Vocabulary notes:

to split -	розщеплювати; розпадатися
expansion valve –	розширювальний клапан; розширювальний вентиль (для рідкого холодильного агента)
coil -	виток; кільце; електрична котушка
fan -	вентилятор; рискаль гвинта
handler -	транспортуючий пристрій
duct -	прохід; канал
condensing unit -	компресорно-конденсаторний агрегат
furnace -	пічь (технічна)
lubrication -	змащення; змазування

Text.

A split-system air conditioner splits the hot side from the cold side of the system, like this (Fig.10).

The cold side, consisting of the expansion valve and the cold coil, is generally placed into a furnace or some other air handler. The air handler blows air through the coil and routes the air throughout the building using a series of ducts. The hot side, known as the condensing unit, lives outside the building. In most home installations, t he unit looks something like this (Fig.11).

Fig.10. Split system air conditioning

Fig.11. Condensing unit

The unit consists of a long, spiral coil shaped like a cylinder. Inside the coil is a fan, to blow air through the coil, along with a weather-resistant compressor and some control logic. This approach has evolved over the years because it is low-cost, and also because it normally results in reduced noise inside the house (at the expense of increased noise outside the house). Besides the fact that the hot and cold sides are split apart and the capacity is higher (making the coils and compressor larger), there is no difference between a split-system and a window air conditioner. In warehouses, businesses, malls, large department stores, etc., the condensing unit normally lives on the roof and can be quite massive. Alternatively, there may be many smaller units on the roof, each attached inside to a small air handler that cools a specific zone in the building.

In warehouses, businesses, malls, large department stores, etc., the condensing unit normally lives on the roof and can be quite massive. Alternatively, there may be many smaller units on the roof, each attached inside to a small air handler that cools a specific zone in the building.

In larger buildings and particularly in multi-story buildings, the split-system approach begins to run into problems. Either running the pipe between the condenser and the air handler exceeds distance limitations (runs that are too long start to cause lubrication difficulties in the compressor), or the amount of duct work and the length of ducts becomes unmanageable. At this point, it is time to think about a chilled-water system.

I n a chilled-water system, the entire air conditioner lives on the roof or behind the building (Fig.12). It cools water to between 40 and 45 F (4.4 and 7.2 C). This chilled water is then piped throughout the building and connected to air handlers as needed. There is no practical limit to the length of a chilled-water pipe if it is well-insulated.

Fig.12. A chilled-water system

You can see in this diagram that the air conditioner (on the left) is completely standard. The heat exchanger lets the cold Freon chill the water that runs throughout the building.

III. Comprehension check-up:

1. Make the right choice:

1. A split-system air conditioner splits:

   1. the left side from the right side of the system;

   2. the upper side from the lower side of the system;

   3. the hot side from the cold side of the system.

2. The unit consists of a long, spiral coil:

   1. shaped like a cylinder;

   2. shaped like a pyramid;

   3. shaped like a cube.

3. This approach has evolved over the years:

   1. because it is low-cost;

   2. because it is highly efficient;

   3. because it is highly reliable.

4. In a chilled-water system, the entire air conditione lives:

   1. on the roof;

   2. behind the building;

   3. on the roof or behind the building.

5. There is no practical limit to the length of a chilled-water pipe:

   1. if it is made of reliable materiel;

   2. if it is well-attached;

   3. if it is well-insulated.

2. Put the sentences into the right order according to the text continuity:

1. This chilled water is then piped throughout the building and connected to air handlers as needed.

2. In larger buildings and particularly in multi-story buildings, the split-system approach begins to run into problems.

3. The cold side, consisting of the expansion valve and the cold coil, is generally placed into a furnace or some other air handler.

4. The heat exchanger lets the cold Freon chill the water that runs throughout the building.

5. The air conditioner cools water to between 40 and 45 F.

3. Mark true (T) and false (F) statements. Correct the false ones:

1. The cold side consists of the expansion valve and the cold oil.

2. The cold side is generally placed into a furnace or some other air heater.

3. The hot side is known as the condensing unit.

4. On the whole, there is no difference between a split-system and a window air conditioner.

5. The hot side lives inside the building.

IV. Vocabulary knowledge check-up:

Match the words to their description:

1) duct	a) single ring or loop of rope, etc.; length of rope, etc. wound into a series of loops
2) furnace	b) covering with oil or grease
3) unit	c) a part with a special function within a large or complex machine
4) lubrication	d) large brick or metal oven which can be heated to a very high temperature
5) coil	e) tube or channel carrying liquid, gas, electric or telephone wires, etc.

