English for Specific Purposes
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1 MINISTRY OF EDUCATION AND TRAINING
HUE COLLEGE OF AGRICULTURE AND FORESTRY
0o0 A COURSE OF ENGLISH
FOR STUDENTS OF AGRICULTURAL ENGINEERING


Course designer: LEÂ THÒ THANH CHI

Cung cấp cho sinh viên các từ, thuật ngữ chuyên ngành.
Luyện thực hành viết và dịch một số cấu trúc ngữ pháp thường gặp.
Với đối tượng của giáo trình là sinh viên năm thứ 3 trường Đại Học Nông Lâm Huế và
thời lượng dành cho môn học là 60 tiết (4 đơn vị học trình), giáo trình này gồm 10
units và một số bài đọc thêm. Các bài text được trích dẫn hoặc phỏng theo các tài liệu
khoa học nhằm đảm bảo tính xã thực của văn bản. Các bài tập ngữ pháp được biên
soạn theo ngữ pháp tiếng Anh cơ bản và kết hợp các kiến thức chuyên ngành cơ điện
cơ bản mà sinh viên đã được học.
Việc biên soạn giáo trình này chắc chắn không tránh khỏi những khiếm khuyết.
Chúng tôi mong nhận được góp ý xây dựng của độc giả và người học để giáo trình
ngày càng hoàn thiện hơn.
Lê Thị Thanh Chi
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TABLE OF CONTENTS Page
Part I: Electrical and Mechanical Engineering
Unit 1: Engineering – What’s it all about ? ………………
Unit 2: Engineering Materials …………………………….
Unit 3: Mechanisms ………………………………………
Unit 4: Forces in Engineering ……………………………
Unit 5: The Electric Motor ………………………………
Part II: The Agricultural Machinery

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PART I: ELECTRICAL AND MECHANICAL ENGINEERING

UNIT 1: Engineering – What’s it all about ?
A. Reading:
1. Read the following passage and find out how many branches of engineering are
mentioned.
Engineering is largely a practical activity. It is about putting ideas into action. Civil
engineering is concerned with making bridges, roads, airports, etc. Mechanical engineering
deals with the design and manufacture of tools and machines. Electrical engineering is about
the generation and distribution of electricity and its many applications. Electronic engineering
is concerned with developing components and equipment for communications, computing,
and so on.
Mechanical engineering includes marine, automobile, aeronautical, heating and
ventilating, and others. Electrical engineering includes electricity generating, electrical
installation, lighting, etc. Mining and medical engineering belong partly to mechanical and
partly to electrical.
2. Complete the blanks in this diagram using information from the text.


the supermarket.
Medical engineering: Body scanners, X-ray machines, life-support systems, and other
high-tech equipment result from mechanical and electrical engineers combining with medical
experts to convert ideas into life-saving and preserving products.
Building services: Electrical engineers provide all the services we need in our homes
and places of work, including lighting, heating, ventilation, air-conditioning, refrigeration,
and lifts.
Energy and power: Electrical engineers are concerned with the production and
distribution of electricity to homes, offices, industry, hospitals, colleges and schools, and the
installation and maintenance of the equipment involved in these processes.
(Source: Adapted from Turning Ideas into Action, Institution of Mechanical Engineers,
and Engineering a career, Institution of Electronics and Electrical Incorporated Engineers)
4. When you read, it is important to have a clear purpose. Here are some of the
purposes you may have for reading the texts. Match one purpose to each kind of text.
A
B
1. finding a job
2. pricing a component
3. finding out how to do something
4. choosing the best chapter to read
5. looking for specific information on a topic
6. learning about electrical equipment
7. choosing a course
8. looking for a specification
a. table
b. index
c. contents
d. book title
e. manual
f. price list of components

2. Mechanical engineers deal with machines.
3. Mechanical engineering is concerned with machines.
4. Mechanical engineers are concerned with machines.
5. Machines are the concern of mechanical engineers.
Match each item in column A with an appropriate item from column B and link the two
in a sentence.
A
B
1. marine
2. aeronautical
3. heating and ventilating
4. electricity generating
5. automobile
6. civil
7. electronic
8. electrical installation
9. medical
a. air-conditioning
b. roads and bridges
c. body scanners
d. cables and switch-gear
e. communication and equipment
f. ships
g. planes
h. cars and trucks
i. power stations
C. Word study: Word stress
Words are divided into syllables. For example:
engine en.gine
engineer en.gin.eer

