
- •S. Seiffulin kazakh agro technical university
- •Astana 2011
- •Introduction
- •Exercises
- •Cause damage hold invite make overtake show surround translate write
- •5. Write questions using the passive. Some are present and some are past.
- •6. Put the verb into the correct form, present simple or past simple, active or passive.
- •7. Rewrite these sentences. Instead of using somebody, they, people etc., write a passive sentence.
- •Passive Voice
- •Perfect infinitive
- •Present continuous
- •Sources of food
- •Exercises
- •1. Translate these interesting facts about food into your own language
- •6. Rewrite these sentences. Instead of using somebody or they etc., write a passive sentence.
- •7. Make sentences from the words in brackets. Sometimes the verb is active, sometimes passive.
- •Food from animals
- •Exercises
- •2. Make 10 test questions with 5 answers about this text and try to use Passive Voice
- •3. Retell the text
- •4. Find the right answer Test . Passive Voice
- •Unit 2 Text: The food of the Nomad Grammar: Question tags
- •Exercises
- •I. Choose the right variant
- •II. Make five questions about this text
- •2. Put a question tag on the end of these sentences
- •3 Read the situation and write a sentence with a question tag. In each situation you are asking your friend to agree with you.
- •4 In these situations you are asking for information, asking people to do things etc.
- •Exercises
- •1. Rewrite the sentences using Reported speech
- •2. Retell the text using reported speech
- •3. Yesterday you met a friend of yours, Steve. You hadn’t seen him for a long time. Here are some of the things Steve said to you:
- •Exercises
- •The following sentences are direct speech. Rewrite the sentences using reported speech.
- •Here are some things that Sarah said to you:
- •Complete the sentences with say or tell (in the correct form). Use only one word each time
- •The following sentences are direct speech
- •Reported Speech
- •Exercises
- •1. Write 10 questions about this text
- •3. Make a new sentence from the question in brackets.
- •4 You are making a phone call. You want to speak to Sue, but she isn't there. Somebody else answers the phone. You want to know three things:
- •Grammar Reported Speech (questions)
- •Grammar Revision. Passive Voice, Question tags, Reported Speech
- •I variant
- •II variant
- •III variant
- •IV variant
- •Unit 4 Text: The food industry
- •The food industry
- •Exercises
- •Translate the text into your own language and learn by heart the new words.
- •Now answer these questions:
- •Complete each sentence with one of the following verbs (in the correct form): answer apply be forget listen live lose make read try use
- •Complete the sentences so that they mean the same as the first sentence. Use -ing.
- •Use your own ideas to complete these sentences. Use -ing.
- •Unit 5 Text: History of Chocolate
- •Short History of Chocolate
- •Exercises
- •Read and translate the text.
- •Now answer these questions
- •Look at the picture and write what you see and how it has been made. Use gerund or infinitive.
- •Food processing. Translate the text into your own language
- •Food packaging. Read and retell the text.
- •Complete each sentence with a suitable verb.
- •Put the verb into the correct form, to ... Or -ing.
- •Make a new sentence using the verb in brackets.
- •Unit 6 Text: Food transportation and food marketing
- •Food transportation
- •Grammar:
- •(I want you to ... Etc.) want ask help would like
- •Make and let
- •Exercises:
- •2. Complete each second sentence so that the meaning is similar to the first sentence.
- •Unit 7 Text: Problems with frozen foods
- •Problems with frozen foods
- •1 Put the verb into the correct form, -ing or to ... . Sometimes either form is possible.
- •2 Here is some information about Tom when he was a child.
- •3 Complete each sentence with a verb in the correct form, -ing or to ... .
- •Enjoy finish imagine admit avoid feel like (infml) (don't)mind can't stand give up deny
- •Manage refuse promise offer
- •Exercises:
- •1. Underline the correct word(s). Be careful: in two sentences, both possibilities are correct.
- •2 Complete part (c) of each sentence in a suitable way, starting with a verb.
- •3 Read the story and answer the questions below.
