Giáo trình Maritime English for ship electricity - Vol 1
VIETNAM MARITIME ADMINISTRATION
MARITIME COLLEGE No. 1
MARITIME ENGLISH
FOR SHIP ELECTRICITY
VOL 1
COLLEGE LEVEL
(Issued in accordance with the decision No. ... QD / dated on ...... /........ /....
/2017 by the Rector of Maritime College No. 1)
1
COPYRIGHT DECLARATION
All rights reserved.
No part of this book may be reproduced, distributed, stored in retrieval
system, or transmitted in any form or by any means, including photocopying,
recording, or other electronic or mechanical methods, without the prior written
permission from the publisher, except in the case of brief quotations embodied in
critical reviews and certain other noncommercial uses permitted by copyright law.
2
ACKNOWLEDGEMENT
We would like to express our gratitude to the teachers of Foreign language
Division and the department of Electrical – Electronics Engineering who provided
support, talked things over, read, offered comments, allowed us to quote their
remarks and assisted in the editing, proof-reading and design.
We would like to thank the Board of rector, the Education section, the
International Co-operation and technology section for their positive contribution
to the completing of this course book.
Our thankful words are sent to our loved ones for their encouragement and
assistance during the process of designing this material.
We beg forgiveness of all those who have been with us over the course of the
years and whose names we have failed to mention.
Last but not least, we would like to thank for all who will send us any
comments or suggestion to improve this material because the shortcomings are
inevitable during the process of producing the material.
Any comments or suggestion, please send to the following e-mails:
2. ntmtha[email protected]du.vn
Authors: 1. Nguyen Thi Minh Thai M.A
2. Dang Thi Hoang Yen M.A
3
INTRODUCTION
In the current industrialization and modernization of our country and the
exploitation of information in the global. English plays an important role in the
education and training, the development of the country in general and the maritime
industry in particular.
According to the International Convention on Standards of Training,
Certification and Watch keeping for Seafarers 2011, English is a compulsory
requirement for seafarers.
To help students of Maritime College I meet the English language
requirement of the future job after graduation, the textbook “Maritime English for
Ship Electricity” is compiled for the second year students of the Electro-
Electronics Department.
Based on the realities of the maritime industry in the world, the core of
which is the codes, conventions, as well as the guidelines and recommendations of
the International Maritime Organization (IMO). This textbook provides students
with advanced English grammar, maritime vocabulary and standard marine
communication phrases, as well as usage habits that have been developed
specifically for the maritime profession.
The textbook consists of 5 units with the structure of each unit as follows:
1. Vocabulary
2. Language focus
3. Skills
4. Practice
5. Assessment
While compiling, editors have also used some electrical and automation
materials published locally, abroad and through web-sites.
4
TABLE OF CONTENTS
Contents
No.
1
2
Pages
Acknowledgements
Introduction
3
4
3
4
5
6
Table of contents
List of abbreviations
List of figures
Contents
Unit 1: Conductors, insulators and semiconductors
1. Vocabulary: Electrical materials
2. Language focus: Relative Clauses
3. Skills
5
8
9
10
12
3.1. Reading comprehension: Conductors, insulators and
semiconductors
3.2. Writing: Write definitions.
3.3. Listening: Conductors and insulators
3.4. Speaking: Talk about electrical materials
4. Practice
4.1. Further reading: Diodes
4.2. Exercises
5. Assessment
5.1. Evaluation sheet
5.2. Assessment methods
Unit 2: Circuit elements
28
1. Vocabulary: Circuit elements
2. Language focus: Passive voice
3. Skills
3.1. Reading comprehension: Circuit elements
3.2. Writing: Make up sentences descibing functions.
3.3. Listening: Safety
3.4. Speaking: Talk about purposes
4. Practice
4.1. Further reading: Requirements on electrical control
equipment on board.
