a course of english for students of agricultural engineering

1 MINISTRY OF EDUCATION AND TRAINING HUE COLLEGE OF AGRICULTURE AND FORESTRY 0o0 A COURSE OF ENGLISH FOR STUDENTS OF AGRICULTURAL ENGINEERING  Course designer: LÊ THỊ THANH CHI HUE – 12/2008 English for Specific Purposes LỜI MỞ ÑAÀU “A course of English for students of agricultural engineering” giáo trình tiếng Anh chun ngành dùng làm tài liệu giảng dạy tài liệu tham khảo cho sinh viên ngành điện nông nghiệp, ngành kỹ thuật khí nơng nghiệp trường Đại Học Nơng Lâm Đại Học Sư Phạm (ngành kỹ thuật) Giáo trình biên soạn sở sinh viên học qua chương trình tiếng Anh bản; có vốn kiến thức ngữ pháp tiếng Anh kiến thức chuyên ngành liên quan đến điện; sinh viên có nhu cầu phát triển kỹ đọc, viết dịch tiếng Anh chuyên ngành điện nơng nghiệp Do mục đích giáo trình là: Giúp sinh viên làm quen với văn phong tiếng Anh khoa học kỹ thuật Rèn luyện kỹ đọc hiểu văn khoa học Cung cấp cho sinh viên từ, thuật ngữ chuyên ngành Luyện thực hành viết dịch số cấu trúc ngữ pháp thường gặp Với đối tượng giáo trình sinh viên năm thứ trường Đại Học Nông Lâm Huế thời lượng dành cho môn học 60 tiết (4 đơn vị học trình), giáo trình gồm 10 units số đọc thêm Các text trích dẫn theo tài liệu khoa học nhằm đảm bảo tính xã thực văn Các tập ngữ pháp biên soạn theo ngữ pháp tiếng Anh kết hợp kiến thức chuyên ngành điện mà sinh viên học Việc biên soạn giáo trình chắn không tránh khỏi khiếm khuyết Chúng mong nhận góp ý xây dựng độc giả người học để giáo trình ngày hồn thiện Lê Thị Thanh Chi English for Specific Purposes TABLE OF CONTENTS Page Part I: Electrical and Mechanical Engineering Unit 1: Engineering – What’s it all about ? ……………… …….4 Unit 2: Engineering Materials …………………………… …….10 Unit 3: Mechanisms ……………………………………… …….15 Unit 4: Forces in Engineering …………………………… …….24 Unit 5: The Electric Motor ……………………………… …….31 Part II: The Agricultural Machinery Unit 6: The Agricultural Tractor ……………………… …….39 Unit 7: Tractor Engines ………………………………… …….50 Unit 8: The Combine Harvester (A) …………………… …….59 Unit 9: The Combine Harvester (B) …………………… …….69 Unit 10: Farm Management ……………………………… …….77 Further reading Portable Generator Engine Classification Connecting Rods and Crankshaft The reel ………………………………………………… Water Pumping System ………………………………… Mechanization in Sugarcane Production – Development of seed cane planter ……………………… References English for Specific Purposes PART I: ELECTRICAL AND MECHANICAL ENGINEERING  UNIT 1: Engineering – What’s it all about ? A Reading: 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 Complete the blanks in this diagram using information from the text Engineering Civil 1……… 3…… Automobile Aeronautical Electrical 4…… Electricity 5……… ……… Electrical installation 2……… …… Medical Study these special words They show some of the areas in which engineers work Can you identify them? What kinds of engineers are concerned with these areas – electrical, mechanical or both? Beer brewery – planes - super highway – blocks of building – X ray machine Now read the following texts to check your answer Match each text to one of the word or phrase above Transport: cars, trains, ships and planes are all products of mechanical engineering Mechanical engineers are also involved in support services such as roads, rail track, harbours and bridges Food processing: Mechanical engineers design, develop and make the machines and the processing equipment for harvesting, preparing and preserving the foods and drinks that fill English for Specific Purposes 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) 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 finding a job pricing a component finding out how to something choosing the best chapter to read looking for specific information on a topic learning about electrical equipment choosing a course looking for a specification a b c d e f g h table index contents book title manual price list of components college brochure job advertisement Fill in the gaps in this text with the words given below Each gap represents one word Compare your answer with your partner In the United Kingdom you can …(1)… engineering at a college of further education or a university Most college courses …(2)… from one to two years University undergraduate course …(3)… engineering last from three to four years A college will take …(4)… after four years of secondary school education Most students study full-time, …(5)… day-release courses are available for people who …(6)… in local engineering companies Students will be given a certificate …(7)… a diploma at the …(8)… of their course Most university students will have completed six …(9)… of secondary school Others will have taken a diploma course at college …(10)… give degrees A Bachelor‟s degree …(11)… three to four years A Master‟s …(12)… requires a further year Students / degree / last / years / in / work / end / study / universities / or / but (although) / takes B Language study: deals with / is concerned with What is the link between column A and column B ? English for Specific Purposes A B mechanical