Giáo trình anh văn chuyên ngành Điện lạnh nghề kỹ thuật máy lạnh và Điều hòa không khí trình Độ cao Đẳng

Bài này cung cấp cho người học kiến thức về tên gọi bằng tiếng Anh của các thiết bị điện, điện tử, điện lạnh trong gia đình; tên tiếng Anh của các linh kiện điện tử và ý nghĩa tiếng Anh

TRƯỜNG CAO ĐẲNG CÔNG NGHỆ THỦ ĐỨC

KHOA ĐIỆN-ĐIỆN TỬ

GIÁO TRÌNH HỌC PHẦN: ANH VĂN CHUYÊN NGÀNH-ĐIỆN LẠNH

(Áp dụng cho Khoa Điện-Điện tử)

NGÀNH: KỸ THUẬT MÁY LẠNH VÀ ĐIỀU HÒA KHÔNG KHÍ

TRÌNH ĐỘ: CAO ĐẲNG

Ban hành kèm theo Quyết định số: /QĐ-CNTĐ-CN ngày tháng….năm

của………

TP Hồ Chí Minh, Năm 2024

LỜI GIỚI THIỆU

Giáo trình được tác giả biên soạn nhằm tạo điều kiện thuận lợi cho sinh viên tiếp thu tốt kiến thức liên quan đến môn học Đây là tài liệu tham khảo chính dành cho sinh viên Khoa Điện-Điện tử, Trường Cao đẳng Công nghệ Thủ Đức học tập và nghiên cứu môn học Anh văn chuyên ngành thuộc chuyên ngành Kỹ thuật máy lạnh và điều hòa không khí

Nội dung giáo trình được biên soạn phù hợp với đề cương chi tiết của môn học Anh văn chuyên ngành-Điện lạnh, bao gồm 6 bài:

UNIT 1: ELECTRONICS IN THE HOME Bài này cung cấp cho người học kiến thức về tên gọi bằng tiếng Anh của các thiết bị điện, điện tử, điện lạnh trong gia đình; tên tiếng Anh của các linh kiện điện tử và ý nghĩa tiếng Anh của những từ viết tắt thường dùng trong lĩnh vực điện, điện tử, điện lạnh Đồng thời giúp người học diễn đạt được sơ đồ nguyên lý, sơ đồ khối của một thiết bị điện-điện tử bằng tiếng Anh

UNIT 2: SAFETY AT WORK Bài này trình bày về các cảnh báo nguy hiểm trong lĩnh vực điện-điện tử, điện lạnh bằng tiếng Anh Giúp sinh viên hiểu được các hướng dẫn an toàn lao động bằng tiếng Anh; qua đó sinh viên có thể nắm được các ý chính và viết được một bảng báo cáo tai nạn lao động bằng tiếng Anh

UNIT 3: REFRIGERATOR Bài này tập trung hướng dẫn sinh viên cách đọc các thông số kỹ thuật của tủ lạnh bằng tiếng Anh thông qua kỹ thuật đọc lướt và đọc

dò (Scanning and Skimming) Đồng thời qua bài học này, sinh viên biết được tên gọi bằng tiếng Anh của các thành phần bên trong tủ lạnh để từ đó có thể diễn đạt được cấu tạo của tủ lạnh bằng tiếng Anh

UNIT 4: CENTRAL HEATING Bài này giúp người học nắm rõ cách đọc tên các thành phần trong hệ thống sưởi trung tâm bằng tiếng Anh Thông qua bài học, người học có thể diễn đạt quy trình làm việc của hệ thống sưởi trung tâm bằng tiếng Anh và hiểu rõ cách sử dụng mệnh đề thời gian để diễn đạt các quy trình làm việc của một hệ thống

UNIT 5: AIR CONDITIONER Bài này giúp người học nắm rõ cách đọc tên các thành phần của máy lạnh bằng tiếng Anh, đồng thời cung cấp cho người học kiến thức tiếng Anh về các chức năng của máy lạnh, qua đó người học có thể đọc hiểu được các chức năng được ghi chú bằng tiếng Anh thường có trong máy lạnh Đồng thời

thông qua bài học, người học có thể đọc hiểu được các quy tắc lắp đặt, vận hành và xử

lý sự cố của máy lạnh bằng tiếng Anh

UNIT 6: APPLYING FOR A JOB Nội dung bài này hướng dẫn sinh viên đọc

và hiểu được các tin tức tuyển dụng bằng tiếng Anh Bên cạnh đó, thông qua bài học sinh viên nắm được các thông tin chính cần có trong một bảng CV và đơn xin việc bằng tiếng Anh Đồng thời, sinh viên có thể khái quát được các vị trí công việc, chức

vụ trong công ty bằng tiếng Anh

Ở mỗi bài có các bài tập tương ứng liên quan đến nội dung bài học, cuối giáo trình có phần tài liệu tham khảo và phụ lục nhằm giúp người học thuận lợi hơn trong quá trình tìm kiếm thông tin khi học tập

