- •Contents
- •II course
- •III course
- •Введение
- •Unit 1 from the history of the food industry
- •From the history of the food industry
- •Supply antonyms for the following words:
- •Insert the words given bellow:
- •Give the English equivalents for following words:
- •Answer the following questions:
- •Read the text and try to understand its main contents. The present day food industry
- •10. Choose the statements corresponding to the text contents:
- •12. Find in the text the following word combinations:
- •13. State what part of speech the underlined words are.
- •Tasks to the Unit 1.
- •Unit 2 foods and their constituents
- •Read and translate the words having the same root in the English and Russian languages:
- •Remember the meaning of the following words:
- •Paying attention to the suffixes, find the equivalent to the Russian words:
- •Read and translate the text:
- •Important materials in your food
- •Supply antonyms for the following words:
- •Insert the words given below:
- •12. Define the forms and functions of the infinitive:
- •13.Make up sentences using infinitive construction; translate sentences:
- •14. Translate the following sentences into English using the Complex Subject with the Infinitive:
- •15. Translate the following sentences into English, using Complex Object:
- •16.Read the text and try to understand its contents: minerals
- •17. Define the sequence of the following statements according to the text:
- •18. Make up statements corresponding to the information of the text:
- •19. Read the text hard and make up table containing the following data:
- •Vitamins
- •Unit 3 meat and meat products
- •Read and translate the text: meat and meat products
- •Find in the text antonyms to the following words, translate them into Russian:
- •Insert the words given below:
- •Find in the text the equivalents of the following words and word combinations:
- •Answer the following questions:
- •Read the following text and try to understand its contents: products of meat processing
- •10.Choose the statement corresponding to text contents:
- •Unit 4 the food value of fish
- •Read and translate the following text: the food value of fish
- •8. Answer the following questions:
- •10. Identify passive structures and translate the sentences into Russian.
- •11. Change the following sentences into the Passive Voice.
- •12. Translate the sentences into English.
- •Unit 5 characteristics of fish as raw material for industry
- •Read and translate the words having the same root in the English and Russian languages:
- •Remember the meaning of the following words and word-combinations:
- •State what part of speech the following words are, translate them into Russian:
- •Read and translate the following text: characteristics of fish as raw material for industry
- •5.Give nouns or adjectives of which the following verbs are formed:
- •6. Confirm or rebut the following statements:
- •7. Choose English equivalents for words in brackets:
- •9. Identify the function of one. Translate the sentences into Russian.
- •Unit 6 measuring the quality of catch
- •Measuring the quality of your catch
- •Unit 7 salting
- •Salting
- •Notes on the text:
- •10. Find antonyms in the right hand column and translate them:
- •11. Answer the following questions:
- •12. Translate the following sentences into English:
- •13.Analyse the sentences and state the forms and functions of the Gerund:
- •14. Change the following sentences using the Gerund instead of the subordinate clauses:
- •Unit 8 smoking the fish
- •Read and translate the words having the same root in the English and Russian languages:
- •Remember the meaning of the following words:
- •3. Translate the following word-combinations:
- •4.Read and translate the following text: smoking the fish
- •5. Name the words from which the given adverbs are formed, translate them:
- •6. Find the synonyms for the words in the first column:
- •7. Supply antonyms for the words in the first column:
- •8. Give English equivalents:
- •9. Answer the following questions:
- •10. Insert the missed words and translate into Russian:
- •11.Read the text and try to understand its main contents: smoking kilns
- •Notes on the text:
- •12.Choose the statements corresponding to the text contents:
- •13. A) Form the Participle from given words with negative prefix and translate into Russian:
- •14. Compare and translate adjective and Participle II
- •15. A) State of what part of speech are the following derivatives and translate them:
- •16.State the functions of the Participles in the following sentences and translate them into Russian:
- •Unit 9 production of frozen fish
- •Production of frozen fish
- •9. Answer the following questions:
- •10. Translate the following sentences into English:
- •Unit 10 marinading of fish
- •Read and translate the words having the same root in the English and Russian languages:
- •Remember the meaning of the following words and word-combinations:
- •4. Read and translate the text: marinading of fish
- •6. Find the Russian equivalents in the right hand column:
- •7. Answer the following questions:
- •8. Translate the following sentences into English:
- •9. Translate the following conditional sentences:
- •10. Use the verbs in brackets in the required tense and translate the following sentences into Russian:
- •11. Translate the following sentences into English paying attention to conditional sentences:
- •Unit 11 environment and pollution
- •Environment and pollution
- •Fill in the blanks with the words given below:
- •Confirm or rebut the following sentences:
- •Answer the following questions:
- •Translate the following sentences into English:
- •11. State coordinative and subordinate conjunctions. Translate the sentences into Russian.
