ENGLISH
FOR READING SCIENCE AND TECHNOLOGY.
Учебное пособие
для студентов – механиков.
Кемерово
ПРЕДИСЛОВИЕ
Данное учебное пособие преднозначено для студентов, обучающихся на механическом факультете технологических институтов по направлениям подготовки (специальностям): 140504 «Холодильная, криогенная техника и кондиционирование», 150400 «Технологические машины и оборудование», 220301 «Автоматизация технолгических процеесов и производств», 260601»Машины и аппараты пищевых производств» и 260602 «пищевая инженерия малых предприятий».
В пособии представлены разные формы подачи научно-технической информации (статьи, рецензии, промышленная реклама и т.д.), что дает возможность преподавателю иметь общий для всей группы материал, а студентам сформировать навыки, необходимые для последующей самостоятельной работы с научно-технической литературой.
Работу по предлагаемому пособию рекомендуется начинать после того, как усвоены основные разделы грамматики, доведено до уровня автоматизма владение наиболее употребительными речевыми моделями английского языка. Тем не менее, в каждом разделе предлагаются задания, направленные на активизацию необходимых для понимания текстов лексико-грамматических конструкций.
Цель данного пособия - познакомить студентов с основными видами научно-технических публикаций на английском языке, показать их специфику, научить эффективно пользоваться информацией по специальности. Последовательная работа над каждым разделом обеспечит углубленное понимание сложных технических текстов, умение оценивать, обрабатывать и фиксировать полученную информацию, составлять рефераты и аннотации.
Пособие делится на четыре секции. Первые две секции знакомят студентов с лексическими и стилистическими особенностями научной статьи, рецензии, аннотации, рекламы. Секция I посвящена работе с научно-техническими статьями, секция II – работе с так называемыми малыми формами: аннотация, рецензия, реклама. Каждая из этих секций, которую предваряет информация на русском языке, дающая характеристику рассматриваемому виду научной публикации, в свою очередь делится на 2-3 блока с текстами и заданиями. В секции III содержится материал для самостоятельной проработки. Статьи взяты из отраслевых журналов с незначительной обработкой и сопровождаются заданиями для контроля понимания прочитанного. В секции IV рассматриваются некоторые грамматические вопросы перевода: пассивный залог, сослагательное наклонение, модальные глаголы, неличные формы глагола, многофункциональные слова. Каждый раздел содержит краткую информацию об указанных грамматических формах и тренировочные упражнения на их распознавание и перевод.
Кроме того, пособие снабжено списком слов, целью которых является помочь студентам в работе с лексикой и лучше понять содержание предлагаемых текстов.
Что касается тематики, тексты содержат информацию, которая будет интересна будущим инженерам. Особенно широко и разнообразно представлена тематическая область «искусственное охлаждение».
Некоторые методические рекомендации.
Эффективность обучения может быть обеспечена сочетанием аудиторных и внеаудиторных форм работы. Автор рекомендует следующий подход для проработки материала каждого раздела.
1.В начале студенты самостоятельно изучают информацию, представленную на русском языке перед каждой секцией.
2.«Первое чтение текста» - это серия заданий, которые выполняются под контролем преподавателя после прочтения текста. Цель этих заданий - снять некоторые грамматические и лексические трудности, встречающиеся в тексте. Общенаучная и терминологическая лексика дается с переводом в примечаниях к тексту, но это не исключает самостоятельного изучения лексического материала студентами с целью развития у них навыков самостоятельной работы со словарём.
Задания на снятие грамматических трудностей включают явления наиболее характерные для письменных форм научной коммуникации (страдательный залог, инфинитивные и причастные конструкции, способы выражения модальности, конверсия, инверсия и т.д.)
3.Работа над текстом. Большое внимание уделяется формированию навыков гибкого чтения (просмотрового и ознакомительного – «первое чтения текста», изучающего и поискового – «второе чтение текста»). После повторного чтения текста рекомендуется проводить проверку понимания прочитанного. С этой целью в пособие включены задания на выделение ключевых фрагментов текста, поиск конкретной информации, выбор правильного ответа и др.
SECTION I
READING A SCIENTIFIC PAPER
Статья является наиболее экономичным, компактным и доступным для восприятия, осмысления и переработки источником информации, который оперативно и динамично отражает изменения и новые течения в различных областях науки.
Научно-техническая статья повествует о разработке новых или усовершенствовании известных технико-технологических решений, излагает результаты опытов, подробно описывает изучаемые предметы и явления.
Композиционная структура статьи, как правило, представлена в виде стабильных звеньев: заголовок, аннотация, список использованной литературы, иногда приложения в виде чертежей и схем.
Работа с научной статьей связана с необходимостью извлекать и фиксировать полезную информацию, полученную при чтении. Одним из важных видов такой работы является составление реферата (summary).
