Организация разработчик — СПб ГБ ПОУ НК им. А. Г. Неболсина

Разработчик — преподаватель, Ланберг Елена Сергеевна

СОДЕРЖАНИЕ

1. ПОЯСНИТЕЛЬНАЯ ЗАПИСКА

Методические указания к практическим занятиям по учебной дисциплине ОГСЭ.03 Иностранный язык предназначены для обучающихся по основной профессиональной образовательной программе среднего профессионального образования программы подготовки специалистов среднего звена:

08.02.09 Монтаж, наладка и эксплуатация электрооборудования промышленных и гражданских зданий;

08.02.07 Монтаж и эксплуатация внутренних сантехнических устройств, кондиционирования воздуха и вентиляции.

Методические указания включают в себя учебную цель, перечень образовательных результатов, задачи, обеспечение занятия, краткие теоретические и учебно-методические материалы по теме, вопросы закрепления теоретического материала, задания для практического занятия обучающихся и инструкцию по её выполнению.

В процессе практического занятия обучающиеся выполняют практические задания
в соответствии с изучаемым учебным материалом.

Выполнение обучающимися практических заданий направлено на обобщение, систематизацию, углубление и закрепление полученных знаний по конкретным темам учебной дисциплины, формирование умений применять полученные знания на практике, реализацию единства интеллектуальной и практической деятельности, развитие интеллектуальных умений
у будущих специалистов.

Содержанием практических занятий являются решения разного рода упражнений, работа
со справочниками и учебной литературой.

Наряду с формированиями умений на практических занятиях обобщаются, систематизируются, углубляются и конкретизируются теоретические знания, вырабатывается способность и готовность использовать теоретические знания на практике, развиваются интеллектуальные умения.

Количество часов, отводимых на практические занятия, фиксируется в учебной плане, рабочей программе и составляет 168 часов.

Практические занятия по иностранному языку носят частично-поисковый и поисковый характер.

Работы частично-поискового характера требуют от обучающегося самостоятельного выбора способа выполнения работы в справочной литературе.

Поисковые работы характеризуются тем, что обучающиеся должны решить новую для них проблему, опираясь на имеющиеся у них теоретические знания.

Форма организации обучающихся на практических занятиях — индивидуальная.

Оформление практических занятий производится по образцу. Оценки за выполнение практических работ выставляются в журнал.

Приложение №1

Цели и задачи учебной дисциплины – требования к результатам освоения дисциплины:

В результате освоения учебной дисциплины обучающийся должен уметь:

- общаться (устно и письменно) на иностранном языке на профессиональные и повседневные темы;

- переводить (со словарём) тексты профессиональной направленности;

- самостоятельно совершенствовать устную и письменную речь, пополнять словарный запас.

В результате освоения учебной дисциплины обучающийся должен знать:

- лексический минимум (1200-1400 лексических единиц) и грамматический минимум, необходимый для чтения и перевода (со словарём) иностранных текстов профессиональной направленности

2. ТЕМАТИЧЕСКИЙ ПЛАН ПРАКТИЧЕСКИХ ЗАНЯТИЙ

3. ПРАВИЛА ВЫПОЛНЕНИЯ ПРАКТИЧЕСКИХ РАБОТ

1. Обучающийся должен прийти на практическое занятие подготовленным к выполнению практической работы.

2. Практическая работа выполняется в тетради для практических занятий, рабочих тетрадях.

3. Оценку по практической работе обучающийся получает, если:

• обучающимся работа выполнена в полном объеме;
• обучающийся может пояснить выполнение любого этапа работы;
• отчет выполнен в соответствии с требованиями к выполнению работы;
• обучающийся отвечает на контрольные вопросы на удовлетворительную оценку и выше.

4. Зачет по выполнению практических работ обучающийся получает при условии выполнения всех предусмотренных программой практических работ после сдачи отчетов по работам.

Внимание! Если в процессе подготовки к практическим работам возникают вопросы, разрешить которые самостоятельно не удается, необходимо обратиться к преподавателю для получения разъяснений или указаний в дни проведения занятий.

Практическое занятие № 1

Тема: История развития электричества

Цель: Формирование навыков и умений в чтении и переводе, повторение и закрепление знаний по темам «История развития электричества», степени сравнения прилагательных, настоящее неопределенное время, причастие 1 и 2, страдательный залог.

Формируемые компетенции:

личностные: готовность и способность к непрерывному образованию, включая самообразование,

как в профессиональной области с использованием английского

языка, так и в сфере английского языка;

метапредметные:

умение самостоятельно выбирать успешные коммуникативные стратегии в различных ситуациях общения;

предметные:

сформированность умения использовать английский язык как средство для получения информации из англоязычных источников в образовательных и самообразовательных целях

Задачи практической работы

1. Повторить теоретический материал по теме практической работы.

2. Ответить на вопросы для закрепления теоретического материала.

3. Выполнить предложенные задания.

4. Записать выполненные задания в тетради для практических работ.

Оборудование (средства обучения)

1. Учебник по английскому языку.

2. Тексты заданий.

3. Тетради для практических работ.

Вопросы для закрепления теоретического материала по теме:

1. What is electricity?

2. How are comparative and superlative forms of adjectives formed?

3. What are Participle 1 and 2? What are their forms?

4. When is Present Simple used? How is it formed?

5. How is Passive Voice formed?

Задания для практического занятия

Задание 1

Read and translate the text:

         When you read that the loss or gain of electrons produces an electric charge and electricity, you may have noticed that the words electron and electricity are similar. This similarity is no accident. Electricity depends upon electrons. In fact, electricity can now be defined as the energy associated with electrons that have moved from one place to another.

         You are probably most familiar with electricity that flows through electric wires. But the movement of electrons is not always a continuous flow through a wire. Sometimes electrons can move from one object to another and then remain at rest. This type of electricity is called static electricity. The word static means “not moving”, or “stationary”.

Static electricity is the build-up of electric charges on an object. The electric charges build up because electrons have moved from one object to another. However, once built-up, the charges do not flow. They remain at rest.

Задание 2

Agree or disagree:

1. Electricity is the energy associated with electrons that have moved from one place to another.

2. The movement of electrons is always a continuous flow through a wire.

3. Electrons can move from one object to another and then remain at rest.

4. Static electricity is the build-up of electric charges on an object.

5. Once built-up, the charges then begin to flow and remain in motion.

Задание 3

Write the Comparative and Superlative forms of the adjectives:

1. fast ____________

2. heavy ____________

3. dangerous ____________

4. small ____________

5. large ____________

6. light ____________

7. rare ____________

8. common ____________

9. bad ____________

10. good ____________

Задание 4

Write Comparative or superlative forms of the adjectives in the brackets:

1. Jeremy is 10 years old. Julie is 8 years old. Jeremy is (old) ____________ Julie

2. The Alps are very high. They are (high) ____________________ mountains in Europe.

3. An ocean is (large) _________________ a sea.

4. A Rolls Royce costs a lot of money. A Twingo costs less money. A Rolls Royce is (expensive) ______________ a Twingo.

5. William's results were bad. Fred's results were very poor. Fred's results were (bad) __________William's.

6. This exercise is not difficult. It’s (easy) ___________________ I expected.

7. The weather is not good today - it's raining. I hope the weather will be (good) ___________ next week.

8. People are not friendly in big cities. They are usually (friendly) __________________ in small towns.

9. In the government of a country, the President is (important) _____________________ person.

10. People say that Chinese is (difficult) ___________________ to learn than English.

Задание 5

Combine the following pairs of sentences by using participles.

1.    We met a boy. He was carrying a heavy bag.

2.    The house was decorated with lights. It looked beautiful.

3.    The robbers saw the policeman. They ran away.

4.    I found the door open. I went inside.

5.    The police saw the body. It was floating down the river.

6.    He cried at the top of his voice. He rushed at the thief.

7.    We had worked for several hours. We came out of the office.

8.    The troops gave a blow to the enemy. It was stunning.

9.    His handwriting was illegible. I couldn’t figure out what he had written.

10.    We make some friendships in childhood. They last for ever.

11.    The sun had risen. We set out on our journey.

12.    I walked along the road. I saw a snake.

13.    He lost all his money in gambling. He became a pauper.

14.    I took a cue from his words. I solved the riddle.

15.    The burglars broke the door open. They entered the house.

16.    He didn’t realize the implication of his words. He went on speaking.

17.    The enemy forces had been defeated by our army. They retreated fast into their own territory.

18.    It was a fine day. Everybody was out on the roads.

Answers

1.    We met a boy carrying a heavy bag.

2.    Decorated with lights, the house looked beautiful.

3.    Seeing the policeman, the robbers ran away.

4.    Finding the door open, I went inside.

5.    The police saw the body floating down the river.

6.    Crying at the top of his voice, he rushed at the thief.

7.    Having worked for several hours, we came out of the office.

8.    The troops gave a stunning blow to the enemy.

9.    His handwriting being illegible, I couldn’t figure out what he had written.

10.    Friendships made in childhood last forever.

11.    The sun having risen, we set out on our journey.

12.    Walking along the road, I saw a snake.

13.    Having lost all his money in gambling, he became a pauper.

14.    Taking a cue from his words, I solved the riddle.

15.    Breaking the door open, the burglars entered the house.

16.    Not realizing the implication of his words, he went on speaking.

17.    Having been defeated by our army, the enemy forces retreated fast into their territory.

18.    It being a fine day, everybody was out on the roads.

Задание 6

Make negative sentences (Present Simple):

1. My father makes breakfast. →  
2. They are eleven. →  
3. She writes a letter. →  
4. I speak Italian. →  
5. Danny phones his father on Sundays. →  

Make questions (Present Simple):

6. you / to speak / English →  
7. when / he / to go / home →  
8. they / to clean / the bathroom →  
9. where / she / to ride / her bike →  
10. Billy / to work / in the supermarket →

Задание 7

Read the text. Put the verbs in the proper Passive forms.

The Tower of London __________ (to build) by William the Conqueror in 1078 as a castle and palace. Since that time it __________  (to expand) to its present size, and as an armory, a zoo, a royal mint, a prison and a museum. At the time when it was a prison a lot of people __________ (to lock) in the Tower. Anne Boleyn, Sir Walter Raleigh and Elizabeth the First __________ (to shut) there, too. Spies__________  (to imprison) in the Tower during the World Wars. Many convicted __________ (publicly/to execute) on the Tower Hill. They __________ (to behead) with the block and axe, which __________ (to keep) and __________ (to show) in the Tower of Armory now.

Инструкция по выполнению практической работы

1. Повторите теоретический материал по теме, используя учебник.

2. Ответьте на вопросы для закрепления теоретического материала по теме.

3. Выполните задания 1–7.

4. Оформите выполненные задания в тетради для практических работ.

Рекомендуемая литература

[1] Галкина А. А. Английский язык для бакалавров электротехнических специальностей=Electricity and everything connected with it: учебное пособие / А. А. Галкина.  Ростов н/Д: Феникс, 2013. — 235 с.

[2] Raymond Murphy.  Essential Grammar in Use/ Cambridge University Press, 2014. — 299 p.

Практическое занятие № 2

Тема: Электричество

Цель: Формирование навыков и умений в чтении и переводе, повторение и закрепление знаний по темам «Электричество», переменный и постоянный ток, словообразование, настоящее завершенное и прошедшее простое время, страдательный залог.

Формируемые компетенции:

личностные: готовность и способность к непрерывному образованию, включая самообразование,

как в профессиональной области с использованием английского языка, так и в сфере английского языка;

метапредметные:

умение самостоятельно выбирать успешные коммуникативные стратегии в различных ситуациях общения;

предметные:

сформированность умения использовать английский язык как средство для получения информации из англоязычных источников в образовательных и самообразовательных целях

Задачи практической работы

1. Повторить теоретический материал по теме практической работы.

2. Ответить на вопросы для закрепления теоретического материала.

3. Выполнить предложенные задания.

4. Записать выполненные задания в тетради для практических работ.

Оборудование (средства обучения)

1. Учебник по английскому языку.

2. Тексты заданий.

3. Тетради для практических работ.

Вопросы для закрепления теоретического материала по теме:

1. What is A. C.? What is D. C.?

2. What is the difference between A.C. and D. C.?

3. When is Present Perfect used? How is it formed?

4. When is Past Simple used? How is it formed?

5. How is Passive Voice formed?

Задания для практического занятия

Задание 1

Read the text and answer the question: What is the difference between A.C. and D. C.?

DIFFERENCE BETWEEN A.C. AND D.C.

A direct current (D.C.) flows continuously through a conducting circuit in one direction only, although it may not be steady so far as magnitude is concerned. It is unidirectional in character. An alternating current (A.C.), on the other hand, continually reverses in direction, as its name implies. Starting from zero, it grows in one direction, reaches a maximum, dies down to zero again, after which it rises in the opposite direction, reaches a maximum, again dying down to zero. It is thus continually changing in magnitude as well as direction, and this continual change causes certain effects of far-reaching importance.

It can be shown that high voltages are desirable for the economic transmission of a given amount of electric power. Take, for example, the transmission of 1000 kW. If the transmission voltage is 100 volts the current must be 10,000 amperes, but if the transmission voltage is 10,000 volts the current is only 100 amperes. The crosssection of the cables transmitting the power is determined by the current to be carried, and so in the former case the cables would need to be very much larger than in the latter case. It is true that the high-voltage cable would need to have more insulation, but even so, it would be very much cheaper than the larger low-voltage cable. A high voltage is therefore essential for the economic transmission of electric power. Again, a.c. generators can be designed and built for much higher voltages than can d.c. generators, the voltage of the latter being limited by the problem of sparking at the commutator, a component which is absent in the a.c. generator. Then there is the most important factor that it is easy to transform a.c. power from one voltage to another by means of the transformer, an operation that is denied to the d.c. system.

The transformer also enables the voltage to be stepped down at the receiving end of the transmission line to values which can readily be used by the various consumers. If necessary, it can be converted to the d.c. form for actual use, although this is not often necessary. There are certain processes for which D.C. is either essential or at any rate desirable but the utilization of electric power in the a.c. form is growing steadily. At the present day, by far the greater part of the generation, transmission, and utilization of electric power is carried out by means of A.C.

Задание 2

Put the correct form of the word in brackets into the blank:

1. In the future the public will have a wider __________________ of television programs. (CHOOSE)

2. Looking after the health of 700 children is heavy ______________________ . (RESPONSIBLE)

3. Do you have any particular __________________ where we sit? (PREFER)

4. The party turned out to be a huge ______________________ (DISAPPOINT)

5. He was fined and __________________ for reckless driving (QUALIFY)

6. Is it possible to remove the smell from the books that have been in _______________ for such a long time? (STORE)

7. Many people are interested in job __________________ more than in earning large amount of money (SATISFY)

8. I hadn’t made a __________________ , so I just got on the first flight available. (RESERVE)

9. You can basically wear what you want but there is an _____________ law that says you must not wear jeans. (WRITE)

10. The __________________ course is being paid for by the company. (MANAGE)

Задание 3

Complete the pairs of sentences. Use the Present Perfect in one sentence and the Past Simple in the other.

1. I (know)  _______ her for six years.

    I (know) _______  him when I was at school.

2. He (live) _______  in Paris from 1997 to 2000.

    He (live) _______  in New York since 2001.

3. Where's Pete? I (not see) _______  him for ages.

    I (not see) _______  Pete last night.

4. We (be) _______  at primary school from 1993 to 1998.

    We (be) _______ in this class since September.

5. I (not watch) _______  this video yet.

   I (not watch) _______ a video at the weekend.

Задание 4

Put the verbs in brackets in the Past Simple or in the Present Perfect.

1.  I ________ (never/ be) to the USA. I ______ (want) to go there last summer but I couldn’t.

2.  He _______ (live) in this street all his life.

3.  His father ________ (come back) to London last Sunday.

4.  Yan __________ (write) a letter to Nick two days ago.

5.  He ________ (send) his letter yesterday.

6.  They  ________  (just/ buy) some postcards.

Задание 5

Fill in: last night, ever, ago, just, yet, always in the right place.

1.  Nick’s uncle went to Russia 3 years.

2.  Mr. Rambler has come back from Belarus.

3.  Nick has wanted to visit Belarus.

4.  Mr. Rambler saw Yan.

5.  They haven’t visited this old castle.

6. Have you been to England?

Задание 6

Choose the correct form of the verb.

1. We went/ ‘ve been to the seaside last summer.
2. I finished / ‘ve finished my homework. Can I go out now?
3. I was /‘ve been ill three months ago.
4. Have you been / Did you to the shop? I need some stamps.
5. My hobby is fishing. I’ve caught / caught a lot of fish.
6. Jenny is in Oxford today, but she was /has been in London yesterday.
7. I played /'ve played basketball when I was younger, but l don’t play now.
8. I’ve already seen / already saw 'Shrek'.
9. Julie has been / was ill since Tuesday.
10. I didn't see / haven't seen Josh since 1998.
11. We've stayed / stayed at our grandparents for three days. We arrived home yesterday.
12. The dog went / has gone to sleep an hour ago.
13. I had / ‘ve had a cat for two years. Its  name is Willis.
14. I’ve waited / waited for a bus for twenty minutes. Then I decided to walk.