machines electrical electricity Column A lists a branch of engineering or a type of engineer Column B lists things they are concerned with We can show the link between them in a number of ways: Mechanical engineering deals with machines Mechanical engineers deal with machines Mechanical engineering is concerned with machines Mechanical engineers are concerned with machines 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 marine a air-conditioning aeronautical b roads and bridges heating and ventilating c body scanners electricity generating d cables and switch-gear automobile e communication and equipment civil f ships electronic g planes electrical installation h cars and trucks medical i power stations C Word study: Word stress Words are divided into syllables For example: engine en.gine engineer en.gin.eer engineering en.gin.eer.ing Each syllable is pronounced separately, but normally only one syllable is stressed That means it is said more slowly and clearly than the other syllables We say „engine but engin‟eer A good dictionary will show the stress syllables Look at these words Try to mark the stressed syllable machinery mechanical machine install installation electricity electrical electronic aeronautical 10 ventilation English for Specific Purposes New words and expressions: - Engineering (n.): ngành kỹ thuật - civil engineering: kỹ thuật dân dụng - mechanical engineering: kỹ thuật khí - deal with: liên quan đến - putting ideas into action: chuyển ý tưởng thành hành động - manufacture (v.): sản xuất - electricity generation: phát điện - distribution of electricity: phân phối điện - marine(n & adj.): (thuộc về) hàng hải - aeronautical(adj.): (thuộc) ngành hàng không - heating and ventilating: sưởi thơng gió - food processing chế biến thực phẩm - harvesting: thu hoạch - preserving: bảo quản - maintenance (n.): bảo dưỡng, bảo trì (máy móc) - power station: trạm điện - 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 before (c) I will leave before he comes A present tense, not a future tense is used in an adverb clause of time Notice example (b) and (d) (d) I (had) left before he came when (e) When I arrived, he was talking on the phone When = at that time (f) When I got there, he had already left (notice the different time relationship expressed by the tenses) (g) When it began to rain, I stood under a tree (h) When I was in Chicago, I visited the museum (i) When I see him tomorrow, I will ask him While (j) While I was walking home, it began to rain As (k) As I was walking home, it began to rain By the time (l) By the time he arrived, we had already left (m) By the time he comes, we will already have left English for Specific Purposes While, as = during that time By the time = one event is completed before another event (notice the use of the 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 (o) We stayed there until we finished our work till (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 (q) As soon as it stops raining, we will leave Once (r) Once it stops raining, we will leave As long as (s) I will never speak to him again as long as I live So long as (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 Whenever (u) Whenever I see her, I say hello Whenever = every time Every time (v) Every time I see her, I say hello The first time The last time (w) The first time I went to New York, I went to an opera The next time (x) I saw two plays the last time I went to New York (y) The next time I go to New York, I‟m going to see a ballet As soon as, once = when one event happens, another event happens soon afterwards Adverb clauses can be introduced by the following: first The second time third last next PRACTICE A Complete the following Pay attention to verb tenses Last night I went to bed after I _ my homework Tonight I will go to bed after I my homework Ever since I was a child, I _ afraid of dogs Jane‟s contact lens popped out while she basketball Be sure to reread your composition for errors before you it in to the teacher tomorrow By the time I left my apartment this morning, the mail carrier _ the mail I have known Jim Bates since he _ ten years old A black cat ran across the road as I my car to work this morning 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 that because I have to study 12 We will have a big party when _ English for Specific Purposes 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 Just as I was falling asleep last night I‟ll help you with your homework as soon as I as long as I live Just before I The last time I I had already when Whenever I will be here until I - o0o - English for Specific Purposes 10 UNIT 2: ENGINEERING MATERIALS A Reading: Scanning tables In engineering, it is important to practice reading tables, charts, diagrams, and graphs because so much information is represented in these ways Scanning is the best strategy for finding information in a table With scanning, you know before you read what sort of information you are searching for To scan a table, you move your eyes up and down the columns until you find the word or