Технология транспортных процессов: English for transportation technology : учебное пособие по английскому языку 9785934616374

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СИБИРСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ ПУТЕЙ СООБЩЕНИЯ

И.С. Волегжанина, О.А. Палагина, С.В. Чусовлянова

ENGLISH FOR TRANSPORTATION TECHNOLOGY Coursebook

ТЕХНОЛОГИЯ ТРАНСПОРТНЫХ ПРОЦЕССОВ Учебное пособие по английскому языку

НОВОСИБИРСК 2014

УДК 42(075):656 ББК 81.2Англ-923 В672

В672

Волегжанина, И. С. English for Transportation Technology : Coursebook = Технология транспортных процессов : учеб. пособие по английскому языку / И. С. Волегжанина, О. А. Палагина, С. В. Чусовлянова. – Новосибирск : Изд-во СГУПСа, 2014. – 83 с. ISBN 978-5-93461-637-4 Учебное пособие направлено на формирование и развитие у студентов навыков профессиональной коммуникации на английском языке по проблематике управления процессами перевозок на железнодорожном транспорте. Структура и логика предъявления учебного материала обусловлены комплексным подходом. Предназначено для студентов специальности 190401 «Эксплуатация железных дорог». УДК 42(075):656 ББК 81.2Англ-923

Рассмотрено и утверждено редакционно-издательским советом университета в качестве учебного пособия.

Ответственный редактор канд. филол. наук, доц. кафедры «Иностранные языки» СГУПСа Э.М. Аникина

Р е ц е н з е н т ы: канд. филол. наук, доц. кафедры «Английский язык» НГПУ И.А. Везнер канд. филол. наук, доц. кафедры иностранных языков НГАВТа Е.И. Мартынова

ISBN 978-5-93461-637-4

 Сибирский государственный университет путей сообщения, 2014  Волегжанина И.С., Палагина О.А., Чусовлянова С.В., 2014

Учебное издание

Волегжанина Ирина Сергеевна Палагина Ольга Александровна Чусовлянова Светлана Викторовна ENGLISH FOR TRANSPORTATION TECHNOLOGY Coursebook

ТЕХНОЛОГИЯ ТРАНСПОРТНЫХ ПРОЦЕССОВ Учебное пособие по английскому языку

Печатается в авторской редакции. Компьютерная верстка Т.А. Соловьевой Дизайн обложки Е.М. Волегжаниной, А.С. Петренко

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ПРЕДИСЛОВИЕ Данное учебное пособие является частью учебно-методического комплекса по английскому языку «Технология транспортных процессов» (English for Transportation Technology). Оно создано для студентов транспортных вузов, обучающихся по специальности 190401 «Эксплуатация железных дорог». В соответствии с федеральными государственными образовательными стандартами высшего профессионального образования, владение иностранным языком на уровне, обеспечивающем эффективную профессиональную деятельность, включено в перечень общекультурных компетенций, которыми должны обладать выпускники университетов по завершении обучения. Учебно-методический комплекс как раз и направлен на формирование и развитие у будущих инженеров навыков профессиональной коммуникации на английском языке, а также создания базы для продолжения его изучения. Обратите внимание, что структура и логика предъявления учебного материала обусловлены комплексным подходом. В каждом разделе имеется лексический блок профессиональной терминологии; предлагаются упражнения для совершенствования навыков аудирования, устной речи, чтения и письма; в завершении раздела дается блок самоконтроля. При работе над грамматикой следует ограничиться функциональным принципом отбора материала, предложенного авторами, – ведь объять все невозможно. Занимаясь по этому пособию, обращайтесь и к другим материалам по грамматике английского языка. Наше пособие предполагается использовать вместе с практикумом по самостоятельной работе для студентов и методическими указаниями по организации процесса обучения для преподавателя. Авторы

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Содержание Предисловие .......................................................................................................................................................... 3 Unit 1. Career planning .......................................................................................................................................... 5 Unit 2. The Environmental Impacts of Transportation ......................................................................................... 12 Unit 3. Globalisation............................................................................................................................................. 21 Unit 4. History of the railway transport ................................................................................................................ 27 Unit 5. The railway track ...................................................................................................................................... 30 Unit 6. Motive power............................................................................................................................................ 36 Unit 7. Goods wagons .......................................................................................................................................... 41 Unit 8. Carriages ................................................................................................................................................... 46 Unit 9. Stations ..................................................................................................................................................... 50 Unit 10. Signalling ................................................................................................................................................ 55 Unit 11. Safety requirements in maintenance documentation .............................................................................. 61 Unit 12. Carriage of dangerous goods .................................................................................................................. 66 Appendices Библиографический список ................................................................................................................................ 82

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UNIT 1. CAREER PLANNING Start up Exercise 1. Look at the pictures. Guess the job in each picture. Why do these people work? You may use the reasons from the list below. to need money

to change the city environment

to care about people

to like to be active

to enjoy working with papers

to enjoy helping others

to like to be creative

to want to use his/her education

to prefer to be outdoors

A

B

C

D

E

F

Exercise 2. Make a list of your own reasons for working. Use the list from Exercise 1, or make up your own list. In small groups, discuss about your reasons of working. Talk about the perfect job for you. Answer these questions: 1) Do you have a job now? What is it? 2) What is your ideal job? 3) Why do you want to work? 4) Do your reasons for working match the job that you have now? Explain your answer. 5

5) Do your reasons for working match your ideal job? Explain your answer. Exercise 3. Answer this question: What is your ideal job? Speak for 2 minutes. Vocabulary Exercise 1. Professional texts contain many new words. Some of them have definitions right in the passage. Sentences with definitions usually follow the verb be (is or are) or means. Read the sentences below and find the definitions. Example: Data (a new word) are (the verb) information or facts (the definition). 1) Prominent means easy to see. 2) Marital status means being single or married. 3) An entry-level position is a job at a beginning or low level in a country. 4) Prospective means something that is possible in the future. 5) Context is the sentence or paragraph around a word. 6) Pristine means to be in perfect condition. 7) Brainstorming is thinking of ideas about a topic and writing them down. 8) Self-editing is checking your own work. 9) Peer editing means giving your work to a classmate to check. It helps you write better before your teacher sees your work. 10) An attitude is a feeling about something. Exercise 2. Using dashes – and parenthesis ( ) is another way to guess the meaning of new words. In the following text written by Dorian Soul, an Engineering Apprentice, try to explain the words in italics. When I left school, I started work for a railway company, one of the biggest in the country, as a railwayman (a person who works on a railway). My apprenticeship – a way of combining work with practical training – lasts for four years. I’m in my final year now. It’s a good mix of work, which I get paid for, and study at the local university. I have day release – the system of allowing employees days off work to go on educational courses – to attend university. I learn things like working in teams, problem-solving, communication skills, using new technologies at work, and engineering subjects. I like learning while working, but it’s quite hard. Once I’m fully qualified and have a bit more experience, I hope to get promoted to the team leader (a person who is in charge of a team of six) – more responsibility and better pay. Did you know? A railwayman is chiefly British. Another term – a railroader – is used in America. Reading and translation Exercise 1. A resume is a list of information about a person. You use it to get a job. Look at the example of a resume and answer these questions. 1) What does a resume contain? 2) How long is a resume? 3) How does a resume look? 4) What does “a position” mean? 5) What verbs are used to describe work experience? 6) Why is information about personal interests important? 7) Why are references available on request? 8) Is a Russian resume different from an example given? Why? 6

PERSONAL INFORMATION Name Anthony Ivanich Address E-2 Apartment Heights Blacksburg, VA 24060 Phone (540) 555-0101 E-mail [email protected]

Dr.

OBJECTIVE Seek the Position of Railroad Engineer WORK EXPERIENCE Dates 2002 – Present Employer ABC Works Inc., Minneapolis, MN Position held Railroad Engineer Main activities • Run Steam, Gas Railroads and Speeder trains and • Implement maintenance and safety pre-examine train and passenger car responsibilities use. • Perform safety standards. • Implement maintenance and repair to all equipment consisting of steam, gas, speeder, passenger cars, empty cars used for rail ties, dump cars and side dump cars used for track upgrading and repair. • Make required condition reports about the time and material cost estimates. • Do frequent statistics of tools and facility; give spare parts into the disposal and/or replacement. EDUCATION AND TRAINING Dates September 1998 – August 2002 Organization Florida State University Qualification Bachelor's Degree in Transport Engineering Main Engineering technology, Management and Engineering, Safe Railway subjects/skills Operation covered PERSONAL SKILLS AND COMPETENCES Mother tongue English Other languages Good spoken French, some Russian Social skills Efficient in negotiating with customers and handling their complaints. Work well under the pressure Computer Skills Office Packages like MS Word, MS Excel, MS Access, MS PowerPoint, MS Outlook Express Operating Systems like Windows 2000, Windows XP, Windows Vista ADDITIONAL INFORMATION Clean driving licence Personal interests including rock climbing and cycling REFERENCES Available on request

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Did you know? In Britain, a brief written account of your personal details, your education, and the jobs you have had is called a CV. You can send a CV when you are applying for a job. CV is an abbreviation for ‘curriculum vitae’. It is typically sent with a job application. In America, we use a resume. Writing Exercise 1. A good resume has information in categories. The following chart shows some of them. Work with a partner and complete the chart. Write a definition or an example for each category from the text about a resume. Resume Categories Personal Data

Career Objective

Work Experience

Education and Trainings

Special Skills

Additional Information

facts about you (name, mailing address, telephone number)

Exercise 2. Write your own resume for your ideal job. Use the form from the Reading section. When you finish, exchange resumes with a partner. Answer these questions: 1) What is in the personal data section? 2) What is your partner’s career objective? 3) Does your partner have work experience? 4) Is the education section easy to read? 5) What is in the special skills section? Is this useful information? Exercise 3. Use information from your Personal Data section and fill in the Postgraduate Open Day Registration form given below. Title Full Name First name * Last name * Date of Birth * Day Month Year Contact telephone number Mobile telephone number Email * Verify email * Address line 1 * Address line 2 Town/City * Country Postcode * Please indicate whether you  International are a US/EU student or an  US/EU international student * Listening and speaking Exercise 1. Before you listen to an extract from an interview, differentiate the following questions for a Railroad position into the categories. Try to answer them in pairs. Finally, think of three questions to ask the interviewer about the job. 8

Categories of an interview questions Particular knowledge/skills you need to get this job

What you know about a position/ prospective employer

Reasons why this job is important to you

Your qualifications, work experience, and interests

What kind of person you are

Interview sample questions 1) Please tell me a little about yourself. 2) What knowledge is needed to get a Railroad position? 3) What skills are required for a Railroad position? 4) What personal qualities are required for a Railroad position? 5) What work activities does a Railroad position do? 6) What should you major in to become a Railroad position? 7) What are the best colleges, universities, schools for a Railroad position? 8) What have you learned from your past jobs that related to a Railroad position? 9) Why did you leave your last job? 10) Tell me about your last position and what you did. 11) Where would you like to be in 3 years? 5 years? 12) What are your strengths and weaknesses? 13) What are top 3 skills for a Railroad position? 14) What do you know about our company? 15) Describe two or three major trends in your field? 16) Why did you choose this profession/field? 17) What is the most recent skill you have learned that related to a Railroad position? 18) Why is this job important to you? Exercise 2. Work in pairs. Listen to the interview and answer the questions: 1) What is the Interviewee by profession? 2) What experience working with lighting or sound systems does the Interviewee have? 3) Why is the Interviewee ready to travel? Exercise 3. Listen again. Divide into two groups. Students in Group A repeat the words after the Interviewee. Students in Group B repeat the words after the Interviewer. Imitate their pronunciation, speaking rate and intonation. Change the roles. Exercise 4. In the following script put question marks (?) to differentiate the questions of the Interviewer. WhatexperiencedoyouhaveinthiskindofworkI’maskilledcarpenterandlovedonealot ofworkmakingdisplaysforexhibitionsandconferencesIt’squitesimilartostageworkdo youhaveanyexperienceworkingwithlightingorsoundsystemsIwasaroadiewitharock bandforsixmonthsThebanddidn’tlastverylong–theyweren’tverygood–butIgotalotof experiencewithsoundsystemswe’relookingforsomeonewho'spreparedtotravelforat leastfourmonthseachyearwouldthatbeaproblemforyouno,I’msingleatthemoment, andIliketravelling.

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Exercise 5. Reproduce the dialogue in pairs. Student A acts as the Interviewee, Student B acts as the Interviewer. Change the roles. Language spot. Alphabetising. Determining the Part of Speech. Exercise 1. When you need to use a dictionary, you want to be able to find words quickly. Words in a dictionary are in alphabetical order. If the first letter is the same, you need to look at the second letter. If the first and the second letters are the same, you need to look at the third letter, and so on. Now, as quickly as possible, put the words in each group in alphabetical order. A paragraph mark decide full-time resume from probably right first detail

B skill third review difficult pen reader several passage different second

C need must efficient messy extraordinary much maybe never extract margin

Exercise 2. Before you look up a word in a dictionary, you need to know its part of speech. The part of speech is the form of the word: noun, adjective, adverb, etc. A dictionary indicates the part of speech with abbreviations: n = noun; adj = adjective; adv = adverb. Find a definition for each part of speech given below. 1. a noun 2. a verb 3. an adjective 4. an adverb 5. pronoun 6. article 7. conjunction 8. interjection 10. number 11. infinitive

а) modifies an adjective or verb b) is a word for a person, place, thing, or situation c) is usually an action word d) describes a noun e) determines the kind of reference a noun or noun group has, for example a, the f) is used to connect clauses or sentences or to coordinate words in the same clause (e.g. and, but, if) g) you use to express a strong feeling such as surprise, pain, or horror (e.g. ah!, dear me!) h) replaces a noun i) the basic form of a verb j) expresses a number

Exercise 3. Now identify the part of speech of the words in the following sentences. 1) Helena Schultz hopes to find an entry-level position at a large international engineering company. 2) She went to Siberian Transport University from 2005 to 2010. 3) There Helena took engineering courses and studied foreign languages to use for professional purposes. 4) She speaks English and Chinese fluently and has good computer skills.

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Exercise 4. Another way to decide the part of speech is from suffix of the word. Here are some examples: Suffixes for Nouns Suffixes for Adjectives Suffixes for Adverbs -tion -less -ly -sion -ful -ily -ence -ent -fully -ance -ant -er, -or, -ist -al -ment -ible -ness -able Now decide the part of speech of each word below from its suffix. reader efficient usually careful possible question difference efficiently situational questionable condition discussion beautifully happiness careless distant engineer assignment possibly importance Key words ability applicant apprentice career objective CV (UK)

day release degree education employer entry-level position interviewer job title major marital status personal data

1) способность; 2) умение (что-л. делать), квалификация соискатель ученик (лицо, обучающееся какой-л. профессиональной деятельности у квалифицированного работника) цель (указывается в резюме и CV) профессиональная биография (в пер. с лат. "путь жизни"; краткое описание образования, профессионального опыта и достижений, которое составляется при устройстве на работу и т. д.; термин широко используется в Великобритании и странах Европы; в США используется только в области образования и медицины) освобождение от работы на один или несколько дней для повышения квалификации степень образование работодатель первая должность при поступлении на работу (должность, на которую назначаются новые работники, не обладающие большим опытом и квалификацией) интервьюер, опрашивающий название должности профилирующая дисциплина (в колледже); дисциплина, выбранная в качестве специализации (амер.) семейное положение личные данные 11

qualification references resume (US) skills Social Security number team training courses work experience

диплом; аттестат; свидетельство рекомендации резюме умения, навыки номер карточки социального страхования команда курсы повышения квалификации опыт работы

Checklist Assess your progress in this unit. Say which statements are true about you. 1) I can work out the meaning of words from context. 2) I know how to prepare for a job interview. 3) My listening and reading are good enough to understand most of each text in this unit. 4) I know how to write a resume. UNIT 2. THE ENVIRONMENTAL IMPACTS OF TRANSPORTATION Start up Exercise 1. Transport is the only sector in which greenhouse gas emissions have considerably risen. Discuss with your partner and decide how different modes of transport pollute the environment. Which one has the most negative impact? Look at the pictures for some ideas.