Fill in the missing prepositions where necessary:

The air handler blows air … the coil and routes the air … the building using a series … ducts.

The hot side, known … the condensing unit, lives … the building.

… the coil, is a fan, to blow air … the coil, … … a ether – resistant compressor and some control unit.

This approach normally results … reduced noise … the house (… the expense … increased noise … the house).

… larger buildings and particularly in multi-story buildings, the split-system approach begins to run … problems.

3. Put the words into the right order to make up correct sentences:

1. System, split-system, splits, air, side, side, conditioner, a, the, the, of, like, cold, hot, this.

2. Generally, handler, other, some, coil, side, the, the, the, cold, of, into, a, other, furnace, air, consisting, valve, placed, expansion, and, is, or.

3. Lives, side, the, the, the, outside, buibling, hot, known, unit, as, condensing.

4. Attached, a, a, air, cools, each, small, in, Smaller, roof, the, the, there, on, to, zone, alternatively, specific, may, that, many, units, be, inside, attached, handler.

5. Needed, chilled, throughout, connected, water, this, then, is, as, to, and, the, handlers, piped, building, air.

V. Controlled practice:

Forms of the Gerund.

	Active	Passive
Indefinite	writing	being written
Perfect	having written	having been

Exercise 1. Make up five sentences from each table.

I Не/She We You They

insisted on objected to agreed to thought of succeeded in

visiting that museum. doing morning exercises. buying the tickets beforehand. helping them. learning the poem by heart.

I Не/She We You They

suggested finished couldn't help enjoyed gave up

playing hockey. smoking. meeting them. learning English. laughing.

After Before On

finishing school coming home recovering getting there leaving for Kyiv

I he/she we they

decided to go there. had a short rest. spent a week at home. began to work. booked a ticket.

VI. Discussion:

Answer the following questions:

What is a split-system air conditioner?

What does the cool inside include?

What is the function of an air handler?

What is a hot side?

Is the condensing unit a complex construction? What is it like?

Do split systems and window air conditioners differ? What is the difference?

What problems may a split system cause while cooling the large buildings?

What can be done to avoid this problem?

How does a chilled-water system work?

What is the temperature of the water during this process?

2. Add more details to the statement:

1. A split-system air conditioner splits the hot side from the cold side of the system.

2. In larger buildings the split-system approach begins to run into problems.

3. In a chilled-water system, the entire air conditioner lives on the roof or behind the building.

3. Retell the text.

Unit 10.

Cooling Towers.

I. Warm-up:

What are cooling towers?

What are they used for?

What benefits do they provide?

II. Read and translate the text:

Vocabulary notes:

dissipate -	розсіювати
cooling tower -	градирня; стояк водяного охолодження
heat exchanger -	теплообмінник
coil -	виток; кільце; електрична котушка
humidity -	вологість
to evaporate -	випаровувати(ся)
to trickle -	точитися, текти, стікати
mesh -	сітка; сіть
to route -	відправляти за наданим маршрутом

Text.

In all of the systems described earlier, air is used to dissipate the heat from the outside coil. In large systems, the efficiency can be improved significantly by using a cooling tower. The cooling tower creates a stream of lower-temperature water. This water runs through a heat exchanger and cools the hot coils of the air conditioner unit. It costs more to buy the system initially, but the energy savings can be significant over time (especially in areas with low humidity), so the system pays for itself fairly quickly. Cooling towers come in all shapes and sizes (Fig.13).

They all work on the same principle:

A cooling tower blows air through a stream of water so that some of the water evaporates.

Generally, the water trickles through a thick sheet of open plastic mesh.

Air blows through the mesh at right angles to the water flow.

The evaporation cools the stream of water.

Because some of the water is lost to evaporation, the cooling tower constantly adds water to the system to make up the difference.

Fig.13. Cooling tower

The amount of cooling that you get from a cooling tower depends on the relative humidity of the air and the barometric pressure. For example, assuming a 95 F (35 C) day, barometric pressure of 29.92 inches (sea-level normal pressure) and 80-percent humidity, the temperature of the water in the cooling tower will drop about 6 degrees to 89 F (3.36 degrees to 31.7 C).

