English for Electrotechnical Engineering
FEKT-BPC-AEIAcad. year: 2018/2019
The course is aimed at the development of language competencies required by the students’ future professional environment. The students will study the means, functions and style of professional language. Special attention will be devoted to technical terminology. Seminars are focused on the product development and production process, the description and presentation of technologies, devices and their parts and components, the description of technical problems, possible risks (including safety risks and safety regulations in the production process) and their solutions. The tuition includes realistic listening activities focused on technical discussions; situation-based speaking activities in which students can practise the language they have learned; relevant vocabulary presented and practised in professional contexts; engaging topics and articles. The course corresponds to the Bachelor’s degree requirements. At the same time, it will help students to find a job thus supporting their competitiveness in the labour market.
Learning outcomes of the course unit
The final exam verifies that a course graduate is able:
1.On the basis of the acquired professional vocabulary, to take part in discussions on basic subjects of electrical engineering (electric circuits, electric current, electrical conductors) and on subjects in his field of study.
2.To read or to write down basic mathematical expressions and processes (addition, subtraction, multiplication, division, brackets, decimal numbers, fractions, powers, roots, equations).
3.To describe technical functions and applications and explain how technology works using texts “GPS applications” and “Space elevators”. Useful vocabulary includes verbs use, allow, enable, permit, ensure, prevent and verbs describing movement.
4.To describe common materials and alloys (aluminium, bronze, copper, glass, lead, iron, ore, plastic, rubber, steel, stainless steel, timber, hardwood, softwood, zinc) and to describe their properties.
5.To describe component shapes and features of the electrical plugs and sockets used in different countries. A course graduate is also able to use nouns and verbs to describe joints and fixings.
6.To describe various types of technical problems and causes of faults. When describing the causes of faults, a course graduate uses adjectives commonly used (inadequate, incorrect, etc.) as well as the language used for linking causes and effects: because of..., consequently, owing to..., as a result of ... .
7.To discuss technical requirements of new products with people from other professions (needs analysis in technical contexts) and to assess the feasibility of proposed technical solutions.
8.To use basic vocabulary connected with health and safety precautions. On the basis of this vocabulary, a course graduate is able to describe personal protective equipment related to common industrial hazards and identify a safe system of work.
9.To describe automated systems and to verbalize graphs, charts and trends, e.g. in the context of electricity consumption trends.
10.To explain technical experimentation and development using the language describing the range of development tools used by engineers in all disciplines – from computing modelling, through reduced-scale testing, to full-scale field trials. Using the language phrases of comparing, a course graduate is able to compare what was predicted (expectations) with what actually happened (results).
11.To understand the main points of listening activities focused on technically-oriented discussions.
12.To scan longer texts in order to locate desired information, and to gather information from different parts of a text, or from different texts in order to fulfil a specific task.
Before the electronic registration of the subject XAEI, the required level of knowledge of English language corresponds to the level B1 of the Common European Framework of Reference for Languages. A student at this level:
- Can understand texts that contain everyday language as well as texts that contain basic specific vocabulary oriented to language of electrical engineering and information technology.
- Can understand the main points of clear standard speech on familiar matters connected with school, leisure, current affairs etc. He can understand the main points of topics connected with his personal or professional interest provided the speech is relatively slow and clear.
- Can exploit a wide range of simple language to deal with most situations likely to arise while travelling. He can enter unprepared into conversation on topics that are familiar, of personal interest or related to his professional field.
- Can reasonably fluently sustain a straightforward description of one of the variety of subjects within his field of interest, presenting it as a linear sequence of points. He can give a prepared presentation on a topic within his field of study.
- Can write simple texts on topics which are familiar or of personal interest. He knows the basic rules of formal and informal correspondence and can write simple letters.
Recommended optional programme components
Recommended or required reading
Ibbotson, M. (2008) Cambridge English for Engineering. Cambridge: Cambridge University Press.
