerous, but
in fact it' \'ery simple. You only have to pull one handle in order to eject.
TIle ejection S} tem does the rest. You can eject at airspeeds between zero
and 1,400 kilometres per hour, and at altitudes between zero and 82,000
feel You onJy ejecl from your aircraft if it 's going to crash, so first you must
try 10 sa""e your aircrafl [f you know that you cannot control your aircraft,
pull the ejection handle.
The ejection S} tern operates in four stages. First, the canopy over the pilot
i jettisoned. It rues away from the cockpit to the rear. At the same time,
the aircraft senices are disconnected, so radio contac t is lost. However,
the emergency oxygen supply for the pilot comes into operation, so it's still
possible to breathe. I ext, the ejector rocket fires. This ejects the pilot into
the air, but the pilot is still restrained in his seat. So now we have the pilot,
still strapped into his seat, in the air and starting to fall.
At this point, stage two begins, and the drogue is deployed. ow a drogue
is rather like a parachute. Its purpose is to stabilise and slow the fall of the
pilot, who is still in his seat. This continues down to a height of 8,000 feet,
w hen the drogue is released.
 We now come to the third stage of the ejection procedure, when seve~a1
things happen in quick succession one after the other. As the drogue falls
away, an explosive charge separates the main parachute container. Also,
"21"
syllable stressed:
F"Irs!
the main hamess that attaches the pilot to his seat is released. Small sticker benefit
clips hold the pilot in his seat for a few seconds longer. Immediately after competence
this, the main parachute is deployed. This slows the fall of the pilot and lifts previous
him out of his seat, pulling away the small sticker clips that kept him in his
Second syllable stressed:
seat up until now. The pilot's seat, which is heavier than the pilot, falls to the
ambition
ground separately.
apprentice
Now we come to stage four, the landing. The pilot is falling towards the ground
apprenticeship
at the rate of a normal parachute descent. At this point, his personal locator
certificate
beacon is activated automatically and starts to send out a radio signal.
diploma
MiW technician
abort engine Third syllable stressed:
attitude-control engine engineering
crew capsule institution
ejection system interpersonal
jet fighter
jettison engine Unit 5 Safety
launch abort system
oil rig &!IU
I C = Customer; H = Helpline]
Unit 4 Careers I
C: Hello. I wonder if you can help me.
KijW H: I'll try!
II = Interviewer ; L = Laura] C: I've iust bought a used car - it's a Cordoba I. and it doesn't ha,-e an
I: Thank you for coming in for an interview, Ms Gallini. I've read through owner's manual. The problem is, I've got a ,-ellow warning light on the
your CV and I'd just like to check a few details. You've applied for the dashboard. It's shaped like a warning triangle in a circular arrow.
post of Technician, but we currently have two technician posts vacanl H: I think I know what that is. It's the ABS.
Which job are you interested in? C: ABS?
L: I'm particularly interested in the job of Technician for ew Product H: \es, the Anti-lock Braking Y tern. How is the car handling' For
Development. elGllnple, do you need to take any correctiYe action when you brake'
I: OK. I see that you 're currently working at Horton Engineering as a c: \~ When I brake hea\iIy, I ha'-e to counter-steer to the IefL
Junior Technician .
H: I see.. ThaI' the problem. You need to take it in to a dealer.
• L: ActUally, I'm now a Senior Technician, since last month_
C: Is it safe to dm.-e?
I' I see . Good! And how long have you worked there?
H: Yes, it is.. But you shot.dd. ~"e it checked out as soon as possible..
.. L: I joined in 2008, so I've been there since then, until now_I' m sorry, it 2
says 2005 on my CV; but the correct date is 2008. C: Hello, f.-egot a problem \\ith my car and I don-t knowwbal the.
I: And what are your responsibilities in your current job?
' ....arning light on mydashboanl mearlS-
L: Most of the time I work on quality control and product testing. But H: Where exactly is the. warninglighl and whal colour is it?
I'm currently helping develop a new product. That involves building a C: It's in the middle 01 the warning paoef and ifs red.
prototype. It's a company secret, so I can't say much about the project. H: What shape is it?
I: Fair enough! Now, exactly what kind of business is your company in? C: Well, I'm looking at it flO\ _ It's square-shaped. wilb a biI SIid:ing out.
L: We're involved in robotics, and medical engineering as well . So, more or H: Aah! That indicates that one 01 your doofi isnl dosed.
less the same field as yourselves. C: I've checked those already.
I: Mmm. I see you started your career before you went to university. How H: What about the rear door? Ha\-e }UU ched;ed Iha(! I ~- d II:Je side doors
long did you work at Farley Marine? or the rear door isn't securely closed, II:Je \\<IIDng \\"11 cume on.
L: I worked there for two years, from 2003 until 2005. By the way, they 've 3
changed their name. They were taken over a couple of years ago, and C: Hello. Can you help me ,vith a warning on ~-~
now their name is BAMC pic. H: Of course. Where is it and what does it look ~
I: Right. What was your job description there? And what did you do every C: It's red and it's in the shape of an oil can
day? H: Is it on aU the time?
L: I was an Apprentice Engineer. Most of the time I did machining and C: 0 , I've been monitoring it all day. It just comes on from time 10 time...
finishing. But at the end I was doing some quality control work, too. H: Right. That's the warning light for oil pressure..
I: Excellent. And then you went on to Albany College of Engineering. How C: Should I change the oil?
long did your course last? H: 0 , that's not necessary. But you must top up the. car \\"lIb engine oil.
L: Il was a three-year course. I went there in 2005 ... Don't drive anywhere until you've done !haL
I: And you got your qualification at the end of it, I see, in 2008. 4
L: That's right. I was awarded a Bachelor of Applied Sciences. The course C: Hello. Can you help me? I've got a problem \\ith the car thai I bougbI
involved all the sciences, but I specialised in Physics and Mechanical from you last month.
Engineering. H: Which model?
I: And why do you want to leave Horton Engineering? C: It's a Bari 2205.
L: Il's a small company, so I'd like to move to a bigger company that has a H: And what exactly is the problem?
bigger R&D department and a greater product range. I'd really like to try C: I'm getting vibration in the steering wheel. 1hat' when I dm-e at ~
my hand .. . than 80 kilometres per hour.
Kim Which job are you interested in?
H: Any warning signs on the dashboard?
C: Yes. It's orange and shaped like a i}Te.
H: I see. Do you see the LED display on your dashboard:! Scroll dcl'\~-n 10
2 How long have you worked there?
'lyre sensors' and click.
3 What are your responsibilities in your current job?
C: Aah!
4 Exactly what kind of business is your company in?
H: What's the display now?
5 How long did you work at Farley Marine?
C: It says: 'Front nearside lyre, incorrect presstIre-'
6 What was your job description there? H: Scroll down a bit.
7 How long did your course last? C: Aah! ow it says: 'Above maximum pressure: de.llate.-·
8 Why do you want to leave Horton Engineering? H: So that's the problem. The tyre is o...-er-inlJated so you need to lei some
air out, using a reliable lyre pressure gauge.-

65