Контрольно-измерительные материалы по английскому языку для технических специальностей

МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ МУРМАНСКОЙ ОБЛАСТИ

Государственное автономное профессиональное образовательное учреждение Мурманской области «Полярнозоринский энергетический колледж»

(ГАПОУ МО «ПЭК»)

«РАССМОТРЕНО» «УТВЕРЖДАЮ» на заседании ЦК Заместитель директора по ТО

протокол №________

от «____»________202_г __________ Лешкова О.В.

Председатель ЦК «_____»_____________202_г

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«_____»_________ 202_г

КОНТРОЛЬНО - ИЗМЕРИТЕЛЬНЫЕ МАТЕРИАЛЫ

К УЧЕБНОЙ ДИСЦИПЛИНЕ

ИНОСТРАННЫЙ ЯЗЫК (ПРОФЕССИОНАЛЬНЫЙ АНГЛИЙСКИЙ)

ДЛЯ ПРОФЕССИИ

15.01.35 МАСТЕР СЛЕСАРНЫХ РАБОТ

2021

Разработано в соответствии с ФГОС и рабочей программой учебной дисциплины Иностранный язык (английский профессиональный ) для специальности 15.01.35 «Мастер слесарных работ».

Организация разработчик: Государственное автономное профессиональное образовательное учреждение Мурманской области «Полярнозоринский энергетический колледж».

Разработчик: Храмцова Тамара Владимировна, преподаватель английского языка ГАПОУ МО «ПЭК», высшая квалификационная категория, Стрелина Маргарита Михайловна, преподаватель английского языка ГАПОУ МО «ПЭК», первая квалификационная категория

СОДЕРЖАНИЕ 1. Паспорт контрольно – измерительного материала 4 2. Результаты освоения учебной дисциплины, подлежащие проверке 5 3. Оценка освоения учебной дисциплины 10 4. Задания для промежуточного и итогового мониторинга. 13 5. Задания для дифференцированного зачета 57

1. Паспорт контрольно – измерительного материала

Контрольно - измерительный материал (КИМ) предназначены для контроля и оценки образовательных достижений обучающихся, освоивших программу учебной дисциплины «Иностранный (английский) язык в профессиональной деятельности».

КИМ включают контрольные материалы для проведения рубежного контроля в форме контрольных и проверочных работ, текущего контроля и промежуточной аттестации в форме дифференцированного зачета.

В результате освоения учебной дисциплины «Иностранный (английский) язык в профессиональной деятельности» обучающийся должен обладать предусмотренными ФГОС следующими умениями и знаниями, которые формируют профессиональную компетенцию, и общими компетенциями:

У 1. Устно и письменно общаться на английском языке на профессиональные и повседневные темы.

У 2. Переводить со словарем иностранные тексты профессиональной направленности.

У 3. Самостоятельно совершенствовать устную и письменную речь, пополнять

словарный запас

У 4. Понимать основное содержание аутентичных аудио- или видеотекстов познавательного характера на темы, предлагаемые в рамках курса, выборочно извлекать из них необходимую информацию. Понимать относительно полно (общий смысл) высказывания на изучаемом иностранном языке в различных ситуациях общения

У 5. Читать аутентичные тексты разных стилей (публицистические, художественные, научно-популярные и технические), используя основные виды чтения (ознакомительное, изучающее, просмотровое/поисковое) в зависимости от коммуникативной задачи

З. 1. Лексический минимум (1200-1400 ЛЕ), необходимый для чтения и перевода со словарем иностранных текстов профессиональной направленности

З. 2. Грамматический минимум по каждой теме УД.

З. 3. Характерные особенности фонетики английского языка

З.4.Лингвострановедческую, страноведческую и социокультурную информацию, расширенную за счет новой тематики и проблематики речевого общения

З. 5. Тексты, построенные на языковом материале повседневного и профессионального общения, в том числе инструкции и нормативные документы по специальностям СПО

ОК 1. Понимать сущность и социальную значимость своей будущей профессии, проявлять к ней устойчивый интерес.

ОК 2. Организовывать собственную деятельность, исходя из цели и способов ее достижения, определенных руководителем

ОК 3. Анализировать рабочую ситуацию, осуществлять текущий и итоговый контроль, оценку и коррекцию собственной деятельности, нести ответственность за результаты своей работы

ОК 4. Осуществлять поиск информации, необходимой для эффективного выполнения профессиональных задач.

ОК 5. Использовать информационно-коммуникационные технологии в профессиональной деятельности

ОК 6. Работать в коллективе и команде, эффективно общаться с коллегами, руководством, потребителями.

ОК 7. Брать на себя ответственность за работу членов команды (подчиненных), результат выполнения заданий

ОК 8. Самостоятельно определять задачи профессионального и личностного развития, заниматься самообразованием, осознанно планировать повышение квалификации.

ОК 9 Ориентироваться в условиях частой смены технологий в профессиональной деятельности.

Формой аттестации по учебной дисциплине является дифференцированный зачет.

2. Результаты освоения учебной дисциплины, подлежащие проверке

В результате аттестации по учебной дисциплине осуществляется комплексная проверка следующих умений и знаний, а также динамика формирования общих компетенций:

Результаты обучения: умения, знания и общие компетенции	Показатели оценки результата	Форма контроля и оценивания
Уметь:
У 1. Устно и письменно общаться на английском языке на профессиональные и повседневные темы. ОК1 – ОК9	-употребление разговорных формул (клише) в коммуникативных ситуациях; - составление связного текста с использованием ключевых слов на бытовые и профессиональные темы; - представление устного сообщения на заданную тему (с предварительной подготовкой); - воспроизведение краткого или подробного пересказа прослушанного или прочитанного текста; - беседа с использованием элементов описания, повествования и рассуждения по тематике текущего года обучения и предыдущих лет обучения - обсуждение прочитанного и прослушанного текста, выражая свое мнение и отношение к изложенному	Практические задания Устный опрос Текущий контроль умения высказываться по предложенной теме Проекты Эссе Творческие задания Рефераты
У 2. Переводить со словарем иностранные тексты профессиональной направленности. ОК1 – ОК9	- нахождение слова в иностранно-русском словаре, выбирая нужное значение слова; - ориентировка в формальных признаках лексических и грамматических явлений - осуществление языковой и контекстуальной догадки - адекватная передача содержания переводимого текста в соответствии с нормами русского литературного языка.	Контроль перевода текстов общенаучного и профильного характера. Контроль упражнений на словообразование, словосложение, конверсии
У 3. Самостоятельно совершенствовать устную и письменную речь, пополнять словарный запас ОК1 – ОК9	- самостоятельное овладение продуктивными лексико-грамматическими навыками, разговорными формулами и клише, отражающими специфику общения и необходимой для обмена информацией по интересующим их проблемам - развитие умения публично выступать с подготовленным сообщением - составление и запись краткого плана текста, озаглавливание его части, составление вопросов к прочитанному - сделать выписки из текста, составить записи в виде опор, написание делового письма, заявление, заполнить анкету ....	Практические задания Контроль высказываний по предложенной теме
У 4. Понимать основное содержание аутентичных аудио- или видеотекстов познавательного характера на темы, предлагаемые в рамках курса, выборочно извлекать из них необходимую информацию Понимать относительно полно (общий смысл) высказывания на изучаемом иностранном языке в различных ситуациях общения ОК1 – ОК9	- восприятие на слух речь преподавателя и диктора в звукозаписи, построенную в основном на изученном материале и включающую до 3% незнакомых слов, о значении которых можно догадываться и незнание которых не влияет на понимание прослушанного; - понимание относительно полно (общий смысл) высказывания на изучаемом иностранном языке в различных ситуациях общения; -выделение ключевых слов и основной идеи звучащей речи; - распознавание смысла монологической и диалогической речи; - понимание основного содержания аутентичных аудио- или видеотекстов познавательного характера на темы, предлагаемые в рамках курса, выборочно извлекать из них необходимую информацию; - восприятие на слух материалов по тематике специальности средней трудности.	Практические задания по аудированию Аудирование с элементами языковой догадки Просмотр учебных фильмов,беседа об увиденном и услышанном
У 5. Читать аутентичные тексты разных стилей (публицистические, художественные, научно-популярные и технические), используя основные виды чтения (ознакомительное, изучающее, просмотровое/поисковое) в зависимости от коммуникативной задачи ОК1 – ОК9	- грамотное чтение новых текстов общекультурного, общенаучного характера и тексты по специальности; - определение содержания текста по знакомым словам, интернациональным словам, географическим названиям и т.п.; - распознавание значения слов по контексту; - выделение главной и второстепенной информации; - перевод (со словарем) бытовые, литературные и специальные тексты технического содержания с иностранного на русский и с русского на иностранный язык	Практические задания Тестовый контроль рецептивных видов речевой деятельности (тесты на выбор правильного ответа, на восстановления логического порядка, на установление соответствий) Контрольная работа
Знать:
З.1: Лексический минимум (1200-1400 ЛЕ), необходимый для чтения и перевода со словарем иностранных текстов профессиональной направленности.	- овладение лексическими и фразеологическими явлениями, характерными для технических текстов - выбор нужного значения слова из серии представленных в словаре - расширение потенциального словаря за счёт конверсии, а также систематизации способов словообразования. - включение в активный словарь учащихся общенаучной терминологической и профессионально-направленной лексики - расширение объёма рецептивного словаря учащихся	Контрольно-тренировочные упражнения на овладение лексическими единицами
З.2: Грамматический минимум по каждой теме УД.	систематизация, объяснение примеров грамматических правил и явлений -применять в речи грамматических конструкций и структур	Контрольно-тренировочные упражнения Проверочная работа
З.3: Характерные особенности фонетики английского языка	-различение характерных особенностей иностранной языковой речи - воспроизведение всех звуков иностранного языка, интонации повелительных, повествовательных (утвердительных и отрицательных) и вопросительных предложений.	Тест по фонетике
З.4: Лингвострановедческую, страноведческую и социокультурную информацию, расширенную за счет новой тематики и проблематики речевого общения	- увлечение объема знаний о социально-культурной специфике стран изучаемого языка при помощи чтения и аудирования текстов страноведческого характера -совершенствование умений строить свое речевое и неречевое поведение адекватно этой специфике -формирование умений выделять общее и специфическое в культуре родной страны и страны изучаемого языка -расширение кругозора учащихся, их информированности и общей эрудиции - подготовка учащихся к участию в межкультурном общении на иностранном языке в письменной и устной формах с учётом интересов и профильных устремлений	Тест по страноведению Контроль чтения и аудирования текстов страноведческого характера
З.5: Тексты, построенные на языковом материале повседневного и профессионального общения, в том числе инструкции и нормативные документы по специальностям СПО	- расширение технического кругозора учащихся, их научной информированности и общей эрудиции при помощи чтения профессиональных текстов -потребность практического использования иностранного языка в будущей профессиональной деятельности	Устный и письменный контроль перевода текстов Тесты по чтению

Результаты освоения (объекты оценивания)	Основные показатели оценки результата и их критерии	Тип задания; № задания	Форма контроля и оценивания
Умение аудировать	- воспринимать на слух речь преподавателя и диктора в звукозаписи, построенную в основном на изученном материале и включающую до 3% незнакомых слов, о значении которых можно догадываться и незнание которых не влияет на понимание прослушанного; - понимать относительно полно (общий смысл) высказывания на изучаемом иностранном языке в различных ситуациях общения; -выделять ключевые слова и основную идею звучащей речи; - распознавать смысл монологической и диалогической речи; - понимать основное содержание аутентичных аудио- или видеотекстов познавательного характера на темы, предлагаемые в рамках курса, выборочно извлекать из них необходимую информацию; - воспринимать на слух материалы по тематике специальности средней трудности.	Задания №8, №15, Unit 8	Текущий контроль Аудирование с элементами языковой догадки Просмотр учебных фильмов, беседа об увиденном и услышанном
Умение говорить	- правильно артикулировать и произносить гласные и согласные звуки; - правильно употреблять разговорные формулы (клише) в коммуникативных ситуациях; - составлять связный текст с использованием ключевых слов на бытовые и профессиональные темы; - представить устное сообщение на заданную тему (с предварительной подготовкой); - воспроизвести краткий или подробный пересказ прослушанного или прочитанного текста; - беседовать, используя элементы описания, повествования и рассуждения по тематике текущего года обучения и предыдущих лет обучения - обсуждать прочитанные и прослушанный тексты, выражая свое мнение и отношение к изложенному.	Unit 1-22	Текущий контроль умения высказываться по данной сфере общения в монологической и диалогической форме
Умение читать	- грамотно читать новые тексты общекультурного, общенаучного характера и тексты по специальности; - определять содержание текста по знакомым словам, интернациональным словам, географическим названиям и т.п.; - распознавать значение слов по контексту; - выделять главную и второстепенную информацию; - переводить (со словарем) бытовые, литературные и специальные тексты с иностранного на русский и с русского на иностранный язык;	Задания 6,7,13,14,21,22 Unit 1,3-22	Текущий контроль Тестовый контроль рецептивных видов речевой деятельности (тесты на выбор правильного ответа, на восстановления логического порядка, на установление соответствий)
Умение писать	- правильно писать текст под диктовку; - письменно излагать содержание прочитанного текста - письменно переводить текст на иностранный язык;	Unit 1-22	Текущий контроль
Знание фонетики	Различать характерные особенности иностранной языковой речи - воспроизводить все звуки иностранного языка, интонацию повелительных, повествовательных (утвердительных и отрицательных) и вопросительных предложений.	Unit 1-22	Текущий контроль Тест по фонетике
Знание грамматики	Систематизировать, объяснить и дать примеры грамматических правил и явлений. Правильно применять в речи грамматические конструкции и структуры.	Unit 1-22	Текущий контроль Проверочные работы по грамматике
Знание лексики и фразеологии	Систематизировать по темам 2000 слов для рецептивного усвоения Систематизировать и представить 600 слов для продуктивного усвоения.	Задания 1-5, 9-12, 16-20, 23	Текущий контроль Контрольно-тренировочные упражнения на овладение лексическими единицами
Уметь использовать приобретенные знания и умения в практической деятельности и повседневной жизни	Представить рефераты, доклады, сообщения, презентации, научно-практические работы.	Unit 1-22	Текущий контроль

3. Оценка освоения учебной дисциплины:

3.1. Формы и методы оценивания

Предметом оценки служат умения и знания, предусмотренные ФГОС по дисциплине «Иностранный (английский) язык в профессиональной деятельности», направленные на формирование общих и профессиональных компетенций.

