Maria Letizia Faggiani

Margherita Robba

L’argomento.
 New Mechways è rivolto agli studenti dei Nuovi Istituti
 – Tecnici ad indirizzo Meccanica, Meccatronica ed Energia e le sue omonime aree opzionali.
 – Professionali ad indirizzo Industria ed Artigianato. In generale, a coloro che hanno l’esigenza di utilizzare la lingua inglese come strumento di studio e/o lavoro in campo meccanico.
 I contenuti sono stati ordinati secondo criteri di graduale complessità concettuale e linguistica e vengono esplorati utilizzando le quattro abilità in modo omogeneo ed integrato. 
 
 La struttura.
 New Mechways è diviso in sette Moduli, ognuno dei quali è ripartito in tre sezioni:
 
 1. Contents Section – Divisa in Unità, contiene testi e attività che riguardano i contenuti specifici della specializzazione già affrontati in L1. Ogni Unità è suddivisa in brevi Capitoli per favorire non solo uno studio più parcellizzato, ma anche la scelta antologica da parte dell’insegnante. Brevi “box” di approfondimento, denominati Moving Deeper, permettono di ampliare le conoscenze sull’argomento. Un ricco apparato iconografico correda i brani di lettura, per ognuno dei quali è previsto un esauriente glossario.
 2. Revision and Practice – Presenta le seguenti ripartizioni:
 <ul><li>Vocabulary. Comprende specifiche attività per il conseguimento del lessico tecnico più importante del Modulo.
</li><li>Grammar. Propone il rinforzo delle strutture morfo-sintattiche più ricorrenti nel linguaggio settoriale.
</li><li>Communication. Offre testi e attività di consolidamento dei contenuti appresi per sviluppare le quattro abilità linguistiche.
</li></ul>3. Language Immersion – È volta al potenziamento della lingua tramite materie in inglese e certificazione linguistica.
 <ul><li>CLIL (Content and Language Integrated Learning). Alla fine di ogni Modulo è presente un CLIL CORNER che si collega alle tematiche presentate in alcune delle discipline curriculari : Matematica, Letteratura, Tecnologie meccaniche di processo e prodotto, Meccanica, macchine ed energia, Disegno, progettazione e organizzazione industriale / impianti energetici. Gli argomenti proposti possono favorire una didattica cross-curricolare, coinvolgendo docenti delle materie citate.</li><li>IELTS (International English Language Test System). Il test valuta in modo accurato la capacità di comunicare in inglese considerando situazioni che si verificano nella vita reale e professionale.</li></ul>

Module 1 - Getting started

Unite 1 - Some history

Unit 2 - Energy sources

Vocabulary

Grammar

Communication

CLIL: Energy (Nuclear fission)

IELTS: What is IELTS? Academic Writing 1

Module 2 - Materials

Unite 1 - Properties of materials

Unit 2 - Metals

Unit 3 - Non metals

CLIL: Process and Product Mechanical Technologies (Biomaterials)

IELTS: Speaking Section, Part 1

Module 3 - Shaping materials

Unite 1 - Material retention processes

Unit 2 - Material removal processes

Unit 3 - Unconventional machining processes

CLIL: Design and Industrial Organization (Production techniques)

IELTS: Speaking Section, Part 2

Module 4 - Joining and fastening materials

Unite 1 - Joining processes

Unit 2 - Safety in the workplace

CLIL: Mechanical Technology (Adhesives)

IELTS: Listening Section

Module 5 - Technical drawing

Unite 1 - Traditional drawing

Unit 2 - Computers

Unit 3 - Computerized drawing

CLIL: Mathematics (The origin of Geometry)

IELTS: Academic Writing 2

Module 6 - Automation and Robotics

Unite 1 - Automation

Unit 2 - Robotics

CLIL: Literature (Isaac Asimov)

IELTS: Academic Reading 2

Module 7 - Engine technology

Unite 1 - The internal combustion engine

Unit 2 - Present trends

CLIL: Mechanics and Propulsion Systems (Diesel emissions)