If the humidity is 50 percent, then the water temperature will drop perhaps 15 degrees to 80 F (8.4 degrees to 26.7 C). If the humidity is 20 percent, then the water temperature will drop about 28 degrees to 67 F (15.7 degrees to 19.4 C). Even small temperature drops can have a significant effect on energy consumption. Whenever you walk behind a building and find a unit that has large quantities of water running through a plastic mesh, you will know you have found a cooling tower (Fig.14)! In many office complexes and college campuses, cooling towers and air conditioning equipment are centralized, and chilled water is routed to all of the buildings through miles of underground pipes.

Fig.14. Cooling towers

III. Comprehension check-up:

1. Make the right choice:

1) The cooling tower creates:

1. a stream of lower-temperature air;

2. a bunch of lower-temperature water;

3. a stream of lower-temperature water.

2. Cooling towers come:

   1. in all shapes;

   2. in all sizes;

   3. in all shapes and sizes.

3. The amount of cooling depends on:

   1. the absolute humidity of the water and the barometric pressure;

   2. the absolute humidity of the air and the barometric pressure;

   3. the relative humidity of the air the barometric pressure.

Put the sentences into the right order according to the text continuity:

1. They all work on the same principle.

2. The cooling tower creates a stream of lower-temperature water.

3. In many office complexes and college campuses, cooling towers and air conditioning equipment are centralized.

4. In large systems, the efficiency can be improved significantly by using a cooling tower.

5. Even small temperature drops can have a significant effect on energy consumption.

Mark true (t) and false (f) statements:

1. In all of the systems described earlier, air is used to dissipitate the heat from the inside coil.

2. This water runs through a heat exchanger and heats the cold coils of the air conditioner unit.

3. It costs more to buy the system eventually.

4. If the humidity is 20 percent, then the water temperature will drop perhaps 8.4 degrees to 26.7 C.

5. Only large temperature drops can have a significant effect on energy consumption.

IV. Vocabulary knowledge check-up:

1. Match the words to their description:

1) cooling tower	a) a device for transferring heat from one fluid to another without allowing them to mix
2) heat exchanger	b) general rule
3) consumption	c) using up of food, energy, resources, etc.
4) campus	d) a vertical structure through which gases or liquids are passed to be cooled
5) principle	e) land on which a university/polytechnic is built

2. Fill in the missing prepositions:

1) … large systems, the efficiency can be improved significantly … using a cooling tower.

2) This water runs … a heat exchanger and cools the hot сoils … the air conditioner unit.

3) Generally, the water trickles … a thick sheet … open plastic mesh.

4) Air blows … the mesh … right angles … the water flows.

5) Because some … the water is lost … evaporation, the cooling tower constantly adds water … the system to make … the difference.

3. Put the words into the right order to make up correct sentences:

1) Efficiency, significantly, tower, be, by, the, a, in, systems, cooling, large, can, using, improved.

2) Lower-temperature, a, the, of, tower, stream, creates, cooling water.

3) Blows, mesh, flow, the, at, to, the, through, air, right, angles, water.

4) Sizes, shapes, towers, all, and, in, cooling, come.

5) Small, have, consumption, even, drops, a, on, can, temperature, energy, effect, significant.

V. Controlled Practice:

FunCtion of the Gerund:

Subject.	Reading is useful.
Predicative.	Our aim is reading English well.
Direct object.	He likes reading books.
Prepositional object.	He thought of reading this book.
Part of the Compound verbal predicate.	He began reading this book.
Attribute.	There are many ways of translating Gerund into Ukrainian.
Adverbial Modifier.	After reading this book he returned it to me.

Exercise 1. State the form and syntactic function of the gerund in the following sentences. Translate the sentences.

1. Would you mind lending me two matches? (Shaw) 2. Dick wenton asking about various friends. (Lindsay) 3. She was saving her from being questioned and examined. (Gaskell) 4. He had thought of taking Steve along with him. (Gordon) 5. I insist on being treated with a certain degree of consideration. (Shaw) 6. I don't mind telling you. (Dreiser) 7. She had stopped asking about the time. (Heym) 8. She has the gift of being able to work sixteen hours (Shaw) 9. At the back of the house two women were busy washing. (Abrahams) 10. He was afraid of being poor. (Shaw) 11. I recollect talking about it. (Dickens) 12. So he gave up trying to get breakfast. (Jerome) 13. I had a dim recollection of having seen her at the theatre. (Dickens)

Exercise 2. Answer the following questions.

