COMBUSTION ENGINES, TRANSPORT AND SOCIETY
1
COMBUSTION ENGINES,
TRANSPORT AND SOCIETY
Luis Manuel Linde Linde
INS BISBE BERENGUER
ABERDEEN, OCTOBER-DECEMBER 2010
WORKSHEET
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
2
WRITE YOUR NAME:
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
3
INTRODUCTION
„Combustion engines, transport and society‟ is a unit that should be taught in the third year of ESO in the
subject of technology.
This unit is divided into three parts which are: „Combustion engines‟, „Environmental Problems due to Fossil
Fuel Combustion‟ and „Transport and society‟. Each part has its corresponding teaching notes, worksheets
and lesson plans. More information can be found in the introduction to teaching notes.
SOME OF THE IMAGES, WEB PAGES AND INFORMATION USED IN THESE MATERIALS ARE TAKEN FROM THE INTERNET ONLY
FOR EDUCATIONAL PURPOSES.
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
4
COMBUSTION ENGINES,
TRANSPORT AND SOCIETY
COMBUSTION ENGINES
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
5
HELP GENERAL GRAMMAR: In some activities you can use some expressions similar to the ones below:
ADDING TO A POINT
in addition
furthermore
besides
also
still/anyway
and
and/but, furthermore
and/but besides
too
moreover
and another thing …
APPOSITION
in other words
namely
let me put this another way
another way of putting this is …
RELATION CAUSE-EFFECT. GIVING REASONS
therefore
as a result
because/thanks to
consequently/so
for example
for instance
so
that is why
thus
such as
COMPARING AND CONTRASTING
- For similarities
is similar to … (in that/in)
similarly
… and … are similar (in that/in so far as …)
… is like … (in that/in so far as …)
like
equally
in similar manner
moreover
in the same way
… and … both have … in common
- For differences
… is unlike …(in that/in so far as)
in contrast/alternatively
compared with
in comparison with
… is different from … (in that/in so far as)
on the one hand/on the other hand
instead of
however/otherwise
… differs from … in respects: (firstly, etc)
… can be distinguished from …
alternatively
from a different point of view
from a different perspective
EMPHASISING
EXEMPLIFYING
most of all
least of all
most importantly
above all
especially
significantly
in particular
For example
For instance
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
MAKING DESCRIPTIONS
Talking about …
First of all, talk about what is the thing you must to talk
about and where it comes from:
This is a … It comes from …
Then describe its appearance, structure, etc:
It has … It looks like … It has a ... It is made up of … It
hasn‟t got …
Describe the location :
It is found in …
Describe the function_
… has the job of …-ing(verb ending in ing) …
It also does …
6
CONNECTIVES RELATING TO TIME
(SEQUENCING)
at first /first
then/after that/next
until
at length
meanwhile
up to that point/time onwards
in the interim
later on
eventually
finally
DEFINING
(generic term)
place
person
thing
concept
entity
device
instrument
tool
etc
is a
are
…..
where
who
which
that
…..
CLASSIFYING
kinds
types
forms
classes
categories
one
two
three
….
There is/are
of
Fall
…..
can be
divided
classified
into
one
two
three
….
…..
kinds
types
classes
categories
LISTING
Firstly, secondly, thirdly, fourthly …. finally/lastly
First, second, third, fourth …. Finally/last
PREDICTING
HYPOTHESISING
I predict that … will happen
… will happen
If … happens, (then) … will happen
When … happens, (then) … will happen
Because … happen, then … will happen
This means that … will happen
… will not happen, unless … happens
… will not happen, if … does not happen
If … happens, … will (future, certain)
If … happens, … may/might/could happen (future, possible)
If … happened, … would happen (future, possible)
If … had happened, … would have happened (past,
speculative)
Luis Manuel Linde Linde
Unless … happens, … will not happen
If … does not happen, … will not happen
Assuming … happened, …would happen
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
7
SUMMARISING
So what we have said is …
So let‟s summarise
Let me summarise/sum up
Let‟s summarise/sum up
So …
So you see…
So, we have said …
The main points we have made are …
DRAWING CONCLUSIONS/DEDUCING
I/we conclude from this that …
I/we/one can conclude
One can draw two conclusions from this … (firstly, …)
If … is (the case), … must be …
If … was the case, … must have been …
If … is not the case, … cannot be …
If … was not the case, … cannot have been …
© John Clegg [email protected]
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
8
Activity 1 Read next text and decide whether the statements are true or false. Correct the false sentences.
Engines are machines that convert the energy stored in fuel into movement. They release the energy in fuel by
combustion, that is, by burning it. This can take place outside the engine (external combustion) or inside the
engine (internal combustion).
T
F
1. A car‟s engine is an internal combustion engine.
2. A steam engine is an internal combustion engine.
3. A steam engine is an external combustion engine.
4. A turbofan (plane engine) is an external combustion engine.
Steam engine
Picture 1
Car engine
Turbofan
Picture 2
Picture 3
Correct answers:
1.
2.
3.
4.
Activity 2 Read the following text and answer the questions: What is an Aeolipile? And how does it work?
A little bit of history:
Which was the first engine?
Picture 4
Luis Manuel Linde Linde
It is thought that steam engines were invented at about 350 years ago but,
the Greek mathematician and engineer Hero of Alexandria worked with air
pressure and steam to create rotary motion. Heron (c. 10 – 70 AD) built the
„Aeolipile‟ that consists of a sphere on top of a water kettle. A fire below the
kettle turns the water into steam forcing the gas to pass through pipes to
the sphere. Two L-shaped tubes on opposite sides of the sphere allow the
gas to escape, causing a rotation movement. This engine was not used
very much in ancient Greece due to economic reasons (slaves did the hard
work, and they were cheaper than burning wood) and because there were
no practical uses for this device during the Old Greek Times.
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
9
Hero‟s Aeolipile
Picture 5
Description:
An Aeolipile is …
An Aeolipile works ….
Activity 3 Hypothesising and making predictions.
Look at these sentences about hypothesising:
1. If I don‟t study, I will not pass the exam. (Future, certain) (If + verb in present → will + verb). We
say that if we do one thing, then it is sure that a second event will happen in the future. (We link a
present action with a future outcome or result. This hypothetical sentence structure implies greater
probability).
Example: If a football team win all the matches, this team will win the league.
2. If I study this unit, I may/might/could pass the exam. (Future, possible) (If + verb in present →
modal verb (may/might/could) + verb). We say that if we do something, then it is possible that a
second event will happen in the future. (In a hypothetical situation we link a present action with a
possible future outcome. This hypothetical sentence structure implies less probability of the future
outcome than the previous one (sentence 1)).
Example: If I get marks of 10 my parents might buy me a motorbike.
3. If the teacher asked me about this question, I would pass the exam. (Future possible) (If + verb in
past → would + verb). We talk about possibilities, meaning that, in a hypothetical situation
something would happen.
Example: If I won the lottery, I would buy a new house.
4. If I had studied, I would have passed the exam. (Past, speculative) (If + verb in past perfect →
would + verb in present perfect). We talk about something (a past action) we can‟t change. If
something was done differently in the past, then maybe the outcome would have been differently,
but it is just a speculation.
Example: If I had known that there was a party last night, I would have come.
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
10
Write 4 sentences, one of each type, according to these situations:
-
Imagine that you are living in the 23rd century and there aren‟t any oil reserves because in the 21
century all the oil reserves have been used up. What would you say now?
-
Imagine that the petrol tank in your car is empty and you have to drive from Barcelona to Madrid. You
have to put petrol in your car because if not, you won‟ take it (certain). What would you say?
-
You are imagining with your partner, about what would happen if you had a pilot licence (planes). You
both decide that you would like to travel around the world. What would you say?
-
Imagine that you want to buy a new bicycle but you can‟t find the bicycle that you have chosen in any
of the stores. Suddenly you see a new big sport shop. Maybe the bicycle is in this new shop. What
would you say?
Activity 4 Write a composition (100 words). Imagine our world if the „Ancient Greeks‟ had started to use the
steam engine to build engines, cars, etc. How would our world be nowadays? How would our history have
changed? What would have happened to our environment? What would have happened to fossil fuels? Do
you think it would be possible to live on other planets? ...
You have to use hypothetical sentences. Look at activity 3 and the HELP below. You can use the HELP
GENERAL GRAMMAR, as well.
HELP: HYPOTHESISING AND MAKING PREDICTIONS.