- •12. Translate the sentences into Russian. Identify the types of subordinate clauses:
- •13. Translate the following sentences into English.
- •III course unit 1 breadmaking
- •Read and translate the text: Text a. Technology of breadmaking
- •Translate into English and write the following processes in the proper order:
- •Find in the text the equivalents to the Russian word-combinations:
- •Insert the words given below:
- •Answer the following questions:
- •Read the following text and explain the difference between “straight” and “sponge and dough” methods: Text b. Methods of mixing dough
- •Choose those words whish deal with the notion of sponge dough “method”:
- •Finish the sentences:
- •Task to the Unit I.
- •Unit 2 milk and dairy products
- •Read and translate the words having the same root in the English and Russian languages:
- •Remember the meaning of the following words and word-combinations:
- •Mind the following abbreviations:
- •4. Translate the following word-combinations:
- •5.Read and translate the following text: Text a. Milk processing
- •I. Dairy products
- •6.Match each phrase or word in the right-hand column with the best meaning in the left-hand column:
- •7.Read the text and try to understand its main contents:
- •II. Commercial processing of milk
- •8.Insert the words given below:
- •9.Find in the text the equivalents to the following Russian word-combinations:
- •10.Answer the following questions:
- •11.Read the text and try to understand its main contents: Text c. Cultured milk products
- •12.Answer the following questions:
- •Tasks to the Unit 2.
- •Unit 3 sugar processing
- •5.Find in the text the equivalents to the following Russian word-combinations:
- •6.Finish the following sentences:
- •7.Put the names of processes in proper order:
- •8.Draw and fill in the following table (in Russian and English):
- •9.Fill in the same table for sugar manufacture from the sugar beet:
- •10.Read the text b and choose the most suitable title for the text. Explain the choice.
- •Task to the Unit 3.
- •Unit 4 fats and oils
- •Text a. Fats and oils
- •Find in the text English equivalents for the following word-combinations:
- •Insert the words given below:
- •Answer the following questions:
- •9.Replace the modal verbs by their equivalents:
- •10.Read the text and try to understand its main contents: Text b. Animal fats and vegetable oils
- •11.What statement corresponds to the text contents?
- •12.Read the text and try to understand its main contents: Text c. Margarine and butter
- •Notes on the text:
- •Why fish go bad
- •Chilled fish
- •Notes on the text:
- •Hanging
- •Notes on the text:
- •Food preservation
- •Notes on the text:
- •Marine pollution prevention
- •Notes on the text:
- •Drying of fish
- •Continuous tenses
- •Perfect tenses
- •The passive voice
- •Способы перевода страдательных оборотов на русский язык
- •Future-in-the-Past.