4.2. Exercises
5. Assessment
5
5.1. Evaluation sheet
5.2. Assessment methods
Unit 3: Main Switchboard
46
62
75
1. Vocabulary: Main switchboard elements
2. Language focus: Gerund
3. Skills
3.1. Reading comprehension: Main Switchboard
3.2. Writing: Verbal phrases describing position and connection
3.3. Listening: Power distribution system onboard
3.4. Speaking: Talk about power distribution system onboard
4. Practice
4.1. Further reading: Electrical service onboard
4.2. Exercises
5. Assessment
5.1. Evaluation sheet
5.2. Assessment methods
Unit 4: Electric motors
1. Vocabulary: Electric motor’s parts
2. Language focus: Describing component parts
3. Skills
3.1. Reading comprehension: Motor construction
3.2. Writing: Classifications of electric motors onboard
3.3. Listening: Electric motors onboard
3.4. Speaking: Talk about electric motor’s parts
4. Practice
4.1. Further reading: Motor protection
4.2. Exercises
5. Assessment
5.1. Evaluation sheet
5.2. Assessment methods
Unit 5: Safety at work
1. Vocabulary: Personal protective equipment
2. Language focus: Imperatives
3. Skills
3.1. Reading comprehension: Electrical incidents
3.2. Writing: Accident report form
3.3. Listening: The importance of PPE
6
3.4. Speaking: Talking about safety at work
4. Practice
4.1. Further reading: High voltage safety
4.2. Exercises
5. Assessment
5.1. Evaluation sheet
5.2. Assessment methods
Glossary
Glossary 1. Circuit symbols
Glossary 2. List of magnetic material
Answer keys
Tapescript
Reference
88
105
107
113
115
7
List of Abbreviations
Abbreviations
Meaning
Alternating current
AC
DC
HV
Direct current
High voltage
Low Voltage
Adjective
LV
adj
adv
Adverb
N
Noun
v
Verb
V-pp/P- II
verb in past participle
Subject
S
PPE
Personal Protective Equipment
8
List of figures
Name
No.
Pages
Figure 1.1: Types of diode
Figure 2.1. A flash circuit
Figure 2.2. Sliding switch
1
2
24
35
35
47
56
63
64
66
68
69
76
3
Figure 3.1. Main Switch Board
Figure 3.2. Power system diagram
Figure 4.1. DC motor components
Figure 4.2. A direct current motor
Figure 4.3. Working of electric motor
Diagram 4.1
4
5
6
7
8
9
Diagram 4.2
10
11
Figure 5.1. Appropriate PPE
9
MODULE: ENGLISH FOR SHIP ELECTRICITY 1
Module title: English for Ship Electricity 1
Module Code: MĐ6520228.31
Module framework:
- Pre-requisites: This module is taught in the first semester of the second
school year, after students have learnt general subjects.
- Scope:: This module is compulsory for students of Marine Electrical
Engineering.
- Aims:
The module provides students with intermediate English grammar and basic
marine electrical engineering vocabulary to help them gain confidence in
communication as well as in their work. In addition, with a good level of English
combined with confidence, students will have more opportunities to find a job after
graduation and meet the requirements of employers and companies.
Objectives:
On the completion of this module, students will be able to:
- For knowledge:
+ Name electrical materials; parts of an electric motor, circuit elements, PPEs,
main switchboard elements;
+ Demonstrate the classification of electrical materials; the function of circuit
elements, electrical equipment in the main switchboard, parts of an electric motor,
PPES; the working principle of an electric motor; safe working practice rules;
+ Demonstrate the form and the use of passive voice, relative clauses, gerund,
imperatives; how to descibe functions;
- For skills:
+ Use grammar, vocabulary and professional terms leant to read, write,
listen, speak and make up conversations about electrical materials, circuit
elements, electric motor, main switchboard, power distribution system, PPEs;
+ Identify electrical incidents on board;
+ Describe a diagram and write instructions for testing a DC motor;
+ Write an electrical incident report form;
- For attitudes:
10
+ Raise the awareness of the importance of learning English for work,
essential elements: correct pronunciation, stress, intonation, accuracy, fluency in
communication and writing in English;
+ Rise awareness of practicing listening, speaking, reading and
conversation skills for students;
+ Be aware of the importance of practicing carefulness, accuracy, safe
work, flexibility and confidence when using English for work.