PREDICTING
I predict that … will happen
… will happen
If … happens, (then) … will happen
When … happens, (then) … will
happen
Because … happen, then … will
happen
This means that … will happen
… will not happen, unless …
happens
… will not happen, if … does not
happen
HYPOTHESISING
If … happens, … will happen (future, certain)
If … happens, … may/might/could happen (future, possible)
If … happened, … would happen (future, possible)
If … had happened, … would have happened (past, speculative,
real events in the past)
Unless … happens, … will not happen
If … does not happen, … will not happen
Assuming … happened, …would happen
You can start the composition with the sentence:
If the Ancient Greeks had started to use the steam engines, I think nowadays the world would ……
Activity 5 Draw a picture representing the world you have imagined in activity 4.
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
11
Activity 6 (Work in pairs) Read the following text and underline key words with different colours: for instance
steam engines in blue, steam turbines in red, piston engines in green, spark-ignition engines in black,
compression-ignition engines in pencil, rotary engines, Wankel engine and gas turbines and jet engines with
other colours, etc.
COMBUSTION ENGINES CLASSIFICATION
External combustion engines
1. Steam engines
They started to be used about 300 years ago. In a chamber outside the engine called the boiler (or
furnace), fossil fuels were burned to boil water, resulting in the production of steam. Since steam takes up
to 1,500 times more space than water, the pressure generated could be used to move a piston,
transforming heat energy into mechanical energy (movement). It was used in industry (for instance the
textile industry) in the 19th and the first half of the 20th centuries. It was used in steam trains and in steam
boats as well.
2. Steam turbines
Steam turbines transform pressurized steam, turning its blades in a rotation movement. This rotation
movement is generally used to generate electricity. It is used in electric power stations.
Internal combustion engines
1. Piston engines (Reciprocating engines)
Fossil fuel combustion (usually the fuel is in gas or vaporized liquid state) is produced inside the engine
and the explosion achieved, and gases that appear, are used to move a piston with a lineal and repetitive
up-and-down or back-and-forward motion.
1.1. Spark-ignition engines. Engines that need a spark (produced by the spark plug) to produce the
combustion reaction.
1.1.1. The four-stroke engine: Nikolaus Otto, a German engineer, designed the four-stroke engine in
1876. (Following the thermodynamic cycle with his name (Otto)). A four-stroke engine completes
the thermodynamic cycle in four movements of the piston (between the moment in which petrol
come inside the cylinder and it is repeated this action, piston has four movements); for this reason
is called four-stroke engine. Use petrol as a combustible. Used in the most of the petrol cars.
1.1.2. The two-stroke engine: Dugald Clerk, a Scottish engineer, is thought to have invented the 2 stroke
engine in 1878 and in 1881 patented his design. The two-stroke engines follow the Otto
thermodynamic cycle as well, but this engine complete the cycle in two movements of the piston;
for this reason is called two-stroke engine. Two-stroke engines require a specific oil to gas ratio. It
is used in some motorbikes.
1.2. Compression-ignition engines. Designed by the German engineer Rudolf Diesel in 1897. Follow the
thermodynamic cycle with his name (Diesel). It is a four-stroke engine that uses the heat of
compression to initiate ignition, so that is not necessary the spark plug. Use diesel (gasoil) as a
combustible.
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
12
2. Rotary engines. Developed during the years shortly before and during the World War I. Rotary engines
are internal combustion engines in which the combustion generates directly a rotary movement. It is
not necessary the use of pistons. In these engines, the crankshaft remained stationary and the entire
cylinder block rotated around it.
2.1. Wankel engine. Invented by the German engineer Felix Wankel in the 1950s. This engine uses a
rotary design to convert pressure into a rotating movement. The engine follows the thermodynamic
Otto cycle, so that, it is possible to say that Wankel engine is a four-stroke engine as well. For
instance, some cars such as some Mazda use this type of engine.
2.2. Gas turbines and jet engines. Gas turbines are rotary engines that extract energy from a flow of
combustion gas. In the combustion, the hot gases produced are forced into the turbine to move its
blades and so, it is possible to generate electricity in electric power stations. Jet engines are used in
different machines such as the aircrafts. Jet engines create force by releasing a high speed jet of a
liquid or a gas, pushing the plane through the air. Turbojet and turbofan engines are similar, but
turbofan has a big fan in the front of the turbine that promotes its turn achieving to use less fuel, noise,
and speed.
Activity 7 (Work in pairs). Answer the following questions about the texts that appear in activity 1 and in
activity 6. You can use the HELP below:
1. What is an engine?
2. Where were fossil fuels burned in a steam engine?
3. What was the steam produced in a steam engine used for?
4. Where was the steam engine used?
5. Which is the general use of steam turbines?
6. Why is the engine designed by Otto called a „four-stroke‟ engine?
7. Who is thought to have invented the two-stroke engine?
8. Write three differences between the Otto engine and the Diesel engine.
9. Name two rotary engines.
10. How does a gas turbine work?
HELP
DEFINING
is (a)
are
was/were
place, person
(where)
thing, concept
(who)
…..
…..
device
(which)
instrument, tool
(that)
RELATION CAUSE-EFFECT. GIVING REASONS COMPARING AND CONTRASTING (For differences)
as a result
in contrast
because
compared with/in comparison with
for example, for instance
… is different from … (in that …)
so
on the one hand/on the other hand
that is why
however/otherwise
such as
… differs from … in respects: (firstly, secondly, finally,)
from a different point of view/perspective
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
13
Activity 8 (Work in pairs) Fill in the gaps in the mind map using the words in the box. Remember that there
are more words than gaps. HELP: The answers are in the text that appears in activity 6.
Combustion engines
Petrol car
External combustion engines
Compression-ignition engines
Some motorbikes
Combustion engines
Steam engine
Wankel engine
Aircrafts
Water
Diesel cars
Smoke
Some Mazda cars
Internal combustion engines
Steam turbines
Rotary engines
Four-stroke engine
Steam train
Piston engine (Reciprocating engine)
Gas turbines & jet engines (G.T & Jet)
Spark-ignition engines
Electric train
Two-stroke engine
Electric power stations
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
14
Activity 9 (Work in pairs) Running dictation
We are going to talk about different steam engines used for the last 350 years. With your partner you have to
decide who wants to write and who wants to dictate. Follow the instructions given by the teacher.
Student that has to dictate: Look around the classroom for the letter that matches your sheet (A, B, C or D).
Read the information, memorise it, go quickly to your partner, and dictate the information that appears in your
sheet. You are not allowed to move the sheet or to say out loud the information. You have to pay special
attention to the words in bold.
Student that has to write: Write down all the information dictated by your partner.
You have 20 minutes to finish the activity.
Activity 10 (Work in pairs) Fill in the gaps according to activity 9:
STUDENTS A
You have to label the diagram of the Papin steam engine (A, E, D, F, N, x, G, S, and T). (Letters and words
that appear in the text)
Picture 6
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
15
STUDENTS B
You have to label the diagram of the Savery steam engine A, B, C, D, E, F, G, H. (Letters and words that
appear in the text)
B
A
C
D
E
H
F
G
Picture 7
STUDENTS C
You have to label the diagram of the Newcomen steam engine A, B, C, D, E, F, G, H. (Letters and words that
appear in the text)
G
F
E
C
D
B
H
A
Picture 8
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
16
STUDENTS D
You have to label the diagram of the Watt steam engine 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13. (Numbers and
words that appear in the text)
12
10
11
13
Picture 9
Activity 11 (Work in pairs). Speaking activity: You are a steam engine expert; explain to your partner how your steam
engine works and which its main components are. After that, explain this information to other partners. You can take
notes (main parts, how your engine works, what its uses were, drawings, etc.). You can use some expressions given
below and the HELP given in activity 7 (Defining, relation cause-effect, giving reasons),
A … steam
engine works …
Do you agree?
I‟m not sure I
can remember
everything!!!
Yes, the main
components
are …
Yes, I agree. Do
you remember the
main
components?
Oh, yes. And who
was the inventor
and when did he
live?
I think the
inventor was
… and he
lived in
…
Yes, the main
components
are …
Pictures 10 and 11
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
17
HELP
GIVING OPINIONS TO COMPARE ANSWERS
What do you think about…?
What is your opinion about …?
Why do/does/did …?
What are your answers in ….?
In my opinion …
From my point of view …
I think …
I answered ….
I think so.
I don‟t think so.
I agree.
I don‟t agree. I disagree.
Give me a reason for that.
PEER EVALUATION ACTIVITY 11. Your name ____________________________________________
YOUR
PARTNER‟S What to evaluate:
NAME:
COULD BE BETTER
SATISFACTORY
GOOD
VERY GOOD
Follow the roles
Participation in discussion
Clear reason explanations
Oral structures and spelling
(Emoticons, Pictures 13, 14, 15 and 16)
Activity 12 (Groups of four). Experts Jigsaw activity: Teacher will make groups of four students with each
member representing a different letter (A, B, C and D). After that, choose one leader in each group. This
leader will write the answer to the questions below: (You can use the HELP GENERAL GRAMMAR)
After the Jigsaw activity your group must answer these questions:
1. Put the steam engines in order, from the oldest to the newest
Answer: The first steam engine was ……..