Задание 7

Read the text. Put the verbs in the proper Passive or Active forms.

The  College 1______ officially _________ (open) last week. The college campus 2_________ (build) around a main square. This is the heart of the college as all the paths and walkways lead out from this point. Car parking 3____________ (limit) and, in fact, students 4_________ (not encourage) to come by car as the college 5______________ (serve) by a new bus service. The college 6 _______ (situate) outside the city that’s why it 7________ (be) necessary to include major facilities like banks, shops and post office. There 8______ (be) already two open days and a third open 9______ (plan) for next week. So whether you want to start studying or not why don’t you go out to Hardacre and see everything it has to offer.

Задание 8

Rewrite the sentences changing Active Voice into the Passive Voice:

1. They are now building new hospitals in the provinces.
2. Will they publish her new novel next year?
3. They will have completed the new petrol station by winter.
4. The police have just arrested Jimmy on suspicion of murder.
5. They cut the gas off because Mr. and Mrs. Green hadn’t paid their bill.
6. They will open a new hotel next week.
7. Our managers discuss important matters every Tuesday.
8. The government closed the plant last year.

Инструкция по выполнению практической работы

1. Повторите теоретический материал по теме, используя учебник.

2. Ответьте на вопросы для закрепления теоретического материала по теме.

3. Выполните задания 1–8.

4. Оформите выполненные задания в тетради для практических работ.

Рекомендуемая литература

[1] Галкина А. А. Английский язык для бакалавров электротехнических специальностей=Electricity and everything connected with it: учебное пособие / А. А. Галкина.  Ростов н/Д: Феникс, 2013. — 235 с.

[2] Raymond Murphy.  Essential Grammar in Use/ Cambridge University Press, 2014. — 299 p.

Критерии оценки

Отметка "5" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме.

Отметка "4" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме за исключением отдельных подробностей, не влияющих на понимание содержания задания  в целом.

Отметка "3" ставится в том случае, если поставленная  задача решена, студенты поняли только основной смысл задания, соответствующего программным требованиям.

Отметка "2" ставится в том случае, если студенты проявили полное непонимание содержания задания, соответствующего программным требованиям.

Практическое занятие № 3

Тема: Электрическая цепь

Цель: Формирование навыков и умений в чтении и переводе, повторение и закрепление знаний по темам «Электрическая цепь», предлоги движения, причастие 1 и 2, модальные глаголы, трансформаторы.

Формируемые компетенции:

личностные: готовность и способность к непрерывному образованию, включая самообразование,

как в профессиональной области с использованием английского

языка, так и в сфере английского языка;

метапредметные:

умение самостоятельно выбирать успешные коммуникативные стратегии в различных ситуациях общения;

предметные:

сформированность умения использовать английский язык как средство для получения информации из англоязычных источников в образовательных и самообразовательных целях

Задачи практической работы

1. Повторить теоретический материал по теме практической работы.

2. Ответить на вопросы для закрепления теоретического материала.

3. Выполнить предложенные задания.

4. Записать выполненные задания в тетради для практических работ.

Оборудование (средства обучения)

1. Учебник по английскому языку.

2. Тексты заданий.

3. Тетради для практических работ.

Вопросы для закрепления теоретического материала по теме:

1. What is electrical circuit?

2. What prepositions of movement can you name?

3. What are Participle 1 and 2? What are their forms?

4. What are modal verbs?

5. What are transformers?

Задания для практического занятия

Задание 1

Read and translate the text:

This is a circuit. Its elements are a voltage source, a resistor and a conductor. The circuit consists of a voltage source, a resistor and conductor. A voltage source supplies current. A resistor reduces current. A conductor connects the elements of the circuit.

Compare circuit a) with circuit b). What is the difference between them? Current passes through circuit a while no current passes through circuit b. Circuit b has an open. No current through circuit b results from an open. An open and a short are troubles in a circuit. A trouble in a circuit may result in no current in it. This is a circuit. Its elements are a voltage source, a resistor and a conductor. The circuit consists of a voltage source, a resistor and conductor. A voltage source supplies current. A resistor reduces current. A conductor connects the elements of the circuit. Compare circuit a) with circuit b). What is the difference between them? Current passes through circuit a while no current passes through circuit b. Circuit b has an open. No current through circuit b results from an open. An open and a short are troubles in a circuit. A trouble in a circuit may result in no current in it.

Задание 2

Choose the correct answer.

1. He goes ____ disco techs every night.

1. to
2. across
3. down
4. towards

2. You must walk ____ the bridge.

1. into
2. across
3. down
4. along

3. Walk ____ the street and turn left.

1. around
2. onto
3. down
4. across

4. That woman going ____ the supermarket is my mother.

1. into
2. onto
3. across
4. off

5. Sally is talking ____ Michael.

1. to
2. off
3. through
4. up

Задание 3

Fill in the blanks with into, onto, over, around, up, out of, across, off or through:
1. I want to travel all ____ the world and see all countries.
2. Samuel is jumping ____ the obstacle.
3. Mr. Bennett is driving ____ the tunnel.
4. Mrs. Hamilton is climbing ____  the stairs.
5. The students are going ____ the classroom.
6. A strawberry cake is going to fall ____ the bear's head.
7. The man is about to fall ____ a rock.
8. The young soldier wants to jump ____ the wall.
9. A policeman is helping the man go____ the street.
10. The boys are going ____ the tube and having fun.
11. Mr.Fox is going ____ the tent to have some sleep.
12. The cowboy is going to fall ____ the horse.

Задание 4

Fill in the blanks with suitable present participles: (kicking, driving, riding, leading, singing)

1. See baby ____ easily.        

2. I saw Robert ____   skillfully.        

3. I can hear him ____ a song.        

4. I saw the child ____   the ball.        

5. We saw a man ____ a monkey.

Задание 5

Fill in the blanks with suitable past participles: (invited, liked, posted, known, driven)

1. I myself saw the letter ____    hospital to see my friend.        

2. He is a man ____ by all.        

3. Watch that car ____   at full speed.        

4. He is the doctor ____ in the whole village.        

5. That’s the boy ____   to play.

Задание 6

Put in 'can', 'can't', 'could' or 'couldn't'. If none of these is possible use 'be able to' in the correct tense.

1. ____ you swim when you were 10?

2. We ____ get to the meeting on time yesterday, because the train was delayed by one hour.

3. He ____ arrive at the party on time, even after missing the train, so he was very pleased.

4. He's amazing, he ____ speak five languages, including Chinese.

5. I ____ drive a car until I was 34. Then I moved to the countryside, so I had to learn..

6. I looked everywhere for my glasses but I ____ find them anywhere.

7. I searched for your house for ages. Luckily I ____ find it in the end.

8. She's seven years old, but she ____ read yet. Her parents are getting her extra lessons.

9. I read the book three times, but I ____ understand it.

10. James ____ speak Japanese when he lived in Japan, but he's forgotten most of it now.

11. I ____ understand the chapter we had to read for homework. It was so difficult.

12. I ____ lift this box - it's too heavy! Would you help me?

13. Lucy ____ make it to our meeting after all. She's stuck in traffic.

14. John ____ play tennis really well. He's champion of his club.

15. Unfortunately, I really ____ sing at all. No-one in my family is musical either.

Задание 7

Read the text and make up 3 questions based on the information given in the text:

A transformer is used to transfer energy. Due to the transformer electric power may be transferred at a high voltage and reduced at the point where it must be used to any value. Besides, a transformer is used to change the voltage and current value in a circuit. A two-winding transformer consists of a closed core and two coils (windings). The primary winding is connected to the voltage source. It receives energy. The secondary winding is connected to the load resistance and supplies energy to the load.

The value of voltage across the secondary terminal depends on the number of turns in it. In case it is equal to the number of turns in the primary winding the voltage in the secondary winding is the same as in the primary.

In case the secondary has more turns than the primary the output voltage is greater than the input voltage. The voltage in the secondary is greater than the voltage in the primary by as many times as the number of turns in the secondary is greater than the number of turns in the primary. A transformer of this type increases or steps up the voltage and is called a step-up transformer. In case the secondary has fewer turns than the primary the output voltage is lower than the input. Such a transformer decreases or steps down the voltage, it is called a step-down transformer.

Compare T1 and T2 in the diagram. T1 has an iron core. For this reason it is used for low-frequency currents. T2 has an air core and is used for high frequencies.

Common troubles in transformers are an open in the winding, a short between the primary and the secondary, and a short between turns. In case a transformer has a trouble it stops operating or operates badly. A transformer with a trouble should be substituted.

Инструкция по выполнению практической работы

1. Повторите теоретический материал по теме, используя учебник.

2. Ответьте на вопросы для закрепления теоретического материала по теме.

3. Выполните задания 1–7.

4. Оформите выполненные задания в тетради для практических работ.

Рекомендуемая литература

[1] Галкина А. А. Английский язык для бакалавров электротехнических специальностей=Electricity and everything connected with it: учебное пособие / А. А. Галкина.  Ростов н/Д: Феникс, 2013. — 235 с.

[2] Raymond Murphy.  Essential Grammar in Use/ Cambridge University Press, 2014. — 299 p.

Критерии оценки

Отметка "5" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме.

Отметка "4" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме за исключением отдельных подробностей, не влияющих на понимание содержания задания  в целом.

Отметка "3" ставится в том случае, если поставленная  задача решена, студенты поняли только основной смысл задания, соответствующего программным требованиям.

Отметка "2" ставится в том случае, если студенты проявили полное непонимание содержания задания, соответствующего программным требованиям.

Практическое занятие № 4

Тема: Выдающиеся ученые-физики 19 и 20 веков

Цель: Формирование навыков и умений в чтении и переводе; повторение и закрепление знаний по теме Пассивный залог.

Формируемые компетенции:

личностные: готовность и способность к непрерывному образованию, включая самообразование,

как в профессиональной области с использованием английскогоязыка, так и в сфере английского языка;

метапредметные:

умение самостоятельно выбирать успешные коммуникативные стратегии в различных ситуациях общения;

предметные:

сформированность умения использовать английский язык как средство для получения информации из англоязычных источников в образовательных и самообразовательных целях

Задачи практической работы

1. Повторить теоретический материал по теме практической работы.

2. Ответить на вопросы для закрепления теоретического материала.

3. Выполнить предложенные задания.

4. Записать выполненные задания в тетради для практических работ.

Оборудование (средства обучения)

1. Учебник по английскому языку.

2. Тексты заданий.

3. Тетради для практических работ.

Вопросы для закрепления теоретического материала по теме:

1. What great scientists of the 19 and 20 century do you know? What are they famous for?

Задания для практического занятия

Задание 1

Read the text and retell it:

Michael Faraday is one of the great scientists in the history of man's work in electricity. He was born in a small village near London on September 11, 1791, in a poor family. His family lived from hand to mouth. At the age of thirteen Michael went to work in a bookbinder's shop, because he didn't have much schooling. Some of the scientific works and articles which passed through his hands aroused his interest in science and he started to read.

Some time later Michael became a pupil of great scientist of that time, Sir Humphry Davy. The boy accompanied Davy in his trips to Europe. The educational value of such trips Was great. Among great men of science Faraday met Ampere, who had already made a name for himself in the history of electricity.

Today almost all the electricity we use generated by great machines with magnets in them, but in those days no one knew how to it. That's why the English scientist danced with delight on his table when he got what he wanted by moving the magnet near wire. This was a great moment in the history of man's electrical experiments. But Faraday didn't stop at this.

Faraday's scientific interests were varied. He made new kind of glass and a new kind of steel. Faraday made about two thousand difficult experiments and made countless discoveries in chemistry and physics. He made a wonderful machine which was the father of all the great machines that make electricity today. They light and heat our houses and they make our radio-sets work. Michael Faraday was the creator of the electric motor, who ushered us in the electrical age which had changed the face of the earth.

Задание 2

Read the text and answer the questions:

Maxwell, born in a well - known Scottish family, early showed signs of mathematical talent.

At the age of 15 he contributed a piece of original work on the drawing of oval curves to the royal society of Edinburgh. The work was so well done that refused to many believe that such a young boy could be the author.

At Cambridge, which he entered in 1856, he graduated the second in his class in mathematics. Maxwell was appointed to his first professorship at Aberdeen in 1859. In 1871 Maxwell was appointed a professor of experimental physics at Cambridge. While at Cambridge he organized the Cavendish Laboratory, named in honour of the English eccentric scientist of the previous century Henry Cavendish.

Several decades later the Cavendish Laboratory was to do great work, which was connected with radio activity. The most important work of Maxwell's life was carried on between 1864 и 1873.

He placed into mathematical form the speculations of Faraday concerning magnetic lines of force.

Maxwell's theory showed that electricity and magnetism could not exist in isolation. Where there was one, there was the other, so that his work is usually referred to as the electromagnetic theory.

Maxwell died before the age of fifty in 1879. When Einstein’s theories upset almost all of “classical physics”, Maxwell's equations remained untouched and as valid as ever.

1. How old was Maxwell when he contributed a piece of original work on the drawing of oval curves?

2. When did he appoint his first professorship?

3. What was his most important work? What was it about?

4. What did Maxwell's theory show?

5. Are Maxwell's equations untouched nowadays?

Задание 3

Write passive sentences in Simple Past.

1. the test / write
2. the table / set
3. the cat / feed
4. the lights / switch on
5. the house / build
6. dinner / serve
7. this computer / sell / not
8. the car / stop / not
9. the tables / clean / not
10. the children / pick up / not

Задание 4

Rewrite the sentences in passive voice.

1. She sang a song. – A song was sung by her.
2. Somebody hit me.
3. We stopped the bus.
4. A thief stole my car.
5. They didn't let him go.
6. She didn't win the prize.
7. They didn't make their beds.
8. I did not tell them.
9. Did you tell them?
10. Did he send the letter?

Инструкция по выполнению практической работы

1. Повторите теоретический материал по теме, используя учебник.

2. Ответьте на вопросы для закрепления теоретического материала по теме.

3. Выполните задания 1–4.

4. Оформите выполненные задания в тетради для практических работ.

Рекомендуемая литература

[1] Галкина А. А. Английский язык для бакалавров электротехнических специальностей=Electricity and everything connected with it: учебное пособие / А. А. Галкина.  Ростов н/Д: Феникс, 2013. — 235 с.

[2] Raymond Murphy.  Essential Grammar in Use/ Cambridge University Press, 2014. — 299 p.

Критерии оценки

Отметка "5" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме.

Отметка "4" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме за исключением отдельных подробностей, не влияющих на понимание содержания задания  в целом.

Отметка "3" ставится в том случае, если поставленная  задача решена, студенты поняли только основной смысл задания, соответствующего программным требованиям.

Отметка "2" ставится в том случае, если студенты проявили полное непонимание содержания задания, соответствующего программным требованиям.

Практическое занятие № 5

Тема: Строительные материалы

Цель: Формирование навыков и умений в чтении и переводе; повторение и закрепление знаний по теме Материалы, наречия/прилагательные, настоящее простое и длительное время.

Формируемые компетенции:

личностные: готовность и способность к непрерывному образованию, включая самообразование,

как в профессиональной области с использованием английского

языка, так и в сфере английского языка;

метапредметные:

умение самостоятельно выбирать успешные коммуникативные стратегии в различных ситуациях общения;

предметные:

сформированность умения использовать английский язык как средство для получения информации из англоязычных источников в образовательных и самообразовательных целях

Задачи практической работы

1. Повторить теоретический материал по теме практической работы.

2. Ответить на вопросы для закрепления теоретического материала.

3. Выполнить предложенные задания.

4. Записать выполненные задания в тетради для практических работ.

Оборудование (средства обучения)

1. Учебник по английскому языку.

2. Тексты заданий.

3. Тетради для практических работ.

Вопросы для закрепления теоретического материала по теме:

1. What building materials do you know?

2. What are the properties of these materials?

3. What are adverbs?

4. What are adjectives?

5. When is Present Simple tense used?

6. When is Present Continuous tense used?

Задания для практического занятия

Задание 1

Read the text to find out about building materials:

In order to build a house the civil engineer must consider many important factors: the choice of materials, their physical properties, availability, cost, etc. Materials to be used for structural purposes should meet a number of requirements. In most cases they should be strong, durable and fire-resistant.

Steel, concrete, stone, timber and brick are the most commonly used building materials. Timber is the oldest structural material known to mankind. It is light, cheap and easy to work with. But timber has certain disadvantages: it burns and decays. Timber used for building purposes is divided into two groups: softwoods and hardwoods. Softwoods are chiefly used in construction, while hardwoods are generally used for decorative purposes.

Bricks were known many thousands of years ago. They are molded from clay into the required shape. Bricks are usually rectangular in shape. They are hardened by being fired in a kiln.

Concrete is one of the most important building materials. It is difficult to imagine modern structures without concrete. Concrete is made by mixing together a proportion of fine and coarse aggregates with cement and water. Crushed stone, broken brick and gravel are considered to be coarse aggregates. Sand is the best fine aggregate. Both quarry and river sands are extensively used.