words you want To scan quickly, you must learn to ignore any information which will not help you with your task Scan the table which follows to find a material which is: a soft b ductile c malleable d tough e scratch-resistant f conductive and malleable g durable and hard h stiff and brittle i ductile and corrosion-resistant j heat-resistant and chemical-resistant Materials Metal Aluminium Copper Properties Uses Light, soft, ductile, highly Aircraft, engine components, conductive, corrosion-resistant foil, cooking utensils Very malleable, tough & ductile, Electric wiring, PCBs, tubing highly conductive, corrosionresistant Brass (65% copper, Very corrosion-resistant Casts well, Valves, taps, castings, ship 35% zinc) easily machined Can be work fittings, electrical contacts hardened Good conductor Mild steel (iron High strength, ductile, tough, fairly with 0.15% to 0.3% malleable, cannot be hardened and carbon) tempered, low cost, poor corrosion General purpose resistance High carbon steel Hardest of the carbon steels but less Cutting tools such as drills, (iron with 0.7% to ductile and malleable Can be files, saws 1.4% carbon) hardened and tempered Thermoplastics ABS High impact strength & toughness, Safety helmets, car scratch-resistant, light & durable components, telephones, kitchenware English for Specific Purposes 10 73 - Others are followed by the -ing form: I enjoy playing football - Verbs followed by a particle like „in‟, „from‟, etc are followed by the -ing form: He insisted on going to a film last night - Some verbs can take both „to‟ and -ing, but their meaning sometimes changes: He remembered (= did not forget) to bring his book I remember (= recall) meeting his brother last year Now complete the following sentences: a He suggested (watch) the football match on Saturday b I didn‟t stop (work) until midnight last night c I‟m sorry, I‟ve forgotten (bring) my essay d What machine we use (plough) the field ? e You must avoid (spill) chemicals on your hands f Try (understand) what the lecturer is saying g Try (look) that word up in your dictionary h Would you mind (explain) that again ? I The lecturer began (talk) about cereal crops k Tomorrow I intend (discuss) different kinds of fertilizer m Sickness prevented him from (attend) the demonstration n I am looking forward to (study) agriculture Joining sentences Match the following clauses together, using and, but, when, after, so and because the next evening he needed them a Robert could not attend he arrived at the canteen b Robert finally arrived this did not please Andrew very much c he went to the canteen to look for Robert last night Andrew lent Robert his d Robert has not return them lecture notes Andrew needed his notes immediately e Robert was not there he had waited for an hour f he decided to wait Now arrange your sentences into a sensible paragraph New words and expressions: - drum (n.): trống đập - concave (n.): lịng máng/máng trống - grain pan: chảo thóc English for Specific Purposes 73 74 - a rearward shaking motion: chuyển động rung phía sau - separated: tách - a cleaning unit: phận làm - sieve (n.): sàng/rây - adjustable: điều chỉnh - aperture (n.): lỗ, khoảng cách - a constant blast of air: luồng liên tục - prevent (v.): ngăn ngừa - trash/chaffer (n.): cỏ/rác - elevate (v.): nâng lên - the grain tank: thùng đựng hạt - clutch-operated: điều khiển ly hợp - rotating screen: quay - acoustic chambers: khoang có độ vang - sensors (n.): cảm ứng - percussion effect: tác động gõ - electrical impulse: xung điện - control panel: bảng điều khiển - ditch (n.): mương nước - inadequate rainfall: lượng mưa khơng đủ - fertilizer (n.): phân bón (hóa học) - manure (n.): phân chuồng - green manure: phân xanh - to correct the acidity: điều chỉnh độ chua (của đất) - inorganic materials: chất vô - surplus water: nước thừa - even gradient: độ dốc ngang - humus content: lượng mùn - o0o - English for Specific Purposes 74 75 LANGUAGE IN FOCUS We use to infinitive to say why somebody does something (= the purpose of an action): - “Why did you go out?” - “ To mail a letter.” - A friend of mine called to invite me to a party - We shouted to warn everybody of the danger - I need a few days to think about your proposal - They gave us some money to buy some food For and to We use for + noun I‟m going to Spain for a vacation We use to + verb I‟m going to Spain to learn Spanish (not for learn, not for learning) What would you like to eat? (not for eat) Let‟s go to the café to have coffee What would you like for dinner? Let‟s go to the café for coffee Note that you can say “for somebody to something”: - There weren‟t any chairs for us to sit on, so we had to sit on the floor You can use for –ing to say what the general purpose of the thing is To is also possible - The knife is only for cutting bread (or to cut bread) You can use What for? To ask about purpose: - What is this switch for? - What did you that for? So that We use so that + clause for purpose - Leave early so that you won‟t miss the bus - She‟s learning English so that she can study in Canada - He