2. What was the first steam engine used to solve the water problem in the mines? Was there a problem
with this steam engine?
Answers: The first person that solved the problem of water in mines was ……………, and the
problems of his engine were ……….
3. Which steam engine was used most frequently in transport and industry?
Answer: ……………………..
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
18
4. Who was the first person to introduce the concept of „horsepower‟?
Answer: ………………………
5. Which steam engine used thing pictured below? Which is its name? Answers: ………………….
Picture 12
6. Why did the inventor use this mechanism?
Answer: Because it was necessary to …….
Activity 13 (Groups of four). You are going to work with some simulations. Go to the web pages listed below.
The first link shows how a steam engine works and how it was used in the textile industry; the second shows
how a steam engine ship works (there is a quiz in which you have to build a ship as well); the third shows how
a steam engine train works (there is a quiz in which you have to build a train as well) and the fourth one is
about how different steam engines work (for instance, the Newcomen steam engine). You have to take notes
about how steam engines work, and about their main components. This information will be useful when you do
activities 14 and 16.
How did a steam engine used in a textile industry work?
http://www.ub.es/histodidactica/img/hero.swf
How does a steam engine ship work?
http://www.ub.es/histodidactica/img/steamer.swf
How does a steam engine train work?
http://www.bbc.co.uk/history/british/victorians/launch_ani_rocket.shtml
How do different steam engines work? (For instance, you can see the Newcomen steam engine working. It
was made by Matt Keveney; „Animated Engines‟):
http://www.animatedengines.com/index.shtml
Notes taken:
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
19
Activity 14 (Groups of four). Go to the web page: http://www.schoolsliaison.org.uk/kids/soho/soho.htm, then
click on the „Steam engine‟ square, after finishing reading the things that both people say; click on „Steam
Engine Builder‟. You will have the main parts of a Watt steam engine. Pay attention, remember the component
names and where each one is located. Click on play to build this steam engine. If you have a problem, you can
click on back to instructions. You have a counter time to finish the activity. When you have finished the activity,
call the teacher and show him/her your work and the time spent to complete the task. Now you can start.
Activity 15 (Groups of four). In activity 16 you have to write a composition comparing the four steam engines
studied. As a model, you can go to the web page: http://www.24hourmuseum.org.uk/trails/watt/, where you
will find some comparisons between the Watt steam engine and the Newcomen steam engine. You have to
click on Jenny (student) to follow the instructions and to obtain the information. Sometimes you will have some
questions (the answers appear in red) that you have to solve in order to follow the presentation. Take notes
about what you see, about the main components, the differences between them, and how the different
combustion engines work.
Notes taken:
Activity 16 (Groups of four). Write a composition (150 words) comparing the four steam engines. You can use
some expressions from the HELP below:
RELATION CAUSE-EFFECT. GIVING
REASONS
as a result
because/thanks to
consequently/so
for example
for instance
that is why
such as
Luis Manuel Linde Linde
COMPARING AND CONTRASTING
- For similarities
is similar to … (in that/in)
… and … are similar (in that/in so far as …)
… is like … (in that/in so far as …)
like
moreover
in the same way
… and … both have … in common
- For differences
in contrast/alternatively
compared with/in comparison with
… is different from … (in that/in so far as)
on the one hand/on the other hand
instead of
however/otherwise
… differs from … in respects: (firstly, etc)
from a different point of view/perspective
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
MAKING DESCRIPTIONS
First of all, talk about what is the thing you
must to talk about and where it comes from:
This is a … It comes from …
Then describe its appearance, structure, etc:
It has … It looks like … It has a ... It is made
up of … It hasn‟t got …
Describe the location :
It is found in …
Describe the function:
… has the job of …-ing(verb ending in ing) …
It also does …
… is /are …
… was used to …
20
LISTING
Firstly, secondly, thirdly, fourthly ….
finally/lastly
First, second, third, fourth …. Finally/last
After finishing the composition, evaluate the work of the members in your group, and give the PEER
EVALUATION to your teacher.
PEER EVALUATION ACTIVITY 16. Your name ____________________________________________
YOUR
PARTNER‟S What to evaluate:
NAME:
COULD BE BETTER
SATISFACTORY
GOOD
VERY GOOD
Follow the roles
Participation in discussion
Clear explanations
Help in composition (writing)
Give ideas
Accuracy of vocabulary
Follow the roles
Participation in discussion
Clear explanations
Help in composition (writing)
Give ideas
Accuracy of vocabulary
Follow the roles
Participation in discussion
Clear explanations
Help in composition (writing)
Give ideas
Accuracy of vocabulary
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
21
Activity 17 (Work in pairs). Return to your running dictation partner and compare your answers (activity 12)
with the answers given by his/her group. Write down the different answers. Use the HELP section to write your
opinions in the box: PRACTICE AND WRITE YOUR COMPARISONS.
We think that the answer is …. Do you
agree?
HELP: LANGUAGE TIPS; GIVING OPINIONS
Yes. We answered the
same. And which steam
What did you answer in the first
question?
We were not sure! But we
answered that the most steam
engine used in transport and
industry was ….
engine was the most used
in transport and industry?
Picture 17
GIVING OPINIONS TO COMPARE ANSWERS
What do you think about…?
What is your opinion about …?
Why do/does/did …?
What are your answers in ….?
In my opinion …
From my point of view …
I think …
I answered ….
I think so.
I don‟t think so.
I agree.
I don‟t agree. I disagree.
Give me a reason for that.
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
22
PRACTICE AND WRITE YOUR COMPARISONS
You can add more bubbles.
Picture 18
Activity 18 (Work in pairs). Write a composition (150 words). To help you with your English, go back to
activities 16 and 17 and refer to the HELP GENERAL GRAMMAR. You have to choose between two possible
compositions:
1. Why do you think steam engines led to the „Industrial Revolution‟? ; Which changes produced this
revolution in transport, in society, in industry, in economy and in population, etc.?
You can go to the webpage: „The Industrial Revolution‟, written by Montagna, J.:
http://www.yale.edu/ynhti/curriculum/units/1981/2/81.02.06.x.html
2. Describe workers lives during the „Industrial revolution‟. How and where did they live? How did they
work? What was work in the mine like? Talk about „the industrial colonies in Catalonia‟.
You can go, for instance, to the webpage:
http://www.nettlesworth.durham.sch.uk/time/victorian/vindust.html
In both cases you can find other WebPages.
HELP: You can use the expressions from the HELP GENERAL GRAMMAR
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
23
Activity 19 (Work in pairs). Read next text and fill in the gaps in the pictures.
The steam turbines
A steam turbine is a rotary engine that extracts energy from steam and converts it into useful work. Normally it
is used in the electric power stations to obtain electricity. The pressurized steam produced in a boiler, turns the
rotor blades (the moving part) that usually is inside a fixed part called stator that has magnets. This rotary
movement, because of electromagnetic reasons, is transformed into electricity.
Steam turbine
Picture 20
Picture 19
Label the picture: using the words in the box below:
D
C
A
B
Picture 21
Internal cashing (stator)
Rotor
Rotating blades
External cashing (stator)
ANSWERS:
A:
B:
C:
D:
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
24
Activity 20 (Work in pairs) Main components of a car. Below are the definitions of the main components of a
car. Label the car using the definitions. There are three additional definitions that don‟t appear in the drawing
of the car. If you have any problems with the vocabulary, you can use the dictionary and build a glossary (list
of words).
A) This mechanism allows you to connect and to disconnect, voluntarily or automatically, a conductor
shaft and a conduit shaft. This mechanism is used to change gears (to change the speed):
Picture 22
B) This mechanism is an energy dissipater which allows the speed to be reduced:
Picture 23
C) This mechanism allows changing a gear. It can be manual or automatic:
Picture 24
D) This case contains the lubrication oil; it is located under the engine block:
Picture 25
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
25
E) This mechanism allows the car to run on the roads without lots of movement. The external part is
called the tyre and is usually made of plastic (rubber) and has air inside:
Picture 26
F) This mechanism is made up of two parts, a spring and a damper. The spring compresses and
expands as the wheel goes over a bump:
Picture 27
G) This mechanism is a system of gears that transmits an engine‟s power to the wheels. A series of
shafts and gears converts the up-and-down motion of the pistons into a rotating motion used to turn
the wheels of the car:
Picture 28
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
26
H) This mechanism is a vital part of a car‟s transmission. It is a system of gears on the axles which allows
the wheels to spin at different speeds. This is necessary for corners, when the outer wheels turn faster
than the inner ones:
Picture 29
I)
This mechanism powers the electrical system:
Picture 30
J) This device keeps the engine cool. It is at the front of the car. Usually, a fluid (as for instance water
with an antifreeze fluid) and a ventilator are used:
Picture 31
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
27
K) This component is located under the car and extracts fumes from the engine. It usually has catalytic
converters to reduce environmental pollution:
Picture 32
L) This component allows the driver to decide the direction the car has to take:
Picture 33
M) This device allows driving at night:
Picture 34
N) This component is the most important component in a car. It is the place where the combustion
reaction takes place:
Picture 35
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
28
O) These components allow the driver to look back. They are very useful when changing lanes:
Picture 36
Write the letter of the definitions in the car below:
Picture 37
The three definitions that don’t appear in the drawing of the car are the letters:
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
29
Activity 21 (Work in pairs). Match the definitions given in activity 18 with the words from the box below:
Definition A:
Its name starts with a C
Definition D:
Its name starts with a C
Definition G:
Its name starts with a T
Definition J:
Its name starts with R…. F….