Рефератом называется текст, построенный на основе смысловой компрессии первоисточника с целью передачи его главного содержания. Материал в реферате излагается с позиции автора исходного текста и не содержит никаких элементов интерпретации или оценки. Цель реферата – заменить первоисточник и дать читателю возможность сберечь время при знакомстве с объектом описания. Отсюда вытекает требование: составлять рефераты таким образом, чтобы при их использовании у читателя не возникла необходимость обращаться к первичному документу.
При составлении реферата необходимо уметь:
1.Оформлять заголовочную часть реферата, которая должна включать следующие сведения: название статьи (текста); имя автора; название и выходные данные журнала (сборника); указание страниц в журнале (сборнике); указание на количество рисунков, чертежей или схем в тексте первоисточника;
2. Логически разделять текст на коммуникативные блоки;
выделять главную информацию в смысловом куске в форме ключевых фрагментов;
3.Вычленять основную информацию в целом тексте в форме ключевых предложений и ключевых фрагментов;
4.Перегруппировывать ключевую информацию в тексте;
5.Составлять вторичный текст на основе ключевого материала;
6.Редактировать текст реферата, вводить в него переходные элементы;
7.Формулировать главное содержание исходного текста в 3-4 предложениях (выход в аннотацию).
UNIT I
RESEARCH AND DEVELOPMENT IN INFORMATION
TECHNOLOGY
Barker Ph. Introduction to Information Technology//Wireless World.1993. December. p. 31-35
1.Information is derived and generated from a multitude of different sources, but undoubtedly the largest volume of new information is generated from research activity, the object of which is to solve some of the problems that confront society. Of course it is also possible to produce new information from existing material through the application of a variety of hardware and/or software processing techniques. These simply transform information in one form to an alternative representation in another. But unfortunately, information produced in these ways is often both costly and time-consuming to produce.
2.Because of its cost, new information has to be stored in appropriate archives and libraries for use by others. Each year the volume of stored information increases substantially. It has been estimated that the volume of recorded knowledge doubles roughly every 20 years. One of the main objectives of research and development in information technology is to provide techniques and equipment capable of helping to control this “information explosion”.
3.There is much to be said for information that is held in electronic form. In addition to being compact, it is also easy to disseminate and simple to up-date. Because of the importance of holding information in this way, much research has been devoted to investigating the use of the electronic journal and book as a means of distributing reference documents and the results of research activity.
4.The electronic journal concept is likely to offer a significant contribution toward solving some of the problems with which information technology is concerned provided suitable selection mechanisms, information filters and security procedures can be designed.
5.Optical disks equipment can also make available a number of novel solutions to many of the problems of information storage and retrieval, particularly when combined with a suitable designed computer control system. The impending development of the “intelligent video disks” is likely to offer many fresh possibilities for those who are interested in the construction of novel information technology (I.T.) products for use in the home, industry and within education.
6.Two types of communication resource are certain to significantly influence developments in information technology over the next decade: optical fibres and satellite systems. Recently, there has been much discussion in the U.K. regarding optical fibres to be used for providing communication channels able to support interactive TV, electronic shopping and other computer based services for use in the home. In many parts of the world there are now several world-wide data transmission networks in which satellites play a significant role. Combining both of these technologies is likely to produce a completely new range of possibilities for user of information technology.
(to be continued)
Примечания к тексту:
| information technology - | информационная технология; техника обработки информации |
| hardware/software processing technique - | метод аппаратной/программной обработки |
| to up-date information - | корректировать (обновлять) информацию |
| to disseminate information - | распространять информацию |
| reference document - | справочный документ |
| communication network - | коммуникационная сеть |
| information retrieval - | поиск (выборка) информации |
| optical fibre - | световод, светопровод |
| to store (hold) information - | хранить информацию |
| data transmission network - | сеть для передачи информации |
Первое чтение текста
Постарайтесь понять общее содержание текста и найти информацию о методах и оборудования для хранения и поиска информации. Для лучшего понимания текста и более глубокого усвоения языкового материала выполните письменно следующие задания.
1. Составьте и переведите словосочетания. Следуйте образцу.
Образец: concept, journal, electronic = electronic journal concept
концепция электронного журнала
product, technology, information; area, networks, local; processing, equipment, text; data, links, satellite, communication; transmission, worldwide, data, networks.
2. Подберите русские эквиваленты для следующих английских слов и словосочетаний, которые используются для связи слов, предложений, частей текста.
| because of | еще не |
| as well as | таким образом |
| in this way | например |
| in addition to | так же, как и |
| for example | из-за |
| by means of | кроме того, что |
| not yet | посредством |
| although | через |
| within | хотя |
| through | внутри, в пределах |
3. Пользуясь словарем, выберите нужное значение для выделенных многозначных слов. Предложения переведите.