A

B

C D Exercise 2. There are different environmental problems. Can you name some of them? Read information given below and guess about the type of an environmental problem. 1) Noise is the most important environmental problem for people living close to railway lines. 2) Air quality is being threatened by exhaust gas emission from the increasing road traffic. 12

3) The activities of the transport industry release several million tons of gases each year into the atmosphere. There is an ongoing debate to what extent these emissions may be linked to climate change and the role of anthropogenic factors. 4) Fuel, chemical and other hazardous particulates discarded from aircraft, cars, trucks and trains or from port and airport terminal operations, such as de-icing, can contaminate rivers, lakes, wetlands and oceans. 5) The environmental impact of transportation on soil consists of soil erosion and soil contamination. 6) Major transport facilities can affect the quality of urban life by creating physical barriers, increasing noise levels, generating odors, reducing urban aesthetic and affecting the built heritage. Vocabulary Exercise 1. Some words are often used together. Fill in the gaps in sentences 1-8 with a word from the list that goes with the word in bold. a) material

b) impact

c) sector

d) pollution

e) surface

f) change

g) fuel

h) locomotive

1) Climate __________is a long-term change in the statistical distribution of weather patterns over periods that range from decades to millions of years. 2) Coal can have a heavy impact on the environment. In the same instance, cotton is the raw_________ we use the most. 3) The conclusion of the report pinpoints that up until now there has been no significant negative___________ of this technology on the environment. 4) In common dialogue, the term fossil____________ also includes hydrocarbon-containing natural resources that are not derived from animal or plant sources. 5) A diesel___________is a type of railway locomotive in which the prime mover is a diesel engine. 6) The satellite maps are the pictures of the Earth____________, taken with the aid of the artificial Earth satellite. 7) That meeting is part of the continuing work of the Department on 22 sectors of economic activity, of which the transport__________ is one. 8) Air_____ 9) _______ occurs when the concentrations of certain substances become high enough to cause the atmospheric environment to become toxic. Exercise 2. Match a word in A with a definition in B. A

B

1

Greenhouse gases

a

2

Directemissions

b

3

Carbon dioxide (CO2)

c

4

Noiseexposure

d

5

Sustainability

e

A greenhouse gas and by-product of any carbon combustion process (mostly involving fossil fuels) as well as being exhaled by every living organism. Emissions related directly to the onboard combustion of diesel or use of electricity. Many gases have a global warming potential, and are known as greenhouse gases. The Kyoto Protocol specifies six greenhouse gases: CO2, CH4, N2O, HFCs, PFCs, and SF6 Presence in or introduction into the environment of a substance which has harmful or poisonous effects The exposure to human ears of any noise source. 13

6

Pollution

f

7

Impact

g

The potential for long-term maintenance of well being, which has environmental, economic, and social dimensions. situated in the interior of a country rather than on the coast

8

Fossil fuel

h

a marked effect or influence

9

Inland

i

10

Particulate matter

j

particle pollution such as a complex mixture of extremely small particles and liquid droplets any naturally occurring carbon or hydrocarbon fuel, such as coal, petroleum, peat, and natural gas, formed by the decomposition of prehistoric organisms

Reading and translation Exercise 1. Look at the tables below and decide what the article would be. Table 1 – Carbon dioxide (1 person, 1000 km) Mode of transport Automobile Train Plain

Kg CO2 98 26 85

Note: Plane emissions include travel to and from the airport; they are not increased to take account of the effect of emissions at high altitude. Table 2 – Carbon dioxide (100 tons cargo, 1000 km) Mode of transport Lorry Train Inland waterway

Tons CO2 4,7 0,6 2,4

Table 3 – Atmospheric emission from railway transport services and plants (Russia) Rail transport services and plants Locomotive depot Train depot Railway carriage repair works Rubble and sleeper impregnation plant

Atmospheric emission, % 27,3 10,8 13,4 1,6

Did you know? A depot or a round house in the UK is called a shed in the USA. A railway and a wagon in Britain are known as a railroad and a car in America. Exercise 2. Translate the following passage into Russian. Use a dictionary. Then compare your translation with a partner’s to improve. Demand for transport services is expected to grow considerably as economic growth occurs in developing countries, incomes rise, the trend toward urbanization continues and as the process of globalization moves forward with expected increases in world trade. Between now and 2020, demand is forecasted to grow by 3,6 percent per year in developing countries and by 1.5 percent per year in industrialized countries. According to the Community of European Railway and Infrastructure Companies (CER) and the International Union of Railways (UIC), in EU in 2008 more than 90 % of total domestic transport emissions are due to road transport. http://www.un.org/esa/gite/csd/gorham.pdf

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Exercise 3. Study the clichés given below. Think about their Russian equivalents. 1) The article is about / the author of the article speaks about … 2) The paper is devoted to … 3) The paper deals with … 4) The purpose of the research is to prove (test, develop, summarize, find) …. 5) Special attention is paid (given) to …. 6) I’d like to call your attention to … 7) One should mention that … 8) The author refers to … 9) It’s interesting to point out that … 10) The author gives a review of …. 11) It is reported (known, demonstrated) that …. 12) There are several solutions of the problem …. 13) There is some interesting information in the paper …. 14) It is necessary to introduce …. 15) It should be remembered (noted, mentioned) …. 16) So / besides / moreover / that is why … 17) On the one hand / on the other hand … 18) Considering all the facts … 19) In conclusion, I can say that … Exercise 4. Read the passage, title it and render in English. Use the clichés from Exercise 3. Then compare your rendering with a partner’s to improve. Изменение ситуации на транспортном рынке Европы показывает, что железные дороги смогли переломить негативные тенденции современности. Наглядным примером являются результаты референдума, проведенного в Швейцарии. Одобрено выделение капитальных вложений в размере 30 млрд евро на увеличение пропускной способности железных дорог страны и существенное ускорение транзитных перевозок. Это позволит переключить большую часть трансальпийских перевозок на экологически чистый железнодорожный транспорт, а также дать европейской экономике удобный маршрут международных сообщений. Подобные инициативы будут иметь место в других странах Европы, испытывающих перегрузку путей сообщения и интенсивное загрязнение окружающей среды. При разработке бюджетной и инвестиционной политики также важно понимание стоимости разных видов транспорта с учетом таких факторов, как безопасность, экология, нагрузка на территорию. Тогда будут очевидны все преимущества железнодорожного транспорта. Железные дороги мира, № 4, 2009.

Speaking Exercise 1. Look at the visuals that Larry West, a professional writer and editor who has written many articles about environmental issues, uses to support his ideas. Can you name them? What other visuals do you know?

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A The Rising Environmental Cost of Driving Alone (U.S.) Carbon dioxide emissions of transportation 30 % Carbon dioxide savings/public transportation 1,5 milliontons Gasoline savings/public transportation 1,4 billiongallons Trips are made by car 88 % B

C

Exercise 2. Read the interview with Larry West. Find clichés to describe visuals. Reproduce the dialogue with a partner. Interviewer: Larry West:

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Many scientists advise us to get out of our cars if we want to help reduce global warming. Could you explain us the situation in the U.S.? Take a look at this table. Here you can see the rising environmental cost of driving alone in the U.S. The first line shows that transportation accounts for more than 30 percent of U.S. carbon dioxide emissions. The next two lines give us figures according to the American Public Transportation Association. As you can see, public transportation saves approximately 1.4 billion gallons of gasoline and about 1.5 million tons of carbon dioxide annually. And the last line explains that 88 percent of all trips in the United States are made by car – and many of those cars carry only one person! I'd like you to focus your attention to the fact that only 14 million Americans use public transportation daily. I think the conclusion to be drawn from this table is clear to us.

Interviewer: Larry West:

Interviewer: Larry West:

And how can public transportation help us to reduce greenhouse gas emissions? Please look at this chart. It represents some benefits of public transportation. I’d like to point out some interesting details. If one in ten Americans used public transportation daily, U.S. reliance on foreign oil would decrease 40 %. Riding a train is 79 times safer than riding in an automobile. People who use public transportation regularly tend to be 50 % healthier than people who don’t. And finally, families that use public transportation can reduce their household expenses by $6,200 annually. That’s interesting. But which mode of transport is most efficient? Have a look at this slide. This picture gives us some information about public transportation system in the U.S. Train systems are the most efficient in many ways, typically emitting less carbon and using less fuel per passenger than buses, but they are often more expensive to implement. Also, the traditional advantages of trains can be mitigated to a large extent by using hybrids or buses that run on natural gas. Another promising alternative is bus rapid transit, which runs extralong buses in dedicated lanes. I'm sure the results of my presentation are obvious. If you live in an area with good public transportation, do something good for the planet today. Park your car, and take the subway or the bus.

Exercise 3. Study the typical phrases to describe visuals given below. Divide them into three categories according to a presenter’s actions: a) a presenter notes which parts of the visuals are important and explains why he/she uses them; b) a presenter introduces the visuals; c) a presenter checks understanding of the results.

1

Introduction

2

Marking out and comments

3

Checking understanding and interpretations

Have a look at this chart (British). / Take a look at this diagram (American). I'd like you to look at this drawing. Here we can see ….. The graph represents …. The picture shows/gives information about… I'd like us to look at this part of the graph in more detail. I'd like you to focus your attention to the significance of this figure here. I'd like to point out one or two interesting details. As you can see …… I'd also like to draw your attention to …….. If you look at it more closely, you'll notice ……. I'm sure the results of this…. are obvious. I think the conclusions to be drawn from this…. are clear to all of us.

Exercise 4. The bar chart below shows the comparison of capacities in an urban setting. What can you see from the bar chart? Discuss with a partner.

17

Capacity* of urban transport modes per metre of infrastructure width

Vocabulary notes: capacity – пропускная способность

*

The following phrases may help. As can be seen from the bar chart,… The capacity from rail is … times higher than a bus. The bar chart shows that the capacity is much higher for … than … … has the highest capacity when comparing throughput per hour and infrastructure width. … is more efficient, and … is over twice as efficient as … Compared with …, rail would be around … times more efficient. Writing Guide to Writing an Essay Exercise 1. Study the pieces of advice given below. Tell your partner what you remember about the basic outline format of an essay. An essay can have many purposes, but the basic structure is the same no matter what. These simple steps will guide you through the essay writing process: 1. Decide on your topic. 2. Prepare an outline of your ideas: a) write your thesis statement, b) write the body, c) write the main points, d) write the subpoints, e) elaborate on the subpoints, f) write the introduction, g) write the conclusion. 3. Add the finishing touches. Think about the type of paper you are expected to produce. Should it be a general overview, or a specific analysis of the topic? If it should be an overview, then you are probably ready to

18

move to the next step. If it should be a specific analysis, make sure your topic is fairly specific. If it is too general, you must choose a narrower subtopic to discuss. The purpose of an outline is to put your ideas about the topic on paper, in a moderately organized format. Begin your outline by writing your topic at the top of the page.Then say what you want to do … do it … say what you have done. Following this Basic Outline: A. Introduction and thesis statement (Say what you want to do) 1) Before writing you must have a thesis statement. This is one sentence announcing the central idea of the paper. It must be specific. This statement should sum up the basic meaning of the paper and signal to the reader what to expect. 2) The first sentence is the most important one because it gets the reader’s attention. 3) The first paragraph is very important. It should make the reader want to continue reading. B. The body of the paper (Do it) 1) Each paragraph should deal with one central idea. This idea is introduced early in a topic sentence, telling the reader what to expect in the paragraph. 2) It is not enough to simply state ideas, you must support them. By giving evidence, you convince readers of the truth and accuracy of your ideas. If you successfully prove your statements, the reader should agree with your conclusion. 3) As a writer, you must structure the sequence of ideas carefully and logically. Transitions between paragraphs link them together logically. C. Conclusion (Say what you have done) 1) Restates the thesis and main points supporting it. In the conclusion, the writer should give some new ideas or information to challenge the reader to think further. Nothing can substitute for revision of your work. By reviewing what you have done, you can improve weak points that otherwise would be missed. Read and reread your paper. These questions could help: Does it make logical sense? Do the sentences flow smoothly from one another? Have you run a spell checker or a grammar checker? Adapted from the authors’ materials, Novosibirsk State University

Exercise 2. Choose one of the following topics. Write your own essay (200–250 words). See Appendix 1. 1) Transport and Environmental Policy in global scale. 2) Environmentally Sustainable Transport. 3) Taking Climate Change into Account. Transportation projects of future. Exercise 3. Work with a partner. Exchange your essays and check the format and language. Key words affect Carbon dioxide combustion technology congestion diesel locomotive domestic transport

влиять углекислый газ технология сгорания затор (уличного движения), пробка тепловоз внутренний транспорт 19

emissions environmental degradation environmentally sustainable exhaust after-treatment fossil fuel global scale greenhouse gas impact (positive, negative) inland water transport locomotive depot (shed) mode of transport noise exposure particulate matter pollutant pollution railway carriage repair works (брит.); railroad car repair plant (амер.) rubble and sleeper impregnation plant

выбросы ухудшение экологии экологически рациональный выхлопные газы ископаемое топливо (нефть, газ, уголь) мировой масштаб парниковый газ воздействие/влияние (положительное, отрицательное) речной транспорт локомотивное депо вид транспорта шумовое воздействие твёрдые частицы (в воздухе), взвесь загрязняющее вещество загрязнение вагоноремонтный завод щебеночные и шпалопропиточные заводы

Checklist Assess your progress in this unit. Say which statements are true about you. 1) I can use comparatives and superlatives in my speech. 2) I can compare information to describe graphs. 3) My listening and reading are good enough to understand most of each text in this unit. 4) I can use key words to discuss the environmental impacts of transportation with my colleagues.

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UNIT 3. GLOBALISATION Start up Exercise 1. Look at the pictures. What is globalisation for all these people?

A

B

C

D

E

F

Exercise 2. Is globalisation a positive or negative phenomenon? Make a list of positive and negative effects of globalisation. Discuss in the class. Vocabulary Exercise 1. Fill in the gaps using the word below. a) globalisation b) market c) technological advances

d) inequality

e) stagnates

h) integrate

f) competition

g) poverty

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1) Most of the innovations from the __________ have very important effects on the lives of peoples of the world. 2) _________ is a process of global economic, political and cultural integration. 3) It is a difficult task for poor countries to reduce ___________ without rich countries' supports. 4) The result of globalisation is a new commercial reality – the emergence of global ____________ for standardized consumer products. 5) Nations are going to have a major problem if economic growth ___________. 6) ____________is the most serious problem facing the world. 7) Countries that __________globally without first strengthening domestic institutions run the risk of hurting the rest of the country. 8) Many people work well under __________. Others find it stressful and even debilitating. Exercise 2. Match a word in A with a definition in B. 1 2 3 4 5 6 7 8 9 10

A globalisation trade hostility inequality stagnate technological advances exchange beneficial integrate competition

B a b c d e f g h i j

unfriendliness or opposition cease developing; become inactive resulting in good high technologies difference in size, degree, circumstances, etc.; lack of equality the tendency for the world econоmу to work as оnе unit, led by large international companies doing business all оvеr the world combine one thing with another to form a whole the action of buying and selling goods and services the activity of striving to win something by establishing superiority over others give something and receive something of the same kind in return

Exercise 3. Read the passage about transportation and globalisation. Translate it into Russian. Work with a dictionary. Transportation technologies also improved with the start of the 20th Century when transatlantic ships became safer and faster and airplanes were produced. First propeller driven passenger plane began service in 1919 between London and Paris. Jet plane and television of 1950’s were also important steps toward greater globalizations. The first reliable transatlantic telephone cable TAT-1 was laid in 1956. 1957 marked the most important step in the history of globalization when USSR launched its Sputnik as the first man-made satellite. Satellites made it possible to build a fully reliable global network, compensating the radio networks’ ionosphere fading problem. However global networks still required stronger global networks with solid connections. The first transatlantic fibre cable TAT-8 was laid in 1988 for faster and reliable networks. Globalisation through Technology. Free online research papers. http://www.freeonlineresearchpapers.com/globalization-through-technology

Exercise 4. Read the following passage. Render it in English. Follow the instruction in Appendix 2. Work with a dictionary. Термином «глобализация» характеризуется новейший процесс в развитии современной экономики, в основе которого лежит растущая интернационализация производства и укрупнения транснациональных корпораций. Глобализация транспорта охватывает сферу услуг и является составной частью преобразований, происходящих в ходе непрекращающегося научно-технического прогресса, начавшегося после окончания 22

второй мировой войны. Интенсивность этого процесса возросла после распада социалистической системы в 1990-е гг. Глобализация на транспорте содержит в себе общие международные факторы развития, но большее значение имеет фактор технический, поскольку он обеспечивает движение товаров и интернационализацию экономической деятельности. Глобализация приобретает общественное значение, поскольку расширяет географическую мобильность и сферу международного общения человеческой массы. Плужников К. И. Глобализация производства и распределения международных транспортных услуг, 2006. http://economy-lib.com

Listening and speaking Exercise 1. Before you listen to the speech about globalisation by Barak Obama on CNN try to predict what important issues he will mention. Choose from the list below. 1) technology 2) global workforce competition 3) immigration 4) how to tie the globalization 5) American workers 6) American market 7) educational system 8) leadership Exercise 2. Watch the CNN video. Clap your hands when listen to the following words. globalisation, competition, business, trade Exercise 3. Make a plan of the Obama’s speech (listen again if necessary). In small groups decide about the principles of preparing a good public speech. Exercise 4. Choose one of the topics given and deliver your own speech in the class (about 2 minutes). Use the clichés from Appendix 3. 1) Global engineering workforce. 2) Russia in a global society: prospects of the development. 3) Developing countries: out of poverty. Writing Exercise 1. Read about mind mapping. Work in small groups and create a mind map to generate ideas about impacts of globalisation. A mind map is a graph and nodes are in hierarchical order and direct relation to each other (see Figure 1).