Hanzelka, F., Neuwirthová, L. (2014) Study Materials for English for Electrical Engineering Course (XAEI) – electronic supports.
Case studies and extra activities online at www.cambridge.org/elt/english for engineering
Planned learning activities and teaching methods
The methodology of English for Specific Purposes (ESP) is applied to the subject English for Engineering (XAEI). This methodology is closely linked with communicative and learning-centred approaches, and it entails the adoption of four essential principles: authenticity, relevancy and appropriacy in language and materials, and tolerance of errors to the extent of communication adequacy. Next to improving the communication skills and specialist language knowlege, this methodology also includes development of autonomous learning and students' self-assessment.
The organizational forms of tuition include class, pair work, group work, or individual work with accessible on-line materials for this subject at home.
Activities used in ESP include discussion, problem-solving, case studies, oral presentations or role-play. Communicative tasks/exercises/techniques include information transfer, iínformation gap, reformulation, questionaire, cloze.
ESP methodology is supported by educational aid: on-line materials for the subject, original recordings, computer-based teaching and learning.
Assesment methods and criteria linked to learning outcomes
Semester test and exam.
A semester test has a written form and it includes two parts:
• terminology multiple choice test assessed by max. 20 marks,
• filling in missing words into a semi-technical text assessed by max. 20 marks.
The semester test is assessed by max. 40 marks. To be able to register for an exam, a student has to obtain 60% at least, i.e. 24 marks. The semester test can be repeated only once.
An exam has a written form. It is assessed by max. 60 marks. It consists of two parts:
• reading comprehension assessed by max. 30 marks and
• listening comprehension assessed by max. 30 marks.
A student has to obtain 50% at least out of each exam part in order to pass successfully the exam.
Language of instruction
1. Vocabulary work connected with electrical engineering, electric circuits and electric current.
2. Vocabulary work connected with electrical conductors, incandescent light bulbs and numbers.
3. Describing technical functions and applications. Explaining how technology works.
4. Describing specific materials. Specifying and describing properties.
5. Describing component shapes and features. Explaining jointing and fixing techniques.
6. Describing types of technical problem. Describing the causes of faults.
7. Discussing technical requirements. Assessing feasibility.
8. Describing health and safety precautions. Emphasising the importance of precautions.
9. Describing automated systems. Discussing readings and trends.
10. Explaining tests and experiments. Comparing results with expectations.
11. Discussing causes and effects (language used for linking causes and effects).
12. Discussing performance and suitability. Describing physical forces.
13. Semester test
The aim of the course is to present the language functions and to develop language skills necessary for professional communication with colleagues, business partners and institutions in the international competitive environment.
• Understanding specific technical information in spoken and written forms.
• The ability to communicate in specific situations related to the development, production and presentation of devices and their parts and components. The ability to express one´s ideas and discuss the issues and current trends in technology. The ability to communicate in different situations according to the production process requirements.
• The knowledge of specific terminology.
Specification of controlled education, way of implementation and compensation for absences
The course corresponds to B1–B2 levels of the Common European Framework of Reference for Languages. It is aimed at the professional language and communication. No general language exam, including the secondary school exam “Maturita”, can be recognized as an equivalent.
Active participation in seminars and a minimum of 75% attendance are required according to the regulations issued by the Head of the Department of Languages and presented on the Department website http://www.ujaz.feec.vutbr.cz/.
Classification of course in study plans
- Programme BPC-AUD Bachelor's
- Programme BPC-AMT Bachelor's, 1. year of study, summer semester, 2 credits, compulsory-optional
- Programme BPC-SEE Bachelor's, 1. year of study, summer semester, 2 credits, compulsory-optional
- Programme BPC-TLI Bachelor's, 1. year of study, summer semester, 2 credits, compulsory-optional
- Programme BPC-MET Bachelor's, 3. year of study, summer semester, 2 credits, compulsory-optional