Формы контроля и оценивания учебной дисциплины

УД, элемент модуля	Форма контроля и оценивания
	Текущий контроль Формы и методы контроля и оценки результатов обучения	Рубежный контроль	Промежуточная аттестация
Иностранный язык (английский)	Формы контроля обучения: -домашние задания проблемного характера; -практические задания по работе с информацией, документами, литературой; -защита индивидуальных и групповых заданий проектного характера. -устный и письменный контроль освоения пройденных тем -оценка выполнения заданий для самостоятельной работы. - практические задания - тесты Методы оценки результатов -накопительная система баллов, на основе которой выставляется итоговая отметка. -традиционная система отметок в баллах за каждую выполненную работу, на основе которых выставляется итоговая отметка; -мониторинг роста творческой самостоятельности и навыков получения нового знания каждым обучающимся.	- проверочные работы - контрольные работы - тесты	дифференцированный зачёт

Показатели и критерии для оценки освоения общих компетенций

ОК	Основные показатели оценки результата	Критерии
Умение читать Умение писать Знание грамматики Знание лексики и фразеологии	Грамотное чтение, выделение главной и второстепенной информации. Грамотное написание текста и отдельных слов. Правильное применение в речи грамматических конструкций и структур. Правильное применение лексических и фразеологических единиц	За правильный ответ на вопросы или верное решение задачи выставляется положительная оценка – 1 балл. За неправильный ответ на вопросы или неверное решение задачи выставляется отрицательная оценка – 0 баллов. Соответствие подготовленного материала требуемым критериям

Критерии оценки письменных ответов

Оценки	Критерии оценки
«5»	Коммуникативная задача решена полностью, применение лексики адекватно коммуникативной задаче, грамматические ошибки либо отсутствуют, либо не препятствуют решению коммуникативной задачи
«4»	Коммуникативная задача решена полностью, но понимание текста незначительно затруднено наличием грамматических и/или лексических ошибок.
«3»	Коммуникативная задача решена, но понимание текста затруднено наличием грубых грамматических ошибок или неадекватным употреблением лексики.
«2»	Коммуникативная задача не решена ввиду большого количества лексико-грамматических ошибок или недостаточного объема текста.

Критерии оценки устных развёрнутых ответов

Оценки	Взаимодействие с собеседником	Лексический запас	Грамматическая правильность речи	Фонетическое оформление речи
«5»	Адекватная естественная реакция на реплики собеседника. Проявляется речевая инициатива для решения поставленных коммуникативных задач.	Имеется большой словарный запас, соответствующий предложенной теме. Речь беглая. Объем высказываний соответствует программным требованиям.	Лексика адекватна ситуации, редкие грамматические ошибки не мешают коммуникации.	Владеет основными произносительными и интонационными навыками устной речи и техникой чтения.
«4»	Коммуникация затруднена, речь учащегося неоправданно паузирована.	Имеется достаточный словарный запас, в основном соответствующий поставленной задаче. Наблюдается достаточная беглость речи, но отмечается повторяемость и некоторые затруднения при подборе слов.	Грамматические и/или лексические ошибки заметно влияют на восприятие речи учащегося.	В достаточной степени владеет техникой чтения и основными произносительными и интонационными навыками устной речи. Однако допускает незначительные ошибки в произношении отдельных звуков и интонации иноязычной речи.
«3»	Коммуникация существенно затруднена, учащийся не проявляет речевой инициативы.	Имеет ограниченный словарный запас, использует упрощенные лексико-грамматические структуры, в некоторых случаях недостаточные для выполнения задания в пределах предложенной темы.	Учащийся делает большое количество грубых грамматических и/или лексических ошибок.	В недостаточной степени владеет техникой чтения и допускает многочисленные фонетические и интонационные ошибки, что затрудняет понимание речи.
«2»	Коммуникативная задача не решена ввиду большого количества лексико-грамматических ошибок или недостаточного объема текста.	Бедный лексический запас, отсутствует какая-либо вариативность в его использовании.	Допускает большое количество грамматических ошибок. Отмечается трудность при выборе правильных глагольных форм и употреблении нужных времен.	Речь неправильная, с большим количеством фонетических и интонационных ошибок. Наблюдаются многочисленные ошибки на правила чтения.

4. Задания для промежуточного и итогового мониторинга.

1. Образуйте новое слово от данного в скобках

1. A hurricane is a ______________________wind or storm. (violence)

2. It was a _____________________disaster. (terror)

3. The _________________made by the fire was awful. (destroy)

4. It is __________________to be near the crater of volcano. (danger)

5. ______________disasters can damage houses and kill people. (nature)

6. Emergency _______________do their best to save people. (work)

7. Sometimes situations are very _________________ to solve.(difficulty)

8. The ocean is polluted with __________ waste. (chemistry)

9. We should solve ________________problems. (environment)

10. Air ______________is very dangerous for people. (pollute)

11. The _______________of scientists are alarming. (predict)

12. The earth has given us _____________ for thousands of years. (support)

13. The hurricane did a lot of _______________ to the house. (damage)

14. What are the most serious __________________problems now? (ecology)

2. Выберите правильный вариант.

1. Does this businessman realise the damage these chemicals do to the (environmental / environment) _____________ in our town?

2. Local government (местные власти) should support the idea of recycling and provide each house with bins for different types of (to waste / waste) ________________

3. If we want to protect our environment, lots of things should be changed in our life, but first of all we should improve (ecological / ecologist) ____________ education.

4. To reduce (Чтобы уменьшить) air (to pollute / pollution) ______________ people should use
   public transport. Too many people use their own cars.

5. If we want to keep our beautiful beaches as the main tourist (to attract / attraction)
   ____________ we must protect them from litter pollution.

6. If you care about the protection of the environment and you want to be healthy, you should buy only (nature / natural) ______________ food with no added chemicals.\

3. Выберите правильный вариант.

1.  _______ is threatening the lives of animals and plants (dirty air, pollution, poisonous air)

2. An earthquake is a __________ event (physical, natural, real)

3. Anything will grow in this dark rich ________. (soil, land, ground)

4. “Let’s take the baby outside,” she suggested. “We all need some ________ air” (pure, clear, fresh)

5. There is world wide concern about the desctruction of the __________. (tropical woods, rainforests, rainy forests)

6. Tigers ___________because hunters kill them in order to sell their skins (run the risk, are insecure, are in danger)

7. Instead of dropping litter in the streets, we should use litter _________. (bags, bins, baskets)

8. ___________, air and water pollution are among the most serious environmental problems. ( The warming of the planet, The world’s warming, Global warming)

9. Greenpeace try to prevent a lot of environmental _________. (disasters, tragedies, accident)

10. We should save energy by using ________ power and wind power. (solar, sun, sunny)

4. Выберите правильный вариант.

1. Animals are losing their ________ as growing cities cause the countryside to disappear (habitats, places of living, living spaces)

2. In remote regions , the air is pure and the crops are free of poisonous _________. (chemistry, ingredients, insecticides)

3. Many species of animal life have been shot to the verge of _______. ( extinction, destruction, elimination)

4. ________ rain is mostly found in North America and Europe. (chemicals, sour, acid)

5.  In my family we always take empty bottles to a ____________ bin. (recycling, reusing, reprocessing)

6. Yesterday I read a very interesting newspaper article about ____________ mountain gorillas. (dangerous, endangered, damaged)

7. Dangerous chemicals from factories are ________ into oceans, rivers and streams, killing fish. (thrown, poured, splashed)

8. People say that fewer than 1,000 blue whales __________ in the Southern Hemisphere. (survive, remain alive, cling to life)

9. People who live in a big city continuously suffer from car exhaust _______. (smoke, gases, fumes)

10. If people refuse to buy_____ or other goods which come from species of animals, we could save their lives. (furs, wool, skin)

5. Выберите правильный вариант.

1. Smoking … your health. (dangers, endangers)

2. Greenpeace works to … awareness of the dangers that threaten our planet today.(promote, improve)

3. Apes are on the … of extinction (edge, verge)

4. Losing twenty million acres of tropical rain for­ests every year is a …. (disadvantage, disaster)

5. Tigers are … and killed for their body parts which are used in medicine. (hunted, haunted)

6. Oceans are currently a big dumping ground for tons of toxic… and sewage. (waste, packing)

7. There are no more than two hundred and fifty … of sharks in the world.(species, kinds)

8. Storms and heavy rains often cause great … to property. (damage, loss)

9. Some factories and plants … poisonous substances into the atmosphere.(increase, release)

10. People are not doing their best to … an ecological ca­tastrophe. (avoid, prevent)

6. Read and translate the text

Sports and Games

We are sure you are interested in sport. Many of you certainly play such games as volleyball or football, basketball or tennis. People who play a game are players. Players from other teams are their opponents. Two players playing with each other are partners. Each team can lose or win. In a football match players try to score as many goals as they can. Most matches take place in large stadiums.

Athletics is the most popular sport. People call it “the queen of all sports”. It comprises such kinds of sport as running (for different distances), jumping (long and high jumps) and others.

From time to time international championships and races (horse races, motor races, cycle races) take place. Representatives of various countries can win gold, silver or bronze medals. Such great championships in sport are organized every four years and we call them the Olympic Games. Only the best may take part in them.

There are so many kinds of sports, such as cycling, swimming, gymnastics, boxing, skating, skiing, rowing, yachting and many more in which you can take an active part or just be a devoted fan.

7. Read the text above. Are these statements true or false? Correct the false ones.

a. People who play a game are sportsmen.

b. Two players playing with each other are opponents.

c. Gymnastics is the queen of all sports.

d. The most popular sport is tennis.

e. Athletics comprises such kinds of sports as running, jumping, race walking, throwing and others.

f. International championships take place every four years.

g. The Olympic Games are a major international championship in which thousands of athletes participate in a variety of competitions.

h. The Olympic Games are organized every four years.

i. Everyone who likes sport can take part in the Olympic Games.

j. The athletes or teams who place first, second or third in each event receive medals.

8. Watching the video “Sport in Britain”

1. Sequence 1 (up to: … a very British game.)/ Часть 1 (дослов: … a very British game.)

1.1.Before watching Sequence 1 try to answer the question

What sport takes places in this venues?

a Wembly

b Wimbledon

c St Andrew’s

d Henley

e Lord’s

2.2. Watch Sequence 1 and check the answer./Посмотри Часть 1 и проверь свой ответ.

2. Sequence 2 (up to: … and it’s a great sport.)/ Часть 2 (дослов … and it’s a great sport.)

2.1 Watch Sequence 2 and answer the question./Посмотри Часть 2 и ответь на вопрос.

How many public swimming pools are there in Britain?

а. 12.000

b. 20.000

c. 45.000

2.2. Watch again and complete the table:/ Посмотрисноваизаполнитаблицу:

Speaker №	How often do they swim?	Whydotheyswim?
Speaker 1	once a week
Speaker 2
Speaker 3

3. Sequence 3 (up to: … not everybody walks from the start to the finish.)/ Часть 3 (дослов … not everybody walks from the start to the finish.)

3.1. Before watching Sequence 3 try to complete the sentences with the numbers from the box :/ ПередпросмотромЧасти 3 постарайсядополнитьпредложениячисламиизрамки:

1.200 412 40 225.000

a. Over ______ clubs belong to the British Cycling Federation.

b. About _______% of British people go walking.

c. There are ______ kilometers of national paths in England and Wales.

d. The Pennine Way is _______ kilometres long.

3.2 Watch Sequence 3 and check the answers./Посмотри Часть 3 и проверь ответы.

4. Sequence 4 (up to: … and because they enjoy it.)/ Часть 4 (дослов … and because they enjoy it.)

4.1. Watch Sequence 4 and answer the question./Посмотри Часть 4 и ответь на вопрос:

How many sports do you see?

4.2 Watch again and complete the sentences:/ Посмотрисноваидополнипредложения:

a. Over _____ people go to see Manchester United in Manchester on a ______ or ______ afternoon.

b. Horse ______, motor ______ and ______ are also very popular.

c. These people are doing ______. They do it to keep ______ and because they _____ it.

5. Sequence 5 (to the end)/ Часть 5 (доконца).

5.1 Watch Sequence 5 and find true sentences./Посмотри Часть 5 и найди правдивые предложения:

a. There are people at the athletics club every night.

b. All towns and cities in Britain have a large sports centre.

c. Croquet is originally British.

d. Squash comes from real tennis.

e. Curling comes from Scotland.

f. Leonie is very fit.