Reinforced concrete is a combination of two of the strongest structural materials available - concrete and steel. There are two kinds of reinforced concrete: with ordinary reinforcement and concrete with prestressed reinforcement. Concrete is reinforced by the incorporation of steel rods.

Plastics and glass reinforced plastics are comparatively new building materials, but they have already found many uses in modern construction. Plastics combine all the best characteristics of building materials with good insulating properties. Plastics are produced from chemicals. Glass-reinforced plastics are produced from polyester resins reinforced with glass fibres. Plastics and glass-reinforced plastics are the materials to be used in modern construction on a large scale.

Задание 2

Answer the questions:

1. What must a civil engineer consider to build a house?

2. What requirements should building materials meet?

3. What are the most commonly used building materials?

4. Into what groups is timber divided?

5. For what purposes are they used?

6. What does concrete consist of?

7. What fine and coarse aggregates do you know?

8 .What components does reinforced concrete include?

9. What is the process of reinforcing ordinary concrete structures?

10 Why have plastics already found use in modern construction?

Задание 3

Give the necessary English equivalents:

1. Materials used in modern construction should (отвечать нескольким требованиям).
2. (Лесоматериал) is light, cheap and easy to work with, but it has certain (недостатки).
3. (Кирпичи) are hardened (обжигом в печи).
4. Building materials should be (прочный, огнеупорный).
5. Concrete is made by mixing cement, sand, gravel and water (в нужных пропорциях).
6. (Ввести стальные стержни в бетон) is to reinforce ordinary concrete structures.
7. Plastics are produced from (химикаты).
8. Sand is the best (мелкий заполнитель).

Задание 4

Translate into English:

1. Для строительства здания необходимы разнообразные строительные материалы.
2. Кирпич, лесоматериалы, бетон, железобетон и пластмассы - это наиболее важные материалы, применяемые в строительстве.
3. Сталь используется в качестве арматуры в железобетонных конструкциях.
4. Бетон изготовляется путем замешивания в соответствующих пропорциях мелкого и крупного заполнителей, цемента и воды.
5. Кирпич - это искусственный материал, изготовленный из глины и закаленный обжигом па солнце или в обжиговой печи.
6. Железобетон состоит из двух прочнейших материалов - бетона и стали. Он широко применяется для строительства жилых и промышленных зданий.
7. Пластмассы и стеклопластики являются новейшими стройматериалами. Они обладают хорошими изоляционными свойствами.

Задание 5

Complete each sentence using the words from the table in the correct adjective or adverb forms.

careful            complete        continuous        financial        fluent

happy           nervous        perfect              quick              special

1. Our holiday was too short. The time passed very ____.

2. Tom doesn't take risks when he's driving. He's always ____.

3. Sally works ____. She never seems to stop.

4. Alice and Stan are very ____ married.

5. Monica's English is very ____ although she makes a lot of mistakes.

6. I cooked this meal ____ for you, so I hope you like it.

7. Everything was very quiet. There was ____ silence.

8. I tried on the shoes and they fitted me ____.

9. Do you usually feel ____ before examinations?

10. I'd like to buy a car but it's ____ impossible for me at the moment.

Задание 6

Fill in the words in brackets as adjective or adverb.

1. He ____ reads a book. (quick)
2. Mandy is a ____ girl. (pretty)
3. The class is ____ loud today. (terrible)
4. Max is a ____ singer. (good)
5. You can ____ open this tin. (easy)
6. It's a ____ day today. (terrible)
7. She sings the song ____. (good)
8. He is a ____ driver. (careful)
9. He drives the car ____. (careful)
10. The dog barks ____. (loud)

Задание 7

Fill in the gaps with the correct present simple or present continuous forms.

Dear Laura,

I 1____ (write) this letter from Cadiz in the south of Spain. I 2 ____ (sit) at a terrace by the sea and I’m having a great time! What 3 ____ (I/ do) here? Well, I needed a change and I wanted to see the world. I got a job with an English travel company. They 4 ____ (need) native English people for their English customers. Every day I 5 ____ (help) travelers with any problems and I 6 ____ (tell) them about the town. I only arrived two weeks ago so I 7 ____  (still learn) about the job. I 8 ____ (love) this job, but I never 9 ____ (get) any free weekends.

Oh dear. I must go now. Someone 10 ____ (come) to ask me a question.

I’ll write again soon.

Love,

Jess.

Инструкция по выполнению практической работы

1. Повторите теоретический материал по теме, используя учебник.

2. Ответьте на вопросы для закрепления теоретического материала по теме.

3. Выполните задания 1–7.

4. Оформите выполненные задания в тетради для практических работ.

Рекомендуемая литература

[1] Галкина А. А. Английский язык для бакалавров электротехнических специальностей=Electricity and everything connected with it: учебное пособие / А. А. Галкина.  Ростов н/Д: Феникс, 2013. — 235 с.

[2] Raymond Murphy.  Essential Grammar in Use/ Cambridge University Press, 2014. — 299 p.

Критерии оценки

Отметка "5" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме.

Отметка "4" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме за исключением отдельных подробностей, не влияющих на понимание содержания задания  в целом.

Отметка "3" ставится в том случае, если поставленная  задача решена, студенты поняли только основной смысл задания, соответствующего программным требованиям.

Отметка "2" ставится в том случае, если студенты проявили полное непонимание содержания задания, соответствующего программным требованиям.

Практическое занятие № 6

Тема: Домостроительство

Цель: Формирование навыков и умений в чтении и переводе; повторение и закрепление знаний по теме Домостроительство, прошедшее простое и длительное время.

Формируемые компетенции:

личностные: готовность и способность к непрерывному образованию, включая самообразование,

как в профессиональной области с использованием английского языка, так и в сфере английского языка;

метапредметные:

умение самостоятельно выбирать успешные коммуникативные стратегии в различных ситуациях общения;

предметные:

сформированность умения использовать английский язык как средство для получения информации из англоязычных источников в образовательных и самообразовательных целях

Задачи практической работы

1. Повторить теоретический материал по теме практической работы.

2. Ответить на вопросы для закрепления теоретического материала.

3. Выполнить предложенные задания.

4. Записать выполненные задания в тетради для практических работ.

Оборудование (средства обучения)

1. Учебник по английскому языку.

2. Тексты заданий.

3. Тетради для практических работ.

Вопросы для закрепления теоретического материала по теме:

1. What are the parts of a building?

2. When is Past Simple tense used?

3. When is Past Continuous tense used?

Задания для практического занятия

Задание 1

Read the text to find out about different parts of a building:

A building consists of two main parts: the substructure and the superstructure. The substructure is the part of a building below ground level. It includes the footing, the basement and the foundation walls. The superstructure is the part of a building above ground level. It includes the walls, floors, roofs, beams, columns and trusses.

To build a house first the excavation must be dug for the basement, then the foundation walls are constructed. After that the framework is erected, sheathed with various finishing materials and protected by several coats of paint.

The foundation is the lowest part of the structure upon which the superstructure rests. Foundations are usually made of monolithic concrete, concrete blocks, piles or bricks. They keep the walls and floors from contact with the soil, support the superstructure and prevent the building from sinking.

Walls enclose internal spaces and support the weight of the floors and roof. Non-structural subdividing walls are called partitions. Walls also protect the interior from exposure to the weather. They are made of wood, brick, stone, concrete, concrete blocks, reinforced concrete and/or other natural or artificial building materials.

A window is an opening in the wall of a structure which lets the light and air. Doors are constructed in walls to allow access. Floors divide a building into storeys. They may be of timber or constructed from fire-resistant materials. At present floors finished in wood or linoleum are very popular.

Stairs are a succession of steps connecting two spaces located at different levels. They may be of wood, stone, reinforced concrete or metal.

A roof is the topmost part of a building. Roofs cover the building and protect it from exposure to the weather. They should tie in the walls and give strength and firmness to the whole structure. Roofs must be well framed, strong enough to resist winds, sustain snow loads and serve as insulation to prevent heat transmission.

Today every building should be beautiful in appearance, well-proportioned and provided with all modern conveniences such as running water, gas, central heating, ventilation, air conditioning, waste disposal and telephone points.

Задание 2

Answer the following questions:

1. What parts of a building do you know?

2. What is the substructure (the superstructure)?

3. What parts does the substructure (the superstructure) include?

4. What is the first step in building a house?

5. What is the function of foundations (walls, floors, roofs)?

6. What materials are foundations (walls, floors, roofs) made of?

7. What are stairs?

8. What is a door (a window)?

9. What should every building be provided with?

Задание 3

Make up sentences with the given word combinations:

To build a house, to dig the excavation, to protect by several coats of paint, monolithic concrete, to prevent the building from sinking down, to resist winds, to sustain snow loads, to prevent heat transmission, air conditioning.

Задание 4

Put the verbs into the correct form (Past Simple).

1. Last year I (spend) my holiday in Ireland.
2. It (be) great.
3. I (travel) around by car with two friends and we (visit) lots of interesting places.
4. In the evenings we usually (go) to a pub.
5. One night we even (learn) some Irish dances.
6. We (be) very lucky with the weather.
7. It (not / rain) a lot.
8. But we (see) some beautiful rainbows.
9. Where (spend / you) your last holiday?

Задание 5

Form negative sentences in Past Simple.

1. she / a bag / carry
2. I / sad / look
3. you / cards / play
4. you / the house / see
5. the book / to me / belong
6. they / a sound / hear
7. Eric / his homework / forget
8. she / poems / write
9. we / tea / drink
10. he / her hand / touch

Задание 6

Form positive sentences in Past Continuous.

1. the dog / bark
2. we / a mountain / climb
3. Mary / in a musical / dance
4. it /rain
5. the teacher / our English / test
6. we / in the mountains / walk
7. she / the match / watch
8. You / a song / sing
9. they / a race / run
10. I / postcards / send

Задание 7

Fill in the gaps with the correct Past Continuous and Past Simple forms of the verbs in brackets.

When I 1____ (arrive) at the station, Raymond 2 ____ (wait) for me. He 3 ____ (wear) a nice black suit and he 4 ____ (hold) a red rose in his right hand. When I 5 ____ (get off) the train, he 6 ____ (run) up to me and 7 ____ (kiss) me passionately. It 8 ____ (rain) heavily so he 9 ____ (take off) his jacket and 10 ____ (put) it over my head. I 11 ____ (tell) Raymond to go to a café so that we could talk, but he 12 ____ (insist) on going to another place. While he 13 ____ (drive), I 14 ____ (throw) a look at him. He 15 ____ (smile), but he also 16 ____ (look) nervous. He finally 17 ____ (stop) his car on the top of a hill with fantastic views. It was so wonderful. We 18 ____  (get out) of the car, and he 19 ____ (kneel) in front of me and 20 ____ (take) a ring out of his pocket. “Kathy, will you…” he said. “Listen, Raymond, I want to break up with you,” I interrupted.

Инструкция по выполнению практической работы

1. Повторите теоретический материал по теме, используя учебник.

2. Ответьте на вопросы для закрепления теоретического материала по теме.

3. Выполните задания 1–7.

4. Оформите выполненные задания в тетради для практических работ.

Рекомендуемая литература

[1] Галкина А. А. Английский язык для бакалавров электротехнических специальностей=Electricity and everything connected with it: учебное пособие / А. А. Галкина.  Ростов н/Д: Феникс, 2013. — 235 с.

[2] Raymond Murphy.  Essential Grammar in Use/ Cambridge University Press, 2014. — 299 p.

Критерии оценки

Отметка "5" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме.

Отметка "4" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме за исключением отдельных подробностей, не влияющих на понимание содержания задания  в целом.

Отметка "3" ставится в том случае, если поставленная  задача решена, студенты поняли только основной смысл задания, соответствующего программным требованиям.

Отметка "2" ставится в том случае, если студенты проявили полное непонимание содержания задания, соответствующего программным требованиям.

Практическое занятие № 7

Тема: Наука, технологический прогресс и общество

Цель: Формирование навыков и умений в чтении и переводе; повторение и закрепление знаний по теме Наука, технологический прогресс и общество, инфинитив, герундий, модальные глаголы.

Формируемые компетенции:

личностные: готовность и способность к непрерывному образованию, включая самообразование,

как в профессиональной области с использованием английского языка, так и в сфере английского языка;

метапредметные:

умение самостоятельно выбирать успешные коммуникативные стратегии в различных ситуациях общения;

предметные:

сформированность умения использовать английский язык как средство для получения информации из англоязычных источников в образовательных и самообразовательных целях

Задачи практической работы

1. Повторить теоретический материал по теме практической работы.

2. Ответить на вопросы для закрепления теоретического материала.

3. Выполнить предложенные задания.

4. Записать выполненные задания в тетради для практических работ.

Оборудование (средства обучения)

1. Учебник по английскому языку.

2. Тексты заданий.

3. Тетради для практических работ.

Вопросы для закрепления теоретического материала по теме:

1. What is a nuclear reactor? What its function?

2. What is Infinitive?

3. What is Gerund?

Задания для практического занятия

Задание 1

Read and translate the text:

Nuclear reactors

A sample of fissionable material smaller than the “critical size” is unable to carry on a nuclear chain reaction. If the size of the sample is exactly critical, the number of neutrons produced in each generation is the same as that produced in the previous one, resulting in steady nuclear energy liberation. The original Fermi-pile and its later modifications maintain nuclear reactions at the critical size level.

It must be mentioned in this connection that the conditions of “criticality”, are extremely unstable: a small deviation in one direction will result in the rapid extinction of fission neutrons and the cut-off of the nuclear chain reaction, whereas a deviation in another direction will lead to a rapid multiplication of the fission neutrons and the melting of the entire structure. Thus, the important problem in maintaining a steady chain reaction is that of regulating the rate of neutron production and of keeping the chain reaction from “dying out” or “running away”.

This is achieved by using “control rods” made from neutron-absorbing materials (such as borom) which are automatically pushed in or pulled out from narrow channels drilled through the reacting fissionable material as soon as the rate of neutron production drops below or exceeds the desired level.

We have already mentioned that Fermi-piles were unsuitable for purposes of nuclear power production because of the high dilution of uranium by carbon. They should be considered rather as “alchemical plants” in which plutonium is produced. For the purpose of nuclear power production, we use the controlled nuclear chain reactions in pure fissionable materials, such as U235 or Pu234, which can be run at quite high temperatures. In the so-called “swimming pool” reaction in which several cylindrical containers filled with pure fissionable material are placed at the bottom of a large water tank, the water circulating through the tank carries away the heat produced in the fission process and also protects the observer from the deadly nuclear radiation. The color of the water turns blue as a result of the so-called Cherenkoff’s radiation produced in water by high energy electrons.

Задание 2

Translate into English:

Ядерная цепная реакция, расщепляемый, нестабильные условия, небольшое отклонение, поглощающий нейтроны материал, желаемый уровень, превышать, опускаться ниже, узкие каналы, производить плутоний, производство ядерной энергии, электроны высокой энергии, процесс расщепления, не подходить для чего-либо.

Задание 3

Answer the following questions:

1. What is the main problem in maintaining a steady chain reaction?

2. What are “control rods” used for?

3. What is the design of a “swimming pool” reactor?

4. For what purposes are nuclear power reactions used?

5. What do we call “alchemical plants”?

6. What pure fissionable materials do you know?

7. Is any sample of fissionable material able to carry on a nuclear chain reaction?

Задание 4

Put in 'mustn't' or 'don't / doesn't have to':

1. We have a lot of work tomorrow. You ____ be late.

2. You ____ tell anyone what I just told you. It's a secret.

3. The museum is free. You ____ pay to get in.

4. Children ____ tell lies. It's very naughty.

5. John's a millionaire. He ____ go to work.

6. I ____ do my washing because my mother does it for me.

7. We ____ rush. We've got plenty of time.

8. You ____ smoke inside the school.

9. You can borrow my new dress, but you ____ get it dirty.

10. We ____ miss the train, because it's the last one tonight.

11. She ____ do this work today, because she can do it tomorrow.

12. I ____ clean the floor today because I cleaned it yesterday.

13. We ____ forget to lock all the doors before we leave.

14. We ____ stay in a hotel in London; we can stay with my brother.

15. I ____ spend too much money today, as I've only got a little left.

Задание 5

Fill in the blanks with the correct infinitive verb:

1. He will be prepared ____  (proposing) his idea to the manager.        

2. He was satisfied ____ (getting) it across.        

3. I am always rewarded ____ (explaining) that difficult theory.

4. They will be irritated ____ (get) such low wages        .

5. He was thrilled ____ (having) the cash with him.        

6. He was unable ____ (beginning) the work.        

7. We were ready____ (explaining) that action.

8. He was afraid ____ (attempting) the exam.        

9. She was reluctant ____ (saying) the truth.        

10. He was unfit ____ (doing) the job.

Задание 6

Use gerunds in the following sentences:

1. Always check the oil, before you start the car.

2. To praise all alike is to praise none.

3. I cannot go on to do nothing.

4. To amass wealth ruins health.

5. To see is to believe.

6. To give is better than to receive.

7. To talk like this is foolish.

8. She loves to sing songs.

9. The miser hated to spend money.

10. I am tired to wait.

11. I like to read poetry.

12. To walk is a good exercise.

13. To teach grammar is very interesting.

14. He is glad to meet you.

15. To read in poor light will affect the eyes.

16. Rosy did not like to stay indoors during holidays.

17. To say hundred words where none is called for is the mark of a successful politician.

18. He is afraid to hurt your feelings.

19. Nobody really loves to work.

Задание 7

Put the verb into either the gerund or the infinitive (with 'to'):

1. I don't fancy____ (go) out tonight.

2. She avoided ____ (tell) him about her plans.

3. I would like ____ (come) to the party with you.

4. He enjoys ____ (have) a bath in the evening.

5. She kept ____ (talk) during the film.

6. I am learning ____ (speak) English.

7. Do you mind ____ (give) me a hand?

8. She helped me ____ (carry) my suitcases.

9. I've finished ____ (cook) - come and eat!

10. He decided ____ (study) biology.

11. I dislike ____ (wait).

12. He asked ____ (come) with us.

13. I promise ____ (help) you tomorrow.

14. We discussed ____ (go) to the cinema, but in the end we stayed at home.

15. She agreed ____ (bring) the pudding to the dinner.

16. I don't recommend ____ (take) the bus - it takes forever!

17. We hope ____ (visit) Amsterdam next month.

18. She suggested ____ (go) to the museum.

19. They plan ____ (start) college in the autumn.

20. I don't want ____ (leave) yet.

Инструкция по выполнению практической работы

1. Повторите теоретический материал по теме, используя учебник.

