МІНІСТЕРСТВО ОСВІТИ І НАУКИ УКРАЇНИ
ТЕЧНІЧНИЙ КОЛЕДЖ
ЛУЦЬКОГО НАЦІОНАЛЬНОГО ТЕХНІЧНОГО УНІВЕРСИТЕТУ
МЕТОДИЧНІ ВКАЗІВКИ
ДО ВИКОНАННЯ САМОСТІЙНОЇ РОБОТИ
З ІНОЗЕМНОЇ МОВИ ЗА ПРОФЕСІЙНИМ СПРЯМУВАННЯМ
ДЛЯ СТУДЕНТІВ ІІІ КУРСУ
СПЕЦІАЛЬНОСТІ: «ОБСЛУГОВУВАННЯ ТА РЕМОНТ
ЕЛЕКТРОПОБУТОВОЇ ТЕХНІКИ»
ДЕННОЇ ФОРМИ НАВЧАННЯ
Луцьк 2015
УДК 217. 2 (07)
Ф 50
До друку
Луцького НТУ
(підпис)
Голова Навчально-методичної ради
Електронна копія друкованого видання передана для внесення в
репозитарій Луцького НТУ
директор
бібліотеки
(підпис)
Затверджено Навчально-методичною радою Луцького НТУ, протокол
№
від «
»
20
року.
Рекомендовано до видання Навчально-методичною радою Технічного
коледжу Луцького НТУ, протокол №
від
«
»
20
року.
Голова
Навчально-методичної
ради
коледжу
(підпис)
Розглянуто і схвалено на засіданні циклової комісії викладачів
словесності Луцького НТУ, протокол №
від «
»
20
року.
Укладач:
Рецензент:
О. В. Батура, викладач ТК Луцького НТУ
Е. К. Коляда, доцент СНУ імені Лесі Українки
Відповідальний за випуск І. С. Жумик, методист Технічного коледжу
Луцького НТУ
2
ЗМІСТ
Вступ (Introduction)
4
1. Theme: Technology of the future
6
2. Theme: Inventions and inventors
13
3. Theme: Current and its meaning
19
4. Theme: Key moments in the history of electricity, electrical
23
engineering and electrical household appliances
5. Theme: Overview of the range of electrical household
appliances
6. Theme: Grammar: Sequence of tenses in the subordinate
29
32
clauses
7. Theme: Grammar: Conditional sentences “I wish”
40
8. Theme: Circuit and its components
46
9. Theme: General safety requirements during repair of
52
electrical household appliances
Literature
60
Informational sources
62
3
ВСТУП
Сьогодні освіта розглядається як процес становлення
особистості, яка здатна до саморозвитку, самоосвіти, творчого
розв’язання проблем, критичного мислення, ось чому роль
викладача полягає в педагогічній підтримці розвитку студентів.
Самостійна робота являється одним з засобів формування
якостей, які притаманні само організованій та само
дисциплінованій особистості, а самоорганізація відображає
свідому роботу студентів над собою з метою самовдосконалення
та розвитку пізнавальних, практичних, емоційних, моральних,
вольових здібностей та рис характеру, являється важливим
компонентом в процесі професійної підготовки.
Метою вивчення іноземної мови за професійним спрямуванням
на немовних факультетах є якісна підготовка фахівця у
професійній сфері на основі світового досвіду з використанням
тематичного матеріалу, передбаченого програмою даного курсу.
Це: 1) систематизація та розширення словникового запасу
студентів з професійних тем технічного спрямування; 2)
навчання студентів правильно вживати вивчені лексичні одиниці
в усному мовленні; 3) розвиток логічного, аналітичного
мислення, оволодіння певною термінологією професійного
спрямування та застосування її на практиці, розширення
світогляду студентів; 4) розвиток уваги, пам’яті, уяви, інтелекту
студентів, мовної здогадки; 5) виховання особистості, яка
персонально відповідатиме за свій освітній та професійний
рівень та інтерес до обраної професії. Кінцевою метою
навчально-методичних
рекомендацій
є
підготовка
до
проміжного контролю у формі тестових завдань.
Мовний матеріал максимально узгоджений з потребами
студентів, в даному випадку, зі спеціальністю «Обслуговування
та ремонт електропобутової техніки».
Дані навчально-методичні вказівки побудовані на принципах
особистісно-орієнтованого навчання, а саме: індивідуалізація,
4
постійна самооцінка студента, динаміка просування до успіху,
максимальне наближення навчального матеріалу до життя.
Структурно навчально-методичні вказівки складаються з 9-ти
тем, які містять в собі матеріал навчальних семестрів (денна
форма навчання), а також список використаної літератури та
список використаних інформаційних джерел.
Навчально-методичні вказівки призначаються для студентів ІІІ
курсу,
спеціальності
«Обслуговування
та
ремонт
електропобутової техніки», напрямку підготовки «Побутове
обслуговування». Вони можуть також використовуватись
викладачами вищих навчальних закладів нефілологічних
спеціальностей, а також особами, що самостійно вивчають
англійську мову.
5
1. THEME: TECHNOLOGY OF THE FUTURE
Read the information.
The World of 2025
We live in the days of advanced technologies. To make our life
easier, appliance makers is now jumping forward to the year 2025 to
show us what home life will be like in the middle of the next decade.
They try to reveal vision for homes of the not-too-distant future. So,
what would fit the lifestyle of 2025. The designers took into account
food science, demographic projections, healthcare, environmental
concerns and water scarcity. For good measure, they also made some
assumptions about the future economy and commerce. To project
what the Home of 2025 may look like, they first took a high-level
look at where society, culture and technology are taking us and
intersected that with ways in which we could make our lives less
complex and more enjoyable.
The society of the future is more urbanized, frugal, and
environmentalist. Most people are living in flats or smaller homes
with less floor space and less discretionary spending. They`re more
likely to lease and to club together for appliances or service plans,
prefer local food sources and organic farming, want appliances that
use only minimal water, and would rather have sustainable clothing
made out of fabrics that use less water for laundry.
The Home of the Future is, not surprisingly, a smart house, but it`s a
bit more realistic in some of its approaches. For instance, there`s very
little about the puzzling idea of surfing the Internet on your fridge.
Instead, the designers postulated that in the next decade countertop
appliances will be a thing of the past. Just as cameras, alarm clocks,
music players and telephones have vanished into the smartphone, we
believe that appliances will merge into multi-purpose “uberappliances.”
6
Food preparation and storage
Instead of having discrete things like sinks and countertops, the
kitchen of 2025 has modular units that combine traditional functions
while adding some new technological twists. Fresh food, for
example, is kept in a ventilated drawer close at hand.
The sink isn`t just a place to wash vegetables. It can also detect and
measure bacteria and chemical levels and let you know when you`ve
washed them all away. In addition, the sink is a mini dishwasher that
can handle a small load in five minutes and washes the cutting
7
surface at the same time, which acts as its lid. Underneath is a larger
washer for bigger loads. The pre-rinse water for the dishwasher is
heated by waste heat from the fresh food drawer that uses an
evaporation cooler to keep it at just the right temperature and
humidity.
An even more extreme example is the all-in-one fridge. Where the
present day fridge is a cabinet with one section set to “cold” and the
other to “freezing”, the fridge of 2025 is a unified storage system that
monitors home inventory and searches markets in the area for info on
food and local farmers.
The fridge is modular, consisting of cylindrical containers that fit into
holes. Each container has its own refrigeration unit and the modular
design means that it can be adapted to larger items, so you store a
chicken and not live on salami. Outside your flat is a similar module
unit that allows deliveries to be stored for pickup. The unit powers
the modules, keeping the content hot or cold.
A larger version of the fridge abandons the modular designs in favor
of one where each shelf is sealed off from the other and individually
temperature controlled, so the fridge is actually a general storage
cupboard for all foods, not just those needing to be kept cold or
frozen. The height of the shelves is controlled magnetically and can
be changed at the press of a button without removing and reinserting
them. The outside of the unit displays the contents of each shelf, as
well as other information, such as quantities and expiration dates.
Cooking
The cooker, for want of a more precise term, is really a system that
by 2025 will do for countertop appliances what the smartphone did
for stereos, calculators, cameras and small televisions. Instead of
counters covered with blenders, coffee makers, and toasters, 2025
will see these appliances either supplanted by multi-function devices
or converted into modular units that are either incorporated into or
stow inside the kitchen system.
8
Induction cooking accessories
One example of this is the Auto-Burner, which is an induction
heating surface that is under the top pattern of the counter, yet
appears where you place the pan and fits up to five cooking zones.
Along with this comes a set of standard-sized induction accessories,
such as griddle, wok, steamer that stow away in their own special
drawer.
Urban grilling
Even though appliance makers see most people living in small flats,
that doesn`t mean that the barbeque will die out. For urban grilling
there`s an electric grill that is window-mounted and compact with
powerful fans to draw off fumes.
Laundry: 2025
9
The home of 2025 won`t have the usual washer/dryer combination.
Instead, the washing machine acts as a combination washing, drying
and storage unit.
The clothes have tags that tell the machine how to sort the laundry,
what temperature, and which cycles to choose. After clothes are
cleaned, they`re compressed into “pellets”, inventoried and stored in
the machine. When it`s time to dress, the machine tells you what is
available and makes suggestions based on the time of year, weather,
and what goes with which outfit. The machine then revives the
clothes using steam and dispenses them. The pellets can also just be
unpacked and shaken out.
Bio Robot Refrigerator
Four times smaller than a
conventional
refrigerator, the Bio Robot
cools biopolymer gel through
luminescence. Rather than
shelves, the
non sticky, odourless gel
morphs around products to
create a separate pod that
suspends
items for easy access. Without
doors, draws
and a motor 90% of the
appliance is solely given over
to its intended purpose. At the
same time, all food, drink and
cooled products are readily
available, odours are contained,
and items are kept individually
at their optimal temperature by
bio robots. The fridge is
10
adaptable – it can be hung vertically, horizontally, and even on the
ceiling.