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Figure 1. A mind map

Mind mapping are nowadays used by millions of people for brainstorming, note taking, document drafting, etc. Words in a mind map should specify the author’s expertise and fields of interest. In contrast to text documents, a mind map probably contains less stop and other irrelevant words. The following pieces of advice may help you to create a good mind map. Blank paper allows 360º of freedom to express the full range of your cortical skills, whereas pre-drawn lines restrict the natural flow of your thoughts. 2. Use the paper in landscape Words and images have more space in the direction we orientation. write, so they don’t bump into margins as quickly. 3. Start in the centre. Thoughts start in the centre of our mental world. 4. Make a central image that A picture is worth a thousand words. It opens up represents the topic about which associations, focuses the thoughts, is you are writing/thinking: fun and results in better recall: • Use at least three colours. • Colours stimulate the right cortical activity of • Keep the height and width of imagination as well as capturing and holding attention. the central image to approx. • This size gives plenty of space for the rest of your 2” or 5 cm (proportionately Mind Map, while making it large enough to be the larger for bigger paper). clear focus of the topic. • Allow the image to create its • The unique shape makes it more memorable and own shape (do not use a enjoyable. A frame makes the centre a monotony of frame). shape and disconnects the branches. 5. The main themes around the The main themes, connected to the central image on the central image are like the chapter main branches, allow their relative importance to be seen. headings of a book: These are the Basic Ordering Ideas (BOIs) and aggregate • Print this word in and focus the rest of the Mind Map: CAPITALS or draw an image. • Printing (versus cursive) allows the brain to • Place on a line of the same photograph the image thus giving easier reading and length more immediate recall. • The central lines are thick, • Word length equals line length. An extra line curved and organic i.e. like disconnects thoughts, length accentuates the your arm joining your body, connection. or the branch of a tree to the • Curved lines give visual rhythm and variety and so trunk. are easier to remember, more pleasant to draw and less boring to look at. Thicker central lines show relative importance. • Connected to the image because the brain works by association not separated, disconnected lines. 1. Take a blank piece of paper, A4 or larger.

24

• Connect directly to the central image. 6. Start to add a second level of thought. These words or images are linked to the main branch that triggered them. Remember: • Connecting lines are thinner. • Words are still printed but may be lower case.

7. Add a third or fourth level of data as thoughts come to you: • Use images as much as you can, instead of, or in addition to the words. • Allow your thoughts to come freely, meaning you ‘jump about’ the Mind Map as the links and associations occur to you. 8. Add a new dimension to your Mind Map. Boxes add depth around the word or image. 9. Sometimes enclose branches of a Mind Map with outlines in colour: Enclose the shape of the branch and hug the shape tightly. Use different colours and styles. 10. Make each Mind Map a little more: • BEAUTIFUL • ARTISTIC • COLOURFUL • IMAGINATIVE and • DIMENSIONAL 11. Have fun! Add a little humour, exaggeration or absurdity wherever you can.

Your initial words and images stimulate associations. Attach whatever word or image is triggered. Allow the random movement of your thought; you do not have to ‘finish’ one branch before moving on: • Connected lines create relationships and a structure. They also demonstrate the level of importance, as from a branch to a twig. • he size and style of the letters provide additional data about the importance and meaning of the word/image. Your brain is like a multi-handed thought-ball catcher. The Mind Map allows you to catch and keep whatever ‘thought ball’ is thrown by your brain.

To make some important points stand out.

The outlines will create unique shapes as you find in clouds and will aid your memory: These provide immediate visual linking. They can also encourage follow-up and remind you of action you need to take. They can also show connection between branches by using the same colour outline. Your eyes and brain will be attracted to your Mind Map: • It will be easier to remember. • It will be more attractive to you (and to others as well).

Your brain will delight in getting the maximum use and enjoyment from this process and will therefore learn faster, recall more effectively and think more clearly.

http://www.mind-mapping.co.uk

Exercise 2. Choose one of three topics given below and create your own mind map. 1) Different modes of transport: travel globally. 2) Globalisation in developed and advanced countries: challenges of sustainable future. 3) Differentiation or globalisation: pros and cons?

25

Key words advanced country beneficial brainstorming

company competition cultural diversity developing country dimension division of labor exchange foreign currency global community globalisation immigration inequality integrate international transactions landscape orientation living standards market market forces mind map multinational corporations (MNCs) poverty reverse direction stagnate technological advances the World Trade Organisation (WTO)

trade and financial flows transnational corporations (TNCs) wealth

развитая страна выгодный, полезный, прибыльный мозговой штурм (метод генерации идей путем коллективного обсуждения проблем при полной свободе выдвижения вариантов решения) компания, фирма конкуренция культурное разнообразие развивающаяся страна размер разделение труда обмен иностранная валюта мировое сообщество глобализация иммиграция неравенство объединять; интегрировать международные деловые операции альбомная (горизонтальная) ориентация страницы уровень жизни, материальное благосостояние рынок рыночные силы (силы предложения и спроса) интеллект-карта многонациональная (мультинациональная) корпорация, МНК бедность менять направление, обратное направление, противоположное направление находиться в состоянии застоя, стагнировать технический прогресс Всемирная торговая организация, ВТО (международная правительственная организация, призванная регулировать вопросы международной торговли; создана в 1994 г.) внешнеторговые и финансовые потоки транснациональная корпорация, ТНК материальные ценности, богатства; благосостояние

Checklist Assess your progress in this unit. Say which statements are true about you. 1) I can discuss pros and cons of globalisation. 2) My listening and reading are good enough to understand most of each text in this unit. 3) I can use clichés in my public speech. 4) I know how to draw a mind map. 26

UNIT 4. HISTORY OF THE RAILWAY TRANSPORT Start up Exercise 1. Match the various types of engines (1–4) with the pictures (A–D).

A

C 1) water-powered engine, 2) wind-powered engine, 3) steam engine, 4) internal combustion engine (diesel, petrol, electric, jet).

B

D

Exercise 2. Read the following sentences and say which type of the engine is described. 1) In this engine fuel ignites and burns inside the engine itself and not in a furnace. 2) This engine is very economical; it doesn't need fuel to function. But it is dependent on the weather. 3) In this engine there is a furnace and a boiler. The furnace is filled with wood or coal and then lit. The fire heats the water in the boiler and when it boils, it turns into steam. 4) It was a wheel but a very small one. Long wide wooden blades were attached to it. The wheel was driven by the wind. 5) This engine is an ordinary wheel with blades fixed to it and the current of a river turned it. It was used for irrigating fields. 6) This engine is lighter and smaller than a steam engine because it doesn't have a boiler. It is more powerful than a steam engine because it uses better-quality fuel: petrol or kerosene. 7) This engine is the most ecologically friendly one, because it doesn't pollute environment with exhausted gases. 8) This engine is now used in automobiles, diesel locomotives and motor ships. 27

9) This engine is the most powerful, because the gases in it reach the temperature of over a thousand degrees. Vocabulary Exercise 1. Match the words in A with their translation in B. A 1) cast iron 2) concrete sleeper 3) narrow gauge 4) steam engine 5) internal combustion engine 6) wooden sleeper 7) self-propelled vehicle 8) tramways

B a) двигатель внутреннего сгорания b) вагонеточные пути d) бетонная шпала c) узкая колея e) самоходное транспортное средство f) чугун g) паровой двигатель h) деревянная шпала

Exercise 2. Choose the correct word or words and translate the sentences. 1) The invention of the [fuel; double-track railway; steam engine] aroused great interest; it was much spoken and written about. 2) The underground is a very convenient [means of transport; form of transport; vehicle] but it does not suit me because I live a long way from the station. 3) Airplanes are not able to [move; carry; pull] a lot in weight and are used mainly for transporting mail, people and valuable [goods; passengers; freight]. [Heavy; light; narrow] loads are usually transported by freight trains. 4) Electric train can be [driven; propelled; powered] either by electric locomotive or by motor cars. 5) The driver of the [steam locomotive; vehicle; electric car] may be fined by the police officer if he violates the traffic rules or drives under the influence of alcohol. 6) The first [electric; jet; steam] locomotives were not strong and they often broke down. 7) George M. Pullman not only [required; invented; replaced] the sleeping car, he also was the first to design and build the [restaurant car; wheel; steam engine]. 8) There were many passengers at the airport on New Year’s Eve as many flights were [delayed; required; prevented] because of the snowstorm. 9) As the railways now have a [standard gauge; narrow gauge; broad gauge], it is possible to travel over several lines without changing bogies. Reading and Translation Exercise 1. Translate the following passage into Russian. Use a dictionary. Then compare your translation with a partner’s to improve. The Oldest Railway in Russia The first Russian railway built by the Viennese engineer, Franz Anton Ritter von Gerstner, was a short experimental line of about 50km from St.Petersburg to Pavlovsk, established by Imperial decree of 21st March, 1836, with a 6ft gauge, the line opened throughout in 1839. The railway was experimental only in the sense that it was not clear at the time if either the line or the locomotives would be able to stand up to the Russian winter for Gerstner had always envisaged it as the first section of a much wider network linking Moscow and St.Petersburg and connecting the manufacturing centres of the country. Construction of the St.Petersburg-Moscow railway, begun in 1843, was entrusted to a Russian engineer. From the beginning the builders faced many hardships because of severe climatic and difficult 28

geological conditions. The track was laid down through forests and marshes and many rivers were crossed. It should be noted that the line is virtually straight and level. 185 bridges and 19 viaducts were built to make the line as straight as possible. There is a legend that the route of the railway was chosen by the tsar Nikolay I, who took the map and the ruler, drew a straight line between the two cities on the map and ordered this line to be the route of the railway. But the fact is that the construction of the line was preceded by long and thorough surveying work. This railroad connected the city with Moscow in 1851. St. Petersburg became a major Russian railroad junction, serving as the end port of the system of inland waterways which snaked their way through European Russia's north-western region. Exercise 2. Render the following passage in English. Начало строительства железных дорог в России Официально считается, что строительство железных дорог в России началось тогда, когда была построена Царскосельская железная дорога, соединившая Петербург с Царским селом и Павловском. Однако в действительности первые железные дороги появились на горных заводах Алтая и Урала в конце XVIII – начале XIX вв. Они создавались для перевозки руды с рудников на перерабатывающие заводы. Самым примечательным здесь стало строительство в 1834 г. на Нижнетагильском заводе механиками Черепановыми железной дороги с первым в России паровозом. Начало широкого железнодорожного строительства в России было положено указом от 26 января 1857 г. В указе намечался план строительства железных дорог, которые бы связали столицу империи с центральными районами страны, с Поволжьем, с балтийскими и южными портами, а также с западной границей. В целом железнодорожное строительство в Российской империи во второй половине XIX столетия шло очень успешно. Иностранцы, путешествуя по России, не уставали восхищаться удобством русских поездов, ничем не уступавших швейцарским или американским. «Путешествовать железной дорогой в России дешево и приятно: находящиеся на пути следования поездов первоклассные гостиницы и рестораны намного превосходят французские и немецкие; в вагонах-ресторанах подают роскошный обед. Железнодорожные станции весьма живописны и, в своем роде представляют собой произведение искусства» – писали многие западноевропейские путешественники. Не укрылось от западных наблюдателей и стратегическое значение железнодорожного строительства: оно, по их мнению, позволило соединить огромную страну, «отдаленные владения» с «мозгом и нервным центром гигантской империи». http://www.rzdp.ru/engine/glossary/stroitelstvo_zheleznih_dorog.html

Speaking Exercise 1. Speak about old trains. Give an answer to the following question in 5–6 sentences. Do you like old trains? Why/Whynot? Key words boiler carry goods cast iron concrete sleeper delay

паровой котел перевозить товары чугун бетонная шпала задерживать, откладывать 29

double-track railway freight fuel furnace gauge internal combustion engine invent jet marsh narrow petrol (UK) propel pull replace self-propelled vehicle steam engine surveying work tram ways vehicle water-powered engine wind-powered engine wooden sleeper

двупутная железная дорога груз топливо печь колея двигатель внутреннего сгорания изобретать реактивный болото узкая бензин (брит.) толкать вперед, двигать тянуть заменять самоходное транспортное средство паровой двигатель изыскания вагонеточные пути транспортное средство водяной двигатель ветровой двигатель деревянная шпала

Checklist Assess your progress in this unit. Say which statements are true about you. 1) I can speak about old train. 2) I can use past tenses and prepositions in my speech. 3) My listening and reading are good enough to understand most of each text in this unit. 4) I can use key words to discuss the history of railways with my groupmates. UNIT 5. THE RAILWAY TRACK Start up Exercise 1. What is the main difference between the railway and all other modes of transport? Choose the most suitable answer from the list below: a) The vehicles can reach high speeds. b) The vehicles cannot leave the track. c) The vehicles have wheels. d) The vehicles use diesel engines.

30

Exercise 2. a) Match the pictures (A–E) with the types of engineering structures (1–5).

A

B

C

D 1) 2) 3) 4) 5)

a culvert a viaduct a tunnel retaining wall a flyover

E b) Read the descriptions below (a–e) and match them with the types of engineering structures (1–5). a) a bridge, road, or railway that crosses over another road or railway b) a series of spans or arches used to carry a road or railway over a wide valley c) a sewer used to allow water to pass underneath a road, railway, or embankment d) an underground passageway e) a structure constructed to resist the lateral pressure of soil Vocabulary Exercise 1. Read the passage and fill in the gaps with a word from the list. Say what a bridge is and how bridges are classified. a) piers

b) obstacle

c) structure

d) concrete e) cables f) abutments A bridge is a 1 spanning and providing passage over a waterway, railway, or other 2. Beam bridges, the simplest type, are horizontal beams supported at each end by 3. When there is more than one span the intermediate supports are known as 4. Arch bridges are bridges with abutments at each end shaped as a curved arch. Suspension bridges are suspended from 5. A cable-stayed bridge consists of one or more columns (referred to as pylons), with cables supporting the bridge deck. A frame-type bridge is a rigid frame structure in which the 31

horizontal deck slab is made monolithic with the vertical abutment walls. A combined bridge consists of simple structures (beam + arch). Bridges can be designed for trains, pedestrians or road traffic. A road-rail bridge carries both road and rail traffic.The four materials are used for bridges: wood, stone, steel, and 6.

Exercise 2. Match the words in A with their translation in B. A

B a) рамный мост b) висячий мост с) арочный мост d) балочный мост e) комбинированный мост f) вантовый мост g) опора h) пролет i) пешеход j) препятствие k) сооружение l) береговой устой

1) beam bridge 2) arch bridge 3) suspension bridge 4) frame-type bridge 5) cable-stayed bridge 6) combined bridge 7) abutment 8) pedestrian 9) pier 10) span 11) structure 12) obstacle

Exercise 3. Name the bridge types (А–F).

A

B

C

D

E

F

Translation and rendering Exercise 1. Translate the following passage into Russian. Use a dictionary. Then compare your translation with a partner’s to improve.

32

Location and Construction Ideally, a railroad should be built in a straight line, over level ground, between large centres of trade and travel. In practice, this ideal is rarely approached. The location engineer, faced with the terrain to be traversed, must balance the cost of construction against annual maintenance and operating costs, as well as against the probable traffic volume and profit. Graders, bulldozers, and similar equipment make it possible to dig deeper cuts through hillsides and to make higher fills where necessary to smooth out the profile of the track. Modern equipment has also helped to improve railroad roadbeds in other ways. Where the roadbed is unstable, for example, injecting concrete grout into the subgrade under pressure is a widely used technique. In planning roadbed improvements, as well as in new construction, railroads have drawn on modern soil-engineering techniques. The track is laid on ballast, usually of crushed rock. The sleepers, or crossties, to which the rails are fastened, are embedded in the ballast. This is tightly compacted or tamped around the sleepers to keep the track precisely leveled and aligned. Efficient drainage of the ballast is critically important to prevent its destabilization. The depth of ballast depends on the characteristics of a line’s traffic; it must be considerably greater on a track carrying frequent high-speed passenger trains, for example, than on one used by medium-speed commuter trains. http://www.britannica.com

Exercise 2. Translate the following passage into English. Use a dictionary. К нижнему строению пути относятся земляное полотно и искусственные сооружения. Земляное полотно – это фундамент железнодорожного пути. Искусственные сооружения – это общее название таких необходимых элементов железной дороги, как железнодорожные мосты, туннели, виадуки, дренажные (водопропускные) трубы, подпорные стенки и др. Верхнее строение пути включает рельсы, рельсовые скрепления, шпалы, противоугоны, балласт, а также стрелочные переводы. Рельсы, уложенные на шпалы, соединены между собой и прикреплены к шпалам рельсовыми скреплениями. Это сооружение расположено на балластном слое (гравий, щебень и т.п.), который отсыпают на слой песка, покрывающий земляное полотно. С увеличением скоростей, грузонапряженности, нагрузок на ось подвижного состава уменьшают количество стыков, устраивая бесстыковой путь из сварных рельсовых плетей (в России длиной до 800 м). Чарноцкая Л.П. Железная дорога от А до Я. М.: Транспорт, 1990

Exercise 3. Read the passage, title it and render in English. Первые железные дороги в России появились в 20-х годах XVIII века главным образом на крупных предприятиях. При этом ширина колеи (расстояние между рельсами) выбиралась индивидуально для каждого конкретного случая. Более широкая колея позволяла увеличивать вместимость вагонов, тогда как более узкая обходилась дешевле в строительстве и эксплуатации, её было легче «вписать» в уже имевшиеся ландшафты и застройки. Прокладывали железные дороги с шириной колеи от 500 и даже 400 мм (в подземных каменоломнях с ручной откаткой вагонеток) до 1067 мм. Часто расстояние между рельсами у дорог, расположенных рядом, но имеющих разных владельцев, отличалось всего на несколько миллиметров. 33

Первоначально паровозы и вагоны заказывали зарубежным заводам, которые не ограничивали клиентов стандартами. Лишь в 1842 году, когда появилась потребность в развитии железнодорожной сети в общероссийских масштабах, для магистральных линий утвердили в качестве «нормальной» ширину колеи в 5 английских футов (1524 мм), а пути с меньшим расстоянием между рельсами стали называть узкоколейками. Несмотря на необходимость перевалки грузов и пересадки пассажиров в местах стыковки линий с различной шириной колеи, узкоколейных железных дорог в конце XIX века появляется множество: от небольших, в несколько сотен метров, внутризаводских линий до многокилометровых магистралей, где было налажено регулярное грузовое и пассажирское движение, как, например, ВологодскоАрхангельская дорога. Существенную роль играли военно-полевые (переносные) железные дороги, принадлежавшие военному ведомству. В мирное время их хранили на складах, а в случае необходимости пакеты звеньев пути (ширина колеи 750 мм) специальные паровозы и вагоны доставляли к театру военных действий. В советский период без узкой колеи не обходилась ни одна стройка. Лесо- и торфоразработки, план электрификации страны и строительство каналов, добыча урановой руды и перевозки зерна на целине – всё это обслуживали узкоколейки. Общая протяжённость железных дорог узкой колеи по приблизительным подсчётам составляла не менее 100 тысяч километров. В конце 1960-х годов старые узкоколейки стали разбирать, а новые перестали строить. Век узкоколейных железных дорог (их реальное существование) практически закончился. «Наука и жизнь» № 5, 2009.