+ Be confident to use English for work, socializing or traveling.
Contents of the module:
11
UNIT 1: CONDUCTORS, INSULATORS AND SEMICONDUCTORS
Code: MĐ6520228.31.01
Introduction:
This unit gives an overview of English grammar about passive voice and
vocabulary relating to conductors, insulators and semiconductors.
Objectives:
On the completion of this unit, students will be able to:
- Present the form and the use of passive voice, name of conductors,
insulators and semiconductors; names of non – magnetic materials.
- Using verbal phrases and adverb clauses of cause and result to speak, listen,
read and write about various types of conductors, insulators and semiconductors;
about non – magnetic materials.
- Be aware of the importance of English to future occupation, essential
elements: correct pronunciation, stress, intonation, accuracy, fluency in
communication and writing in English, the safety of working.
Main content:
1. Vocabualry: Electrical materials
battery
category
classify
conduct
conductor
copper
(n) /'bætəri/
pin, ắc qui
loại, hạng
phân loại
dẫn điện
vật dẫn điện
đồng
(n) /’kætəgri/
(v) /’klæsɪfaɪ/
(v) /kən’dʌkt/
(n) /kən’dʌktər /
(n) /’kɒpər /
electric current
electron
fall
(n) /ɪ’lektrɪk ‘kʌrənt/
(n) /ɪ’lektrɒn/
(v) /fɔ:l/
dòng điện
điện tử
giảm
flow
(v) /fləʊ/
dòng
germanium
insulate
(n) /dʒə’meɪniəm/
(v) /’ɪnsjʊleɪt/
(n) /'insjuleitə/
(adj) /mæɡˈnetɪk/
(n) /’mæŋgənɪn/
(n) /mə’tɪəriəl/
(n) /’metəl/
chất giéc-ma-ni
cách điện
vật cách điện
có từ tính
măng gan
vật liệu
insulator
magnetic
manganin
material
metal
kim loại
non-magnetic
non-metal
(adj) / nɒn mæɡˈnetɪk/
(n) /nɒn’metəl/
không có từ tính
phi kim
12
path
(n) /pɑ:θ/
đường dẫn điện
porcelain
rapidly
resistance
rise
(n) /’pɔ:səlɪn/
(adv) /’ræpɪdli/
(n) /rɪ’zɪstəns/
(v) /raɪz/
sứ
nhanh
điện trở
tăng
cao su
rubber
(n) /’rʌbər/
semiconductor
substance
(n) /semikən’dʌktər/
(n) /’sʌbstəns/
bán dẫn
chất
temperature-sensing device (n)
/’temprətʃər - sensɪŋ - dɪ’vaɪs/
thiết bị cảm biến nhiệt
nhiệt điện trở
thermistor (n) /’θɜ:mɪstə/
Task 1: Look at these pictures and label the words in the box with the
numbers.
porcelain
rubber
silver
silicon
copper
carbon
……………………..
……………………..
1
3
(a)…………………
…..
(b)…………………
13
……………………..
……………………..
4
5
Task 2: Categorize the words under the two headings and writing each word
into the correct column.