1. Information produced in this way is often both costly and time consuming to produce.
2. One of the main objectives of research and development in information technology is to provide techniques and equipment capable of helping to control this “information explosion”.
3. Although each curve covers a slightly different period, both show a similar exponential shape.
4. Provided suitable selection mechanisms can be designed, the electronic journal concept is likely to offer a significant contribution towards solving some of the problems.
4. Переведите следующие предложения на русский язык, обращая внимание на выделенные части предложения, имеющие в своем составе инфинитив.
1.The largest volume of new information is generated from research activity, the object of which is to solve some of the problems that confront society.
2.There is much to be said for information that is held in electronic form.
3.Video disks are costly to produce.
4. Two types of communication resource are very likely to influence developments in information technology over the next decade.
5. Combining both of these technologies is likely to produce a completely new range of possibilities for users of information technology.
Второе чтение текста
Выделите в тексте самое главное. Из каждого абзаца выберите самые важные предложения, выражающие основную идею. Выполните письменно следующие задания.
1. Найдите правильное продолжение для каждого предложения.
| 1.Information … | will provide many new opportunities. |
| 2.The volume of stored information… | increases substantially. |
| 3.The electronic journal concept… | is provided by satellites. |
| 4.The optical disks… | is likely to offer a significant contribution. |
| 5.Satellite data communication links… | are capable of helping to control the information explosion. |
2. Выпишите правильные утверждения.
1.New information can be quickly and cheaply produced from existing material.
2.Electronic journal is a compact form of holding information.
3.Documents stored in electronic journal cannot be modified and updated.
4.The application of optical fibres and satellite systems can greatly contribute to the developments in information technology.
5.Optical fibres and satellite systems will provide many new approaches to work, leisure and education, particularly within the home.
3. Дайте развернутые ответы на следующие вопросы.
1.How can you explain the phenomenon of “information explosion”?
2.What communication resources will influence developments in information technology and why?
4. Кратко расскажите о перспективах развития в области информационной технологии, используя факты из текста и ниже приведенные термины.
Videodiscs, electronic journals, or satellites, fibre optic networks
UNIT II
RESEARCH AND DEVELOPMENT IN INFORMATION TECHNOLOGY
(continued)
1. Education is intimately concerned with information, its dissemination, and assimilation by individuals, groups, societies, and nations. As an information technology tool, education thus has a vital part to play.
2. Knowledge and information are produced by subject experts such as researchers and scholars. Teachers assimilate this knowledge and pass it on to learners or students. Clever students may be capable of assimilating this knowledge for themselves – once they have achieved a particular threshold age. A teacher is regarded as being information-rich. In contrast, a student is one who is thought of as being information-deficient within this domain. The function of the teaching process is to transfer information from the teacher to the student.
3. Nowadays, easy access to microcomputers, intelligent terminals and communications facilities, particularly within the home, is likely to provide many new opportunities for use of such approaches to education.
4. One of the most interesting of these will probably arise through the development of expert systems. An expert system is a sophisticated software package that is able to support two basic types of human-computer dialogue. One of these is essentially an input operation, while the other is primarily dedicated to output operations. The potential role that expert systems could play within education is substantial. For example, they could be used to construct intelligent tutors and counseling aids; to build systems that are capable of training people in decision making, etc. Indeed, combining expert system technology with that of the videodisks could provide a powerful new educational medium for use in the home – an area where much future learning must take place, with government expenditure on education being reduced.
5. Undoubtedly, information technology as we perceive it today is going to have a significant impact in the future. Its greatest effects will be on people and the nature of lives they lead. People spend a large proportion of their time in their homes and it is here, therefore, where many new market opportunities for information technology products will probably arise. During the next decade the home is likely to change in many ways as novel domestic information technology–based services are made available. Some factors are likely to contribute to these changes: easy access to introduction of new storage media such as optical disks; highly intelligent software that reacts the user demands and others.
6. People must be given the opportunity of becoming informed about and deciding on those problems that directly influence their lives. Through new technology we are moving closer to this. However, there are still many social and cultural problems that remain to be solved, many of which stem from ignorance and a fear of technology. Naturally, one of the greatest fears at present is that information technology can bring substantial reductions in the workforce of those areas where it is applied.
Примечания к тексту:
| terminals - | терминальное оборудование |
| software package - | пакет программ |
| input operation - | операция по вводу (информации) |
| output operation - | операция по выводу |
| storage media - | средства (способы) хранения информации |
| counseling aids - | консультационная помощь |
| information technology products - | продукты в области информационных технологий |
| domestic i.t.-based services - | бытовые услуги на основе информационных технологий |
Первое чтение текста
Попытайтесь понять общее содержание данного текста и, в частности, разберитесь, почему информационные технологии могут оказать огромное влияние на образ и стиль жизни людей. Для лучшего понимания и более глубокого усвоения языкового материала выполните письменно следующие задания.