Speaking Exercise 1. Work in four groups: A, B, C and D. Each group has a sheet of paper with headings: Rails

Fastenings

Sleepers

Ballast

Each group writes four questions: one question on each sheet under the respective heading (group A about rails, group B about fastenings, group C about sleepers, and group D about ballast). Then students of each group answer the four questions written on one of the four sheets. Exercise 2. Work in pairs. Explain the following statements. One of the most important developments is the welding of rails. The method of separate fastening has a number of advantages. Rails are bolted to each other by means of fishplates. Wooden and concrete sleepers have both advantages and disadvantages. Keeping the ballast clean is essential. Exercise 3. Work in pairs. Study the drawing in Appendix 4 to give the names (English and Russian) of the elements of a simple turnout (1–8). Explain your partner how a turnout works.

34

A simple turnout

Exercise 4. Tell the class how old tracks are replaced. Use the words below: Replace, cut up the old track, remove, lay, put the rails in place, weld, make smooth, force the stabilising rock under the track, align the track. Key words branch line bridge cross curve depend on (upon) durable each other fastenings gauge guide joint maintenance permanent way (UK) / track structure (US) reliable require requirement rolling stock siding sleeper (UK) / tie (US) smooth stable strong subgrade support tunnel turnout welded welding

ветка мост пересекать кривая зависеть от долговечный друг друга скрепления колея, ширина колеи направлять стык содержание, текущий ремонт верхнее строение пути надежный требовать требование подвижной состав подъездной путь, обгонный путь, запасный путь шпала плавный устойчивый, крепкий, прочный прочный земляное полотно поддерживать; служить опорой; опирать тоннель стрелочный перевод сварной, бесстыковой сварка

Checklist Assess your progress in this unit. Say which statements are true about you. 1) I can describe engineering structures and the components of the permanent way. 2) My listening and reading are good enough to understand most of each text in this unit. 3) I can use key words in my speech. 4) I can translate and render almost all the texts in the unit. 35

UNIT 6. MOTIVE POWER Start up Exercise 1. Match these motive power units (A–F) with their names (1–6) and say which of them are self-sufficient (i.e. they can generate their own power).

A

B

C

D

E

F

1) electric locomotive, 2) electric train, 3) diesel locomotive, 4) diesel train, 5) gas turbine train, 6) locotractor Exercise 2. Answer the questions to describe the motive power in Russia. Use the information from the table and phrases below. 1) What does this table show? 2) How many locomotives do Russian railways employ? 3) What is the principal type of motive power in Russia? 4) What traffic do Russian railways mostly carry?

36

Locomotives in Russia (2009) Freight electric locomotives Freight diesel locomotives Shunters Passenger electric locomotives Passenger diesel locomotives Total

7,417 3,750 5,989 2,409 536 20,101

First, let me explain the table. This table illustrates/shows that… It is obvious that… I'd like you to focus your attention on the significance of this figure here. Furthermore, … However, the biggest difference between X and Y is… To conclude, … I'm sure the results of these estimations are obvious. Vocabulary Did you know? A shunter (or a shunting locomotive) is called a switcher in the USA. A bogie in the UK is always referred to as a truck in the USA. A driver in the UK is known as an engineer in the USA. Diesel locomotives with electrical transmission are known as diesel-electric locomotives. In the USA the term ‘railcar’ has a much broader meaning, and the term is used to refer to any kind of railroad car, including unpowered freight cars. Exercise 1. Some words are often used together. Fill in the gaps in sentences 1–8 with the words below. Translate the noun compounds into Russian. a) traction

b) diesel

c) vehicle

d) dual-powered

e) power f) alternating g) motive h) motor 1) ________ power for a train is provided either by a locomotive or is incorporated into a carriage that also has passenger and luggage accommodations. 2) A locomotive is a railway ________ that provides the motive power for a train. 3) Electric-traction systems can be broadly divided into those using _________ current and those using direct current. 4) It is common to classify locomotives by their _________ source. 5) _________ locomotives require some type of power transmission system to couple the output of the internal combustion engine to the driving wheels. 6) _________ locomotives can operate using either electricity or a diesel engine. 7) A _________ coach is a powered rail vehicle able to pull several trailers and at the same time transport passengers or luggage. 8) A gas turbine locomotive is a locomotive that uses a gas turbine to drive an electric generator. The electric current thus produced is used to power _________ motors. Exercise 2. Match a word in A with a definition in B. 1 2 3 4 5 6

A A locomotive A cab A railcar A motor coach A trailer Current

a b c d e f

B A flow of electric charge. The overhead power line system. A 4 or 6-wheeled truck used in pairs under long-bodied railway vehicles. The compartment of a locomotive in which the driver sits. A machine that converts energy into mechanical motion. A self-propelled engine, usually electric or diesel powered that pulls or pushes freight or passenger cars on railroad track. 37

7

Electrification

g

8

A catenary

h

9

An engine

i

10

A bogie

j

A passenger vehicle in a multiple unit train which is provided with traction power equipment. A passenger vehicle in a multiple unit train which has no traction power equipment. Self-powered vehicle capable of operating as a single unit and often passenger carrying. The process of wiring and equipping the railroad for the use of electric power.

Translation and rendering Exercise 1. Translate the following passages into Russian. Use a dictionary. Then compare your translation with a partner’s to improve. a) Progress Rail opens Muncie, Indiana locomotive assembly operation Friday, October 28, 2011 Almost one year to the date of announcing its decision to locate a locomotive manufacturing facility in Muncie, Ind., Progress Rail Services Corporation officially opened its Muncie operation. Progress Rail announced the site selection in October of 2010 and began work in earnest in January 2011. In less than 10 months, the facility has produced completed dieselelectric locomotives for its customers. “We are proud to be in Muncie, Ind., today celebrating the official opening of our locomotive assembly plant. We look forward to being a part of this community’s economic future for many years to come,” said B. Ainsworth, president and CEO of Progress Rail. “We have assembled a talented and dedicated group of local employees eager to meet our customers’ needs. As we continue to grow our business and build additional manufacturing capacity, Progress Rail will be well-equipped to produce and support the largest global population of locomotives.” http://www.rtands.com/newsflashes/91.html

b) CP refreshes locomotive fleet Wednesday, December 07, 2011 Canadian Pacific Railway has brought 61 new high horsepower GE Evolution Series AC locomotives into service. The new EVO locomotives will increase capacity, enhance service reliability, further the company’s long train strategy, reduce emissions and contribute to the company’s one-two percent annual fuel efficiency improvement target. CP will also begin to modernize a portion of its low and medium horsepower locomotive fleet. The remanufacture of these locomotives, which will take place over the next several years, reduces fuel consumption and ongoing maintenance costs. http://www.rtands.com/newsflash/cp-refreshes-locomotive-fleet-4801.html

Exercise 2. Read the passage, title it and render in English. Use the words and phrases below: In spite of the fact that, put into service, not to come into use/ not to be widely used, because of, make a decision, consumer, petroleum products, account for, replace something by/with something, consumed, liquefied natural gas, relatively, rich reserves, existing, replace, set up a record, non-electrified lines, disassemble (break up) a train, experimental loop, ecostandard, control system, CCTV (closed circuit television), remote control. Несмотря на то, что первый газотурбовоз был построен в 1938 г. и его пытались ввести в эксплуатацию в Швейцарии, Франции, США, Германии, даже в СССР, этот тип локомотивов не получил распространения ни в Европе, ни в Америке по экономическим причинам. Газотурбовоз – это локомотив с газотурбинным двигателем (ГТД). На газотурбовозах практически всегда используется электрическая передача: 38

газотурбинный двигатель соединён с генератором, а вырабатываемый ток подаётся на электродвигатели, которые и приводят локомотив в движение. Газотурбовоз в несколько раз дороже тепловоза или электровоза. Тем не менее, в конце сентября 2010 года был построен новейший российский локомотив – газотурбовоз ГТ1-001. Почему российские инженеры приняли решение о разработке этой машины? Железнодорожный транспорт – один из крупнейших потребителей нефтепродуктов в России. Доля потребления дизельного топлива составляет около 9 % от общего потребления в стране. Поэтому железнодорожники поставили задачу замены к 2030 г. 30 % расходуемого автономными локомотивами дизельного топлива природным газом. Но основное преимущество газотурбовоза перед другими типами локомотивов – возможность развивать огромную мощность при сравнительно небольших размерах и массе. Итак, испытания газотурбовоза ГТ1-001 закончены. Это первый в мире турбовоз, работающий на сжиженном природном газе. Запасов последнего в России много, и стоит он недорого. При своих небольших размерах ГТ1 – один из самых мощных существующих локомотивов, способный заменить пять тепловозов. В январе 2009 г. ГТ1-001 поставил рекорд – он провел по экспериментальному кольцу в Щербинке поезд общей массой 15 000 т, т.е. 159 вагонов! А сможет провести состав весом и в 20 000 т. Много это или мало? Если брать поезда, ведомые несколькими локомотивами, то мало. Рекорд самого тяжелого состава держится с 2001 г., когда австралийцы составили поезд из 682 вагонов, груженных железной рудой (общая масса 82 000 т), и восьми локомотивов. Но если говорить об одном локомотиве – то это, безусловно, рекорд. Мощность газотурбовоза – 8300 кВт. РЖД собираются использовать его в сибирской части России, где довольно много неэлектрифицированных веток. Базой для газотурбовоза послужил серийный электровоз ВЛ15 – от него взяты рама и тележки. Испытания показали, что газотурбовоз может развивать скорость до 100 км/ч. А 17-тонная емкость для сжиженного природного газа обеспечивает локомотиву 750 км пробега. Стоит отметить, что мощность современных серийных электровозов может быть гораздо выше, чем 8 300 кВт. Вопрос стоял именно в постройке мощного локомотива, независимого от электрической сети. Высокая мощность газотурбовоза позволяет железнодорожникам унифицировать вес поездов. При передаче состава с электрифицированных участков пути его не придется расформировывать под тепловозную тягу, как вынуждены делать сейчас. Хотя ГТ1-001 вдвое дороже любого тепловоза, он дешевле в ремонте и обслуживании. ГТ1 оснащен современными системами управления. В кабине установлен контроллер, который регулирует мощность и скорость движения. На дисплеях отображается информация о работе двигателя. Газотурбовоз оснащен системой видеонаблюдения. Кроме того, в ГТ1-001 применена новая система дистанционного управления тормозами при помощи радиосвязи. Популярная механика//http://www.popmech.ru/article/7829-poddat-gazu/

39

Key words a number of advantage alternating current body bogie brake catenary coach, carriage compared to couple coupling and drawgear delivery determine diesel locomotive diesel train direct current disadvantage drawback electric locomotive electricity electrification electrified electrify equipment form frame friction part gas turbine train generate power haul intercity locotractor lubricant mixed traffic locomotive (UK)/ general-purpose locomotive (US) motive power motor coach multiple unit overhead wire own provide railcar self-propelled self-sufficient shop shunter (UK)/ switcher (US) shunting (UK)/ switching (US) source 40

ряд, несколько преимущество переменный ток кузов тележка тормоз контактная сеть пассажирский вагон по сравнению с сцеплять сцепные приборы доставка определять тепловоз дизель-поезд постоянный ток недостаток недостаток электровоз электричество электрификация электрифицированный электрифицировать оборудование формировать рама трущаяся часть газотурбопоезд вырабатывать энергию тянуть междугородний мотовоз смазочный материал универсальный локомотив тяговый подвижной состав, движущая сила моторвагон система многих единиц (при совместной работе нескольких локомотивов на электропоездах и на дизель-поездах) контактный провод собственный обеспечивать автомотриса самоходный автономный мастерская маневровый локомотив маневровая работа источник

suburban (suburban) electric multiple unit tractive effort trailer unit unlike

пригородный электричка тяговое усилие прицепной вагон секция, единица в отличие от

Checklist Assess your progress in this unit. Say which statements are true about you. 1) I can use relative pronouns in my speech. 2) I can describe a table. 3) My listening and reading are good enough to understand most of each text in this unit. 4) I can use key words to discuss the motive power with my colleagues. UNIT 7. GOODS WAGONS Start up Exercise 1. Discuss in pairs to answer the following questions about wagons: What are wagons used for? Why there exist a wide variety of wagons? What do you think the most common type is? Exercise 2. Match the pictures with the names of wagon types.

A

B

C

D

E

F

41

G 1) a covered wagon (or a van) (UK) / boxcar (USA) 2) a flat (or a flat wagon) (UK) / flatcar (USA) 3) an open wagon (UK) / gondola (USA) 4) a tanker (UK) / a tank car (USA) 5) a refrigerator 6) an auto rack 7) a hopper Exercise 3. Look at the pictures and name the goods using the words from the box. milk mineral water fertilizers containers rock flour vegetables fruit meat products flowers timber cars

42

machinery pipes coal crushed fish grain sand petroleum

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

Exercise 4. Use the words in exercise 2 and exercise 3 to make sentences. Work with a partner. Example: An open wagon is used to carry coal, ore, coke, gravel and the like. Vocabulary Did you know? In the USA the term ‘rolling stock’ is used to describe all the vehicles that move on a railway. It includes both powered and unpowered vehicles, for example locomotives, railroad cars and coaches. However, in the United Kingdom, the term is used to refer only to non-powered vehicles; specifically excluding locomotives which may be referred to as traction power or motive power. The Americans also use the term equipment (подвижной состав). Remember! British English goods wagon van/ covered wagon flat/flat wagon open wagon tanker/tank wagon refrigerator van hopper wagon timber luggage

American English freight car boxcar flatcar gondola tank car refrigerator car hopper car lumber baggage

Exercise 1. Fill in the gaps using the words below. a) perishable b) variety c) commodities d ) bulk e) loads f) coal g) liquids 1) People used blocks of ice in a boxcar in the early days of railroading to transport _____ food products. 43

2) The cylindrically shaped tank car is used to carry a variety of _____, including industrial chemicals. 3) In the 19th century the railroad industry consumed huge quantities of _____ to power steam locomotives. 4) The refrigerator car is used to transport _____ that require refrigeration. 5) Today, American freight railroads are carrying record _____. 6) During the 1950s American railroad companies developed high-capacity flatcars suitable for carrying huge containers filled with a _____ of goods. 7) Gondolas are used for minerals, such as coal, gravel and iron ore as well as other _____ commodities. Translation and rendering Exercise 1. Transform this passage about freight cars into British English. Freight cars vary widely in shape and size. They include boxcars, flatcars, gondolas, tank cars, refrigerator cars and special-service cars. The freight train movement began as quickly as the first railroads were laid down. Since then, the freight train has become the backbone of shipping, moving food, automobiles, lumber, petrol, and thousands of other commodities. To avoid damage to goods and prevent them from pilferage railroads use metal containers of 3, 5, 20 tons. Exercise 2. Read the passage, title it and render in English. Use the following word combinations and phrases: Freight turnover, existing fleet, become out of date, average age, updated, to meet requirements, to turn out, to account for, large tonnage, general-purpose, discharging hatch, engineering solution, axle load, run between overhauls В России железнодорожный транспорт обеспечивает почти половину грузооборота. Существующий парк подвижного состава сильно устарел. Средний возраст вагона превышает 20 лет. Рынок нуждается в обновленном парке грузовых вагонов, отвечающих современным требованиям надежности, эффективности и экономичности. Крупнейший отечественный промышленный комплекс по производству грузовых вагонов нового поколения – Тихвинский вагоностроительный завод, расположенный в городе Тихвине Ленинградской области. ТВСЗ может выпускать 13 тысяч вагонов и 65 тысяч колесных пар в год. Основной продукцией ТВСЗ являются четыре типа вагонов, на которые приходится до 80 % отечественного парка грузового подвижного состава: полувагон, вагон-хоппер, вагон-платформа для крупнотоннажных контейнеров и универсальный полувагон с разгрузочными люками. Новые конструкторские решения и передовые технологии позволили увеличить грузоподъемность вагонов на 5 тонн. Вагоны комплектуются тележками типа BARBERS-2-S с нагрузкой на ось 13,5 и 25 тонн. Тележка спроектирована американской компанией Standard Car Truck для пространства колеи 1520. Она имеет ряд преимуществ по сравнению с существующими тележками: уменьшение воздействия на ось, увеличение межремонтного пробега и увеличение срока службы. http://www.youtube.com/watch?v=yw-WopfXB6A&feature=player_embedded

44

Speaking Exercise 1. Make a report (2 minutes) about transport of goods within the Russian Federation. Use recommendations and the clichés from Appendix 5. Key words air brake aisle along with any arrangement auto rack automatic coupler bulk capacity chemical commodity common completely covered wagon (van) (UK)/ boxcar (US) design either fit flat (flat wagon) (UK) / flatcar (US) hatch haul hopper wagon (UK)/ hopper car (US) interior liquid low open wagon (UK) / gondola (US) perishable piece protection purpose refrigerator replace roof running sand sides and ends tanker (UK) / tank car (US) train operation valuable variety wrecking train

пневматический тормоз проход наряду с любой расположение вагон для перевозки легковых автомобилей автосцепка навалочный груз грузоподъемность, вместимость химический продукт товар распространенный полностью крытый товарный вагон предназначать каждый оснащать вагон-платформа люк перевозить вагон, у которого дно имеет уклоны; вагон с опрокидывающимся кузовом; хоппер внутренняя часть жидкость, жидкий низкий открытый товарный вагон; полувагон; гондола скоропортящийся зд. единица защита цель, назначение вагон-рефрижератор заменять крыша ход, движение песок борта вагон-цистерна движение поезда ценный разнообразие аварийный поезд

45

Checklist Assess your progress in this unit. Say which statements are true about you. 1) I can use participles in my speech. 2) I can differentiate between British and American railway terms. 3) My listening and reading are good enough to understand most of each text in this unit. 4) I can use key words to discuss different types of wagons with my colleagues. UNIT 8. CARRIAGES Start up Exercise 1. Answer the following questions and tell the class about your experience of being a passenger on a train: 1) Do you often go by train? 2) Where do you go? 3) How long does it take? 4) Are the departure and arrival times convenient for you? 5) How do you get to and from the stations? 6) When and where do you buy a ticket?