1. What are you fond of doing? 2. Are you fond of skating? 3. What do you like better: skiing or skating? 4. Do you remember going to school for the first time? What can you say about that day? 5. What films have you seen lately? Which of them is worth seeing? 6. How many English books have you read this year? Which of them are worth reading? 7. What do you dream of becoming? 8. What are you busy doing now? 9. What do we use for cutting bread? 10. What do we use for writing? 11. What do we use scissors for? 12. Is it possible to learn English without working hard? 13. What book did you read last? Did you enjoy it? Why? 14. Did you enjoy travelling by air? Why? 15. Where do you intend spending your holidays?

VI. Discussion:

1. Answer the following questions:

1. What is a cooling tower used for?

2. How does it create stem?

3. Can we say it’s an economical way of cooling?

4. What are principles of their (cooling towers) work?

5. Is water evaporated during the process of cooling?

6. How is the difference between evaporated water compensated for after evaporation?

7. What does the amount of cooling depend on?

8. What is a cooling tower like?

9. Can cooling complexes be organized in pipelines?

10. What for?

2. Add more details to the statement:

1) In large systems, the efficiency can be improved significantly by using a cooling tower.

2) Cooling towers all work on the same principle.

3) Even small temperature drops can have a significant effect on energy consumption.

3. Retell the text.

unit 11.

Types of food preservation.

I. Warm-up:

1. Why do you think people have to preserve food?

2. What ways of food preservation do you know?

3. What ways of food preservation do you and your family members use?

II. Read and translate the text:

Vocabulary notes:

preservation -	зберігання, консервування
canning -	консервування, виготовлення консервів
irradiation -	опромінювання
dehydration -	дегідратація
freez-drying -	сублімаційне сушіння
pickling -	маринування
pasteurizing -	пастеризація
fermentation -	ферментація
carbonation -	газування
cheese-making -	сироваріння
enzyme -	фермент
catalyst -	каталізатор

Text.

Because food is so important to survival, food preservation is one of the oldest technologies used by human beings. In this unit, we'll look at some of the different preservation techniques commonly used today, including:

Refrigeration and freezing;

Canning;

Irradiation;

Dehydration;

Freeze-drying;

Salting;

Pickling;

Pasteurizing;

Fermentation;

Carbonation;

Cheese-making;

Chemical preservation.

The basic idea behind all forms of food preservation is either:

To slow down the activity of disease-causing bacteria;

To kill the bacteria altogether.

In certain cases, a preservation technique may also destroy enzymes naturally found in a food that cause it to spoil or discolor quickly. An enzyme is a special protein that acts as a catalyst for a chemical reaction, and enzymes are fairly fragile. By increasing the temperature of food to about 150 degrees Fahrenheit (66 degrees Celsius), enzymes are destroyed.

A food that is sterile contains no bacteria. Unless sterilized and sealed, all food contains bacteria. For example, bacteria naturally living in milk will spoil the milk in two or three hours if the milk is left out on the kitchen counter at room temperature. By putting the milk in the refrigerator you don't eliminate the bacteria already there, but you do slow down the bacteria enough that the milk will stay fresh for a week or two.

III. Comprehension check-up:

1. Make the right choice:

1) Because food is so important to survival:

1. food preservation is the oldest technology used by human beings;

2. food preservation is one of the oldest technologies used by human beings;

3. food preservation is an up-to-date technology used by human beings.

2) The basic idea behind all forms of food preservation is:

1. to slow down the activity of disease-causing bacteria;

2. to kill the bacteria altogether;

3. either to slow down the activity of disease-causing bacteria or to kill the bacteria altogether.

3) An enzyme is a special protein that acts:

1. as a catalyst for a chemical reaction;

2. as an accelerant for a chemical reaction;

3. as an index for a chemical reaction.

4) By putting the milk in the refrigerator:

a) you eliminate the bacteria already there;

b) you favour the bacteria propagation;

c) you slow down the bacteria propagation.

2. Put the sentences into the right order according to the text continuity:

A food that is sterile contains no bacteria.

…and enzymes are fairly fragile.