Conductors
Insulators
(provide easy path for an
electric current)
(does not release electrons
easily)
14
silver
copper
mercury
rubber
ceramic
cotton
gold
aluminium
dirty wate
plastic
iron
steel brass
lead
bronze
glass
graphite
diamond
oil
concrete
air
fiberglass
pure
porcelain
water
asphalt
quartz
paper
wood (dry)
Task 3. Categorize the words under magnetic material and non – magnetic
material headings
Magnetic materials
Non – magnetic materials
(materials are attracted by
magnetic field)
(materials are not attracted
towards magnetic field)
metallic
metallic oxide
ceramics
maganese
rubber
laminated steel
iron powder
wood
ferrit
zinc
plastics
platinum
glass
gold
aluminum
2. Language focus
2.1. Relative clause
Relative pronouns introduce relative clauses. The most common relative
pronouns are who, whom, whose, which, that. The relative pronoun we use depends
on what we are referring to and the type of relative clause.
15
The relative pronouns are:
Subject
Object
Possessive
whose
who
who(m)
which
that
which
that
whose
We use who and whom for people, and which for things. Or we can use that for
people or things.
We use relative pronouns:
after a noun, to make it clear which person or thing we are talking about:
- the ship that my father used to work on
- the man who invented the Diesel engine
to tell us more about person or thing:
- The man, who is talking to the Chief Engineer, is the Chief Electrician.
- The document which was written in English arrived today.
We use whose as a relative pronoun to indicate possession by people and animals.
In more formal styles we can also use it for things.
- This is George, whose brother works with me.
- Transformers are static electrical machines whose function is to vary the
voltage of an alternating current without appreciately modifying the
power.
We sometimes use whom as the object of a verb or preposition:
- This is George, whom you met at our house last month.
- This is George’s brother, who I work with.
When whom or which have a preposition, the preposition can come at the
beginning of the clause…
- I had an uncle in Germany, from whom I inherited a bit of money.
16
- The auto-transformer is a transformer in which the coils of the primary
and secondary are common.
…..or at the end of the clause:
- I had an uncle in Germany who(m) I inherited a bit of money from.
We use that instead of who, whom or which in relative clauses to refer people,
animals and things. We use it to introduce defining clauses only. That is more
informal than who, whom, or which:
- The slogan that is on the wall is full of meaning.
Task 4: Now link these sentences. Make the second sentence in each pair a
relative clause
1. The coil is connected in a series with a resistor.
The resistor has a value of 249 ohms.
……………………………………………………………………………………
2. The supply is fed to the distribution substation.
The supply is reduced to 415 V in the distribution substation
……………………………………………………………………………………
3. Workers require a high degree of illumination.
The workers assemble very small precision instrument.
……………………………………………………………………………………
4. Manganin is a metal.
This metal has a relatively high resistance.
……………………………………………………………………………………
5. The signal passes to the detector.
The signal is rectified by the detector.
……………………………………………………………………………………
6. A milliammeter is an instrument.
The instrument is used for measuring small current.
……………………………………………………………………………………
7. Workers require illumination of 300 lux.
The workers assemble heavy machinery.
……………………………………………………………………………………
8. Armoured cables are used in places.
There is a risk of mechanical damage in these places.
……………………………………………………………………………………
17
3. Skills
3.1. Reading comprehension: Conductors, insulators and semiconductors
If we connect a battery across a body, there is a movement of free electrons
towards the positive end. This movement of electrons is an electric current. All
materials can be classified into three groups according to how readily they permit
an electric current to flow. These are: conductors, insulators and semiconductors.
In the first category are substances which provide an easy path for an
electric current. All metals are conductors however some metals do not conduct
well. Manganin, for example, is a poor conductor. Copper is a good conductor,
therefore it is widely used for cables. A non-metal which conducts well is carbon.
Salt water is an example of a liquid conductor.
A material which does not easily release electrons is called an insulator.
Rubber, nylon, porcelain and air are all insulators. There are no perfect insulators.
All insulators will allow some flow of electrons; however this can be ignored
because the flow they permit is so small.
Semiconductors are midway between conductors and insulators. Under
certain condition they allow a current to flow easily but under others they behave
as insulators. Germanium and silicon are semiconductors. Mixture of certain
metallic oxides also acts as semiconductors. These are known as thermistors. The
resistance of thermistors falls rapidly as their temperature rises. They are therefore
used in temperature - sensing devices.