9. Choose the right word:

Ill-sick

The nurse mixed the medicine with a tea spoon and gave it to the ... man who sat up in bad to take it.
When people are … and have temperature of over 39 degrees we say they are in high fever.
When I go on board of a ship or a boat, 1 feel . . .
He was suddenly taken …

To treat-to cure

After scarlet fever complications developed, and they had to be ... for a month before the patient was completely...
The open air life on a farm ... him of his disease.
The doctor said that if I followed his instructions, I should soon be ... of the disease.

Illness-disease

What did Mr. White die of? Did he suffer from any chronic... or complications after a serious...?
The .., was catching, and the doctor said he would put me on the sick-list.
The grippe, scarlet fever and measles are catching...
His ... prevented him from going to school together with his friends.

Cure-heal

Fresh air, sunshine, good food may ...a patient of tuberculosis by ... his lungs. After a fortnight of slight fever, the wound ... and he recovered. The doctor applied a medicine which soon...the deep cut in my arm.

Ache-pain-hurt

As Joe coming home a sudden... in his heart made him stop and lean against the wall of a house. Wet weather often makes old people feel an ... in their bones. He fell down the stairs and ... his leg. This heavy suit-case makes my arms... Did you ... yourself?

10. Fill in the blanks with the words given in brackets

(consulting-room, pain, medicine, broken off, illness)

A. " To tell the truth, I thought you might give me something to stop the ... I hate and fear it!" said Ann truthfully. “The ... that I have given you stops pain", said the Doctor. “Take it at once when you feel the attack coming on". He met the gentle irony in Ann's eyes, and added seriously, “Miss Caldecott, you may have a serious..." “Well, that would be the end of me, I expect!" said Ann lightly. “Good-bye, Doctor, and thank you!”

She went out of the ... through the wide hall into the street, hardly thinking of what he had told her, because she was absorbed by other thoughts.

Ann had her prescription... on the way home, and then went round by way of the marke.t

11. Find an adjective in list B to fit each noun in list A

A a person, temperature, throat, chill, cold, headache, heart, pulse, disease, illness, cheek, health,

eyesight, equipment, blood-pressure, disease, bath, use, tongue.

B catching, quick, chronic, sick, sore, normal, weak, bad, slight, perfect, infectious, high, mud, medical,

external, poor, splitting, swollen, and internal.

12. Choose the proper words from the table.

business by plane to cross summer holidays to travel traffic lights get traffic car round left in advance right wrong to the left to the right

1. I don’t like to go .., I prefer … by train. 2. Where are you going to spend your ..? 3. How do you … to your office? – I drive my own … . 4. He is going on a … trip on Monday. 5. It is safe … the road only where the … are. 6. It is a very busy street, there is always a lot of … . 7. When crossing the street, first look ..., then… . 8. It’s always good to book tickets … . 9. Where’s the nearest metro station? – It’s … the corner. 10. In Britain on the road the right side is the … side and the … side is the … side.

13. Read, translate and retell the text.

Travelling by Train in Britain

One of the first things a foreigner notices about British railways is the platforms. They are higher than in most parts of the world. The platform is almost on a level with the floor of the carriages. You do not, therefore, have to climb up into the railway carriage in Britain. This makes it a little easier to get in and out of the carriage with your luggage.

The trains that go to and from London are very crowded at the times when people are travelling to work, since about a million people travel to London to work each day. There are cheap tickets after a certain time of the day, usually about 9.30 when everyone has gone to work. These are called cheap day return tickets. It s often nearly 50 per cent cheaper to travel to London after 9.30 than before this time.

On many fast trains to London there is a dining car in which you can buy lunch, dinner or coffee. On others there is a buffet at which it is possible to buy snacks and drinks. Sometimes a waiter from the dining car brings round cups of coffee to the passengers.

There are only two classes in Britain – first and second. A first - class ticket costs 50 % more than a second class ticket. On long journeys, there is a ticket inspector, who visits every passenger to see if he has the right ticket and is not travelling in the wrong class.

In England train passengers seldom converse with their fellow-travellers even on a long journey – this is more a national custom than a matter of etiquette. When the passenger reaches the end of his journey and leaves the train, he has to give his ticket to the ticket collector at the exit before he can leave the station.

14. Read the text above. Are the following statements true or false?

1. One of the first things a foreigner notices about British railways is the platforms.

2. The platforms in Britain is lower than in most parts of the world, that’s why you have to climb up into the railway carriage.

3. About fifty thousand people travel to London to work each day.

4. It s often nearly 50 per cent cheaper to travel to London after 9.00 than before this time.

5. On many fast trains to London there is a dining car.

6. There are only two classes in Britain – first and second.

7. A first - class ticket costs 50 % less than a second class ticket.

8. On long journeys, there is a ticket inspector.

9. In England train passengers often converse with their fellow-travellers.

10. When the journey is over, the passenger has to give his ticket to the ticket collector.

1. Watch the video “The British on holidays”.

I Before watching the video:

1. Study the vocabulary, learn the words:

1. Be ready to choose the best answer after watching the video:

1. The most popular holiday months for British people are …

1. June and July

2. July and August

3. August and September

1. What is the most popular destination for British holidaymakers?

1. the USA

2. Greece

3. Spain

3. How far from London is the seaside town of Brighton?

1. 100 kilometres

2. 40 kilometres

3. 400 kilometres

4. Brighton is a good place for family holidays because …

1. it is cheap

2. there are lots of things to do

3. it’s always sunny

1. How many British people go to London on holiday every year?

1. 5 million

2. 2,5 million

3. 250,000

3. Put the words in the correct place:

At the airport ______________________ ______________________ ______________________	deckchair bed and breakfast swim departure lounge hotel sunbathe customs passport	destination ice-cream guest house climb campsite towel windsurf pier	Things to do _________________________ _________________________ _________________________
Places to stay ______________________ ______________________ ______________________			Things at the seaside _________________________ _________________________ _________________________

II Watch Sequence 1 of the video (up to: Sometimes there isn’t very much sun) and do the exercises.

1. Watch the sequence and tick (v) the places you hear.

Florida the Caribbean Western Europe Greece

The USA Brazil Spain France

1. Mark the sentences T (true) or F (false).

1. All British people take a two-week break in July or August.

2. The British make 14 million holiday trips year.

3. Most British people go to Western Europe.

4. Over a quarter of British holidaymakers go to Spain.

5. The British go abroad because the weather is often better.

III Watch Sequence 2 of the video (up to: Everyone hopes for a lot of sunshine and not too much rain!) and write the names for:

1. one thing people hope for on holiday.

2. two types of transport not used in the nineteenth century.

3. three British seaside towns.

4. four things that people do on holiday

5. five places where people sleep on holiday.

IV Watch Sequence 3 of the video (to the end) and do the exercises:

1. Watch the Sequence and tick (V) the activities you hear:

yachting climbing cycling

hang-gliding walking sailing on a narrowboat

1. Would you like to spend a holiday on a narrowboat? Why? Why not?

1. Выбери правильный вариант.

1. I don’t like my … It’s not well-paid. What is more, it’s exhausting and boring.

work
job
employment
occupation

1. I go to … every day, including Saturday.

work
job
employment
occupation

1. You must write your name, age and … on the application form.

work
job
employment
occupation

1. Have you finished your … for today?

work
job
employment
occupation

1. All high school graduates must be provided with equal career and … opportunities.

work
job
employment
occupation

1. Your … is badly done. Come to me after you redo it.

work
job
employment
occupation

1. I haven’t been able to find a … for the last three months.

work
job
employment
occupation

1. If you can’t find a job, apply to the state … office.

work
job
employment
occupation

1. She is a tour guide  by ...

work
job
employment
occupation

1. My present … doesn’t satisfy me financially, so I’m going to quit.

work
job
employment
occupation

1. Заполните пропуски в предложениях данными словами:

a. generation

b. to express one`s individuality

c. subculture

d.. reject

e.. rebel

f. violent

h. violence

i. relationship

1. A _______ is a group of people with the same interests, the same style and they like the same music.

2. Teenagers try _______ their own _______, but they _______ everything and even _______ against the society.

3. Young _______ is often considered to be _______.

4. One of the main problems among teens is the poor _______ with their parents.

 

18. Подберите определения из левого столбика к словам из правого столбика:

1) A film about space travel or life in an imaginary future.	a) A musical
2) A film about criminals and detectives	b) A western
3) A film with lots of music and dance.	c) A comedy
4) A film about cowboys and life in the Wild West.	d) A science fiction film
5) A funny film with a happy ending.	e) A crime film
6) A film in which mysterious and frightening things happen.	f) A horror film

19. Complete the gaps in the text with these words:

 

One day(1), who(3), which(2), in the end(4)

 

"Beauty and the Beast" was directed by Jean Cocteau. It is bases on the fairytale by Madame Le Prince de Beaumont and it stars Jean Marais as the Beast and Josette Day as Beauty.

Beauty is one of three daughters of a French merchant. Her sisters, Felicie and Adelaide, are mean and treat Beauty as a servant. (1)__________Beauty's father gets lost in the forest, but finds a strange castle, (2) __________ he enters, looking for help. The owner of the castle is a monster, half-man, half-beast, (3)__________ threatens the merchant – either one of his daughters replaces him as a prisoner in the castle or he will die. Beauty offers to replace her father and goes to live in the castle. (4) __________, she discovers the Beast is not as ugly and inhuman as he seems, but a handsome prince.

20. Complete the gaps in the text with these words:

Such as(5), moreover(6), however(7), all in all(8), although(9)

The film deals with the theme of appearances in very interesting and clever ways. In one memorable scene, Beauty looks in the mirror and her face is transformed into the Beast's. For it's time (1946), the film uses some clever special effects, (5)__________when       Beauty is walking up and down waiting for the Beast to visit her room – behind her, a statue's head follows her movements! (6) __________, the whispering furniture       is            as           frightening        as           anything in modern films. The film does, (7) __________, have its weak points. The Beast's voice is rather squeaky, and the lovers flying at the end is a bit corny! (8) __________, though, it must be one of the most beautiful films ever made. (9) ) __________ it    is in black and white, the striking use of light makes it seem at times like a moving painting. The music is also magnificent.

Beauty and the Beast is a fairy tale with an obvious message – you shouldn't judge a book by its cover. Of course, it has neither the attractive characters nor the Hollywood songs of the Disney version; – it speaks to people of all ages. I recommend it for all the family.

21. Read and translate the text.

Mass Media

Newspapers are especially important nowadays and we can't imagine our life without them. There are dozens of them on every news-stand. There are newspapers for professionals, for businessmen, for children and teenagers, for men and women, for sports fans, for those who are interested in gardening, fishing, hunting, for those who keep pets and so on. Some newspapers publish serious articles on politics, economy and finance, some aim to entertain their readers. Many newspapers express certain political opinion and people choose them according to their own political beliefs. In short, you can always find a paper which suits your interests. The advantage of all the newspapers is that they usually provide us with extra detail, comment and background information. But it is bad that very often newspapers are full of dramatic events about natural disasters, plane crashes, murders and robberies. Having read such articles, you feel depressed and it seems that the world is being ruined. One more disadvantage is that newspapers are full of gossip about different celebrities and their private lives. There are also a lot of photos of them in their most intimate moments. I think it shouldn't be allowed, besides half of this information is unreliable.

The main source of news for millions of people is television. With its help we can see everything with our own eyes. It is the window on the world which gives us an opportunity to "travel" all over the world. TV gives us thought, introduces us to new ideas and activities. It has the power to educate and broaden our minds. It helps us to relax after a hard day's work and to escape from reality. There is always a great variety of programmes on TV: news and sport programmes, talk shows and TV games, documentaries and feature films, concerts and theatre performances. But nowadays there is a lot of violence on TV. It dulls our sensitivity and when we learn about one tragedy or catastrophe, we perceive it as something quite natural, just like an everyday affair. Some people become TV addicts and they won't give up TV for anything in the world. Nowadays some children are so addicted to TV that they are not interested in anything else: they don't read books, communicate with adults and other children, they move less, speak less and they even think less. Though there are a lot of excellent educational programmes for children and programmes designed for schools. They help children to extend their  knowledge and to develop their imagination.

Many people prefer the radio. It is good to listen to it in the car, or in the open air, or when you do something about the house.

The Internet has recently become another important source of information. It is regarded as the latest addiction to trap thousands of people which has been  blamed for broken relationships, job losses, financial ruin and even suicide. Psychologists now recognize Internet Addiction Syndrome (IAS)  as a new illness that could cause serious problems and ruin many lives. Many users spend up to 40 hours a week on the Internet. Some of the addicts are teenagers who are already hooked on computer games.

Проведя работу с текстом, учитель проводит контроль прочитанного текста посредством  следующего упражнения (ученики выполняют индивидуально, вписывая    “T” или “F”). Проверка.

22. Read the text above. TRUE or FALSE

1) You will hardly find a newspaper which suits your interests.(F)

2) The advantage of all the newspapers is that they are full of  gossip about different celebrities and their private lives.(F)

3) Television helps us to relax after a hard day's work and to escape from reality.(T)

4) Some people become TV addicts and they won't give up  TV  for anything in the world.(T)

5) Thanks to television children become more active and creative.(F)

6) Programmes about violence make people more sensitive.(F)

7) The Intemet is regarded as the latest addiction to trap thousands of people.(T)

23. Read the text. Use the word given in capitals at the end of each line to form a word that fits in the space in the same line.