2. Ответьте на вопросы для закрепления теоретического материала по теме.

3. Выполните задания 1–7.

4. Оформите выполненные задания в тетради для практических работ.

Рекомендуемая литература

[1] Галкина А. А. Английский язык для бакалавров электротехнических специальностей=Electricity and everything connected with it: учебное пособие / А. А. Галкина.  Ростов н/Д: Феникс, 2013. — 235 с.

[2] Raymond Murphy.  Essential Grammar in Use/ Cambridge University Press, 2014. — 299 p.

Критерии оценки

Отметка "5" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме.

Отметка "4" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме за исключением отдельных подробностей, не влияющих на понимание содержания задания  в целом.

Отметка "3" ставится в том случае, если поставленная  задача решена, студенты поняли только основной смысл задания, соответствующего программным требованиям.

Отметка "2" ставится в том случае, если студенты проявили полное непонимание содержания задания, соответствующего программным требованиям.

Практическое занятие № 8

Тема: Строительная наука

Цель: Формирование навыков и умений в чтении и переводе; повторение и закрепление знаний по теме Строительная наука, прочность материалов, нано технологии.

Формируемые компетенции:

личностные: готовность и способность к непрерывному образованию, включая самообразование,

как в профессиональной области с использованием английского языка, так и в сфере английского языка;

метапредметные:

умение самостоятельно выбирать успешные коммуникативные стратегии в различных ситуациях общения;

предметные:

сформированность умения использовать английский язык как средство для получения информации из англоязычных источников в образовательных и самообразовательных целях

Задачи практической работы

1. Повторить теоретический материал по теме практической работы.

2. Ответить на вопросы для закрепления теоретического материала.

3. Выполнить предложенные задания.

4. Записать выполненные задания в тетради для практических работ.

Оборудование (средства обучения)

1. Учебник по английскому языку.

2. Тексты заданий.

3. Тетради для практических работ.

Вопросы для закрепления теоретического материала по теме:

1. What materials do you know?

2. What are nanotechnologies? Where are they can be applied?

Задания для практического занятия

Задание 1

Read and translate the text:

Reinforced concrete

Reinforced concrete is a combination of two of the strongest structural materials, concrete and steel.

This term is applied to a construction in which steel bars or heavy steel mesh are properly embedded in concrete. The steel is put in position and concrete is poured around and over it, then tamped in place so that the steel is completely embedded. When the concrete hardens and sets, the resulting material gains great strength. This new structural concrete came into practical application at the turn of the 19th century. The first results of the tests of the reinforced concrete beams were published in 1887. Since that time the development of reinforced concrete work has made great progress. And the reasons of this progress are quite evident. Concrete has poor elastic and tension properties, but it is rigid, strong in compression, durable under and above ground and in the presence or absence of air and water, it increases its strength with age, it is fireproof.

Steel has great tensional, compressive and elastic properties, but it is not durable being exposed to moisture, it loses its strength with age, or being subjected to high temperature. So, what is the effect of the addition of steel reinforcement to concrete?

Steel does not undergo shrinkage or drying but concrete does and therefore the steel acts as a restraining medium in a reinforced concrete member. Shrinkage causes tensile stresses in the concrete which are balanced by compressive stresses in the steel. For getting the best from reinforced concrete the following consideration should be kept in mind:

1. For general use the most suitable proportions of cement and aggregate are: 1 part cement, 2 parts sand and 4 parts of gravel.
2. Only fresh water free from organic matter should be used for reinforced work. Sea water is not allowed.
3. Homogeneity of the concrete is a very important requirement. Steel constructions with reinforced concrete have become the most important building materials invented in centuries and they have given modern architecture its peculiar features.

Задание 2

Answer the following questions:

1. Is reinforced concrete a combination of two of the strongest structural materials?

2. What is the process of making reinforced concrete?

3. When did this new structural concrete come into practical application?

4. Since what time has the development of reinforced concrete work made good progress?

5. Can you name the properties of concrete?

6. Will you say a few words about the properties of steel?

7. Does concrete increase its strength with age? What about steel?

8. Is it true that steel does not undergo shrinkage or drying but concrete does?

9. Shrinkage causes tensile stresses in the concrete, doesn't it?

Задание 3

Make up sentences using the following words:

to combine - combination; strong – strength - to strengthen; hard - to harden - hardness; tension - tensional; compression - compressive; durable - durability; to apply - application; to shrink – shrinkage

Задание 4

Write the English equivalents for:

1. применять термин; 2. заливать бетон; 3. набирать прочность; 4.быть опубликованным; 5. увеличивать, уменьшать прочность; 6. подвергаться усадке; 7. вызывать растягивающие усилия; 8. использовать железобетон.

Задание 5

Read the text to find out about the history of nanotechnology:

The history of nanotechnology is dotted with a certain amount of skepticism. Some people hold firmly that this is a brand new form of scientific evolution that did not develop until the late 1980s or early 1990s. Others have found evidence that the history of nanotechnology can be traced back to the year 1959. Either way, as scientific development goes, nanotechnology is still a relatively fresh and new arena of scientific research. Still other scientists hold the belief that humans have employed practical nanotechnological methods for thousands of years, perhaps even longer. Nanotechnology is the development of progress, as many like to put it, and progress has included the vulcanization of rubber and the introduction of steel into society. These advancements count in the history of nanotechnology according to many well known scientific experts.

Perhaps it might be safer to acknowledge that the basics of the history of nanotechnology have been implemented for thousands of years or longer, but we as a scientific society did not put a name to it until somewhere in the mid 60s. In order to accurately document the history of nanotechnology, one could argue that it began when we developed the ability to determine particle size, which is indicated to be around the turn of the 20th century. It was during this time that particle size became a constant factor in scientific exploration. These measurements were recorded at smaller than 10nm, which in lay terms translates roughly into less than microscopic. The nanometer came on the scene before the onset of the 1960s. The nanometer, for many, is the beginning of the history of nanotechnology. After all, once it could be measured, it would be considered to be an acceptable frame of reference, right? Almost…

The mid 19 teens produced the ability to recognize particles via the use of an ultramicroscope that could detect particles as small as 1/1 millionth of a millimeter. This is a particle smaller than most lay people cannot truly visualize accurately. Thus, there are yet even more critics that state the history of nanotechnology actually began in the mid 19 teens when the documented case took place.

Of course, the term itself comes with history. The word assigned to this type of scientific advancement is known to have come from a paper that was released in 1974 written from the Tokyo Science University. There, a student coined the term «nanotechnology» in his paper and the name stuck firmly from then on. This is one area of this science’s history that is not readily disputed, or disputable. During this time, nanotechnology truly flourished, and as early as 1974 there were numerous breakthroughs that led scientists to continue to develop this science with fervor. Discoveries such as the famous Finns’ process of atomic layering helped to put nanotechnology on the map when it came to being recognized by the rest of the scientific community.

The idea that one could actually in some sense «touch» atoms and molecules came about in the 1980s, when famous nanotechnological scientists backed up the theory proposed by Dr. K. Eric Drexler, who was responsible for the eventual ability to manipulate atoms and molecules. This was rather controversial at the time as the mishandling of molecules and atoms were feared should the any scientists with deadly intentions get their hands on the process. The fear was well founded, as molecular manipulation would have certainly been a way to sabotage just about anything, including humane structuring of the natural world.

The 1980s and early 1990s saw a significant increase in the popularity of nanotechnology. This is the science that can figure out how to power our lives with nothing more than molecules and atoms. This is the science where advancements are always happening and being tested. It won’t be long before we look to nano—scientists to attempt to fix some of the world’s larger social problems with the implementation of technology and progress.

Задание 6

Find the English equivalents in the text:

находить доказательства; относительно новая область научного исследования; чтобы точно засвидетельствовать; способность определить размер частиц; на языке непрофессионала; в конце концов; система отчета (координат); многочисленные успехи (достижения); хорошо обоснованный; значительное увеличение популярности.

Задание 7

Answer the questions:

1. Why is the history of nanotechnology dotted with a certain amount of skepticism?

2. Which advancements count in the history of nanotechnology according to many well-known scientific experts?

3. What happened at the turn of the 20th century?

4. Why is the nanometer considered to be the beginning of the history of nanotechnology?

5. What happened in the mid 19-teens?

6. How did the term “nanotechnology” appear?

7. What scientific idea appeared in 1980s? Why was it controversial?

8. When did a significant increase in the science happen?

9. What will happen in the future?

Инструкция по выполнению практической работы

1. Повторите теоретический материал по теме, используя учебник.

2. Ответьте на вопросы для закрепления теоретического материала по теме.

3. Выполните задания 1–7.

4. Оформите выполненные задания в тетради для практических работ.

Рекомендуемая литература

[1] Галкина А. А. Английский язык для бакалавров электротехнических специальностей=Electricity and everything connected with it: учебное пособие / А. А. Галкина.  Ростов н/Д: Феникс, 2013. — 235 с.

[2] Raymond Murphy.  Essential Grammar in Use/ Cambridge University Press, 2014. — 299 p.

Критерии оценки

Отметка "5" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме.

Отметка "4" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме за исключением отдельных подробностей, не влияющих на понимание содержания задания  в целом.

Отметка "3" ставится в том случае, если поставленная  задача решена, студенты поняли только основной смысл задания, соответствующего программным требованиям.

Отметка "2" ставится в том случае, если студенты проявили полное непонимание содержания задания, соответствующего программным требованиям.

Практическое занятие № 9

Тема: Компьютерная грамотность

Цель: Формирование навыков и умений в чтении и переводе; повторение и закрепление знаний по теме Компьютерная грамотность, способы выражения будущего времени.

Формируемые компетенции:

личностные: готовность и способность к непрерывному образованию, включая самообразование,

как в профессиональной области с использованием английского языка, так и в сфере английского языка;

метапредметные:

умение самостоятельно выбирать успешные коммуникативные стратегии в различных ситуациях общения;

предметные:

сформированность умения использовать английский язык как средство для получения информации из англоязычных источников в образовательных и самообразовательных целях

Задачи практической работы

1. Повторить теоретический материал по теме практической работы.

2. Ответить на вопросы для закрепления теоретического материала.

3. Выполнить предложенные задания.

4. Записать выполненные задания в тетради для практических работ.

Оборудование (средства обучения)

1. Учебник по английскому языку.

2. Тексты заданий.

3. Тетради для практических работ.

Вопросы для закрепления теоретического материала по теме:

1. What is a computer? Why do we need computers?

2. How is Future Simple/Continuous formed?

3. When is Future Simple/Continuous used?

4. What construction is used to speak about future arrangements?

Задания для практического занятия

Задание 1

Read and translate the text:

Computer science is a part of an applied putters are intended to improve the productivity of labour or scientists, designers, engineers, managers and other specialists. Through a computer they can receive quick and optimal solutions. The specialists use computer-aided-design (CAD) and computer-aided-manufacturing (CAM). CAD and CAM help to shorten the time between designing and manufacturing.

Computer can perform many functions: they can do mathematical and logical operations, mathematical operations including arithmetic and algebraic operations, such as addition, subtraction, multiplication and division raising to a power differentiating and integrating. Logical operations include comparing; selecting, sorting and putters can be divided into simple and complex devices. Simple computers are calculators. A calculator can perform addition, subtraction, multiplication and complex computers can do various logical operations and some of them even have artificial intelligence.

Complex computers can be divided into following main classes:

-  supercomputers

-  mainframes

-  minicomputers (personal computers)

-  microcomputers

A minicomputer is a computer manufactured on a single printed board which contains one or more chips. Most microcomputers are personal computers which have become so powerful through using CAD/CAM system. Microprocessors can obtain from memory and execute a limited set of instructions in order to perform addition or subtraction on a binary world and to input or output binary data.

Memory is a device for storing digital information. Memory should be small in size and large in capacity. It must take little power and work at the same speed as computer logic. All microcomputers use RandomAccess Memory (RAM) and Read Only Memory (ROM). Trough RAM the information can be put into or out of any single byte of memory. ROM is permanent memory for program storage. People know many types of memory units. Hard disks and floppy disks are widely used. Floppy disks (flexible plastic disks) are used in personal computers.

Thus in order to elaborate up-to-date and inexpensive programs as well as to defend them from viruses, it is important to know some programming languages: machine language (low-level programming language) and an assembly language and high-level languages such as FORTRAN, PASCAL, ADA, C, BASIC etc.

Modern personal computers are used for automation of individual labour places, information processing and training. Moreover, computers came in our life and to our houses and now we can solve our everyday problems with their help.

Задание 2

Answer the questions and write these answers in the order like one in the text.

1.  What high-level programming languages do you know?

2.  What are the computers used for?

3.  What operations can simple devices perform?

4.  What classes are computers divided into?

5.  What are RAM and ROM?

6.  What are CAD/CAM systems intended to do?

Задание 3

Complete the following sentences according to the text.

1.  Computers are intended to improve…

2.  Thus in order to elaborate up-to-date and inexpensive programs…

3.  Computer can perform many functions…

4.  Modern personal computers are used…

5.  Computers can be divided into…

Задание 4

Put the verbs in brackets into the Future Simple tense:

1. They ____ back by 6:30 pm. (to be)
2. ____ you ____ me? (to help)
3. When ____ I ____ you again? (to see)
4. His parents ____ him for being late. (not/to punish)
5. ____ they ____ the contract tonight? (to sign)
6. It ____ us three hours to get there. (to take)
7. ____ this concert ____  money for our school club? (to raise)
8. This van ____ with 8 people in it. (not/to break down)
9. The meeting ____ before tomorrow morning. (not/to close)
10. When ____ she ____ me a copy of her essay? (to send)
11. Tim____   the teacher. (not/to tell)
12. I hope I ____ the train to Manchester. (not/to miss)
13. She ____ her hair green. (not/to dye)
14. He ____ breakfast tomorrow morning. (not/to prepare)
15. The manager ____ trees in front of the office building. (not/to plant)

Задание 5

Put the verbs into the Future Continuous tense:

1. At midnight we (sleep)  ____ will be sleeping.
2. This time next week we (sit) ____  at the beach.
3. At nine I (watch) ____ the news.
4. Tonight we (cram up) ____ for our English test.
5. They (dance) ____ all night.
6. He (not / play) ____ all afternoon.
7. I (not / work) ____ all day.
8. ____ (eat / you) at six?
9. ____ (drive / she) to London?
10. ____ (fight / they) again?

Задание 6

Write sentences using going to for future:

1. he / get up / early

Positive: __________________

Negative: __________________

Question:  __________________

2. they / do / their best

Positive: __________________

Negative: __________________

Question:  __________________

3. you / learn / Irish

Positive: __________________

Negative: __________________

Question:  __________________

4. she / buy / a computer

Positive: __________________

Negative: __________________

Question:  __________________

5. we / take / the bus

Positive: __________________

Negative: __________________

Question:  __________________

6. she / watch / the match

Positive: __________________

Negative: __________________

Question:  __________________

7. they / wait / in the park

Positive: __________________

Negative: __________________

Question:  __________________

8. He / buy / bread / this afternoon

Positive: __________________

Negative: __________________

Question:  __________________

Инструкция по выполнению практической работы

1. Повторите теоретический материал по теме, используя учебник.

2. Ответьте на вопросы для закрепления теоретического материала по теме.

3. Выполните задания 1–6.

4. Оформите выполненные задания в тетради для практических работ.

Рекомендуемая литература

[1] Галкина А. А. Английский язык для бакалавров электротехнических специальностей=Electricity and everything connected with it: учебное пособие / А. А. Галкина.  Ростов н/Д: Феникс, 2013. — 235 с.

[2] Raymond Murphy.  Essential Grammar in Use/ Cambridge University Press, 2014. — 299 p.

Критерии оценки

Отметка "5" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме.

Отметка "4" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме за исключением отдельных подробностей, не влияющих на понимание содержания задания  в целом.

