专业英语教案.doc

青岛农业大学教案20142015 学年第 2 学期课 程 名 称专业英语课程代码B1200270课程性质选修学时数32授 课 班 级质检专(中英)1301主 讲 教 师吴昊职 称 副教授教研室主任陈海华教研室农产品加工教学院长孙庆杰开课院（部）食品科学与工程学院二一五 年 三 月青岛农业大学教案课程名称专业英语授课专业食品质量与安全班级专科（中英）1301课程代码B1200270课程类型必修课程（ ）；专业拓展课程（）；文化素质课程（ ）课程目标通过本课程教学，应使学生掌握科技英语的特点及表达习惯；掌握专业英语的专业词汇；掌握专业英语的翻译方法；通过对阅读材料的快速阅读，提高对文章的理解能力和阅读速度，通过对课文中长句、难句的分析，逐步提高翻译技巧和翻译能力。授课教师吴昊职 称副教授单 位食品学院授课方式课堂讲授（ ）；实 验（ ）； 田间观察（ ）；教学实习（ ） 考核方式课堂提问（ ）；考勤（ ）；课堂小测验（ ）；作业（ ）；课程论文（ ）；实验操作（ ）；闭卷考试（ ）；开卷考试（ ） 课程教学总学时数 32 学时学分数2学时分配课堂讲授 32 学时； 实验课 学时； 田间观察 学时教学实习 学时；教材名称 食品专业英语文选作 者许学勤出版社及出版时间中国轻工业出版社, 2010指定参考资料食品质量与安全专业英语文选作者孙京新, 丁立孝出版社及出版时间中国农业大学出版社, 2002授课时间 2015 年 3 月 10 日（第 1 周）至 2015 年 5 月 1 日（第 8 周）星期 二 第 1-2 节；星期 五 第 6-7 节；星期 第 节备注注：表中（ ）选项请打“”授课时间第 1 周；星期 二 第 1-2 节；总第 1 次课教学题目Lesson 1 Food Industry 食品工业授课方式课堂讲授（ ）；实验（ ）；田间观察（ ）教学实习（ ）教学时数2授课方法和手段授课方法：以课堂讲授为主，文字与图表结合，采用讲授法和讨论法相结合的教学方式。教学手段：板书教学为主。教学目的与要求Understanding the difference of food production, preparation, processing and manufacture; Glossary is necessary to memorize.教学基本内容提要与教学过程设计1.教学基本知识点Lesson 1 Food Industry1、Production 生产 2、Preparation制备 3、Food processing 食品加工 4、Food manufacturing 食品加工 2.教学过程设计1.Definition of food industry, production and preparation of food products（45min，通过提问的方式，引导学生回顾专业课上讲过的食品工业相关的内容，加深学生对该部分课程内容的理解）2.Food processing and food manufacture（45min，让学生尝试用英语把专业课上所学的相关内容讲述出来，并与该部分内容作对照）教学重点运用翻译语法要点翻译复杂句：The comprehension of the following sentences:1 Only subsistence farmers, those who survive on what they grow, can be considered outside of the scope of the modern food industry.2 It brought the advantages of pro-prepared time saving food to the bulk of ordinary people who did not employ domestic servants.构词法：pro-, pre-专业词汇、短语：Glossary: carbohydrate, cereal, curdling, curing, dairy product, fermentation, flavor(ing), herb, legume, oilseed, pickled food, pickles, preserve, rapeseed, salting, seaweed, spice, spinach, taste, wheat, wholesalePhrases: sustainable agricultural practice, world trade organization教学难点Make students understand the definition of food industry. And understand the component of food industry.复杂句子的结构分析句子成分转议和被动语态被动语态的译法和后置定语从句的译法作业、讨论及辅导Glossary: carbohydrate, cereal, curdling, curing, dairy product, fermentation, flavor(ing), herb, legume, oilseed, pickled food, pickles, preserve, rapeseed, salting, seaweed, spice, spinach, taste, wheat, wholesalePhrases: sustainable agricultural practice, world trade organization课后小结1.The food industry is the complex, global collective of diverse business that together supply much of the food energy consumed by the world population. It contrasts with subsistence farming on farm.2.Food can be produced by traditional methods or modern sustainable agricultural practices. 3.It is indispensable to prepare foods for reasons of safety, palatability or flavors, etc.4.All food processing involves a combination of procedure to achieve the intende changes to the raw materials. 5.Food manufacture is largely dependent on the advancement of food processing technologies and food brand has an important influence on the success of food manufacturing for food processing companies 下次课预习要点下节课需要预习的要点是：The definition and content of marketing and retailing, wholesale and distribution, food industry technologies of food industry.参考资料课程开设总学时32，其中课堂讲授32学时数使用教材、参考书或说明：【格式】序号作者. 书名M. 出版地: 出版社, 出版年份举例：1 许学勤. 