Wall Mounted Air Purification
A self-sustaining, wall mounted “personal ecosystem” that creates
energy from a living wall of plans providing air circulation, air
purification and temperature control abilities. Envisaged as a personal
touch of green, the wall units are modular so can be fitted in to homes
and apartments of different sizes as required to provide
individualized clean air whilst taking a minimum of space.
Tasks:
1. Complete the passage using words in the box.
A.
Heated, combine, detect, dishwasher, wash, modular units,
kept, bigger.
Instead of having discrete things like sinks and countertops, the
kitchen of future has ……………… ………. that ……………
traditional functions while adding some new technological twists.
Fresh food, for example, is ……… in a ventilated drawer close at
hand.
The sink isn`t just a place to …….. vegetables. It can also
…………… and measure bacteria and chemical levels and let you
know when you`ve washed them all away. In addition, the sink is a
mini ……………….. that can handle a small load in five minutes and
washes the cutting surface at the same time, which acts as its lid.
Underneath is a larger washer for …………. loads. The pre-rinse
water for the dishwasher is ………….. by waste heat from the fresh
food drawer that uses an evaporation cooler to keep it at just the right
temperature and humidity.
11
B.
Storage, cold, modular, button, expiration, container,
stored, hot, abandons.
The fridge is ………….., consisting of cylindrical containers that fit
into holes. Each …………….. has its own refrigeration unit and the
modular design means that it can be adapted to larger items, so you
store a chicken and not live on salami. Outside your flat is a similar
module unit that allows deliveries to be ………… for pickup. The
unit powers the modules, keeping the content ….. or cold.
A larger version of the fridge …………….. the modular designs in
favor of one where each shelf is sealed off from the other and
individually temperature controlled, so the fridge is actually a general
……………. cupboard for all foods, not just those needing to be kept
………. or frozen. The height of the shelves is controlled
magnetically and can be changed at the press of a …………. without
removing and reinserting them. The outside of the unit displays the
contents of each shelf, as well as other information, such as quantities
and ……………. dates.
2. Listen to the conversation between students of technical college
and an inventor about the future technologies. Complete the gaps
with the following words and phrases while listening.
To choose, adaptable, tags, converted into modular units, available,
washing machines, smaller.
Student 1: Professor, you`ve said that the cooker of the future will
do for countertop appliances what the smartphone did for stereos,
calculators, cameras and small televisions. What does it mean?
Inventor: Well, it means that, instead of counters covered with
blenders, coffee makers, and toasters, in future we will see these
appliances either supplanted by multi-function devices or
1……………… …….. ……………… ………. that are either
incorporated into or stow inside the kitchen system.
12
Student 2: Professor, what will you say about the 2……………..
……………. of the future?
Inventor: The home of future won`t have the usual washer/dryer
combination. Instead, the washing machine acts as a combination
washing, drying and storage unit.
Student 1: Oh, I`ve heard about this. The clothes have 3…… that
tell the machine how to sort the laundry, what temperature, and
which cycles 4………………... After clothes are cleaned, they`re
compressed into “pellets”, inventoried and stored in the machine.
When it`s time to dress, the machine tells you what is
5………………… and makes suggestions based on the time of year,
weather, and what goes with which outfit. The machine then revives
the clothes using steam and dispenses them.
Student 3: Will it be really so!?
Inventor: Oh, dear students, everything is possible in the future.
Student 3: What can you say about the fridge of the future?
Inventor: It will be Bio Robot Refrigerator, four times 6…………..
than a conventional refrigerator. All food, drink and cooled products
are kept individually at their optimal temperature by bio robots. The
fridge is 7………………. – it can be hung vertically, horizontally,
and even on the ceiling.
Student 3: Unbelievable!
Student 2: Thank you very much, professor, for this useful
information.
3. With a partner, act out the roles of the conversation of task 2.
2. THEME: INVENTIONS AND INVENTORS
Read and translate the text.
New inventions are appearing every day to make our lives easier,
longer, warmer, faster and so on. But only a few inventors design a
13
new machine or product that becomes so well-known that the
invention, named after its creator, becomes a household word. Here
are ten famous inventors and the inventions that are named after
them:
1. Ladislao Biro, a Hungarian artist who emigrated to Argentina. In
about 1943 he invented the ball-point pen or biro.
2. John Bowler, a London halter who designed the hard round hat
known as the bowler in about 1850. It has become the symbol of
British male respectability. And you can still see businessmen
wearing bowlers in the City, the centre of London's commerce.
3. Louis Braille (1809—1852), born at Couvray, France. He became
blind as a child. In 1824 he developed his own alphabet patterns
known as Braille by which the blind could read by touch, based on a
French army officer's invention for reading messages in the dark.
4. Samuel Colt (1814—1862), an American gunsmith. He designed a
pistol, patented in 1836, with a revolving barrel that could fire six
bullets, one after the other. The Colt was the first of its kind. Many
"six-shooters" came later.
5. Rudolf Diesel (1858—1913), a German engineer who invented the
diesel engine in 1897 and so began a transport revolution in cars,
lorries and trains.
6. Hans Wilhelm Geiger (1882—1945), a German nuclear physicist.
From 1906—1909 he designed a counter for detecting radioactivity.
This was the beginning of modern Geiger counters.
7. Charles Mackintosh (1766—1843), a Manchester textile chemist
who, in 1823, developed a rubber solution for coating fabrics which
led to the production of waterproof raincoats or mackintoshes.
8. Samuel Finley Breeze Morse (1791 — 1872), an American portrait
painter who invented the telegraphic dot-dash alphabet known as
Morse code.
9. Louis Pasteur (1822—1895), a Frenchman who was both a chemist
and a biologist. Pasteurisation is a method of sterilising milk by
healing it.
14
10. Charles Rolls, a car salesman who with the engineer Henry Royce
created the world-famous Rolls-Royce car. Rolls died in 1910.
In the second decade of the nineteenth century, roads were few and
poor. Getting to the frontier and instituting trade with settlers was
difficult. In 1807,ROBERT FULTON sailed the first commercially
viable STEAMBOAT, the CLERMONT, from New York City to
Albany. Within 4 years, regular steamboat service from Pittsburgh
took passengers and cargo down the Ohio into the Mississippi.
Within 20 years, over 200 steamboats were plying these routes.
While New England was moving to mechanize manufacturing, others
were working to mechanize agriculture. CYRUS
MCCORMICK wanted to design equipment that would simplify
farmers' work. In 1831, he invented a HORSE-DRAWN
REAPER to harvest grain and started selling it to others in 1840. It
allowed the farmer to do five times the amount of harvesting in a day
than they could by hand using a scythe. By 1851, his company was
the largest producer of farm equipment in the world.
In 1837, JOHN DEERE made the first commercially
successful RIDING PLOW. Deere's steel plow allowed farmers to
turn heavy, gummy prairie sod easily, which stuck to the older
wooden and iron plows. His inventions made farm much less
physically demanding. During the Civil War, 25 years later, even
women and young children of the South would use these devices
allowing the men to be away at war.
Another notable American inventor was SAMUEL F.B. MORSE,
who invented the electric TELEGRAPH and MORSE CODE.
Morse was an artist having a great deal of difficulty making enough
money to make ends meet. He started pursuing a number of business
opportunities which would allow him to continue his work as an
artist. Out of these efforts came the telegraph. With the completion of
the first telegraph line between Baltimore and Washington in 1844,
almost instant communication between distant places in the country
was possible. The man who was responsible for building this first
15
telegraph line was EZRA CORNELL, later the founder
of CORNELL UNIVERSITY.
CHARLES GOODYEAR invented one of the most important
chemical processes of the century. Natural rubber is brittle when cold
and sticky when warm. In 1844, Goodyear received a patent for
developing a method of treating rubber, called VULCANIZATION,
that made it strong and supple when hot or cold. Although, the
process was instrumental in the development of tires used on bicycles
and automobiles, the fruit of this technology came too late for
Goodyear. He died a poor man.
Perhaps no one had as great an impact on the development of the
industrial north as ELI WHITNEY. Whitney raised eyebrows when
he walked into the US Patent office, took apart ten guns, and
reassembled them mixing the parts of each gun. Whitney lived in an
age where an artisan would handcraft each part of every gun. No two
products were quite the same. Whitney's milling machine allowed
workers to cut metal objects in an identical fashion,
making INTERCHANGEABLE PARTS. It was the start of the
concept of mass production. Over the course of time, the device and
Whitney's techniques were used to make many others
products. ELIAS HOWE used it to make the first
workable SEWING MACHINE in 1846. Clockmakers used it to
make metal gears. In making the cotton gin, Eli Whitney had played
a major part in expanding slavery. In making the MILLING
MACHINE to produce precision guns and rifles in a very efficient
and effective way, he set the industrial forces of the North in motion.
Tasks:
1. Try to find answers on the following questions:
1. What did Ladislao Biro invent?
2. What did Louis Braille develop?
3. What did Samuel Colt design?
4. Who invented the diesel engine?
16
5. Who designed a counter for detecting radioactivity?
6. Who invented the electric telegraph and Morse code?
7. What did Charles Goodyear invent?
8. Who invented milling machine?
2. Write an essay about the most famous inventors and their
inventions.
3. Before reading the text pay attention to some words and word
combinations which may cause you difficulties in understanding.
radioactive substances – радіоактивні речовини
uranium ore [juə`reinjəm] – уранова руда
radium and polonium – радій та полоній
share the award – розділяти нагороду
prolonged exposure – тривале піддавання
leukemia [lju:ki:`miə] – лейкемія
4. While reading the text try to find answers on such questions:
When and in what family was Marie born?