Definition M:
Its name starts with a H
Luis Manuel Linde Linde
Definition B:
Its name starts with a B
Definition E:
Its name starts with a W
Definition H:
Its name starts with a D
Definition K:
Its name starts with E….. P….
Definition N:
Its name starts with an E
Definition C:
Its name starts with G…… S…..
Definition F:
Its name starts with a S
Definition I:
Its name starts with a B
Definition L:
Its name starts with S…. W….
Definition O:
Its name starts with C…. M….
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
Suspension
Gear stick
Transmission
Clutch
Crankcase (Oil sump)
Battery
Answers:
Definition A:
Definition D:
Definition G:
Definition J:
Definition M:
Exhaust pipe
Car mirror
Steering wheel
30
Differential
Headlight
Brakes
Definition B:
Definition E:
Definition H:
Definition K:
Definition N:
Engine
Radiator fan
Wheel
Definition C:
Definition F:
Definition I:
Definition L:
Definition O:
Activity 22 (Work in pairs) Read the text about different mechanisms used to put the fuel and air into the
petrol engine and after that, do the true/false activity.
Different mechanisms to put the combustible and air into the petrol engine
Carburettor
The carburettor is used to supply a mixture of air and vaporized petrol to the petrol engine. It is based on the
„Venturi‟ effect. Engines that have carburettors are called atmospheric engines because the atmospheric
pressure pushes the air and combustible mixture. A diesel engine doesn‟t have a carburettor because air and
the combustible aren‟t put into the engine at the same time.
Picture 38
Picture 39
Electronic injection
Nowadays, the most usually system is to put petrol and air into the engine. With electronic injection it is
possible to achieve better performance. This system is controlled by an electronic circuit that puts the exact
quantity of combustible into the engine, according to the power that is needed.
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
31
Picture 41
Picture 40
Turbo compressor (Turbo system)
In this system, combustible gases, which have a higher pressure than the atmosphere in the cylinder, are used
to obtain more power from the engine.
Picture 42
Picture 43
TRUE/FALSE ACTIVITY Put a cross in the correct square. If the sentence is false, you have to correct it.
T
F
1. An engine that uses a carburettor is called an atmospheric engine.
2. The electronic injection system uses more combustible than carburettor system.
3. With the turbo compressor system it is possible to achieve less power in an engine.
4. Petrol and diesel engines use carburettors.
Corrections:
1.
2.
3.
4.
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
32
Activity 23 (Work in pairs). Go to the website http://www.cars.com/go/advice/intercar/ic_index.jsp where you
will find animations about how some components in a car work. Take notes about the key words, the main
sentences, and descriptions about how each component works.
Activities 24 (Work in pairs). Read the next text, „The engine‟, and do the activities below:
The engine
The most important part in a car is the engine. In the following drawing the main parts of a petrol engine are
shown:
Picture 44
-
-
The engine block is the largest part of an engine where it provides protection. Inside the engine block
there are the cylinders (where the combustion reaction takes place and where the piston is moving upand-down) and the mechanisms that join the piston and the crankshaft.
Cylinders in V
Cylinders in line
Picture 45
Picture 46
Cylinders in opposite situation
Picture 47
The cylinder head is on the top of the engine block. Inside the cylinder heat there are the valves
(through the inlet valve the combustible and the air enter the cylinder. Fumes are expelled through
the exhaust valve. Each cylinder usually has two or four valves, with the same number of inlet valves
and exhaust valves), and the spark plug (that is the piece that produces the spark needed to start the
combustion reaction (in the petrol cars)). In both parts, the engine block and the cylinder head there
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
33
are some water conductions used to cold the engine.
Picture 48
-
The oil sump (crankcase) is under the engine block. Inside this case there is oil used to lubricate the
engine
Activities. HELP: You can use the HELP GENERAL GRAMMAR
1. Write the name of six elements of an engine saying in which part of the engine each one is located.
2. What happens inside a cylinder?
3. What is the use of a spark plug?
4. In a 16V car that has 4 cylinders; how many valves does each cylinder have?
5. In your opinion, what is the use of water in an engine?
Activity 25 (Work in pairs) Read the next text to solve the problem below:
The engine cylinder volume is the total of all the volume cylinders in an engine. The Bore is the diameter of
the circular chambers cut into the cylinder block, and the stroke is the length of the piston movement inside the
cylinder.
Picture 49
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
One cylinder volume: Vu 
  bore 2
4
34
 stroke
Usually bore and stroke are measured in cm, so that Vu is usually measured in cm3 (cc).
The engine cylinder volume will be: VT = n • Vu (usually measured in cm3 or cc), where n is the engine cylinder
number.
Example How to calculate a car engine cylinder volume:
Car: VW Golf 1.6
n: 4 cylinders.
Bore: 81 mm
Stroke: 77, 4 mm
To calculate Vu we have to solve the equation (remember that bore and stroke should be expressed in cm):
Vu 
  bore 2
4
 stroke 
  8,12
4
 7,74  398,84cm 3
So that, the engine cylinder volume will be: VT = n • Vu = 4 • Vu = 4 • 398, 84 = 1595, 36 cm 3. For this
reason, this car is sold such as 1.6 engine cylinder volume. (VW 1.6)
Solve the problem: Find the engine cylinder volume of the following cars.
n (cylinders number)
Bore (mm)
Stroke (mm)
CAR A
6
82,6
87
CAR B
4
90
80
ANSWERS:
CAR A: Vu =
CAR B: Vu =
VT =
VT =
CAR A will be sold as … engine cylinder volume.
CAR B will be sold as … engine cylinder volume.
Activity 26 (Work in groups of three). “Experts Jigsaw” activity. Teacher will make groups of three. This group will be
your main group. Choose a leader of the group. This leader must write down the answers to the final questions. You can
find some simulations on the web pages added.
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
35
Activity 27 (Work in groups of three). Turn back with your main group. Each of you is an expert in a kind of
piston engine. Answer these questions and match a number with a word from the box. Remember that the
leader has to write the answers.
1. What is the name of this piston engine? ………………………. Match a number with the words in the box below:
11
12
13
Picture 50
Exhaust port
Crankshaft
Valve spring
Engine block
Piston
Cooling water
Spark plug
Intake port
Connecting rod
Crankcase
Cylinder head
Exhaust valve
Intake (Inlet) valve
2. Write the name of the four-stokes of a Diesel engine, and describe each one with your own words.
First stroke:
Second stroke:
Third stroke:
Fourth stroke:
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
36
3. What is the name of this piston engine? ………………………. Match a number with the words in the box below:
Picture 51
Spark plug
Cylinder head
Connecting rod
Piston
Cylinder
Intake port
Combustion chamber
Exhaust port
Crankshaft
4. Which is the use of the following components?
a) Spark plug:
b) Connecting rod:
c) Crankshaft:
d) Valves:
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
37
PEER EVALUATION ACTIVITY 26. Your name ____________________________________________
(For 5 students in the experts group)
YOUR
PARTNER‟S What to evaluate:
NAME:
COULD BE BETTER
SATISFACTORY
GOOD
VERY GOOD
Follow the roles
Participation in discussion
Clear reason explanations
Oral structures and spelling
Follow the roles
Participation in discussion
Clear reason explanations
Oral structures and spelling
Follow the roles
Participation in discussion
Clear reason explanations
Oral structures and spelling
Follow the roles
Participation in discussion
Clear reason explanations
Oral structures and spelling
Follow the roles
Participation in discussion
Clear reason explanations
Oral structures and spelling
Activity 28 (Work in groups of three). Write a composition (150 words) comparing the three different types of
piston engines studied. (Advantages and disadvantages, differences, etc) HELP: You can use the following
internet pages to help you find some information (mainly the first and the second WebPages).
http://www.animatedengines.com
http://www.myrctoys.com/faqs/engine-diagrams-and-animations
http://www.cars.com/go/advice/intercar/ic_index.jsp
http://www.chooseindia.com/engineering/how-2-stroke-engines-work.htm
http://www.gm.com/corporate/responsibility/education/5-8/technology/ice_intro.jsp (In this website you have to go to
interactive tour (in blue); it is possible to play some games (Mr. Stephens‟s Engine Shop is useful to distinguish different
components in a car) or to know how to build a car.
