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English for Mechanics
Thorold May
Introduction
English for Mechanics is a vehicle to improve competence in the English language, and to reinforce mechanical knowledge. It deals with a wide range of automotive engineering topics, but does not claim to be comprehensive on any topic. This book should supplement automotive engineering texts and workshop practice, never substitute for them.
Automotive trades students and trained mechanics wishing to improve their language skills can both benefit from English for Mechanics. Those learning English as a second language should find it especially useful. The text is suitable for intermediate level learners of the language. A glossary gives meanings for all the automotive vocabulary as well as many colloquial phrases.
English for Mechanics will ideally be used by a skilled language teacher who also has a good mechanical understanding and can bring the content to life. The material is intended to be presented orally at first, without students seeing the text (although they may look at the labelled diagrams). Each topic is presented in a paragraph of seven to ten sentences. When the topic has been presented, explained and discussed, a series of oral questions can be asked. The teacher may choose to ask some questions, especially when a grammatical point is being made and exact responses are important. A better system for much of the time is to have students question each other in pairs. One member of the pair stands, and when he doesn't know an answer, must seek it from a copy of the text pinned to the wall some distance away. The method is explained in detail below in the section entitled "Five Steps to Learning a Text."
Some of the questions are apparently technical engineering queries, and some directly highlight grammatical or other language items. In fact, responses to all of the questions will improve language skills, even though some students may have a low tolerance for open "language teaching". Where English for Mechanics is taught as part of a course, a weekly written test of about ten random questions from the previous four or five units will give some sense of progress.
Sometimes a student may have access to English for Mechanics but lack a teacher. The book should still be valuable, but it will have be used in a rather different way. Study the text and diagrams carefully. Check unfamiliar words and phrases in the glossary. If possible, ask a friend to check you on the questions. You might also tape record the questions to practice spoken answers. In the very least, cover the text when you are trying to answer the questions.
English for Mechanics deliberately uses short texts to make learning effective and easy. An appendix briefly explains why short texts are so useful as a learning and teaching tool. Teachers can use the principles involved to shape their own curriculum material.
Automotive trades students and trained mechanics wishing to improve their language skills can both benefit from English for Mechanics. Those learning English as a second language should find it especially useful. The text is suitable for intermediate level learners of the language. A glossary gives meanings for all the automotive vocabulary as well as many colloquial phrases.
English for Mechanics will ideally be used by a skilled language teacher who also has a good mechanical understanding and can bring the content to life. The material is intended to be presented orally at first, without students seeing the text (although they may look at the labelled diagrams). Each topic is presented in a paragraph of seven to ten sentences. When the topic has been presented, explained and discussed, a series of oral questions can be asked. The teacher may choose to ask some questions, especially when a grammatical point is being made and exact responses are important. A better system for much of the time is to have students question each other in pairs. One member of the pair stands, and when he doesn't know an answer, must seek it from a copy of the text pinned to the wall some distance away. The method is explained in detail below in the section entitled "Five Steps to Learning a Text."
Some of the questions are apparently technical engineering queries, and some directly highlight grammatical or other language items. In fact, responses to all of the questions will improve language skills, even though some students may have a low tolerance for open "language teaching". Where English for Mechanics is taught as part of a course, a weekly written test of about ten random questions from the previous four or five units will give some sense of progress.
Sometimes a student may have access to English for Mechanics but lack a teacher. The book should still be valuable, but it will have be used in a rather different way. Study the text and diagrams carefully. Check unfamiliar words and phrases in the glossary. If possible, ask a friend to check you on the questions. You might also tape record the questions to practice spoken answers. In the very least, cover the text when you are trying to answer the questions.
English for Mechanics deliberately uses short texts to make learning effective and easy. An appendix briefly explains why short texts are so useful as a learning and teaching tool. Teachers can use the principles involved to shape their own curriculum material.