Where did she meet her future husband and who was he?
What was the object of the Curies researches?
Why did they face difficulties with early researches?
How many Nobel Prizes and for what did Marie Curie win?
How did her husband die?
What was the reason of her death?
17
Text
Marie Curie, née Maria Sklodowska, was born in Warsaw on
November 7, 1867, in the family of a secondary-school teacher. She
received a general education in local schools and some scientific
training from her father. Her family valued education. In 1891, she
went to Paris to study mathematics, chemistry and physics at the
Sorbonne and was the first woman to teach there. She met Pierre
Curie, Professor of Physics in 1894 and in the following year they
were married. Her early researches, together with her husband, were
often performed under difficult conditions, laboratory arrangements
were poor and both had to undertake much teaching to earn a
livelihood. They conducted research on radioactive substances. They
found that the uranium ore contained much more radioactivity than
could be explained by the uranium content.
The Curie’s began a search for the source of the radioactivity and
discovered two highly radioactive elements, “radium” and
“polonium.” The Curie's won in 1903 the Nobel prize for physics for
their discovery. They shared the award with another French physicist,
Antoine Henri Bacquerel, who had discovered natural radioactivity.
In 1906 Pierre, overworked and weakened by his prolonged exposure
to radiation, died when he was run over by a horse drawn wagon.
18
Madame Curie continued her work on radioactive elements and
won in 1911 the Nobel prize for chemistry for isolating radium and
studying its chemical properties. In 1914 she helped found the
Radium Institute in Paris, and was the Institute's first director.
On July 4, 1934, at the age of 67 Madame Curie died of leukemia.
After her death the Radium Institute was renamed the Curie Institute
in her honor.
5. Give answers in a written form:
When and in what family was Marie born?
Where did she meet her future husband and who was he?
What was the object of the Curies researches?
Why did they face difficulties with early researches?
How many Nobel Prizes and for what did Marie Curie win?
How did her husband die?
What was the reason of her death?
3. THEME: CURRENT AND ITS MEANING
Read the information.
Electric charge
If you rub a balloon on your hair, then move the balloon away
slightly you will find that your hair stands on end – it is attracted to
the balloon.
This is caused by electric charges building up on the balloon. These
electric charges came from your hair so your hair now has less of
them. The balloon has an overall negative charge while your hair has
an overall positive charge. Opposite charges attract one another and
so, your hair is attracted to the balloon. It stands on end!
Electric current
These electrical charges don`t move anywhere because neither your
hair or the balloon conduct electricity very well. They just stay put.
When electric charge builds up in one place like this and doesn`t
19
move, it`s called static electricity. When electric charge moves from
one place to another, it`s called electric current. We often just call
this “electricity.” Electric currents are a way in which energy can
move from one place to another. A bolt of lightning is an example of
a really big electric current. Much smaller electric currents flow
through the wires in circuits powered by batteries.
An electric current is a flow of electric charge. In electric circuits
this charge is often carried by moving electrons in a wire. It can also
be carried by ions in an electrolyte, or by both ions and electrons
such as in a plasma.
The SI unit for measuring an electric current is the ampere, which is
the flow of electric charge across a surface at the rate of one coulomb
per second. Electric current is measured using a device called an
ammeter. Electric currents can result in the radiation of heat and
light. They also create magnetic fields, which are used in motors,
inductors and generators.
A simple electric circuit, where current is represented by the letter I.
The relationship between the voltage(V), resistance(R), and
current(I) is V=IR; this is known as Ohm`s Law.
Current is mobile and can flow freely in certain materials, called
conductors. Metals and a few other elements and compounds are
conductors. Materials that charge cannot flow through are called
insulators. Air, glass, most plastics, and rubber are insulators, for
20
example. And then there are some materials called semiconductors
that seemed to be good conductors sometimes but much less so other
times. Silicon and germanium are two such materials.
AC and DC
The abbreviations AC and DC are often used to mean simply
alternating and direct, as when they modify current or voltage.
Direct current
Direct current(DC) is the unindirectional flow of electric charge.
Direct current is produced by sources such as batteries,
thermocouples, solar cells, and commutator-type electric machines of
the dynamo type. Direct current may flow in a conductor such as
wire, but can also flow through semiconductors, insulators, or even
through a vacuum as in electron or ion beams. The electric charge
flows in a constant direction, distinguishing it from alternating
current (AC). A term formerly used for direct current was galvanic
current.
Alternating current
In alternating current (AC), the movement of electric charge
periodically reverses direction. In direct current (DC), the flow of
electric charge is only in one direction.
AC is the form in which electric power is delivered to businesses and
residences. The usual waveform of an AC power circuit is a sine
wave. In certain applications, different waveforms are used, such as
triangular or square waves. Audio and radio signals carried on
electrical wires are also examples of alternating current. In these
applications, an important goal is often the recovery of information
encoded (or modulated) onto the AC signal.
Tasks:
1. Match the words (1-8) with the definitions (A-H).
1 …. Electric current
2 …. Ampere
21
3 …. Ammeter
4 …. Conductors
5 …. Insulators
6 …. Semiconductor
7 …. Direct current
8 …. Alternating current
A materials where current can flow freely
B movement of electric charge periodically reverses direction
C a flow of electric charge
D the flow of electric charge is only in one direction.
E this material seems to be good conductor sometimes but much
less so other times
F the SI unit for measuring an electric current
G air, glass, most plastics and rubber
H a device is used to measure electric current
2. Choose the correct word or phrases.
1. When electric charge builds up in one place and doesn`t move, it`s
called static electricity/electric current.
2. When electric charge moves from one place to another, it`s called
electric current/electric charge.
3. Electric current is measured using a device called an
amplifier/ammeter.
4. Current is mobile and can flow freely in certain materials, called
insulators/conductors.
5. Materials that charge cannot flow through are called
insulators/semiconductors.
6. In direct current (DC)/alternating current (AC), the movement of
electric charge periodically reverses direction.
7. In direct current (DC)/alternating current (AC), the flow of
electric charge is only in one direction.
22
3. Answer the questions.
1. What is electric current?
2. What is static electricity?
3. What is a SI unit for measuring electric current?
4. What device is used to measure electric current?
5. What is conductor? What materials are used as conductors?
6. What is semiconductor? What materials are used as
semiconductors?
7. What is insulator? What materials are used as insulators?
8. What is direct current?
9. What sources direct current is produces by?
10. What is alternating current?
11. Is AC the form in which electric power is delivered to businesses
and residences? What other examples of alternating current?
4. THEME: KEY MOMENTS IN THE HISTORY OF
ELECTRICITY,
ELECTRICAL
ENGINEERING
AND
ELECTRICAL HOUSEHOLD APPLIANCES
Read the information.
Electrical engineering (sometimes called electrical and electronics
engineering) is a professional engineering discipline that deals with
the development of technologies for generating and harnessing
electricity for a wide range of applications. The field first became an
identifiable occupation in the late nineteenth century, with the
commercialization of the electric telegraph and power supply. The
field now covers a range of subdisciplines, including those that deal
with power, control systems, electronics, signal processing, and
telecommunications. This article treats electronics engineering as a
subfield of electrical engineering, though some consider them as two
separate fields.
23
Electrical engineers may work on such things as the construction of
electric power stations, the design of telecommunications systems,
the wiring and lighting of buildings and transport vehicles, the design
of household appliances, or the electrical control of industry
machinery. In this manner, electrical engineering plays a vital role in
our modern technological society.
Early developments
Electricity has been a subject of scientific interest since at least the
seventeenth century, but it was not until the nineteenth century that
research into the subject began to intensify. Notable developments of
that period include the work of Georg Ohm, Michael Faraday, and
James Clerk Maxwell. In 1827, Ohm quantified the relationship
between the electric current and potential difference in a conductor.
In 1831, Faraday discovered electromagnetic induction. In 1873,
Maxweel published a unified theory of electricity and magnetism in
his treatise on Electricity and Magnetism.
During these years, the study of electricity was largely considered a
subfield of physics. It was not until the late nineteenth century that
universities started to offer academic degrees in electrical
engineering.
During this period, the work concerning electrical engineering
increased dramatically. In 1882, Thomas Edison switched on the
world`s first large-scale electrical supply network that provided 110
volts direct current (DC) to 59 customers in lower Manhattan. In
1887, Nikola Tesla filed a number of patents related to a competing
form of power distribution known as alternating current (AC). A
bitter rivalry ensured between Tesla and Edison over their differing
methods of power distribution; it was known as the “War of
Currents.” Eventually, AC became the preferred method for power
generation and distribution, as it was recognized as being safer and
more efficient, with a longer distribution range.
24
Regardless of the rivalry, the efforts of both men did much to further
electrical engineering – Tesla`s work on induction motors and
polyphase systems influenced the field for years to come, while
Edison`s work on telegraphy and his development of the stock ticker
proved lucrative for his company, which ultimately merged with
other companies to become General Electric. By the end of the
nineteenth century, other key figures in the progress of electrical
engineering began to emerge.
During the developments of radio, many scientists and inventors
contributed to radio technology and electronics. In his experiments of
1888, Heinrich Hertz transmitted (via a spark-gap transmitter) and
detected radio waves using electrical equipment. In 1895, Tesla was
able to detect signals from the transmissions of his New York City
lab on Huston Street at West Point (a distance of 80.4 kilometers).
In 1897, Karl Ferdinand Braun introduced the cathode ray tube as
part of an oscilloscope, a crucial enabling technology for electronic
television. John Fleming invented the first radio tube, the diode, in
1904. Two years later, Robert von Lieben and Lee De Forest
independently developed the amplifier tube, called the triode.