食品专业英语文选. 北京: 中国轻工业出版社, 20102 孙京新, 丁立孝. 食品质量与安全专业英语文选M. 北京: 中国农业大学出版社, 2002注：1.教案按授课次数填写，每次授课均应填写一份,整个教案只用一个封面。2.请按格式中显示的字体、字号（仿宋GB2312小四）填写，外语可用Times New Roman字体。3.表格间距可调整，可加附页。授课时间第 1 周；星期 五 第 6-7 节；总第 2 次课教学题目Lesson 1 Food Industry (2) 食品工业(2)授课方式课堂讲授（ ）；实验（ ）；田间观察（ ）教学实习（ ）教学时数2授课方法和手段授课方法：以课堂讲授为主，文字与图表结合，采用讲授法和讨论法相结合的教学方式教学手段：板书教学为主。教学目的与要求Understanding the definition and basic components of marketing and retailing, wholesale and distribution and food industry technologies; Glossary is necessary to memorize.教学基本内容提要与教学过程设计1.教学基础知识点Lesson 1 Food Industry(2)5、Marketing and retailing市场和零售 6、Wholesale and distribution批发和配送 7、Food industry technologies食品工业技术2.教学过程设计1.Definition of marketing and retailing（45min，通过提问的方式，引导学生回顾专业课上讲过的食品市场和零售相关的内容，加深学生对该部分课程内容的理解）2. Wholesale and distribution and food industry technologies（45min，让学生尝试用英语把专业课上所学的相关内容讲述出来，并与该部分内容作对照）教学重点运用翻译语法要点翻译复杂句The comprehension of the following sentences:1 It is the chain of activities that brings food from “farm gate to plate”.2 For example, fifty-six companies are involved in making one can of chicken noodle soup.3 Here food was sold to grocers for sale in their local shops for purchase by local consumers.4 Nevertheless, less than ten percent of consumer spending on food goes to farmers, with larger percentages going to advertising, transportation, and intermediate corporations.5 Wholesale markets for fresh food products have tended to decline in importance in OECD countries as well as in Latin America and some Asian countries as a result of the growth of supermarkets, which procure directly from farmers or through preferred suppliers, rather than going through markets.教学难点Make students understand the definition of food industry. And understand the component of food industry.复杂句子的结构分析句子成分转议和被动语态被动语态的译法和后置定语从句的译法作业、讨论及辅导Glossary: carbohydrate, cereal, curdling, curing, dairy product, fermentation, flavor(ing), herb, legume, oilseed, pickled food, pickles, preserve, rapeseed, salting, seaweed, spice, spinach, taste, wheat, wholesalePhrases: sustainable agricultural practice, world trade organization课后小结1. Food marketing is the chain of activites that brings food from “farm gate to plate”. A vast global transportation network involves a food system such as supplies, manufacturers, warehousing, retailers and the end consumers.2. Modern food industry industry is defined by modern sophisticated technologies.下次课预习要点下节课需要预习的要点是：The occurrence of water and the properties and reactions of water.参考资料课程开设总学时32，其中课堂讲授32学时数使用教材、参考书或说明：【格式】序号作者. 书名M. 出版地: 出版社, 出版年份举例：1 许学勤. 食品专业英语文选. 北京: 中国轻工业出版社, 20102 孙京新, 丁立孝. 食品质量与安全专业英语文选M. 北京: 中国农业大学出版社, 2002注：1.教案按授课次数填写，每次授课均应填写一份,整个教案只用一个封面。2.请按格式中显示的字体、字号（仿宋GB2312小四）填写，外语可用Times New Roman字体。3.表格间距可调整，可加附页。授课时间第 2 周；星期 二 第 1-2 节；总第 3 次课教学题目Lesson 2 Water(1) 水分（1）授课方式课堂讲授（ ）；实验（ ）；田间观察（ ）教学实习（ ）教学时数2授课方法和手段授课方法：以课堂讲授为主，文字与图表结合，采用讲授法和讨论法相结合的教学方式教学手段：板书教学为主。教学目的与要求Understanding the occurrence of water, water properties and reactions, water activity and glass transition; Glossary is necessary to memorize.教学基本内容提要与教学过程设计1.教学基础知识点Lesson 2 Water (1)1. Occurrence 存在形式2. Water as an ingredient 作为配料的水分3. Water properties and reactions 水的性质和反应4. Water activity 水分活度5. Glass transition 玻璃化转变2.