wore glasses and a fake beard so that nobody would recognize him PRACTICE I Use a sentence from Box A and a sentence from Box B to make a new sentence A B I shouted a I want to keep warm I had to go to the bank b I wanted to report that my car was stolen I‟m saving money c I want to go to Canada I went to the hospital d I had to have an operation I‟m wearing two sweaters e I needed to get some money I called the police f I wanted to warn people of danger Example: I shouted to warn people of the danger English for Specific Purposes 75 76 II Complete these sentences using an appropriate verb The president has a team of bodyguards to protect him I didn‟t have enough time the newspaper today I came home by taxi I didn‟t have the energy “Would you like something ?” “ Yes, please A cap of coffee.” We need a bag _ these things in There will be a meeting next week the problem I wish we had enough money a new car I saw Kelly at the party, but we didn‟t have a chance to each other I need some new clothes I don‟t have anything nice 10 I can‟t all this work alone I need somebody me III Write sentence with so that: I hurried I didn‟t want to be late I hurried so that I wouldn‟t be late We wore warm clothes We didn‟t want to be cold We wore The man spoke very slowly He wanted me to understand what he said The man Please arrive early We want to be able to start the meeting on time Please She locked the door She didn‟t want to be disturbed The door I slowed down I wanted the car behind me to be able to pass I - o0o - English for Specific Purposes 76 77 UNIT 10: FARM MANAGEMENT I Reading text: Management is the key ingredient The manager „make‟ or „break‟ a business Brain are more important than brawn How often have you heard these or similar statements or read them in farm magazines? They all emphasize an important factor in the operation of a farm or ranch in today‟s world Management is important This does not mean that management was not important in the past However in agriculture which is highly mechanized, uses many technological innovations, and operates with large amounts of borrowed capital, management takes on a new dimension and importance Why some farmers make more money than others? Why some farm businesses grow and expand while others struggle to maintain their current size? Good or bad luck can not explain all the differences observed in the profitability of farms and ranches even among those which have about the same amount of land and capital available Farm business records from many states show the top one-third of the farm to be highly profitable while the bottom one-third are often operating as a loss Why the difference? Observation and analysis often lead to the same conclusion The difference is due to management These differences in management can show up in three areas: production, marketing and financing Production differences include the choice of agricultural commodities to be produced and how they are produced Marketing includes the when, where, and how of purchasing inputs and selling commodities Differences here are reflected in different prices paid and received Financing covers not only borrowing money and the related questions of when, where, and how much, but also the entire area of how to acquire the resources necessary to produce agricultural commodities There is risk to be considered in all three areas – how farm managers adapt to and handle this risk can have a major impact on profit If management is so important, we must ask even more questions What exactly is management? What managers ? what is the difference between management and labor ? what knowledge and skills are needed to become a better manager ? Farm and ranch management There are some differences in the management of a farms or ranch and a management of a non-farm business corporation The obvious differences are in size, type of business, and the products or services produced Other differences include the relationship between labor and management and the setting of goals In a corporation, the board of directors sets policies and goals and hires managers to achieve them It is generally easy to separate corporation employees who are managers from those who provide the labor necessary to produce a product or provide a service On a typical farm or ranch, one individual or a family group sets the goals, provides the management, and performs much or all of the labor required This makes it difficult to separate the management activity from labor because the same individuals are involved and both tasks may be performed at the same time For example, a farmer may be mentally planning a marketing strategy or developing next year‟s cropping program while operating a tractor or combine When one person performs both the management and labor functions, there is a danger that the immediate need for labor to perform some task will place management in a secondary role, with management decisions postpones or delayed These differences are not readily apparent when definitions of business management and farm and ranch management are