In Britain there are 12 national (1) ____________ newspapers DAY

and most people read one of (2) ____________ every day. THEY

Daily newspapers are (3) ________________ on every day PUBLISH

of the week except Sunday. Sunday newspapers are

(4) ___________ than daily newspapers. All the Sunday LARGE

newspapers are (5) ______________ . Most national news- NATION

papers in Britain express a (6) ________________ opinion, POLITICS

most of them right-wing, and people (7) _____________ the CHOICE

newspaper that they read according to (8) ___________ own THEY

political (9) _____________ . BELIEVE

ПРОФЕССИОНАЛЬНЫЙ МОДУЛЬ

UNIT 1

I. Read the text

TYPES OF ENERGY

I Complete the sentences

II Answer the questions:

III Fill in the table using the information from the text.

UNIT 2

I. Read the text and complete the gaps (1-10) with the correct word formed from the words in brackets. Listen and check, then explain the words in bold.

ALTERNATIVE ENERGY

64% of the electricity we need comes from 1. ______(burn) fossil fuels such as oil, gas and coal. These resources pollute and are not 2. _______(renew), so once we have burned 3. _______(they) all up, there will be no more. This means that the world MUST find and use alternative sources of energy ... FAST! This alternative energy needs to use no fuel and create no waste or 4. ______(pollute).

Sun (solar power):
Enough of the sun's energy 5_______(hit) the Earth every minute to power the world for a whole year! In sunny countries, solar cells can be put on rooftops to convert sunlight 6 _______ (direct) into electricity. We could even build solar power stations like Solar One in California. This uses the sun's heat to make steam, which then drives 7 _______ (generate) to produce electricity.

Wind (wind power):
We can use the power of the wind by 8 ________(build) wind turbines. These are tall towers with a big propeller on top. The wind blows the propeller, which turns a generator in order to create electricity. If we build a number of wind turbines together in a 9 ______(wind) place, we can make a 'wind farm' and produce quite a lot of electricity!

Water (hydroelectric power):
A dam can be used to trap a large area of water, like a reservoir or a lake. This water then flows through tunnels in the dam, turns turbines and drives generators to create electricity. Hydro-electric power stations can produce a lot of power very 10 _________(cheap).

UNIT 3

I. Read the text

THE NATURE OF ELECTRICITY

Practical electricity is produced by small atomic particles known as electrons. It is the movement of these particles which produce the effects of heat and light.

The pressure that forces these atomic particles to move, the effects theyencounter opposition and how these forces are controlled are some of the principles of electricity.

Accepted atomic theory states that all matter is electrical in structure. Any object is largely composed of a combination of positive and negative particles of electricity. Electric current will pass through a wire, a body, or along a stream of water. It can be established in some substances more readily than in

others, that all matter is composed of electric particles despite some basic differences in materials. The science of electricity then must begin with a study of the structure of matter.

Matter is defined as any substance which has mass (or weight) and occupies space. This definition should be broad enough to cover all physical objects in the universe. Wood, water, iron, and paper are some examples of matter. Energy is closely related to, but not to be confused with, matter. Energy does not have mass, and it does not occupy space. Heat and light are examples of energy.

The smallest particle of matter which can be recognized as an original substance was thought to be a unit called the atom. Recently scientists have found particles even smaller than atoms, but our theories are still based on the atom. The atom consists of a nucleus and a cloud of electrons. It is generally

agreed that the electrons are small particles of electricity, which are negative in nature. These particles orbit the nucleus in much the same fashion that planets orbit a sun.

II. Guess the meaning of the following international words:

Electricity, electron, effect, structure, combination, material, mass, energy,

atom, orbit

III. Give the English equivalents for the words below:

1) производить; 2) частица; 3) тепло и свет; 4) напряжение; 5) сила;

6) вещество; 7) положительный; 8) отрицательный; 9) электрический ток;

10) вес; 11) ядро

IV. Translate into Russian the words and expressions from the text:

1) atomic particle; 2) effects of heat and light; 3) encounter opposition;

4) principles of electricity; 5) composed (of); 6) pass through a wire; 7) struc-

ture of matter; 8) occupy space; 9) physical objects; 10) a cloud of electrons;

11) in the same fashion.

V. Complete the sentences using the text:

1. Electricity is produced by …

2. The effects of heat and light are produced by …

3. According to the accepted atomic theory all matter is …

4. Any object is composed of …

5. Matter is defined as …

6. Energy must not be confused with …

7. The atom consists of …

8. The smallest particle of matter is …

9. Most theories are based on …

10. Electrons are …

VI. Answer the questions:

1) What are the principles of electricity? 2) What must the science of electricity begin with? 3) Are there any differences between energy and matter? What are they? 4) What is recognized as an original substance now?

UNIT 4

I. Read the text

ELECTRIC CURRENT

The electric current is a quantity of electrons flowing in a circuit per second of time. The unit of measure for current is ampere. If one coulomb passes a point in a circuit per second then the current strength is 1 ampere. The symbol for current is I.

The current which flows along wires consists of moving electrons. The electrons move along the circuit because the e .m. f. drives them. The current is directly proportional to the e. m. f.

In addition to traveling through solids, however, the electric current can flow through liquids as well and even through gases. In both cases it produces some most important effects to meet industrial requirements.

Some liquids, such as melted metals for example, conduct current without any change to themselves. Others, called electrolytes, are found to change greatly when the current passes through them.

When the electrons flow in one direction only, the current is known to bed. c., that is, direct current. The simplest source of power for the direct current is a battery, for a battery pushes the electrons in the same direction all the time (i.e., from the negatively charged terminal to the positively charged terminal).

The letters a. c. stand for alternating current. The current under consideration flows first in one direction and then in the opposite one. The a. c. used for power and lighting purposes is assumed to go through 50 cycles in one second. One of the great advantages of a. c. is the ease with which power at low voltage can be changed into an almost similar amount of power at high voltage and vice

versa. Hence, on the one hand alternating voltage is increased when it is necessary for long-distance transmission and, on the other hand, one can decrease it to meet industrial requirements as well as to operate various devices at home.

Although there are numerous cases when d. c. is required, at least 90 per cent of electrical energy to be generated at present is a. c. In fact, it finds wide application for lighting, heating, industrial, and some other purposes.

II. Guess the meaning of the following international words:

electric, ampere, symbol, proportional, industrial, metal, electrolyte, battery, generate.

III. Give the English equivalents for the words and word combinations below:

a. 1) течь, протекать; 2) цепь, схема; 3) единица измерения; 4) провод; 5) электродвижущая сила; 6) твердое тело; 7) жидкость; 8) проводить (ток); 9) источник энергии; 10) постоянный ток; 11) переменный ток; 12) напряжение.

IV. Give Russian equivalents for the following:

b. 1) to meet industrial requirements; 2) melted metals; 3) to push in the

same direction; 4) negatively (positively) charged terminal; 5) power and light-

ning purposes; 6) long-distance transmission; 7) to operate devices; 8) to find

wide application.

V. Say whether these sentences are true or false:

1. The symbol for current is I.

2. The electric current can flow only through liquids.

3. The current can be of two types: direct current and alternating current.

4. The alternating current flows in one direction.

5. A battery is the simplest source of power for the direct current.

6. Direct current finds wider application than alternating current.

7. Electrolytes don’t change greatly when current passes through them.

8. One of the great advantages of alternating current is the ease with which voltage can be changed.

VI. State the questions to the underlined words:

1. Melted metals conduct current without any change to themselves.

2. Alternating voltage can be changed to operate various devices at home.

3. A battery pushes the electrons in the same direction.

4. The alternating current is used for power and lightning purposes.

5. Alternating current accounts for 90 per cent of electrical energy generated now.

UNIT 5

I. Read the text

EFFECTS PRODUCED BY A CURRENT

The current flow is detected and measured by any of the effects that it produces. There are three important effects accompanying the motion of electric charges: the heating, the magnetic, and chemical effects, the latter is manifested under special conditions.

The production of heat is perhaps the most familiar among the principal effects of an electric current. The heating effect of the current is found to occur in the electric circuit itself. It is detected owing to an increase in the temperature of the circuit. This effect represents a continual transformation of electric energy into heat. For instance, the current which flows through the filament of an incandescent lamp heats that filament to a high temperature.

The heat produced per second depends both upon the resistance of the conductor and upon the amount of current carried through it. The thinner the wire is, the greater the developed heat is. On the contrary, the larger the wire is, the more negligible the heat produced is. Heat is greatly desirable at times but at other times it represents a waste of useful energy. It is this waste that is generally called "heat loss" for it serves no useful purposes and decreases efficiency.

The heat developed in the electric circuit is of great practical importance for heating, lighting and other purposes. Owing to it people are provided with a large number of appliances, such as: electric lamps that light our homes, streets and factories, electrical heaters that are widely used to meet industrial requirements, and a hundred and one other necessary and irreplaceable things which have been serving mankind for so many years.

The electric current can manifest itself in some other way. It is the motion of the electric charges that produces the magnetic forces. A conductor of any kind carrying an electric current, a magnetic field is set up about that conductor. This effect exists always whenever an electric current flows, although in many cases it is so weak that one neglects it in dealing with the circuit. An electric charge at rest does not manifest any magnetic effect. The use of such a machine as the electric motor has become possible owing to the electromagnetic effect. The last effect to be considered is the chemical one. The chemical effect is known to occur when an electric current flows through a liquid. Thanks to it a metal can be transferred from one part of the liquid to another. It may also effect chemical changes in the part of the circuit comprising the liquid and the

two electrodes which are found in this liquid. Any of the above mentioned effects may be used for detecting and measuring current.

II. Give the English equivalents for the following words:

1. выявлять, обнаруживать; 6. лампа накаливания;

2. измерять; 7. прибор;

3. заряд; 8. потеря энергии;

4. нить накала; 9. освещать;

5. тепловой эффект; 10. обнаруживаться, проявляться.

III. Guess the meaning of the following international words:

transformation, temperature, chemical, magnetic, special, practical, motor, electrode.

IV. Insert words and expressions:

1. The current flow is (выявляется и измеряется) by any of the effects that it produces.

2. There are three important effects accompanying the motion of (электрические заряды).

3. The current which flows through the (нить накала лампы накаливания) heats that filament to a

high temperature.

4. Heat represents (потерю полезной энергии) at times.

5. Electric lamps (освещать) our homes, streets and factories.

6. The electric current can (проявлять) magnetic effect.

UNIT 6

I. Read the text

ELECTRIC CIRCUITS

The concepts of electric charge and potential are very important in the studyтof electric currents. When an extended conductor has different potentials at its ends, the free electrons of the conductor itself are caused to drift from one end to the other. The potential difference must be maintained by some electric source such as electrostatic generator or a battery or a direct current generator. The wire and the electric source together form an electric circuit, the electrons are drifting around it as long as the conducting path is maintained.

There are various kinds of electric circuits such as: open circuits, closed circuits, series circuits, parallel circuits and short circuits.

To understand the difference between the following circuit connections is not difficult at all. If the circuit is broken or «opened» anywhere, the current is known to stop everywhere. The circuit is broken when an electric device is switched off. The path along which the electrons travel must be complete otherwise no electric power can be supplied from the source to the load. Thus the circuit is “closed” when an electric device is switched on.

When electrical devices are connected so that the current flows from one device to another, they are said «to be connected in series». Under such conditions the current flow is the same in all parts of the circuit as there is only a single path along which it may flow. The electrical bell circuit is considered to

be a typical example of a series circuit. The “parallel” circuit provides two or more paths for the passage of current. The circuit is divided in such a way that part of the current flows through one path and part through another. The lamps in the houses are generally connected in parallel.

The “short” circuit is produced when the current can return to the source of supply without control. The short circuits often result from cable fault or wire fault. Under certain conditions the short circuit may cause fire because the current flows where it was not supposed to flow. If the current flow is too great a fuse is used as a safety device to stop the current flow.

II. Guess the meaning of the following international words:

concept, potential, electrostatic generator, aluminum, parallel, typical, control

III. Give the English equivalents for the following words and word combinations:

1) электрические цепи, 2) электрический заряд, 3) проводник, 4) сопротивление, 5) движение электронов, 6) изолятор, 7) короткое замыкание, 8) энергия.

IV. Say whether these sentences are true or false:

1. When an extended conductor has the same potential at its ends, free

electrons are drifting from one end to another.

2. The wire and the electric source together form an electric circuit.

3. A path of any material will allow current to exist.

4. Silver, copper and gold oppose very strongly.

5. The slighter the opposition is, the better the insulator is.

6. There is only one type of electric circuit.

7. We close the circuit when we switch on our electric device.

V. Complete the sentences using the text:

1. The potential difference must be maintained by …

2. Materials that offer slight opposition are called …

3. The best insulators are …

4. There are various kinds of electric circuits such as …

5. We “open” the circuit when …

6. We “close” the circuit when …

7. The “short” circuit is produced when …

8. A fuse is …

VI. Answer the questions:

1. What concepts are very important in study of electric current?

2. What forms an electric circuit?

3. What materials are the best conductors and insulators?

4. What kinds of electric circuits do you know?

5. How can we open and close the circuit?

6. When are electrical devices connected in series?

7. What is an example of a series circuit?

8. What can you say about «parallel» circuits?

9. What does the short circuit often result from?

VII. Talk on the types of electric circuits

UNIT 7

I. Read the text

ALTERNATING CURRENT

Current is defined as increment of electrons. The unit for measuring current was named in honor of A.M. Ampere, the French physicist. Thus it is called ampere. The symbol for current is I. The electric current is a quantity of electrons flowing in a circuit per second of time. The electrons move along the

circuit because the e. m. f. drives them. The current is directly proportional to the e. m. f.