教学过程设计1.Theoccurrence of water and water as an ingredient（45min，通过提问的方式，引导学生回顾食品化学专业课上讲过的水分存在形式和组成成分相关的内容，加深学生对该部分课程内容的理解）2. Water properties and reactions（45min，让学生尝试用英语把专业课上所学的相关内容讲述出来，并与该部分内容作对照）教学重点运用翻译语法要点翻译复杂句The comprehension of the following sentences:1 Processing plants in different locations sometimes seem to produce subtly different products when the only apparent differences are the local water.2 This dipole nature also allows water molecules to form hydrogen bonds with each other and with other polar molecules in food, such as carbohydrates and proteins.教学难点Make students understand the occurrence of food water. And understand the properties and reactions of water.复杂句子的结构分析句子成分转议和被动语态被动语态的译法和后置定语从句的译法作业、讨论及辅导Glossary: acidity, dipolar, alkalinity, dehydration, evaporation, freezing temperature, hydrogen bond, hydrolysis, mechanism, monolayer, relative humidity, sorption isotherm, vapor pressure, water activityPhrases: processing scheme, polar molecule, hydrogen bonds课后小结1. Water is one of the smallest and simplest molecules found in foods. Yet water and water content are considered to be some of the most influential forces in food chemistry.2. Water is an ingredient in many processed foods.3. Water is a polar molecule and therefore serves as a dissolving solvent for many different polar compounds in food.下次课预习要点下节课需要预习的要点是：The definition of water activity and glass transition.参考资料课程开设总学时32，其中课堂讲授32学时数使用教材、参考书或说明：【格式】序号作者. 书名M. 出版地: 出版社, 出版年份举例：1 许学勤. 食品专业英语文选. 北京: 中国轻工业出版社, 20102 孙京新, 丁立孝. 食品质量与安全专业英语文选M. 北京: 中国农业大学出版社, 2002注：1.教案按授课次数填写，每次授课均应填写一份,整个教案只用一个封面。2.请按格式中显示的字体、字号（仿宋GB2312小四）填写，外语可用Times New Roman字体。3.表格间距可调整，可加附页。授课时间第 2 周；星期 五 第 6-7 节；总第 4 次课教学题目Lesson 2 Water(2) 水分（2）授课方式课堂讲授（ ）；实验（ ）；田间观察（ ）教学实习（ ）教学时数2授课方法和手段授课方法：以课堂讲授为主，文字与图表结合，采用讲授法和讨论法相结合的教学方式教学手段：板书教学为主。教学目的与要求Understanding the definition of water activity and glass transition; Glossary is necessary to memorize.教学基本内容提要与教学过程设计1.教学基础知识点Lesson 2 Water (2)4. Water activity 水分活度5. Glass transition 玻璃化转变2.教学过程设计1. Water activity（45min，通过提问的方式，引导学生回顾食品化学专业课上讲过的水分活度定义和计算方法等相关的内容，加深学生对该部分课程内容的理解）2. Glass transition（45min，让学生尝试用英语把专业课上所学的相关内容讲述出来，并与该部分内容作对照）教学重点运用翻译语法要点翻译复杂句The comprehension of the following sentences:1 While the actual content of water in a food can be used to estimate whether certain water controlled chemical reactions will occur, the multiple chemical components in food make the system too complex to use percent composition of water as an accurate predictor of reactions.2 These water molecules have a low vapor pressure, do not form ice at freezing temperatures, and do not dissolve food components that would otherwise be water soluble.教学难点Make students understand the definition of water activity. And understand the properties of glass transition.复杂句子的结构分析句子成分转议和被动语态被动语态的译法和后置定语从句的译法作业、讨论及辅导Glossary: acidity, dipolar, alkalinity, dehydration, evaporation, freezing temperature, hydrogen bond, hydrolysis, mechanism, monolayer, relative humidity, sorption isotherm, vapor pressure, water activityPhrases: processing scheme, polar molecule, hydrogen bonds课后小结1. Water is one of the smallest and simplest molecules found in foods. Yet water and water content are considered to be some of the most influential forces in food chemistry.2. Another way of explaining how water affects the texture of food components is glass transition. Moisture can control how proteins and complex carbohydrates behave particularly with respect to texture.