7) Do you buy a single or return ticket? 8) What information does a ticket contain? 9) What type of a carriage is it? Is it comfortable? 10) What do you do on a train? 11) Do you like travelling by train? Why?

Exercise 2. Match the pictures (A–D)with the names of carriages types (1–4).

A

B

C

D

1) sleeping car 2) day coach 3) dining car /restaurant carriage 4) couchette car 46

Vocabulary Exercise 1. Match a word in A with a definition in B. A

B

1

air conditioning

a

a device for slowing or stopping motion of a vehicle

2 3

axle body

b c

a device which allows two vehicles to be attached to each other a system which provides comfortable conditions of travel in any climate

4 5

bogie brake

d e

a 4- or 6-wheeled truck used in pairs under railway vehicles a circular shaft connecting two wheels to form a ‘wheelset’

6

coupler

f

a railway vehicle base which forms the support for the body structure or is an integral part of a body shell

7

underframe

g

a fixed formation of an axle with two wheels set at the correct gauge for the track

8

wheelset

h

the main part of a vehicle

Did you know? In the USA the term “car” is used to describe all the vehicles for passenger. However, in the United Kingdom, the term “carriage” is used. The term “coach” is also used in the UK and the USA. Exercise 2. Translate the British terms from the left column and find their American equivalents in the right column. 1) return ticket 2) inquiry office 3) commuter train 4) carriage 5) restaurant carriage 6) booking-office 7) direct train 8) attendant 9) railway 10) luggage

a) information bureau b) railroad c) conductor d) baggage e) through train f) round-trip ticket g) dining car h) ticket-office i) suburban train j) passenger car

Translation and rendering Exercise 1. Translate the following passage into Russian. Use a dictionary. Then compare your translation with a partner’s to improve. Porterbrook Agrees to Purchase Rolling Stock from Southern Porterbrook Leasing Company Limited (“Porterbrook”) has completed a transaction to purchase 44 Bombardier Class 377 dual voltage Electric Multiple Unit vehicles from train operator Southern at a cost of £54M. The 44 vehicles made up of 11 4 car units were originally ordered by Southern and delivered in the last few months. They will be integrated into the current Class 377 fleet, also owned by Porterbrook and operated by Southern. The vehicles were assembled at Bombardier’s production facility in Derby and have been fitted to the highest standard including air conditioning, CCTV surveillance system and onboard electronic passenger information linked through a Global Positioning System. They are also equipped with automatic selective door opening to cater for short platforms and are 47

suitable for driver-only operation. The facilities on-board are also fully compliant with the latest Disability Discrimination Act legislation. Paul Francis, Managing Director at Porterbrook said “We are delighted to be investing once again in this class of vehicle and continuing with our commitment to support the growth of the railway industry. The total number of Class 377 vehicles in service now stands at 792 and is the largest rolling stock class in the UK.” http://www.porterbrook.com/pages/press_releases/060710.html

Exercise 2. Read the passage, title it and render in English. ОАО «Федеральная пассажирская компания» – российская компания, дочерняя структура ОАО "РЖД", предоставляющая услуги по перевозке пассажиров и грузобагажа железнодорожным транспортом в дальнем сообщении. «ФПК» закупила для поездов дальнего следования первые двухэтажные вагоны, произведенные в России. 1 ноября 2013 г. из Москвы в Адлер отправился первый двухэтажный поезд. Все новые вагоны оборудованы системами кондиционирования воздуха и отопления, биотуалетами, точками Wi-Fi для доступа в Интернет и системой видеонаблюдения. Каждый купейный вагон рассчитан на 64 пассажира. В вагонересторане могут одновременно разместиться 44–48 человек в обеденном зале и 6 человек – в баре. В 2014–2015 гг. испанская компания «Talgo» поставит ОАО «ФПК» вагоны, которые могут автоматически менять ширину колесной пары (carriages with variable gauge axles) с российской колеи 1520 мм на европейскую 1435 мм. Вагоны с местами для сидения предназначены для поездов Москва – Киев, спальные – для более длительного маршрута Москва – Берлин. Новый подвижной состав оборудован системой наклона кузова (tilting system), которая не только обеспечит повышение скорости движения, но и значительно повысит комфорт для пассажиров. http://www.metalinfo.ru/ru/news/60329

Speaking Exercise 1. Discuss advantages and disadvantages of travelling by train within the Russian Federation. In your discussion use the clichés given below. to agree Yes, you are quite right. I absolutely agree with you. I think so too. That’s true.

to disagree I totally disagree with you. I’m afraid you are mistaken. I don’t think so. I’m afraid you are wrong. There is a point in what you say, but …

to express your opinion I think that… I suppose (I believe) that… In my opinion… Speaking for myself… I’m sure that…

Exercise 2. Read the questions and describe the chart. 1) What does this chart show? 2) What is the share of electric vehicles in Britain’s total passenger fleet today? 3) What is the portion of the fleet that comprises diesel vehicles? 4) Will total national passenger fleet be considerably increased over the next 30 years? 5) How will each type of fleet change? What type of fleet will increase and what percentage will it be in 2042? What type of fleet will fall and what percentage will it be in 2042?

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A. Shorter Distance Diesel 8%

G. Very High Speed Electric 1% F. Long Distance Electric 9%

B. Middle Distance Diesel 11%

G. Very High Speed Electric 2% F. Long Distance Electric 7%

A. Shorter Distance Diesel 3%

B. Middle Distance Diesel 0% C. Long Distance Diesel 18%

E. Middle Distance Electric 16%

C. Long Distance Diesel 12%

E. Middle Distance Electric 41%

D. Shorter Distance Electric 54%

Composition of fleets, 2014

D. Shorter Distance Electric 18%

Composition of fleets, 2042

Figure 1. Change in Britain’s Passenger Fleet Composition

Writing Write an essay to answer the question (200–250 words). What makes modern carriages safe, comfortable and convenient vehicles? Key words air brake air conditioning aisle arrangement attendant (UK)/ conductor (US) baggage (US)/ luggage (UK) bench berth booking-office (UK)/ ticket-office (US) carriage, coach common commuter commuter train (UK)/ suburban train (US) compartment couchette car coupler day coach direct train (UK)/ through train (US) either heating inquiry office (UK)/ information bureau (US) layout lighting long-haul reclining seat restaurant carriage (UK)/ dining car (US) return ticket (UK)/ round-trip ticket (US) seat single ticket (UK) / one-way ticket (US) sleeping car suburb train operation underframe wheelset

пневматический тормоз воздушное кондиционирование проход расположение проводник вагона багаж скамья, место спальное место билетная касса пассажирский вагон распространенный пригородный пригородный поезд, электричка купе плацкартный вагон автосцепка вагон с сидячими местами прямой поезд, экспресс каждый отопление справочное бюро планировка освещение дальний сиденье с регулируемым наклоном спинки вагон-ресторан билет туда и обратно сиденье, место билет в один конец спальный вагон пригород движение поезда рама колесная пара 49

Checklist Assess your progress in this unit. Say which statements are true about you. 1) I can use participles in my speech. 2) I can differentiate between British and American railway terms. 3) My listening and reading are good enough to understand most of each text in this unit. 4) I can use key words to discuss different types of carriages with my colleagues. UNIT 9. STATIONS Start up Did you know? A train station, also called a railroad station (in USA) or railway station (in UK) is a railway facility where trains regularly make scheduled stops to load or unload passengers or freight. Stations usually have one or more platforms constructed alongside a line of railway. Exercise 1. Fill in the gaps in the text with the words from the list given below. a) an interchange station b) a "terminal" or "terminus" c) a goods station (freight station)

d) a junction e) a halt

1) _______ is a small railway station, usually unstaffed and with few or no facilities. 2) _______ is a train station for more than one railway route in a public transport system, and allows passengers to change from one route to another. 3) ________is a place at which two or more rail routes converge or diverge. This implies a physical connection between the tracks of the two routes, provided by switches and signaling. 4) ________ is a railway station which is exclusively or predominantly where goods (or freight) of any description are loaded or unloaded from ships or road vehicles and/or where goods wagons are transferred to local sidings. 5) ________ is a station at the end of a railway line. Trains arriving there have to end their journeys or reverse out of the station. Depending on the layout of the station, this usually permits travelers to reach all the platforms without the need to cross any tracks. Vocabulary Exercise 1. Match a word in A with a definition in B. 1

A yardmaster

a

2

siding

b

3

car distributor

c

4

centralized traffic control (CTC) ladder

d

track warrant control (TWC)

f

5

6

50

e

B The original method of train control through a scheduled meeting places for trains where priority was through class (1st, 2nd, extra etc.) then by direction. He assigns available car to waybills based on car type requested and location of customer. This is a series of sidings parallel to each other with a set of linked switches for access. A length of track with switches at each end, used for train meets or overtakes Person who is in charge of the overall operation of a yard. He decides which cut will be switched and what cars will be switched into each track. He gives trains movement instructions for their area of responsibility. He monitors and co-ordinates the movement of trains over main lines and sidings. Timetables and train orders, or other forms of more modern communication such as track warrants are used as forms of communications.

7

dispatcher

g

8

timetable

h

Traffic is controlled by signal indication, not superiority but is under control of a dispatcher not automatic as above. A more expensive system but had ability to handle more traffic. Reliable radio communications which allowed a new system of 'aural' orders to be given to trains. This system is intended to be issued "real time" and each individual step in the movement process requires a separate warrant. It requires only the crew and the dispatcher (no station operators).

Exercise 2. Translate the American terms in the left column and find their British equivalents in the right column. 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12)

dispatcher maintenance facility power rail set siding truck wayside cut bi-level bump stop car barn bail

a) b) c) d) e) f) g) h) i) j) k) l)

loop carriage shed lineside buffer stop controller uncouple conductor rail bogie release apply depot double deck

Translation and Rendering Exercise 1. Render the passage into English. Use a dictionary. Для обеспечения необходимой пропускной способности и безопасности движения железнодорожные линии делятся раздельными пунктами на отдельные части, называемые перегонами. Станцией называется раздельный пункт, имеющий путевое развитие и устройства, позволяющие осуществлять определенные технические, грузовые, коммерческие и пассажирские операции. В зависимости от основного назначения и характера работы станции делятся на промежуточные, участковые, сортировочные, грузовые и пассажирские. Промежуточные станции (к ним обычно относят также разъезды и обгонные пункты) – самый распространенный вид станции. Их устраивают на всех линиях железных дорог и выполняют они операции по пропуску, скрещению и обгону поездов, посадке и высадке пассажиров, погрузки и выгрузки грузов и багажа, обработки сборных поездов (прицепка и отцепка вагонов). Располагаются обычно между участковыми станциями на расстоянии 15–20 км друг от друга. Участковые станции предназначены для обработки транзитных поездов, смены локомотивов и локомотивных бригад. Расстояние между станциями обусловлено сменой локомотивных бригад. Так как непосредственно в пути бригада должна находиться в течение 5 ч, то станции располагаются на расстояние 150–300 км друг от друга. На участковых станциях имеются обычно 2–3 парка, устройства для экипировки локомотивов и пункт технического обслуживания вагонов и пр. Сортировочные станции различаются в пунктах массового зарождения или погашения вагонопотока, в пунктах слияния или пересечения ж.-д. линий в крупных транзитных узлах. Предназначены они для массового формирования – расформирования поездов. Железнодорожные узлы образуются в местах пересечения или слияния не менее трех ж.-д. линий. 51

Грузовые станции устраивают в крупных промышленных и административных центрах, в пунктах расположения морских и речных портов, в местах массовой погрузки и выгрузки грузов. На этих станциях, кроме погрузки и выгрузки, обрабатывают поступающие составы и формируют отправительские маршруты. Грузовые станции подразделяются в зависимости от рода перерабатываемого груза и места расположения. В зависимости от объема и сложности работы станции длятся на внеклассные, I–V классов. К внеклассным станциям относится большинство сортировочных и наиболее крупные грузовые и пассажирские станции. Speaking Exercise 1. Read the passages (1–4) below the pictures and decide which pictures (A–D) each text refers to.

A

B

C

52

D

1. Side Platform Station The basic station design used for a double track railway line has two platforms, one for each direction of travel. The series of examples in the following diagrams shows stations with right hand running as common in Europe and the Americas. Each platform has a ticket office and other passenger facilities such as toilets and perhaps refreshment or other concession. Where there is a high frequency service or for designs with high platforms, the two platforms are usually connected by a footbridge. In the case of a station where tickets are required to allow passengers to reach the platform, a "barrier" or, in the case of a metro with automatic fare collection, a "gate line", is provided to divide the "paid area" and "unpaid area". This design allows equal access for passengers approaching from either side of the station but it does require the provision of two ticket offices and therefore staffing for both of them. Sometimes, stations with two ticket offices will man only one full time. The other will be manned as required at peak times. 2. Island Platform Station A cheaper form of station construction, at least for a railway at grade level, is the island platform. As its name suggests, this is a single platform serving two tracks passing on either side, effectively creating an island which can only be accessed by crossing a track. A bridge or underpass is usually provided. Island platforms are usually wider than single platforms used for side platform stations but they still require less area. In the example shown above, there are two ticket offices, but one can be provided if preferred. Island platforms on elevated railways do require additional construction of the viaduct structure to accommodate the curves in the tracks needed to separate them on the approach to the platform. 3. Elevated Station with Side Platforms Elevated railways are still popular in cities, despite their history of noise creation and generally unfriendly environmental image. The poor image has been considerably reduced with modern techniques of sound reduction and the use of reinforced and pre-stressed concrete structures. They are considerably cheaper than underground railways (at least half the price, sometimes considerably less than that) and can be operated with reduced risk of safety and evacuation problems.