On the basis of the behavior of material towards magnet they can be
classified in two types.
Magnetic Materials: These materials are attracted by magnetic field. Iron,
nickel and cobalt objects such as iron nail, key, metal spade, needle and metal door
handle are magnetic in nature.
Non-Magnetic Materials: These materials are not attracted towards magnet.
For example; wood, rubber, plastics, coins, leather and feather are non-magnetic in
nature.
Task 5: Rephrasing: Rewrite the following sentences, replacing the words in
Italics with expressions from the passage which have similar meanings:
1. The flow of free electrons is called an electric current.
2. Materials in the first group are called conductors.
3. Materials which provide a path for an electric current are conductors.
4. All insulators permit some flow of electrons.
5. Germanium sometimes acts as an insulator and sometimes as a conductor.
18
Task 6: Contextual reference: Which do the pronouns in italics in these
sentences refer to?
1. All material can be classified into three groups according to how readily they
permit an electric current to flow (line 3)
a) Three groups
b) All materials
c) Free electrons
2. Under certain conditions, they allow a current to flow easily but under others
they behave as insulators (line 16)
a) Conductors.
3. These are known as thermistors. (line 18)
a) Metallic oxides. b) Semiconductors.
b) Semiconductors
c) Insulators
c) Mixturesofcertainmetallicoxides.
4. They are therefore used in temperature-sensing devices.
a) Thermistors. b) Semiconductors. c) Metallic oxides.
Task 7: Checking facts and ideas. Describe if these statement are true or false.
Quote from the passage to support your decision.
1. Electrons flow from positive to negative.
2. Copper provides an easy path for an electric current.
3. All metals are good conductors.
4. All good conductors are metals.
5. Air is not a perfect good insulator.
6. Rubber readily releases electrons.
7. The resistance of a thermistor is higher at low temperature than at high
temperatures.
Task 8: Match the terms with their definitions
A
B
1. An electric current
2. Conductors
a. are all insulators.
b. a metal which does not easily release electrons.
c. are midway between conductos and insulators.
3. Insulators
4. Semiconductors
d. a movement of free electrons towards the
positive end.
5.
Rubber,
nylon, e. subtances which provide an easy path for an
electric current.
porcelain and air
6. Copper
f. a chemical element – a soft reddish brown
metal used for making electric wires.
19
7. Thermistor
8. Porcelain
9. Air
g. a hard white shiny subtance, used for making
delicate cups, plates, bowl and decorative objects.
h. the space above the ground or that is around
things
i. a chemical element – existing in a pure state as
diamond.
10. Carbon
j. mixture of certain metallic oxides
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
3.2. Writing: Making definitions.
3.2.1. Making definition using relative clauses
Example:
(1) The cables were undamaged.
(2) The cables were armoured.
We can link in two ways using a relative clause:
(1+2) 1. The cables WHICH WERE ARMOURED were undamaged.
(1+2) 2. The cables, WHICH WERE ARMOURED, were undamaged.
Sentence 1 means that only armoured cables were undamaged. Other cables,
for example PVC coated cables, were damaged. The relative clause is a defining
one. It defines the type of cable which were undamaged. It carries essential
information.
Sentence 2 means that all the cables were undamaged and all the cables were
armoured. The relative clause is a non-defining one. It adds extra information to
the sentence still makes goof sense. It is separated from the rest of the sentence by
commas. One use of defining relative clauses is to make definition.
Task 9: Practice making definitions:
Example: Make a definition of a solar cell by joining (a), (b) and (c).
(a) A solar cell
(b) an electric cell
(c) converts sunlight into electrical energy
A solar cell is an electric cell which converts sunlight into electrical energy.
Now make eight definitions using information in this table. You must decide
the correct combinations of (A), (B) and (C).
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