Giáo trình được biên soạn dựa trên các kiến thức nền tảng được tham khảo từ các giáo trình trong và ngoài nước Trong quá trình biên soạn, tác giả đã cố gắng đưa

ra những hình ảnh minh họa, ví dụ, giải thích đơn giản dễ hiểu, tuy nhiên không thể tránh khỏi những thiếu sót, rất mong nhận được những ý kiến đóng góp của sinh viên, học sinh và giảng viên để giáo trình này được hoàn thiện hơn

Những ý kiến đóng góp xin vui lòng gửi về địa chỉ email: doanchanhtin@tdc.edu.vn

Tp.HCM, ngày 06 tháng 06 năm 2024

Tham gia biên soạn

1 Chủ biên: Đoàn Chánh Tín

MỤC LỤC

A DANH MỤC CHỮ VIẾT TẮT

- AC: Alternating current

- ADC: Analog to digital converter

- AF: Audio frequency

- AM: Amplitude modulated

- ATV: Advanced television

- CAD: Computer aided design

- HDTV: High definition television

- Hi-fi: High fidelity

- IC: Integrated circuit

- LAN: Local area network

- LCD: Liquid crystal display

- LED: Light emitting diode

- PCB: Printed circuit board

- PCM: Pulse code modulation

- RF: Radio frequency

- TV: Television

- IBGT: Insulated Gate Bipolar Transistor

B DANH MỤC BẢNG BIỂU SỐ LIỆU

Table 1 Indoor Unit Error Display 61

Table 2 Outdoor unit error display 62

Table 3 EEPROM parameter error diagnosis and solution(E0/F4) 64

Table 4 Indoor / outdoor unit’s communication diagnosis and solution(E1) 66

Table 5 Zero crossing detection error diagnosis and solution(E2) 68

Table 6 Fan speed has been out of control diagnosis and solution(E3) 68

Table 7 Open circuit or short circuit of temperature sensor diagnosis and solution(E5) 71

Table 8 IPM malfunction or IGBT over-strong current protection diagnosis and solution(P0) 73

Table 9 Over voltage or too low voltage protection diagnosis and solution(P1) 76

Table 10 High temperature protection of compressor top diagnosis and solution(P2) 77 Table 11 Inverter compressor drive error diagnosis and solution(P4) 78