A steam of electrons in a circuit will develop a magnetic field around the conductor along which the electrons are moving. The strength of the magnetic field depends upon the current strength along the conductor. The direction of the field is dependant upon the direction of the current.

If the force causing the electron flow is indirect, the current is called direct (d. c.). If the force changes its direction periodically the current is called alternative (a. c.).

Alternating current is the current that changes direction periodically. The electrons leave one terminal of the power supply, flow out along the conductor, stop, and then flow back toward the same terminal. A voltage that caused current reverses its polarity periodically. This is properly called an alternating

voltage. The power supply that provides the alternating voltage actually reverses the polarity of its terminals according to a fixed periodic pattern. A given terminal will be negative for a specific period of time and drive electrons out through the circuit. Then, the same terminal becomes positive and attracts electrons back from the circuit. This voltage source cannot be a battery. It must consist of some types of rotating machinery.

II. Guess the meaning of the following international words:

1) physicist, 2) ampere, 3) symbol, 4) second, 5) polarity, 6) period, 7) battery.

III. Translate into Russian the words and expression from the text:

1) increment of electrons; 2) measuring; 3) to drive; 4) directly proportional; 5) conductor; 6) strength; 7) causing force; 8) terminal; 9) to flow; 10) to reverse.

IV. Give the English equivalents for the words below:

1) переменный ток, 2) за секунду, 3) количество электронов, 4) поток электронов, 5) магнитное поле, 6) направление, 7) зависеть, 8) усиление, 9) источник напряжения, 10) ротационный механизм.

V. Complete the sentences using the text:

1. The electric current is …

2. The unit for measuring current is …

3. A steam of electrons in a circuit will develop …

4. The current is called direct if …

5. The current is called alternating if…

6. Alternating voltage is …

7. Alternating voltage source cannot be …

VI. Answer the questions:

1. Why do electrons move along the circuit?

2. What does the strength of the magnetic field depend upon?

3. What does the direction of the field depend upon?

4. What is the way of alternating current electrons?

5. How does the alternating voltage power supply reverse the polarity of

terminals?

UNIT 8

I. Read the text

CONDUCTORS AND INSULATORS

All substances have some ability of conducting the electric current, however, they differ greatly in the ease with which the current can pass through them. Solid metals conduct electricity with ease while non-metals do not allow it to flow freely. Thus, there are conductors and insulators.

What do the terms "conductors" and "insulators" mean?

This difference is expressed by what is called electrical conductivity of the body. It depends upon the atomic constitution of the body. Substances through which electricity is easily transmitted are called conductors. Any material that strongly resists the electric current flow is known as an insulator.

Conductance, that is the conductor's ability of passing electric charges, depends on the four factors: the size of the wire used, its length and temperature as well as the kind of material to be employed.

A large conductor will carry the current more readily than a thinner one. To flow through a short conductor is certainly easier for the current than through a long one in spite of their being made of similar material. Hence, the longer the wire, the greater is its opposition, that is resistance, to the passage of current.

There is a great difference in the conducting ability of various substances. Almost all metals are good electric current conductors. The best conductors are silver, copper, gold and aluminum. Nevertheless, copper carries the current more freely than iron; and silver, in its turn, is a better conductor than copper.

Copper is the most widely used conductor. The electrically operated devices are connected to the wall socket by copper wires.

A material which resists the flow of the electric current is called an insulator.

The higher the opposition is, the better the insulator is. There are many kinds of insulation used to cover the wires. The kind used depends upon the purposes the wire or cord is meant for. The insulating materials generally used to cover the wires are rubber, asbestos, glass, plastics and others. The best in-

sulators are oil, rubber and glass.

Rubber covered with cotton, or rubber alone is the insulating material usually used to cover desk lamp cords and radio cords.

Glass is the insulator to be often seen on the poles that carry the telephone wires in city streets. Glass insulator strings are usually suspended from the towers of high voltage transmission lines. One of the most important insulators of all, however, is air. That is why power transmission line wires are bare

wires depending on air to keep the current from leaking off.

Conducting materials are by no means the only materials to play an important part in electrical engineering. There must certainly be a conductor, that is a path, along which electricity is to travel and there must be insulators keeping it from leaking off the conductor.

II. Give the Russian equivalents for the words and word combinations

below:

1) conductors; 2) insulators; 3) transmit; 4) resistance; 5) passage of cur-

ret; 6) socket; 7) to connect to; 8) cord; 9) high voltage transmission line; 10) leak off.

III. Find in the text the sentences with the following related words and

translate them:

conducting – conductor – conductivity – conductance

IV. Make up sentences corresponding to the information given in the text

Copper used to cover desk lamp cords

Silver one of the most important insulators of all

Rubber is the most widely used conductor

Glass a better conductor than copper

Iron not so good conductor as copper

Air the insulator usually used on the city street poles and high voltage transmission lines

V. State questions to the underlined words:

1) Solid metals conduct electricity with ease.

2) Conductance depends on the four factors.

3) There are many kinds of insulation used to cover the wires.

4) Insulators keep electricity from leaking off the conductor.

5) Conductors play an important role in electrical engineering.

VI. Say whether these sentences are true or false:

1) Electrical conductivity of a body depends upon its atomic constitution.

2) There is no difference in the conducting ability of various substances.

3) The longer the wire is the weaker its opposition is.

4) The kind of the insulating material depends upon the purpose it is

meant for.

5) Conductors are substances through which electricity is easily transmitted.

6) Insulators do not allow the electric current to flow freely.

UNIT 9

I. Read the text

SEMICONDUCTORS

There are materials that really occupy a place between the conductors of the electric current and the non-conductors. They are called semiconductors. These materials conduct electricity less readily than conductors but much better than insulators.

Semiconductors include almost all minerals, many chemical elements, a great variety of chemical compounds, alloys of metals, and a number of organic compounds. Like metals, they conduct electricity but they do it less effectively. In metals all electrons are free and in insulators they are fixed. In semiconductors electrons are fixed, too, but the connection is so weak that the heat motion of the atoms of a body easily pulls them away and sets them free. Minerals and crystals appear to possess some unexpected properties. It is well known that their conductivity increases with heating and falls with cooling. As a semiconductor is heated, free electrons in it increase in number, hence, its conductivity increases as well.

Heat is by no means the only phenomenon influencing semiconductors. They are sensitive to light, too. Take germanium as an example. Its electrical properties may greatly change when it is exposed to light. With the help of a ray of light directed at a semiconductor, we can start or stop various machines, effect remote control, and perform lots of other useful things. Just as they are influenced by falling light, semiconductors are also influenced by all radiation. Generally speaking, they are so sensitive that a heated object can be detected by its radiation.

Such dependence of conductivity on heat and light has opened up great possibilities for various uses of semiconductors. The semiconductor devices are applied for transmission of signals, for automatic control of a variety of processes, for switching on engines, for the reproduction of sound, protection of high-voltage transmission lines, speeding up of some chemical reactions, and so on. On the one hand they may be used to transform light and heat energy directly into electric energy without any complex mechanism with moving parts, and on the other hand, they are capable of generating heat or cold

from electricity.

Russian engineers and scientists turned their attention to semiconductors many years ago. They saw in them a means of solving an old engineering problem, namely, that of direct conversion of heat into electricity without boilers or machines. Semiconductor thermocouples created in Russia convert heat directly into electricity just as a complex system consisting of a steam boiler, a steam engine and a generator does it.

II. Give the English equivalents for the words and word combinations below:

1) полупроводник; 2) химическое соединение; 3) сплав; 4) освобож-

дать; 5) свойство; 6) увеличивать (ся); 7) охлаждение; 8) чувствительный

к; 9) выставлять; 10) луч; 11) направлять на; 12) дистанционное управле-

ние; 13) находить, обнаруживать; 14) защита; 15) ускорение; 16) решить

инженерную проблему; 17) термоэлемент.

III. Guess the meaning of the following international words:

element, organic, mineral, crystal, phenomenon, automatic, control, process, reproduction, conversion, boiler.

IV. Join the beginnings and ends:

Semiconductors are sensitive to… … conductors of the electric current and non-conductors.

Semiconductors convert heat into … … dependence of conductivity on heat and light.

Semiconductors occupy a place between … … heat and light.

Semiconductors conduct electricity… …into electricity without machines.

Great possibilities for various uses of … less effectively than metals.

semiconductors are connected with …

As a semiconductor is heated … … its conductivity increases as well.

V. Insert words and expressions:

1) Semiconductors include a great variety of (химические соединения), (сплавы металлов).

2) Minerals and crystals appear to possess some unexpected (свойства).

Their conductivity increases with (нагревание) and falls with (охлаждение).

3) With the help of a ray of light directed at a semiconductor, we can effect (дистанционное

управление).

4) The semiconductor devices are applied for (автоматический контроль) of a variety of processes,

for the (воспроизведение) of sound, (ускорение) of some chemical reactions.

5) (Термоэлементы) created in Russia convert heat directly into electricity.

VI. Answer the questions:

1) What do semiconductors include?

2) How does the atomic structure of semiconductors influence their properties?

3) What phenomena influence semiconductors?

4) What are the semiconductor devices applied for?

5) How do semiconductors help in solving engineering problems?

UNIT 10

I. Read the text

ELECTRICITY AND MAGNETISM

TEXT 1

ELECTROMOTIVE FORCE

When free electrons are dislodged from atoms, electrical energy is released. Chemical reaction, friction heat and electromagnetic induction will cause electrons to move from one atom to another. Whenever energy in any form is released, a force called electromotive (e. m. f.) is developed.

If the force exerts its effort always in one direction, it is called direct; and if the force changes its direction of exertion periodically, it is called alternating. The chemical reaction in a dry cell, heat and friction are sources of a unidirectional force. Electromagnetic induction produces an alternating force. The direction of force depends on the direction in which the field is cut. Whenever an e. m. f. is developed, there is also a field of energy called an electrostatic field, which can be detected by an electroscope and measured by an electrometer.

TEXT 2

ELECTROMAGNETIC INDUCTION

An electromotive force is induced in the conductor when there is a change in the magnetic field surrounding a conductor. This induced electromotive force may be produced in several ways as follows:

a. A conductor may move in a stationary magnetic field of constant strength.

b. A stationary conductor may be exposed 'to a moving magnetic field of constant strength.

c. The strength of the field surrounding the conductor may change without any motion of conductor or magnetic circuit.

The electromotive force induced by motion of a conductor or a magnetic flux is the same when the conductor rotates and the flux is stationary or the flux rotates and the conductor is stationary. If both, conductor and flux, rotate in the same direction at the same speed, no electromotive force will be produced, if they rotate at the same speed but in opposite directions, the electromotive force induced would be twice as that which would be induced, if one of them was stationary. An electromotive force is not induced when a conductor is moved parallel to the lines of force, but only when it moves at an angle with these lines.

Any motion across the direction of the lines, however, will produce an electromotive force in the conductor. For this reason, the conductor is said to «cut» the lines of force. The actual electromotive force induced in the conductor depends upon the nature at which the flux is cut.

TEXT 3

ELECTROMOTIVE FORCE AND RESISTANCE

The electromotive force is the very force that moves the electrons from one point in an electric circuit towards another. In case this e. m. f. is direct, the current is direct. On the other hand, were the electromotive force alternating, the current would be alternating, too. The e. m. f. is measurable and it is the volt that is the unit used for measuring it. A current is unable to flow in a circuit consisting of metallic wires alone. A source of an e. m. f. should be provided as well. The source under consideration may be a cell or a battery, a generator, a thermocouple or a photocell, etc.

In addition to the electromotive force and the potential difference reference should be made to another important factor that greatly influences electrical flow, namely, resistance. All substances offer a certain amount of opposition, that is to say resistance, to the passage of current. This resistance may be

high or low depending on the type of circuit and the material employed. Glass and rubber offer a very high resistance and, hence, they are considered as good insulators. All substances do allow the passage of some current provided the potential difference is high enough.

Certain factors can greatly influence the resistance of an electric circuit. They are the size of the wire, its length, and type. In short, the thinner or longer the wire, the greater is the resistance offered.

II. Give the English equivalents for the words below. Find in the text the

sentences with these words and translate them

1) трение; 2) электродвижущая сила; 3) элемент; 4) параллельное соединение; 5) сопротивление; 6) электромагнитная индукция; 7) переменный ток; 8) постоянное напряжение; 9) фотоэлемент.

III. Guess the meaning of the following international words and translate them:

reaction, electrostatic, electrometer, electroscope, volt, metallic.

IV. Say whether these sentences are true or false:

1. Alternating force always exerts its effort in one direction.

2. Alternating force is produced by electromagnetic induction.

3. The electromotive force is induced by motion of a conductor.

4. Resistance is an important factor that greatly influences electrical flow.

5. The type of the material employed doesn’t influence the resistance.

V. Answer the questions:

1) What factors cause the motion of electrons from one atom to another?

2) When is the electromotive force developed?

3) When does an electrostatic field appear?

4) How is the electromotive force induced?

5) What unit is used for measuring the electromotive force?

6) What are the sources of electromotive force?

7) What is called “resistance”?

8) How do the types of circuit and

material influence the resistance?