Bacteria, naturally living in milk will spoil the milk in two or three hours… .

In this unit, we’ll look at some of the different preservation techniques commonly used today … .

3. Mark true (t) and false (f) statements:

1) Food irradiation is one the oldest technologies used by human beings.

2) The basic idea behind all forms of food preservation is to eliminate the bacteria.

3) By increasing the temperature of food to about 150 degrees Fahrenheit, enzymes are destroyed.

4) A food that is sterile contains no enzymes.

IV. Vocabulary knowledge check-up:

1. Match the words to their description:

1) canning	a) preserving food in vinegar or salt water
2) irradiation	b) process of heating (a liquid, esp. milk) to a certain temperature and then chilling it, in order to kill harmful bacteria
3) pickling	c) chemical change brought about in liquids, usu. leading to the production of alcohol
4) fermentation	d) subjecting smith to sunlight, ultraviolet rays, or radioactivity
5) pasteurizing	e) the process of sterilizing and preserving foods in cans or jars

2. Fill in the missing prepositions:

1) Food preservation is one … the oldest technologies used … human beings.

2) An enzyme is a special protein that acts a catalyst … a chemical reaction.

3) Bacteria naturally living … milk will spoil the milk … two or three hours if the milk is left … … the kitchen counter … the room temperature.

4) … putting the milk … the refrigerator you do slow … the bacteria enough.

3. Put the words into the right order to make up correct sentences:

1) Altogether, idea, is, preservation, forms, bacteria, basic, behind, the, the, all, of, to, food, kill.

2) Special, acts, reactions, fragile, enzime, enzimes, an, a, is, a, that, and, are, catalyst, protein, as, fairly, for, reaction, chemical.

3) Sterilized, sealed, all, and, unless, bacteria, food, contains,

4) Increasing, enzymes, temperature, Fahrenheit, by, the, of, to, about, food, 150, destroyed, degrees, are.

V. Controlled Practice:

Gerundial Complexes.

We know of his studying English.

I.P.Pavlov’s having devoted his life to the progress of science is known to everybody.

Exercise 1. Combine the sentences using gerundial complexes.

Model: They lost the game. I am surprised at it. - I am surprised at their having lost the game.

1. Nick studies very well. His father is proud of it. 2. Kate failed in the examination. We are surprised at it. 3. He will come in time. I am sure of it. 4. She plays the piano very well. I am pleased with it. 5. Our football players won the match. We are proud of it. 6. They are here. I am surprised at it.

Exercise 2. Paraphrase the sentences using gerundial complexes.

Mоde1s: I want him to take the floor. - I insist on his taking the floor. I don't want him to be sent there. - I object to his being sent there.

1. I want Kate to recite this poem. 2. They wanted me to take part in the competition. 3.1 don't want Jane to stay here alone. 4. The teacher wanted the pupils to do this exercise. 5. Mother did not want Mary to go to the cinema. 6. I don't want him to be elected chairman. 7. I want her to be sent to the conference.

Exercise 3. Change the following complex sentences into simple ones using gerundial complexes.

Model: When she plays, I enjoy it. - I enjoy her playing.

1. When you quarrel, I dislike it. 2. When you open the window I don't mind it. 3. When they dance, I enjoy it. 4. When he gets an excellent mark, his parents are pleased with it. 5. If you make noise, I dislike it. 6. When you don't know the lesson, I am surprised at it. 7. If you pass your examination well, I'll be proud of it.

VI. Discussion:

1. Answer the following questions:

1. What are the preservation techniques commonly used today?

2. What’s the idea of preservation?

3. What is enzymes?

4. What must a temperature be to destroy enzymes?

5. What kind of food contains bacteria?

2. Add more details to the statement:

1) Different preservation techniques are commonly used today.

2) All forms of food preservation have the basic idea behind.

3) A food that is sterile contains no bacteria.

3. Retell the text.

Unit 12.

Refrigeration, Freezing and Freeze-Drying.

I. Warm-up:

1. How do you preserve food?

2. Can you explain what refrigeration, freezing and drying are?

3. What’s the difference between refrigeration and freezing?

Read and translate the text:

Vocabulary notes:

to have affect on -	впливати на
to account for -	враховувати
texture -	текстура
beverages -	напої
to remove moisture -	видаляти вологу
sublimate -	cублімат
discolor -	змінювати колір

Text.