Table 12 Temperature sensor resistance value table for T1, T2, T3, T4 79

Table 13 Temperature sensor resistance value table for T5 80

Table 14 The resistance value of each winding 81

Table 15 The resistance between P and UVWN; UVW and N 82

Table 16 The resistance value of each winding indoor AC fan motor 82

C DANH MỤC CÁC HÌNH

Figure 1.1 The block diagram of a simple radio 13

Figure 1.2 The circuit diagram for the simple radio 14

Figure 1.3 The block diagram of an amplitude-modulated (AM) radio transmitter 18

Figures 3 1 Diagram of refrigerator 33

Figures 3 2 The refrigeration process 37

Figures 4 1 The function of central heating 40

Figures 4 2 The stages diagram of a heating system 42

Figures 5 1 Part names of indoor and outdoor unit 46

Figures 5 2 Indoor unit 49

Figures 5 3 Outdoor unit 51

Figures 5 4 Refrigerant Cycle Diagram 51

Figures 5 5 Refrigerant Cycle Diagram for heat pump models 52

Figures 5 6 Wiring Diagram of Indoor Unit 54

Figures 5 7 Wiring Diagram of Outdoor Unit 55

Figures 5 8 Printed circuit board 56

Figures 5 9 High voltage caution 60

Figures 5 10 Discharging position 60

D PHẦN NỘI DUNG

Nội dung Trang

UNIT 1: ELECTRONICS IN THE HOME 11

I TUNING 12

II READING FOR A PURPOSE 13

III UNDERSTANDING ELECTRONIC DIAGRAMS 13

IV LANGUAGE STUDY DESCRIBING BLOCK DIAGRAMS AND CIRCUITS 14

V SPEAKING PRACTICE 16

VI WRITING: DESCRIBING DIAGRAMS 18

UNIT 2: SAFETY AT WORK 19

I TUNING IN 20

II READING: UNDERSTANDING THE WRITER’S PURPOSE 23

III LANGUAGE STUDY: MAKING SAFETY RULES 25

IV WRITING: WAYS OF LINKING IDEAS 26

V READING: AIR CONDITIONER INSTALLATION PRECAUTION 28

SAFETY PRECAUTION 28

UNIT 3: REFRIGERATOR 32

I TUNING IN 33

II READING: DEALING WITH UNFAMILIAR WORDS 34

III LANGUAGE STUDY: PRINCIPLES AND LAWS 35

IV WORD STUDY VERBS AND RELATED NOUNS 36

V WRITING: DESCRIBING A PROCESS 37

UNIT 4: CENTRAL HEATING 39

I TUNING 40

II READING PREDICTING 40

III LANGUAGE STUDY: TIME CLAUSES 42

IV WORD STUDY 44

UNIT 5: AIR CONDITIONER 45

I TUNING: PART NAMES OF INDOOR AND OUTDOOR UNIT 46

II READ AND UNDERSTANDING: FUNCTIONS OF INDOOR/OUTDOOR UNITS 46

III DEALING WITH UNFAMILY WORDS 57

IV UNDERSTANDING THE TROUBLESHOOTING 59

UNIT 6: APPLYING FOR A JOB 83

I TUNING IN 84

II READING: UNDERSTANDING JOB ADVERTISEMENTS 84

IV TECHNICAL READING: COMPANY STRUCTURE 91

E TÀI LIỆU THAM KHẢO

[1] Eric H Glendinning – Jonh McEwan, Oxford English for Electronics, Oxford

University Press, 2010

[2] Eric H Glendinning – Norman Glendinning, Oxford English for Electrical and Mechanical, Oxford University Press, 2010

[3] Virginia Evans-Jenny Dooley-Tres O’Dell, Electrician, Express Publishing, 2012

[4] Inside out: Central Heating, Education Guardian

[5] Intertek, Comfort series DC converter air conditoner service manual

- Ý nghĩa và vai trò của môn học/mô đun: Nội dung học phần Anh văn chuyên

ngành được thiết kế dành cho sinh viên có trình độ tiếng Anh với các nội dung: Electronics in the home, Safety at work, Refrigerator, Central heating, Air conditioner, Applying for a job Ứng dụng của tiếng Anh trong kỹ thuật máy lạnh và điều hòa không khí

o Đọc được sơ đồ, catalogue bằng tiếng Anh và trình bày lại bằng tiếng Việt các vấn đề về máy lạnh và điều hòa không khí dựa trên khả năng phân tích, tổng hợp tài liệu liên quan

- Về kỹ năng:

o Kết nối được các thành phần theo sơ đồ hướng dẫn trên thiết bị điện lạnh

và điều hòa không khí

o Đọc được giá trị và thông số kỹ thuật của các linh kiện điện lạnh;

o Sử dụng được các thuật ngữ tiếng Anh cơ bản dùng trong ngành điện lạnh

o Dịch được tài liệu kỹ thuật đơn giản có liên quan đến chuyên ngành điện lạnh bằng tiếng Anh;

o Đọc được catalogue và datasheet của các linh kiện điện lạnh;

o Sử dụng, vận hành được các thiết bị điện lạnh có bảng hướng dẫn bằng tiếng Anh;

o Điền được các thông tin trong mẫu CV xin việc bằng tiếng Anh

UNIT 1: ELECTRONICS IN THE HOME

Giới thiệu: Nội dung bài học này cung cấp cho người học kiến thức về tên gọi bằng

tiếng Anh của các thiết bị điện, điện tử, điện lạnh trong gia đình; tên tiếng Anh của các linh kiện điện tử và ý nghĩa tiếng Anh của những từ viết tắt thường dùng trong lĩnh vực điện, điện tử, điện lạnh Đồng thời giúp người học diễn đạt được sơ đồ nguyên lý,

sơ đồ khối của một thiết bị điện-điện tử, điện lạnh bằng tiếng Anh

Mục tiêu:

- Về kiến thức:

+ Trình bày được tên của các thiết bị điện-điện tử thường dùng trong dân dụng

và công nghiệp bằng tiếng Anh;

+ Khái quát được ý nghĩa của những cụm từ viết tắt bằng tiếng Anh trong lĩnh vực điện, điện tử, điện lạnh

- Về kỹ năng:

+ Miêu tả được sơ đồ nguyên lý và sơ đồ khối bằng tiếng Anh

+ Đọc được tên tiếng Anh của các linh kiện điện, điện tử cơ bản

Nội dung chính:

I TUNING

Task 1: Make a list of things in your house which use electronics Compare your list

with that of another group

Task 2: Find out the meaning of these abbreviations

Task 3: Read quickly through the text below Underline any items mentioned

in the list you made in Task 1

Electronics in the home

Electronics began at the start of the twentieth century with the invention of the vacuum tube The first devices for everyday use were radios, followed by televisions, record players, and tape recorders These devices were large and used a lot of power

The invention of the transistor in 1947 meant that much smaller, low- powered devices could be developed A wide variety of electronic devices such as hi-fi units and portable radios became common in the home