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
38
GRAMMAR HELP:
DEFINING
place
person
is (a)
(where)
thing
are
(who)
…..
concept
…..
was/were
(which)
device
(that)
instrument
tool, etc.
RELATION CAUSE-EFFECT. GIVING REASONS
COMPARING AND CONTRASTING (For differences)
as a result
in contrast
because
compared with/in comparison with
for example
… is different from … (in that …)
for instance
on the one hand/on the other hand
so
however/otherwise
that is why
… differs from … in respects: (firstly, secondly, finally,)
such as
from a different point of view/perspective
More HELP in HELP GENERAL GRAMMAR
Activity 29 (Work in pairs). Taboo or Pictionary. According to your ability, explaining in English some words or drawing
a picture, select a game: Taboo (best abilities in explaining) or Pictionary (best abilities in drawing).
Your teacher will make groups of two or four students. Define the word (in bold) that appears in your card (Explaining
the word (Taboo) or drawing a picture (Pictionary)).
In any case you cannot say the word in your card. HELP for the students who want to play Taboo: You can use some
of the expressions given in the GRAMAR HELP in activity 28.
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
39
Activity 30 (Work in pairs). Complete the crossword below:
A
J
H
C
2
F
R
4
E
3
E
E
L
G
F
1
R
O
K
I
5
6
S
S
R
T
D
7
R
G
C
A
K
L
C
L
G
B
8
9
E
X
C
S
T
B
10
11
P
W
N
12
13
T
L
ACROSS
(Back) Name of the third stroke in a four-stroke engine.
Place where a fossil fuel (such as coal) is burned. The heat produced is normally used to heat water.
Machinery in a vehicle that turns engine power into movement forwards or backwards.
This device allows driving at night.
(Back) This mechanism is a system of gears that transmits an engine‟s power to the wheels.
The length of the piston movement inside the cylinder.
(Back) The place in a steam engine where the water is heated to be transformed in steam.
This case contains the lubrication oil; it is located under the engine block.
Name of the fourth stroke in a four-stroke engine.
This mechanism allows the car to run on the roads without lot of movements. The external part is
called a tyre and usually is made of plastic (rubber) with air inside.
11. Piece inside a cylinder that has an up-and-down motion.
12. (Back) This engine is composed of blades and steam or the gas makes turning its blades to achieve
rotation movement.
13. Solid fossil fuel.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
40
DOWN
A. Compression-ignition engine that doesn‟t need spark plug to initiate the combustion reaction.
B. This engine uses a rotary design to convert pressure into a rotating movement following the
thermodynamic Otto cycle.
C. Machine that converts the energy stored in fuel into movement. (Useful work).
D. This mechanism powers the electrical system.
E. (Up) This mechanism allows to connect and to disconnect, voluntarily or automatically, a conductor
shaft with a conduit shaft. This mechanism is used to change gears (to change the speed).
F. (Up) Gas obtained when the water is heated at more than 100 ºC.
G. Fuel used by the diesel cars.
H. (Up) This component allows the driver to look back.
I. Component that produces the spark needed to start the combustion reaction in the petrol cars.
J. Diameter of the circular chambers cut into the cylinder block.
K. These mechanisms are an energy dissipater that allows reducing speed. (Plural)
Activity 31 (Work in pairs). Put this text about the Wankel engine in order:
A. convert pressure into rotating motion instead of using reciprocating pistons. It is a four-stroke engine
where the motion
B. design, Wankel rotary engine have been installed in a variety of vehicles and devices such as
automobiles
C. „The Wankel engine is a type of internal combustion engine which uses a rotary design to
D. (some cars made by the Japanese Mazda), aircrafts, go-karts, personal water craft, chain saws and
auxiliary power units‟.
Picture 52
Wankel engine
E. takes place in an oval space. The rotor is like a triangle. Due to its compact
Adapted from: http://en.wikipedia.org/wiki/Wankel_engine
ANSWERS:
1.
2.
3.
4.
5.
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
41
Activity 32 (work in pairs) Go to the following web pages, where it is possible to watch some animations about
how a Wankel engine works. Take some notes about components, strokes and about how the Wankel engine
works. After watching web pages, match a picture with its suitable stroke:
http://library.thinkquest.org/C006011/english/sites/wankel.php3?v=2
http://www.prelovac.com/vladimir/wankel-engine
http://www.animatedengines.com/wankel.shtml
http://www.rotaryengineillustrated.com/
Intake
The fuel/air mixture is drawn in the intake port during
this phase of the rotation.
Picture 53
A
Exhaust
And the exhaust is expelled
Picture 54
B
Compression
The mixture is compressed.
Picture 55
C
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
42
Power
The mixture burns, driving the rotor around.
Picture 56
D
From; http://www.animatedengines.com/wankel.shtml
ANSWERS: Intake: …………; Exhaust: ……………; Compression: …………….; Power: ………
Activity 33 (Work in pairs). Write a small composition explaining how a Wankel engine works (100 words).
You can use the HELP below: (You can use the HELP GENERAL GRAMMAR)
Wankel engine description:
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
43
HELP
RELATION CAUSE-EFFECT. GIVING
REASONS
as a result
because/thanks to
consequently/so
for example
for instance
that is why
such as
MAKING DESCRIPTIONS
First of all, talk about what is the thing you
must to talk about and where it comes from:
This is a … It comes from …
Then describe its appearance, structure, etc:
It has … It looks like … It has a ... It is made
up of … It hasn‟t got …
Describe the location :
It is found in …
Describe the function:
… has the job of …-ing(verb ending in ing) …
It also does …
… is /are …
… was used to …
COMPARING AND CONTRASTING
- For similarities
is similar to … (in that/in)
… and … are similar (in that/in so far as …)
… is like … (in that/in so far as …)
like
moreover
in the same way
… and … both have … in common
- For differences
in contrast/alternatively
compared with/in comparison with
… is different from … (in that/in so far as)
on the one hand/on the other hand
instead of
however/otherwise
… differs from … in respects: (firstly, etc)
from a different point of view/perspective
LISTING
Firstly, secondly, thirdly, fourthly ….
finally/lastly
First, second, third, fourth …. Finally/last
DEFINING
…..
Luis Manuel Linde Linde
is a
are
(generic term)
place
person
thing
concept
entity
device
instrument
tool
etc
where
who
which
that
…..
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
44
Activity 34 (Work in pairs). Read next text (adapted from „Energy, forces & motion‟ The Usborne library of
science) and fill in the gaps with a word from the box below: (Remember that in the box there are more words
than gaps)
Gas turbines
A gas turbine is a _______ machine similar in principle to a steam turbine and it consists of three main
components: a ___________, a combustion chamber, and a turbine. The ______ after being compressed in
the compressor is heated by burning ______ in it.
Picture 57
Gas turbine
Jet engines
A jet engine is any engine that creates force by releasing a high speed jet of a liquid or a gas. Most jet engines
are internal ___________ engines used by aircraft. The hot ______ produced in the combustion reaction are
forced to turn the turbine blades (for this reason jet engines are also called gas ________ engines), and to go
out of the back of the engine at high speed pushing the ______ through the air.
The turbojet engine is very fast, but noisy and less _________ with fuel than a turbofan engine. They are only
used for high-speed jet planes.
Picture 58
Turbo jet
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
45
Turbojet and turbofan engines are similar, but turbofan has a big fan in the front of the turbine that promotes its
turn. The exhaust gases speed is lower in turbofan engines than in turbojet engines. This makes them not to
be as ______ as turbojets, but turbofans are more efficient, quieter and use less fuel than the turbojet. They
used to serve as a _______ jet.
Picture 59
Turbofan
A rocket engine produces force by pushing gases at high speed. Instead of using air for the combustion
reaction, rocket engines burn with liquid _________. For this reason, rocket engines can travel in space where
there is no air.
Picture 60
Rocket engine
fast
turbine
efficient
plane
Luis Manuel Linde Linde
oxygen
compressor
rotary
air
gases
combustion
passenger
water
fuel
pollution
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
46
SELF AVALUATION
About the unit:
1. Write your mark (a number between 1 and 10) Fill in the PIGEOMETRE,:
1
------------------------------------------------------------------------------------------------------------ 10
2
What have you learned from this unit?
3
What was easy for you?
4
What did you find difficult?