- harvesting:
- preserving:
- maintenance (n.):
- power station:
ngành kỹ thuật
kỹ thuật dân dụng
kỹ thuật cơ khí
liên quan đến
chuyển ý tưởng thành hành động
sản xuất
sự phát điện
sự phân phối điện năng
(thuộc về) hàng hải
(thuộc) ngành hàng không
sưởi và thông gió
chế biến thực phẩm
thu hoạch
bảo quản
bảo dưỡng, bảo trì (máy móc)
trạm điện năng 0o0
LANGUAGE IN FOCUS
Using adverb clauses to show time relationships:
after
(a)After she graduates, she will get a job.
(b) After she (had) graduated, she got a job
A present tense, not a future
tense is used in an adverb

past perfect and future perfect
in the main clause)
Since
(n) I haven‟t seen him since he left this morning.
Since = from that time to the
present. (Notice the present
perfect is used in the main
clause)
Until
till
(o) We stayed there until we finished our work.
(p) We stayed there till we finished our work.
Until, till = to that time and
then no longer (till is used
primarily in speaking rather
than writing)
As soon as
Once
(q) As soon as it stops raining, we will leave.
(r) Once it stops raining, we will leave.
As soon as, once = when one
event happens, another event
happens soon afterwards.
As long as
So long as
(s) I will never speak to him again as long as I live.
(t) I will never speak to him again so long as I live
As soon as, so long as = during
all that time, from beginning to
end.

8. A black cat ran across the road as I ____________ my car to work this morning.
9. By the time I leave this city, I ___________ here for four months.
10. Whenever Mark __________ angry, his nose gets red.
11. I __________ to the beach whenever the weather was fine, but now I don‟t have
time to do that because I have to study.
12. We will have a big party when _____________.

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13. The next time I _________ to Hawaii, I‟m going to visit Mauna Loa, the world
largest volcano.
14. I had fried chicken the last time I ___________ at that restaurant.
B. Complete the following sentences. Punctuate carefully. Pay attention to verb
tense usage.
1. Just as I was falling asleep last night
2. I‟ll help you with your homework as soon as I
3. as long as I live.
4. Just before I
5. The last time I
6. I had already when
7. Whenever
8. I will be here until I
o0o English for Specific Purposes
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UNIT 2: ENGINEERING MATERIALS

Very malleable, tough & ductile,
highly conductive, corrosion-
resistant.
Electric wiring, PCBs, tubing
Brass (65% copper,
35% zinc)

Very corrosion-resistant. Casts well,
easily machined. Can be work
hardened. Good conductor.
Valves, taps, castings, ship
fittings, electrical contacts
Mild steel (iron
with 0.15% to 0.3%
carbon)

High strength, ductile, tough, fairly
malleable, cannot be hardened and
tempered, low cost, poor corrosion
resistance

General purpose
High carbon steel
(iron with 0.7% to
1.4% carbon)
Hardest of the carbon steels but less
ductile and malleable. Can be
hardened and tempered.
Cutting tools such as drills,
files, saws
Bearings, gears, castings
for power tools
Thermosetting plastics
Epoxy resin
Polyester resin Urea formaldehyde

High strength when reinforced,
good chemical & wear resistance

Stiff, hard, brittle. Good chemical
and heat resistance

Stiff, hard, strong, brittle, heat-
resistant, and a good electrical
insulator

Adhesive, encapsulation of
electronic components Moulding, boat and car
bodies

C
1. an alloy
2. a thermoplastic
3. mild steel
4. a conductor
5. an insulator
6. high carbon steel
7. brass
8. a thermosetting plastic a metal
a material
an alloy
a. allows heat or current to flow easily
b. remains rigid at high temperatures
c. does not allow heat or current to flow easily
d. contains iron & 0.7% to 1.4% carbon
e. becomes plastic when heated
f. contains iron & 0.15% to 0.3% carbon
g. formed by mixing other metals or elements
h. consists of copper and zinc
2. Adding information to a text
Study this sentence about aluminium
Aluminium is used to make aircraft, engine components, and many items for the kitchen.
We can add extra information to the sentence like this:
Aluminium, which is light, soft, and ductile, is used to make aircraft, engine
components – for example, cylinder heads – and many items for the kitchen, such as
pots.
Note that the extra information is marked with commas or dashes:

Study these examples of adjective and noun pairs for describing the properties of materials.
Adjective Noun
Flexible flexibility
Light lightness
Strong strength
Now fill in the gaps in this table with the missing adjectives and nouns
Adjective
Noun
……….
elastic
……
tough
soft
rigid
wear-resistant
………
hard
wind resistance
………
plasticity
……….
………
……….
………
brittleness
……….
New words and expressions:
- ductile (adj.):
- malleable (adj.):
- scratch-resistant (adj.):