It was not until 1958 that microelectronics began with the development of ICs (integrated circuits) on silicon chips This led to a great increase in the use of electronics in everyday items The introduction of the microprocessor allowed electronics to be used for the control of many common processes

Microprocessors are now used to control many household items such as automatic washing-machines, dishwashers, central heating systems, sewing machines, and food processors Electronic timers are found in digital alarm clocks, water heaters, electric cookers, and microwave ovens Telephones use electronics

to provide automatic dialling and answerphone facilities New entertainment devices have been developed, such as video recorders and CD (compact disc) players

In the future, electronics are likely to become even more common in the home as multimedia entertainment systems and computer controlled robots are developed

Task 4: Fill in the gaps in this table with the help of the text

Date Invention Applications in the home Early 20th century

II READING FOR A PURPOSE

In electronics, you have to read not only texts, but also diagrams You have

to be able to combine information from both diagram and text This text introduces two kinds of diagrams often used in electronics

Task 6: Read the text below to find the answers to these questions:

1 What do we call the two types of diagrams shown in the text?

2 What do we call the approach to electronics which focuses on the function of units?

III UNDERSTANDING ELECTRONIC DIAGRAMS

Although electronic devices may look complicated, they are made up of common basic units ('building blocks') connected together The function of each

of these units and the path of the signals between them can be shown in a block diagram For example, the block diagram of a simple radio is shown in Fig 1.1

Figure 1.1 The block diagram of a simple radio

To understand how the radio works, it is more important to understand the function of each unit than to know what components are used This is known as a systems approach to electronics For example, in Fig 1 the tuner selects the required signal, the detector 10 then separates off the audio part of the signal, and the AF amplifier (amp) amplifies it

The connections and values of the components inside these basic units can

be shown in a circuit diagram using standard electronic symbols Fig 1.2 shows

the circuit diagram forthe simple radio

Figure 1.2 The circuit diagram for the simple radio

Task 7: How many of the circuit symbols in the figure below can you identify? Use

the Appendix on page 95 to help you

IV LANGUAGE STUDY DESCRIBING BLOCK DIAGRAMS AND CIRCUITS

Look again at Fig 1 above We can describe it like this:

The radio consists of a tuner, a detector, and an AF amplifier

Or we can describe it like this:

The radio is composed of a tuner, a detector, and an AF amplifier

Using comprise, we can start our description with the block:

A tuner, a detector, and an AF amplifier comprise the radio

We can describe the links between each building block using these expression:

The tunner is connected to the detector

The tunner is linked to the detector

Look again at Fig 2 We can describe the values of the components like this:

R1: a two-hundred-and-twenty-kilohm resistor

C2: a hundred-picofarad (puff) capacitor

Task 8: Describe the value of these components:

This table provides the terms you need

voltage supply rail, which is earthed

Task 9: Fill in the gaps in this description of the tuned circuit shown in Fig 2 Each

gap represents one word

The circuit 1 of a four hundred and seventy 2 inductor which is connected in parallel with a 3 capacitor The 4 can be varied between five and sixty-five 5 The aerial is 6 to the top end of the tuner It is also connected to the positive terminal of the 7 in the detector The bottom end of the tuner is connected to earth via the zero voltage 8 rail

V SPEAKING PRACTICE

Task 10: Work in pairs, A and B Complete your circuit diagram with help from your

partner

Ask questions like these:

What kind of component is P1?

What’s the value of C1?

What is connected between the collector of Q2 and the positive side of the battery?

If you don’t understand your partner, say:

I’m sorry, I don’t understand Could you say that again, please?

Could you speak more slowly?

If your partner doesn’t understand you at first, try phrasing your answer in a different way For example:

It’s a variable resistor It’s a resistor which you can vary or change by turning the control It’s called a variable resistor

Student A's circuit diagram:

Student B's circuit diagram:

VI WRITING: DESCRIBING DIAGRAMS

With the help of the diagram, fill in the gaps in the description below Each gap

represents one word The description should answer these questions:

1 What is the diagram of?

2 What does it consist of in terms of blocks?

3 How are the blocks connected?

4 What is the function of each block?

Figure 1.3 The block diagram of an amplitude-modulated (AM) radio transmitter

This figure shows the block diagram of an amplitude-modulated (AM) radio

transmitter It 1 of a radio frequency (RF) oscillator, a 2 , an audio

frequency (AF) amplifier, and an RF power amplifier.The RF 3 generates an

RF 4 wave which is fed into the modulator

The microphone converts sounds into audio frequency signals which are

amplified by the AF 5 The modulator then uses the amplified AF 6

to modulate the RF carrier wave

The power of the modulated carrier wave is increased by the RF amplifier 7 The strong modulated output signals are fed to the 8 which enables them to

be transmitted over long distances

UNIT 2: SAFETY AT WORK

Giới thiệu: Bài này trình bày về các cảnh báo nguy hiểm trong lĩnh vực điện-điện tử ,