compared, but they are nevertheless important There are many different textbook definitions of farm and ranch management, but several common English for Specific Purposes 77 78 points run through all of them One of the more concise definitions is „Farm management is concerned with the decisions which affect the profitability of the farm business‟ This broad definition contains several important points First, it identifies profitability as a major objective of the business but not necessarily to the exclusion of other objectives Second, this definition specifically identifies decisions and decision making as part of the management process Other farm management texts contain alternative definitions but with many of the same concepts or ideas There is usually some reference to decisions or decision making as being part of management process Also some mention is made of goals or objectives This may be done in general terms, or a more specific goal such as profit maximization may be identified as being an important end to which the management effort is directed Finally, some mention of the organization and operation of the farm or ranch business is included in many definitions Farm and ranch management can be thought of, then, as being a decision-making process It is a continual process because of the continual changes taking place in our economy and in an individual business The decision are concerned with allocating the limited resources of land, labor, and capital among alternative and usually competing uses This allocation process forces the manager to identify goals and objectives to guide and direct the decision making In this text, the following definition will be adopted: farm and ranch management is the decision-making process whereby limited resources are allocated to a number of production alternatives to organize and operate the business in such a way as to attain some objective(s) While this definition is somewhat long, it does identify most of the characteristics of the management activities found on farms and ranches II Comprehension questions: Why has farm management taken on a new dimension and importance ? Does luck account for the success or failure of farms ? What factor does account for the success or failure of farms ? In what three areas does the farm manager face risks ? What is different between a farm and a business corporation ? Why is it difficult to separate management and labor on a farm ? What danger does a farmer who is both manager and worker face ? What ideas most definitions of farm management have in common ? How does the writer think of farm management ? 10 Why does this process go on all the time ? III Vocabulary: Look at the first paragraph again What words respond to the definitions: a measurement of any sort something new that is introduced physical strength money with which the business is started or expanded English for Specific Purposes 78 79 something that is said Look at par again What words have the same meaning as: keep present, at the moment working Look at par 3, again What words have the opposite meaning to: minor exclude selling lending ignorance Look at par 5, again What words have the same meaning as: carries out, does reach, attain employs in the mind very clear, easy to understand put off until the later date Look at par 10 What words correspond to these definitions ; giving as a share or for a purpose choice between two or more things by which IV Grammar: A Eg: –ing form or the infinitive ? He admitted taking my book but He agreed to lend me his book Make sentences from the following notes Think whether you should use the infinitive or the –ing form after the verbs he /suggest / read / chapter / before / we / go / lecture He / want / spend / more time / study The rain / not stop / fall / until yesterday evening A good farmer / try / set / objectives Peter / prevent / harvest / his crop / bad weather I / enjoy / listen / music He / not mind / work / weekends English for Specific Purposes 79 80 I / not want / risk / fail / my exams He / forget / hand in / his essay / yesterday 10 There / nothing / that shop / worth / buy 11 It / no use / leave / your work / last minute 12 I / miss / watch / college football match / last week 13 He / hope / get / good results / his examinations 14 I / expect / grow / more vegetables / next year B Make nouns from the following adjectives, using –ness or –ability Complete Useful Profitable Suitable Comparable Wet Dry Responsible Hard 10 Divisible New words and expressions: - management (n.): quản lý - brawn (n.): bắp - the operation of a farm: việc điều hành trang trại - ranch (n.): trại chăn nuôi - technological innovation: đổi kỹ thuật - borrowed capital: vốn vay mượn - maintain (v.): trì - profitable (adj.): có lợi nhuận - be due to: - agriculture commodities: mặt hàng nông sản - the setting of goals: việc đặt mục tiêu - individual (n.): cá nhân - apparent (adj.): rõ ràng - allocation (n.): phân phối - major objective: mục đích - characteristic (n.): đặc điểm - o0o - LANGUAGE IN FOCUS Participial forms Form of participles: -ing and –ed A If a noun modified by a participle is the agent, choose an –ing form - the tiring game (game is the agent of tiring) - an exciting speech (speech is the agent of exciting) English for Specific Purposes 80 81 B If a noun modified by a participle is NOT the agent, choose an –ed form - the tired players (players is not the agent of tiring) - the bored audience (audience is NOT the agent of boring) Participle clauses A An –ing form can be used when two things occur at the same time He suddenly went out shouting B An –ing form can be used when one action occurs during another action She hurt herself cooking dinner C An –ing clause can be an explanation of its main clause Feeling tired, he went to bed early Compare adjectives ending in –ing and –ed: boring interesting = I‟m not interested in my job any more tiring = I‟m always tired when I get home after work satisfying = I‟m satisfied with my job depressing My job is = I‟m bored with my job = My job makes me depressed (etc.) (the –ing adjective tells you about the job) Compare these sentences: interesting Julia thinks politics is very interesting surprising It was quite surprising that he passed the exam disappointing The movie was disappointing We expected it to be much better (the –ed adjective tells you how somebody feels about the job) interested Julia is very interested in politics surprised Everybody was surprised that he passed the exam disappointed We were disappointed in the movie We expected it to be much better PRACTICE I Make one sentence from two using an –ing phrase: Jim was playing tennis He hurt his arm Jim hurt his arm playing tennis I was watching TV I fell asleep The man slipped He was getting off the bus Margaret was driving to work yesterday She had an accident Two kids got lost They were hiking in the woods English for Specific Purposes 81 82 I felt tired So I went to bed early I thought they might be hungry So I offered them something to eat She is a foreigner So she needs a visa to stay in this country I didn‟t know his address So I wasn‟t able to contact him 10 Sarah had traveled a lot So she knows a lot about other countries 11 The man wasn‟t able to understand English So he didn‟t know what I wanted 12 We had spent nearly all our money So we couldn‟t afford to stay in a hotel II Choose the correct word: I was disappointing / disappointed in the movie I had expected it to be better Are you interesting / interested in soccer? The soccer game was quite exciting / excited I had a great time It‟s sometime embarrassing / embarrassed when you have to ask people for money Do you get embarrassing / embarrassed easily? I had never expected to get the job I was really amazing / amazed when it was offered to me She has learned really fast She has made astonishing / astonished progress I didn‟t find the situation funny I was not amusing / amused It was a terrifying / terrified experience Everybody was very shocking / shocked 10 Why you always look so boring / bored? Is your life really so boring / bored? English for Specific Purposes 82 83 Further reading: WATER PUMPING SYSTEM Experimental study of the vertical-axis sail-wing A simplified wind powered water pumping system is essential and suitable to the people in developing countries It should be simple in design and should be made from indigenous and low cost materials, so it is cost effective and feasible for introduction to farmers For this purpose, sail-wing windmills are the most suitable types There are two types of sail-wing windmills One is a horizontal-axis wind rotor and the other is a vertical-axis one In order to determine the optimum design configuration of the rotor, various model tests were carried out in a wind-tunnel The effects of design parameters on the aerodynamic performance of the rotor were experimentally determined The parameters were the shape of the sail and the number of sails On the basis of experimental studies in a wind tunnel, a full-scale windmill was fabricated Its design has four sails of rectangular shape Experimental studies were carried out to clarified the water discharge capability and starting characteristics of this V-axis sail-wing water pumping system The results of the experiment show that the V-axis sail-wing water pumping system has selfstarting characteristics and the capability to pump up 25 l/m of water at m/s velocity By contrast, the Savonius-type water pumping system could pump up only 13 l/m of water at the same wind velocity Thus it can be concluded from the performance that V-axis sail-wing windmill is suitable for water pumping systems (adapted from the report of DEI, CHANDRAand USHIYAMA at the international workshop on AGRICULTURAL MECHANIZATION-CURRENT STATUS AND ISSUES OF PRIORITIES, 1998) Questions: Why is this kind of water pumping system suitable for farmers in developing countries ? Where the model tests take place ? How many sails has the windmill got ? What shape are they ? What is the purpose of the experimental studies ? The advantage of the V-axis sailing water pumping system in comparison to the