1. Переведите следующие словосочетания согласно образцу.
2 1
Образец: communication facilities = средства связи
2 3 1
human-computer dialogue = диалог человека с машиной
user demands; information technology tool; knowledge transfer process; expert system technology; decision making; computer-based teaching process; government expenditure; subject experts; market opportunities; computer networks.
2. Установите по тексту, с какими существительными связаны выделенные слова в следующих фрагментах (цифра в скобках обозначает номер абзаца.)
… its dissemination and assimilation …(1); … one of the most interesting of these … (4); … that is able to support … (4); … they could be used to construct … (4); … combining expert system technology with that of the video disks … (4); … its greatest effects will be … (5); … many of which stem from…(6)
3. Пользуясь словарем, выберите нужное значение для выделенных многозначных слов. Предложения переведите на русский язык.
1. As an information technology tool, education has a vital part to play.
2.If it is required, the software will provide an explanation as to how and why it has made particular decisions.
3.Knowledge and information are produced by subject experts such as researchers and scholars.
4.During the next decade the home is likely to change as novel domestic information technology-based services are made available.
4. Переведите следующие предложения на русский язык, обращая внимание на выделенные слова.
1.The function of the teaching process is to transfer information from the teacher to the student.
2.Government expenditure on education is to be reduced in a non-harmful way.
3.Nowadays, easy access to microcomputers is likely to provide many new opportunities for education.
4.A teacher is regarded as being information-rich.
5.Expert system technology could provide a powerful new educational medium for use in the home, with government expenditure on education being reduced.
Второе чтение текста
Выделите в тексте самую важную информацию, выбрав из каждого абзаца предложения, выражающие основную идею. Выполните письменно следующие задания.
1. Выпишите правильные утверждения.
1.An expert system is a means to support human-computer
dialogue.
2.An expert system is a rather simple one.
3.Expert systems can play a substantial role within education.
4.Expert system technology cannot be combined with that of videodisks.
2. Найдите в правой колонке подходящее продолжение для каждого предложения. Предложения запишите.
| Knowledge and information… | is a software package. |
| The function of the teaching process… | are produced by subject ex perts. |
| An expert system… | is to transfer information. |
| Easy access to electronic information… | remain to be solved. |
| Many social and cultural problems… | is likely to provide many new opportunities for education. |
3. Кратко изложите содержание абзаца №5, используя следующие слова:
to have a significant effect on; new market opportunities for i.t. products; to make available; novel domestic i.t.- based services.
4. Вам предстоит выступить с докладом на тему “Expert systems for education.» Составьте тезисы для своего выступления (не более 10 предложений). Используйте материал обеих частей текста. – Unit I u Unit II.
5. Внимательно прочтите текст, разбейте его на смысловые части, составьте план и напишите реферат.
ARTIFICIAL INTELLIGENCE AT THE DARMOUTH CONFERENCE
1.Unlike most fields you study in college, computer science, and in particular, artificial intelligence, does not have a long and distinguished history. Most of the basic ideas and, perhaps even more important, the basic sets of preconceptions that make up AI can be traced back only to the middle years of the 20th century.
2.The idea of creating an artificial intelligence is an old one. European literature is replete* with stories of one person or another accomplishing this goal, and it is presumably not coincidence * that “Frankenstein”, one of the great horror stories of all time, deals with a Dr. Frankenstein who builds an artificial person.
3.It is known that the many logicians and philosophers have labored to formalize, and ultimately to mechanize, the “laws of thougth”. One of the classic names here is that of George Boole (1815 – 1864) who invented boolean algebra. Today, Boole’s ideas have been incorporated into both mathematics and philosophy. But his concerns were artificial intelligence most of all, the book upon which his fame is based is titled “An Investigation of the Laws of Thought on Which Are Founded the Mathematical Theories of Logic and Probabilities” (1854), and in his preface he says this:
“The laws we have to examine are the laws of one of the most important of our mental faculties*. The mathematics we have to construct are the mathematics of the human intellect.”
4.Nor is Boole the only name we could cite. But the plain fact of the matter is that it was only in the twentieth century that the intellectual tools (logic and the study of formalism) and the physical devices (from vacuum tubes to transistors, to chips) have been available.
5.Within this century, perhaps the first person to see clearly the possibility of computer intelligence was Alan Turing (1912 - 1954). Turing worked with precursors* of modern computers during World War II. After the war, in 1950, he published his famous article “Computing Machinery and Intelligence” in which he puts forward the idea that a computer could be programmed so as to exhibit intelligent behavior. He also examines, and rejects, arguments as to the impossibility of artificial intelligence. But probably the most famous contribution of the article is the so-called Turing test. Turing suggests a test in which we have a person in one room and a computer in the other, both claiming to be a person, and you would have to decide on the truth. If you failed at this task then one would be inclined to say that the computer was intelligent.
