- •Міністерство освіти і науки україни
- •Unit 1 history of footwear text a
- •History of footwear
- •V. Complete the sentences with the words from the text:
- •X. Speak on the topic using the following words and word-combinations:
- •I. Read and remember:
- •From the history of the western boot
- •IV. Answer the questions:
- •X. Speak on the topic using the following words and word-combinations:
- •III. Make up a plan of the text.
- •Footwear styles
- •IV. Answer the questions:
- •V. Complete the sentences with the words from the text:
- •VI. Find the English equivalents to the words:
- •VII. Make up sentences with the terms:
- •VIII. Give definitions to the words and word-combinations:
- •IX. Translate the sentences into English:
- •X. Speak on the topic using the following words and word combinations:
- •Types of shoes
- •Unit 4 footwear for special purposes text a
- •II. Read and remember the following phrases:
- •III. Read and translate the following text: footwear and work
- •IV. Answer the questions:
- •V. Complete the sentences with the words from the text:
- •IX. Translate the sentences into English:
- •X. Speak on the topic using the following words and word combinations:
- •Athletic shoes
- •Unit 5 footwear materials text a
- •Footwear materials
- •X. Speak on the topic using the following words and word combinations:
- •Coated fabrics in footwear manufacture
- •IV. Answer the questions:
- •V. Complete the sentences with the words from the text:
- •X. Speak on the topic using the following words and word-combination:
- •III. Make up a plan of the text.
- •IV. Translate the paragraph in italics in a written form.
- •V. Questions for discussion:
- •VI. Render the text in brief in a written form. Text c
- •I. Mind the following words and word-combinations:
- •III. Listen to the text again and be ready to answer the questions:
- •Unit 7 Leather Types text a
- •Leather types
- •IV. Answer the questions:
- •V. Complete the sentences with the words from the text:
- •X. Speak on the topic using the following words and word-combinations:
- •III. Make up a plan of the text.
- •IV. Translate the paragraph in italics in a written form.
- •V. Questions for discussion:
- •Footwear design
- •IV. Answer the questions:
- •V. Complete the sentences with the words from the text:
- •X. Speak on the topic using the following words and word combinations:
- •Training and qualifications
- •Unit IX
- •IV. Answer the questions:
- •V. Complete the sentences with the words from the text:
- •VI. Find the English equivalents to the words:
- •VII. Make up sentences with the terms:
- •VIII. Give definitions to the words:
- •IX. Translate the sentences into English:
- •X. Speak on the topic using the following words and word-combinations:
- •III. Make up a plan of the text.
- •IV. Answer the questions:
- •V. Complete the sentences with the words from the text:
- •VI. Find the English equivalents to the words:
- •VII. Make up sentences with the terms:
- •VIII. Give definitions to the words:
- •IX. Translate the sentences into English:
- •X. Speak on the topic using the following words and word-combinations:
- •III. Make up a plan of the text.
- •III. Read and translate the following text: Methods of shoe construction
- •IV. Answer the questions:
- •X. Speak on the topic using the following words and word-combinations:
- •III. Make up a plan of the text.
- •IV. Translate the paragraph in italics in a written form.
- •V. Questions for discussion:
- •VI. Render the text in brief in a written form.
- •IV. Answer the following questions:
- •V. Complete the sentences with the words from text:
- •X. Speak on the topic using the following words and word-combinations:
- •III. Make up a plan of the text.
- •IV. Translate the paragraph in italics in a written form.
- •V. Questions for discussion:
- •VI. Render the text in brief in a written form.
- •III. Read and translate the following text: Horse tack: saddles, stirrups and martingales
- •IV. Answer the following questions:
- •V. Complete the sentences with the words from the text:
- •X. Speak on the topic using the following words and word-combinations:
- •III. Make up a plan of the text.
- •IV. Answer the questions:
- •V. Complete the sentences with the words from the text:
- •VI. Find the English equivalents to the words:
- •VII. Make up sentences with the terms:
- •VIII. Give definitions to the words:
- •IX. Translate the sentences into English:
- •X. Speak on the topic using the following words and word-combinations:
- •Shoe-sewing machines
- •III. Make up a plan of the text.
- •IV. Translate the paragraph in italics in a written form.
- •V. Questions for discussion:
- •VI. Render the text in brief in a written form. Text c
- •I. Mind the following words and word-combinations:
- •II. Listen to the text “mothers of invention” and decide if the statements are true or false:
- •III. Listen to the text again and be ready to answer the questions:
- •III. Read and translate the following text: cad/cam in Footwear Manufacture
- •IV. Answer the questions:
- •V. Complete the sentences with the words from the text:
- •X. Speak on the topic using the following words and word-combinations:
- •III. Make up a plan of the text.
- •IV. Translate the paragraph in italics in a written form.
- •V. Questions for discussion:
- •VI. Render the text in brief in a written form.
- •III. Read and translate the following text: Light industry of Ukraine
- •IX. Translate the sentences into English:
- •X. Speak on the topic using the following words and word-combinations:
- •III. Make up a plan of the text.
- •IV. Translate the paragraph in italics in a written form.