Savonius-type - o0o - MECHANIZATION IN SUGAR CANE PRODUCTION - DEVELOPMENT OF SEED CANE PLANTER Sugar cane is one of the sweet source producing crop grown in tropical and subtropical regions Sugar cane is grown as one of the main crops in south-east islands of Kagoshima and Okinawa which locate the most southern part of Japan, and contributed to the development of regional agricultural industries Recently, the number of farmers decreased in sugar cane production region and the cultivated area or the yield of sugar cane tends to decrease For sugar cane production, many kinds of operations are required such as tilling, planting, weed control, applying pesticide, harvesting, leaf stripping and conditioning The mechanization of each operation has been demanded and tilling, maintenance of the field and harvesting operation have been mechanized, and the working hour has gradually decreased while the growing area per farm household has increased in these several years But the seed-cane planting has not mechanized which shares nearly 20% of the whole working hours for sugar English for Specific Purposes 83 84 cane production Therefore, to develop the full automatic seed-cane planter, a prototype machine was developed and the planting performance was evaluated Seed-cane planting The first step for planting sugar cane is to prepare the seed-cane which is cut from the stem in the length of 20 to 30 cm generally containing two buds After tilling and making groove on field, seed-canes are put horizontally at the bottom of the groove and covered with soil at the depth of around 20 to 30 cm Some parts of the seed-cane planting operation is mechanized as the one or two additional operator should ride on a planting machine which is called semi-automatic planter The aiming of this research is to develop a full automatic seed-cane planter with any additional operator This system enables to operate all of the planting procedure such as tilling soil, seed-cane planting, covering soil and mulching by one operator who is driving a tractor This research may contribute to the establishment of the mechanized sugar cane production from planting through harvesting In this research, a feeding mechanism of two buds-seedcane was developed and evaluated With the results obtained in a laboratory test, field tests were carried out mounting the developed system behind tractor and rotary tiller Materials and methods The seed-cane variety used in this test was Nco310 and the 20 cm seed-cane were cut from the sugar cane stem of 150 to 180 cm length The average diameter of the seed-canes was 2.1 cm and weight was 77.3 g The schematic diagram of the tested seed-cane feeding mechanism is shown in the Fig below The seed-canes are kept in hopper which can hold 500 seed-canes and are shaken by the board for the smooth feeding to the rotating roll The seedcane are fed downward by a couple of rolls (20cm diameter and 30cm length) to the groove conveyor and then carried to the planting outlet At the lower end of the shaking board, 12 links of chains are attached to assist the smooth feeding of seed-canes The board was shaken by a cam attached on roll shaft and they shook times per one rotation of the roll The roll was made of urethane rubber A guide plate was mounted under the roll to ensure seed-canes filling in conveyor groove The under cover of the conveyor was supported by coil spring The outlet height was designed to be 30cm from the bottom regarding the conventional planting method A VS motor was used for driving the roll and the conveyor at laboratory experiment (adapted from the reports at the International Workshop of Agricultural Mechanization Current Situation and Issues of Priorities, 1998) Question: Where is sugar cane grown ? Do you know anywhere in Vietnam growing sugar cane as one of the main crops ? What kinds of operation are required in sugar cane production ? Which operation has not been mechanized ? How are seed-canes planted in the groove ? How are seed-canes fed to the groove ? What assist the smooth feeding of seed-canes What was the roll made of ?  English for Specific Purposes 84 85 REFERENCES [1] Allen, J.P.B & Windowson, H.G (1974), English in Focus: English in Agriculture, OUP, Oxford [2] Bates, M & Dudley-Evans, A (1976), Nucleus: General Science, Longman [3] Barden, H & Parrish (1987), Plant Science, McGraw-Hill [4] Buckett (1980), Introduction to Livestock Husbandry, Pergamon Press [5] Candlin, C.N (1984), “Syllabus Design as a Critical Process” in Language Learning and Education, C.J.Brumfit (ed.), 1984a [6] Carroll, B.J (1980), Testing Communicative Performance, Pergamon [7] Chitravelu, N (1980), “English for Special Purposes Project” in ELT Documents 107, British Council [8] Close, R.A (1965), The English We Use for Science, Longman [9] Coffey, B (1980), “English for Academic Purposes”, Paper presented at the Regional Language Centre (R.E.L.C), Singapore, Seminar, March 1980 [10] Coffey, B (1984), “ESP-English for Specific Purposes” in Language Teaching Vol.17, No.I, January 1984, Cambridge University Press [11] Crymes, R.H (1978), The Developing Art of TESOL: Theory and Practice in C.H Blatchford and J Schachter, Washington D.C [12] Denny, S ,Kerr, L., Phillips, M., Shettlesworth, C (1985), Agriculture, Nucleus, Longman [13] Ewer, J.R & Latorre, G (1967), “Preparing an English Course for Students of Science” in English Language Teaching Journal, Vol 21, 3, 1967, pp.221 - 229 [14] Ewer, J.R & Latorre, G (1969), A Course in Scientific English, Longman [15] Ewer, J.R (1971), “Further Notes on Developing an English Programme for Students of Science and Technology” in English Language Teaching, Vol 15, No I, 1971, pp 65 - 70 [16] Ewer, J.R & Hughes-Davies, E (1972), “Further Notes on Preparing an English Programme for Students of Science and Technology” in English Teaching Journal, Vol 26, 3, 1972, pp 269 - 273 [17] Halliday, M.A.K., McIntosh, A & Strevens, P (1964), The Linguistic Sciences and language Teaching, London, Longman, pp 190 [18] Halliday, M.A.K (1969), “Existing Research and Future Work” in Language for Special Purposes, CILT Reports and Papers No I, CILT, 1969 [19] Herbert, A.J (1965), The Structure of Technical English, Longman [20] Holliday, A & Cooke, T (1988), “An Ecological Approach to ESP”, ELT Journal, Vol 42/2, April 1988, Oxford University Press [21] Hutchinson, T & Waters, A (1989), English for Specific Purposes: A LearningCentred Approach, CUP, Cambridge [22] Huxley, P & Van Housten, H (1997), Glossary for Agroforestry, International Centre for Research in Agroforestry, English Press, Nairobi, Kenya English for Specific Purposes 85 86 [23] James, C.V (1972), “A Note On Language Skills”, in CILT Reports and Papers No.8, September 1972 [24] Jordan, R.R (1977), Identification of Problems and Needs: a Student Profile, in Cowie and Heaton, pp 12 - 20 [25] Joy & Wibberley (1979), A Tropical Agriculture Handbook, Cassel [26] Lassoie, J.P., Buck, E & Fernandes, E.C.M (1999), Agroforestry in Sustainable Agricultural System, CRC Press LLC, Lewis Publishers [27] Lockhart & Wiseman (1988), Introduction to Crop Husbandry, 6th ed., Pergamon Press [28] Mackay, R & Mountford, A (1978), English for Specific Purposes, Longman [29] Mackay, R (1978), “Identifying the Nature of the Learner‟s Needs” in Mackay, R and Mountford, A (eds.) (q.v), pp.21 - 37 [30] Mackay, R & Palmer, J.D (1981), Language for Specific Purposes: Program Design and Evaluation, Newburry House [31] Mackay, R (1983), “The Need for Close Integration of Components in ESP Programs” in The ESP Journal, Vol.2, No.11983, pp 58 - 59 [32] Mc Donough, J (1984), ESP in Perspectives - A Practical Guide, Collins ELT: London and Glasgow [33] Morrow, K (1977), “Authentic tests and ESP”, in Holden (ed.) (q.v 1977), pp 13 15 [34] Munby, J.L (1977), “Processing Profiles of Communicative Needs” in the British Council, Bogota, pp 15 - 22 [35] Munby, J.L (1978), Communicative Syllabus Design, Cambridge: Cambridge University Press [36] Phillips, M., Shettesworth, C., Kerr, L., & Denny, S (1974), “Some Linguistics and Functional Aspects of an English Course for Students in Agriculture”, Paper Delivered at the 4th Annual Seminar of Association of Professors of English in Iran, 14th - 17th March 1974, British Council [37] Robinson, P (1980), ESP: The Current Position, Pergamon Press [38] Robinson, W (1981), “The Helpful EST Teacher” in ELT Documents 112, British Council pp 28 - 32 [39] Rudebject, P.G & Del Castillo, R.A (1998), How Agroforestry is Taught in Southeast Asia,ICRA [40] Rudebject, P (1999), Guiding Learning Agroforestry, ICRA [41] Smith, F (1984), “The Promise and Perils of Computerized Instruction”, Paper presented at Dartmouth House, June 1984, London [42] Van Ek, J (1975), Threshold Level English, Oxford: Pergamon [43] Waters, A (1982), Issues in ESP, Pergamon Press [44] Widdoson, H.G (1976), “The Authenticity of Language Data”, in Fanselow, J.F and Grymes, R.H (eds) on TESOL‟ 76 TESOL, Washington D.C [45] Widdowson, H.G (1981), “English for Specific Purposes: Criteria for Course English for Specific Purposes 86 87 Design", in English for Academic and Technical Purposes: Studies in Honor of Louis Trimble, Selinker, L , Tarone, E & Hanzel, V (eds.), Newburry House [46] Yalden, J (1984), Syllabus Design in General Education, in C.J.Brumfit, 1984a [47] Yalden, J (1987), Principles of Course Design for Language Teaching, Canbridge, UK: Cambridge University Press [48] Yates, C.St.J (1987), Agricuture, Pergamon Press  English for Specific Purposes 87 ... members of its class For example, a definition of a giraffe should include a classification, such as, A giraffe is an animal, and specific characteristics, such as, A giraffe is tall, African animal... 42 a great many Look at paragraphs - again What words have the opposite meaning to : unable to not enough taken out of Look at paragraph again Can you explain the words: heavy cultivation market... cultivation market garden Look at paragraph again Can you explain the words: plough furrow Look at paragraph again What word has the opposite meaning to: heavier Look at paragraph 10 - 11 again Which words