In 1920, Albert Hull developed the magnetron, which eventually led
to the development of the microwave oven in 1946 by Percy Spencer.
In 1934, the British military began to make strides toward radar
(which also uses the magnetron).
Invention of the transistor in 1947 by William B. Shockley, John
Bardeen, and Walter Brattain opened the door for more compact
devices. It led to development of the integrated circuit in 1958 by
Jack Kilby and (independently) in 1959 by Robert Noyce.
Knowledge of physics and mathematics is fundamental to the
discipline of electrical engineering, as they help provide qualitative
and quantitative descriptions of how such systems will work. Today,
most engineering work involves the use of computers, and it is
commonplace to use computer-aided design programs when
designing electrical systems.
25
Most electrical engineers will be familiar with basic circuit theory –
that is, the interactions of elements such as resistors, capacitors,
diodes, transistors, and inductors in a circuit.
The change to home appliances over the last 50 years
Kitchen appliances were designed to make life easier when cooking
and preparing food. Since the mid-1800s, people have been thinking
of new and innovative ways to store food, cook food and clean up
after eating food. Many of these ideas were good enough to be used
by a large number of people and they are still around today.
Inventors are still trying to make things easier by coming up with
new products that do more things. Following is a few inventions that
have stood the test of time and continue to be used by millions of
people to today.
The stove is something that people could not do without. Whether
you prefer gas or electric, stoves are the main source of cooking food
in Americans homes today. The first gas stoves were invented in the
early 1850`s. It took a while for the idea to catch on because only 100
Americans owned a gas stove in the next few years. By 1912, gas
stoves were being challenged by the more convenient electric stoves.
The electric stoves used convection to heat food rather than a flame.
The Copeman Electric Stove Company, based in Flint, Michigan,
received the first patent for an electric stove in 1912 and continued to
perfect their technology in following years. Today, people can choose
between gas and electric. Since they are both safe and serve the same
purpose, the stove that people use is generally a matter of personal
preference.
If the stove was the most important kitchen appliance product of the
1800s, the refrigerator was possible the most important appliance in
the 1900s. Although the idea of cooling foods dates back to the
ancient Roman era, the idea for the modern electric refrigerator was
patented in 1914. Other patents occurred before this one, but the
model for the 1914 patent was the one that resembles today`s
26
refrigerator. The electric refrigerator was detrimental to the ice
industry of the day because it no longer required ice to cool foods.
Rather, it used a convection technology that produced cold air within
an insulated box. By 1944, 85% of American households had a
refrigerator, but new advances continued to keep consumers
intrigued. In 1952, refrigerators began to be produced with an
automatic ice maker. A few years later, the magnetic strip that helps
to keep the doors closed tightly was standard on new refrigerators.
The dishwasher has become an integral part of any American
kitchen. While some still consider this appliance to be a luxury rather
than a necessity. The overwhelming majority of American
households have a dishwasher. The first patent for an appliance that
resembles the dishwasher occurred in 1850 by Joel Houghton. Then
in 1893, Josephine Cochran brought the idea to the public eye at the
Chicago World`s Fair. The daughter of the steamboat inventor,
Josephine needed a machine to wash her dishes because her servants
continually cracked her fine China. Dishwashers with permanent
plumbing were not brought to the public until the 1920`s and the
drying mechanism was patented in the 1940s. By the early 1970`s,
dishwashers had become quite common in American households and
they continue to be popular today due to all of their advancements
and the luxury that they provide.
Finally, the microwave oven is one of the most innovative and
widely used kitchen appliances today. Since it cooks food fast,
almost every household in America owns a microwave oven. The
first patent for a microwave oven was received in 1940, but the first
marketable product was not created until 1947. This was called the
Radarange and it was over six feet tall and weighed almost 800
pounds. It was not until 1967 when countertop sized microwave
ovens were available for kitchen. Once the compact size was
introduced to the public, Americans bought them in droves. Between
1970 and 1975, the amount of microwaves sold in stores grew
exponentially. Today, they are an essential part of any household and
27
there are a full line of foods that are specifically made to be warmed
up in the microwave oven.
Kitchen appliances normally begin with an idea but they end with
something that leaves people wondering how they functioned before
its invention. Though some ideas take decades before they are
perfected and mass marketed, Americans eagerly await the next new
thing to make their life more hassle-free. This is most evident with
informercials which are constantly praising the ease of new kitchen
products. With creative minds and the public`s acceptance, the future
possibilities of kitchen appliances are endless.
Tasks:
1. Fill in the gaps using the following: range, construction,
development, electrical engineering, design, subfield.
Electrical engineering (sometimes called electrical and electronics
engineering) is a professional engineering discipline that deals with
the ………………. of technologies for generating and harnessing
electricity for a wide range of applications. The field first became an
identifiable occupation in the late nineteenth century, with the
commercialization of the electric telegraph and power supply. The
field now covers a ………. of subdisciplines, including those that
deal with power, control systems, electronics, signal processing, and
telecommunications. This article treats electronics engineering as a
…………. of electrical engineering, though some consider them as
two separate fields.
Electrical engineers may work on such things as the ……………. of
electric power stations, the design of telecommunications systems,
the wiring and lighting of buildings and transport vehicles, the
………… of household appliances, or the electrical control of
industry machinery. In this manner, …………… ……………. plays
a vital role in our modern technological society.
28
2. Read the text early developments and complete the table.
Ohm quantified the relationship between the electric
current and potential difference in a conductor.
1831
1882
Heinrich Hertz transmitted (via a spark-gap
transmitter) and detected radio waves using electrical
equipment.
1887
William B. Shockley, John Bardeen, and Walter
Brattain invented a transistor.
1958-1959
3. Say when and how were invented the following household
appliances:
 Microwave oven
 Electric stove
 Dishwasher
 Refrigerator
5. THEME: OVERVIEW OF THE RANGE OF ELECTRICAL
HOUSEHOLD APPLIANCES.
Read the information.
29
Given a broad usage, the domestic application attached to “home
appliance” is tied to the definition of appliance as “An instrument or
device designed for a particular use or function.” More specifically,
Collins dictionary defines “Home appliance” as: “devices or
machines, usually electrical, that are in your home and which you use
to do jobs such as cleaning or cooking.” The broad usage, afforded to
the definition allows for nearly any device intended for domestic use
to be a home appliance, including consumer electronics as well as
stoves, refrigerators, toasters, air conditioners to light bulbs and well
pumps.
Home appliances are electrical/mechanical machines which
accomplish some household functions, such as cooking or cleaning.
Home appliances can be classified into:
Major appliances or white goods
Small appliances
Consumer electronics or brown goods
This division is also noticeable in the maintenance and repair of these
kinds of products. Brown goods usually require high technical
knowledge and skills (which get more complex with time, such as
going from a soldering iron to a hot-air soldering station), while
white goods may need more practical skills and “brute force” to
manipulate the devices and heavy tools required to repair them.
White goods/major appliances comprise major household appliances
and may include: air conditioner, dishwasher, clothes dryer, drying
cabinet, freezer, refrigerator, kitchen stove, water heater, washing
machine, trash compactor, microwave ovens and induction cookers.
White goods were typically painted or enameled white, and many of
them still are.
Brown goods/ small appliances are typically small household
electrical entertainment appliances such as: TV sets, CD and DVD
players, camcorders, still cameras, clocks, alarm clocks, videogame
consoles, Hi-Fi and home cinema, telephones and answering
machines. Some types of brown goods were traditionally finished
with or looked like wood. This is now rather rare, but the name has
30
stuck, even for goods that are unlikely ever to have been provided in
a wooden case (e. g. camcorders). Another type of small appliances
relate to heating and cooling such as: fans and window mounted air
conditioners, and heaters such as space heaters, ceramic heaters, gas
heaters, and fan heaters. Yet another category is used in the kitchen,
including: juicer-mixer-grinder, food processors, electric kettles,
waffle irons, coffee makers, dough makers, and electric chimneys.
Microwave ovens contain complex electronic boards (the clock and
controller) but aren`t repaired very often. Some brands send whole
boards for replacement, and some have them repaired by such
technicians.
There is a trend of networking home appliances together, and
combining their controls and key functions. For instance, energy
distribution could be managed more evenly so that when a washing
machine is on, an oven can go into a delayed start mode, or vice
versa. Or, a washing machine and dryer could share information
about load characteristics (gentle/normal, light/full), and synchronize
their finish times so the wet laundry does not have to wait before
being put in the dryer.
Tasks:
1. Fill in the gaps using the following words and phrases: load
characteristics, electronic boards, replacement, classified, electrical,
combining, mode, repair, maintenance, skills.
1. More specifically, Collins dictionary defines “Home appliance” as:
“devices or machines, usually ……………, that are in your home and
which you use to do jobs such as cleaning or cooking.”
2. Home appliances can be ……………….. into: major appliances or
white goods, small appliances, consumer electronics or brown goods.
3. This division is also noticeable in the …………………. and repair
of these kinds of products.
4. White goods may need more practical skills and “brute force” to
manipulate the devices and heavy tools required to ……….. them.
31
5. Brown goods usually require high technical knowledge and ……...
6. Microwave ovens contain complex ……………. ……….(the
clock and controller) but aren`t repaired very often. Some brands
send whole boards for …………………., and some have them
repaired by such technicians.
7. There is a trend of networking home appliances together, and
………………… their controls and key functions. For instance,
energy distribution could be managed more evenly so that when a
washing machine is on, an oven can go into a delayed start ………,
or vice versa.
8. A washing machine and dryer could share information about
………
………………….
(gentle/normal,
light/full),
and
synchronize their finish times so the wet laundry does not have to
wait before being put in the dryer.