5
What do you do out of school to help you with your English work?
6
What would you find most helpful?
7
What do you like doing most?
8
What do you like doing least?
9 Any suggestions?
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
47
COMBUSTION ENGINES,
TRANSPORT AND SOCIETY
ENVIRONMENTAL PROBLEMS DUE TO
FOSSIL FUEL COMBUSTION
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
48
Activity 1 Read next text „Combustion reaction’ and answer the questions below:
Combustion reaction
Energy is essential in our life. Energy can be used to heat, to light, to power engines and computers, etc. Energy is
something that can do work. According to the “Conservation Law of Energy”, energy can‟t be created or destroyed, it can
only be transformed. For instance, when wood burns, the chemical energy stored in wood is transformed into heat.
Picture 1
When anything is burned, a chemical reaction called combustion takes place. This reaction is almost always an
exothermic reaction (the reaction gives heat). Combustion reactions need the presence of molecular oxygen O2. The
most of materials that combust are organic (they are made up of carbon, hydrogen and oxygen). Hydrocarbons are
chemical compounds made by hydrogen, carbon and other components, which combust in the presence of oxygen. In a
complete combustion reaction, the organic molecules combust producing carbon dioxide, water and heat.
Picture 2
From: http://www.iun.edu/~cpanhd/C101webnotes/chemical%20reactions/combustion.html
Example of a complete combustion reaction: Methane
+ ENERGY
Picture 3
QUESTIONS
According to text:
1. What is combustion reaction?
2. Which molecule does the combustion reaction need to burn a hydrocarbon?
3.
What is a hydrocarbon?
4. Which are the products produced in a complete combustion reaction?
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
49
Activity 2 Write a cross, if next sentences are true or false according to the text. Correct the false sentences.
SENTENCE
1.
2.
3.
4.
TRUE FALSE
Combustion reaction needs the molecule of nitrogen.
An exothermic reaction produces energy (heat).
An hydrocarbon is always composed by hydrogen, nitrogen and oxygen.
Complete combustion reactions produce: water, carbon monoxide and heat.
Corrections:
1.
2.
3.
4.
Activity 3 (Work in pairs). Fill in the gap with a word from the box below. Take care; there are more words
than gaps!!!!
Real combustion reaction
Picture 4
Hydrocarbons + Air
Hydrocarbons used are not pure hydrocarbons and combustion with ______
(no Oxygen). When a pure __________ is burnt with oxygen it releases heat,
_________ dioxide and ________. The carbon dioxide is a green house gas
that increases the global warming. However, fuels such as coal and oil are not
pure hydrocarbons, they contain other substances too. For example, coal
contains sulphur. When coal is burnt, the ____________ reacts with air to form
sulphur dioxide, one of the chemical compounds that causes _______ rain. So
that complete combustion is almost _____________ to achieve. In reality, as
actual ____________ reactions come to equilibrium, a wide variety of major
and minor species will be present such as carbon monoxide and pure carbon.
Bad combustions produce substances that in some areas with no enough
ventilation produce chemical fog that is quite dangerous for the health
(respiratory problems). Additionally, any combustion in ________________air,
which is 78% nitrogen, will also create several forms of _____________ oxides
that produce acid rain in contact with the atmospheric water.
CO2 + H2O + HEAT + SOx + NOx + Other products (CO …)
SOX (sulphur oxides) → Fossil fuel (sulphur from earth)
NOX (nitrogen oxides) → Combustion with air (78% of Nitrogen)
Other products (CO, Particulates matter, volatile organic compounds, etc) → Bad combustions
hydrocarbon
impossible
nitrogen
air
petrol
acid
atmospheric
water
combustion
carbon
greenhouse
sulphur
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
50
Activity 4 (Groups of four experts) Jigsaw activity. We are going to create groups of four experts in different
aspects of air pollution due to the use of fossil fuels. Teacher will make groups of four. This group will be your
main group. Choose a group leader. This leader must write down the answers in the final mind map.
PEER EVALUATION ACTIVITY 4. Your name ____________________________________________
(For a group of four students)
YOUR
PARTNER‟S What to evaluate:
NAME:
COULD BE BETTER
SATISFACTORY
GOOD
VERY GOOD
Follow the roles
Participation in discussion
Clear reason explanations
Oral structures and spelling
Follow the roles
Participation in discussion
Clear reason explanations
Oral structures and spelling
Follow the roles
Participation in discussion
Clear reason explanations
Oral structures and spelling
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
51
Activity 5 (Work in pairs). Write next to each picture which gas or effect causes each environmental or health
problem.
Picture 5
Picture 6
Picture 9
Picture 8
Picture 10
Picture 14
Picture 15
Picture 17
Luis Manuel Linde Linde
Picture 7
Picture 11
Picture 12
Picture 13
Picture 16
Picture 18
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
52
Activity 6 (Work in pairs). Write five different sentences using an expression from each column:
acid rain
natural gas
The fossil
use fuels
of
like
can
produce
coal
environmental
problems such
as
SOx
global warming
cancer
health
problems such
as
oil
CO2
chemical fog
due to
NOx
bad combustions
1.
2.
3.
4.
5.
Activity 7 (Work in pairs). Write five advantages or disadvantages of using fossil fuels.
ADVANTAGES
DISADVANTAGES
Activity 8 (Work in pairs). Answer these questions:
-
What‟s the greenhouse effect?
The greenhouse effect is ….
-
Why do power stations powered by fossil fuels increase global warming?
Power stations powered by fossil fuel increase global warming because …..
-
How is acid rain produced?
Acid rain is produced when …
-
What are some effects of the acid rain?
Some effects of the acid rain are ….
-
How is the chemical fog produced?
The chemical fog is produced by …..
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
53
Activity 9 (Work in pairs). Compare your answers with the group next to you. Write down the answers that
are different. Remember to use expressions such as:
‘In our opinion …’ OR „from our point of view ...’
Firstly, look at the next HELP and practice and write your opinions in the box: PRACTICE AND WRITE YOUR
COMPARISONS.
HELP: LANGUAGE TIPS; GIVING OPINIONS
I think acid rain is… And in your opinion,
what the acid rain effects are?
What do you think acid rain is?
I think so!!!! I answered that
acid rain produces ….
In my opinion, err;
sorry I didn‟t study
enough!!!!
Picture 19
GIVING OPINIONS TO COMPARE ANSWERS
What do you think about…?
What is your opinion about …?
Why do/does/did …?
What are your answers in ….?
In my opinion …
From my point of view …
I think …
I answered ….
I think so.
I don‟t think so.
I agree.
I don‟t agree. I disagree.
Give me a reason for that.
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
54
PRACTICE AND WRITE YOUR COMPARISONS
You can add more bubbles.
Luis Manuel Linde Linde
Picture 20
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
55
Activity 10 (Work in pairs) Build a word search with 10 of the key words studied in this unit. Words can be
written in all the directions (diagonal as well). The letters have to be written in “Arial narrow 11” and must be
centred in each square. Each side has 12 squares as the one below:
You have to write questions into a box, to find the words that appear in the word search. Example: if the word
that appears in the word search is „Hydrocarbon‟ you can write the question: „What is the name of a
chemical compound composed of hydrogen, carbon and other components?‟ (Help: remember to use
questions such as: What is..? What is the name of…? How is --- produced…? What are the
consequences/effects/causes of …? What product is obtained…? Etc.)
FOLLOW THE INSTRUCTIONS BELOW:
1. Choose a theme for the title.
2. Each student has to make a list of 8 questions in relation to the title. The answer to each question will
be the words that appear in the word search.
3. Compare and select the best 10 questions from the group.
4. Open a new „Microsoft Word‟ document.
5. Make a beautiful title with „Word Art‟.
6. Make a table with 12 columns and 12 rows under the title.
7. Select the table, centre it, and use „Arial narrow‟, size 11.
8. Write the words in the table in different directions: across/down, diagonally, and forwards/backwards.
9. Complete the table with mixed letters to hide the words.
10. Under this first table, make another table with 1 column and 1 row. In this last table, write the ten
questions you chose.
11. Print the final document; remember to write your names.
Questions:
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
56
Activity 11 (Work in pairs) COMPETITION. Pass the word search to the nearest group, and try to solve the
word search made by another group in the least time possible.
Activity 12 (Work in groups of six).You are going to take part in a role-play between different members of a
United Nations committee. You will be discussing the greenhouse effect. There are six people on this
committee and each person has specialist knowledge on the greenhouse effect, together with strong ideas
and opinions. Your role-play character‟s name is at the top of the piece of paper. Read your role carefully, and
then make a list of the main views and concerns of your character. Try to remember these. Elect a chairperson
for each group. The chairperson starts the discussion with everybody introducing themselves to the group
(name, who they work for, etc) and giving their thoughts on the greenhouse effect. Each person can then say
who they agree with and who they disagree with, and why.