- •V. Questions for discussion:
- •VI. Render the text in brief in a written form. Text c
- •I. Mind the following words and word-combinations:
- •II. Listen to the text ‘eu footwear industry regulation’ and decide if the statements are true or false:
- •III. Listen to the text again and be ready to answer the questions:
- •Texts for home reading module I
- •High-heeled footwear
- •Module II
- •Stiletto heel
- •Module III
- •The wellington boot
- •Module IV
- •Flip-flops
- •Module V
- •I. Read and translate the following text: The best shoe
- •II. Translate the part of the text in italics in a written form.
- •III. Make up 10 questions to the text.
- •IV. Make a list of 20 terms from the text and learn them by heart.
- •V. Memorize 10 irregular verbs:
- •Module VI
- •I. Read and translate the following text: Midsole
- •II. Translate the part of the text in italics in a written form.
- •III. Make up 10 questions to the text.
- •IV. Make a list of 20 terms from the text and learn them by heart.
- •V. Memorize 10 irregular verbs:
- •Module VII
- •I. Read and translate the following text: Outsole
- •II. Translate the part of the text in italics in a written form.
- •III. Make up 10 questions to the text.
- •IV. Make a list of 20 terms from the text and learn them by heart.
- •V. Memorize 10 irregular verbs:
- •Module VIII
- •I. Read and translate the following text: Shoe polish
- •III. Make up 10 questions to the text.
- •IV. Make a list of 20 terms from the text and learn them by heart.
- •V. Memorize 10 irregular verbs:
X. Speak on the topic using the following words and word-combinations:
high quality product, great variety of machines, a set of specific operations, supplied with, home sewing machines, industrial machines, machines for massaging upper and vamp, machines are suitable for stitching all extra heavy-weight materials, sewing machines for leather, leather machines for cutting, skiving, splitting, machines for finishing, sanding & polishing, arch-cushion-skiving machine, deskidding machine, the most modern equipment, variety of stitches, capability
Text B
Read and remember:
dry-thread machine – машина, в якій використовується 3 нитки
upper fitting – зборка деталей заготовки
commodity – товар, продукт, споживчий
decisive – вирішальний
coarse – грубий, неточний, необроблений
wax-thread – вощена нитка
chain stitch – однонитковий стібок, тамбурний стібок
barbed or hooked needle – гачкова голка
leather-piercing awl – шило для протикання шкіри
to peg – протикати, кріпити за допомогою цвяхів
Read the text and define the main idea of it:
Shoe-sewing machines
Shoe-sewing machines developed quickly out of early dry-thread machines. Barriers to applying the sewing machine to shoemaking were few. Dry-thread upper fitting was technically similar to cloth stitching. Still, a breaking-in problem existed. Looked at from the prospective of the economy as a whole, the sewing machine developed in a process that had momentum integral to the emerging sewing machine industry. But looked at within that industry, the sewing machine was formed through a number of relatively distinct processes. To develop machines for glove making, hat making and shoemaking, inventors faced technical problems learned through communication with producers in these industries and among the inventors and manufactures of special purpose sewing machinery. The more novel the machines and their uses, the more distinct were their paths of development. Two aspects of the commodity path taken by sewing machines were decisive for shoe machine invention. The first was learning by selling. John Nichols designed the first successful leather-stitching machine. Nichols went to Lynn to learn shoe cutting from his cousin, a shoe manufacturer. There he bought a Singer machine, reportedly one of the first 25 made. Finding that seams formed by this machine were too loose and the stitches too coarse, he attempted to develop a practical machine. He failed at first, succeeded in adapting the machine to sew pantaloons, and turned his attention back to shoe stitching. By designing a smaller needle and a new thread, he successfully stitched light upper leathers.
The second aspect was the diversification of firms. Noticing Nichols’s efforts, Singer employed him to develop its leather-sewing capabilities and then to teach operatives to use the machine. When shoe machinery had spread to many operations late in the century, Singer, still concentrating on dry-thread machines, sold more machines to shoe producers than any other company. Although by 1890 Singer sold more machines to shoe producers than any other company, dry-thread firms had little influence on wax-thread invention, which made up vast majority of leather-sewing patents. Heavier upper leathers had to be sewed with wax-thread, but this thread clogged the eye-point needle of dry-thread machines. In 1853 a Boston machinist, William Wickersham, solved the problem by introducing a chain stitch with a barbed or hooked needle. Following the leather-piercing awl, the needle penetrated the leather, a looper placed a loop of thread in the needle’s barb, and the needle ascended back through the leather. A hook then grasped the thread, the leather was fed forward, and the needle penetrated the material through the loop it had previously brought up. When the needle returned with a second loop, the stitch was completed. This machine not only allowed wax-thread to be sewed, it also was one of the first successful single-thread chain-stitching machines of any kind. The chain-stitch principle of the first known sewing machine, that of Thomas Saint, had finally been reapplied to the object of its invention, shoemaking.
Other shoe machines cannot be so easily accounted for. In contrast to the shoe-sewing machine, machines to peg, trim heels, and shape uppers, and to cut, trim and lay soles were not adaptations of machines outside shoemaking. Their operations were specific to shoemaking (with some extension to other leather trades) and sufficiently unique that prospective inventors found few solutions elsewhere in the economy.