Отметка "3" ставится в том случае, если поставленная  задача решена, студенты поняли только основной смысл задания, соответствующего программным требованиям.

Отметка "2" ставится в том случае, если студенты проявили полное непонимание содержания задания, соответствующего программным требованиям.

Практическое занятие № 10

Тема: Компьютерные технологии

Цель: Формирование навыков и умений в чтении и переводе; повторение и закрепление знаний по теме Компьютерные технологии, вопросительные слова, вопросительные предложения, пассивный залог.

Формируемые компетенции:

личностные: готовность и способность к непрерывному образованию, включая самообразование,

как в профессиональной области с использованием английского языка, так и в сфере английского языка;

метапредметные:

умение самостоятельно выбирать успешные коммуникативные стратегии в различных ситуациях общения;

предметные:

сформированность умения использовать английский язык как средство для получения информации из англоязычных источников в образовательных и самообразовательных целях

Задачи практической работы

1. Повторить теоретический материал по теме практической работы.

2. Ответить на вопросы для закрепления теоретического материала.

3. Выполнить предложенные задания.

4. Записать выполненные задания в тетради для практических работ.

Оборудование (средства обучения)

1. Учебник по английскому языку.

2. Тексты заданий.

3. Тетради для практических работ.

Вопросы для закрепления теоретического материала по теме:

1. What are computer technologies?

2. What question words do you know?

3. What is the word order in a question?

4. How is the Passive Voice formed? When is it used?

Задания для практического занятия

Задание 1

Read the text and make the summary of it:

GATEWAY 2000

There are many hardware pieces such as the system board, power supply, keyboard, mouse, hard drive, monitor, video card with its drivers in a computer system.

The system unit contenting power supply, system board, etc has the main part called the case. The case is a metal box that protects the delicate electronics inside, keeps electromagnetic emissions inside so your TV, cordless phone and stereo don’t go haywire when you power up the computer and can also hold the monitor. Don’t remove the case cover unless you need to do something inside the unit, and always replace the cover when you are done.

You communicate with your computer with the keyboard. You type instruction and commands for the computer with it information to be processed and stored. Many of the keys on the keyboard are like those on a typewriter; letter keys, punctuation keys, shift keys, tab and the spacebar. Your keyboard also has many specialized keys.

The instruction manuals for most software applications contain a section describing the functions of each key or combination of keys.

The mouse works by sliding it around (ball down) on a flat surface. The desktop is fine, but a ready-made mouse pad is the best surface to roll the mouse on. Its surface is flat and usually somewhat textured. If the surface is too smooth or rough, the ball inside can slip. As you glide the mouse, the ball inside moves in the direction of your movement. You will see the arrow on your screen moving in unison. The arrow is called a pointer, and the most important part is the very tip of its point. That’s the only part the computer pays attention to. To use the mouse, slide it on the mouse pad until the pointer’s point is on something like a button or an icon.

Click – position the mouse pointer over an element, press and release the left mouse button one time.

Double-click – same as above except press the mouse button twice in a quick succession without moving the mouse between clicks. Usually you double-click on an icon to start the program.

Drag – position the mouse pointer over an element, press and hold the left mouse button, and drag the mouse across the screen. The pointer moves dragging the element. At the desired location, release the mouse button. The pointer lets go of whatever it was dragging.

Your computer is not complete without the monitor, a TV-like device that usually sits on top of the computer. The monitor displays text characters and graphics. It allows you to see the results of the work going on inside your system unit. The sharpness of the picture depends on the number and size of pixels (tiny dots). The more pixels, the sharper the image. This is called resolution.

There are three types of drives. The floppy drive provides a way to pass files to and from the hard drive or to and from another computer. Unlike the floppy drive, the hard disk drive is inside the computer case and you cannot see it. The smallest hard drives Gateway 2000 offers hold more information than 100 floppies! The size of a hard drive is measured in megabytes or MB for short. The CD-ROM drive is installed in the Gateway 2000. It can play music CDs as well as read software program CDs and the new Kodak photo CDs. A CD disk holds over 600MB of data. CD-ROM is just another hard drive, except that, although you can read from it, you can’t save anything to it. All of them have its drivers.

Задание 2

Fill in the gaps with question words in the questions below:

1. “____  do you live?” “In a small town near here.”

2. “____ was at the party?” “Frederick, Leslie, and some other friends.”

3. “____ did you say to Laura?” “Nothing.”

4. ____ box do you prefer, the small one or the big one?

5. “____do you go out?” “Every Saturday.”

6. “____are you going to visit me?” “Next Sunday.”

7. “____didn’t you tell me anything?” “Because I was afraid.”

8. “____sugar do you want in your coffee?” “Two spoonful, please.”

9. “____ shall we meet?” “At 7?”

10. “____ is she going to stay?” “Just a couple of days.”

Задание 3

Write questions for the underlined words:
1. We won a trip to Hawaii. 

2. We have to clean the office in the morning.

3. She writes two pages every day.

4. He’ll find a job soon.

5. Yesterday she called me because she needs my help.

6. She has breakfast at home twice a week.

7. The fish and chips cost 6 pounds on Mondays.

8. I’m living in a small town now.

9. The cat is under the chair.

10. This pen is mine.

11. We are going to stay for a couple of weeks.

Задание 4

Correct the mistakes in the questions:

1. Speak you English?
2. What can I for you do?
3. Where live you?
4. Played you football?
5. From where do you come?
6. Understand you the question?
7. Does Frank works in Sheffield?
8. What did you last Sunday?
9. Where did Peter went?
10. Like you Hip-Hop?

Задание 5

Put in What, Where, Why, When, How into the gaps and form questions:

1. ____ do you like best?
2. ____ does Bill get up in the morning?
3. ____ don't you go by bus, Max?
4. ____ hobbies does Andrew have?
5. ____ do they go to every week?
6. ____ old is Mike?
7. ____ is Susan's birthday?
8. ____ are my exercise books?
9. ____ are you doing at the moment, Sally?
10. ____ do the Robinsons live?

Задание 6

Write passive sentences in Present Perfect:

1. the postcard / send
2. the pencils / count
3. the door / close
4. the beds / make
5. the mail / write
6. the trees / plant
7. the money / spend
8. the room / book / not
9. the rent / pay / not
10. the people / inform / not

Задание 7

Rewrite the sentences in passive voice:

1. I can answer the question.
2. She would carry the box.
3. You should open the window.
4. We might play cards.
5. You ought to wash the car.
6. He must fill in the form.
7. They need not buy bread.
8. He could not read the sentence.
9. Will the teacher test our English?
10. Could Jenny lock the door?

Инструкция по выполнению практической работы

1. Повторите теоретический материал по теме, используя учебник.

2. Ответьте на вопросы для закрепления теоретического материала по теме.

3. Выполните задания 1–7.

4. Оформите выполненные задания в тетради для практических работ.

Рекомендуемая литература

[1] Галкина А. А. Английский язык для бакалавров электротехнических специальностей=Electricity and everything connected with it: учебное пособие / А. А. Галкина.  Ростов н/Д: Феникс, 2013. — 235 с.

[2] Raymond Murphy.  Essential Grammar in Use/ Cambridge University Press, 2014. — 299 p.

Критерии оценки

Отметка "5" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме.

Отметка "4" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме за исключением отдельных подробностей, не влияющих на понимание содержания задания  в целом.

Отметка "3" ставится в том случае, если поставленная  задача решена, студенты поняли только основной смысл задания, соответствующего программным требованиям.

Отметка "2" ставится в том случае, если студенты проявили полное непонимание содержания задания, соответствующего программным требованиям.

Практическое занятие № 11

Тема: Математические действия

Цель: Формирование навыков и умений в чтении и переводе; повторение и закрепление знаний по теме Математические действия, модальные глаголы.

Формируемые компетенции:

личностные: готовность и способность к непрерывному образованию, включая самообразование,

как в профессиональной области с использованием английского языка, так и в сфере английского языка;

метапредметные:

умение самостоятельно выбирать успешные коммуникативные стратегии в различных ситуациях общения;

предметные:

сформированность умения использовать английский язык как средство для получения информации из англоязычных источников в образовательных и самообразовательных целях

Задачи практической работы

1. Повторить теоретический материал по теме практической работы.

2. Ответить на вопросы для закрепления теоретического материала.

3. Выполнить предложенные задания.

4. Записать выполненные задания в тетради для практических работ.

Оборудование (средства обучения)

1. Учебник по английскому языку.

2. Тексты заданий.

3. Тетради для практических работ.

Вопросы для закрепления теоретического материала по теме:

1. What is measurement?

2. What modal verbs do you know? When are they used?

Задания для практического занятия

Задание 1

Read the text and make the summary of it:

Measurements in physics

Physics is a subject which deals with electricity, magnetism, heat, light, sound, mechanics and properties of matter. In all these branches of physics very little progress was made until measurements were attempted, and today it is generally recognized that a trained physicist must be able to measure accurately distances, volumes, masses, time and temperature as well as other quantities such as electric current and voltage. Every physical quantity has its own unit of measurement. Without a unit accuracy is impossible. To measure the size of anything means to compare it with the standard with witch other people compare the size of things measured by them. For instance, we measure the length of a table by comparing it with the length of a metre.

The way in which we choose to define a unit is left to our own convenience. In England the fundamental unit of length is the yard. In Russia, on the other hand, the standard of length is the meter. The system of measurement based on the metre was designed for simplicity and other units used are obtained from the metre by multiplying or dividing by tens. It is a decimal system. So, in the course of time, different countries have chosen their own values for the fundamental units. In the 20th century scientists agreed to use a particular system in science, called the metre-kilogramme-second, or M.K.S. system.

The International System of Units (SI) is generally a system of units of measurement devised around seven base units and the convenience of the number ten. It was established in 1960, based on the metre-kilogramme-second system. The International System of Units is declared as an evolving system. Prefixes and units are created and unit definitions are modified through international agreement as the technology of measurement progresses, and as the precision of measurements improves.

SI is used both in everyday commerce and in scientific work, wherever it is carried out. It has been nearly globally adopted. The United Kingdom has officially partially adopted metrication, with no intention of replacing imperial units entirely.

The International System of Units consists of a set of units together with a set of prefixes. The units are divided into two classes – base units and derived units. There are seven base units, each representing, by convention, different kinds of physical quantities: metre (length), kilogram (mass), second (time), ampere (electric current), Kelvin (thermodynamic temperature), candela (luminous intensity), mole (amount of substance).

MKS Units

Задание 2

Translate into English:

Теплота, единица измерения, величина, напряжение, международное соглашение, усмотрение, свойства вещества, точность измерений, развивающаяся система, основная единица, физическая величина, длина, простота, полностью, признавать, изменять, улучшаться, принять, заменить, состоять из, определять, сравнить, умножать, делить.

Задание 3

Match the words in 2 columns, what do these expressions mean? Make up your own sentences with these word combinations:

Задание 4

Fill in the blanks:

1. A trained physicist must be able to measure accurately ____  as well as other quantities such as electric current and voltage.
2. Every physical quantity has its own unit of ____  .
3. Other units used are obtained from the metre by ____.
4. In the 20th century scientists agreed to use a particular system in science, called ____.
5. The International System of Units was established in ____.
6. Prefixes and units are created and unit definitions are modified as the technology of measurement ____, and as the precision of measurements ____.
7. The International System of Units consists of ____.
8. The units are divided into two classes ____.

Задание 5

Choose the right word:

1. Unit is a (quality / quantity) adopted as a standard of measurement.

2. Foot is a unit of (area / length) in the English system of measurement.

3. Inch is (more / less) than foot is.

4. There are 12 (yards / inches) in 1 foot.

5. Velocity is length (multiplied / divided) by time.

6. The second is a unit for measuring time in (MKS system / all the systems).

7. (Dimension / division) is a mathematical operation.

8. The square metre is an MKS unit of (area / volume).

9. 11.500 cubic feet is the measure of (area / volume / mass).

Задание 6

Turn the given sentences into affirmative sentences, negative sentences or questions.

1. Olivia can play the guitar. → negative sentence
2. Can the girls play hockey? → affirmative sentence
3. Richard can play the trumpet. → question
4. Can she write with her left hand? → affirmative sentence
5. He can write good stories. → negative sentence
6. Alex can write exciting articles. → question
7. Henry can cook spaghetti. → question
8. They can cook well. → negative sentence
9. Can Carol cook chilli con carne? → affirmative sentence

Инструкция по выполнению практической работы

1. Повторите теоретический материал по теме, используя учебник.

2. Ответьте на вопросы для закрепления теоретического материала по теме.

3. Выполните задания 1–6.

4. Оформите выполненные задания в тетради для практических работ.

Рекомендуемая литература

[1] Галкина А. А. Английский язык для бакалавров электротехнических специальностей=Electricity and everything connected with it: учебное пособие / А. А. Галкина.  Ростов н/Д: Феникс, 2013. — 235 с.

[2] Raymond Murphy.  Essential Grammar in Use/ Cambridge University Press, 2014. — 299 p.

Критерии оценки

Отметка "5" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме.

Отметка "4" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме за исключением отдельных подробностей, не влияющих на понимание содержания задания  в целом.

Отметка "3" ставится в том случае, если поставленная  задача решена, студенты поняли только основной смысл задания, соответствующего программным требованиям.

Отметка "2" ставится в том случае, если студенты проявили полное непонимание содержания задания, соответствующего программным требованиям.

Практическое занятие № 12

Тема: Инженерное дело

Цель: Формирование навыков и умений в чтении и переводе; повторение и закрепление знаний по теме Инженерное дело, вспомогательные глаголы.

Формируемые компетенции:

личностные: готовность и способность к непрерывному образованию, включая самообразование,

как в профессиональной области с использованием английского языка, так и в сфере английского языка;

метапредметные:

умение самостоятельно выбирать успешные коммуникативные стратегии в различных ситуациях общения;

предметные:

сформированность умения использовать английский язык как средство для получения информации из англоязычных источников в образовательных и самообразовательных целях

Задачи практической работы

1. Повторить теоретический материал по теме практической работы.

2. Ответить на вопросы для закрепления теоретического материала.

3. Выполнить предложенные задания.

4. Записать выполненные задания в тетради для практических работ.

Оборудование (средства обучения)

1. Учебник по английскому языку.

2. Тексты заданий.

3. Тетради для практических работ.

Вопросы для закрепления теоретического материала по теме:

1. What is engineering?

2. What are auxiliary verbs? Why is their function?

Задания для практического занятия

Задание 1

Read the text and make the summary of it:

What Science Is

Science is accumulative body of knowledge about the natural world.

The word science itself is derived from the Latin scire, to know, to have knowledge of, to experience.

Technology is the fruit of applied science: it is the concrete expression of research done in the laboratory and applied to manufacturing commodities.

The word scientist was introduced only in 1840. The «cultivators of science» before 1840 were known as «natural philosophers».

The founders of the 300-year-old Royal Society were typical «natural philosophers». They started a technique of inquiry we know today as «the scientific method». Briefly, these are the steps in «the method»:

A. First comes the thought that sparks off the inquiry.

B. Second comes the collecting of facts: the techniques of doing this will differ according to the problem to be solved. But it is based on experiment in which you may use anything from a test-tube to an earth satellite to gather the essential data.

C. This leads to step three: organizing the facts and studying the relationships that emerge.

D. Step four is the statement of a hypothesis or theory: that is, framing a general truth that has emerged, and that may be modified as new facts emerge.

E. Then follows the clearer statement of the theory.

F. And the final step is the practical test of the theory - the prediction of new facts.

This is essential, because from this flows the possibility of control by man of the forces of nature that are newly revealed.

Задание 2

Answer the questions.

1. What is science?

2. How is knowledge obtained?

3. What is technology?

4. What are the steps in the method?

Задание 3

Find the synonyms for the following words:

Hypothesis, research, statement, technique, datum (pl. data), to emerge, technology, theory, essential

Задание 4

Read the text and fill in the gaps using the following words:

environmental      participate      resources      generations      promote      protect

community      acknowledge      serve      management     achievements

Professional Obligations

Engineers shall be guided in all their relations by the highest standards of honesty and integrity.

a)        Engineers shall (1) _____ their errors and shall not distort or alter the facts.

b)        Engineers shall advise their clients or employers when they believe a project will not be successful.

c)        Engineers shall not (2) _____ their own interest at the expense of the dignity and integrity of the profession.

Engineers shall at all times strive to (3) _____ the public interest.

a)        Engineers are encouraged to (4) _____ in civic affairs; career guidance for youths; and work for the advancement of the safety, health, and well-being of their (5) _____.

b)        Engineers are encouraged to extend public knowledge and appreciation of engineering and its (6) ____.

c)        Engineers are encouraged to adhere to the principles of sustainable development in order to (7) _____ the environment for future (8) _____.

"Sustainable development" is the challenge of meeting human needs for natural          (9) _____, industrial products, energy, food, transportation, shelter, and effective waste (10) _____ while conserving and protecting (11) _____ quality and the natural resource base essential for future development.

Задание 5

Rewrite the following sentences in the negative. Use the same tenses as in the positive sentences.