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4. Elevated Station with Ticket Hall Below Platforms In the example illustrated immediately above, the ticket office and gate lines are below the platform level. This can be done to allow one ticket office to serve both platforms but it requires the space to be available below track level and this, in turn, requires enough height in the structure. Since many stations are built at road intersections, the location of the station structure might have to permit road traffic to pass beneath it and this requires an adequate height structure to be built http://en.wikipedia.org

Exercise 2. Discuss the advantages and disadvantages of each station design with a partner. Exercise 3. Describe each station design using the pictures from Exercise 1. Listening Exercise 1. Listen and answer the questions 1) What is the yard master’s business? 2) What qualities does the position of the yard master require? 3) What is an advantage of working as a yard master? Exercise 2. In the following script differentiate the words and put sentence marks. Then listen again and check. Workingforarailroadoranindustrialplanttheyardmasterexaminestrainscheduleandswitchin gordersthenheorshegivesinstructionsforwhenandwheretrainsareassembledorturnedaround situationsmaydevelopacallfordecisiveactionandthoroughunderstandingofrollingequipmen tandthecargoaswellasthoroughknowledgeofswitchingsignalsand everythingassociatedwiththerailroadsafetyandefficiencyclearlytheyardmasterisapositiono fresponsibility Exercise 5. Reproduce the information about the yard master’s business. Key words buy a ticket beforehand carry/ transport connect station facilities footbridge freight station get on the train halt interchange station (UK)/ transfer station (US) junction offer/ suggest on request peak times route terminal underpass timetable controller (UK)/dispatcher (US) carriage shed (UK)/car barn (US) 54

купить билет заранее перевозить соединять станционные устройства пешеходный мост грузовая станция сесть на поезд остановочная платформа станция пересадки узловая станция предлагать по требованию час пик маршрут распорядительная станция подземный переход расписание диспетчер место отстоя вагонов

siding yardmaster hump ladder conductor rail releaseair marshalling yard (UK)/ classification park (US) inbound train outbound train

обгонный путь / проходной путь дежурный по станции горка стрелочная улица контактный рельс выпустить воздух сортировочный парк прибывающий поезд отходящий поезд

Checklist Assess your progress in this unit. Say which statements are true about you. 1) I can discuss different types of station with my colleagues. 2) I can differentiate between British and American railway terms. 3) My listening and reading are good enough to understand most of each text in this unit. 4) I can use participles in my speech. UNIT 10. SIGNALLING Start up Exercise 1. Discuss in pairs to answer the questions: What is signalling used for? What are the principle signal colours? Exercise 2. Match the pictures (A–C) with the signals (1–3)

A

B

1) a mast signal 2) a suspended signal 3) a ground signal

C 55

Exercise 3. Match the signal with its significance. 1) red 2) yellow 3) green

a) warning signal b) clear signal c) restrictive signal

Vocabulary Exercise 1. Match a word in A with a definition in B. A 1

relay

a

2 3

circuit short circuit

b c

4

interlocking

d

5 6

automatic route setting block

e f

7 8

aspect colour light signal

g h

9

passing siding

i

10

dispatching

j

B an electronic or relay based system which sets routes using information from a train describer and the timetable without the need for intervention by a signaller the two rails of a section of track, insulated at their ends a low-resistance connection established by accident or intention between two points in an electric circuit an act of putting a train into service from a station or depot or when they are reversed at a terminus the visual indication of a colour light signal as displayed to the driver. a parallel track equal to the length of the longest train with a switch at each end connecting into the main track a fixed lineside signal showing light indications to drivers a length of track protected by a fixed signal which indicates to a driver when it is safe to proceed into the section an arrangement of signal apparatus that prevents conflicting movements through an arrangement of tracks such as junctions or crossings an electrically operated switch

Exercise 2. Some words are often used together. Fill the gaps in sentences 1–6 with a word from the list that goes with the word in bold. circuit

aspect

signal

control

current

section

1) After W. Robinson’s invention of the track ______ in 1872 this gave railroads the ability to signal blocks of rail lines. 2) The important principle is that more than one train must not be allowed to be in the same block______ on the same track at one time. 3) In the early years of the 20th century the semaphore signal began to be replaced by the colour light ______. 4) With centralised traffic_______, train movements over territories varying in length from a few kilometres to several hundred are controlled by signals electrically operated from onecentral point. 5) Track circuit involves the passing of electric______ through one of the running rails of a section of the line, then through a track relay and back through the other rail, thus completing the circuit. 6) Track circuits are short-circuited by the wheels and axles of a train, putting the signals to the rear of the train at the danger ______.

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Did you know? “Signalman” is a UK term for person employed to operate or supervise the control of signals. Traditionally housed in a signal box (a “tower” in the USA), more recently a control room, where the signalling controls are located. Politically correct grade now identified as “signaler” by Network Rail. Not to be confused with the same term used in the USA for a “signal maintenance person”. UK term “controller” means a person who allows crews to trains and issue “dispatch orders” to send train out. The function is similar to the “dispatcher” in the USA. Translation and rendering Exercise 1. Read the passage, define the main idea of it, and then render in Russian. Railroad Signals, Safely Keeping Trains on the Move Railroad signals are an integral part of railroading, without them there is absolutely no way trains could safely operate, particularly on single track lines. While signal displays and meanings often varied from railroad to railroad some of the most common types were the color-light signals (or tri-lights), searchlights, position-lights, and color-position lights with the tri-light the most popular today. The first railroad signals came into use in 1832 on the New Castle & Frenchtown Railroad but really came of age in 1872 with the invention of the track circuit by William Robinson. This circuitry allowed for the steel rail's natural conductivity to be employed thus giving birth to automatic block signaling systems, the leader of which remains Union Switch & Signal created by George Westinghouse in 1881. The first electrified railroad signaling system was the semaphore. When the semaphore came into use in the 1860s it was still an unpowered system. Basically the semaphore worked on a blade system whereby the indication was dependent on the position of the blade. During the semaphore's infancy having proper sight of the signal during the nighttime hours proved, obviously to be a problem so later versions were equipped with red, yellow and green lenses so that railroad engineers could clearly see the indication being given. The most common semaphore type was the three-position, upperquadrant signal that was introduced around the beginning of the 20th century. It operated above the horizontal position with an upward-vertical blade meaning proceed, horizontal blade meaning stop, and a 45-degree position meaning caution. This type of semaphore can still be found in use today, over 100 years since it became the standard semaphore type in 1908. The position-lights system used a standard yellow light usually with three lights arranged in a semicircle to the upper right and three to the lower left with one in the center. Depending on what type of indication the three-aligned lenses were giving (i.e., vertical, horizontal or diagonal) the train would either proceed, stop or some other cautionary measure (such as stop and proceed). The searchlight would become one of the most popular railroad signals during the classic era of the 20th century. It was introduced in 1920 and used as only one lamp that displayed a green, yellow and red indication by way of rotating color lenses. It found use on dozens of classic railroads such as the Rock Island, Union Pacific and Atlantic Coast Line but the high amount of maintenance required to keep the colored lens system functioning has caused it to fall out of favor for the much easier maintained tri-light signal. 57

Color-light signals came into use around 1914 and are essentially an inverted highway stoplight with green above (proceed), centered-yellow (caution) and restricted below. However, other versions of this railroad signal include the triangle design, which operates basically in the same fashion just with a different layout. Railroad signals, historically and even today are a lot more complicated, in terms of their meaning than your basic highway stoplight. To begin railroad signals serve to functions, protection and control and there are two different types; permissive and absolute. A permissive signal provides only protection within a given block (meaning a section of signaled track along a rail line having several blocks between Point A and Point B, each protected by a set of signals) while an absolute signal provides both protection and control (i.e., meaning it protects the block while also giving a train ruling instructions). For instance, when a permissive signal gives a red indication this means stop and proceed while an absolute signal displaying a red indication means stop and do not proceed without further dispatcher instructions. After William Robinson's invention of the track circuit in 1872 this gave railroads the ability to signal blocks of rail lines. The first system was the Automatic Block Signal which used a masted-signal illuminating red, yellow or green to give an indication. It worked by using lowvoltage batteries along the block and as long as the rails were clear of trains a green, proceed indication was shown but when a train entered the block it broke the circuit with both signals then displaying red, or restricted. Centralized Traffic Control, the most commonly used signaling system today uses both ABS and dispatchers to control the movement of trains as an extra measure of safety. So, just because a signal may display a green, proceed indication the train cannot move without verbal permission from the dispatcher (unless it has already been given permission beforehand to pass through the upcoming block). Other signaling systems that were once or are still in use include Direct Traffic Control (DTC), Form D Control System (DCS) and Track Warrant Control (TWC). Although it has been mentioned several times above railroad signal displays (green, yellow, and red) mean three things. First, aspect is what the signal is displaying such as clear to proceed (green) or restricted to stop (red); second, indication is the instruction the display is giving; and finally third, the name of the display given (i.e., restricted, proceed, diverging clear). Exercise 2. Read the following passage, title it and render in English. Управление движением поездов основано на системе сигнализации, централизации и блокировки (СЦБ). Сигнализация – система видимых и звуковых сигналов, обеспечивающих безопасность движения поездов. Основные сигнальные цвета: красный, желтый и зеленый. Красный свет означает запрещение движения, желтый – снижение скорости при движении, зеленый – разрешение движения. Автоблокировка – система регулирования движения поездов. Железная дорога делится на блок-участки длиной 1–3 км, электрически изолированные друг от друга. В основу системы заложен принцип: на каждом блок-участке может находиться только один поезд. В каждую рельсовую цепь с одного конца включают источник питания, с другой – реле, которое управляет контактной системой включения светофоров. Когда первые колеса поезда пересекают границы блок-участка, реле изменяет на светофоре разрешающий (зеленый) огонь на запрещающий (красный). Работой стрелок и сигналов управляет из поста централизации один человек – дежурный по станции (station operator). Диспетчерская централизация возможна только 58

на тех участках ж.д., которые оборудованы автоблокировкой и электрической централизацией стрелок и сигналов. При диспетчерской централизации управление движением всех поездов на участках осуществляется поездным диспетчером из единого центра, в который поступают все данные о движении поезда, о показаниях светофоров, о состоянии путей и т.д. Перед диспетчером расположено светящееся табло, на котором он прокладывает маршрут каждого поезда. http://ru.wikipedia.org

Speaking Exercise 1. Work in small groups. Choose one of the following topics. Be ready to explain the features of chosen signals to the class. 1) Railway line signals. 2) Station signals. 3) Marshalling yard signals. 4) A dispatching centre (Moscow, Novosibirsk, Sverdlovsk, Krasnoyarsk, etc.) Writing Exercise 1. Read the article below. Write an abstract to this text using recommendations in Appendix 6. Dubinin D.A. Information Technologies in Business Faculty

Information Technologies on Railway Transport Abroad The historical analysis of the problem of the development of Information Technologies in some EU countries may help us to improve similar processes in the transportation industry in the Russian Federation. Among the major tasks of the development of high-speed rail transportation in our country within the Strategy for Developing Rail Transport to 2030 is the following: to develop technical rules and national standards oriented to positive global experience in high-speed railway management and construction. The process of identifying the best national and international practices is known as benchmarking that we may apply to the railway industry in Russia. Some positive experience in the development of Information Technologies of the DLR (UK), the SNCF (France), the Deutsche Bahn (Germany) will be considered further. The Docklands Light Railway (the DLR) is an automated light metro or light rail system opened in 1987 to serve the redeveloped Docklands area of London. DLR trains are monitored by a central computer, which compares the position of each vehicle with a stored schedule. All DLR trains are fitted with Automatic Train Protection (ATP). This means each train runs in its own safety zone that no other train can enter. ATP also regulates the maximum speed at which trains may operate. The highest speed on the railway is 80 kmph (50 mph). Passenger service agents can drive trains in manual mode with the security of ATP. The controller has an overview of the entire railway and controls all signalling and points. These can be operated via the system management centre computer. SELTrac system appears to be a prototype for Russian analogues. The SNCF is France’s national state-owned railway company. The SNCF operates the country’s national rail services, including the TGV, Franc’s high-speed rail network, which uses Communications-Based Train Control (CBTC). This is a railway signalling system that 59

makes use of the telecommunications between the train and track equipment for the traffic management and infrastructure control. By means of the CBTC system, the exact position of a train is known more accurately than with the traditional signalling systems. This results in a more efficient and safe way to manage the railway traffic. The CBTC system can also be a prototype for Russian analogues. The Intercity-Express group (ICE) by Deutsche Bahn consists of high-speed trains running in Germany. The LZB system they use is a cab signalling and train protection system. It is also applied for Austrian railway lines and the AVE in Spain. The control center communicates with the train using two conductor cables that run between the tracks and are crossed every 100 m. The control center sends data packets, known as telegrams, to the vehicle which give its movement authority (how far it can proceed and at what speed) and the vehicle sends back data packets indicating its configuration, braking capabilities, speed, and position. Russian “Sapsan” is an analogue of ICE trains. In conclusion it should be noted that according to the Strategy for Developing Rail Transport to 2030 the amount of high-speed rail track in Russia will grow almost 17 times over – from the current 650km to 10,887km. Experience of using fast trains in France, UK and Germany shows that they require the railway tracks to be in good condition, and high demands for energy systems, technical service systems and rolling stock. Key words aspect block block section clear signal colour-light signals controller (UK) /dispatcher (US) de-energize dispatching ground signal interlocking mast signal passing siding relay restrictive signal route setting short circuit short out suspended signal track circuit traffic safety warning signal

показание светофора участок пути блок-участок, блок-перегон разрешающий сигнал светофор диспетчер отключить питание (сети) отправление (поездов) карликовый светофор централизация стрелок мачтовый светофор дополнительный путь реле запрещающий сигнал установка маршрута короткое замыкание зд. замкнуть накоротко висячий светофор рельсовая цепь безопасность движения предупреждающий сигнал

Checklist Assess your progress in this unit. Say which statements are true about you. 1) I can use key words to discuss signaling with my colleagues. 2) I can differentiate between British and American railway terms. 3) I can use infinitives in my speech. 4) My listening and reading are good enough to understand most of each text in this unit.

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UNIT 11. SAFETY REQUIREMENTS IN MAINTENANCE DOCUMENTATION Start up Exercise 1. Warning signs can indicate any potential hazard, obstacle or condition requiring special attention. Look at the pictures and say what instructions these signs give. When we give instructions, we use the infinitive of the verb. To give a warning or prohibit an action we use do not. Example: A. Do not touch! The object is under high voltage.

A

B

C

D

E

F

Exercise 2. Safety Engineering is the activity consisting of the cohesive collection of all tasks that are primarily performed to ensure that the acceptable level of safety risk of an endeavor and its work products is not exceeded. Look at the scheme and say how unified standards ensure safety in Europe. The connectors below the picture will help you.

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. Words to introduce a chain of events Words expressing result

First(ly), second(ly), then, thus, such as, after, finally So, as a result

Vocabulary Exercise 1. There are a number of words to describe development and management of safety. Fill in the gaps in the text with the words from the box. a) rules e) technical standards

b) regulations f) safety

c) migration g) legislation

d) technical specification h) technical requirements

__________ (1) rules and standards, such as operating ________ (2), signalling rules, requirements on staff and ____________ (3) applicable to rolling stock have been devised mainly nationally. Under the _________ (4) currently in force, a variety of bodies deals with safety. These national safety rules, which are often based on national _________ (5), should gradually be replaced by rules based on common standards, established by ___________ (6) for interoperability (TSIs). The new national rues should be in line with Community __________ (7) and facilitate __________ (8) towards a common approach to railway safety. The Commission has the power to suspend the implementation of a national safety rule for a maximum of six months. 62

Exercise 2. Match a word in A with a definition in B. A 1

hazard

a

2 3 4 5 6

current obsolescent withdrawn harm safety

b c d e f

B the standard is not recommended for use for new equipment, but is retained to provide for the servicing of existing equipment that is expected to have a long working life the standard is no longer current a situation that may give rise to personal injury or asset damage or both the standard is being used now freedom from risk of injury or asset damage (loss) injury or damage

Translation and rendering Exercise 1. Translate the following passage into Russian. Use a dictionary. Then compare your translation with a partner’s to improve. Good industry practice requires that process and plant modifications should not be undertaken without having undertaken a safety, engineering and technical review. This review should be traceable and identify changes proposed to the following factors: process conditions; operating methods; engineering methods; safety; environmental conditions; engineering hardware and design. A form of risk assessment should then identify what hazards have been created by the change that may affect plant or personnel safety, and what action can be implemented to reduce or eliminate the risk. Additional hazards that may be introduced which need to be considered are fire, explosion and loss of containment. Changes may affect other parts of the plant which may be quite remote from the source of the change. Therefore, all parts of the plant should be considered in undertaking hazard identification and risk assessments. Factors that are crucial to the success and safe implementation of a plant modification procedure include corporate history; communication between different departments; recognition of authorised personnel. http://www.hse.gov.uk

Exercise 2. Read the following passage, title it and render in English. Эксплуатационная документация должна устанавливать требования, которые исключали бы создание опасных ситуаций при вводе в эксплуатацию и эксплуатации производственного оборудования. А также содержали бы требования, определяющие необходимость использования средств и методов защиты работающего. Средства защиты должны выполнять свое назначение непрерывно в процессе функционирования производственного оборудования или при возникновении опасной ситуации. Конструкции и расположение средств защиты не должны ограничивать технологические возможности производственного оборудования и должны обеспечивать удобство его эксплуатации. Специальные устройства, предупреждающие о безопасности должны быть выполнены и расположены так, чтобы их сигналы были хорошо различимы и слышны в производственной обстановке всеми лицами, которым угрожает опасность. Части производственного оборудования, представляющие опасность, должны быть окрашены в сигнальные цвета и обозначены соответствующим знаком безопасности в соответствии с действующими стандартами. http://www.docload.ru/Basesdoc/6/6933/index.htm

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Writing Exercise 1. Study the accident form below and write the description of the accident. When did it happen? Date: Time: Name of injured person Address Phone number Age Female/Male Job title Who was the injured person? Employee On training scheme On work experience Self-employed Member of the public Kind of accident Contact with moving machinery Hit by object Hit be moving vehicle Hit something fixed Injured while handling, lifting, carrying Slipped, tripped, fell Trapped Drowned Exposed to harmful substances Exposed to fire Exposed to electricity Other

21.05.20__ 10 a.m. Eugenie Agabian Resident of York 0121121212 27 Male Technician 



Exercise 2. An Accident Investigation Inspector has produced a Health and Safety report following the Super Voyager train’s accident. When we give recommendations, we use Imperative forms. Find them in the passage below. The following safety recommendations are made: Facilitate actions necessary for development and implementation of positive train control systems that include collision avoidance, and require implementation of positive train control systems on main line tracks, establishing priority requirements for high-risk corridors such as those where commuter and intercity passenger railroads operate. Include, in your operational (efficiency) testing program, specific signal tests designed to ensure that your train crews consistently follow uniform operating procedures when they encounter reduced visibility conditions en route. Exercise 3. Write your own recommendations following the Eugenie Agabian’s accident (60–80 words). Key words accident crucial factor ergonomics explosion failure fatality fault 64

несчастный случай; катастрофа; авария ключевой/решающий фактор эргономика (отрасль научной организации труда, изучающая трудовые процессы и условия труда) взрыв; взрывание авария, повреждение, отказ смерть (от несчастного случая) авария, неисправность, повреждение

flammable substance harm hazard human factor incompetence injury loss maintenance procedure mitigate normative publication protective equipment safety safety measures technical review to eliminate the risk toxic substance workplace

легковоспламеняющееся вещество вред; ущерб риск, опасность человеческий фактор некомпетентность; неспособность вред, повреждение, порча, убыток, ущерб потеря, лишение; гибель; крушение процедура ремонта уменьшать нормативный документ защитное оборудование безопасность меры безопасности технический обзор исключать риск отравляющее вещество производственное помещение; рабочее место

Checklist Assess your progress in this unit. Say which statements are true about you. 1) I can use past tenses when I describe an accident. 2) I can use Imperative when I write safety recommendations. 3) My listening and reading are good enough to understand most of each text in this unit. 4) I can use key words to discuss safety requirements in maintenance documentation with my colleagues.

