Indirect Speech:

Direct speech	Indirect speech
He said, “I know it.”	He said that he knew it.
“Do you know the boy?” I asked him.	I asked him if he knew the boy.
“Why didn’t you come?” he said to me.	He asked me why I hadn’t come.
I said to her, “Don’t go out.” (Brand)	I asked her not to go out.

Exercise 1. Transform the following sentences into indirect speech observing all the necessary changes of verbs, pronouns.

A. 1. He said: "We're having a test on Byron today". 2. "I'll meet you at the library at eleven", Crane said. 3. "The sun is shining and it'll be dry directly", Millie went on. 4. Andrew was not sure how serious she was. He answered lightly. "I don't understand much about politics. I'm leaving that for later". 5. She murmured: "I'll catch a train this afternoon".

B. 1. "Do you have a photograph of Fonny with you?" Hayward asked. 2. "Did you wish to see me?" asked Cooper. 3. "Did you see an old woman going down the path?" asked Frances. 4."Why didn't you think of all this before" Marion asked. 5. Kismine clutched John's arm. "Oh," she cried wildly. "Where are they going? What are they going to do?"

C. 1. The sergeant said: "Take two men and go to the village and arrest him". 2. "Don't talk for one minute, Jim, please", she asked. 13. "I can't hear you!" cried Kismine, intent on the scene before her. "You'll have to talk louder". 4."Oh, go away, Bill" she said. "Go away into school and don't come back for a long time". 5. "Wait a little longer", she said to me. 6. He said to me, "Drop your rifle".

VI. Discussion:

Answer the following questions:

What is the new substance developed by “Kholod-Byt”?

What are the refrigerant blends based on?

Where is the refrigerant used?

What is good about these refrigerants?

Where are they produced?

Add more details to the statement:

The contribution of research organizations into refrigerator equipment production.

The results of the refrigerant blends analysis.

The advantages of refrigerant blends usage.

Give examples of the inflammable refrigerants.

3. Write abstract of the text.

Stop and check II.

Exercise 1: Translate the sentences paying attention to different forms of gerund.

1. The place is worth visiting. 2. Watching football matches may be exciting enough, but of course it is more exciting playing football. 3. She stopped coming to see us, and I wondered what had happened to her. 4. Can you remember having seen the man before? 5. She was terrified of having to speak to anybody, and even more, of being spoken to. 6. He was on the point of leaving the club, as the porter stopped him. 7. After being corrected by the teacher, the students' papers were returned to them. 8. I wondered at my mother's having allowed the journey. 9. I understand perfectly your wishing to start the work at once. 10. Everybody will discuss the event, there is no preventing it. 11. At last he broke the silence by inviting everybody to walk into the dining room. 12. On being told the news, she turned pale.

Exercise 2: Open the brackets putting the gerund into the active or passive form.

1. Why do you avoid (to speak) to me? 2. She tried to avoid (to speak) to. 3. The doctor insisted on (to send) the sack man to hospital. 4. The child insisted on (to send) home at once. 5. Do you mind him (to examine) by a tart specialist? 6. He showed no sign of (to recognize) me. 7. She showed no sign of (to surprise). 8. He had a strange habit of (to interfere) in other people’s business. 9. I was angry at (to interrupt) every other moment. 10. He is good at (to repair) cars. 11. He was very glad of (to help) in his difficulty. 12. On (to allow) to leave the room, the children immediately ran out into the yard and began (to play). 13. In (to make) this experiment, they came across some very interesting phenomena. 14. The results of the experiment must be checked and rechecked before (to publish). 15. David was tired of (to scold) all the time. 16. The watch requires (to repair)¹. 17. The problem is not worth (to discuss)¹. 18. Jane Eyre remembered (to lock) up in the red room for (to contradict) Mrs.Reed.

Exercise 3: Open the brackets choosing the required tense of the verb.

1. My friend asked me who (is playing, was playing) the piano in the sitting room. 2. He said he (will come, would come) to the station to see me off. 3. I was sure he (posted, had posted) the letter. 4. I think the weather (will be, would be) fine next week. I hope it (will not change, would not change) for the worse. 5. I knew that he (is, was) a very clever man. 6. I want to know what he (has bought, had bought) for her birthday. 7. I asked my sister to tell me what she (has seen, had seen) at the museum. 8. He said he (is staying, was staying) at the Ritz Hotel. 9. They realized that they (lost, had lost) their way in the dark. 10. He asked me where I (study, studied). 11. I thought that I (shall finish, should finish) my work at that time. 12. He says he (works, worked) at school two years ago. 13. Victor said he (is, was) very busy.