9) Name the factors that influence the resistance of an electric circuit.

UNIT 11

I. Read the text

DYNAMOS

The term «dynamo» is applied to machines which convert either mechanical energy into electrical energy or electrical energy into mechanical energy by utilizing the principle of electromagnetic induction. A dynamo is called a generator when mechanical energy supplied in the form of rotation is converted into electrical energy. When the energy conversion takes place in the reverse order the dynamo is called a motor. Thus a dynamo is a reversible machine capable of operation as a generator or motor as desired.

A generator does not create electricity, but generates or produces an induced electromotive force, which causes a current to flow through a properly insulated system of electrical conductors external to it. The amount of electricity obtainable from such a generator is dependent upon the mechanical energy

supplied. In the circuit external to a generator the e. m. f. causes the electricity to flow from a higher or positive potential to a lower or negative potential. In the internal circuit of a generator the e. m. f. causes the current to flow from a lower potential to a higher potential. The action of a generator is based upon

the principles of electromagnetic induction.

The dynamo consists essentially of two parts: a magnetic field, produced by electromagnets, and a number of loops or coils of wire wound upon an iron core, forming the armature. These parts are arranged so that the number of the magnetic lines of force of the field threading through the armature, coils will

be constantly varied, thereby producing a steady e. m. f. in the generator or a constant torque in the motor.

II. Fill in the gaps with the words given below:

to convert, generator, reversible, obtainable, induction, loops

1. The term “dynamo” is applied to machines which.....either mechanical energy into electrical or on the contrary electrical energy into mechanical energy.

2. A dynamo is a ..... machine capable of operation as a generator or motor as desired.

3. The amount of electricity ..... from such a generator is dependent upon the mechanical energy supplied .

4. The action of a generator is based upon the principles of electromagnetic ...... .

5. The dynamo consists of two parts: a magnetic field, produced by electromagnets, and a number of .....or coils of wire.

III. Find the Russian equivalents for the following English words and word combinations:

1) to be applied to smth.; 2) to convert smth. into smth.; 3) rotation; 4) to utilize; 5) a properly insulated system; 6) internal (external) circuit; 7) capable of operation; 8) positive (negative) potential; 9) reverse order; 10) energy conversion.

IV. Answer the questions

1. What term can be applied to machines converting mechanical energy

into electrical and vice versa?

2. What kind of machine is a dynamo ?

3. What is the function of a generator ?

4. What is the action of a generator based upon ?

5. What parts does the dynamo consist of ?

UNIT 12

I. Read the text

GENERATORS

The powerful, highly efficient generators and alternators that are in use today operate on the same principle as the dynamo invented by the great English scientist Faraday in 1831.

Dynamo-electric machines are used to supply light, heat and power on a large scale. These are the machines that produce more than 99.99 per cent of all the world's electric power.

There are two types of dynamos – the generator and the alternator. The former supplies d. c. which is similar to the current from a battery and the latter provides a. c. To generate electricity both of them must be continuously provided with energy from some outside source of mechanical energy such as steam engines, steam turbines or water turbines.

A generator is an electric machine, which converts mechanical energy into electric energy. There are direct-current (d. c.) generators and alternating- current (a. c.) generators. Their construction is much alike. A d. c. generator consists of stationary and rotating elements. The stationary elements are: the yoke or the frame and the field structure. The yoke forms the closed circuit for the magnetic flux. The function of the magnetic structure is to produce the magnetic field.

The rotating elements are: true armature and the commutator. They are on the same shaft. The armature consists of the core and the winding. The winding is connected to the commutator. With the help of the brushes on the commutator that conduct the electric current to the line the winding is connected to the external circuit. The stationary element of an a. c. generator is called a stator. The rotating element is called a rotor.

The essential difference between a d. c. generator and a. c. generator is that the former has a commutator by means of which the generated e. m. f. is made continuous, i. e. the commutator mechanically rectifies the alternating e. m. f. so that it is always of the same polarity.

D. c. generators are used for electrolytic processes such as electroplating. Large d. c. generators are employed in such manufacturing processes as steel making. The d. c. generator of small capacities is used for various special purposes such as arc welding, automobile generators, train lighting systems, etc. It also finds rather extensive use in connection with communication systems.

II. Give the Russian equivalents for the following English words and word combinations:

1) generator; 2) alternator; 3) steam turbine; 4) water turbine; 5) armature; 6) rotor; 7) stationary; 8) commutator; 9) stator; 10) yoke; 11) brushes; 12) core; 13) frame; 14) winding.

III. Fill in the blanks

1. A generator is an electric machine, which a) ----- mechanical energy into electrical energy.

2. A direct-current generator consists of b) ----- .

3. The dynamo was invented by c) ----- in 1831.

4. The d.c. generator is used for various purposes such as d) ----- .

IV. Work out the plan of the text

UNIT 13

I. Read the text

MAIN STRUCTURAL ELEMENTS OF A D. C. MACHINE

A direct-current machine consists of two main parts, a stationary part, usually called the stator, designed mainly for producing a magnetic flux, and a rotating part, called the armature or the rotor. The stationary and rotating parts should be separated from each other by an air-gap. The stationary part of a d.c. machine consists of main poles, designed to create the main magnetic flux; commutating poles interposed between the main poles; and a frame. It should be noted here that sparkless operation of the machine would be impossible without the commutating poles. Thus, they should ensure sparkless op-

eration of the brushes at the commutator.

The main pole consists of a laminated core the end of which facing the armature carries a pole shoe and a field coil through which direct current passes. The armature is a cylindrical body rotating in the space between the poles and comprising a slotted armature core, a winding inserted in the armature slots, a commutator, and a brush gear.

The frame is the stationary part of the machine to which are fixed the main and commutating poles and by means of which the machine is bolted to its bedplate. The ringshaped portion which serves as the path for the main and commutating pole fluxes is called the yoke. End-shields or frame-heads which

carry the bearings are also attached to the frame.

Of these main structural elements of the machine the yoke, the pole cores, the armature core and the air-gap between the armature core and the pole core are known to form the magnetic circuit while the pole coils, the armature windings, the commutator and brushes should form the electric circuit of the machine.

II. Translate the following phrases, using the given variants of translation:

to consist – состоять : to consist of a stationary part and a rotating part;

separated – отдельный изолированный: the stationary and rotating parts should be separated from each other by an air gap;

to serve – служить в качестве чего-либо: the ringshaped portion or yoke serves as a path for the main and commutating pole fluxes.

IV. Arrange synonyms in pairs and memorize them:

a) to consist of; to be separated from; to create; to be interposed between;

to pass; to rotate;

в) to be divided with; to produce; to introduce into; to permeate; to roll; to

revolve; to comprise.

UNIT 14

I. Read the text

THE ALTERNATOR

The alternator is an electric machine for generating an alternating current by a relative motion of conductors and a magnetic field. The machine usually has a rotating field and a stationary armature. In a synchronous alternator the magnetic field is excited with a direct current. The direction of an induced e.m.f. is reversed each time when a conductor passes from a pole of one polarity to a pole at another polarity. Most machines of this type are used for lighting and power, but there are alternators with a revoking armature and a stationary field. They are used in small sizes mostly for special purposes.

Any electrical machine is reversible. When a machine is driven by a source of mechanical power, it works as a generator and delivers electrical power. If it is connected to a source of electrical power, it produces mechanical energy, and operates as a motor. The alternator may also be operated as a motor.

The a-c .generator, or alternator, does not differ in principle from the d. c. generator. The alternator consists of a field structure and an armature. The field structure is magnetized by a field winding carrying a .direct current. An electromotive force is generated in tine winding of the armature. In alternators the field is usually the rotating element and the armature is stationary. This construction has a number of advantages. Only two rings are needed with a rotating field. These rings carry only a relatively light field current, at a voltage generally of 125, and seldom exceeding 250. The insulation of such rings is not difficult. A stationary armature requires no slip rings. The leads from the armature can be continuously insulated from the armature winding to the switchboard, leaving no bare conductor. The alternator with a rotating field may be further divided into the vertical and the horizontal types.

The vertical type is usually applied for large water-wheel generators where it is desirable to mount the water turbine below the generator. The more common horizontal type is used with diesel and steam engine drive. A low-speed alternator of this type is suitable for a diesel engine drive, a high speed alternator is suitable for a steam turbine drive.

II. Form nouns, denoting devices with the help of the suffix – or. Translate them

To alternate, to commute, to conduct, to generate

III. Read the text and write out the key words, characterizing the alternator

UNIT 15

I. Read the text

THE INDUCTION MOTOR

An induction motor like any other motor consists of a stationary part, the stator, and a rotating part, the rotor. The rotor of an induction motor is not connected electrically to the source of power supply. The currents which circulate in the rotor conductors are the result of voltage induced in the rotor in the magnetic field set up by the stator. The rotor is fitted with a set of conductors in which currants flow. As these conductors lie in the magnetic field produced by the stator, a force is exerted on the conductors and the rotor begins to revolve .The operation of the motor depends upon the production of a rotating

magnetic field. The speed at which the field of an induction motor turns is called the synchronous speed of the field or of the motor.

The induction motor is the simplest of the various types of electric motors and it has found more extensive application in industry than any other type. It is made in two forms – the squirrel cage and the wound rotor, the difference being in the construction of the rotor.

The stator of the induction motor has practically the same slot and winding arrangement as the alternator and has the coils arranged to form a definite number of poles, the number of poles being a determining factor in connection with the speed at which the motor will operate. The rotor construction, however, is entirely different.

The squirrel-cage rotor is a simpler form and has been used in many machines.

Instead of coils the winding consists of heavy copper bars.

The wound-rotor type has a winding made up of well-insulated coils, mounted in groups whose end connections are brought out to fill in rings. The purpose of this winding is to provide for variation in the amount of resistance included in the rotor circuit.

Provision for ventilation is made by leaving passageways through the core and frame, through which air is forced by fan vanes mounted on the rotor. In main cases the motors now built in as an integral part of the machine it is to drive.

There being no electrical connection between the rotor circuits of the induction motor and the stator circuits, or supply line, the currents which flow in the rotor bars or windings correspond to the induced voltages, the action being similar to that of a transformer with a movable secondary. With but a single-

phase winding on the stator, however, the torques produced in the two halves of the rotor would be in apposition, and the motor would not start. With more than one set of windings two for a two-phase motor, three for a three-phase motor a resultant field is produced which has the effect of cutting across the

rotor conductors and induces voltages in them. This field is considered to be revolving at uniform speed.

The term “revolving field” should not be taken to mean actual revolution of flux lines. The magnetic field from the coils of each phase varies in strength with changes in current value but does not move around the stator. The revolutions are those of the resultant of the three, or two, phases, as the case may be. A motor with a single-phase winding is not self-starting but must be provided with an auxiliary device of some kind to enable the motor to develop a starting torque. The effect of the revolving field is the same as would result from actual revolution of a stator having direct-current poles. As voltages have been induced in the bars or windings of the rotor, currants start flowing as a result of these voltages, and a torque is produced which brings the motor up to speed.

II. Find in the text the English equivalents for the word combinations given below:

1) асинхронный двигатель; 2) неподвижная часть; 3) вращающаяся часть; 4) проводник; 5) одновременная скорость; 6) широкое применение; 7) паз; 8) механизм обмотки; 9) трансформатор; 10) вращающий момент.

III. Complete the following sentences according to the contents of the text

1. The Induction Motor is …….. of electric motors and is more extensively applied in industry than any other type.

2. The purpose of this winding is …….. for variation in the amount of resistance included in the rotor circuit.

3. The effect of …. is the same as would result from actual revolution of a stator having direct-current poles.

IV. Answer the following questions:

1. What parts does the induction motor consist of?

2. What are the names of its rotating and stationary parts?

3. What does the motor operation depend on?

4. How can the difference between stator and rotor construction be explained?

5. What does the term “revolving field” mean?

UNIT 16

I. Read the text

TYPES OF INDUCTION MOTORS

TEXT 1

SINGLE – PHASE MOTOR

The single-phase induction motor differs from poly-phase type principally in the character of its magnetic field, as an ordinary single-phase winding will not produce a rotating field, but a field that is oscillating, and the induced currents and poles produced in the rotor by this field will tend to produce equal torque in opposite directions, therefore, the rotor cannot start to revolve. However, if the rotor can in some manner be made to rotate at a speed corresponding to the frequency of the current in the stator windings then the reaction of the stator and rotor flux is such as to produce a torque that will keep the rotor revolving.

In practice the starting of single-phase induction motors is accomplished by three general methods applicable to small-sized motors only.

First: the split-phase method, in which an auxiliary stator winding is provided for starting purposes only, this winding being displaced from the main stator winding by 90 electrical degrees. It has a higher inductance than the main stator winding, thus causing the currant in it to lag far enough behind the current in the main winding to produce a shifting or rotating field during the starting period, which exerts a starting torque on the rotor sufficient to cause rotation.

When nearly normal speed has been reached the auxiliary winding is out of circuit by a switch and clutch in the motor, which operates automatically by centrifugal force, and the rotor continues to run as a single-phase motor. The starting torque of such motions being limited, they are frequently constructed with the rotor arranged to revolve freely on the shaft at starting until nearly normal speed is reached, at which time the load is pitched up by the automatic action of a centrifugal clutch.

Second: an auxiliary winding may be connected to the single-phase line through an external inductance and a switch (for disconnecting the auxiliary winding from the circuit after the motor has reached normal speed), the introduction of the inductance in the auxiliary winding splitting the phase as before.

