Food for Thought

E.M. Kolomeitseva, M.N. Makeyeva, T.P. Peksheva FOOD FOR THOUGHT ♦♦♦ TSTU Publishing House ♦♦♦ УДК 802.0(076) ББК Ш13( Ан )я923 К612 Р е ц е н з е н т ы: Доктор филологических наук , профессор , заведующий кафедрой английской филологии Тамбовского государственного университета имени Г.Р. Державина Л.А. Фурс Доктор филологических наук , профессор кафедры иностранных языков Тамбовского государственного технического университета Н.И. Колодина Коломейцева , Е.М. К612 Food for thought : учебное пособие / Е.М. Коломейцева , М.Н. Макеева , Т.П. Пекшева . – Тамбов : Изд -во Тамб . гос . техн . ун -та , 2010. – 168 с. – 100 экз . – ISBN 978-5-8265-0891-6. Пособие включает статьи и тексты по вопросам производства различных видов продуктов питания , их качественных характеристик и пользы для здоровья людей . Деловые ситуации и задания помогут студентам понять и выполнять различные функции в компании и совершенствовать свои навыки в общении по вопросам пищевого производства . Все задания сопровождаются языковыми упражнениями , закрепляющими понимание проблем и словаря делового английского языка в сфере производства продуктов питания . Предназначено для студентов , изучающих проблемы пищевой промышленности . УДК 802.0(076) ББК Ш13( Ан )я923 ISBN 978-5-8265-0891-6 © ГОУ ВПО " Тамбовский государственный технический университет " ( ТГТУ ), 2010 Министерство образования и науки Российской Федерации ГОУ ВПО " Тамбовский государственный технический университет " Е.М. КОЛОМЕЙЦЕВА , М.Н. МАКЕЕВА , Т.П. ПЕКШЕВА ПИЩА ДЛЯ УМА Утверждено Ученым советом университета в качестве учебного пособия Тамбов Издательство ТГТУ 2010 Учебное издание КОЛОМЕЙЦЕВА Евгения Михайловна , МАКЕЕВА Марина Николаевна , ПЕКШЕВА Татьяна Павловна ПИЩА ДЛЯ УМА Учебное пособие Редактор Е С Мордасова . Инженер по компьютерному макетированию М.Н. Рыжкова Подписано в печать 21.01.2010. Формат 60 × 84/16. 9,76 уч .-изд . л. Тираж 100 экз . Заказ № 30 Издательско -полиграфический центр Тамбовского государственного технического университета 392000, Тамбов , Советская , 106, к. 14 TABLE OF CONTENTS A guide to using the textbook ………………………………………... 4 Unit One. GLOBALIZATION AND THE BRITISH NUTRITION FOUNDATION ………………………………………… 5 Unit Two. NUTRIENT PROFILING ……………………………… 12 Unit Three. THE ARTICLE HERE COME "MALLS WITHOUT WALLS " BY BARBARA RUDOLPH. REPORTED BY MARY CRONIN / NEW YORK AND RICHARD WOODBURY / HOUSTON ……………………………. 21 Unit Four. THE PROBLEMS OF GENETIC ENGINEERING AND THE GM FOOD ………………………………….. 28 Unit Five. CHOCOLATE PRODUCTION ………………………... 44 Unit Six. BUTTER MANUFACTURE …………………………... 68 Unit Seven. CHEESE PRODUCTION ……………………………… 75 Unit Eight. ICE CREAM PRODUCTION ………………………….. 80 Unit Nine. BEVERAGE PRODUCTION ………………………….. 88 Unit Ten. HEALTHY EATING …………………………………… 107 Appendix 1. ARTICLES FOR INDIVIDUAL WORK ……………… 124 Appendix 2. GRAMMAR REVISION ……………………………….. 153 Appendix 3. QUIZZES FOR FUN …………………………………… 165 A GUIDE TO USING THE TEXTBOOK The book is designed to help intermediate and upper-intermediate learners of business English improve their business vocabulary and knowledge. It is for people studying English before they start work and for those already working who need English in their job. Apart from improving your business vocabulary, the book also helps you to develop the language needed for important food production business. You can use the book on your own for self-study, or with a teacher in the classroom, one-to-one or in groups. The main task of this book is to enlarge specific problems of food production. The materials will allow the students to extend their linking of theory and practice further by analyzing the strategic issues of specific food manufacture. The studies are intended to serve as the basis for class discussion. They are not intended to be a comprehensive collection of teaching material. The materials have been chosen (or specially written) to provide readers with a core of cases which together cover most of the main issues. As such they should provide a useful backbone to a programme of study but can sensibly be supplemented by other material. The material in question can never fully capture the richness and complexity of real-life food production situations and we would encourage readers and tutors additionally to take every possible opportunity to explore the live strategic issues of food processing organizations. We expect readers to seek their own lessons from units and tutors to use cases in whichever way best fits the purposes of their programme. It is essential that students are required to undertake additional reading from other sources and that their 'practical' work is supplemented by other material as mentioned above. Teachers can choose units that relate to students' particular needs and interests, for example areas they have covered