下次课预习要点下节课需要预习的要点是：Categories of carbohydrates and their respective attributes.参考资料课程开设总学时32，其中课堂讲授32学时数使用教材、参考书或说明：【格式】序号作者. 书名M. 出版地: 出版社, 出版年份举例：1 许学勤. 食品专业英语文选. 北京: 中国轻工业出版社, 20102 孙京新, 丁立孝. 食品质量与安全专业英语文选M. 北京: 中国农业大学出版社, 2002注：1.教案按授课次数填写，每次授课均应填写一份,整个教案只用一个封面。2.请按格式中显示的字体、字号（仿宋GB2312小四）填写，外语可用Times New Roman字体。3.表格间距可调整，可加附页。授课时间第 3 周；星期 二 第 1-2 节；总第 5 次课教学题目Lesson 3 Carbohydrates (1)授课方式课堂讲授（ ）；实验（ ）；田间观察（ ）教学实习（ ）教学时数2授课方法和手段授课方法：以课堂讲授为主，文字与图表结合，采用讲授法和讨论法相结合的教学方式教学手段：板书教学为主。教学目的与要求Understanding the categories of carbohydrates and their respective attributes.教学基本内容提要与教学过程设计1.具体到教学知识点提要Lesson 3 Carbohydrates 碳水化合物1.Sugars 糖2. Sugar reactions 糖反应3. Maillard browning 美拉德褐变2.教学过程设计1.Sugar and sugar reactions（45min，通过提问的方式，引导学生回顾食品化学专业课上讲过的糖的定义和糖反应等相关的内容，加深学生对该部分课程内容的理解）2. Maillard browning（45min，让学生尝试用英语把专业课上所学的相关内容讲述出来，并与该部分内容作对照）教学重点运用翻译语法要点翻译复杂句The comprehension of the following sentences:1 While some molecular aspects are in common to both groups, the sugars and the polysaccharides have vastly different functional properties.2 Concentrated sugar solutions are viscous and provide some body to sweetened soft drinks compared to water or soft drinks sweetened with high intensity sweeteners.3 Maltose, composed of two glucose unites, is found in products where has been starch degradation.4 Sugar alcohols are sugar derivatives that are found naturally but are more commonly manufactured from sugars and added as pure ingredients.5 The surfaces of products baked in a microwave oven do not show the surface Maillard browning that their conventional oven counterparts do.教学难点1. Make students understand the categories of sugars. And well known what is Maillard browning.2.掌握关于碳水化合物方面专业词汇的构词法，如后缀-ose，-ulose，3.-an和前缀-glyc等4.复杂句子的结构分析5.句子成分转议和被动语态6.被动语态的译法和后置定语从句的译法作业、讨论及辅导Glossary: monosaccharides, glucose, fructose, lactose, maltose, hygroscopic, confectionary products, amorphous, reducing sugar, galactose, lactose intolerant,caramelization, maillard browning, bread crust.Phrases: confectionery products, nonreducing sugar, lactose intolerant课后小结1. Cellulose is a polymer of glucose where the units are linked by a 1-4 linkage2. starch is a another polymer of glucose where the units are linked by a1-4 linkage.下次课预习要点下节课需要预习的要点是：Categories of carbohydrates (cellulose, starch, heteropolysaccharides and gums) and their respective attributes.参考资料课程开设总学时32，其中课堂讲授32学时数使用教材、参考书或说明：【格式】序号作者. 书名M. 出版地: 出版社, 出版年份举例：1 许学勤. 食品专业英语文选. 北京: 中国轻工业出版社, 20102 孙京新, 丁立孝. 食品质量与安全专业英语文选M. 北京: 中国农业大学出版社, 2002注：1.教案按授课次数填写，每次授课均应填写一份,整个教案只用一个封面。2.请按格式中显示的字体、字号（仿宋GB2312小四）填写，外语可用Times New Roman字体。3.表格间距可调整，可加附页。授课时间第 3 周；星期 五 第 6-7 节；总第 6 次课教学题目Lesson 3 Carbohydrates (2)授课方式课堂讲授（ ）；实验（ ）；田间观察（ ）教学实习（ ）教学时数2授课方法和手段授课方法：以课堂讲授为主，文字与图表结合，采用讲授法和讨论法相结合的教学方式教学手段：板书教学为主。教学目的与要求Understanding the categories of carbohydrates (cellulose, starch, heteropolysaccharides and gums) and their respective attributes.教学基本内容提要与教学过程设计1.具体到教学知识点提要Lesson 3 Carbohydrates 碳水化合物4. Cellulose 纤维素5. Starch 淀粉6.Heteropolysaccharides and gums 杂多糖和胶体2.教学过程设计1. Cellulose and Starch（45min，通过提问的方式，引导学生回顾食品化学专业课上讲过的纤维素和淀粉等相关的内容，加深学生对该部分课程内容的理解）2. Heteropolysaccharides and gums（45min，让学生尝试用英语把专业课上所学的相关内容讲述出来，并与该部分内容作对照）教学重点运用翻译语法要点翻译复杂句The comprehension of the following sentences:1 Gelatinization is temperature dependent starting as low as 50 and not being totally completed until temperatures reach 120. 