1. I drink coffee.
2. He is hungry.
3. She has been busy.
4. I wrote a letter.
5. He speaks English.
6. They are friendly.
7. We will go home now.
8. I am going to study harder.
9. They danced a lot.
10. Mary plays the guitar.

Задание 6

Write negative sentences in the tenses given in brackets. Decide whether or not to use an auxiliary:

1. we/eat/not/meat (Active Voice - Simple Present)
2. he/send/not/the parcel (Active Voice - Simple Past)
3. they/help/not/you (Active Voice - will-Future)
4. she/see/not/us (Active Voice - Present Perfect Simple)
5. the car/steal/not (Passive Voice - Simple Past)
6. they/read/not (Active Voice - Present Progressive)
7. the room/clean/not (Passive Voice - Present Perfect)
8. you/do/not/your homework (Active Voice - Past Progressive)
9. the test/write/not (Passive Voice - will-Future)
10. he/go to school by bike/not (Active Voice - Simple Present)

Инструкция по выполнению практической работы

1. Повторите теоретический материал по теме, используя учебник.

2. Ответьте на вопросы для закрепления теоретического материала по теме.

3. Выполните задания 1–6.

4. Оформите выполненные задания в тетради для практических работ.

Рекомендуемая литература

[1] Галкина А. А. Английский язык для бакалавров электротехнических специальностей=Electricity and everything connected with it: учебное пособие / А. А. Галкина.  Ростов н/Д: Феникс, 2013. — 235 с.

[2] Raymond Murphy.  Essential Grammar in Use/ Cambridge University Press, 2014. — 299 p.

Критерии оценки

Отметка "5" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме.

Отметка "4" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме за исключением отдельных подробностей, не влияющих на понимание содержания задания  в целом.

Отметка "3" ставится в том случае, если поставленная  задача решена, студенты поняли только основной смысл задания, соответствующего программным требованиям.

Отметка "2" ставится в том случае, если студенты проявили полное непонимание содержания задания, соответствующего программным требованиям.

Практическое занятие № 13

Тема: Инструкции и руководства

Цель: Формирование навыков и умений в чтении и переводе; повторение и закрепление знаний по теме Инструкции и руководства, энергия.

Формируемые компетенции:

личностные: готовность и способность к непрерывному образованию, включая самообразование,

как в профессиональной области с использованием английского языка, так и в сфере английского языка;

метапредметные:

умение самостоятельно выбирать успешные коммуникативные стратегии в различных ситуациях общения;

предметные:

сформированность умения использовать английский язык как средство для получения информации из англоязычных источников в образовательных и самообразовательных целях

Задачи практической работы

1. Повторить теоретический материал по теме практической работы.

2. Ответить на вопросы для закрепления теоретического материала.

3. Выполнить предложенные задания.

4. Записать выполненные задания в тетради для практических работ.

Оборудование (средства обучения)

1. Учебник по английскому языку.

2. Тексты заданий.

3. Тетради для практических работ.

Вопросы для закрепления теоретического материала по теме:

1. What is manual? What’s its function?

2. What types of energy can you name?

Задания для практического занятия

Задание 1

Read the text and make a summary of it:

Fossil Fuels

   Coal, oil and gas are called "fossil fuels" because they have been formed from the organic remains of prehistoric plants and animals.

   Coal provides around 28% of our energy, and oil provides 40%.

Burning coal produces sulphur dioxide, an acidic gas that contributes to the formation of acid rain. This can be largely avoided using "flue gas desulphurization" to clean up the gases before they are released into the atmosphere. This method uses limestone, and produces gypsum for the building industry as a by-product. However, it uses a lot of limestone.

   Crude oil (called "petroleum") is easier to get out of the ground than coal, as it can flow along pipes. This also makes it cheaper to transport.

   Natural gas provides around 20% of the world's consumption of energy, and as well as being burnt in power stations, is used by many people to heat their homes.
  It is easy to transport along pipes, and gas power stations produce comparatively little pollution.

How it works

   Coal is crushed to a fine dust and burnt. Oil and gas can be burnt directly.

Geothermal energy

   The Earth generates a lot of heat while going about its normal business, in the form of subterranean steam and magma among others. The energy generated within the Earth's crust can be harnessed and transformed into other forms of energy, such as electricity.

How it works

   Deep under the surface, water sometimes makes its way close to the hot rock and turns into boiling hot water or into steam. The hot water can reach temperatures of more than 300 degrees Fahrenheit (148 degrees Celsius).

   We drill holes down to the hot region, steam comes up, is purified and used to drive turbines, which drive electric generators.

   There may be natural "groundwater" in the hot rocks anyway, or we may need to drill more holes and pump water down to them.

Hydropower energy

   The use of hydropower involves using the kinetic motion in water as it flows downstream, part of the normal water cycle of the Earth, to generate other forms of energy, most notably electricity. Dams use this property as a means of generating electricity. This form of hydropower is called hydroelectricity. Water wheels were an ancient technology which also made use of this concept to generate kinetic energy to run equipment, such as a grain mill.

How it works

   The water behind the dam flows through the intake and into a pipe called a penstock. The water pushes against blades in a turbine, causing them to turn. The turbine is similar to the kind used in a power plant. But instead of using steam to turn the turbine, water is used.

   The turbine spins a generator to produce electricity. The electricity can then travel over long distance electric lines to your home, to factories and businesses.

   Notice that the dam is much thicker at the bottom than at the top, because the pressure of the water increases with depth.

   Hydro power today can be found in the mountainous areas of states where there are lakes and reservoirs and along rivers.

   Hydro-electric power stations can produce a great deal of power very cheaply.

Although there are many suitable sites around the world, hydro-electric dams are very expensive to build. However, once the station is built, the water comes free of charge, and there is no waste or pollution.

Wind energy

   Modern windmills can transfer the kinetic energy of the air flowing through them into other forms of energy, such as electricity. There are some environmental concerns with using wind energy, because the windmills often injure birds that may be passing through the region.

How it works

   The wind blows the propeller round, which turns a generator to produce electricity.

   We tend to build many of these towers together, to make a "wind farm" and produce more electricity.

   The more towers, the more wind, and the larger the propellers, the more electricity we can make.

   It's only worth building wind farms in places that have strong, steady winds, although boats and caravans increasingly have small wind generators to help keep their batteries charged.

Nuclear energy

   Certain elements are able to undergo powerful nuclear reactions, releasing energy which can be harnessed and transformed into electricity. Nuclear power is controversial because the material used can be dangerous and resultant waste products are toxic. Accidents that take place at nuclear power plants, such as Chernobyl, are devastating to local populations and environments. Still, many nations have adopted nuclear power as a significant energy alternative.

How it works

   Nuclear power stations work in pretty much the same way as fossil fuel-burning stations, except that a "chain reaction" inside a nuclear reactor makes the heat instead.

   The reactor uses Uranium rods as fuel, and the heat is generated by nuclear fission. Neutrons smash into the nucleus of the uranium atoms, which split roughly in half and release energy in the form of heat.

   Carbon dioxide gas is pumped through the reactor to take the heat away, and the hot gas then heats water to make steam.

   The steam drives turbines which drive generators. Modern nuclear power stations use the same type of turbines and generators as conventional power stations.

   In Britain, nuclear power stations are built on the coast, and use sea water for cooling the steam ready to be pumped round again. This means that they don't have the huge "cooling towers" seen at other power stations.

   The reactor is controlled with "control rods", made of boron, which absorb neutrons. When the rods are lowered into the reactor, they absorb more neutrons and the fission process slows down. To generate more power, the rods are raised and more neutrons can crash into uranium atoms.

Biomass energy

   Biomass is not really a separate type of energy, so much as a specific type of fuel. It is generated from organic waste products, such as cornhusks, sewage, and grass clippings. This material contains residual energy, which can be released by burning it in biomass power plants. Since these waste products always exist, it is considered a renewable resource.

How it works

   The fuel is burned, which heats water into steam, which turns turbines, which in turn drive generators, just like in a fossil-fuel power station.

Задание 2

Answer the questions:

1. What are the main forms of fossil fuels?

2. Which of the sources mentioned above create waste byproducts which can be harmful pollutants?

3. Which of the resources are used in Tomsk region for energy production?

4. Which of them are the most ecologically friendly?

5. Is producing nuclear energy harmful for the environment? Why?/Why not?

6. Why the dam is much thicker at the bottom than at the top?

Задание 3

Look through the text and say whether the following statements are true or false according to the information from the text.

1. Coal, oil, natural gas, wood fires are examples of fuels.

2. Fuels are nonrenewable.

3. Dams are necessary for generating hydroelectricity.

4. The wind is the single most significant source of energy to the planet Earth.

5. Nuclear power is controversial because the material used is not dangerous but resultant waste products are toxic.

6. Biomass is considered to be nonrenewable resource.

7. Coal is more difficult to get out of the ground than crude oil.

8. Burning coal produces no sulphur dioxide.

9. Kinetic energy of running water is used to produce hydropower energy.

10. Modern nuclear power stations use different type of turbines and generators as conventional power stations.

Задание 4

Match the word combinations from column A with the word combinations from column B:

                               A                                                                     B

Задание 5

Group any words which go together:

Инструкция по выполнению практической работы

1. Повторите теоретический материал по теме, используя учебник.

2. Ответьте на вопросы для закрепления теоретического материала по теме.

3. Выполните задания 1–5.

4. Оформите выполненные задания в тетради для практических работ.

Рекомендуемая литература

[1] Галкина А. А. Английский язык для бакалавров электротехнических специальностей=Electricity and everything connected with it: учебное пособие / А. А. Галкина.  Ростов н/Д: Феникс, 2013. — 235 с.

[2] Raymond Murphy.  Essential Grammar in Use/ Cambridge University Press, 2014. — 299 p.

Критерии оценки

Отметка "5" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме.

Отметка "4" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме за исключением отдельных подробностей, не влияющих на понимание содержания задания  в целом.

Отметка "3" ставится в том случае, если поставленная  задача решена, студенты поняли только основной смысл задания, соответствующего программным требованиям.

Отметка "2" ставится в том случае, если студенты проявили полное непонимание содержания задания, соответствующего программным требованиям.

Практическое занятие № 14

Тема: Работа на производстве

Цель: Формирование навыков и умений в чтении и переводе; повторение и закрепление знаний по теме Работа на производстве, вспомогательные глаголы в вопросительных предложениях.

Формируемые компетенции:

личностные: готовность и способность к непрерывному образованию, включая самообразование,

как в профессиональной области с использованием английского языка, так и в сфере английского языка;

метапредметные:

умение самостоятельно выбирать успешные коммуникативные стратегии в различных ситуациях общения;

предметные:

сформированность умения использовать английский язык как средство для получения информации из англоязычных источников в образовательных и самообразовательных целях

Задачи практической работы

1. Повторить теоретический материал по теме практической работы.

2. Ответить на вопросы для закрепления теоретического материала.

3. Выполнить предложенные задания.

4. Записать выполненные задания в тетради для практических работ.

Оборудование (средства обучения)

1. Учебник по английскому языку.

2. Тексты заданий.

3. Тетради для практических работ.

Вопросы для закрепления теоретического материала по теме:

1. What is manual? What’s its function?

2. What types of energy can you name?

Задания для практического занятия

Задание 1

Read the text and make a summary of it:

   There are various ways of grouping the main elements of the engineering industry. Figure 1 shows one such grouping. This figure tends to over-simplify the structure of the industry. In reality the elements are by no means so clear cut and there is much overlapping of trades and services. Just consider a motor car. It combines mechanical engineering, electrical/electronic engineering, sheet metal fabrication, upholstery and trim, and painting. Across all the fields of engineering there is a need for servicing and maintenance engineering if complex plant and equipment is to be kept working efficiently so as to give an adequate return on the capital invested in them. Servicing and maintenance engineering is also important in ensuring that machinery, plant and equipment work safely and do not cause accidents or pollute the environment. Let’s now look at the different types of company to be found within the engineering industry.

Figure 1. Engineering industry.

Companies

Private companies

  These are companies which are wholly owned by a single person, a family or a small group of individuals. These persons own the company outright and none of the shares are available for sale to the general public. Such companies can be further subdivided into proprietorships, partnerships and private companies with limited liability.

Public limited companies

   These are large companies whose scale of operation and financing is beyond the resources of even the wealthiest private individuals. Such companies are funded by the sale of stocks and shares to the general public, and the investment institutions such as the insurance companies. The stocks and shares in public limited companies (plc) are bought and sold through the stock broking companies who, in turn, operate through the stock markets. Public companies pay interest on the money borrowed in this way. In the case of stock, a fixed rate of interest is paid. This may be less that the interest paid on ordinary shares and there is no capital growth. However, stocks have preference over shares in the event of the company failing and can be considered a safer investment.

   The interest paid on shares is called a dividend and it is paid out of the profits of the company. When the profits go up, the dividend is raised and the shareholders get a higher rate of return on their investment. If profits fall, the dividend may have to be reduced. If the company prospers its shares will be in demand and, following the law of supply and demand, the price of the shares will rise and the shareholders will make a capital gain if they sell their shares at a higher price than what they paid for them originally.

Nationalized industries

   These are companies owned by the state because of strategic and social importance to the nation. Many of the public utilities (gas, water and electricity) were among the first companies to be nationalized in Britain after the Second World War. These were closely followed by such industries as the coal mines and the railways.

Monopolies

   These are companies who are free from competition because they are the only companies operating in a particular market. This is most likely due to the specialized nature of the service they offer and the high level of capital investment involved. A group of companies acting together to reduce competition and to keep prices and profits artificially high is called a cartel. If monopolies and cartels raise their prices too high, then it eventually becomes worthwhile for other companies to be set up despite the high level of investment involved. This breaks the monopoly and brings prices to a more reasonable level. For example British Telecom now has to compete with Mercury Communications.

Cooperatives

   These are companies owned by the workforce, the management and, in some instances by the customers as well. For all practical purposes they operate as limited companies with the shares owned exclusively by the members. The idea is to eliminate the profit element demanded by the more usual sources of capital funding. Any profits which are made are retained and reinvested in the business after an agreed dividend has been paid to the members. Such companies are registered under the Industrial and Provident Societies Act.

Задание 2

Read the text to find out the author’s answer to the question: Why should I become an engineer?:

Why Should I Become an Engineer?

It is true that years of hard work are required to become an engineer, but after of five years of university studying engineering, you can make good money. In fact, engineering is one of the few fields that let you earn good pay after only five years. Right now, five years might sound like a long time, but it's worth it. Consider it one of the best investment you can make. Besides, it's not all about the money. Here's a few other things you may want to consider:

Interesting Work
As it is mentioned before, engineering is a very broad field. There are so many types of engineering, that there is bound to be one you find interest in. Since science and technology are constantly expanding, there will always be new problems to solve-you'll rarely be bored. Unlike other jobs that require you to do the same thing over and over, the work of engineers greatly varies.

Challenges
In engineering, you will find yourself constantly finding new ways to solve problems. If you truly want to be an engineer, the challenges you will face will just make things more interesting. Overcoming obstacles will help sharpen your mind, helping you deal with problems not only in engineering but in life as well.

Creativity
In facing challenges, you will be encouraged to "think out of the box" and explore new possibilities. This need to creativity makes engineering even more exciting.

Sense of Accomplishment
There's no better feeling than the feeling that you accomplished something great. In engineering, you're doing just that. Imagine looking at a bridge that you helped design or picking up a new invention that you created.

Helping Others

Engineering is all about making things people can use and making life better for everybody. As an engineer, you will be able to see that you're actually making a difference in the world.

Задание 3

Look through the text and say whether the following statements are true or false according to the information from the text:

1. Engineering is not about making things people can use.
2. Engineers make life better for everybody.
3. To become an engineer you are not required to work hard.
4. Overcoming obstacles will help you to deal with problems not only in engineering but in life as well.
5. Since science and technology are constantly expanding, there will always be new problems to solve.

Задание 4

Match the words with their synonyms:

constantly         to realize

to consider        method

rarely        gripping

way        to think over

to face        always

obstacle        to encounter

exciting        hardly ever

to accomplish        problem

Задание 5

Group any words which go together and make up sentences using some of these phrases:

a new         problems

broad         problems

to solve        invention

to face        challenges

to overcome        field

to deal with        obstacles

Задание 6

Write questions in the tenses given in brackets. Decide whether or not to use an auxiliary:

1. you/know/this girl (Simple Present)
2. who/say/that (Simple Past)
3. why/she/want to do this (Simple Present)
4. he/go home (Present Perfect Simple)
5. she/come/to our party (will-Future)
6. they/travel/by train (Simple Past)
7. they/buy/the present (Present Perfect Simple)
8. you/sleep (Present Progressive)
9. they/be/there (Simple Past)
10. where/he/be/from (Simple Present)
11. you/read/that book (Active Voice - Present Perfect Simple)
12. he/live/in London (Active Voice - Simple Present)
13. what/you/do (Active Voice - will-Future)
14. I/hurt/you (Active Voice - Simple Past)
15. they/work/in a factory (Active Voice - Simple Present)
16. he/help/you (Active Voice - Present Perfect Simple)
17. you/be/busy (Active Voice - Simple Present)
18. what music/play (Passive Voice - will-Future)
19. the sailors/rescue (Passive Voice - Simple Past)
20. the tree/cut (Passive Voice - Present Perfect)

Инструкция по выполнению практической работы

1. Повторите теоретический материал по теме, используя учебник.