6.While this paper came out in 1950, as did another influential paper by Claude Shannon on the possibility of computers chess, most observers give 1956 as the start of artificial intelligence as we know it today, for 1956 was the date of the so-called Dartmouth Conference. The conference was organized by a young assistant professor of mathematics at Dartmouth named John McCarthy with the help of a friend of his at M.I.T.*, Marvin Minsky. McCarthy proposed that
a two-month, ten-man study of artificial intelligence be carried out during the summer of 1956 at Dartmouth College in Hanover, New Hampshire. The study is to proceed on the basis of the conjecture* that every aspect of learning or any other feature of intelligence can be so precisely described that a machine can be made to simulate it.
7.It is commonly known this is the first time the term “artificial intelligence” saw print. McCarthy seems to have invented the term, although he is not sure that he had not heard it from someone else, and he used it despite the fact that it seemed rather inflammatory* at the time. In the earlier papers on the topic he had used the “more respectable” term “automata studies”.
8.This conference was also the first meeting of the four men who would lead artificial intelligence, at least in the United States, for the next twenty years: McCarthy and Minsky whom we have already metioned, plus Allen Newell and Herbert Simon. The latter two seemed to be the most advanced of the group, already having a working AI program. These were not the only participants, but they proved to be the most influential, with Minsky establishing a group at M.I.T., McCarthy one at Stanford, and Newell and Simon already working in the area at what was then the Carnegie Institute of Technology (now Carnegie – Mellon University).
9.But aside from founding the field of artificial intelligence, relatively little was accomplished at the conference, certainly little compared to the hopes of the organizers. Although those who visited the Dartmouth campus that summer did not realize it, artificial intelligence is a very difficult field, for intelligence is a complicated business.
Примечания к тексту:
| to be replete – | изобиловать | |
| coincidence – | совпадение | |
| faculties – | способности | |
| precursor – | предшественник | |
| M.I.T. – Massachusetts Institute of Technology | Массачусетский технологический институт. | |
| conjecture – | предположение | |
| inflammatory – | будоражащий |
UNIT III
REFRIGERATION AND FREEZING GAIN NEW EMPHASIS
Bill Drennan, Food Engineering, March, 1989.
It is clear that food production must be expanded steadily at a high rate and particularly in the developing countries, in order to keep pace with population growth and in order to improve the quantity and quality of the daily rations in a large part of the world.
Food technology, and refrigeration in particular, will have an extremely important task in future: to provide a system of emergency reserves and worldwide food exchange without excessive waste.
These jobs can, in principle, be done by using existing technology on a much larger scale, for instance in handling of cereals. However, the situation is different for perishable foods where the losses are much higher and the costs often prohibitive with present day technology. It is obvious that better and more efficient handling methods are required.
In very many cases the refrigeration procedures – chilling or freezing - seem to offer the best prospects for development. Although the theoretical background appears to be sufficient for practical use, the technical methods are capable of improvement.
There is no doubt that the future holds a great challenge for the refrigeration engineer in the food industry, as in so many other important fields.
Some years ago an energy crisis threatened to put freezing and refrigeration equipment into a risk group. Frozen foods were to be replaced by dried products. Today, however, frozen food is the fastest–growing category in the food industry. And there is rising consumer demand for more and more refrigerated products.
There are many reasons for this turn-around, but two stand out above all others. Energy costs have not risen as fast as expected. And modern refrigeration and freezing equipment have joined the high tech club.
Frozen and refrigerated foods are enjoying a surge in popularity because consumers are willing to pay for increased convenience and freshness. As a result, many manufacturers have entered the refrigerated foods field.
Meeting the Challenge.
Today’s cooling and freezing systems feature higher speeds, computer control and greater efficiency. Some systems are combined with other cooling methods, to reduce both machine size and freezing costs.
In general, the current trend in refrigeration and freezing equipment is to meet today and tomorrow’s challenges with both imagination and new technology. And one of major trends is energy management devices and supervisory monitoring equipment. These devices can be handled from a central location via normal telecommunication systems.
Another trend can be seen in current developments: conventional electromechanical controls are being replaced by microprocessor and computer-based ones.
A prime example of such supervisory control introduced recently is FES MicroNet. This computer-based control system networks refrigeration equipment together, and coordinates the system’s entire operation from a central location for optimum efficiency, reduced energy costs and extended machine life. It automatically sequences compressors; controls head pressure and evaporator defrost and displays all pre-alarms and failures in the order they occurred. The real advantage of new controlling systems is that you can pre-program your equipment for optimum operating efficiency, under varying conditions. That can permit virtually unattended plants.
Refrigeration / freezing experts expect increased modernization of existing facilities. According to Robert J.Vig, of Vilter Manufacturing Corp., “there will be larger systems and more centralized warehousing with less operating personnel per pound of product and more electronic gadgets.