IELTS: Academic Reading 3

module 1 PRESENT SIMPLE AFFIRMATIVE FORM INTERROGATIVE FORM I work I (do not) don t work Do I work You work You (do not) don t work Do you work He/she/it works GRAMMAR NEGATIVE FORM here He/she/it (does not) doesn t work here Does he/she/it work We work We (do not) don t work Do we work You work You (do not) don t work Do you work They work They (do not) don t work Do they work here? Remember that in the affirmative form the 3rd person singular adds s to the base form. However, if the base form of the verb ends with   ch, o, s, sh, x, z, the ending -es is added (wish   wishes)   y preceded by a consonant, y changes into i + es (study   studies) BUT if y is preceded by a vowel, only the ending s is added (play   plays). Put the verbs in the correct form. a. .......................... (nuclear power / cause) environmental damage? b. Mechanical engineers .......................... (select) and .......................... (operate) machine tools appropriate for specific needs. c. Hydroelectric power plants .......................... (not pollute) the air. d. .......................... (the fission process / release) heat? e. The flying shuttle is a device which .......................... (move) back and forth on wheels. f. Steam engines .......................... (not rely) on water sources to operate machinery. g. In hydropower plants, water .......................... (rotate) turbines which .......................... (drive) generators that .......................... (produce) electricity. h. How .......................... (solar collectors / work)? i. What social changes .......................... (industrialization / bring about)? j. Limited financial resources .......................... (not favour) industrial growth. k. What .......................... (a thermoelectrical power plant / release)? l. The first factories .......................... (employ) the spinning jenny. m. Queen Victoria .......................... (open) museums, railway stations and exhibitions. n. Sometimes the wind .......................... (be) intermittent and .......................... (not blow) when mechanical power or electricity are needed. o. What .......................... (solar concentrators / use) to convert the sun s energy into high-temperature heat and .......................... (produce) electricity? p. Why .......................... (Britain / undergo) a phase of economic decline after the second Industrial Revolution? 34 

revision and practice PRESENT CONTINUOUS Remember that the present continuous tense is formed by the present tense of the verb be and the present participle (-ing form) of a verb: We use the present continuous tense to talk about the present:   for something that is happening at the moment of speaking or around the time of speaking: I m just leaving work. I ll be home in an hour. Tom is an accountant but he is looking for a new job.   for something which is temporary I m working in London for the next two weeks.   to show that something is changing, growing or developing: The children are growing quickly. We use the present continuous tense to talk about the future:   for something which has been arranged or planned: What are you doing next Sunday? Some verbs are not usually used in the continuous form, even when we are talking about temporary situations or states. These are called stative or state verbs and include:   verbs of feeling or emotion (like, dislike, love, hate)   verbs of physical perception (hear, see, feel)   verbs of thinking (know, believe, understand, want, prefer, wish, suppose, realise)   verbs of possession (have, own, belong) Fill in the words from the box using the present continuous. play   work   sit   read   play   listen   clean   read Debbie and her friends .......................... in Debbie s garden. They .......................... football. Mrs Baker .......................... a book. Mr Baker .......................... in the garden. Nick .......................... to his favourite CD. The cats .......................... on Mrs Baker s chair. Bill .......................... his bike. Bill:  Debbie, help me, please.  But Debbie has got no time:  I .......................... a book for school. Ask your friend.  Complete the following sentences (pay attention to the state verbs). a. Her son .......................... (love) painting. b. Don t be so noisy! Your father is tired. He .......................... (sleep). c. .......................... (you / watch) television? Is it an interesting programme? d. Listen! Laura .......................... (play) the piano. It s beautiful, isn t it? e. Dad, what .......................... (you / think) of? f. People .......................... (think) this new TV show is really stupid. g. He .......................... (not like) my cooking. h. My parents .......................... (have) a holiday in Spain. Have a look at the photos! i. Why .......................... (you / laugh)? j. My parents .......................... (arrive) tomorrow morning from London. 35 

New Mechways: corso di inglese per studenti di istituti tecnici e professionali meccanici. Approfondimenti e pratica per competenze settoriali.

New mechways

English for Mechanics, Mechatronics and Energy

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