HELP: You can use the expressions given in activity 9 and/or some expressions similar to the ones that
appear in HELP GENERAL GRAMMAR.
Write a cross (for each student of the group) in a square according to the speaking activity (12).
PEER EVALUATION ACTIVITY 12. Your name ____________________________________________
YOUR
PARTNER‟S What to evaluate:
NAME:
COULD BE BETTER
SATISFACTORY
GOOD
VERY GOOD
Follow the roles
Participation in discussion
Clear reasoned explanations
Oral structures and spelling
Follow the roles
Participation in discussion
Clear reasoned explanations
Oral structures and spelling
Follow the roles
Participation in discussion
Clear reasoned explanations
Oral structures and spelling
Follow the roles
Participation in discussion
Clear reasoned explanations
Oral structures and spelling
Follow the roles
Participation in discussion
Clear reasoned explanations
Oral structures and spelling
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
57
SELF ASSESSMENT
About the unit:
1. Fill in, according to your opinion, your mark in the PIGEOMETRE. (Write a number between 1 and 10):
1------------------------------------------------------------------------------------------------------------ 10
2. What have you learned from this unit?
3. What was easy for you?
4. What did you find difficult?
5. What do you do out of school to help you with your English work?
6. What would you find most helpful?
7. What do you most like doing?
8. What do least like doing?
9. Any suggestions?
Activity 13 Search the internet for information about „The Kyoto protocol‟. Write a composition about it and
give your opinion on the topic. You can use the help given in activity 9 and/or the help that appears in
GENERAL HELP (200 words).
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
58
COMBUSTION ENGINES,
TRANSPORT AND SOCIETY
TRANSPORT AND SOCIETY
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
59
Activity 1 Classify these pictures (section 1) according to which transport is not used nowadays, and which is
used.
SECTION 1 PICTURE
PICTURE 1. Caravan.
PICTURE 2. Rickshaw
PICTURE 3. Bicycles.
PICTURE 4. Elephant.
PICTURE 5. Rocket.
PICTURE 6. Plane.
PICTURE 7. Crowded bus.
PICTURE 8. Canoe.
PICTURE 9. Old Greek wind ship.
PICTURE 10. Large car (Hummer).
PICTURE 11. On foot.
PICTURE 13. Camel.
PICTURE 14. Small car.
PICTURE 15. Steam ship.
PICTURE 16. Sledge.
PICTURE 17. Magnetic levitation train
PICTURE 18. Canoe.
Luis Manuel Linde Linde
PICTURE 12. Steam train.
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
60
ANSWERS:
Are used nowadays:
Are not used nowadays:
Activity 2 According to the pictures shown in section 1, match the pictures which are linked.
For example - one is the result of the evolution of the other, OR pictures that are the same mode of transport.
Example: Picture 17 is the result of picture 12 evolution.
ANSWERS:
Activity 3 Match one picture from each section with a part of the world, according to the different aspects
shown.
CULTURAL ASPECTS
PICTURE 2. Rickshaw.
1.
Saudi Arabia
PICTURE 18. Canoe.
2.
China
PICTURE 13. Camel.
3.
Amazon
ANSWERS:
Picture 2 is from ……………………….
Picture 18 is from ……………………….
Picture 13 is from ……………………….
LOCATION OR ENVIRONMENTAL ASPECTS
PICTURE 16. Sledge.
4.
Polynesia
PICTURE 8. Canoe.
5.
India
PICTURE 4. Elephant.
6.
Lapland (North Pole)
ANSWERS:
Picture 16 is from ……………………….
Picture 8 is from ……………………….
Picture 4 is from ……………………….
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
61
ECONOMIC ASPECTS
PICTURE 7. Crowded bus.
7.
PICTURE 11. On foot
United States.
8.
PICTURE 10. Large car (Hummer
Indonesia
9.
Ethiopia
ANSWERS:
Picture 7 is from ……………………….
Picture 11 is from ……………………….
Picture 10 is from ……………………….
DISTANCE Put the pictures in order according to the most suitable transport for different distances, from the
shorter to the longer distance.
PICTURE 17. Magnetic
levitation train
PICTURE 6. Plane.
PICTURE 3. Bicycles.
PICTURE 5. Rocket.
Firstly, picture ………; secondly picture ………….; then picture ……………; and the next is picture ………..
Write the aspect (written in the bottom box) that is different in each picture, (it is possible to use
aspects more than once, and there is more than one possibility):
ANSWER:
The aspect that is different in both
pictures is: ……………………
PICTURE 8. Canoe.
Luis Manuel Linde Linde
PICTURE 18. Canoe.
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
62
ANSWER:
The aspect that is different in both
pictures is: ……………………
PICTURE 10. Large car (Hummer).
PICTURE 14. Small car.
ANSWER:
The aspect that is different in both
pictures is: ……………………
PICTURE 12. Steam train.
Cultural
Economic
PICTURE 17. Magnetic
levitation train
Environmental
Location
Oil reserves
Distance
Activity 4 According to the answers given in the activity 3, write 5 sentences using words from each bloc of
the next table:
If I were born in
I would use
as a means of transport
Example: If I were born in Polynesia I would use a canoe as a means of transport.
ANSWERS:
1.
2.
3.
4.
5.
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
63
Activity 5 Compare the answers given in activity 3 with your partner. You can use some expressions such as
the ones below:
Example: ‘In my opinion, a canoe is used in Polynesia as a means of transport’. OR ‘In my opinion, the aspect
that is different between picture 18 and picture 19 is the economic aspect.’
Firstly, look at the next HELP and practice and write your opinions in the box: PRACTICE AND WRITE YOUR
COMPARISONS.
HELP: LANGUAGE TIPS; GIVING OPINIONS
In fact, from my point of view, students should walk
because the school is close to home. In other
countries, students don‟t have money to buy a book,
there are no buses, there are no roads, and there are
no schools!!
What do you think about the
bus used to go to the school?
In my opinion it is
not comfortable!!
I think it is OK!! And what is
your opinion?
Picture 19
GIVING OPINIONS TO COMPARE ANSWERS
What do you think about…?
What is your opinion about …?
Why do/does/did …?
What are your answers in ….?
In my opinion …
From my point of view …
I think …
I answered ….
I think so.
I don‟t think so.
I agree.
I don‟t agree. I disagree.
Give me a reason for that.
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
64
PRACTICE AND WRITE YOUR COMPARISONS
You can add more bubbles.
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
65
Activity 6 (Work in pairs).Draw two sector or bar diagrams (according to the list 1); one about world oil
production, and the other about the % of population. Remember to add others for the countries don‟t appear in
the list.
LIST 1
Country
Saudi Arabia
United States
India
Ethiopia
Spain
China
Japan
Netherlands
Russia
Oil production
(bbl/day) 1
Oil reserves
(barrels) 2
9,764,000
9,056,000
878,700
0
27,230
3,991,000
132,700
57,190
9,932,000
TOTAL: 90,627,566
262,700,000,000
22,450,000,000
5,700,000,000
214,000
10,500,000
18,260,000,000
127,380,000
88,060,000
69,000,000,000
GDP(nominal)
per capita (US $)
(2009)
14,745
45,934
1,032
390
32,030
3,735
39,740
48,209
8,681
Population (2009)
27,136,977 (0.4%)
310,651,000 (4.5%)
1,189,870,000 (17.3%)
84,976,000 (1.2%)
46,122,169 (0.7%)
1,340,480,000 (19.5%)
127,380,000 (1.9%)
16,626,000 (0.2%)
141,927,297 (2.1%)
1 CentralIintelligenceAgency 2009
2 www.nationmaster.com
DIAGRAM SECTORS
BAR DIAGRAM
Picture 20
Picture 21
HELP
- To build a sector diagram, transform a % into an angle value. Remember that 100% is equivalent to a
360º angle, so 50% is equivalent to a 180º angle. To know the angle that corresponds to a value you
have to make a simple calculus:
Example: Spain oil production. In the list appear 27,230bbl/day from a total of 90,932,000. To know
the angle that corresponds to Spain in the sectors diagram, we will calculate in the following way:
(27,230 x 360) / 90,932,000 = 0.1º (a very small angle!!!, so Spain doesn‟t produce lot of oil!)
To build a bar diagram, write the name of the country in the horizontal line, and its corresponding
value in the vertical line, drawing a rectangle. Take care with the values given in the vertical line!!
Remember in all the situations to include „others‟ in the diagram and the use of different colours for each
sector or bar.