- •Unit 8 Text: Interesting Facts about British Food Grammar: Conditional sentence 1
- •Exercises:
- •1 Complete the sentences using the verbs in brackets. All the sentences are about the future. Use Will/won't or the present simple (I see / he plays / it is etc.).
- •2 Make one sentence from two:
- •3 Read the situations and complete the sentences.
- •4 Put in when or if.
- •Translate the text into your own language
- •Interesting Facts about British Food: English Pub Food
- •English Cream Teas
- •Unit 9 Text: 10 Poisonous Foods we like to eat Grammar: Conditional sentence 2 (If I knew ... I wish I knew ...)
- •Exercises:
- •1 Put the verb into the correct form.
- •2 Write a sentence with if ... For each situation.
- •Write sentences beginning I wish ... .
- •4 Write your own sentences beginning I wish ... .
- •Potatoes
- •Tomatoes
- •Almonds
- •Cherries
- •Mushrooms
- •Elderberry
- •Rhubarb
- •Castor Oil
- •Pufferfish
- •Unit 10 Text: Discover a few interesting facts that You May Not Know. Grammar: Conditional sentence 3 (If I had known I wish I had known)
- •Grammar: Conditional sentence (3)
- •If I had known you were in hospital, I would have gone to see you.
- •Exercises:
- •1 Put the verb into the correct form.
- •2 For each situation, write a sentence beginning with If.
- •3 Imagine that you are in these situations. For each situation, write a sentence with I wish.
- •4. Translate the sentences into your own language.
- •Interesting Food Facts
- •Unit 11 Text: History of Tomatoes Grammar: Phrasal verbs: form and meaning
- •1 Complete the phrasal verbs. Remember to put the verb into the correct form.
- •2 Complete these sentences in a logical way.
- •3 Look at the dictionary entry for 'go off, and match the meanings with the sentences below.
- •4 Correct any mistakes with word order in these sentences. Be careful: some are correct.
- •5 Make these texts more informal by changing the underlined verbs to phrasal verbs.
- •6 Fill the gaps to complete the phrasal verbs in these sentences.
- •7 Complete these sentences in a logical way.
- •History of Tomatoes
- •Revision for all materials
- •1 Variant
- •2 Variant
- •3 Variant
- •4 Variant
- •5 Variant
- •6 Variant
- •7 Variant
- •Additional texts Texts for reading and retelling popcorn
- •Popcorn Balls
- •The Healthy Eating Pyramid includes the following: Whole Grains
- •Healthy Fats and Oils
- •Vegetables and Fruits
- •Nuts, Seeds, Beans, and Tofu
- •Fish, Poultry, and Eggs
- •Dairy (1 to 2 Servings Per Day) or Vitamin d/Calcium Supplements
- •Use Sparingly: Red Meat and Butter
- •Multivitamin with Extra Vitamin d (For Most People)
- •Optional: Alcohol in Moderation (Not for Everyone)
- •Kazakhstan’s cuisine
- •Food and drink
- •Food and drink based on milk
- •Dishes from cereals
- •Cold first courses
- •Hot first courses
- •Second courses
- •Bread and pasta
- •Desserts
- •Meals in Britain (1)
- •Vocabulary:
- •Meals in Britain (2)
- •British Cuisine
- •Questions:
- •Vocabulary:
- •Spirits in Ireland
- •Questions:
- •Traditional American Food
- •The Story of “McDonald's” and “Coca-Cola”
- •World Food Kazakhstan: a Focus on the Food Industry
- •About Kazakhstan trade recovering in kazakhstan
- •A review of the food and beverage market in kazakhstan
- •Kazakhstan to Launch Its Own Infant Food Production
- •Kazakhstan to Develop Winemaking
- •Source: Kazakhstan Today
- •Kazakhstan: a 200-Hectare Food Terminal Being Built Near Astana
- •Halal-Industry Association Established in Kazakhstan
- •Second Record Bumper Harvest over Last Five Years in Kazakhstan – About 21 Million Tons in Store – Nazarbayev
- •Examination tests test-1
- •Irregular verbs
- •Bibliograhpy
- •Content
S. Seiffulin kazakh agro technical university
D. M. Rakhimova, E. A. Unissov
food industry
Astana 2011
Д.М.Рахимова, Е.А.Юнисов
Английский язык (для студентов факультета ВиТЖ, обучающихся по специальности 5В072700 «Технология продовольственных продуктов»
Астана, 2011. – 121 стр.