Refrigeration and freezing are probably the most popular forms of food preservation in use today. In the case of refrigeration, the idea is to slow bacterial action to a crawl so that it takes food much longer (perhaps a week or two, rather than half a day) to spoil. In the case of freezing, the idea is to stop bacterial action altogether. Frozen bacteria are completely inactive.

Refrigeration and freezing are used on almost all foods: meats, fruits, vegetables, beverages, etc. (Fig.15). In general, refrigeration has no effect on a food's taste or texture. Freezing has no effect on the taste or texture of most meats, has minimal effects on vegetables, but often completely changes fruits (which become mushy). Refrigeration's minimal effects account for its wide popularity.

Fig.15. A bag of frozen vegetables will last many months without spoiling

Freeze-drying is a special form of drying that removes all moisture and tends to have less of an effect on a food's taste than normal dehydration does. In freeze-drying, food is frozen and placed in a strong vacuum. The water in the food then sublimates - that is, it turns straight from ice into vapor. Freeze-drying is most commonly used to make instant coffee but also works extremely well on fruits such as apples.

You probably don't have a good vacuum chamber at home, but you almost certainly have a refrigerator. If you don't mind waiting a week, you can experiment with freeze-drying at home using your freezer (Fig.16). For this experiment you will need a tray, preferably one that is perforated. If you have something like a cake-cooling rack or a metal mesh tray, that is perfect. You can use a cookie sheet or a plate if that is all that you have, but the experiment will take longer. Now you will need something to freeze-dry. Three good candidates are apples, potatoes and carrots (apples have the advantage that they taste okay in their freeze-dried state). With a knife, cut your apple, potato and/or carrot as thin as you can (try all three if you have them). Cut them paper-thin if you can do it - the thinner you cut, the less time the experiment will take. Then arrange your slices on your rack or tray and put them in the freezer. You want to do this fairly quickly or else your potato and/or apple slices will discolor.

Fig.16. A bag of freeze-dry ice cream!

In half an hour, look in on your experiment. The slices should be frozen solid. Over the next week, look in on your slices. What will happen is that the water in the slices will sublimate away. That is, the water in the slices will convert straight from solid water to water vapor, never going through the liquid state (this is the same thing that mothballs do, going straight from a solid to a gaseous state). After a week or so (depending on how cold your freezer is and how thick the slices are), your slices will be completely dry. To test apple or potato slices for complete drying, take one slice out and let it thaw. It will turn black almost immediately if it is not completely dry.

When all of the slices are completely dry, what you have is freeze-dried apples, potatoes and carrots. You can "reconstitute" them by putting the slices in a cup or bowl and adding a little boiling water (or add cold water and microwave). You can eat the apples in their dried state or you can reconstitute them. What you will notice is that the reconstituted vegetables look and taste pretty much like the original! That is why freeze-drying is a popular preservation technique.

III. Comprehension check-up.

1. Make the right choice:

1) Refrigeration and freezing are the most popular forms o food … :

1. cooking;

2. preservation;

3. using.

2) Refrigeration and freezing are applied to … :

1. meat and vegetables;

2. fruit and vegetables;

3. all food.

3) Refrigeration doesn’t change food’s … :

taste and texture

colour

shape

4) Freezing completely changes fruit: they become … :

1. sour

2. sweet

3. mushy

5) The idea of freeze drying is to … :

1. remove moisture

2. change taste

3. make food sweeter

2. Put the sentences into the right order according to text continuity:

1) Freeze dried vegetables taste and look better than original.

2) Refrigeration and freezing make food last longer.

3) You can conduct the experiment of freeze-drying at home if you have a special container, some vegetables and a freezer.

4) The idea of freeze-drying is to sublimate water away.

5) Freeze drying is used to make instant coffee.

6) Refrigeration and freezing have practically no effect on taste and texture.

3. Mark true (T) and false (F) statement. Correct the false ones:

1) Frozen bacteria are very active.

2) Refrigeration and freezing are used on almost all foods: meats, fruits, vegetables, beverages, etc.

3) In general, refrigeration has no effect on a food's taste or texture.

4) Freeze-drying is a special form of drying that removes all taste and tends to have greater effect on a food's taste than normal dehydration does.

5) You can "reconstitute" dried fruits by putting the slices in a cup or bowl and adding a little boiling water.