ANSWERS
OIL PRODUCTION DIAGRAM
Luis Manuel Linde Linde
POPULATION DIAGRAM
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
66
Activity 7 (Work in pairs).Write 10 sentences comparing different countries, according to the diagrams and/or
the list. You can use words from each square from the table below:
diagram
produces
list
has
According to the
more
less
a greater
a lesser
oil
population
than
Example: According to the list Ethiopia has a greater population than Spain.
If you want, you can compare 2 data list from two countries.
Example: Although Saudi Arabia has more oil reserves than Spain, Spain has a higher GDP than Saudi Arabia
ANSWERS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Activity 8 (Work in pairs). Compare your answers with your partner from the nearest group, and write 2
different answers given by them. You can use the HELP given in activity 5. Remember to use expressions as
the below:
Example: In our opinion ……………..
From our point of view ……..
DIFFERENT ANSWERS:
1.
2.
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
67
Activity 9 (Work in pairs). Hypothesising and making predictions.
Look at these sentences about hypothesising:
1. . If I don‟t study, I will not pass the exam. (Future, certain) (If + verb in present → will + verb). We say
that if we do one thing, then it is sure that a second event will happen in the future.
2. If I study this unit, I may/might/could pass the exam. (Future, possible) (If + verb in present → modal
verb (may/might/could) + verb). We say that if we do something, then it is possible that a second event
will happen in the future.
3. If the teacher asked me about this question, I would pass the exam. (Future possible) (If + verb in past
→ would + verb). We talk about possibilities, meaning that, in a hypothetical situation something would
happen.
4. If I had studied, I would have passed the exam. (Past, speculative) (If + verb in past perfect → would +
verb in present perfect). We talk about something we can‟t change. If something was done differently
in the past, then maybe the outcome would have been differently , but it is just a speculation
Write 4 sentences, one of each type, according with these situations:
-
Imagine that you have some problems with English because you didn‟t want to study this language in
the past. What would you say now?
-
Imagine that you have to wake up now because if you don‟t, you will miss the train (certain). What
would you say?
-
Imagine that you are talking with your partner, thinking about what to do in case you win money in a
lottery, and you decide that you would buy a large car. What would you say?
-
Imagine that you like surfing, but you live in a village that is so far away from the coast, and you think
about what would happen if you were living in a small island with windy days. What would you say?
Activity 10 (Work in pairs). Describe a world if all Indian and Chinese people had cars like the Americans.
Think about the environment, the oil, the materials, the population, etc. (you can use the data from the table
below, the internet and the HELP given below). (200 words)
Country
Saudi Arabia
United States
India
Ethiopia
Spain
China
Japan
Netherlands
Russia
Luis Manuel Linde Linde
Oil production
(bbl/day) 1
Oil reserves
(barrels) 2
9,764,000
9,056,000
878,700
0
27,230
3,991,000
132,700
57,190
9,932,000
TOTAL: 90,627,566
262,700,000,000
22,450,000,000
5,700,000,000
214,000
10,500,000
18,260,000,000
127,380,000
88,060,000
69,000,000,000
GDP(nominal)
per capita (US $)
(2009)
14,745
45,934
1,032
390
32,030
3,735
39,740
48,209
8,681
Population (2009)
27,136,977 (0.4%)
310,651,000 (4.5%)
1,189,870,000 (17.3%)
84,976,000 (1.2%)
46,122,169 (0.7%)
1,340,480,000 (19.5%)
127,380,000 (1.9%)
16,626,000 (0.2%)
141,927,297 (2.1%)
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
68
Remember to structure the text in paragraphs. You have to include an introduction, a main body with the
explanations and relevant information, and a summary with the final conclusions.
HELP: HYPOTHESISING AND MAKING PREDICTIONS.
PREDICTING
HYPOTHESISING
I predict that … will happen
… will happen
If … happens, (then) … will happen
When … happens, (then) … will happen
Because … happen, then … will happen
This means that … will happen
… will not happen, unless … happens
… will not happen, if … does not happen
If … happens, … will happen (future, certain)
If … happens, … may/might/could happen (future, possible)
If … happened, … would happen (future, possible)
If … had happened, … would have happened (past,
speculative, real events in the past)
Unless … happens, … will not happen
If … does not happen, … will not happen
Assuming … happened, …would happen
You can start the writing activity with a sentence as proposed:
If all Indian and Chinese people had a car like the Americans, the world would…
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
69
Activity 11 (Work in pairs). Oral presentation. Explain to the class what you have imagined in activity 10. If
you want, you can use visual aids.
HELP: How to gives a good oral presentation. Follow the list below:
-
Structure your presentation as follow:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Start saying your name.
Tell the audience what are going to say (introduction).
Explain it (main body).
Tell the audience what you have said (summary).
At the end, thank the audience.
Practice the presentation previously with your partner.
Study the parts that each student is going to present according to their skills. Work in groups.
Control your volume, tone, speed and pauses during the presentation.
Look at your classmates. Eye contact is important. Project the voice as well.
Use gestures, hand movements, but not too much.
Smile.
Keep it short and simple (KISS). Don‟t give too much information. Be clear and concise.
If you use a visual that helps in the oral presentations don‟t talk to the visual.
14. In general, PRACTICE.
-
Language for presentations:
1. Beginning:
 Good morning everyone. My/our name is/are ….
 In my/our presentation today, I‟m/We‟re going to look at/describe …
 To begin with, I‟ll/We‟ll introduce …
 I‟d/We‟d then ...
 If you have any questions, I‟ll/we‟ll be happy to answer them at the end.
2. Moving on:
 So, to begin with, let‟s look at …
 Right, let‟s start by looking at …
 Ok, having looked at the background information, I‟d/We‟d now like to move on to …
 Right, now that the scene has been set, I‟d/We‟d now like to focus on …
3. Linking phrases:
 Next, I‟d/We‟d like to look at …
 Firstly, …
 This leads to my next point …
 Closely linked to this is the issue of …
4. Moving on:
 In the final part of my/our presentation, I‟d/We‟d like to …
5. Summarising:
 So, to sum up, We‟ve looked at …
6. The ending:
 That concludes my/our presentation. Are there any questions?
 That brings us to the end of my presentation. Thank you very much for listening. Does anyone
have any questions?
 If anyone has any questions. I‟ll/we‟ll do my/our best to answer them.
7. Dealing with questions:
Luis Manuel Linde Linde
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY




70
That‟s an interesting one.
I‟d/We‟d to answer that in two parts …
Well, the question is ……. Is that right?
Does that answer your question?
Peer evaluation of the presentation
Fill this peer evaluation questioner.
Your name: …………………………………………………………….. Group: …………….. Date: ……………
Your role: listen very carefully, respectful with your partners and be constructive.
Name of the persons of the group: 1.
2.
GROUP PRESENTATION
Does each member of the team present a part of
the project?
Is the presentation clear and complete?
METHODOLOGY
Do you think it is an interesting presentation?
GROUP ASSESSMENT
LANGUAGE USED
YES
NO
COMMENTS
Mark:
INDIVIDUAL EVALUATION
Name student 1:
Correct pronunciation
Clear articulation
Expressive voice
Appropriate intonation
Appropriate speed
Appropriate pauses
Strong voice projection
Appropriate volume
Correct memorization
Fluidity in reciting
__
_
+/-
+
++
Name student 2:
Name student 1:
Name student 2:
Name student 1:
Name student 2:
Name student 1:
Name student 2:
Name student 1:
Name student 2:
Name student 1:
Name student 2:
Name student 1:
Name student 2:
Name student 1:
Name student 2:
Name student 1:
Name student 2:
Name student 1:
Name student 2:
Strong points of each one:
Weak points of each one:
Comments:
Individual assessment. Name student 1:
Name student 2:
Luis Manuel Linde Linde
Mark:
Mark:
INS BISBE BERENGUER
COMBUSTION ENGINES, TRANSPORT AND SOCIETY
71
Self-assessment about the oral presentation:
a) Use the assessment sheet to assess the different criteria for both you (individual) and your group:
++
+
My assessment:
+/-
-
--
My group assessment:
b) Which do you think were your strong points? Which do you think were your weak points?
My strong points:
My weak points:
My group‟s strong points:
My group‟s weak points:
c) What did you learn about transport and society from your presentation?
d) What did you learn about transport and society from other presentations?
e) What did you learn about preparing and doing a presentation in English?
SELF ASSESSMENT
About the unit:
1. Fill in, according to your opinion, your mark in the PIGEOMETRE. (Write a number between 1 and 10):
1
------------------------------------------------------------------------------------------------------------ 10
2
What have you learned from this unit?
3
What was easy for you?
4
What did you find difficult?
5
What do you do out of school to help you with your English work?
6
What would you find most helpful?
7
What do you most like doing?
8
What do least like doing?
9 Any suggestions?
Luis Manuel Linde Linde
INS BISBE BERENGUER