điện lạnh bằng tiếng Anh Giúp sinh viên hiểu được các hướng dẫn an toàn lao động bằng tiếng Anh; qua đó sinh viên có thể nắm được các ý chính và hiểu được một bản

báo cáo tai nạn lao động bằng tiếng Anh

Mục tiêu:

- Về kiến thức:

+ Khái quát được ý nghĩa của các biển báo nguy hiểm trong ngành điện, điện tử bằng tiếng Anh

+ Hiểu được ý nghĩa của những biển cảnh báo về an toàn bằng tiếng Anh

+ Khái quát được tên tiếng Anh của các thiết bị bảo hộ an toàn lao động

- Về kỹ năng:

+ Đọc và hiểu được những chỉ dẫn an toàn bằng tiếng Anh

+ Viết được một bản báo cáo tai nạn bằng tiếng Anh

I TUNING IN

Task 1: What do these warning labels mean? Match each label to the correct warning

Task 2: List some of the potential dangers in your laboratory, workshop, or place of

work How is the risk of these hazards reduced?

Task 3: Read the warning labels below and translate to vietnamese

Read and understand operator's manual before using this machine.

AWARNING

Task 4: Study the safety instructions from a workshop below, and then answer these

questions

a Who are the instructions for?

b Who wrote them?

c What was the writer's purpose?

1 Wear protective clothing at all times

2 Always wear eye protection when operating lathes, cutters, and grinders and ensure the guard is in place

3 Keep your workplace tidy

4 The areas between benches and around machines must be kept clear

5 Tools should be put away when not in use and any breakages and losses reported,

6 Machines should be cleaned after use

II READING: UNDERSTANDING THE WRITER’S PURPOSE

Knowing what the writer's purpose is, who the writer is, and who the intended readers are can help us to understand a text The safety instructions in Task 3 are clearly intended to encourage employees to be safety conscious and reduce the risk of accidents The writer is perhaps a supervisor or the company safety officer, and the intended readers are machine operatives Knowing these things can help us to work out the meaning of any part of the text we may not understand

Task 5: Study the company document on safety on the text, and then answer these

questions

Accident investigation

Whenever an accident occurs that results in an injury (medical case), damage of equipment and material, or both, prompt accident investigation by the immediate manager is required A written preliminary investigation will be completed by the end

of the particular shift or business day on which the accident occurred

In no event should there be a delay of more than 24 hours Failure to comply with this requirement may subject the immediate manager to disciplinary action up to and including discharge

Without adequate accident investigation data the Company may be subjected to costs, claims, and legal action for which it has no defence

As a minimum, the preliminary accident investigation report will include the following:

1 Name, occupation, and sex of injured worker

2 Place and date /time of accident

3 Description of how the accident happened

4 Immediate causes of the accident - unsafe acts and unsafe conditions

5 Contributing causes - manager safety performance, level of worker training, inadequate job procedure, poor protective maintenance, etc

6 Witness(es) - name and department

7 Corrective action taken - when

The employee who was injured and any employee(s) who witnessed the incident should be separately interviewed as soon as possible A copy of the report must be submitted to the Manager - Human Resources for review Another copy of the report is to be retained for a period of not less than the injured employee's length of employment plus five (5) years

1 Who is this document for?

a) Machine operatives

b) Managers

c) All employees

d) Injured employees

2 Who wrote this document?

a) Trade union representative

b) To ensure speedy help for injured employees

c) To protect the company

d) To warn about dangers

Task 6: Study this brief report of an accident In which points does it not meet

company policy on reporting accidents?

Subject Preliminary Report, Accident, 12 May

While turning a brass component on Tuesday, last week, Kenneth Oliver, machinist, received an injury to his eye He was taken to the Eye Hospital where I understand

he was operated on I believe the accident was due to carelessness

III LANGUAGE STUDY: MAKING SAFETY RULES

What are the differences in meaning between these statements?