Changes in equipment.
Since the late 1980’s refrigeration and freezing equipment has undergone considerable change. In many cases, these developments were dictated by new varieties of food products; in other cases, the refrigeration industry initiated better freezing methods.
There have appeared some new types of refrigeration units; for example, Variable Retention Time freezers in which one or more products with different freezing times can be frozen automatically and simultaneously.
New compressors are becoming increasingly versatile and energy efficient. Screw compressors are the major types in use today. The trend is away from reciprocating compressors. Though, Vilter Manufacturing Corp. has introduced a versatile reciprocating compressor, capable of holding a wide range of applications. Its design allows it to be used with virtually any industrial refrigerant at compression ratio of up 8:1 with ammonia and up to 14:1 with some halocarbons.
Interest is very high in individual quick freezing (IQF] units that are incorporated into a processing line. IQF freezers are designed for odd-shaped products, products that are to be frozen individually, and continuous processes. Product is taken by conveyor belt through a freezing area.
Existing equipment has been improved, too. Blast freezers are being automated and improvements are being made in other areas by simply replacing old units by more effective and large equipment.
Cost containment is a major concern. The substitution of synthetic materials (for instance, substituting Nylon or Teflon for stainless steel) has led to lower costs and, in some instances, better performance.
Even system featuring low operating cost are changing. Plate freezing, for example, is the lowest cost method of freezing product. However, more and more large processors are now requesting systems with automatic operation, many of them using microprocessor controls.
Conclusions.
High-tech is changing new equipment for refrigeration and freezing food products. Today’s efficient cooling and freezing systems feature high speeds, microprocessor controls. There are appearing a lot of new kinds of refrigeration systems that save energy and can handle the almost endless variety of convenience foods created over recent years.
What’s coming in the future? The refrigeration industry is entering era of innovative, highly improved equipment. Designers are now offering highly developed freezers that are far ahead of the parent equipment offered just a few years ago. Tremendous improvements in reliability and lower maintenance costs are also being offered.
Примечание к тексту:
| to keep pace with – | идти в ногу; не отставать |
| in particular – | в частности |
| prohibitive with… – | препятствуют |
| theoretical background – | теоретическая база |
| holds a great challenge – | бросает (представляет) огромный вызов |
| have joined the high-tech club –приобщились к высоким технологиям | |
| to meet challenge – соответствовать требованиям, отвечать на вызов | |
| cost containment – | стоимостная составляющая |
| are far ahead of … | далеко опережают |
| parent equipment – | родственное (аналогичное) оборудование |
Первое чтение текста
Постарайтесь понять общее содержание текста. Вернитесь к заголовку и подумайте, как его лучше перевести на русский язык. Обратите внимание на подзаголовки, что поможет Вам разобраться в структуре данной статьи и составить план.
Для лучшего понимания текста и более глубокого усвоения языкового материала выполните письменно следующие задания:
1. Выпишите из текста слова или словосочетания, являющиеся эквивалентами следующих терминов:
охлаждение; инженер-холодильщик; морозильное оборудование; оборудование для наблюдения и мониторинга; компрессоры винтового типа; давление нагнетания; размораживание испарителя; установки, работающие без обслуживающего персонала; электронные новшества; поршневой компрессор; степень сжатия; непрерывный процесс; конвейерная лента.
2. Найдите в техническом словаре перевод для следующих терминов:
IQF-freezers; blast freezers; low operating costs; better performance; plate-freezers; reliability; maintenance costs; optimum efficiency; extended machine life; energy management devices; variable retention time freezer.
3. Переведите предложения из текста на русский язык, определите, какой частью речи являются выделенные слова, и установите их функцию в предложении:
1.Today’s cooling and freezing systems feature higher speeds.
2.This computer-based control system networks refrigeration equipment together.
3.It automatically sequences compressors, controls head pressure, and displays all failures.
4.Refrigeration experts expect increased modernization of existing facilities.
5.New compressors are becoming increasingly versatile and energy efficient.
6.Cost containment is a major concern.
7.Even systems featuring low operating costs are changing.
4. Переведите на русский язык предложение из текста, содержащие различные грамматические трудности. Найдите наиболее подходящий вариант перевода.
1.It is clear that food production must be expanded.
2.It is obvious that better and more efficient freezing methods are required.
3.Chilling and freezing seem to offer the best prospects for development.
4.The theoretical background appears to be sufficient for practical use
5.Some years ago frozen foods were to be replaced by dried products.
6.Some systems are combined with other cooling methods to reduce both machine size and freezing costs.
7.There have appeared some new types of refrigeration units.
8.Its design allows it to be used with any industrial refrigerant.
9.It displays all pre-alarms and failures in the order they occurred.
10.The real advantage of new controlling systems is that you can pre-program your equipment for optimum operation.