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UNIT 12. CARRIAGE OF DANGEROUS GOODS Start up Exercise 1. Look at the signs of some hazardous materials warning labels. How many classes of dangerous goods are there? Can you explain them? Which class is not in the list?

Class 1: Explosives

Class 1.1: Explosives

Class 1.5: Blasting Agents

Class 2.1: Flammable Gas

Class 2.2: Oxygen

Class 2.3: Poisonous Gas

Class 4.1: Flammable Solids

Class 4.3: Dangerous when Wet

Class 5.1: OxidizingAgent

Class 5.1: OxidizingAgent

Class 6.1: Poison

Class 7: Radioactive

Class 8: Corrosive

Class 9: Miscellaneous http://en.wikipedia.org/wiki/Dangerous_goods

Exercise 2. Read the following passage about dangerous goods and say which scheme shows its logic better. Fill in the scheme chosen with the materials from the text.

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A

B

Hazardous Materials Dangerous goods, also called hazardous materials or HazMat, are solids, liquids, or gases that can harm people, other living organisms, property, or the environment. They are often subject to chemical regulations. Dangerous goods include materials that are radioactive, flammable, explosive, corrosive, oxidizing, asphyxiating, biohazardous, toxic, pathogenic, or allergenic. Also included are physical conditions such as compressed gases and liquids or hot materials, including all goods containing such materials or chemicals, or may have other characteristics that render them hazardous in specific circumstances. Dangerous goods are often indicated by diamond-shaped signage. The colours of each diamond in a way has reference to its hazard i.e.: Flammable = red because fire and heat are generally of red colour, Explosive = orange, because mixing red (flammable) with yellow (oxidising agent) creates orange. Non Flammable Non Toxic Gas = green, due to all compressed air vessels being this colour in France after World War II. Mitigating the risks associated with hazardous materials may require the application of safety precautions during their transport, use, storage and disposal. Most countries regulate hazardous materials by law, and they are subject to several international treaties as well. The most widely applied regulatory scheme is that for the transportation of dangerous goods. The Intergovernmental Organisation for International Carriage by Rail has developed the Regulations concerning the International Carriage of Dangerous Goods by Rail ("RID", part of the Convention concerning International Carriage by Rail). Dangerous goods are assigned to different classes ranging from 1 to 9. These types of goods can range from those which are highly dangerous (such as explosives, flammables and fuming acids) to everyday products such as paints, solvents and pesticides found in the home and at work. Class 1 includes Explosive Dangerous Goods. Class 2 includes gases, which are compressed, liquefied or dissolved under pressure as detailed below. Some gases have subsidiary risk classes, poisonous or corrosive. Flammable liquids are included in Class 3 and Flammable Solids are in class 4. Class 5 includes oxidizing agents and organic peroxides. Class 6 is for Toxic and Infectious Substances, which are liable to cause death or serious injury to human health. Radioactive substances (class 7) comprise substances or a combination of substances, 67

which emit ionizing radiation (uranium, plutonium). Corrosive substances (class 8) are substances that can dissolve organic tissue or severely corrode certain metals: acids (sulfuric acid, hydrochloric acid) and alkalis (potassium hydroxide, sodium hydroxide). Class 9 includes hazardous substances that do not fall into the other categories (asbestos, air-bag inflators, self-inflating life rafts, dry ice). http://en.wikipedia.org

Vocabulary Exercise 1. We use a number of special words when speaking about carriage of dangerous goods. Fill in the gaps in the text with the words given below. a) classes e) carriers

b) consignors f) dangerous goods

c) hazard g) regulations

d) carriage h) substances

_____________ (1) are liquid or solid ____________ (2) and articles containing them, that have been tested and assessed against internationally-agreed criteria – a process called classification – and found to be potentially dangerous (hazardous) when carried. Dangerous goods are assigned to different _____________ (3) depending on their predominant ______________ (4). There are _______________ (5) to deal with the ______________ (6) of dangerous goods, the purpose of which is to protect everyone either directly involved (such as _____________ (7) or carriers (8), or who might become involved (such as members of the emergency services and public). Exercise 2. There are several types of vehicle to transport dangerous goods by rail. Match a type of vehicle in A with its definition in B. 1

A bulk container

a

2

gas container

b

3

tank

c

B multimodal assemblies of cylinders, tubes and bundles of cylinders that are interconnected by a manifold and assembled within a framework and service equipment or structural equipment necessary for the transport of gases in the cylinders and tubes a receptacle for dangerous goods and service equipment or structural equipment that enables the receptacle to transport the goods a container, with or without a liner or coating, that has a capacity of 1m3 or more and is intended for the transport of solid dangerous goods that are in direct contact with the container

Translation and rendering Exercise 1. Read the following passage from Encyclopedia of Occupational Health and Safety. Translate it into Russian. Use a dictionary. Then compare your translation with a partner’s to improve. Hazardous commodities generally remain contained during such accidents because of the attention given to crash proofing in the design of shipping containers and bulk rail cars. During an accident, the contents are removed from the damaged car by emergency response crews that represent the shipper*. Equipment maintainers repair the damage to the extent possible and put the car back on the track, if possible. However, the track under the derailed car may have been destroyed. If so, repair or replacement of track occurs next, using prefabricated sections and special techniques. In some situations, loss of containment occurs and the contents of the car or shipping container spill onto the ground. If substances are shipped* in quantities sufficient to require 68

placarding because of transportation laws, they are readily identifiable on shipping manifests*. However, highly hazardous substances that are shipped in smaller quantities than mandated for listing in a shipping manifest can escape identification and characterization for a considerable period. Containment at the site and collection of the spilled material are the responsibility of the shipper. Railway personnel can be exposed to materials that remain in snow, soil or vegetation during rehabilitation efforts. The severity of exposure depends on the properties and quantity of the substance, the geometry of the site and weather conditions. The situation could also pose fire, explosion, reactivity and toxic hazards to humans, animals and the surrounding environment U.S. Encyclopedia of Occupational Health and Safety, 2012. *Vocabulary notes: shipper – грузоотправитель to ship – отправлять груз (различными видами транспорта) shipping manifest – грузовая декларация

Did you know? “Commodity” is a good for which there is demand, but which is supplied without qualitative differentiation across a market. “Goods” is merchandise when transported, esp. by rail (chiefly British). Exercise 2. Read the passage below, title it and render in English. Выбирая вид транспорта, надо учитывать, что каждый из них обладает своей спецификой и особенностями. Для железнодорожных перевозок: 1) наибольшая эффективность в использовании достигается при перевозках на расстояние более 200 км; 2) относительная дешевизна по отношению к автомобильным перевозкам доставки; 3) возможность доставки «до двери» за счет строительства подъездных путей к предприятиям; 4) способность перевозить самую широкую гамму различных грузов; независимость от климатических условий. К генеральным грузам относятся штучные грузы; т.е. в упаковке и без нее, принимаемые к транспортировке по счету грузовых мест. Делятся по виду тары или упаковки на тароупаковочные грузы (в мешках, коробках, ящиках, бочках и т.д.). Грузы в крупных грузовых и транспортных единицах (пакетах, на поддонах, трейлерах, контейнерах, в ликтерах) и рутинные грузы без тары и упаковки (трубы, подвижная техника, металлоконструкции). Разделяются по размерам на обычные, длинномерные (свыше трех м) и не габаритные; по массе – легковесные и тяжеловесные (масса свыше 5 тонн). Транспортные документы выписываются грузоперевозчиком в удостоверение того, что товар принят им к перевозке. http://www.transinterlog.com/articles/82/

Key words allergenic asphyxiating biohazardous bulk container

аллергенный вызывающий удушье биологически опасный контейнер для насыпных грузов 69

chemical regulation consignor corrosive dangerous goods emergency instruction emergency service explosive flammable hazardous material label liquid loading oxidizing pathogenic radioactive regulation safety precautions solid spillage substance tank wagon toxic unloading warning label

правила перевозки химических веществ грузоотправитель едкий; коррозийный опасные грузы инструкция о действиях в аварийной ситуации аварийная служба взрывчатый, взрывоопасный огнеопасный; легковоспламеняющийся опасный, взрывчатый материал ярлык, этикетка, наклейка жидкость; жидкий погрузка окисление; окисляющий болезнетворный, патогенный радиоактивный правила меры безопасности твёрдый (а не жидкий или газообразный) утечка вещество вагон-цистерна токсический, ядовитый разгрузка предупредительная этикетка

Checklist Assess your progress in this unit. Say which statements are true about you. 1) I can use prepositions when I speak about the carriage of dangerous goods. 2) I can understand the classes of dangerous goods and most of abbreviations for regulations applying to the transport of dangerous goods mentioned in the unit. 3) My listening and reading are good enough to understand most of each text in this unit. 4) I can use key words to discuss the carriage of dangerous goods with my colleagues.

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Appendix 1

Вводные фразы для написания эссе Начало эссе – постановка проблемы. В первом абзаце (введении) необходимо сообщить читателю тему Вашего эссе, перефразировав ее, используя синонимы ключевых слов (показывая, что вы её осмыслили). Затем следует намекнуть читателю, какую позицию займете Вы. Используйте безличные или неопределенно-личные предложения, чтобы подчеркнуть свою объективность. Many people think … but others do not agree.

Многие люди думают, (что) ... , но другие не согласны.

Let us consider what the advantages and disadvantages of … are.

Рассмотрим, каковы преимущества и недостатки ... .

Let’s consider some pros and cons of it.

Давайте рассмотрим некоторые плюсы и минусы (этого).

Let us start by considering the facts.

Начнем с рассмотрения фактов.

Let us start by considering pros and cons of it.

Начнем с рассмотрения плюсов и минусов (этого).

It is generally agreed today that …

Сегодня общепризнано, что ... .

Следующие фразы можно использовать, если требуется рассмотреть аргументы «за» и «против». Не забывайте использовать слова-связки. To begin with, … .

Начнем с того, что ... .

You can … .

Вы можете (Можно) ... .

Firstly, ... / Secondly, ... / Finally, ... .

Во-первых, ... / Во-вторых, .../ Наконец, ... .

One argument in support of ... .

Один из аргументов в поддержку ... .

The first thing that needs to be said is ... .

Первое, что нужно сказать, это то, что ... . (Прежде всего, следует сказать, что … .)

First and foremost … .

В первую очередь … .

It is true that ... / clear that ... / noticeable that ... .

Это правда, что ... / Ясно, что ... / Примечательно, что ...

One should note here that ... .

Здесь следует отметить, что ... .

Another good thing about … is that … .

Еще один положительный момент … заключается в (том, что) ... .

The second reason for ... .

Вторая причина ... .

It is often saidt hat ... .

Часто говорят, что ... .

It is undeniable that...

Нельзя отрицать, что ... .

It is a well-known fact that ... .

Хорошо известно, что ... .

For the great majority of people ... .

Для подавляющего большинства людей ... .

We live in a world in which ... .

Мы живем в мире, в котором ... .

A number of key issues arise from the statement. For instance, ... .

Это утверждение затрагивает ряд ключевых вопросов. Например, ... .

One of the most striking features of this problem is ... .

Один из самых поразительных аспектов этой проблемы ... .

First of all, let us try to understand ... .

Прежде всего, давайте попытаемся понять ... . 71

The public in general tend to believe that ... .

Общественность в целом склонна полагать, что ... .

What is more, … .

Более того, ... .

Besides, … because it is … .

Кроме того, ... потому что ... .

Doubtless, ... .

Несомненно, ... .

One cannot deny that ... .

Нельзя отрицать, что ... .

It is (very) clear from these observations that ... .

Из этих наблюдений (абсолютно) ясно, что ... .

On the other hand, we can observe that ... .

С другой стороны, мы можем наблюдать, что ... .

The other side of the coin is, however, that ... .

Однако, с другой стороны, ... .

Another way of looking at this question is to ... .

Чтобы взглянуть на эту проблему с другой стороны, надо ... .

One should, nevertheless, consider the problem from another angle.

Тем не менее, следует взглянуть на эту проблему с другой стороны.

One should, however, not forget that... .

Тем не менее, не следует забывать, что ... .

If on the one hand it can be said that ... the same is not true for ... .

И если с одной стороны, можно сказать, что ... , то же самое нельзя сказать о ... .

On the other hand, … .

С другой стороны, ... .

Although … .

Хотя ... .

Besides, … .

Кроме того, ... .

Moreover, … .

Более того, … .

Furthermore, one should not forget that ... .

Кроме того, не следует забывать, что ... .

In addition to ... .

Кроме (того, что) ... .

Nevertheless, one should accept that ... .

Тем не менее, следует признать, что ... .

However, we also agree that ... .

Однако, мы также согласны с тем, что ... .

Подкрепить свою мысль можно мнением (неких абстрактных) экспертов. Experts...

Эксперты ...

... believe that … .

... считают, что … .

... say that … .

... говорят, что … .

... suggest that … .

... предполагают, что … .

... are convinced that … .

... убеждены, что … .

... point out that … .

... отмечают, что … .

... emphasize that … .

... подчеркивают, что … .

According to some experts...

По мнению некоторых экспертов, ... .

Perhaps we should also point out the fact that ... .

Возможно, нам также следует отметить тот факт, что ... .

It would be unfair not to mention that fact that ... .

Было бы несправедливо не упомянуть тот факт, что ... .

One must admit that ... .

Надо признать, что ... .

We cannot ignore the fact that ... .

Мы не можем игнорировать тот факт, что ... .

One cannot possibly accept the fact that ... .

Трудно смириться с тем фактом, что ... .

From these facts, one may conclude that ... .

Из этих фактов, можно сделать вывод (о том), что ... .

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Which seems to confirm the idea that ... .

Что, по-видимому, подтверждает мысль (о том), что ... .

Thus, ... / Therefore,...

Таким образом, ... / Поэтому ... .

The most common argument against this is that ... .

Наиболее распространенным аргументом против этого является то, что ... .

В заключение эссе делаете вывод. In conclusion, I can say that although … , … .

В заключение я могу сказать, что, хотя ... , ... .

To draw the conclusion, one can say that … .

Подводя итог, можно сказать, что ... .

So it’s up to everybody to decide whether … or not.

Так что каждый должен решить для себя ... ли … , или нет.

The arguments we have presented ... suggest that ... / prove that ... / would indicate that ... .

Представленные нами аргументы ... предполагают, что ... / доказывают, что ... / указывают на то, что ... .

From these arguments one must ... / could... / might Исходя из этих аргументов, надо ... / можно ... / можно ... conclude that ... . было бы ... прийти к заключению о том, что ... . Appendix 2

Реферативный перевод Реферативный перевод представляет собой перевод, при котором происходит сжатие информации оригинала с помощью языка перевода. Реферативный перевод оставляет за переводчиком выбор основной мысли исходного текста, т.е. при реферативном переводе переводчик должен выделить ключевые компоненты текста, затем их перефразировать на язык перевода, при этом сохраняя логичность и последовательность смысла оригинального содержания. В итоге реферат вполне может заменить первоисточник, так как сообщает все существенное из его содержания. Цель реферата – дать читателю относительно полное представление о затронутых в первоисточнике вопросах и трем самым освободить от необходимости полного перевода первоисточника. ВАЖНО ПОМНИТЬ! Реферат (от лат. «refero», что означает «сообщаю») представляет собой краткое изложение в письменном виде или в форме устного публичного доклада содержания оригинального текста с раскрытием его основного содержания по всем затронутым вопросам, сопровождаемое оценкой и выводами референта. Информация в реферате излагается точно, кратко, без искажений и субъективных оценок. В реферате не используются рассуждения и исторические экскурсы. В тексте реферата не должно быть повторений и общих фраз. Исключается использование прямой речи и диалогов. Материал подается в форме консультации или описания фактов. Целесообразно включить в текст реферата основные выводы автора первоисточника. ВАЖНО ПОМНИТЬ! Объем реферата может составлять от 15 до 30 % от объема первоисточника.