IV. Vocabulary knowledge check-up:

1. Match the words with their definition:

1) to discolor	a) to take something away
2) to remove	b) to convert from one state to another
3) gaseous	c) to change the colour
4) sublimate	d) not in the form of a liquid or gas
5) solid	e) in the form of gas

2. Fill in the missing prepositions where necessary:

1. Freezing has no effect … the taste or texture … most meats, has minimal effects … vegetables, but often completely changes … fruits.

2. Refrigeration and freezing are probably the most popular forms … food preservation … use today.

3. The water … the food sublimates … freeze-drying, that is, it turns straight … ice … vapor.

4. If you don't mind waiting a week, you can experiment … freeze-drying … home using your freezer.

5. Three good candidates are apples, potatoes and carrots (apples have … the advantage that they taste okay … their freeze-dried state).

3. Put the words into the right order to make up sentences:

1. Can, food, preserve, due to, we, refrigeration, freeze-drying, today, and freezing.

2. Methods, don’t, these, change, food, of , taste, the.

3. Is, there, between, no, refrigeration, difference, and, freezing, practically.

4. Conduct, you, at, experiment, of, freeze-drying, can, home, the.

V. Controlled Practice:

Types of Questions.

Do you speak English?

What do you do? Who knows the answer?

Do you learn English or French?

The weather is fine, isn’t it?

Exercise 1. Analyse the following questions. Translate them into Ukrainian. Pay special attention to the word order in each of the type of the questions.

A. 1. Was she upset? 2. Do you think I'm getting old and ugly? 3. "Are you all right, Barney?" 4. Do you know what happened at Liberty Hall last Sunday? 5. Have Andrew and Hilda moved yet? 6. Do you approve of Hilda's new place? 7. "Barney, I'm so worried". "What about, dear? Had Kathleen found out something?" 8."Have you been to confession?" "No". "Oughtn't you to go?" "Maybe". "Will you go?" "I don't know". 9. Is there somebody else in the room? 10. Have you told Frances about us?

B. 1. What have I done now? 2. When is Frances getting married? 3. What went wrong? 4. But why did he despair so quickly? 5. "Why do the men go and fight in that stupid ghastly war? Why don't they all say, no, no, no?" - "I agree with you, Frances. But they just feel helpless. What can they do? What can any of us do?" 6. What makes you think it's not genuine? 7."What's happened, Kathleen? You look quite distracted". 8. What on earth are you talking about, Kathleen? 9. But why did the secretary tear up the other letter? 10. Who, then, in your opinion, murdered Miss French?

C. 1. Things can't go on like this, can they? Something is going to happen, isn't it? 2. Do you like these white daffodils? They’re rather unusual, aren't they? 3. You do believe me, don't you? 4."You're thinking of young Ted Gerard, aren't you, sir?" 5. It wouldn't do, would it, to repeat just idle talk? 6. And that, frankly, was a bit of a blow to us both, wasn't it? 7. He wasn't staying in the house, was he? 8. It came to the same in the end, didn't it? 9. You aren't frightened of me, are you? 10. You wanted to paint me, didn't you?

D. 1. Are you a scientist or a humanitarian, young man? 2. Are you a writer, or something? 2. Tell me about the pain. Is it short and sharp, or steady and dull? 3. Is it love I feel for him, or just pity? How can you describe there pains? Are they gradual or sudden? "He is my dog, Toto", answered Dorothy. "Is he made of tin, or stuffed? asked the Lion. "Neither, He's a real live dog". 6. Did she really say all those things to you, Kay, or did you make them up? 7. Should we all sit round looking very stiff and formal - or should we make everybody comfortable and cosy? 8. "Unfortunately", said Clarke dryly, "he (the murderer) is mad! What do you think, Mr.Poirot? Will he give it up or will he try to carry it through?" 9. Do you want me to find out the truth - or not? 10. Should he stop here for a drink, or push on?

VI. Discussion:

1. Answer the following questions:

   1. What’s the idea of refrigeration?

      2. Does it differ from freezing preservation method?

      3. Can these two methods be applied to all types of food?

      4. Does food change its taste after freezing?

      5. How long can frozen food be contained?

      6. What is freeze-drying?

      7. What happens to food during this method?

      8. Is freeze drying good for all types of products?

      9. Can this method be applied at home?

      10. What do you need for this?

2. Retell the text.