neck.
Definition formula:
Term = Class + characteristics
Example: Chemical energy is potential energy that is stored in gasoline, food, and oil.
(Frequently, the characteristics appear as a relative clause beginning with which, that, who, or
where)
Chemical energy = potential energy + that is stored in gasoline, food and oil.
(term) (class) (characteristics)
Relative clauses:
A clause is a part of a sentence that contains a noun and a verb. A relative clause is one
that begins with which, that, where, or who. Which and that are most commonly used in
science definitions; who is used when referring to people. Science definitions often include
relative clauses containing the characteristics that distinguish an item from others in the class.
Formulating definitions: Using the information given in each series, write a definition. Use
the sentence patterns above to guide you.
1. an amoeba / one-celled animal / constantly change its shape.
An amoeba is a one-celled animal that constantly changes its shape.
2. an antibiotic / drug / cures bacterial diseases.
3. lung / organ / breathing.
4. acoustics / science / sound.
5. photosynthesis / process / plants manufacture food.
6. catalyst / substance / speeds up but is not changed by a chemical reaction.
7. calorie / unit / measures heat.
8. cyclotron / apparatus / bombards the nuclei of atoms.
Creating definitions: A good way to see if the definition is complete is to reverse it. For
example, if we reverse an elephant is an animal, we get an animal is an elephant, and it is
obvious that the definition for each of the following words and test each one by reversing it. If
you need help, use a dictionary.
1. a camera 2. a bridge 3. an x-ray
4. a butterfly 5. geology 6. a diamond

cam converts the rotary motion of the engine into the reciprocating motion to operate the
valves.
2. Now read the text to find the answer to these questions.
1. What does a cam do?
2. What does oscillating mean?
3. How are plastic pipes formed?
4. What simple mechanisms in the home are mentioned directly or indirectly?
5. What is the function of the crankshaft?
6. Give an example of a device which can produce a linear movement?
7. How are car body panels formed?
8. What do mechanisms provide in industry?
B. Language study:
1. Ways of linking ideas
When we write, we may have to describe, explain, argue, persuade, complain, etc. in all these
forms of writing, we use ideas. To make our writing effective, we have to make sure our
readers can follow our ideas. One way of helping our readers is to make the links between the

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ideas in our writing.
What are the links between these pairs of ideas ? What words can we use to mark the links ?
1. Mechanisms are important to us.
2. They allow us to travel.
3. Mechanisms deliver the power to do work.
4. They play a vital role in industry.
5. Friction is sometimes a help.
6. It is often a hindrance.
Sentence 2 is a reason for sentence 1. We can link 1 and 2 like this:
Mechanisms are important to us because/since/as they allow us to travel.

8. sheets
a. changes
b. large, thin, flat pieces
c. moving stairs
d. goes round and round
e. movement
f. goes in a line
g. swings backwards and forwards
h. goes up and down

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C. Word study: Noun and Noun compounds
We can use adjectives to describe an object in greater detail. For example:
light electric light
a motor an electric motor
steel stainless steel
gears helical gear
We can also use nouns. For example:
light laser light
a motor an air motor
steel carbon steel
gears titanium gears
Many relationships are possible in noun compounds. For example:
an air motor a motor which uses air
carbon steel steel which contains carbon
titanium gears gears made of titanium
1. Put each of these examples in the correct column.
1. carbon blocks 2. a power tool

5. strain gauge 10. Aircraft engineer
New words and expressions:
- pendulum (n.):
- escalator (n.):
- tap (n.):
- cam (camshaft) (n.):
- make it possible:
- continent (n.):
- play a vital role:
- industrial processes:
- electronic control system:
- oscillating (n.):
- linear (n.):
- reciprocating:
- rotary motion:
- steel sheet:
- fulcrum (n.):
- concrete beam:
- stainless steel:
- a spring balance:
- swing backwards and forwards:
- hindrance (n.):
- self-lubricating:
con lắc
cầu thang cuốn
vòi nước
trục cam
làm cho có thể
châu lục
đóng/giữ một vai trò quan trọng

friendly lively elderly lonely silly lovely
B. Adjective or adverb ?
* Adjectives (quickly/careful, etc.) tell us
about a noun. We use adjectives before nouns
and after some verbs, especially be:
- Tom is a careful driver. (not a
carefully driver)
- We didn‟t go out because of the heavy
rain.
- Please be quiet.
- I was disappointed that my test results
were so bad.
* We also use adjectives after the verbs
look/feel/sound/taste/smell/seem, etc.
- Why do you always look so serious?
- She speak perfect English.
* Adverbs (quickly/carefully, etc.) tell us about a
verb. An adverb tells us how somebody does
something or how something happens:
- Tom drove carefully along the narrow
road. (not drove careful)
- We didn‟t go out because it was raining
heavily (not raining heavy)
- Please speak quietly. (not speak quiet)
- I was disappointed that I did so badly on
the test. (not did so bad)
- Why don‟t you ever take me seriously?
- She speaks English perfectly.
Compare these sentences with look:
Tom looked sad when I saw him. (= he seemed sad; his expression was sad)