2. Ответьте на вопросы для закрепления теоретического материала по теме.

3. Выполните задания 1–6.

4. Оформите выполненные задания в тетради для практических работ.

Рекомендуемая литература

[1] Галкина А. А. Английский язык для бакалавров электротехнических специальностей=Electricity and everything connected with it: учебное пособие / А. А. Галкина.  Ростов н/Д: Феникс, 2013. — 235 с.

[2] Raymond Murphy.  Essential Grammar in Use/ Cambridge University Press, 2014. — 299 p.

Критерии оценки

Отметка "5" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме.

Отметка "4" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме за исключением отдельных подробностей, не влияющих на понимание содержания задания  в целом.

Отметка "3" ставится в том случае, если поставленная  задача решена, студенты поняли только основной смысл задания, соответствующего программным требованиям.

Отметка "2" ставится в том случае, если студенты проявили полное непонимание содержания задания, соответствующего программным требованиям.

Практическое занятие № 15

Тема: История инженерного дела. Технологии.

Цель: Формирование навыков и умений в чтении и переводе; повторение и закрепление знаний по теме История инженерного дела. Технологии, пассивный залог с предлогами with, by, прошедшее простое и прошедшее завершенное время.

Формируемые компетенции:

личностные: готовность и способность к непрерывному образованию, включая самообразование,

как в профессиональной области с использованием английского языка, так и в сфере английского языка;

метапредметные:

умение самостоятельно выбирать успешные коммуникативные стратегии в различных ситуациях общения;

предметные:

сформированность умения использовать английский язык как средство для получения информации из англоязычных источников в образовательных и самообразовательных целях

Задачи практической работы

1. Повторить теоретический материал по теме практической работы.

2. Ответить на вопросы для закрепления теоретического материала.

3. Выполнить предложенные задания.

4. Записать выполненные задания в тетради для практических работ.

Оборудование (средства обучения)

1. Учебник по английскому языку.

2. Тексты заданий.

3. Тетради для практических работ.

Вопросы для закрепления теоретического материала по теме:

1. What is are the most famous inventors?

2. What are the most important inventions in the history of humankind?

Задания для практического занятия

Задание 1

Read the text and make a summary of it:

Inventors and Their Inventions

Charles Rolls was born in 1881 in Great Britain. He died in 1910. He was an aristocrat and a businessman. He was especially interested in cars. Once he met another enthusiast of cars Henry Royce. Henry Royce was a famous car engineer. They decided to design the most comfortable and reliable car. At the beginning of the 20th century it seemed to be a fantasy. But they worked hard and at last in 1907 they created the world famous Rolls-Royce car. It was so comfortable and reliable that one of the models of Rolls-Royce cars “Silver Ghost” hadn' t changed greatly for 20 years since 1907 .

Gotlif Daimler and Charles Benz were two inventors. They lived in Germany. They were both interested in car production. At the end of the 19th century each of them designed a car. At the same time they organized two independent firms to produce them.

All the cars produced by the firm of Daimler were called "Mercedes". Mercedes was a daughter's name of one of the stockholders of the firm. This man saved the firm of Daimler-from the financial crisis at the beginning of the 20th century. But after the World War I the firm of Daimler met financial difficulties again. This time it had to join the firm of Benz. Since that time all the cars produced by the firm "Daimler-Benz» have been-called "Mercedes-Benz".

Задание 2

Find the English equivalents to the following Russian:

Автомобиль, проектировать, надёжный, решать, создавать, изменять, значительно, независимый, производить, называть, акционер, трудности, присоединяться.

Задание 3

Answer the following questions:

1. What was Charles Rolls interested in?

2. Whom did he meet one day?

3. What was Henry Royce famous for?

4. What did they decide to do?

5. What car did they create and when?

6. What other inventors were interested in car production?

7. What did they organize?

8. After whom was the car produced by Daimler railed? Why?

9. Why did the two firms join?

10. How are the cars produced by the firm "Daimler-Benz» called?

Задание 4

Match the inventors with their discoveries/inventions:

Задание 5

Read the text and answer the questions:

1. What is the main idea of the text?
2. What do you agree/disagree with? Why?

The Impact of Research and Development on Science and Engineering 

Those of us who live in the modern world of science and technology are apt to think that the concept or concepts of research and development belong peculiarly to our generation, starting within our lifetime and being the dominant characteristic of our time; that our science and our engineering are the first to feel their impact. However, science has used experimental and theoretical investigation, or research, as its principal tool since the dawn of modern science beginning with Galileo. And engineering has used development as one of its principal tools for centuries. The process of development goes right back to the first device or tool used by man, a club, a lever or a bow.

The fields of science and engineering began to link in the 19th century. Prior to them most inventions and engineering developments stemmed from the practical needs of life and were produced by craftsmen and artisans. Science, on the other hand, or natural philosophy, as it was called until the 19th century, was mostly quite remote from the practicalities of life. However, in the nineteenth century scientific research, which was undertaken purely in the search for knowledge and understanding, began occasionally to precede engineering application, even suggesting new practical applications. In some cases scientific inquiry opened previously unimagined areas of application and in turn the resulting practical tools gave scientists more power to do new research.

We have lived for at least a century and a half with the intimate interdependence of science and engineering. The two methods of pursuing these fields, research and development, are by now old hat.

We even find that the engineer has borrowed the process of research from the scientist and the scientist has borrowed the process of development from the engineer.

However, there is a characteristic of research and development which is peculiar to our time. This simply is that the research and development activity of scientists and engineers has now grown to such proportions that it is a major concern of all citizens. It is something big enough to be governed; in fact it is now one of the principal causes of the growth of government. The need to regulate research and development and its products is apparent in all sides.

One of the most characteristic features of research and development is the inexorable growth of technical project. It starts as a simple, inexpensive activity involving only a few scientists or engineers, with the motive either of studying the nature of the universe or of developing something practical. Soon it reaches a stage when the idea begins to take on more advocates, either more scientists who realize that the idea is the beginning of a fruitful field for scientific investigation, or more engineers, industrialists and military men who realize that the idea, if properly developed, will pay off in their field of application. Then it proves itself successful and takes a place in the affairs of men in general. In the early days of the growth of the idea, its advancement is limited only by technical considerations. As time goes on, however, the impact of this idea on society begins to bring other complicating factors and it changes from performance limited stage to society limited case.

By using the power of research and development as conducted by scientists and engineers, many new ideas will grow to a point of size and importance where society itself, rather than a few enthusiastic engineers or scientists, will have to make the judgment of how much more should be done in this field. This need for collective action in the making of this judgment is really what is most characteristic of science and engineering in our generation.

Задание 6

Fill in the gaps with by or with:

1. In his childhood Tom used to be beaten ____ a stick.
2. My parents were married ____ a priest.
3. Molly’s bedroom wall was covered ____ posters.
4. The house was surrounded ___ flowerbeds.
5. His shorts were covered ___ mud.
6. Tom had been stabbed ___ a penknife.
7. The deer was shot ___ a hunter ___ rifle.
8. Soup is eaten ___ a spoon.
9. The new swimming pool has been just opened ___ the mayor.
10. During the robbery, the manager was hit ____ a baseball bat.
11. Extra training was provided ____ the company.
12. This story was written ___ Agatha Christie.
13. The bear was shot ____ a gun.
14. Trained dogs are used ____ the police.
15. The hall was decorated _____ pink and purple balloons.
16. University laboratories are equipped _____ up-to-date devices.
17. Rare books, issued ____ British publishers, are being shown at the exhibition.

Задание 7

Put the verbs into the correct tense (Simple Past or Past Perfect):

1. My friend (eat) up all the biscuit we (bake).
2. The teacher (correct) the tests we (write).
3. I (give) them some of the candies I (buy).
4. My sister (see / not) the note that I (lay) on the kitchen table for her.
5. We (want) to watch a film that we (see / not) before.
6. When he (wake up), his mother (already / prepare) breakfast.
7. We (go) to London because the Queen (invite) us for tea.
8. He (hear) the news, (go) to the telephone and (call) a friend.
9. When she (start) to learn English, she (already / learn) French.
10. Jane (already / type) ten pages when her computer (crash).
11. By the time he (arrive) at the pub, they (run) out of beer.
12. Before that day we (never / think) of going to Japan.
13. I (know) him for a long time before I (meet) his family.
14. They (not / know) where to meet because nobody (tell) them.
15. It (be) cloudy for days before it finally (begin) to rain.

Инструкция по выполнению практической работы

1. Повторите теоретический материал по теме, используя учебник.

2. Ответьте на вопросы для закрепления теоретического материала по теме.

3. Выполните задания 1–7.

4. Оформите выполненные задания в тетради для практических работ.

Рекомендуемая литература

[1] Галкина А. А. Английский язык для бакалавров электротехнических специальностей=Electricity and everything connected with it: учебное пособие / А. А. Галкина.  Ростов н/Д: Феникс, 2013. — 235 с.

[2] Raymond Murphy.  Essential Grammar in Use/ Cambridge University Press, 2014. — 299 p.

Критерии оценки

Отметка "5" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме.

Отметка "4" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме за исключением отдельных подробностей, не влияющих на понимание содержания задания  в целом.

Отметка "3" ставится в том случае, если поставленная  задача решена, студенты поняли только основной смысл задания, соответствующего программным требованиям.

Отметка "2" ставится в том случае, если студенты проявили полное непонимание содержания задания, соответствующего программным требованиям.

Практическое занятие № 16

Тема: Физические явления

Цель: Формирование навыков и умений в чтении и переводе; повторение и закрепление знаний по теме Физические явления, условные предложения (1 тип).

Формируемые компетенции:

личностные: готовность и способность к непрерывному образованию, включая самообразование,

как в профессиональной области с использованием английского языка, так и в сфере английского языка;

метапредметные:

умение самостоятельно выбирать успешные коммуникативные стратегии в различных ситуациях общения;

предметные:

сформированность умения использовать английский язык как средство для получения информации из англоязычных источников в образовательных и самообразовательных целях

Задачи практической работы

1. Повторить теоретический материал по теме практической работы.

2. Ответить на вопросы для закрепления теоретического материала.

3. Выполнить предложенные задания.

4. Записать выполненные задания в тетради для практических работ.

Оборудование (средства обучения)

1. Учебник по английскому языку.

2. Тексты заданий.

3. Тетради для практических работ.

Вопросы для закрепления теоретического материала по теме:

1. What is theory of relativity?

2. What are conditionals?

3. What are the types of conditionals?

4. When is the 1st type of conditionals used?

Задания для практического занятия

Задание 1

Read the text and make a summary of it:

Einstein’s special theory of relativity

Einstein interpreted the failure of the Michelson-Morley experiment to mean that the velocity of light is invariant, that time and distance are relative and that Galilean – Newtonian mechanics must be modified accordingly. Out of these modifications came the theory of relativity.

Relativity is divided into two parts. One part is called the special, or restricted, theory of relativity, and the other is called the general theory. The special theory, developed by Einstein in 1905, deals with observers and their reference frames moving with constant velocities. The mathematics of the special theory is simple enough.

The general theory, proposed by Einstein in 1915, deals with motions of bodies in accelerated frames of reference. The mathematics of the general theory is quite difficult, and the experimental evidence for its validity is not as well founded as for the special theory.

Since the Michelson-Morley experiment fails to provide a fixed frame of reference in space, Einstein’s theory assumes that all such experiments will fail, at that at relatively high speeds the laws of Newton are not valid. Einstein’s special theory of relativity shows that the laws of physics can be restated so that they will apply to any frame of reference, and that at low relative speeds these laws reduce to Newton’s laws of motion.

The first postulate for setting up these equations is: The laws of physics apply equally well for all observers as long as they are moving with constant velocities.

The second postulate follows from the assumption that the velocity of light is invariant.

The velocity of light in free space has the same value regardless of the motion of the source and the motion of the observer. To see the meaning of this statement, consider a reference frame and observer O at rest. A source of light S is set up, and by means of an experiment the velocity of light is measured and found to be 3×108 m/s. Another observer O`, moving with a velocity v with respect to O, allows the light from the same source S to pass through his apparatus. Upon measuring the velocity of this same light in his frame, he too finds 3×108 m/s.

For these two identical results to be consistent, Einstein derived new transformation equations. To do this he assumed that distance and time are relative, i. e., they are not invariant.

Classical laws such as Newton’s laws of motion can be used in most applications of kinematics and dynamics to the motions of macroscopic bodies; but at speeds above 10% the speed of light, the relativistic equations should be used.

Задание 2

Translate from into English:

Скорость света, низкая скорость, движение тел, закон движения, достоверность, пространство, наблюдатель, предположение, кинематика, неизменный, относительный, постоянный, соответственно, ускорить, применять, в независимости от.

Задание 3

Make up the word combinations using the words from 2 columns, make up some sentences with these word combinations:

Задание 4

Fill in the blanks:

1. Relativity is divided into ____.
2. The special theory, developed by ____ in ____, deals with observers and their reference frames moving with constant velocities.
3. The ____ theory deals with motions of bodies in accelerated frames of reference.
4. The mathematics of the general theory is ____.
5. Einstein’s theory assumes that at relatively high speeds the laws of Newton ____.
6. Einstein’s special theory of relativity shows that the laws of physics at low relative speeds reduce to ____.
7. The laws of physics apply equally well for all observers as long as they ____.
8. The velocity of light in free space has ____.
9. Classical laws such as Newton’s laws of motion can be used in most applications of kinematics and dynamics to the motions of macroscopic bodies; but at speeds above 10% ____.

Задание 5

Choose the correct word:

1. Einstein interpreted (the failure / the success) of the Michelson-Morley experiment to mean that the velocity of light is (relative / invariant), that time and distance are (relative / invariant).
2. The special theory deals with observers and their reference frames moving with (constant / different) velocities.
3. The general theory deals with motions of bodies in (accelerating / accelerated) frames of reference.
4. Einstein’s theory assumes that at relatively (slow / high) speeds the laws of Newton are not valid.
5. The laws of physics apply equally well for all observers as long as they (are moving / move) with constant velocities.
6. The velocity of light in free space has the (some / same) value regardless of the motion of the source and the motion of the observer.

7. At speeds above 10% the speed of light, the (relativism / relativistic) equations should be used.

Задание 6

Answer the following questions:

1. How did Einstein interpret the failure of the Michelson-Morley experiment?

2. Why must Galilean – Newtonian mechanics be modified?

3. How many parts is theory of relativity divided into?

4. What does special theory of relativity deal with?

5. What does general theory of relativity deal with?

6. What does Einstein’s theory assume?

7. When do the laws of physics apply equally well for all observers?

8. Is the velocity of light invariant?

9. What value does the velocity of light have in free space?

10. Einstein assumed that distance and time are relative. What does it mean?

11. When should the relativistic equations be used?

Задание 7

Put the verbs in the brackets into the Present Indefinite or the Future Indefinite Tense.

1. If Peter __________ (come) to my place, we__________  (go) to play in the yard.
2. If Peter__________ (not come) to my place, I __________ (watch) TV.
3. If Frank’s parents__________ (have) their holidays in summer, they __________ (go) to the seaside.
4. If they __________ (have) their holidays in winter, they __________ (stay) at home.
5. If the fog _______ (thicken), Harold _______ (put up) the tent for the night.
6. When I _______ (finish) my work, I_______ (go) to the cinema.
7. We_______ (buy) this book as soon as our mother_______ (give) us some money.
8. When we _______ (come) to your place you_______ (show) us your present.
9. I_______ (return) you your ring when you_______ (ask) me.
10. I_______ (wait) for my friend until he_______ (come) from the shop.
11. My father_______ (start) writing before the sun _______ (rise).
12. As soon as you _______ (finish) your study I_______ (present) you with a new flat.

Инструкция по выполнению практической работы

1. Повторите теоретический материал по теме, используя учебник.

2. Ответьте на вопросы для закрепления теоретического материала по теме.

3. Выполните задания 1–7.

4. Оформите выполненные задания в тетради для практических работ.

Рекомендуемая литература

[1] Галкина А. А. Английский язык для бакалавров электротехнических специальностей=Electricity and everything connected with it: учебное пособие / А. А. Галкина.  Ростов н/Д: Феникс, 2013. — 235 с.

[2] Raymond Murphy.  Essential Grammar in Use/ Cambridge University Press, 2014. — 299 p.

Критерии оценки

Отметка "5" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме.

Отметка "4" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме за исключением отдельных подробностей, не влияющих на понимание содержания задания  в целом.

Отметка "3" ставится в том случае, если поставленная  задача решена, студенты поняли только основной смысл задания, соответствующего программным требованиям.

Отметка "2" ставится в том случае, если студенты проявили полное непонимание содержания задания, соответствующего программным требованиям.

Практическое занятие № 17

Тема: Статика и динамика

Цель: Формирование навыков и умений в чтении и переводе; повторение и закрепление знаний по теме электричество, условные предложения (2 тип).