- •Sequence of tenses
- •Conditional Sentences
- •The Adverb
- •Modal verbs and their equivalents (модальные глаголы и их эквиваленты)
- •Функции инфинитива
- •Complex Subject (Сложное подлежащее) Структура предложения и перевод:
- •Complex object (сложное дополнение)
- •Определительный инфинитивный оборот
- •Инфинитивный оборот
- •Conditional Sentences (Условные предложения)
- •Бессоюзное придаточное предложение
- •Gerund (Герундий)
- •Наиболее употребительные суффиксы и префиксы
- •1. Суффиксы имен существительных
- •II. Суффиксы имен прилагательных
- •III. Суффиксы имен числительных
- •IV. Суффиксы глаголов
- •V. Суффиксы наречий
- •Основные префиксы
- •Supplement III. Vocabulary Словарь-минимум для чтения текстов по специальности
- •Names of species
- •Balaenoptera – кит семейства полосатиков
- •Список используемой литературы
- •98309 Г. Керчь, Орджоникидзе, 82
Notes on the text:
1. cut-отруб
2. proteolytic enzyme - протеолитический фермент
3. to involve - включать в себя
4. to inject - впрыскивать, вводить
5. dish - блюдо
6. gravy - мясной соус
7. commercial - промышленный
8. shelf-life - срок хранения
9. luncheon meat-мясо (консервированное) для завтрака
Why fish go bad
As soon as a fish dies, spoilage begins. Spoilage is a result of a whole series of complicated changes brought about in the dead fish by its own enzymes, by chemical action and by bacteria. It is necessary to understand something of the way in which these changes take place in order to make the fullest use of chilling of keeping them in check.
An important series of changes is brought about by the enzymes of the living fish which remain active after its death. They are particularly involved in the flavour changes that take place during the first few days of storage, before bacterial spoilage has become marked.
Millions of bacteria, many of them potential spoilers, are present in the surface slime, on the gills and in the intestines of the living fish. They do no harm because the natural resistance of a healthy fish keeps them at bay. Soon after the fish dies, however, bacteria begin to invade the tissues through the gills, along blood vessels, and directly through the skin and the lining of the belly cavity.
In addition to bacterial and enzymatic changes, chemical changes involving oxygen from the air and the fat in the flesh of species such as tuna and mackerel can produce rancid odours and flavours.
Thus, spoilage is a natural process once the fish dies, but chilling can slow down this process and prolong the shelf life of fish as food.
Effect of temperature on spoilage. There are three important ways of preventing fish going bad too quickly – care, cleanliness and cooling. Care in handling is essential because unnecessary damage can provide access through cuts and wounds for the spoilage bacteria, thus hastening their effect on the flesh. Cleanliness is important in two ways: 1) the natural sources of bacteria can largely be removed soon after the fish is captured by taking out the guts and washing off the slime from the surface of the fish; 2) the chances of contamination can be kept to a minimum by ensuring the fish is always handled in a hygienic manner. But most important of all, the fish must be chilled quickly and kept chilled.
The speed with which bacteria grow depends on temperature. Indeed, temperature is the most important factor controlling the speed at which fish go bad. The higher the temperature, the faster the bacteria multiply, using the flesh of the dead fish as food. When the temperature is sufficiently low, bacterial action can be stopped altogether; frozen fish stored at a very low temperature, for example -30°C, will remain wholesome for a very long time because bacteria are either killed or completely inactive at this temperature, and other forms of spoilage progress only very slowly. But, even at -10°C, some kinds of bacteria can still grow, although only a very slow rate. Therefore for long-term storage, of many weeks or months, freezing and cold storage are necessary.
It is not possible to keep unfrozen fish at a temperature low enough to stop bacterial action completely, because fish begin to freeze at about -1°C. however, it is desirable to keep the temperature of unfrozen fish as close to that level as possible in order to reduce spoilage; the easiest and best way of doing this is to use plenty of ice which, when made from clean fresh water, melts at 0°C.
At temperatures not much above that of melting ice, bacteria become much more active and fish consequently goes bad more quickly. For example, fish with a storage life of 15 days at 0°C will keep for 6 days at 5°C and only about 2 days at 15°C before becoming unacceptable.
Notes on the text:
complicated – сложный
enzyme – энзим, фермент
chilling – охлаждение
involve – вовлекать
intestines – кишки, кишечник
invade – проникать
mackerel – скумбрия
prolong – продлить
prevent – предотвращать
access – доступ
contamination – загрязнение