Второе чтение текста
Прочитайте текст еще раз. Обратите особое внимание на трудные места, добиваясь полного понимания. В каждом абзаце выделите самую важную информацию. Выполните письменно следующие задания.
1. Найдите в тексте и запишите ответы на вопросы (вопросы идут в порядке следования абзацев текста):
1.What task will food technology have in future?
2.Does the author of the article believe that the future holds a great challenge for the refrigeration engineer?
3.What were the reasons for the turn-around in frozen food field?
4.Why are frozen and refrigerated foods enjoying a surge in popularity at present?
5.What is, according to the author, the general current trend in refrigeration and freezing equipment?
2. Найдите в статье информацию, используя которую вы могли бы опровергнуть следующее:
What’s coming in the future? There is no doubt that the refrigeration industry will encounter a lot of problems. But unfortunately, it won’t be able to overcome them. Designers and engineers are sure that the industry will decline.
3. Выберите из раздела «Changes in equipment» подходящие словосочетания и фразы для завершения следующих предложений:
1.There have appeared some new types of refrigeration units, for example….
2.It is capable of….
3.New compressors are becoming….
4.In IQF freezers, products are taken…
5.Improvements of existing equipment are being made by simply….
6.Now more and more processors want to have systems with…
4. Прочтите фрагмент текста. Кратко изложите его содержание на русском языке. Придумайте заголовок. Для логической связи вводите фразы-клише, такие как сообщается, указывается, по оценке, автор подчеркивает, по мнению автора, можно сделать вывод и т.п.
Are we still in the middle of a frozen food boom? According to figures from Quick Frozen Foods International, the boom has been flattening out, with only a 2.9 percent increase in tonnage from 1984 to 1985. More surprisingly, prepared foods, supposedly the focal point of new frozen products had only a one percent growth rate.
On the other hand, according to the Food Institute and information released by SAMI, frozen and refrigerated foods are enjoying a surge in popularity. The refrigeration aisle is a particularly «hot» section, because consumers are willing to pay for increased convenience. Additionally, refrigerated foods are riding the crest of a consumer trend that views fresh as the key to better nutrition and taste appeal. Many manufacturers are entering the refrigerated foods field, e.g. Campbell with refrigerated soups and sauces and Pillsbury with Aztec brand refrigerated Mexican foods. Overall, the refrigerated foods department reported increased tonnage of 12.5 percent in the latest 12-week reporting period, ending October 10, 1986. Refrigerated orange juice led the category with an increase of 30 percent, reflecting the convenience trend.
It would appear from the figures that there is a lot of activity within an overall steadily growing category. With freshness and convenience driving the market, there seems to be a shift towards items requiring less preparation time.And refrigerated, rather than frozen, entrees are appearing.
Примечания к тексту:
aisle –зд. область
to ride the crest –находиться на пике
shift –сдвиг, переход
entree – кушанье
5. Напишите кратко о достоинствах и преимуществах нового холодильного оборудования. Старайтесь не копировать предложения из текста. 6-8 предложений будет достаточно. Уделите особое внимание терминологии.
6. Внимательно прочтите текст “Focus on: Freezing”, обобщите информацию, сформулируйте основную мысль и назовите проблемы, обсуждаемые в статье.
FOCUS ON: FREEZING
What can you freeze? You can freeze almost any foods. Some exceptions are cans of foods or eggs in shells. However, once the food (such as a ham) is out of the can, you may freeze it.
Being able to freeze food and being pleased with the quality after defrosting are two different things. Some foods simply don’t freeze well at all. Examples are mayonnaise, cream sauce and lettuce. Raw meat and poultry maintain their quality longer than their cooked counterparts because moisture is lost during cooking.
Is frozen food safe? Food stored constantly at 0OF will always be safe. Only the quality suffers lengthy freeze storage. Freezing keeps food safe by slowing the movement of molecules. Freezing preserves food for extended periods because it prevents the growth of microorganisms that cause both food spoilage and foodborne illness.
What about freshness and quality? Freshness and quality at the time of freezing affect the condition of frozen foods. If frozen at peak quality, foods emerge tasting better than foods frozen near the end of their useful life. Store all foods at 0OF or lower to retain vitamin content, color, flavor and texture.
What is the role of packaging? Proper packaging helps maintain quality and prevent “freezer burn”. It is safe to freeze meat or poultry directly in its supermarket wrapping but this type of wrap is permeable to air. Unless you use the food in a month or two, overwrap these packages using air-tight heavy-duty foil, plastic wrap or freezer paper, or place the package inside a plastic bag. It is not necessary to rinse meat and poultry before freezing. Freeze unopened vacuum packages as is.
Does freezer burn make food unsafe? Freezer burn does not make food unsafe, merely dry in spots. It appears grayish – brown leathery spots and is caused by air reaching the surface of the food. Cut freezer-burned portions away either before or after cooking the food.
