Inverters

Inverters convert (1)… to (2)…. If an inverter is used to supply electrical appliances in a home, it must copy the supply of all (3)…. produced by the generators at power stations. Most inverters can produce a current which alternates precisely at the required (4)…- for example, 50 (5)… (50 cycles per second). However, not all types are able to produce a current which follows the pattern of a (6)…, like that of the (7)… AC supply used in homes. So-called “square wave inverters” only produce a very approximate copy of this wave, which can affect the functioning of many electrical appliances.

Ex.4. Listen to the course description, fill in the gaps and title the text.

circuits, Certificate, ohm, electricity, AC, amp, voltage, knowledge, three, DC, conductivity, currents, insulators, measurements, capacitance, magnetism, resistance, conductors.

This course is required for all maintenance technicians and mechanics. It covers the fundamentals and basic laws of (1)…. The course also focuses on proper safety techniques for mechanical and electrical jobs. It is a prerequisite for the Basic Electricity II course. The course is divided into (2)… main sections:

Section 1. We cover basic electrical theory and terminology. Students learn about (3)… and the laws of (4)… and (5)… , as well as the basics of (6)… and circuitries.

Section 2. This section addresses (7)… Students learn the basics about (8) …, (9)….., and electric (10)… Students also get an introduction to (11)… and (12)…. during the section.

Section 3. The final section discusses measurements of electricity. Students learn terminology and uses for measurements such as (13)…, (14…), and (15). Students are expected to understand the difference between the various (16)….

The end of this section focuses on applying this knowledge to the workplace environment. We also focus on providing safety tips, regulations, and emergency actions suitable for the workplace.

Students are required to demonstrate their (17)… in a practical exam completion of the course. A (18)… of Completion is awarded, which is a requirement for many positions.

Ex.5. Read the course description. Then mark the following statements as true (T) or false (F). Correct the false statements.

1. The first section covers electrical measurements.

2. Safety techniques are taught in Basic Electricity II.

3. The second section is devoted to home electric appliances.

4. Students are supposed to make experiments at the end of the course.

5. Students can get a Certificate of Attendance upon the course completion.

6. Completion of the course is required for many jobs.

Ex. 6. Answer the questions after you have read the text:

7. Who is the course required for?

8. What does the course focus on?

9. How many parts are there in the course?

10. What is the first section about?

11. What can students learn about in the second section?

12. What knowledge can students gain from the third section?

13. How do students demonstrate what they have learned during the course?

Ex.7. Read and translate the following attributive groups.

Electrical circuit main elements, electrical circuit auxiliary elements, transmission line loads, electrical energy conversion, multiwinding transformer operation, electromagnetic process description, active and passive circuit elements, power station electricity supply, electrical appliance functioning, job safety techniques, measurement terminology studies.

Ex.8. Make up sentences using attributive groups from ex.7. according to the Model.

Model: Measurement terminology studies are required for teaching qualified specialists.

Attributive group

are taught /required / explained is described /used / generated can be found / measured

at special courses; in electrical circuits; to change the type of energy; for home electrical appliances; at power stations, in a course book

Ex.9. Make up a brief oral presentation about electrical current or circuit, electrical devices or measurements. Get information from units 1-2 or any other source.

Use the following phrases:

I would like to tell you about…/ I’m going to tell you about…/ My oral presentation is about / I will speak about…

First of all / Secondly / Then / Next / After that / And finally …

Let’s consider / discuss …/ In addition to this, I’d like to say…

I will explain / describe / present…

It is important to know that…/ It is useful to learn that…/ It’s worth mentioning that…

It is interesting to notice that… / In my opinion …

At the end I would like to…/ Finally I’ll say that…/ In conclusion I’d like to…

Thank you for your time.

If you have any questions, please, feel free to ask them. / I’ll be glad to answer your questions.