1 Wear protective clothing

2 Always wear protective clothing

3 Protective clothing must be worn

We can make safety rules in these ways:

1 Using an imperative

Wear protective clothing

Do not wear loose-fitting clothing

2 Always/never are used to emphasize that the rule holds in all cases

Always wear protective clothing

Never wear loose-fitting clothing

3 We can use a modal verb for emphasis

Protective clothing must be worn

Protective clothing should be worn

Task 7: Study this list of unsafe environmental conditions (hazards) Write safety

rules to limit these hazards using the methods given above For example:

inadequate lighting

Lighting must be adequate

or Lighting should be adequate

1 Uneven floors

2 Unguarded machinery

3 Untidy workbenches

4 Untidy workplaces

5 Badly maintained machinery

6 Carelessly stored dangerous materials

7 Inadequate ventilation

8 Damaged tools and equipment

9 Machinery in poor condition

10 Equipment used improperly

11 Equipment operated by untrained personnel

12 Apprentices working without supervision

IV WRITING: WAYS OF LINKING IDEAS

When we write, we may have to describe, explain, argue, persuade, complain, etc In all these forms of writing, we use ideas To make our writing effective, we have to make sure our readers can follow our ideas One way of helping our readers is to make the links between the ideas in our writing

What are the links between these pairs of ideas? What words can we use to mark the links?

1 Mechanisms are important to us

2 They allow us to travel

3 Mechanisms deliver the power to do work

4 They play a vital role in industry

5 Friction is sometimes a help

6 It is often a hindrance

Sentence 2 is a reason for sentence 1 We can link 1 and 2 like this:

Mechanisms are important to us because/since/as they allow us to travel

Sentence 4 is the result of sentence 3 We can link 3 and 4 like this:

Mechanisms deliver the power to do work so they play a vital role in industry Mechanisms deliver the power to do work; therefore they play a vital role in

industry

Sentence 6 contrasts with sentence 5 We can link 5 and 6 like this:

Friction is sometimes a help but it is often a hindrance

Task 8: Show the links between these sets of ideas using appropriate linking words

1 Copper is highly conductive

It is used for electric wiring

2 Weight is measured in newtons

Mass is measured in kilograms

3 Nylon is used for bearings

It is self-lubricating

4 ABS has high impact strength

It is used for safety helmets,

5 Friction is essential in brakes

Friction is a nuisance in an engine

We learnt how to make our writing effective, we have to make sure our readers can follow our ideas We learnt how to mark reasons, results, and contrasts in our writing

What are the links between these ideas? What words can we use to mark the links?

1 The accident happened

2 The operator's carelessness

3 The supervisor was not present

Sentence 2 is a reason for sentence 1 Sentence 3 is an additional reason We can

mark the links between them like this:

The accident happened because of the operator's carelessness In

addition/moreover, the supervisor was not present

We use because of to introduce a reason which is a noun or noun phrase We use in

addition and moreover to introduce an additional reason

What are the links between these ideas? What words can we use to mark the links?

4 Suitable protection should be worn

5 Safety helmets should be used where there is a danger of falling objects

Sentence 5 is an example to illustrate sentence 4 We can mark this in this way:

Suitable protection should be worn For example/For instance, safety helmets

should be used where there is a danger of falling objects

Task 9: Show the links between these sets of ideas using appropriate linking words

1 Many accidents happen

Workers' carelessness

2 Education can reduce accidents

It is important that all workers receive training in basic safety

3 Eye injuries can be serious

Goggles must be worn for grinding and cutting

4 Safety gloves provide protection for the hands

They prevent burns

They reduce the danger of cuts

5 Safety shoes protect the feet against falling objects

They prevent the feet getting caught in machinery

6 Respirators should be worn in dusty conditions

Dust can damage the lungs

7 Safety gear exists for every danger

Each year people are injured

They refuse or forget to wear the right gear

V READING: AIR CONDITIONER INSTALLATION PRECAUTION

SAFETY PRECAUTION

To prevent injury to the user or other people and property damage, the following instructions must be followed

Incorrect operation due to ignoring instruction will cause harm or damage

Before servicing the unit, be sure to read this service manual at first

WARNING

Installation

Do not use a defective or underrated circuit breaker Use this appliance on a

dedicated circuit There is risk of fire or electric shock

For electrical work, contact the dealer, seller, a qualified electrician, or an

authorized service center Do not disassemble or repair the product, there is risk of fire

or electric shock

Always ground the product There is risk of fire or electric shock

Install the panel and the cover of control box securely There is risk of fire of

electric shock

Always install a dedicated circuit and breaker Improper wiring or installation may cause electric shock

Use the correctly rated breaker of fuse There is risk of fire or electric shock

Do not modify or extend the power cable There is risk of fire or electric shock

Do not install, remove, or reinstall the unit by yourself (customer) There is risk of fire, electric shock, explosion, or injury

Be caution when unpacking and installing the product Sharp edges could cause injury, be especially careful of the case edges and the fins on the condenser and

evaporator

For installation, always contact the dealer or an authorized service center

Do not install the product on a defective installation stand

Be sure the installation area does not deteriorate with age If the base collapses, the air conditioner could fall with it, causing property damage, product failure, and

personal injury

Do not let the air conditioner run for a long time when the humidity is very high and

a door or a window is left open

Take care to ensure that power cable could not be pulled out or damaged during operation There is risk of fire or electric shock