Can color changes occur? Color changes can occur in frozen foods. The bright red color of meat as purchased usually turns dark or pale brown depending on its variety. This may be due to lack of oxygen, freezer burn or abnormally long storage.
Freezing doesn’t usually cause color changes in poultry. However, the bones and the meat near them can become dark.
The dulling of color in frozen vegetables and cooked foods is usually the result of excessive drying due to improper packaging or over-lengthy storage.
It’s important to freeze rapidly. Freeze food as fast as possible to maintain its quality. Rapid freezing prevents undesirable large ice crystals from forming throughout the product because the molecules don’t have time to take their positions in the characteristic six-sided snowflake. Slow freezing creates large, disruptive ice crystals. During thawing, they damage the cells and dissolve emulsions. This causes meat to “drip” - lose juiciness.
Ideally, a food 2-inches thick should freeze completely in about 2 hours. If your home freezer has a “quick-freeze” shelf, use it. Never stack packages to be frozen. Instead, spread them out in one layer on various shelves, stacking them only after frozen solid.
How to use refrigerator- freezers? If a refrigerator freezing compartment can’t maaintain zero degrees or if the door is opened frequently, use it for short-term food storage. Eat those foods as soon as possible for best quaility. Use a free-standing freezer set at 0OF or below for long-term storage of frozen food. And keep a thermometer in your freezing compartment or freezer to check the temperature.
What is the best way of safe defrosting? There are three safe ways to defrost food: in the refrigerator, in cold water or in the microwave. It’s best to plan ahead for slow, safe thawing in the refrigerator. Small items may defrost overnight; most foods require a day or two. And large items like turkeys may take longer – one day for each 5 pounds of weight.
For faster defrosting, immerse food in cold water. Change the water every 30 minutes. After thawing, refrigerate the food until ready to use.
When microwave-defrosting food, plan to cook it immediately after thawing because some areas of the food may become warm and begin to cook during microwaving. Holding partially cooked food is not recommended because any bacteria present wouldn’t have been destroyed.
Is refreezing possible? Once food is thawed in the refrigerator, it is safe to refreeze it without cooking, although there may be a loss of quality due to the moisture lost through defrosting. After cooking raw foods which were previously frozen, it is safe to freeze the cooked foods. And if previously cooked foods are thawed in the refrigerator, you may refreeze the unused portion.
If you purchase previously frozen meat, poultry or fish at a retail store, you can refreeze if it has been handled properly.
How long does freezing keep food safe? Because freezing keeps food safe almost indefinitely, recommended storage times are for quality only. Refer to the freezer storage chart shown below.
If a food is not listed on the chart, you may determine its quality after defrosting. First check the odor. Some foods will develop a rancid or off-odor when frozen too long and should be discarded. Some may not look picture perfect or be of high enough quality to serve alone but may be edible; use them to make soups or stews. Cook raw food and if you like the taste and texture, use it.
FREEZER STORAGE CHART (0OF)
NOTE: Freezer storage is for quality only. Frozen foods remain safe indefinitely.
| ITEM | MONTHS |
| Bacon and Sausage | 1 to 2 |
| Casseroles | 1 to 2 |
| Egg whites or egg substitutes | |
| Gravy, meat or poultry | 2 to 3 |
| Ham, Hotdogs and Lunchmeats | 1 to 2 |
| Meat, uncooked roasts | |
| Meat, uncooked steaks or chops | 4 to 6 |
| Meat, uncooked ground | 3 to 4 |
| Meat, cooked | 2 to 3 |
| Poultry, uncooked whole | |
| Poultry, uncooked parts | |
| Poultry, uncooked giblets | 3 to 4 |
| Poultry, cooked | 3 to 4 |
| Soups and Stews | 2 to 3 |
| Wild game, uncooked | 8 to 12 |
SECTION II
READING BRIEF INFORMATION.
ABSTRACTS. REVIEWS. ADVERTISMENTS
В научно-технической литературе существуют так называемые малые формы – небольшие по объему сообщения, цель которых – информировать читателя о новых публикациях (монографиях, учебниках, справочниках, статьях) и о новых разработках, предназначенных для использования в научных исследованиях или в промышленности. К малым формам относятся различного рода информации (brief information, rapid communication), аннотации (abstracts), рецензии (reviews), реклама (advertisements).
Аннотация представляет собой предельно краткое из всех возможных изложение главного содержания первичного документа, полученное в результате компрессии текста оригинала и в нескольких строчках дающее представление о его тематике. Аннотация не может заменить первичного документа, и ее назначение состоит в том, чтобы дать возможность составить мнение о целесообразности более детального ознакомления с данным материалом.
В рецензии содержится анализ печатного произведения с указанием его назначения, структуры, основных выводов. Она может также давать оценку достоинств и недос