2. Answer the questions in the written form.
1. What are home appliances?
2. Give a classification of home appliances.
3. Why division is noticeable in the maintenance and repair of these
kinds of products?
4. What may include white goods/major appliances?
5. What do brown goods include?
6. What do small appliances comprise?
6. THEME: GRAMMAR: SEQUENCE OF TENSES IN THE
SUBORDINATE CLAUSES
1. Definition
The sequence of tenses is a certain dependence of the tense of the
verb in a subordinate clause on that of the verb in the principal
clause: if the verb in the principal clause is in one of the past tenses, a
past tense (or future in the past) must be used in the subordinate
clause. The rule is generally observed in object clauses.
32
I thought you had better sense. (Dreiser)
I always thought it would come to this.
Note. – It is implied in the rule of the sequence of tenses that if a
present or future tense is used in the principal clause, any tense
required by the sense can be used in the subordinate clause:
I`ve seen which way the wind is blowing. (Dreiser)
2. If the past action expressed in the subordinate clause is
simultaneous with that expressed in the principal clause, the Past
Indefinite or the Past Continuous is used in the subordinate clause:
I thought you had more courage than this. (Dreiser)
Я думав, що ви маєте більше мужностію
He looked at Cowperwood and saw at once … that the latter was
preparing a big fight of some sort. (Dreiser)
Він глянув на Коупервуда і відразу зрозумів, що той замислює
якийсь бій.
If the past action expressed in the subordinate clause is prior to that
expressed in the principal clause, the Past Perfect is used in the
subordinate clause:
He knew that she (Hetty) had not had time to read the letter. (Eliot)
Він знав, що вона ще не встигла прочитати лист.
If the action expressed in the subordinate clause lasted a certain time
before the action expressed in the principal clause, the Past Perfect
Continuous or the Past Perfect Inclusive is used in the subordinate
clause.
He realized that the old life he had lived in that city since boyhood
was ended. (Dreiser)
Він зрозумів, що те життя, яким він жив в цьому місті з
дитинства, закінчилось.
If the action expressed in the subordinate clause is posterior to that of
the principal clause the Future-in-the-Past is used.
He knew they would read the book the following year. (Future
Indefinite-in-the-Past)
33
He knew they would have read the book by the 1st of June. (Future
Perfect-in-the-Past)
Occasionally we find examples of should being used with the 3rd
person and would with the 1st. This generally occurs when the
speaker wants to preserve the same verb that was used by the original
speaker.
See! Here`s his writing; I made him put it down this morning when he
told me he shouldn`t be back before I came here. (Dickens)
He asked me if there wasn`t any hope that I would change. (Webster)
3. If there are several subordinate clauses in a sentence, the rule of
the sequence of tenses is observed in all of them.
As the weeks went by … he began to believe that she had been able
to think of her girlish fancy that Arthur was in love with her and
would marry her as a folly of which she was timely cured. (Eliot)
4. The rule of the sequence of tenses also holds good when a past
tense is used in a subordinate clause to which other clauses are
subordinated.
She says he knew they would never return. (Bennet)
He said he was sure you were in.
5. It should be noted that the rule of the sequence of tenses is
observed after verbals if they depend on a finite verb in the past
tense:
Cowperwood stood by his desk … wondering where he should get
one hundred thousand dollars. (Dreiser)
Tenses used in English and Ukrainian subordinate clauses after a
past tense in the principal clause
English
Ukrainian
Past Indefinite
I knew she played the piano
(грала) на
every day.
Present
Я знав, що вона грає
Роялі кожен день.
34
Past Continuous
I knew she was playing the piano
(грала) на
and did not want to disturb her.
турбувати.
Present
Я знав, що вона грає
Past Perfect
I knew she had played the piano
грала на роялі
at the evening party.
Past
Я знав, що вона
Past Perfect Continuous
(Past Perfect Inclusive)
sentences)
I knew she had been playing (had
грає (грала)
played) the piano for two hours.
Past Perfect
роялі, і не хотів її
на вечірці.
Present
(in affirmative
Я знав, що вона
на роялі дві години.
Past
(in negative sentences)
Я знав, що вона
I knew she had not played the
давно не грала
piano for a long time.
(не грає) на роялі.
Past Perfect Continuous
Exclusive
I knew she had been playing
грала на роялі.
the piano
Past
Я знав, що вона
Future-in-the-Past
I knew she would play the piano
буде грати на
at the evening party.
35
Future
Я знав, що вона
роялі на вечірці.
The main sphere where the sequence of tenses is applied is object
clauses.
Harris said he knew what kind of place I meant. (Jerome)
The sequence of tenses is not observed if the object clause expresses
a general truth:
The pupils knew that water consists of oxygen and hydrogen.
In political language a present tense is often used in the object clause
after a past tense in the principal clause.
The speaker said that the peoples want peace.
The sequence of tenses is often not observed if something is
represented as habitual, customary, or characteristic.
He asked the guard what time the train usually starts. (Curme)
He did not seem to know that nettles sting. (Curme)
Practice
1. Перекладіть на українську мову, звертаючи увагу на
вживання часів в українській і англійських мовах.
1. We did not know where our friends went every evening. 2. We did
not know where our friends had gone. 3. She said that her best friend
was a doctor. 4. She said that her best friend had been a doctor. 5. I
didn`t know that you worked at the museum. 6. I didn`t know that
you had worked at the museum. 7. I knew that you were ill. 8. I knew
that you had been ill. 9. We found that she left home at eight o`clock
every morning. 10. We found that she had left home at eight o`clock
that morning. 11. When he learnt that his son always received
excellent marks in all the subjects at school, he was very pleased. 12.
When he learnt that his son had received an excellent mark at school,
he was very pleased.
2. Напишіть речення в минулому часі. Зверніть увагу на
залежність часу підрядного додаткового речення від часу
головного.
36
1. My uncle says he has just come back from the Caucasus. 2. He
says he has spent a fortnight in the Caucasus. 3. He says it did him a
lot of good. 4. He says he feels better now. 5. He says his wife that he
spent most of their time on the beach. 6. He says they did a lot of
sightseeing. 7. He says he has a good camera. 8. He says he took
many photographs while travelling in the Caucasus. 9. He says he
will come to see us next Sunday. 10. He says he will bring and show
us the photographs he took during his stay in the Caucasus.
3. Напишіть речення в минулому часі. Зверніть увагу на
залежність часу підрядного додаткового речення від часу
головного.
1. Mike says he is sure Ann and Kate will be excellent guides. 2. He
says they have made good progress in English. 3. Oleg says that in a
day or two several English students will come to pay a visit to their
school and he will probably have to act as an interpreter. 4. Ann says
she has just met Boris in the street. 5. She says Boris told her a lot of
interesting things about his travels in the south. 6. Nick says he is
going to the hotel to see his friends, who have just arrived in Kyiv
from the United States of America. 7. He says they have not been
here for a long time. 8. He says they were friends at school. 9. He
says he will take them to the theatre on Sunday. 10. They say they
will write me a letter when they return home.
4. Розкрийте дужки, вживаючи потрібний час дієслова.
1. My friend asked me who (is playing, was playing) the piano in the
sitting room. 2. He said he (will come, would come) to the station to
see me off. 3. I was sure he (posted, had posted) the letter. 4. I think
the weather (will be, would be) fine next week. I hope it (will not
change, would not change) for the worse. 5. I knew that he (is, was) a
very clever man. 6. I want to know what he (has bought, had bought)
for her birthday. 7. I asked my sister to tell me what she (has seen,
had seen) at the museum. 8. He said he (is staying, was staying) at the
Ritz hotel. 9. They realized that they (lost, had lost) their way in the
37
dark. 10. He asked me where I (study, studied). 11. I thought that I
(shall finish, should finish) my work at that time. 12. He says he
(works, worked) at school two years ago. 13. Victor said he (is, was)
very busy.
5. Розкрийте дужки, вживаючи потрібний час дієслова.
1. I knew they (to wait) for me at the metro station and I decided to
hurry. 2. I didn`t know that you already (to wind) up the clock. 3. I
was afraid that the little girl (not to be) able to unlock the front door
and (to go) upstairs to help her. 4. He says that he (to know) the laws
of the country. 5. Sarie understood why Lanny (not to come) the
previous evening. 6. She asked me whether I (to remember) the
legend about a faithful lion. 7. He understood that the soldiers (to
arrest) him. 8. He could not understand why people (not to want) to
take water from that well. 9. I suppose they (to send) a dog after the
burglar immediately. 10. He said he (to leave) tomorrow morning.
11. She says she already (to find) the book. 12. He stopped and
listened: the clock (to strike) five. 13. She said she (can) not tell me
the right time, her watch (to be) wrong. 14. I asked my neighbor if he
ever (to travel) by air before. 15. The policeman asked George where
he (to run) so early. 16. The delegates were told that the guide just (to
go) out and (to be) back in ten minutes.
6.
Зробіть
речення
підрядними
додатковими,
використовуючи у ролі головних речення, подані в дужках.
Змінюйте час відповідно до правила узгодження часів.
1. You will fall and break your leg. (I was afraid) 2. My friend has
never been to Washington. (I knew) 3. She never drinks milk. (I was
told) 4. He is a very talented singer. (We were told) 5. They live a
happy life. (We knew) 6. The children are playing in the yard. (She
thought) 7. Her friend will come to see her. (She hoped) 8. Father has
repaired his bicycle. (He thought) 9. She knows English very well. (I
supposed) 10. Our sportsmen will win the game. (We were sure) 11.