Рецензии написаны:
Кандидатом педагогических наук, доцентом кафедры СГД университета «Туран-Астана» Калдаяковой Г.С.
Старшим преподавателем английского языка КАТУ им. С.Сейфуллина Байгашкаровой М.И.
Учебное пособие включает в себя специализированные тексты и грамматические темы, а также дополнительные тексты. Упражнения направлены на развитие навыков письма, перевода, чтения и говорения, а также тесты для самоконтроля на закрепление изучаемого лексико-грамматического материала. Образцы промежуточных и экзаменационных тестов позволяют студентам самостоятельно подготовиться к рубежному и итоговому контролю. Данные в учебном пособии грамматические справочники позволяют систематизировать грамматический материал.
Студенты могут пользоваться учебное пособие на занятиях под руководством преподавателя, а также самостоятельно.
Учебное пособие содержит лексический материал для составления тематических текстов.
Учебное пособие по английскому языку для студентов факультета ВиТЖ рекомендоано УС КазАТУ им.С.Сейфуллина ( протокол № 13 от 30.06.11г)
© Рахимова Д.М., Е.А.Юнисов., 2011
Introduction
Renowned international academicians and food industry professionals have collaborated to create Food Processing: Principles and Applications. This practical, fully illustrated resource examines the principles of food processing and demonstrates their application by describing the stages and operations for manufacturing different categories of basic food products
As hands - on guide to the essential processing principles and their application, this book serves as a relevant primary or supplemental text for students of food.
Food processing is a major contributor to food technology, and provides important and useful tools for the food technologist to apply in designing, developing and controlling food processes. Process engineering principles are the basis for food processing, but only some of them are important and commonly encountered in the food industry. This book aims to select these important principles and show how they can be quantitatively applied in the food industry. It explains, develops and illustrates them at a level of understanding which covers most of the needs of the food technologist in industry and of the student working to become one. It can also be used as an introduction to food engineering.
Unit 1
Text: Food
Grammar: Passive Voice
Food
Food and cooking
F
ood
is one our most basic needs. We cannot live without it. Food gives us
the energy for everything we do – walking, talking, working,
playing, reading and even thinking and breathing. Food also provides
the energy our nerves, muscles, heart, and glands need to work. In
addition, food supplies the nourishing substances our bodies require
to build and repair tissues and to regulate body organs and systems.
All living things must have food to live. Green plants use the energy of sunlight to make food out of carbon dioxide(a gas in the air) and water and other substances from the soil. Other living things depend on the food made by green plants. The food that people and other animals eat comes chiefly from plants or from animals that eat plants.
Food does more than help keep us alive, strong and healthy. It also adds pleasure to living. We enjoy the flavors, odors, and textures of foods. We celebrate special occasions with favorite meals and feasts.
Although most of the food we eat comes from plants or animals, the variety of foods as grains, fruits and vegetables. Animals provide meat, eggs and milk. These basic foods may require little or no preparation before they are eaten. Or they may be greatly changed by processing. For example, milk may be made into such foods as butter, cheese, ice cream, and yogurt.
The chief foods that people eat differ widely throughout the world. Millions of people in the Orient eat rice as their main food. People of the Pacific Islands depend heavily on fish. Most people of Turkey eat mainly cracked-wheat bread and yogurt. The people of Argentina and Uruguay eat much beef. What people eat depends chiefly on where they live and how much money they have. It also depends on their customs, health, life style, and religious beliefs. Children learn many eating habits from their parents. But each person develops individual food preferences and prejudices. Eating habits are also influenced by how much time people have to buy, prepare, and eat food.
In developing countries, many families must produce all their food themselves. In the United States, Canada, and other developed countries, however, most people rely on the food industry for their food. The food industry includes farmers, food-processing companies, researchers, shipping companies, and food stores. The growth of the food industry has greatly increased the amount and kinds of foods available in developed countries.