2 Another class of carbohydrates are the polymers made up of various monosaccharide subunits linked in various way that are not degraded by the human digestive process.教学难点1. Make students understand the categories of sugars. And well known what is Maillard browning.2.掌握关于碳水化合物方面专业词汇的构词法，如后缀-ose，-ulose，3.-an和前缀-glyc等4.复杂句子的结构分析5.句子成分转议和被动语态6.被动语态的译法和后置定语从句的译法作业、讨论及辅导Glossary: monosaccharides, glucose, fructose, lactose, maltose, hygroscopic, confectionary products, amorphous, reducing sugar, galactose, lactose intolerant,caramelization, maillard browning, bread crust.Phrases: confectionery products, nonreducing sugar, lactose intolerant课后小结1. Another glucose polymer is starch. The subunits are linked 1-4 and 1-6. These linkages create polymers that are digestible and much more functional than cellulose.2. Heteropolysaccharides and gums are the polymers made up of various monosaccharide subunits linked in various ways that are not degraded by the human digestive process下次课预习要点下节课需要预习的要点是：What is the definition and denaturation of proteins? 参考资料课程开设总学时32，其中课堂讲授32学时数使用教材、参考书或说明：【格式】序号作者. 书名M. 出版地: 出版社, 出版年份举例：1 许学勤. 食品专业英语文选. 北京: 中国轻工业出版社, 20102 孙京新, 丁立孝. 食品质量与安全专业英语文选M. 北京: 中国农业大学出版社, 2002注：1.教案按授课次数填写，每次授课均应填写一份,整个教案只用一个封面。2.请按格式中显示的字体、字号（仿宋GB2312小四）填写，外语可用Times New Roman字体。3.表格间距可调整，可加附页。授课时间第 4 周；星期 二 第 1-2 节；总第 7 次课教学题目Lesson 4 Proteins 授课方式课堂讲授（ ）；实验（ ）；田间观察（ ）教学实习（ ）教学时数2授课方法和手段授课方法：以课堂讲授为主，文字与图表结合，采用讲授法和讨论法相结合的教学方式教学手段：板书教学为主。教学目的与要求Understanding the definition and structure of proteins, and the heat denaturation; Glossary is necessary to memorize.教学基本内容提要与教学过程设计1.具体到教学知识点提要Lesson 4 Protein 蛋白质1. Heat denaturation 热变性2.教学过程设计Definition of proteins and their functional properties（45min，通过提问的方式，引导学生回顾专业课上讲过的蛋白质功能性质相关的内容，加深学生对该部分课程内容的理解）Heat denaturation（45min，让学生尝试用英语把专业课上所学的相关内容讲述出来，并与该部分内容作对照）教学重点运用翻译语法要点翻译复杂句The comprehension of the following sentences:1 While the protein content of foods can be nutritionally significant, more recently emphasis has been placed on the roles that proteins play in functionality such as texture, water binding, emulsification, gel formation, and foam formation.2 The unique features of proteins depend on their chain length and the mix of amino acids that make up the sequence.3 Functionality of proteins often changes dramatically with denaturation because of changes in solubility, altered chemical reactivity because of exposure of reactive sites on the protein molecule, or increases in protein-protein interaction.4 In thermally processed products, proteins such as egg white, egg yolk, wheat, meat, whey, and soy become heat denatured resulting in thickening, a loss of solubility, the formation of structures such an gels, and the solid textures found in cereal products.教学难点Make students understand the definition and structure of protein. And well known the denaturation of protein.复杂句子的结构分析句子成分转议和被动语态被动语态的译法和后置定语从句的译法作业、讨论及辅导Glossary: texture, peptide bond, polarity, charge, indigenous state, gliadin, glutenin, cohesive, whey, gelatin, casein, emulsify, emulsion, thickening agent, three-dimensional structure, denaturation, special, disulfide bonds, interactionPhrases: peptide bond, indigenous state, three-dimensional structure, disulf