Формируемые компетенции:

личностные: готовность и способность к непрерывному образованию, включая самообразование,

как в профессиональной области с использованием английского языка, так и в сфере английского языка;

метапредметные:

умение самостоятельно выбирать успешные коммуникативные стратегии в различных ситуациях общения;

предметные:

сформированность умения использовать английский язык как средство для получения информации из англоязычных источников в образовательных и самообразовательных целях

Задачи практической работы

1. Повторить теоретический материал по теме практической работы.

2. Ответить на вопросы для закрепления теоретического материала.

3. Выполнить предложенные задания.

4. Записать выполненные задания в тетради для практических работ.

Оборудование (средства обучения)

1. Учебник по английскому языку.

2. Тексты заданий.

3. Тетради для практических работ.

Вопросы для закрепления теоретического материала по теме:

1. What is electricity?

2. What are conditionals?

3. What are the types of conditionals?

4. When is the 2nd type of conditionals used?

Задания для практического занятия

Задание 1

Read the text and make a summary of it:

Electricity

Electricity has been known since the days of the ancient Greeks. The word “electricity” comes from the Greek word for amber. The Greeks discovered that, if a piece of amber was rubbed with fur, it would pick up bits of straw or other light-weight materials. Later scientists discovered that other materials would act like amber. They could be given charges of electricity. Charges of this kind are called charges of frictional, or static, electricity.

Perhaps one of the most useful accomplishments of the recent centuries is the development of electric circuits. The flow of charge through wires allows us to cook our food, light our houses, air-condition our work and living space, entertain us with movies and music and even allows us to drive to work or school safely.

How an electric field can influence charge within a circuit as it moves from one location to another. Electric force is described as a non-contact force. A charged balloon can have an attractive affect upon an oppositely charged balloon even when they are not in contact. The electric force acts over the distance separating the two objects.

A charged object creates an electric field. The electric field direction about a positive source charge is always directed away from the positive source. And the electric field direction about a negative source charge is always directed toward the negative source.

As a physical quantity, current is the rate at which charge flows past a point on a circuit. The standard metric unit for current is the ampere. Ampere is often shortened to Amp and is abbreviated by the unit symbol A. A current of 1 ampere means that there is 1 coulomb of charge passing through a cross section of a wire every 1 second. The push that forces a current through a circuit is measured in volts. Most household appliances are built for a voltage of either 127 or 220.

Electric circuits are designed to serve a useful function. The mere movement of charge from terminal to terminal is of little use if the electrical energy possessed by the charge is not transformed into another useful form. To equip a circuit with a battery and a wire leading from positive to negative terminal without an electrical device (light bulb, electric bell, motor, etc.) would lead to a high rate of charge flow. Such a circuit is referred to as a short circuit. With charge flowing rapidly between terminals, the rate at which energy would be consumed would be high. Such a circuit would heat the wires to a high temperature and drain the battery of its energy rather quickly. When a circuit is equipped with a light bulb, electric bell, or motor, the electrical energy supplied to the charge by the battery is transformed into other forms in the electrical device. In a light bulb, electrical energy is transformed into useful light energy (and some non-useful thermal energy). In an electric bell, electrical energy is transformed into sound energy. And in a motor, electrical energy is transformed into mechanical energy.

Задание 2

Translate into English:

Электрическая цепь, электрические приборы, электрический заряд, электрическое поле, ампер, статическое электричество, электрический звонок, механическая энергия, клемма, аккумулятор, измерять в вольтах, действовать на расстоянии, нагревать проволоку, переходить в другую форму, потреблять энергию.

Задание 3

Make up the word combinations using the words from 2 columns, make up some sentences with these word combinations:

Задание 4

Fill in the blanks:

1. The flow of charge through wires allows us to____ .
2. Electric force is described as ____ .
3. A charged balloon can have an attractive affect upon an oppositely charged balloon even when ____ .
4. The electric force acts ____ .
5. A charged object creates ____ .
6. The electric field direction about a positive source charge is always directed away from ____ .
7. The electric field direction about a negative source charge is always directed toward __________.
8. The standard metric unit for current is ____ .
9. The mere movement of charge from terminal to terminal is of little use if the electrical energy possessed by the charge ____ .
10. When a circuit is equipped with a light bulb, electric bell, or motor, the electrical energy supplied to the charge by the battery is transformed ____ .

Задание 5

Answer the following questions:

1. What does the word “electricity” come from?

2. What does the flow of charge through wires allow us?

3. Electric force is described as a non-contact force. What does it mean?

4. What is the standard metric unit for current?

5. What is the standard metric unit for electrical force?

6. What is a short circuit?

7. When is electrical energy transformed into other forms?

8. What kind of energy can electrical energy be transformed into?

9. What voltage are most household appliances built for?

10. What is static electricity?

Задание 6

Put the verbs in brackets in the appropriate form to form second conditionals.

1. Binnerts ____ (may) look for some sources on Dracula, if there____ (be) any.
2. If the police____ (turn) the robber out he ____ (do) it again.
3. Molly’s face says 'I ____ (love) you if ____ I but I can't...’
4. These legends ____ (draw) them on, if only they ____ (have) no time to think realistic.
5. If the King ____ (employ) an agent it (certainly be) you.
6. If Greg ____ (not have) money enough to move to another town, we____ (give) it to him.
7. If Mollenhauer and Butler and____ (can) get together, it ____ (be) a very different matter.
8. If it ____ (be) up to me, I ____ (have) my helicopter airborne.
9. '____ (not can) you know more, if you ____ (think) proper?'
10. You ____ (can) write every month if you ____ (like).

Задание 7

Join parts of the sentences to form second conditionals.

1. How could you know that you would fall into the cellar ____
2. If the police shut the robber up too soon ____
3. They couldn't even hear in the town ____
4. If the author were to give an account of it ____
5. If the time scale was lengthened ____
6. If the consultative process were to be concluded more successfully ____
7. If it were impossible to adopt the draft resolutions by consensus ____
8. We could hide in a big barn ____
9. The dog would start to howl ____
10. Even if the whole lady world protested, ____

a) if we fired the cannon here.

b) they would all the same receive an overwhelming majority of all votes.

c) the reader would hardly believe it.

d) Mark wouldn’t stop watching football.

e) if we felt any danger.

f) if you didn't do this on purpose?

g) the effect would be that much more neutrons would decay into protons.

h) as if it were covered with bees

i) they would deprive themselves of getting more further evidence against him.

j) much more had to be done

Инструкция по выполнению практической работы

1. Повторите теоретический материал по теме, используя учебник.

2. Ответьте на вопросы для закрепления теоретического материала по теме.

3. Выполните задания 1–7.

4. Оформите выполненные задания в тетради для практических работ.

Рекомендуемая литература

[1] Галкина А. А. Английский язык для бакалавров электротехнических специальностей=Electricity and everything connected with it: учебное пособие / А. А. Галкина.  Ростов н/Д: Феникс, 2013. — 235 с.

[2] Raymond Murphy.  Essential Grammar in Use/ Cambridge University Press, 2014. — 299 p.

Критерии оценки

Отметка "5" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме.

Отметка "4" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме за исключением отдельных подробностей, не влияющих на понимание содержания задания  в целом.

Отметка "3" ставится в том случае, если поставленная  задача решена, студенты поняли только основной смысл задания, соответствующего программным требованиям.

Отметка "2" ставится в том случае, если студенты проявили полное непонимание содержания задания, соответствующего программным требованиям.

Практическое занятие № 18

Тема: Инженерное конструирование

Цель: Формирование навыков и умений в чтении и переводе; повторение и закрепление знаний по теме Инженерное конструирование, окружающая среда, условные предложения (3 тип).

Формируемые компетенции:

личностные: готовность и способность к непрерывному образованию, включая самообразование,

как в профессиональной области с использованием английского языка, так и в сфере английского языка;

метапредметные:

умение самостоятельно выбирать успешные коммуникативные стратегии в различных ситуациях общения;

предметные:

сформированность умения использовать английский язык как средство для получения информации из англоязычных источников в образовательных и самообразовательных целях

Задачи практической работы

1. Повторить теоретический материал по теме практической работы.

2. Ответить на вопросы для закрепления теоретического материала.

3. Выполнить предложенные задания.

4. Записать выполненные задания в тетради для практических работ.

Оборудование (средства обучения)

1. Учебник по английскому языку.

2. Тексты заданий.

3. Тетради для практических работ.

Вопросы для закрепления теоретического материала по теме:

1. What is electricity?

2. What are conditionals?

3. What are the types of conditionals?

4. When is the 2nd type of conditionals used?

Задания для практического занятия

Задание 1

Read the text and make a summary of it:

Union’s European Programme

   EUР supports the progression of improved non-nuclear energy tech¬nologies through dеmonstration and market penetration. The focus of the programme component is оn the demonstration and promotion of сlеаn and efficient energy technologies in three broad areas:

•        renewable energy sources;

•        rational use of energy in buildings, industry and transport;

•        cleaner and more efficient use of fossil fuels and more effective exploration, distribution and transportation оf hуdrocarbons.

   At the core of the aims of the European Union as а whole, are three central objectives. First, to help promote economic growth and create employment. Second, to improve the competitiveness of our indus¬tries. Third, to protect our environment and соntributе towards sustainable development. New energy technologies саn make аn impor¬tant contribution towards achievement of these objectives. А more efficient use of resources, such as fuels and electricity, helps to im¬рrovе the relative соst-еffесtivеnеss of our industries and hence the goods and services they make and sell. As the recent economic crises in the Far East has shown, the world is truly а global village. Like¬wise, our industries across the EU are intrinsically connected to the ebbs and flows of international markets. The technologies supported under programme like THERMIE have contributed to а more efficient use of resources, thus reducing costs and making the companies more competitive. The indicator commonly used to measure the “efficiency of energy use” sector is that of energy consumption per unit of output, known as "energy intensity".

 Investment in new technologies саn also have аn impact in another area, namely that of employment creation. Many of the technologies supported bу initiatives such as THERMIE are more labor intensive than their conventional competitors, either in manufacturing and installation, or in operation and maintenance. Thus, investing in these applications, and the firms that produce them, allows for а contribution towards employment creation. Moreover, mаnу of the jobs created are highly skilled, оr are located in priority areas.

   Investing in technology to stimulate economic growth is not sufficient, in itself, to meet our objectives. We must also work towards promoting sustainable development and protection of our environments. The emphasis оn clean and efficient technologies саn make а substаntiаl contribution towards achievement of these aims. Аll of the technologies and applications supported under THERMIE offer access to zero or low emissions of gases such as СО2, the main greenhouse gas. In the Solid Fuel sector, for example, the аdvanсеd соаl tесhnоlоgiеs supported with¬in THERMIE offer access to substаntiаl reductions in emissions of grееn¬house gases and those responsible for acid deposition. А recent analysis bу the Еuroреаn Commission sought to quantify these savings.

   As а consequence of the invеstmеnts made in new technologies, аnd сhаnging patterns of energy supply, the Member States of the EU, аnd the EU itself, are contributing to lowering the emissions of greenhouse gases. The investments made from EU funds can help а project раrtner in many different ways. Firstly, the mechanism allows for the сгеаtiоn of а vehicle to support the ехсhаngе of information аnd experience bеtwееn соmраniеs and оrgаnizаtions across the EU аnd bеуоnd. Sесоnd, the impact of the European funding is to stimulate projects, which would nоt otherwise have gоnе ahead, or to the same ехtеnt.

   Technical performance is another key area where the Programme's initiatives have bееn focused. In this case, the impact of THERMIE has bееn to improve the reliability and efficiency of the technologies and applications, so as to encourage their market dерlоуment.

Задание 2

Answer the questions:

1. What is the focus of the programme?
2. What are tree central objectives at the core of the aims of the European Union as a whole?
3. Why is the world truly a global village?
4. What impact can investment in new technologies also have?
5. What can the emphasis on clean and efficient technologies make?
6. How can the investments made from EU funds help a project partner?

Задание 3

Look through the text and say whether the following statements are true or false according to the information from the text:

1. EUP supports the progression of improved nuclear energy technologies through demonstration and market penetration.
2. As the recent economic crises in the Middle East has shown, the world is truly a global village.
3. Likewise, our industries across the EU are intrinsically connected to the ebbs and flows of international markets.
4. Investment in new technologies can also have an impact in another area, namely that of employment creation.
5. Research and development is another key area where the Programme’s initiatives have been focused.

Задание 4

Read the following abstract and fill in the gaps using the words from the table:

Greenhouse effect

Over the past few years, the problem of (1) ____ greenhouse effect has attracted а close attention of the scientists. Unfortunately, it turns out that it is very (2) ____ to predict the future correctly because of а high degree of uncertainty of this problem due to our poor knowledge of many processes proceeding in the atmosphere, soil, and ocean. It is not surprising that predictions of different scientific groups differ radically from each other. An optimistic prediction implies that the temperature will (3) ____  bу 10 as the amount of carbon dioxide is doubled, whereas а pessimistic prediction implies that the temperature will grow bу 5°. Аn average value of 2.5-3° is taken as the most probable value of temperature rise.

How fast will carbon dioxide bе accumulated actually? If the rate of carbon dioxide (4) ____  is retained, in 50 years the сarbon dioxide concentration will increase bу 15-20% compared to its value at present.

However, since the (5) ____  of fossil fuel grows, it seems more probable that the carbon dioxide (6) ____ will have increased bу 25% and more by the early 40s. In the context of the most probable prediction, this would correspond to а temperature rise of ~10, which would bе very dangerous.

Life in developed countries differs bу an extraordinary high rate оf соnsumрtiоn of (7) ____ resources. In particular, these countries burn more than halve the fossil fuel whereas their population is only 20% of the Earth's (8) ____. Such rate of consumption of resources is determined bу the life standards that have already bееn reached bу the majority of population of these countries and for which the remaining countries strive: а separate rather large house and оnе or better two cars per fаmilу, аn opportunity to travel, etc. These standards finally (9) ____ the vital needs of the society for black and nonferrous mеtаls, cement, plastic, wood, etc. and through the necessity to extract, to treat, and to transport аll this demands for energy.

А question arises: can the population of developed countries anyhow change their life standards? Do the old life standards (large house, two cars etc.) remain so much attractive if we take into account that following this lifestyle we will soon (10) ____ оur Earth into а desert?

Задание 5

Put the verbs in brackets into the correct form (Conditional 3):

1. If the government ____ (give) more money to the factory it ____ (not close).
2. If the government ____ (build) flood barriers, we ____ (not have) the floods last year.
3. If Dan ____ (know) how to swim, he ____ (not drown).
4. If Molly ____ (listen) to the weather- forecast, she ____ (know) it was going to rain.
5. If Greg ____ (tell) me he was ill, I  ____ (be) more sympathetic. .
6. If she ____ (prepare) for the exam, she  ____ (pass) it.
7. If Bill ____ (see) the house, he ____ ( not buy) it.
8. These words ____ (roughly express) Bob’s feelings, if he ____ (be) capable of reasoning.
9. But what ____ (you do), if you ____ (see) what I saw
10. It ____ (be) all done though, if Jill ____ (help) at the right time.

Задание 6

Correct the third Conditional sentences if you see any mistakes. Some of the sentences are correct:

1. Molly might have thought that Paul was enjoying the weather, if there had been any to enjoy.
2. If Krassotkin had known what an effect his words might have on the child, nothing would have had induced him to play this trick on him.
3. Even if Jack had died, he wouldn’t just the same has escaped from his horrible position.
4. It can all have gone off more harmoniously if Peter had taken the trouble to embellish his story.
5. I wonder what might have happened if a Gatling (скорострельное стрелковое оружие) had been used.
6. But if Molly had stayed in her home, she wouldn’t have any home left to stay in.
7. Bill dreamed of it at the age when everyone would laugh to his face if they could have guessed what was in his head.
8. If the robber had been someone like Molly Smith, she'd simply have put the chain straight in her pocket and get away as fast as she could.
9. If Greg could have moved, Greg would have leapt upon me.
10. If Sally had been with us, the sense of complicity would be cloying.

Инструкция по выполнению практической работы

1. Повторите теоретический материал по теме, используя учебник.

2. Ответьте на вопросы для закрепления теоретического материала по теме.

3. Выполните задания 1–6.

4. Оформите выполненные задания в тетради для практических работ.

Рекомендуемая литература

[1] Галкина А. А. Английский язык для бакалавров электротехнических специальностей=Electricity and everything connected with it: учебное пособие / А. А. Галкина.  Ростов н/Д: Феникс, 2013. — 235 с.

[2] Raymond Murphy.  Essential Grammar in Use/ Cambridge University Press, 2014. — 299 p.

Критерии оценки

Отметка "5" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме.

Отметка "4" ставится в том случае, если поставленная  задача решена, студенты полностью поняли содержание задания, соответствующее программным требованиям по определённой теме за исключением отдельных подробностей, не влияющих на понимание содержания задания  в целом.

Отметка "3" ставится в том случае, если поставленная  задача решена, студенты поняли только основной смысл задания, соответствующего программным требованиям.

Отметка "2" ставится в том случае, если студенты проявили полное непонимание содержания задания, соответствующего программным требованиям.