Exercise 4: Which question word is used to put the question to the bold type word or expression?

A) Who B) How C) What

D) Where E) When F) Why

Jack phoned Ann.

Janet likes spaghetti very much.

We can start work on Monday.

The last exercise was the easiest.

Jane met her friends at a party.

She doesn't want to dance with you.

He's worried about the test.

We have seen this film three times.

My friend's family has got a flat on the sixth floor.

It isn't cold in England in the winter.

We are going to the cinema tonight.

Jack was upset because he wasn't invited to the party.

I'd like to listen to the radio.

We went on an excursion by bus.

I borrowed money from my friends.

Exercise 5: Put special questions to as many words in the sentences as you can.

1. At that moment an extraordinary sound was heard just outside the room. 2. Christopher seemed a little depressed by this news. 3. Andrew scraped his knife and fork on his plate in a pretense of eating. 4. He stares across the river at the clouded west. 5. I watched him go down the plane and find an emply row of seats. 6. Jane stands looking for keys in her handbag. 7. After a moment Dan went and stared in the little mirrow over the chest of drawers. 8. I was awakened just before noon by Jane's voice outside the room. 9. I found Jane peeling potatoes when I returned downstairs.

Exercise 6: Choose the correct form of the verb from the brackets. State the type of subordinate clause and expain your choice of a verb form.

1. If you ... in this way you will break your mother's heart (continue/continues /will continue)! 2. I will get a job if I ... get one (can/could/will be able to). 3. If I … I will wither and perish for not having gone (don't go/doesn't go/won't go). 4. If the crash ... , it will be a big one (come/comes/will come)! 5. If it ... expensive, I won't be able to afford it (is/are/will be). 6. Be careful! If they ... you they will call mother immediately (notice/notices/will notice). 7. If you ... to go to the South Seas with me, we'll be happy there. I will look after you - keep you safe for always (agree/agrees/will agree). 8. I swear to you that if we … waiting half an hour outside an office, I shall not be responsible for my actions (is kept/are kept/will be kept).

High Pressure Equipment Designs for Food Processing Applications.

Robert W. van den Berg, Hoogland, H.L.M. Lelieveld,

and Ludo Van Schepdael

introduction.

Although the effects of isostatic pressure on microorganism inactivation and on protein and polysaccharide denaturation have been known for more than a century (Kite, 1899), the food processing industry did not become interested in applying this technology until the past decade. This interest has been triggered by results of research at universities and institutes and by the efforts of equipment suppliers who recognize a promising new market in high pressure technology. A novel technology such as high pressure processing is only interesting when it reduces costs or creates new opportunities to improve food quality and safety. Although high pressure technology is currently more expensive than traditional processing technologies (e.g., high-temperature sterilization), the use of high pressure offers new opportunities for the food industry to respond to consumers' wishes. Consumers demand high-quality, convenient food produces and are concerned with food safety. Nutrients and flavors are hardly affected by the high pressures at which microorganisms and enzymes are inactivated. High pressure processing allows food manufacturers to produce high-quality food products with an extended shelf life. Consumers may be willing to pay extra costs for superior products. A company that has rapidly introduced pressure-processed food products is Avomex, a North American company with a plant in Mexico that uses high pressure to treat fresh guacamole (avocado paste). After treatment, these products can be stored for several weeks instead of a few days, which has created profitable retail opportunities (Waugh, 2000).

Most of the companies that have started developing high pressure equipment for food processing had expertise in other applications of high pressure such as water-jet cutting and cold isostatic pressing (e.g., Flow Systems and Kobe Steel). The latter technology is used mainly in the metal and ceramics industries, and the equipment used closely resembles the equipment needed for food treatment. In the early 1990s, these companies started to develop high pressure equipment based on their own expertise, and a number of articles were published about these developments. Today, suppliers focus primarily on further optimization of these techniques, and developments are less pathbreaking than they were 10 years ago. Although virtually no articles concerning high pressure equipment have been published since then, several important developments have occurred. In 1999, Flow International acquired ABB Pressure Systems. The combination of Flow's hydraulics and ABB’s wire-wound pressure vessels makes Flow one of the leading manufacturers of high pressure equipment for the food industry. In addition, manufacturers developed semicontinuous high pressure processing systems for processing of liquids, which is a new alternative to conventional batch systems. Meanwhile, equipment developers are working to reduce costs. Because of the high depreciation costs of high pressure equipment, the cost per liter of product is still higher than other processing techniques (such as high-temperature sterilization). Since 1997, a large Dutch project has been working to develop competitive high pressure equipment. The material to follow will present an overview of state-of-the-art high pressure processing equipment and the major manufacturers of this equipment.