He does not know German at all. (I found out) 12. She made no
38
mistakes in her dictation. (She was glad) 13. He works at his English
hard. (I knew) 14. She dances better than anybody else. (I was told)
15. My cousin has received a very interesting offer from his firm. (I
learnt) 16.She will come to stay with us. (My aunt wrote in her letter)
17. He is painting a new picture. (We heard) 18. His new picture will
be a masterpiece. (We were sure)
7. Перекладіть на англійську мову, дотримуючись правила
узгодження часів.
1. Я знала, що вона працює на заводі, що в неї є чоловік і двоє
дітей, що сім’я в неї дуже дружна і вона щаслива. 2. Він сказав
мені вчора, що раніше він навчався в університеті. 3. Ми
вирішили на минулому тижні, що наступного літа ми всі поїдемо
в Крим. 4. Сестра сказала, що хоче приїхати до нас сама. 5. Я
знала, що вона дуже зайнята. 6. Ніхто не знав, що ви чекаєте тут.
Ходімо в дім. 7. Гід попередив нас, що в цій частині міста рух
досить напружений. 8. Секретар не помітив, що директор з
кимось розмовляє. 9. Усі ми знали, що її сім’я знову в
Кіровограді. 10. Олена сказала, що вона дарує нам цю картину.
11. Вона сказала, що її колеги завжди дають їй чудові поради. 12.
Він сказав, що любить цю п’єсу. 13. У минулому році вони
думали, що ніколи не будуть добре читати англійською мовою,
але вчора вони побачили, що читають тексти досить добре. 14.
Він сказав мені вчора, що його батько – професор і живе в Києві.
8. Перекладіть на англійську мову, дотримуючись правила
узгодження часів.
1. Я боявся, що заблукаю в лісі. 2. Вона знала, що ми ніколи не
бачили її картини. 3. Вчений був упевнений, що знайде
розв’язання проблеми. 4. Я знав, що ти приїхав до Одеси, і
сподівався, що ти відвідаєш мене. 5. Ми не думали, що він так
розсердиться. 6. Ми вчора довідалися, що вона хвора. 7. Він
думав, що вона не прийде в школу. 8. Я знав, що моя сестра
вивчає французьку мову, і думав, що вона поїде в Париж. 9.
39
Мені сказали, що ти мені телефонував. 10. Я думав, що ти в
Києві. 11. Я знав, що ти вже повернувся у Львів. 12. Ми
сподівалися, що поїдемо в Лондон. 13. Вчитель сказав, що наші
друзі із Лондона надіслали листа. 14. Вона сказала, що її подруга
запросила її в театр. 15. Ми боялися, що не купимо квиток у
театр. 16. Ми побачили, що діти граються в піску. 17. Вона
сказала, що більше не буде купатися, тому що вода холодна. 18.
Моя двоюрідна сестра сказала, що любить оперу і буде рада
піти з нами в театр, хоча вже двічі слухала «Травіату».
7. THEME: GRAMMAR: CONDITIONAL SENTENCES “I
WISH”
1. Introduction
Jessica: If only I wasn`t so fat.
Mary: I wish you wouldn`t say that, Jessica. You aren`t fat.
We can use I wish or if only to express a wish. Jessica wishes she
was slimmer.
If only is stronger and more emphatic than wish.
2. Wish … would
Look at these examples.
I wish you would put those shelves up soon.
Tom wishes his neighbours wouldn`t make so much noise.
If only you`d try to keep the place tidy.
Wish/If only … would expresses a wish for something to happen, or
to stop happening.
3. Wish … the past
Look at these examples.
I wish I lived in a big city. It`s so boring in the country.
We all wish we had more money, don`t we? If only I was taller, I
might be better at basketball.
Wish and if only with a past-tense verb express a wish for things to
be different.
40
We can use were instead of was.
If only I were taller, I might better at basketball.
We cannot use would in these sentences, but we can use could.
I wish I could sing (but I can`t). I feel so helpless. If only I could
speak the language.
Compare wish with would and with the past.
I wish something exciting would happen. (I wish for an action in the
future.)
I wish my life was more interesting. (My life isn`t interesting.)
4. Wish … the Past Perfect
We use wish and if only with the Past Perfect to express a wish about
the past.
I wish you had told me about the dance. I would have gone.
I wish I`d got up earlier. I`m behind with everything today.
I wish you hadn`t lost that photo. It was a really good one.
If only David had been a bit more careful, he`d have been all right.
We do not use would have for the past, but we can use could have.
I wish I could have been at the wedding, but I was in New York.
The Subjunctive Mood is used in object clauses, when the predicate
of the principal clause is expressed by the verb to wish. If the action
expressed in the object clause is simultaneous with that of the
principal clause the Past Subjunctive of the verb to be is used; with
other verbs the same meaning is expressed by the Past Indefinite of
the Indicative Mood.
I wish I were a child again.
Хотіла б я бути знову дитиною.
She wished she were free and could follow them. (Ch. Bronte)
Вона шкодувала, що не вільна і не може поїхати з ним.
I wish she felt as I do. (E. Bronte)
Я б хотіла, щоб вона відчувала те, що і я.
He wished he had someone to talk to… (Wilson)
Він хотів, щоб у нього був хто-небудь, з ким можна було б
поговорити.
41
If the action expressed in the object clause is prior to that of the
principal clause the Past Perfect of the Indicative Mood is used.
Auntie, I wish I had not done it. (Twain)
Тітонько, мені дуже шкода, що я це зробив.
The moment Aileen had said this she wished she had not. (Dreiser)
Як тільки Ейлін це сказала, вона пошкодувала про це.
The above examples show that such sentences are often translated by
means of як шкода, мені шкода.
The analytical subjunctive with the mood auxiliary would (for all
persons) is also used in object clauses after the verb to wish. This
form is used only in sentences referring to the present or future; it is
possible only if the subject of the principal clause is not the same as
the subject of the object clause. It is chiefly used in sentences
expressing request or annoyance.
I wish you would stay with me for a while. (Voynich)
Я б хотів, щоб ви побули трошки зі мною.
I wish the honourable district attorney would mind his own business.
(Dreiser)
Я б хотів, щоб вельмишановний адвокат не втручався у чужі
справи.
With the verb to be this form is hardly ever used.
Practice
A Wish … would
What might you say in these situations? Begin I wish …
 to someone who never answers your emails
I wish you`d answer my emails.
 to someone who makes rude remarks about you
I wish you wouldn`t make rude remarks about me.
1. to someone who won`t hurry up
……………………………………………………………………..
2. to someone who never does the washing-up
…………………………………………………………………….
3. to someone who isn`t telling you the whole story
42
…………………………………………………………………….
4. to someone who listens to music too loud
…………………………………………………………………….
5. to someone who won`t tell you what he`s thinking
……………………………………………………………………..
B Wish … the Past
Vicky is fed up. What is she saying? Use I wish or if only.
 (She can`t think straight.) I wish I could think straight.
1. (She is so tired.)
……………………………………………………………….
2. (She gets headaches.)
………………………………………………………….
3. (Her work isn`t going well.)
…………………………………………………..
4. (She can`t concentrate.)
……………………………………………………….
5. (Life is so complicated.)
………………………………………………………
C Wish … the Past Perfect
Complete the sentences. Use these words: accepted, caught,
found, played, saved, stayed
 I spent all my money. I wish now that I had saved it.
1. I missed the train. I really wish
……………………………………………….
2. Rita left the party early. Nick wishes
…………………………………………
3. Emma refused the offer. But her parents wish
……………………………….
4. I looked everywhere for the key. I wish
………………………………………
5. The injured player could only watch. He wishes
……………………………..
43
D Wish and if only
Complete the conversation.
Claire: Oh, Henry. You`re giving me another present. It`s very sweet
of you, but I wish you wouldn`t give me so many presents.
Henry: Claire, I`ve been thinking. I shouldn`t have asked you to
marry me. I wish now that
………………………………………………………………………
……. .
Claire: Now you`re talking nonsense. I wish
………………………………, Henry.
Henry: I`m not a young man, am I? Of course I wish
……………………………. .
Claire: Why don`t you listen? If only
…………….…………………… to me just this once.
Henry: Why couldn`t we have met twenty years ago? I wish
………………………
……………. you then.
Claire: Henry, twenty years ago I was just starting school.
1. Розкрийте дужки, вживаючи потрібну форму умовного
способу після I wish.
1. I wish I (to have) a season ticket to the Philharmonic next winter.
2. I wish I (to consult) the teacher when I first felt that mathematics
was too difficult for me. 3. I love sunny weather. I wish it (to be)
warm and fine all year round. 4. I wish I (not to lend) Nick my watch:
he has broken it. 5. I wish you (to send) word as soon as you arrive.
6. I wish I (not to have) to do my homework every day. 7. I wish you
(to go) skiing with me yesterday: I had such a good time! 8. I wish I
(to know) Spanish. 9. I wish I (not to drink) so much coffee in the
evening: I could not sleep half the night. 10. I wish you (to read)
more in future. 11. I wish I never (to suggest) this idea. 12. I wish I
(to be) at yesterday`s party: it must have been very merry. 13. I wish
we (to meet) again next summer. 14. Don`t you wish you (to see) that
44
performance before? 15. They wished they (not to see) this horrible
scene again. 16. The unfortunate pupil wished he (not to forget) to
learn the rule.
2. Розкрийте дужки, вживаючи потрібну форму умовного
способу після I wish.
1. I wish I (can) give up smoking. 2. She wishes she (to see) him at
yesterday`s party. 3. I wish I (to pass) my driving test last Monday. 4.
I wish I (not to forget) my friend`s birthday yesterday. 5. The boy is
sad. He wishes he (not to break) the window. 6. My aunt wishes she
(to say) at home last weekend. 7. He wishes he (to know) something
about cars. 8. I wish it (to be) sunny. 9. I wish it (to be) sunny during
our picnic last Saturday. 10. She wishes she (not to live) in the
Crimea. 11. My friend wishes he (not to do) that last night. 12. I wish
I (to bring) my camera last summer. 13. I wish I (can) tell the future.