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Для языка реферата свойственно использование определенных грамматикостилистических средств: 1. Простые законченные предложения способствуют быстромувосприятию реферата. Для характеристики различных процессов могут бытьиспользованы причастные обороты, обеспечивающие экономию объема. 2. Употребление неопределенно-личных предложений позволяет сосредоточить внимание читателя только на существенном, например, «анализируют, применяют, рассматривают и т.д.». 3. Большое число перечислений появляется в результате сжатия логического изложения. Они могут иметь вид перечня или лишь называть затронутые в работе второстепенные вопросы, например, «рассмотрены различные подходы к решению проблемы, представлен подробный перечень их анализа и т.д.». 4. Для повышения информативной и справочной роли реферата используются иллюстрации и схемы реферируемой работы. ВАЖНО ПОМНИТЬ! Текст реферата не должен быть сокращенным переводом или механическим пересказом реферируемого материала. Сокращение исходного материала идет двумя путями: по линии отсеивания второстепенного и несущественного и по линии перефразирования главной мысли в краткую форму речевого произведения. Для успешного выполнения этих двух задач необходимо пользоваться следующей последовательностью действий: 1. Проводится беглый просмотр первичного документа и ознакомление собщим смыслом. 2. Текст читается вторично более внимательно для ознакомления с общим содержанием и для целостного восприятия. На данном этапе определяются значения незнакомых слов по контексту и по словарю. 3. Определяется основная тема текста. 4. Проводится смысловой анализ текста с целью выделения абзацев, содержащих информацию, которая подтверждает, раскрывает или уточняет заглавие текста, а, следовательно, и основную тему. Часто уже сам источник имеет разбивку на главы и разделы. 5. Перечитываются абзацы, вызвавшие трудность в понимании. Если возникает необходимость, делается перевод. 6. Распределяется весь материал статьи на три группы по степени его важности: а) выделение наиболее важных сообщений, требующих точного и полного отражения в реферате б) выделение второстепенной информации, которую следует передать в сокращенном виде в) выделение малозначительной информации, которую можно опустить 7. Определяется ключевая мысль каждого абзаца. Таким образом, составляется логический план текста. Далее необходимо сформулировать главную мысль всего первоисточника, если это не сделано самим автором.

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Некоторые логико-грамматические лексические единицы, характерные для английской научной литературы according to aforementioned along with and in particular and so forth, and so on apart from as a matter of fact as an alternative as a whole as compared with as for as to as well as well as at first at present at the same time bearing in mind because because of be concerned besides beyond doubt both... and but by means of by no means by reason of consequently despite except exceptfor first of all for example, for instance for short fort hat purpose for this reason generally speaking having regard to hence hereinafter hereof however in addition to in connection with in contrast in detail in fact

согласно вышеупомянутый одновременно; наряду; вместе с и в частности и так далее помимо; кроме на самом деле; фактически, собственно говоря вместо в целом no сравнению что касается; относительно; вплоть до что касается также так же как; а также и сначала в настоящее время в то же самое время принимая во внимание, учитывая потому что; так как вследствие; из-за; по причине with касаться; иметь дело кроме того; помимо несомненно как ..., так и; и ... и кроме; но; только при помощи; посредством; путем никоим образом; ни в коем случае вследствие; из-за поэтому; следовательно несмотря на кроме, кроме как за исключением, кроме прежде всего например короче, для краткости для этой цели по этой причине вообще говоря принимая во внимание следовательно ниже; в дальнейшем отсюда; из этого однако кроме того; в дополнение к в связи с в противоположность (этому) подробно действительно; на самом деле 75

in general in other words in particular in the main in this way it is necessary it is of interest it is safe to say it is to be noted it stands to reason it will be noted namely of course on the one hand on the other hand subject to that is (i.e.) that is why then the only vice versa

вообще другими словами в особенности; в частности в основном таким образом необходимо интересно можно с уверенностью сказать необходимо заметить ясно; очевидно следует отметить а именно; то есть конечно с одной стороны с другой стороны при условии; если то есть вот почему тогда; затем единственный наоборот

Модель реферата статьи (Rendering Model Structure and Clichés) 1. Review introduction The article placed in journal “…” № … is concerned with the problem(s) (ways, methods) … The author of the article is the famous scientist … The article is called (runs under the title, titled, published in) …

2. The article general characteristics The paper is devoted to (is concerned with) the problem, question …/ The paper deals with …. The paper (article) under discussion (consideration) is intended (aims) to describe (explain, examine, survey) … 3. The problem raised in the article There is a question/problem raised in the article concerning … The analysis described/showed in the article reveals … The problem/question is concerned with … 4. The article composition The article is divided into … parts (consists of … parts, begins with …, at the end of the article the author …) 5. The article description In the introduction … is (are) formulated …, the definition of … is given … At the beginning of the paper the objective (purposes, tasks) is stated/presented … Further the general characteristics of the raised problem/chapters/parts, research, paper, article is given …

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1. Вводная часть реферата В статье "...", помещенной в журнале "..." №... за ... год, рассматриваются вопросы (проблемы, пути, методы) Автор статьи – известный ученый... Статья называется (носит название..., под названием..., озаглавлена..., под заголовком.., опубликована в ...) 2. Тема статьи, ее общая характеристика Тема статьи –... ( Статья на тему..., Статья посвящена теме (проблеме, вопросу)...)... Статья представляет собой обобщение (изложение, описание, анализ, обзор). 3. Проблема статьи В статье речь идет... (о чем?), (говорится (о чем?), рассматривается (что?), дается оценка (чему?, чего?), анализ (чего?), изложение (чего?). Сущность проблемы сводится... (к чему?), заключается (в чем?), состоит (в чем?). 4. Композиция статьи Статья делится на … части (-ей) (состоит из ... частей, начинается (с чего?), заканчивается (чем?)...). 5. Описание основного содержания статьи Во введении формулируется ...(что?) (дается определение ...(чего?) ) В начале статьи определяются (излагаются) цель (цели, задачи)...

In the article the author outlines (points out, reviews, analyses) the following problems …

6. The author’s point of view The author gives examples/refers to (facts, figures, data) confirming/illustrating his/her statements … The article suggests, gives … 7. The author’s conclusion and summary The author concludes … At the end of the article the author sums up ... The paper summarizes … In summing up the author confirms … 8. Review summary and assessment In conclusion, one can say/underline/point out that … The plus/advantage of the article is … The minus/disadvantage of the article is … From theoretical/practical point of view it is important/significant to … There are objections/doubts concerning … One can’t but agree with … The questions/problems raised in the article can be of great interest for … The choice of article/work title is naturally determined … Firstly/ secondly/ thirdly and finally…

Далее дается общая характеристика проблемы (глав, частей), исследования, статьи... В статье автор ставит (затрагивает, освещает) следующие проблемы, (останавливается (на чем?) касается (чего?)...) 6. Иллюстрация автором своих положений Автор приводит (ссылается на) пример(ы) (факты, цифры, данные), подтверждающие, иллюстрирующие его положения... В статье приводится, дается... 7. Заключение, выводы автора Автор приходит к выводу (заключению), что... (подводит нас к..., делает вывод, подводит итог) В конце статьи подводятся итоги (чего?) В заключение автор говорит, что, (утверждает, что)... 8. Выводы и оценки референта В итоге можно сказать (подчеркнуть, отметить)... Достоинством работы является... Недостатком работы является... С теоретической (практической) точки зрения важно (существенно)...

Вызывают возражения (сомнения)... Нельзя (не) согласиться с... Вопросы, рассматриваемые в статье, представляют большой интерес... Основная тема статьи отвечает задачам... Выбор темы статьи (исследования) закономерен ... Во-первых..., во-вторых..., в-третьих..., и, наконец... Clichés The paper deals with …. The idea is expressed in/by … The investigation (the research) is carried out …. Figures/ facts speak for themselves. The experiment (analysis) is made …. Figures/ facts/ examples illustrate/ show the real/ The results agree well with the theory …. present standing of … The results proved to be interesting (reliable) …. On the one hand / on the other hand … The new theory (technique) is developed (worked out, More than that… proposed, suggested, Speaking about … advanced) …. It results in … The new method (technique) is discussed (tested, To speak in detail … described, shown) …. For example/ for instance/ as for … The purpose of the research is to prove (test, develop, No doubt that … summarize, find) …. By this I mean … Special attention is paid (given) to …. So / besides / moreover / that is why … Reference is made to …. However … The author gives a review of …. Considering all the facts … There are several solutions of the problem …. To sum up, … There is some interesting information in the paper …. Summing up, I can say that … It is expected (observed) that …. So, to summarise … It is reported (known, demonstrated) that …. I find this article/text interesting /informative/ up-toIt appears (seems, proves) that …. date/ out-of-date/ of no use/ because … It is likely (certain, sure) …. In conclusion, I can say that … It is impossible to account for …. It should be remembered (noted, mentioned) ….

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Appendix 3

Типовые фразы, используемые в публичной речи In other words I have no doubt that I disagree A majority of us believe A proof of this is A short time since Above all things, let us not forget All of us know And here allow me to call your attention Be confident, therefore Before I close I will particularly remark Broadly speaking But after all, I think no one can say But do you imagine But I am certain from my own experience Can it be supposed Common sense indicates Contemplating these marvelous changes Does not the event show Every now and then you will find First of all I ask For myself, certainly I think For, perhaps, some one may say Generally speaking Granting all this

Had I time for all that might be said He who is insensible to Here, then, I am brought to the consideration I am exceedingly glad of this opportunity I am far from asserting I am glad of this public opportunity I am here by the favor of your invitation I am here to introduce I am indebted for the honor I am not surprised I am sure this generous audience will pardon me I am sure you will be kind enough I am told on authority I am under the impression I beg again to thank you for the honor I begin with expressing a sentiment I believe I shall make it clear to you I close with the words I come to the other assumption I know I am treading on thin ice I know many reasons why I know very well the difference between I look with encouragement I mention these facts because Had I time for all that might be said

http://the-importance-of-words.blogspot.com/2009/03/public-speaking-phrases.html Appendix 4

Turnout

a simple turnout – обыкновенный стрелочный перевод tongue piece – сердечник крестовины tie bar – соединительная тяга Remember! point (UK)/switch (US) point blade (UK)/switch rail (US) crossing sleepers (UK)/ crossing ties (US) crossing (UK)/ frog (US) 78

Appendix 5

Полезные фразы для выступления с докладом на конференции ВАЖНО: не забывайте в течение всего выступления сохранять визуальный контакт с аудиторией и доброжелательно улыбаться! 1. Привлекаем внимание слушателей (Signaling the start): Can I have your attention, please? 2. Приветствуем аудиторию (Greeting): Good morning/afternoon/evening, ladies and gentlemen. 3. Представляемся (Self-identification): Let me introduce myself… *этот пункт можно пропустить, если Вас представляет ведущий! 4. Обозначаем цель доклада (Starting the target): The goal of my report is to inform/to review/to report… I’m going to/I would like to inform you about…/speak about…/discuss a problem of… 5. Если доклад состоит из нескольких логически связанных частей, называем тему каждой из них (Providing overview): I’ve divided my report into three parts/sections as follows: …(перечисляем). My report will be in three parts… The first one is about… The second describes… 6. Информируем аудиторию о правилах, которых будем придерживаться (Stating the rules): The report will take about 5 minutes. If you have any questions I will be glad to answer them at the end of my report. 7. ДАЛЕЕ СЛЕДУЕТ ТЕКСТ ДОКЛАД С ОБРАЩЕНИЕМ К СЛАЙДАМ ПРЕЗЕНТАЦИИ 8. Обращение к слайдам презентации: Have a look at this chart (British). / Take a look at this diagram (American). Here we can see…(название слайда или таблицы). The chart/ diagram/ graph/picture/drawing represents… (название таблицы/графика и т.д.). 9. Вывод по докладу (Conclusion): 10. Благодарим за внимание: Thank you for your attention. 11. Приглашаем задавать вопросы: Feel free to ask questions (первое приглашение). Are there any more questions you would like to ask? (внутри дискуссии) Are there any questions you’d like to ask? More questions? Questions?

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Appendix 6

Аннотирование английских текстов Сущность аннотирования заключается в максимальном сокращении объема источника информации при существенном сохранении его основного содержания. Исходное сообщение освобождается от всего второстепенного, иллюстративного, поясняющего, сохраняется лишь сама суть содержания. Аннотация выполняет важную функцию: она знакомит читателя с наличием источников нужной информации, то есть проводит ее систематизацию. ВАЖНО ПОМНИТЬ! 1. Аннотация лишь перечисляет те вопросы, которые освещены в первоисточнике, не раскрывая самого содержания этих вопросов. 2. Аннотация лишь сообщает, о чем написан первоисточник, не информируя о том, что написано по каждому из затронутых вопросов. 3. Аннотация является лишь указателем для отбора первоисточников и не может их заменить. Речевые клише для написания аннотаций Большое внимание следует уделить обработке специальных клише, характерных для аннотации. В научном изложении имеется ряд подобных речевых стереотипов. Они облегчают процесс коммуникации, экономят усилия, мыслительную энергию и время переводчика и его адресата. ВАЖНО ПОМНИТЬ! Клише – это речевой стереотип, готовый оборот, используемый в качестве легко воспроизводимого в определенных условиях и контекстах стандарта. Удобная классификация клише аннотаций построена на понятийной основе. В соответствии с ней клише группируются в зависимости от общего понятия с ним связанного, внутри которого рассматриваются более мелкие группировки. Например, наанглийскомязыке: 1. Общая характеристика статьи: The paper (article) under discussion (consideration) is intended (aims) to describe (explain, examine, survey) … 2. Задачи, поставленные автором: The author outlines (points out, reviews, analyses)… 3. Оценка полученных результатов исследования: The results obtained confirm (lead to, show)… 4. Подведение итогов, выводов по работе: The paper summarizes, in summing up to author, at the end of the article the author sums up... Образцы клише на английском языке The paper is devoted to (is concerned with) …. The paper deals with …. The investigation (the research) is carried out …. The experiment (analysis) is made …. The measurements (calculations) are made …. The research includes (covers, consists of) …. The data (the results of …) are presented (given, analyzed, compared with, collected) …. 80

The results agree well with the theory …. The results proved to be interesting (reliable) …. The new theory (technique) is developed (worked out, proposed, suggested, advanced) …. The new method (technique) is discussed (tested, described, shown) …. This method (theory) is based on …. This method is now generally accepted …. The purpose of the experiment is to show …. The purpose of the research is to prove (test, develop, summarize, find) …. Special attention is paid (given) to …. Some factors are taken into consideration (account) …. Some factors are omitted (neglected) …. The scientists conclude (come to conclusion) …. The paper (instrument) is designed for …. The instrument is widely used …. A brief account is given of …. The author refers to … Reference is made to …. The author gives a review of …. There are several solutions of the problem …. There is some interesting information in the paper …. It is expected (observed) that …. It is reported (known, demonstrated) that …. It appears (seems, proves) that …. It is likely (certain, sure) …. It is possible to obtain …. It is important to verify …. It is necessary to introduce …. It is impossible to account for …. It should be remembered (noted, mentioned) ….

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Библиографический список 1. Английский язык: Учебно-методическое пособие для студентов 1 курса железнодорожных специальностей дневной формы обучения / Сост. М.В. Жесткова, С.Я. Никитина. Самара: СамГАПС, 2005. 155 с. 2. Маркушевская Л.П., Цапаева Ю.А. Аннотирование и реферирование: Метод. рекомендации для самостоятельной работы студентов. СПбГУИТМО, 2008. 51 с. 3. Плужников К.И. Глобализация производства и распределения международных транспортных услуг, 2006. URL: http://economy-lib.com 4. Железные дороги мира. № 4. 2009. 5. Наука и жизнь. № 5. 2009. 6. U.S. Encyclopedia of Occupational Health and Safety, 2012. 7. Globalization through Technology. Free online research papers. URL: http://www.freeonlineresearchpapers.com/globalization-through-technology 8. Популярная механика. URL: http://www.popmech.ru/article/7829-poddat-gazu 9. http://www.un.org/esa/gite/csd/gorham.pdf 10. http://www.mind-mapping.co.uk 11. http://www.britannica.com 12. http://ru.wikipedia.org 13. http://www.rtands.com 14. http://www.youtube.com/ 15. http://www.porterbrook.com/pages/press_releases/060710.html 16. http://www.metalinfo.ru/ru/news/60329 17. http://en.wikipedia.org 18. http://www.hse.gov.uk 19. http://www.docload.ru/Basesdoc/6/6933/index.htm 20. http://en.wikipedia.org/wiki/Dangerous_goods 21. http://www.transinterlog.com/articles/82/http://the-importance-of-words.blogspot.com/2009/03/publicspeaking-phrases.html

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