Do not place anything on the power cable There is risk of fire or electric shock

Do not plug or unplug the power supply plug during operation There is risk of fire

or electric shock

Do not touch (operation) the product with wet hands

Do not place a heater or other appliance near the power cable There is risk of fire and electric shock

Do not allow water to run into electrical parts It may cause fire, failure of the

product, or electric shock

Do not store or use flammable gas or combustible near the product There is risk of fire or failure of product

Do not use the product in a tightly closed space for a long time Oxygen deficiency could occur

When flammable gas leaks, turn off the gas and open a window for ventilation before turning the product on

If strange sounds or smoke comes from product, turn the breaker off or disconnect the power supply cable There is risk of electric shock or fire

Stop operation and close the window in storm or hurricane If possible, remove the product from the window before the hurricane arrives There is risk of property

damage, failure of product, or electric shock

Do not open the inlet grill of the product during operation (Do not touch the

electrostatic filter, if the unit is so equipped.) There is risk of physical injury, electric shock, or product failure

When the product is soaked, contact an authorized service center There is risk of fire or electric shock

Be cautious that water could not enter the product There is risk of fire, electric shock, or product damage

Ventilate the product from time to time when operating it together with a stove etc There is risk of fire or electric shock

Turn the main power off when cleaning or maintaining the product There is risk of electric shock

When the product is not used for a long time, disconnect the power supply plug or turn off the breaker There is risk of product damage or failure, or unintended

Install the drain hose to ensure that water is drained away properly A bad

connection may cause water leakage

Keep level even when installing the product It can avoid vibration of water leakage

Do not install the product where the noise or hot air from the outdoor unit could

damage the neighborhoods It may cause a problem for your neighbors

Use two or more people to lift and transport the product

Do not install the product where it will be exposed to sea wind (salt spray) directly

It may cause corrosion on the product Corrosion, particularly on the condenser and evaporator fins, could cause product malfunction or inefficient operation

Operational

Do not expose the skin directly to cool air for a long time (Do not sit in the draft)

Do not use the product for special purposes, such as preserving foods, works of art etc It is a consumer air conditioner, not a precision refrigerant system There is risk of damage or loss of property

Do not block the inlet or outlet of air flow

Use a soft cloth to clean Do not use harsh detergents, solvents, etc There is risk of fire, electric shock, or damage to the plastic parts of the product

Do not touch the metal parts of the product when removing the air filter They are very sharp

Do not step on or put anything on the product (outdoor units)

Always insert the filter securely Clean the filter every two weeks or more often if necessary A dirty filter reduces the efficiency of the air conditioner and could cause product malfunction or damage

Do not insert hands or other objects through air inlet or outlet while the product is operated

Do not drink the water drained from the product

Use a firm stool or ladder when cleaning or maintaining the product Be careful and avoid personal injury

Replace the all batteries in the remote control with new ones of the same type Do not mix old and new batteries or different types of batteries There is risk of fire or explosion

Do not recharge or disassemble the batteries Do not dispose of batteries in a fire They may burn of explode

If the liquid from the batteries gets onto your skin or clothes, wash it well with clean

water Do not use the remote of the batteries have leaked

UNIT 3: REFRIGERATOR

Giới thiệu: Bài này tập trung hướng dẫn sinh viên cách đọc các thông số kỹ thuật của

tủ lạnh bằng tiếng Anh thông qua kỹ thuật đọc nắm ý chính, bỏ qua các từ không rõ nghĩa Đồng thời qua bài học này, sinh viên biết được tên gọi bằng tiếng Anh của các thành phần bên trong tủ lạnh để từ đó có thể diễn đạt được cấu tạo của tủ lạnh bằng

I TUNING IN

Task 1: Study this diagram It explains how a refrigerator works In your group try to

work out the function of each of the numbered components using the information in

the diagram

Figures 3 1 Diagram of refrigerator

II READING: DEALING WITH UNFAMILIAR WORDS

You are going to read a text about refrigerators Your purpose is to find out how they operate Read the first paragraph of the text below Underline any words which are unfamiliar to you

Refrigeration preserves food by lowering its temperature It slows down the growth and reproduction of micro-organisms such as bacteria and the action of enzymes which cause food to rot

You may have underlined words like micro-organisms, bacteria, or enzymes These

are words which are uncommon in engineering Before you look them up in a dictionary or try to find translations in your own language, think! Do you need to know the meaning of these words to understand how refrigerators operate?