14. Do you wish you (to be) in the Guinness Book of Records? 15.
Some people wish they (can) appear on a TV game show and become
famous. 16. She often wishes things (to be) different.
3. Перефразуйте подані речення, вживаючи I wish.
E. g. It`s a pity you are ill.
I wish you were not ill.
1. Unfortunately they won`t return before Christmas. 2. The student
was sorry he had not studied the material better and had shown such
poor knowledge at the exam. 3. It`s a pity that you did not send for us
last night. 4. It`s a pity you are not with us these days. 5. What a pity
you don`t know enough physics. 6. He was sorry not to have had
enough time to finish his paper. 7. It`s a pity we shan`t be able to
reach home before teatime. 8. I am sorry I made you upset by telling
you this news. 9. My friend regrets not having gone to university. 10.
My friend regrets not having entered the university.
4. Перекладіть на англійську мову, вживаючи I wish.
1. а) Шкода, що він такий легковажний.
45
в) Шкода, що він не досить серйозний.
2. а) Я тепер шкодую, що не послухав його порати.
в) Я тепер шкодую, що прислухався до його поради.
3. а) Шкода, що ви прийшли так пізно.
в) Шкода, що ви не прийшли раніше.
4. а) Шкода, що ми пішли до його приходу.
в) Шкода, що ми не дочекалися його приходу.
5. а) На жаль, вони ще нічого не знають.
в) На жаль, вони вже знають про це.
5. Перекладіть на англійську мову, вживаючи I wish.
1. О, якби ви сказали їй про це минулої неділі! 2. Було б добре,
щоб у нас зараз були канікули. 3. Якби він прийшов сьогодні
ввечері! 4. Ми пошкодували, що не звернулися до нього за
порадою. 5. Шкода, що ви відмовилися взяти участь у пікніку. 6.
Шкода, що вас не цікавить цей предмет. 7. Ми б хотіли, щоб ви
згадали ці факти. 8. Шкода, що ми спізнилися на поїзд. 9.
Шкода, що ви ввімкнули телевізор так пізно. 10. Якби я був
вільний зараз! 11. Шкода, що і вчора у мене було мало часу. 12.
Було б добре, щоб ви написали їй про це самі. 13. Шкода, що ви
не звернули уваги на його попередження. 14. Він пошкодував,
що покинув університет. 15. Шкода, що вже пізно йти туди. 16.
О, якби я прийшов на вокзал вчасно! 17. Шкода, що ви не читали
таку прекрасну книжку. 18. Шкода, що вона робить так багато
помилок у вимові. 19. Шкода, що ви не побували на виставці. 20.
Шкода, що я довідався про це так пізно. 21. Який жаль, що ми не
застали Миколу вдома. 22. Вона шкодувала, що не розповіла нам
цю історію раніше.
8. THEME: CIRCUIT AND ITS COMPONENTS
Read the information.
46
An electrical circuit is simply a complete circle of electrons flowing
from the positive terminal of a power source through a conductor and
back to the negative terminal of a power source. Any number of
items can be powered by the flowing electrons, and the behavior of
these electrons can be modified with any number of modifiers.
Knowing about the components voltage, current and resistance,
however, is essential to knowing how a circuit operates.
1. Voltage
Voltage is the measurement of electrical potential energy in an
electrical charge. It is denoted by a “V” and is called either “voltage”
or “voltage potential”. This measurement is important because it
explains how much energy, in joules, is required to get a charge
through an electrical circuit, or from point A to point B.
Current
Current is the measurement of rate of charge movement in an
electrical circuit. Whereas voltage is the measurement of how much
charge exists in a circuit, current denotes how fast that charge moves.
Current is usually denoted by amperes, amps or simply “A”.
Resistance
Resistance is the measurement of the difficulty electrons have
moving through a system. No system has absolutely zero resistance.
Resistance is caused when electrons are slowed down by materials
that do not conduct electricity very well. The unit of measurement for
resistance is ohms.
Relations among components
Circuit components share relationships. Power (P), measured in
watts, is equal to voltage multiplied by current (I), to make the
equation P = V × I. Resistance (R) is equal to voltage divided by
current to make the Equation P = V / I. Hence, as voltage increases
relative to current, resistance is higher. As current increases relative
to voltage, resistance is lower.
Functions of the components of a simple circuit
47
A simple circuit requires three components: a power source, a
conductor and a power converter. In addition to these three necessary
pieces, two additional components are common: a switch and a
breaker. Each part plays a role in the way a circuit turns the power of
electricity into a useful tool.
1. Power source
The power source is what puts electricity into the system of the
circuit. In a flashlight, this would be where you put the batteries. In a
blender, it`s the wall plug. For a wall circuit, the power source is your
house`s main line.
Conductor
The conductor is a strip or wire that carriers the electricity through
the circuit. In any circuit, there is a line of conduction from the power
source to the power converter and another line of conduction back
from the power converter to the power source. The electricity flows
through this circuit like blood does in the body. In most circuits, this
conductor is a wire.
Power converter
The power converter is a device that converts electrical energy to
some other kind of energy. In most circuits, this will be to kinetic
energy (like with a blender) or heat and light (like with a light bulb).
Conversion to kinetic energy requires a motor. Conversion to heat
and light requires an element or filament.
Switch
A switch isn`t necessary for a circuit to work but is a common part of
many circuit. It`s a moving piece that can remove or put back in
place a portion of the circuit`s conductor. When in place, electricity
can flow throughout the circuit. When not in place, electricity can`t
flow. This means the switch can turn on or off any devices powered
by the electrical circuit.
Breaker
A breaker is a safety device. When a circuit takes in too much
electricity, the conductor warms up. If it gets too hot, a breaker will
48
create a gap in the circuit, turning it off. A breaker can be considered
a switch designed to turn off automatically in an emergency.
Electrical circuit components
Capacitor: Capacitors store electric charge. They can be used in
timing circuits because, depending on the size of the capacitor, it will
take a certain amount of time to fill with charge. They can be fixed,
pre-set by the user, or variable.
Cells and batteries: These are the source of direct current (DC) to an
electrical circuit. They come in two different types: disposable and
rechargeable. They hold charges of between 1.5 and 2 volts, although
a larger voltage can be achieved by connecting batteries together in
relay.
Circuit breakers: A circuit breaker has a similar purpose to a fuse – it
is there to protect the circuit from faults. The main difference is that
fuses are designed to destroy themselves (melt) when they detect a
fault in the circuit. Circuit breakers, however, can be reset even once
they have broken the circuit. They also tend to be sensitive to smaller
changes in currents.
Diodes: Diodes are used to transfer AC into DC and they allow
current to flow only in one direction. In this was they work like a
valve. A valve in a system of pipes can stop liquid flowing in the
opposite direction, just like a diode can ensure that current in a circuit
only flows one way. A diode usually has two electrodes – the anode
and the cathode.
Fuses: In simple terms, a fuse is a thin wire which melts when too
much current flows through it. Fuses are used to protect circuits from
faults, such as when too many appliances are connected to one
circuit.
Inductors: An inductor is an electrical component that can store
energy from the circuit in a magnetic field. It is usually a wire shaped
as a coil, which creates a magnetic field as the current passes through
it. Inductors are used to limit the build-up of alternating current (AC)
49
in a circuit, and to keep the circuit running when the supply is
switched off.
Integrated circuits: An integrated circuit is one which contains many
of the components in this list. Integrated circuits are often printed on
small slices of silicon, which can be placed in anything from mobile
phones to washing machines. Microprocessors are good examples of
this.
Motors: Motors are output devices which produce motion. A simple
example of this would be an electric fan – when the current runs
through the circuit, the motor moves and turns the blades of the fan.
Relays: A relay is another kind of switch. It is under the control of
another electrical circuit, which tells it when to open and close. There
are two different types of relay. Electromechanical relays are
controlled by a coil which generates an electromagnetic current.
Solid-state relays use a semiconductor switching device.
Resistors: A resistor opposes the current running through an electric
circuit. The value of its resistance can be set by the user, or variable.
Sometimes simple resistance wire is used in place of resistors. This
wire can be made from an alloy such as nickel or chrome, which has
high resistance to current.
Sounders: These are output devices which produce sound. One of the
simplest examples of a sounder is the doorbell.
Switches: These control the flow of current in a circuit. Switches are
binary, which means they can only be one of two things: open or
closed. An open switch will not allow the flow of current. A closed
switch means that the space between the two contacts is `closed` and
current can flow freely.
Transistors: A transistor is a semiconductor device used to amplify
or switch electronic signals. A transistor can amplify because its
output can be much bigger than its input.
Transformers: Transformers are designed to convert alternating
current from one voltage to another. They are used to transfer
electrical energy between two circuits. A transformer consists of two
wire coils wrapped around a core. The wire coils create
50
electromagnetic fields, and the changes in these fields help to transfer
the energy.
Tasks:
1. Explain what is:
 Electrical circuit
 Voltage
 Current
 Resistance
2. Answer the following questions.
1. What three components does a simple circuit require?
2. What two additional components are common?
3. What is power source? Give examples of power source?
4. What is a conductor? Give an example of conductor?
5. What is power converter? What are the functions of power
converter?