TEXT 2

THREE – PHASE INDUCTION MOTOR

The three-phase induction motor is the most commonly used type. It has been widely used in recent years. Normally an induction motor consists of a cylindrical core (the stator) which carries the primary coils in slots on its inner periphery. The primary coils are arranged for a three-phase supply and serve to

produce a revolving magnetic field. The stator encircles a cylindrical rotor carrying the secondary winding in slots on its outer periphery.

The rotor winding may be one of two types: squirrel-cage and slip-ring for wound-rotor). In a squirrel-cage machine the rotor winding forms a complete closed circuit in itself. The rotor winding of a slip-ring machine is completed when the slip rings are connected either directly together or through some resistance external to the machine. The rotor shaft is coupled to the shaft of the driven mechanism.

The rotor is stationary at some instant of time. The revolving magnetic field of the stator winding cuts across the stationary rotor winding at synchronous speed and induces an e. m. f. in it. The e. m. f. will give rise to a current which sets up a magnetic field. The rotor starts rotating.

It is the interaction between the rotor current and the revolving magnetic field that has created torque and has caused the rotor to rotate in the same direction as the revolving magnetic field. Tine speed of the rotor is 98–95 percent of the synchronous speed of the revolving magnetic field of the stator.

Hence another name for this type of motor is the asynchronous motor. As a matter of fact, the speed of the rotor cannot be equal to synchronous speed. If it were equal to the latter, the revolving magnetic field would not be able to cut the secondary conductors and there would not be any current induced in the

secondary winding and no interaction between the revolving field and the rotor current, and the motor would not run.

II. Translate the sentences, paying attention to the translation of the word -one-

1. One should distinguish between single-phase and three-phase induction motors.

2. The new device is better the old one.

3. The three-phase induction motor type is the most commonly used one.

4. The rotor winding may be one of two types.

5. As a matter of fact the speed of the rotor cannot be equal to synchronous one.

III. Answer the following questions:

1. What way does the single-phase motor differ from the three-phase one?

2. What is the starting of single-phase induction motors accomplished by?

3. How can an auxiliary winding be connected to the single-phase line?

4. What parts does an induction motor consist of?

5. What are the two types of the rotor winding?

UNIT 17

I. Read the text

TRANSFORMERS

One of the great advantages in the use of the alternating current is the ease with which the voltage may be changed by means of a relatively simple device known as a transformer. Although there are many different types of transformers and a great variety of different applications, the principles of action are the

same in each case.

The transformer is a device for changing the electric current from one voltage to another. It is used for increasing or decreasing voltage. So the function of a transformer is to change voltage and current of an alternating system to meet requirements of the equipment used. It is known to be simple in elementary principle, and in construction that is it involves no moving parts. Transformers change voltage through electromagnetic induction.

The principle parts of a transformer are: an iron core and, usually, two coils of insulated windings. One of them is called primary, another is called the secondary. The primary coil is connected to the source of power. The secondary coil is connected to the load. Thus, the primary is the coil to which power is supplied. The secondary is the coil from which power is taken. In scientific terms to produce an alternating magnetic flux in the iron core an alternating current must be passed through the primary coil. This flux is considered to induce electromotive force in both primary and secondary coils. The secondary coil is open – circuited. Current flows in the secondary coil when the latter is connected to the external circuit or load. The flow of current in the secondary coil tends to reduce the flux in the core. Transformers are placed inside a steel tank usually with oil to improve the insulation and also to cool the device.

II. Guess the meaning of the following international words:

1) transformer; 2) type; 3) principle; 4) electric; 5) function; 6) elementary; 7) construction; 8) induction.

III. Translate into Russian the words and expressions from the text:

1) advantage; 2) voltage; 3) relatively simple; 4) application; 5) increase; 6) to decrease; 7) to meet requirements; 8) moving parts; 9) iron core; 10) insulated windings; 11) load; 12) electromotive force; 13) to induce.

IV. Give the English equivalents to the words below:

1) переменный ток; 2) прибор; 3) принцип работы (действия); 4) электромагнитная индукция; 5) катушка; 6) первичная (вторичная) обмотка; 7) источник питания; 8) магнитный поток; 9) стальной контейнер; 10) остужать.

UNIT 18

I. Read the text

TYPES OF TRANSFORMERS

There are different types of transformers. By the purpose they are classified into step-up transformers and step-down transformers. In a step-up transformer the output voltage is larger than the input voltage, because the number of turns on the secondary winding is greater than that of the primary. In a step-

down transformer the output voltage is less than input voltage as the number of turns on the secondary is fewer than that on the primary.

By the construction transformers are classified into core-type and shell-type transformers. In the core-type transformers the primary and the secondary coils surround the core. In the shell type transformers the iron core surrounds the coils. Electrically they are equivalent. The difference is in the mechanical

construction.

By the methods of cooling transformers are classified into air – cooled, oil – cooled and water – cooled transformers.

By the number of phases transformers are divided into single – phase and polyphase transformers.

Instrument transformers are of two types, current and potential.

A current transformer is an instrument transformer used for the transformation of a current at a high voltage into proportionate current at a low voltage. Current transformers are used in conjunction with a.-c. meters or instruments where the current to be measured must be of low value. They are also

used where high – voltage current has to be metered. A voltage transformer, which is also called a potential transformer, may be defined as an instrument transformer for the transformation of voltage from one value to another. This transformer is usually of a step – down type because it is used when a meter is

installed for use on a high – voltage system.

Transformers operate equally well to increase the voltage and to reduce it. The above process needs a negligible quantity of power. Transformers are widely used in our everyday life. All radio – sets and all television sets are known to use two or more kinds of transformers. These are familiar examples showing that electronic equipment cannot do without transformers.

II. Guess the meaning of the following international words:

1) to classify; 2) method; 3) phase; 4) instrument; 5) system; 6) process; 7) radio; 8) television.

III. Give the English equivalents for the words below:

1) цель; 2) повышающий / понижающий трансформатор; 3) выходящее / входящее напряжение; 4) число витков; 5) механическое устройство; 6) монофазные / полифазные трансформаторы; 7) высокое / низкое напряжение; 8) определять; 9) работать; 10) незначительное количество.

IV. Translate into Russian the words and expression from the text:

1) core-type / shell-type transformers; 2) air-cooled / oil – cooled / water– cooled transformers; 3) current / potential transformers; 4) in conjunction with smth.; 5) to reduce; 6) electronic equipment.

V. Complete the sentences using the text:

1. By the purpose transformers are …

2. By the construction transformers are …

3. By the methods of cooling transformers are …

4. By the number of phases transformers are …

5. Transformers operate equally well…

6. Process of voltage changing needs…

7. Familiar examples of transformer applications are …

VI. Answer the questions:

1. What voltage is larger in a step-up transformer and why?

2. What voltage is less in a step – down transformer and why?

3. What is the construction of a core – type transformer?

4. What is the construction of a shell – type transformer?

5. What are the two types of instrument transformers?

6. What are current transformers used for?

7. What are potential transformers used for?

UNIT 19

I. Read the text

MEASUREMENTS OF ELECTRIC VALUES

The measurement of any physical quantity applies a determination of its magnitude in terms of some appropriate unit. In the case of simple fundamental quantities such as length, mass or time, the units themselves are simple.

Electrical and magnetic quantities are, however, much less simple than length, mass or time and cannot be measured directly by comparison with a material stand. The units in which these quantities are expressed have to be defined in terms of their observable affects obtained in experimental work, e.g. the

weight of silver deposited in one second by a current when it is passed through a solution of silver nitrate is a measure of the magnitude of this current.

Electrical measurements can be classified broadly as neither absolute measurements, nor secondary measurements, but the first class of such measurements is rarely undertaken.

II. Guess the meaning of the following international words:

1) physical; 2) system; 3) fundamental; 4) material; 5) experimental; 6) absolute; 7) class.

III. Give the English equivalents to the words below:

1) измерение; 2) определение; 3) соответствующая единица; 4) быть соответствующим; 5) сравнение; 6) достигать; 7) серебро; 8) широко; 9) заботиться; 10) длина.

IV. Translate into Russian the words and expressions from the text:

1) magnitude; 2) electrical and magnetic quantities; 3) to define; 4) observable affects; 5) to deposit; 6) secondary measurements; 7) to undertake.

V. Insert the words:

1. Magnitude of any … (физическая величина) must be determined in

terms of some appropriate … (единица).

2. … (единицы) are simple for simple … (основных) quantities.

3. … (электрические) and (магнитные) quantities cannot be measured

simply.

4. These units must be … (определены) in terms of their … (наблю-

даемые) effects obtained in… (экспериментальная работа).

5. Absolute … (измерения) are … (редко) undertaken.

VI. Answer the questions:

1. What do we need to measure any physical quantity?

2. What simple units for measuring of simple fundamental quantities do you know?

3. Can electrical and magnetic quantities be measured directly by comparison with a material stand?

4. How can we get units for defining electrical and magnetic quantities?

5. What types of measurement do you know?

UNIT 20

I. Read the text

MAIN TYPES OF AMMETERS AND VOLTMETERS

Ammeters and voltmeters are made to operate on the same principle. The two principle kinds are the moving coil and moving iron types.

The electro-magnetic effect of the current is the one chiefly made use of for measuring purposes. Moving iron instruments employ this effect. The moving-iron instrument consists of a fixed coil of wire carrying the current which magnetizes a small piece of soft iron mounted on the instrument spindle. In construction there are two varieties: the repulsion type having two pieces of iron; and the attraction type having only one.

In the attraction type of the instrument the bobbin carrying the wire is oblong instead of circular, and has only a narrow slot-shaped opening in the center. A thin flat piece of iron, which is mounted on the instrument spindle, is sucked into this opening by magnetic attraction when the current flows. Either

gravity or spring control can be used on moving-iron instruments and damping is usually by means of an air-dash-pot.

A moving-coil instrument may be compared to a miniature direct-current motor in which the armature never moves more than about a quarter of a revolution.

When a current flows through the coil of a moving-coil type ammeter, it becomes a magnet, one face being of north, and the other of south polarity. These poles are attracted by the poles of opposite polarity of the permanent magnet, and the coil tends to turn until its axis is parallel with the line joining the pole pieces of the permanent magnet. This movement is proportional to the current flowing and is opposed by the control springs. A pointer fixed to the coils moves over a graduated scale and indicates the current flowing in amperes. The scale of this type of instrument is evenly divided, but the positive terminal must be connected to the positive terminal of the supply or the instrument tends to read backward. Such an instrument is only suitable for d. c. circuits.

Moving-coil instruments are more accurate and sensitive, but more expensive than those of moving-iron types.

II. Give the English equivalents for the following words and word-combinations:

1) электромагнитный тип; 2) магнитно-электрический тип; 3) ось; 4) репульсионный тип; 5) притягивающий тип; 6) продолговатый; 7) устанавливать; 8) втягивать; 9) воздушный успокоитель.

III. Translate into Russian:

1) purpose; 2) employ; 3) slot-shaped; 4) magnetic attraction; 5) damp; 6) revolution; 7) pole; 8) axis; 9) pointer; 10) graduated scale.

IV. Answer the questions:

1. What are the two principle kinds of ammeters and voltmeters?

2. What is the construction of a moving iron instrument?

3. What are the two types of moving iron instrument?

4. How does a moving coil instrument work?

5. What instrument is suitable only for d.c.?

6. What instruments are more expensive and sensitive: moving coil or moving iron instruments?

V. Insert the words:

1. In the attraction type of the … (механизмы) the bobbing is … (продолговатый) instead of … (круглый).

2. A small piece of … (железо) is mounted on the instrument … (ось).

3. … (Амортизация) is usually by means of an … (воздушный успокоитель)

4. The … (якорь) never moves more than about a quarter of a … (полный оборот) in a miniature d. c. motor.

5. … (катушечный) movement is proportional to … (движение тока) and is opposed by the … (пружинный механизм).

6. … (Стрелка) indicates the … (ток) flowing in … (ампер).

7. The … (положительный) terminal must be connected to the … (положительный) terminal of the … (питание) or the … (механизм) tends to read … (наоборот).

UNIT 21

I. Read the text

ELECTRICAL MEASURING INSTRUMENTS AND UNITS

Any instrument which measures electrical values is called a meter. An ammeter measures the current in amperes. The abbreviation for the ampere is amp. A voltmeter measures the voltage and the potential difference in volts.

The current in a conductor is determined by two things – the voltage across the conductor and the resistance of the conductor. The unit by which resistance is measured is called the ohm. The resistance in practice is measured with the ohm-meter. A wattmeter measures electrical power in watts. Very delicate ammeters are often used for measuring very small currents. A meter whose scale is calibrated to read a thousandth of an ampere is called a micro ammeter or galvanometer.

Whenever an ammeter or voltmeter is connected to a circuit to measure electric current or potential difference, the ammeter must be connected in series and the voltmeter in parallel. To prevent a change in the electric current when making such an insertion, all ammeters must have a low resistance.

Hence, most ammeters have a low resistance wire, called a shunt, connected across the armature coil.

A voltmeter, on the other hand, is connected across that part of the circuit for which a measurement of the potential difference is required. In order that the connection of the voltmeter to the circuit does not change tire electric current in the circuit, the voltmeter must have high resistance. If the armature coil does not have large resistance of its own, additional resistance is added in series.