You can ignore unfamiliar words which do not help you to achieve your reading purpose

Task 2: Now read the text to check your explanation of how a refrigerator works

Ignore any unfamiliar words which will not help you to achieve this purpose

Fridge

Refrigeration preserves food by lowering its temperature It slows down the growth and reproduction of micro-organisms such as bacteria and the action of enzymes which

cause food to rot – Paragraph 1

Refrigeration is based on three principles Firstly, if a liquid heated, it changes to a gas

or vapour When this gas is cooled, it changes back into a liquid Secondly, if a gas is allowed to expand, it cools down If a gas is compressed, it heats up Thirdly, lowering

the pressure around a liquid helps it to boil - Paragraph 2

To keep the refrigerator at a constant low temperature, heat must be transferred from the inside of the cabinet to the outside A refrigerant is used to do this It is circulated around the fridge, where it undergoes changes in pressure and temperature and

changes from a liquid to a gas and back again - Paragraph 3

One common refrigerant is a compound of carbon, chlorine, and fluorine known as R12 This has a very low boiling point: -29oC At normal room temperature (about 20°C) the liquid quickly turns into gas However, newer refrigerants which are less

harmful to the environment, such as KLEA 134a, are gradually replacing R12 - Paragraph 4

The refrigeration process begins in the compressor This compresses the gas so that it heats up It then pumps the gas into a condenser, a long tube in the shape of a zigzag

As the warm gas passes through the condenser, it heats the surroundings and cools down By the time it leaves the condenser, it has condensed back into a liquid

compressor and the process begins again - Paragraph 7

The compressor is switched on and off by a thermostat, a device 8 that regulates

temperature, so that the food is not over-frozen - Paragraph 8

III LANGUAGE STUDY: PRINCIPLES AND LAWS

Study these extracts from the text above What kind of statements are they?

1 If a liquid is heated, it changes to a gas or vapour

2 If a gas is allowed to expand, it cools down

3 If a gas is compressed, it heats up

Each consists of an action followed by a result For example:

a liquid is heated it changes to a gas or vapour

These statements are principles They describe things in science and engineering which are always true The action is always followed by the same result

Principles have this form:

If/When (action - present tense), (result - present tense)

Task 3: Link each action in column A with a result from column B to describe an important engineering principle

2 a gas is cooled b there is an equal and opposite

reaction

4 a gas is compressed d it extends in proportion to the

force

5 a force is applied to a body e it is transmitted equally

throughout the fluid

6 a current passes through a wire f a current is induced in a wire

7 a wire cuts a magnetic field g it cools down

8 pressure is applied to the surface

of an enclosed fluid

h its sets up a magnetic field around the wire

9 a force is applied to a spring i it changes to a liquid

IV WORD STUDY VERBS AND RELATED NOUNS

Task 4: Each of the verbs in column A has a related noun ending in -er or -or in

column B Complete the blanks You have studied these words in this and earlier units Use a dictionary to check any spellings which you are not certain about

V WRITING: DESCRIBING A PROCESS

Study this diagram It describes the refrigeration process

Figures 3 2 The refrigeration process

When we write about a process, we have to:

1 Sequence the stages

2 Locate the stages

3 Describe what happens at each stage

4 Explain what happens at each stage

For example:

sequence location description explanation

The refrigeration process begins in the compressor This compresses the gas so that it heats

up

In this unit we will study ways to locate the stages

Task 5: Put these stages in the refrigeration process in the correct sequence with the help of the diagram above The first one has been done for you

a The liquid enters the evaporator

b The gas condenses back into a liquid

c The vapour is sucked back into the compressor

e The liquid turns into a vapour

f The gas passes through the condenser

g The liquid passes through a capillary tube

h The high pressure is maintained

There are two ways to locate a stage in a process

Using a preposition + noun phrase For example:

The liquid turns to vapour in the evaporator The gas cools down in the condenser

Using a where-clause a relative clause with where rather than which or who to link a

stage, its location and what happens there For example:

The warm gas passes through the condenser, where it heats the surroundings and cools down

The refrigerant circulates around the fridge, where it undergoes changes in pressure and temperature

Task 6: Complete each of these statements

The gas passes through the compressor, where………

It passes through the condenser, where………

The liquid passes through a capillary tube, where………

The liquid enters the evaporator, where………

The cold vapour is sucked back into the compressor, where ………

Task 7: Add sequence expressions to your statements to show the correct order of events For example:

First the gas passes through the condenser

Make your statements into a paragraph adding extra information from the text in Task

2 if you wish Then compare your paragraph with paragraphs 6, 7, and 8 from the text

UNIT 4: CENTRAL HEATING

Giới thiệu: Bài này giúp người học nắm rõ cách đọc tên các thành phần trong hệ

thống sưởi trung tâm bằng tiếng Anh Thông qua bài học, người học có thể diễn đạt quy trình làm việc của hệ thống sưởi trung tâm bằng tiếng Anh và hiểu rõ cách sử

dụng mệnh đề thời gian để diễn đạt các quy trình làm việc của một hệ thống