6. What is a switch? What are the tasks of a switch?
7. What is a breaker? What is the role of a breaker?
3. Match the words (1-14) with the definitions (A-N).
1 …. Capasitor
2 …. Cells and batteries
3 …. Circuit breaker
4 …. Diodes
5 …. Fuse
6 …. Inductor
7 …. Integrated circuit
8 …. Motor
9 …. Relay
10 …. Resistor
11 …. Sounder
12 …. Switches
13 …. Transistor
51
14 …. Transformer
A is an output device which produces motion
B store electric charge
C is designed to convert alternating current from one voltage to
another
D sources of direct current (DC)
E is another kind of switch. It is under the control of another
electrical circuit, which tells it when to open and close
F is a semiconductor device used to amplify or switch electronic
signals
G has a similar purpose to a fuse, it protects the circuit from faults
H opposes the current running through an electric circuit
I are used to transfer AC into DC and they allow current to flow
only in one direction
J output device which produces sound
K a thin wire which melts when too much current flows through it
L controls the flow of current in a circuit, they can be binary, which
means they can only be one of two things: open or closed
M is used to limit the build-up of alternating current (AC) in a
circuit, and to keep the circuit running when the supply is switched
off
N is often printed on small slices of silicon, which can be placed in
anything from mobile phones to washing machines
9. THEME: GENERAL SAFETY REQUIREMENTS DURING
REPAIR OF ELECTRICAL HOUSEHOLD APPLIANCES
Read the information
Safety in electrical testing: Servicing and
repair of domestic appliances
52
This information sheet contains specific advice about some of the
ways of avoiding injury during the servicing and repair of domestic
appliances such as washing machines, dryers, refrigerators/freezers,
cooking equipment etc., normally operating from a 230 volt supply.
How can injuries happen during testing?
The most significant danger to people carrying out electrical testing
work is that they might suffer an electric shock. Any simultaneous
contact of a part of the body with a conductor that is live at a
dangerous voltage, e. g. one that is connected to the mains supply
while another part of the body is connected to an earth, will result in
an electric shock. There is also a risk of burn injuries resulting from
arcing when conductors are accidentally short-circuited.
An electric shock can lead to serious injury, sometimes fatal. Injuries
can also occur when a person reacts to an electric shock, for example
by falling or touching another hazard. Factors which are likely to
increase the risk of receiving an electric shock include the following:
(a) The majority of domestic appliances have large areas of earthed
metal that may be easily touched. Touching exposed live conductors
connected to the mains supply at the same time as touching the
earthed metalwork will result in an electric shock;
(b) Some appliances could also be using water in their operation,
such as washing machines or dishwashers. This may lead to an
increased risk of shock because water can conduct electricity and
reduce the resistance of the skin;
(c) When working on microwave ovens there may be a risk of
severe electric shock from the internally generated high voltage
(approximately 4kV);
(d) Work may be carried out in the customer`s home, so people
other than those doing the work (including children) may also be at
risk;
(e) Additional risk may be present at the customer`s premises if
their electrical installation is not electrically sound, e. g. earthing,
insulation, resistance, polarity.
53
Carrying out a risk assessment
To help you identify the precautions that are necessary for carrying
out electrical testing work safely, you need to do an assessment of the
risk of injury posed by the work being done. When assessing the risk,
you need to think about the hazards that are present, who may be
harmed and how, and the effectiveness of existing precautions. Bear
in mind the examples of factors given in this guidance which might
increase the risk.
When carrying out a risk assessment for electrical testing, ask
yourself the following questions:
(a) Can the work be done with the appliance dead? (Repairs and
replacements of faulty parts can and should be done with the
appliance isolated from the supply. Remove the plug or fuse
supplying the appliance. If the fuse is removed, steps should be taken
to prevent another person inadvertently replacing it.)
(b) Is it absolutely necessary for someone to be working on or near
an appliance that is live at dangerous voltages or current levels?
(c) Have suitable precautions been taken to avoid danger and, where
necessary, prevent injury?
(d) Is the person doing the work competent for that type of work, or,
if not, adequately supervised?
What precautions should I take?
Where possible, the work should be done with the equipment dead
(this is a requirement of the Electricity at Work Regulations 1989).
Otherwise, adequate precautions, which should be identified in your
risk assessment, must be taken to ensure safety.
The following precautions are recommended as part of a safe system
of working for electrical testing of this equipment.
Test areas
In all circumstances, it is necessary to create a safe working
environment for testing. A test area in which the work is to be done
54
should be defined. This should be relatively straightforward in a
workshop situation, but may be more difficult when working in a
customer`s home.
In the customer`s home
When working in a customer`s home, the person carrying out the
testing should carry out a site risk assessment to determine the steps
necessary to create a safe working environment.
(а) If you do not think it is safe to work in the home, don`t. Remove
the equipment to the workshop where you can work safely;
(b) Consider erecting a temporary barrier to prevent unauthorized
people approaching the danger area;
(c) Allow plenty of space to work in. If you do get a shock you may
be less able to break contact quickly, if at all, or are more likely to hit
something if you are working in a cramped area. Remove (or move
away from) any objects that may pose a hazard. For example, if an
appliance is situated in a corner, consider pulling it out and working
behind it;
(d) Make sure everyone in the home is aware of the dangers arising
from the testing work, and that they follow any precautions that are
necessary. Ask for children and pets to be kept from the area;
(e) Never leave an appliance unattended when it is in a dangerous
condition (e. g. with live conductors exposed).
In the workshop
When testing is being done in a workshop, the following precautions
should be considered:
(a) Access to the test area should be limited as far as is practicable
to the competent persons carrying out the testing. Suitable barriers
may be provided to help prevent unauthorized entry. Competent
persons must have adequate knowledge of the electrical dangers
associated with the appliances and the precautions necessary to
reduce the risk of electric shock. Training must be provided as
necessary;
55
(b) Other people who may enter the test area from time to time
should be instructed about the hazards that may be present and in
particular be told not to touch anything on the work bench. Their
access should be limited to what is strictly necessary;
(c) Adjacent test positions should be separated using barriers to
prevent a tester from reaching into another test area;
(d) Soak test areas should, where possible, be separate from the test
benches and when equipment is on soak test, its covers should be in
place.
Access to live parts
Where diagnostic testing needs to be carried out on live appliances,
the risk is most effectively controlled by preventing access to live
parts. This can be achieved in a number of ways:
(a) Prevent accidental contact with dangerous conductors by the use
of temporary insulation. This could be commercially available
transparent and perforated material to allow moving parts to be
observed and for access to test probes. Additionally, individual
sleeves can be placed over conductors. This may be difficult where
the conductor areas are small (connection size). In these cases, ensure
that a safe system of work, incorporating the other relevant
precautions listed below, is being followed;
(b) The power supply should include a Residual Current Device
(RCD), with a rated tripping current of, at most, 30mA. This may not
be available on all customers` circuits, so a portable RCD should be
available;
(c) When printed circuit boards are being tested and are taken out of
the normal working position, secure them in purpose-built jigs to
provide adequate support and to prevent them from falling;
(d)
When working on microwave ovens, ensure that the highvoltage internal source is not energized while the oven cover is
removed. Functional testing to show whether or not the magnetron is
operating should be done with covers fitted.
56
Test equipment
Where possible, test equipment should be of a proprietary design. In
this case the manufacturer should have taken account of its safety
performance during use.
Purpose-built test equipment must be designed and constructed to the
same standards of safety as proprietary equipment. Where equipment
is mains powered, it must be safe to use as a piece of electrical
equipment in its own right. In addition, the arrangements for
connecting it to the equipment under test must be safe.
Power supply earthing
When working on Class I (earthed enclosed) equipment it is
important that the earthing of power supply to the equipment is
adequate and efficient. In customers` premises this is likely to be
unknown so it is important to carry out a test to demonstrate the
efficacy of the earthing. The safe way to do this is to measure the
earth loop impedance of the power supply using an instrument
designed for that purpose. Make sure that you know how to use the
testing device and how to interpret the results obtained. If the test
indicates an inadequate earth, the customer must be informed that the
work cannot continue until it has been rectified.
Remember that simple “Go/No go” plug-in testers will in general
only provide a polarity check and an indication that an earth may be
present, but not its effectiveness.
Tasks:
1. Complete the passage using words in the box.
Shock, electricity, danger, voltage, touched, simultaneous,
hazard, burn, water, risk, insulation.
The most significant ………… to people carrying out electrical
testing work is that they might suffer an electric shock. Any
…………………… contact of a part of the body with a conductor
57
that is live at a dangerous voltage, e. g. one that is connected to the
mains supply while another part of the body is connected to an earth,
will result in an electric shock. There is also a risk of …….. injuries
resulting from arcing when conductors are accidentally shortcircuited.
An electric ………. can lead to serious injury, sometimes fatal.
Injuries can also occur when a person reacts to an electric shock, for
example by falling or touching another …………. . Factors which are
likely to increase the risk of receiving an electric shock include the
following:
- The majority of domestic appliances have large areas of earthed
metal that may be easily …………. . Touching exposed live
conductors connected to the mains supply at the same time as
touching the earthed metalwork will result in an electric shock;
- Some appliances could also be using ………… in their operation,
such as washing machines or dishwashers. This may lead to an
increased risk of shock because water can conduct ………….. and
reduce the resistance of the skin;
- When working on microwave ovens there may be a risk of severe
electric shock from the internally generated high ………….
(approximately 4kV);
- Work may be carried out in the customer`s home, so people other
than those doing the work (including children) may also be at ……;
- Additional risk may be present at the customer`s premises if their
electrical installation is not electrically sound, e. g. earthing,
………….., resistance, polarity.
2. Translate into your native language.
- to identify the precautions
- to do an assessment of the risk of injury
- to think about the hazards that are present
- the effectiveness of existing precautions
- to increase the risk
- repair and replacement of faulty parts
58
- to supply the appliance
- to avoid danger
- to prevent injury
- to be competent for that type of work
- testing equipment
- workshop
- to carry out the testing
- to create a safe working environment
- approaching the danger area
- to pose a hazard
- access to live parts
59
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62
Методичні вказівки до виконання самостійної роботи з іноземної мови
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