The heating effect, electrostatic effect, magnetic and electromagnetic effects of electric current are used in order to produce the defleting torque. The resulting measuring instruments are called: (a) hot wire, (b) electrostatic, (c) moving iron, (d) moving coil, and (e) induction. Various types are used with

both d. c. and a. c., but the permanent-magnet moving coil instrument are used

only with d. c., and the induction type instruments are limited to a. c.

All, except the electrostatic type instruments, are current measuring devices, fundamentally ammeters. Consequently, most voltmeters are ammeters designed also to measure small values of current directly proportional to voltage to be measured.

II. Guess the meaning of international words:

1) instrument; 2) fact; 3) abbreviation; 4) voltmeter; 5) ohm; 6) ohmmeter; 7) wattmeter; 8) galvanometer; 9) shunt.

III. Give the Russian equivalents to the words below:

1) resistance; 2) to offer; 3) scale; 4) to prevent; 5) armature; 6) connection; 7) heating effect.

IV. Give the English equivalents to the words and word-combinations:

1) амперметр; 2) разница потенциалов; 3) определят; 4) чувствительный; 5) градуировать; 6) вставка; 7) катушка; 8) переменный ток (второй термин).

V. Answer the questions:

1. How are electrical values measuring instruments called?

2. How must the ammeter and the voltmeter be connected?

3. What resistance must the ammeter and the voltmeter have?

4. What resulting measuring instruments do you know?

5. What types of instruments are used with both d. c. and a. c.?

6. What instruments are used only with d. c. and limited to a. c.?

VI. Make up sentences corresponding to the contents of the text:

1. A meter the resistance

2. An ammeter very small currents

3. An ohmmeter measures electrical values

4. A voltmeter the current

5. A galvanometer the potential difference in volts

1. The voltage in ohms

2. The current is measured in volts

3. The resistance in amperes

UNIT 22

I. Read the text

AUTOMATION

Начало формы

Конец формы

Automation is the system of manufacture perform­ing certain tasks, previously done by people, by machines only. The sequences of operations are controlled auto­matically. The most familiar example of a highly auto­mated system is an assembly plant for automobiles or other complex products.

The term automation is also used to describe non-manufacturing systems in which automatic devices can op­erate independently of human control. Such devices as automatic pilots, automatic telephone equipment and automated control systems are used to perform various operations much faster and better than could be done by people.

Automated manufacturing had several steps in its development. Mechanization was the first step necessary in the development of automation. The simplification of work made it possible to design and build machines that resembled the motions of the worker. These specialized machines were motorized and they had better production efficiency.

Industrial robots, originally designed only to perform simple tasks in environments dangerous to human work­ers, are now widely used to transfer, manipulate, and position both light and heavy workpieces performing all the functions of a transfer machine.

In the 1920s the automobile industry for the first time used an integrated system of production. This method of production was adopted by most car manufacturers and became known as Detroit automation.

The feedback principle is used in all automatic-con­trol mechanisms when machines have ability to correct themselves. The feedback principle has been used for centuries. An outstanding early example is the flyball governor, invented in 1788 by James Watt to control the speed of the steam engine. The common household ther­mostat is another example of a feedback device.

Using feedback devices, machines can start, stop, speed up, slow down, count, inspect, test, compare, and measure. These operations are commonly applied to a wide variety of production operations.

Computers have greatly facilitated the use of feedback in manufacturing processes. Computers gave rise to the development of numerically controlled machines. The motions of these machines are controlled by punched paper or magnetic tapes. In numerically controlled ma­chining centres machine tools can perform several dif­ferent machining operations.

More recently, the introduction of microprocessors and computers have made possible the development of computer-aided design and computer-aided manufacture (CAD and CAM) technologies. When using these systems a designer draws a part and indicates its dimensions with the help of a mouse, light pen, or other input device. Af­ter the drawing has been completed the computer automatically gives the instructions that direct a machining centre to machine the part.

Another development using automation are the flex­ible manufacturing systems (FMS). A computer in FMS can be used to monitor and control the operation of the whole factory.

Automation has also had an influence on the areas of the economy other than manufacturing. Small comput­ers are used in systems called word processors, which are rapidly becoming a standard part of the modern office. They are used to edit texts, to type letters and so on.

Automation in Industry

Many industries are highly automated or use automa­tion technology in some part of their operation. In com­munications and especially in the telephone industry dialing and transmission are all done automatically. Rail­ways are also controlled by automatic signaling devices, which have sensors that detect carriages passing a par­ticular point. In this way the movement and location of trains can be monitored.

Not all industries require the same degree of automa­tion. Sales, agriculture, and some service industries are difficult to automate, though agriculture industry may become more mechanized, especially in the processing and packaging of foods.

The automation technology in manufacturing and as­sembly is widely used in car and other consumer product industries.

Nevertheless, each industry has its own concept of automation that answers its particular production needs.

I Answer the questions:

1. How is the term automation defined in the text?

2. What is the most «familiar example» of automation given in the text?

3. What was the first step in the development of automaton?

4. What were the first robots originally designed for?

5. What was the first industry to adopt the new integrated system of production?

6. What is feedback principle?

7. What do the abbreviations CAM and CAD stand for?

8. What is FMS?

9. What industries use automation technologies?

II Find the following words and word combinations in the text:

1. автоматические устройства

2. автоматизированное производство

3. выполнять простые задачи

4. как легкие, так и тяжелые детали

5. интегрированная система производства

6. принцип обратной связи

7. механизм может разгоняться и тормозить

8. компьютер автоматически посылает команды

9. высокоавтоматизированная система

10. непроизводственная система

TEXT В

TYPES OF AUTOMATION

APPLICATIONS OF AUTOMATION AND ROBOTICS IN INDUSTRY

Manufacturing is one of the most important applica­tion area for automation technology. There are several types of automation in manufacturing. The examples of automated systems used in manufacturing are described below.

1. Fixed automation, sometimes called «hard automa­tion» refers to automated machines in which the equip­ment configuration allows fixed sequence of processing operations. These machines are programmed by their design to make only certain processing operations. They are not easily changed over from one product style to another. This form of automation needs high initial in­vestments and high production rates. That is why it is suitable for products that are made in large volumes. Examples of fixed automation are machining transfer lines found in the automobile industry, automatic assem­bly machines and certain chemical processes.

2. Programmable automation is a form of automation for producing products in large quantities, ranging from several dozen to several thousand units at a time. For each new product the production equipment must be reprogrammed and changed over. This reprogramming and changeover take a period of non-productive time. Pro­duction rates in programmable automation are generally lower than in fixed automation, because the equipment is designed to facilitate product changeover rather than for product specialization. A numerical-control machine-tool is a good example of programmable automation. The program is coded in computer memory for each differ­ent product style and the machine-tool is controlled by the computer programme.

3. Flexible automation is a kind of programmable au­tomation. Programmable automation requires time to re-program and change over the production equipment for each series of new product. This is lost production time, which is expensive. In flexible automation the number of products is limited so that the changeover of the equip­ment can be done very quickly and automatically. The reprogramming of the equipment in flexible automation is done at a computer terminal without using the pro­duction equipment itself. Flexible automation allows a mixture of different products to be produced one right after another.

I General understanding:

1. What is the most important application of automa­tion?

2. What are the types of automation used in manu­facturing?

3. What is fixed automation?

4. What are the limitations of hard automation?

5. What is the best example of programmable auto­mation?

6. What are the limitations of programmable automa­tion?

7. What are the advantages of flexible automation?

8. Is it possible to produce different products one af­ter another using automation technology?

II Find equivalents in English in the text:

1. сфера применения

2. фиксированная последовательность операций

3. автоматические сборочные машины

4. определенные химические процессы

5. станок с числовым программным управлением

6. потерянное производственное время

7. разнообразная продукция

III Explain in English what does the following mean?

1. automation technology

2. fixed automation

3. assembly machines

4. non-productive time

5. programmable automation

6. computer terminal

7. numerical-control machine-tool

Text C

ROBOTS IN MANUFACTURING

Today most robots are used in manufacturing opera­tions. The applications of robots can be divided into three categories:

1. material handling

2. processing operations

3. assembly and inspection.

Material-handling is the transfer of material and load­ing and unloading of machines. Material-transfer appli­cations require the robot to move materials or work parts from one to another. Many of these tasks are relatively simple: robots pick up parts from one conveyor and place them on another. Other transfer operations are more complex, such as placing parts in an arrangement that can be calculated by the robot. Machine loading and un­loading operations utilize a robot to load and unload parts. This requires the robot to be equipped with a grip-per that can grasp parts. Usually the gripper must be designed specifically for the particular part geometry.

In robotic processing operations, the robot manipu­lates a tool to perform a process on the work part. Exam­ples of such applications include spot welding, continu­ous arc welding and spray painting. Spot welding of au­tomobile bodies is one of the most common applications of industrial robots. The robot positions a spot welder against the automobile panels and frames to join them. Arc welding is a continuous process in which robot moves the welding rod along the welding seam. Spray painting is the manipulation of a spray-painting gun over the sur­face of the object to be coated. Other operations in this category include grinding and polishing in which a ro­tating spindle serves as the robot's tool.

The third application area of industrial robots is as­sembly and inspection. The use of robots in assembly is expected to increase because of the high cost of manual labour. But the design of the product is an important aspect of robotic assembly. Assembly methods that are satisfactory for humans are not always suitable for ro­bots. Screws and nuts are widely used for fastening in manual assembly, but the same operations are extremely difficult for an one-armed robot.

Inspection is another area of factory operations in which the utilization of robots is growing. In a typical inspection job, the robot positions a sensor with respect to the work part and determines whether the part answers the quality specifications. In nearly all industrial robotic applications, the robot provides a substitute for human labour. There are certain characteristics of industrial jobs performed by humans that can be done by robots:

1. the operation is repetitive, involving the same ba­sic work motions every cycle,

2. the operation is hazardous or uncomfortable for the human worker (for example: spray painting, spot weld­ing, arc welding, and certain machine loading and un­loading tasks),

3. the workpiece or tool is too heavy and difficult to handle,

4. the operation allows the robot to be used on two or three shifts.

I General understanding:

1. How are robots used in manufacturing?

2. What is «material handling»?

3. What does a robot need to be equipped with to do loading and unloading operations?

4. What does robot manipulate in robotic processing operation?

5. What is the most common application of robots in automobile manufacturing?

6. What operations could be done by robot in car manu­facturing industry?

7. What are the main reasons to use robots in produc­tion?

8. How can robots inspect the quality of production?

9. What operations could be done by robots in hazard­ous or uncomfortable for the human workers conditions?

II Translate into English:

1. Существует несколько различных сфер исполь­зования автоматизации в производстве.

2. Для использования жесткой автоматизации не­обходимы большие инвестиции.

3. Жесткая автоматизация широко используется в

химической промышленности.

4. Станки с числовым программным управлением — хороший пример программируемой автоматизации.

5. Гибкая автоматизация делает возможным пере­программирование оборудования.

6. Время простоя оборудования оборачивается боль­шими убытками.

7. Использование гибкой автоматизации делает воз­можным производство разнообразной продукции.

5. Задания для дифференцированного зачета

Вариант № 1 

 

Задание 1. Вставить подходящее по смыслу слово. 

1. At present the nature of …is explained by the electron theory. 

a) electrification 

b) history 

c) town 

2) Any instrument which measures electrical values is called … . 

a) atom 

b) a meter 

c) a battery 

3) An Italian … Volta made many experiments with electricity. 

a) musician 

b) driver 

c) scientist 

 

Задание 2. Найдите русские эквиваленты. 

1) sources of electrical energy 

2) a capacitor is an electrical device 

3) alternating current 

4) positive electrode 

5) measuring units and instruments 

6) the ignition system of automobiles 

 

Задание 3. Вставить правильную форму глагола. 

1) The mechanic (is repairing / was repairing) the engine now. 

2) He (measured, will measure) electrical power 2 hours ago. 

3) A new power station (is built / will be built) in the nearest future. 

4) Now all substances (is, are) good conductors of electricity. 

5) Battery cells (have, has) dry cells and wet cells. 

 

Задание 4. Сгруппировать синонимы 

Different, not far, end, great, near, finish, various, huge, step up, increase, section, part, step down, decrease. 

 

Задание 5. Найдите английские эквиваленты. 

Электрический ток, проводник, вольтметр, сопротивление, медный провод, конденсатор, передача энергии, генератор. 

 

 

Вариант № 2 

Задание 1. Вставить подходящее по смыслу слово. 

1. A capacitor is used for storing … . 

a) petrol 

b) electricity 

c) meter 

2) He … the electric motor and the first telegraph. 

a) invented 

b) printed 

c) called 

 

Задание 2. Найдите русские эквиваленты. 

1) electrical current 

2) electron theory 

3) connected between the plates 

4) conduct electricity 

5) a container for storing electricity 

6) transmission of electrical energy 

 

Задание 3. Вставить правильную форму глагола. 

1) The principles of the capacitor (are illustrated, was illustrated) 

2) Faraday (carried out, will carry out) series of experiments in 1831. 

3) The scientist Volta (faces, faced) the problem how electricity could be produced. 

4) Some new instruments (will be made, are made) next month. 

5) Newton (have expressed, has expressed) the connection between force and motion. 

 

Задание 4. Сгруппировать антонимы. 

Noise, positive, start, silence, far, finish, theory, negative, near, practice, famous, unknown, rest, motion. 

 

Задание 5. Найдите английские эквиваленты. 

Положительный электрод, источник электрической энергии, проводник, проводить опыты, батарея, прибор, электрический ток, изолятор. 

2