more serious, more often, more expensive
We use more for adverbs that end in –ly:
more slowly, more seriously, more quietly,
more carefully
- You‟re more patient than me.
- The exam was difficult – more
difficult than we expected.
- Can you walk a little more slowly ?
- I‟d like to have a more reliable car.
- I don‟t play tennis much these days. I
used to play more often.
* You can use –er or more with some two-syllable adjectives, especially:
quiet clever narrow shallow simple
Example: It‟s too noisy here. Can we go somewhere quieter / more quiet?
The adjectives and adverbs have irregular comparative forms:
Good/well => better bad/badly => worse far => farther/further
Comparison with as as
You can use as as (but not so as ) in positive sentences and questions:
Example: I‟m sorry I‟m late. I got here as fast as I could.
There‟s plenty of food. You can have as much as you want.
Can you send me the money as soon as possible, please ?
Tom isn‟t as old as he look. (= Tom is older than he is.)
It‟s not warm, but it isn‟t so cold as yesterday.
Less (than) is similar to not as (as):
I spent less money than you. ( = I didn‟t spend as much money as you.)
The shopping mall was less crowded than usual. (= It wasn‟t as crowded as usual.)
You can also use twice as as , three time as as , etc.
Gas is twice expensive as it was a few years ago.
Their house is about three times as big as ours.
We say the same as (not the same like):

1. The driver of the car was _____________ injured. (serious/seriously)
2. I think you behaved very _____________. (selfish/selfishly)
3. Kelly is _____________ upset about losing her job. (terrible/terribly)
4. There was a ___________ change in the weather. (sudden/suddenly)
5. Everybody at the party was ___________ dressed. (colorful/colorfully)
6. Linda likes wearing _____________ clothes. (colorful/colorfully)
7. She fell and hurt herself quite _____________. (bad/badly)
8.These pants started coming apart after I wore them only once. They‟re
_____________ made (bad/badly)
9. Don‟t go up that ladder. It doesn‟t look _________. (safe/safely)
10. He looked at me _____________ when I interrupted him. (angry/angrily)
III. Rewrite these sentences so that they have the same meaning.

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1. Jack is younger than he looks.
Jack isn‟t
2. I didn‟t spend as much money as you.
You
3. The station was nearer than I thought.
The station wasn‟t
4. I go out less than I used to.
I don‟t
5. Her hair isn‟t as long as it used to be.
She used to
6. I know them better than you do.
You don‟t
7. There were fewer people at this meeting than at the last one.
There weren‟t

mountain. (high)
9. We had a great vacation. It was one of the _____________ vacation we‟ve ever had.
(enjoyable)
10. I prefer this chair to the other one. It‟s _________________. (comfortable)
11. What‟s ______________ way of getting from here to the bus station? (quick)
12. Mr. and Mrs. Brown have three daughters. ______________ is 14 years old. (old)
o0o
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UNIT 4: FORCES IN ENGINEERING
A. Reading: Predicting
As you learn in unit 1, it is important to think about what you are going to read before
you read. Do not start to read a text immediately. One way to help you reading is to think
about the words which might appear in the text. The title might help to focus your thoughts.
Which words might appear in a text with the title Forces in Engineering ?
1. The text you are going to read is called Forces in Engineering. Here are some
of the words it contains. Can you explain the links between each word and the title of the text?
weight buoyancy equilibrium elasticity
magnitude resultant Newton gravity
Now read the text. Use the information in the text to check the explanation you made above.

B. Language study: 1. Grammar links in texts
One of the ways in which sentences in a text are held together is by grammar links. In
this extract, note how each expression in italics links with an earlier expression.
Another very important force in engineering is the one caused by elasticity. A good
example of this is a spring. Springs exerts more force the more they are stretched. This
property provides a way of measuring force.
Sometimes these links cause problems for readers because they cannot make the right
connection between words in different parts of a text
Study these common grammar links:
1. A repeated noun becomes a pronoun.
Springs becomes they.
2. A word replaces an earlier expression.
Forces in engineering becomes one.
3. A word replaces a whole sentence or clauses.
Springs exerts more force the more they are stretched becomes this property
With which earlier expressions do the words in italics link ? Join them as in the
example above.
Friction in machine is destructive and wasteful. It causes the moving parts to wear and it
produces heat where it is not wanted. Engineers reduce friction by using very highly polished
materials and by lubricating their surfaces with oil and grease. They also use ball bearings and
roller bearings because rolling objects cause less friction than sliding ones.
(Source: S. Larkin and L. Bernbaun (eds.), The Penguin Book of the Physical World)
2. The present passive: Study these instructions for a simple experiment on friction.
1. Place a block of wood on a flat surface.
2. Attach a spring balance to one end of the block.
3. Apply a gradually increasing force to the balance.
4. Note the force at which the block just begins to move.
5. Pull the block along so that it moves at a steady speed.
6. Note the force required to maintain movement.