in course books, or that have come up in other activities. Alternatively, lessons can contain a regular vocabulary slot, where students look systematically at the vocabulary of particular thematic or skills areas. Students can work on the units in pairs, with the teacher going round the class assisting and advising. Teachers should get students to think about the logical process of the exercises, pointing out why one answer is possible and others are not. We hope you enjoy using this book. U n i t O n e GLOBALIZATION AND THE BRITISH NUTRITION FOUNDATION Task One. Read, translate and discuss the following information. Integrated global economy If it has its historical forerunners, it is only in the last 60 years that the concept of a truly integrated world economy has achieved full realization. It has been made possible, firstly, by the creation of specific international institutions to manage and regulate economic relations between nations. The Bank for International Settlements, The General Agreement on Tariffs and Trade (forerunner of The World Trade Organization), The World Bank, The International Monetary Fund, were all established in the wake of World War II to help restore economic stability after the turmoil of conflict, and all have been fundamental in driving and shaping modern global capitalism. Equally if not more important have been the dramatic advances in communications technology, the latter facilitating the exchange of information and currency at a speed, and with an ease, that would have been unthinkable a hundred years ago – the "decoupling of space and time" as sociologist Anthony Giddens once described it. Finally, the harnessing of groups of countries into geographical free trade areas – The European Union (EU), The North American Free Trade Association (NAFTA), The Asia-Pacific Economic Co-Operation (APEC), the Common Market For Eastern and Southern Africa (COMESA) – has served to dissolve trade barriers, open markets and knit disparate economies ever tighter together. The result has been a degree of global economic interaction unprecedented in human history. This post-war global order has brought, for many, substantial benefits. For the countries of the industrial north, who first established, and continue to control the institutional machinery of globalization, it has fuelled a protracted period of steady economic growth – at an average rate of 2–3 percent per annum – and an attendant increase in the prosperity of a majority of their citizens. Several developing nations, too, are reaping the rewards of increased global integration, especially those in East and South Asia, where the economies of countries such as China, Thailand, Malaysia and Indonesia are now expanding faster than those of most developed nations – at an average of 7 percent per annum, according to the World Bank – and wages and living conditions are gradually inching upwards. Perhaps the greatest beneficiaries have been the large, trans-national corporations, who have seen profits rocket in this era of global markets – according to Bloomberg the average annual pay for the CEO of a major US company is now $12 million – and, also, the highly educated, highly skilled workers in developing countries such as India and China who have enjoyed massive wage increases as economic liberalization has created an ever-greater demand for their services. Exercise One. Read the article below and define whether the statements are true or false. 1. Special financial organizations paved the way to globalization. 2. The same share of the world’s wealth is going to every citizen. 3. The number of the least developed countries has not changed over a few decades. 4. Globalization has resulted in great differences between countries. 5. The rich population has seen incomes rise three-fold. While there have been winners, however, there have also been some very obvious losers. At a time when some countries are forging ahead economically, others, especially the developing nations of sub-Saharan Africa, are falling further and further behind, their economies either stagnating or contracting, their citizens sinking ever deeper into the mire of poverty. According to the United Nations Development Programme (UNDP), the already meagre share of the world's wealth going to its poorest citizens has over the last 40 years fallen still further, from 2.3 percent in 1960 to 1.4 percent today (for the same period the share going to its richest citizens has risen from 70.2 percent to 89 percent). There are currently 49 counties classified by the U.N. as "least developed" – double the number of 30 years ago. Such is the extent of the economic divide that the total GDP of those 49 poorest nations is now less than the combined wealth of the world's

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