- •Сontents
- •Unit 1 origins of design Active vocabulary
- •1. Read the following international words and guess their meanings:
- •3. Guess the meaning of the words in bold type and translate them into Russian:
- •5. Read the text to understand the Industrial Revolution's impact on the development of design. The industrial revolution
- •Notes on the Text
- •Text and Vocabulary Exercises
- •6. A. Match each word on the left with its definition on the right:
- •Unit 2 design in our life Active Vocabulary
- •Word Combinations
- •1. Read the following international words and guess their meanings:
- •2. Translate the following words analyzing their word-formation model. Work with a partner and see how many words with the same word-formation model you can add to this list:
- •4. Brainstorming. Discuss the following questions:
- •5. Look at some basic design terms and try to guess their meanings by matching them with their interpretation:
- •6. Read the text and think of a suitable title for it. Discuss several possible variants.
- •7. Find in Text a words or phrases which mean the same as
- •9.Work in pairs. Think of some questions to review the contents of the text and give answers.
- •10. Complete these sentences with information from the text :
- •11.Render the following text into English using the active vocabulary of the Unit. Think of a suitable English title for the text.
- •12. Read the text on p. 10 and render it according to the following scheme:
- •Innovation in design
- •1. Translate the words in bold type analyzing their word-formation model. Work with a partner and see how many words with the same word formation-model you can add to this list:
- •2. Choose the correct translation of the following English words:
- •4. A. Work in pairs. Discuss the following questions:
- •Notes on the text
- •Text and Vocabulary Exercises
- •5. Find in Text a words or phrases which mean the same as
- •6. Find in the text two words or phrases for each word or expression below:
- •7. What do the words in italics refer to?
- •8.Work in pairs. Think of some questions to review the contents of the text and give answers. Give a short summary of the text.
- •Invention and design
- •1. Discuss the following questions:
- •2. Read the text and say what an invention is.
- •Invention and design
- •Notes on the text
- •Text and Vocabulary Exercises
- •Дизайнер дітер зігер (dieter sieger)
- •Give a short summary of the text. Unit 5
- •Active Vocabulary
- •Word Combinations
- •1. Read the following international words and guess their meanings:
- •2. Translate the following words analyzing their word-formation model. Work with a partner and see how many words with the same word-formation model you can add to this list.
- •4. Brainstorming. From the list of 20 words below find the 12 words which relate to design:
- •Work in pairs. Say which of the words above, in your opinion, refer to environmental design. What environmental impacts on human health can these notions be associated with?
- •7. Read the text and give a brief summary of it. Principles of eco-design
- •Text and Vocabulary Exercises
- •8. Find in the text words and phrases which mean the same as
- •9. Find in the text words or phrases which mean the opposite of
- •10. Choose the best linking words and complete these sentences with information from the text :
- •12. Discussion. Discuss with your partner the principles of eco- design.
- •13. Render the following text into English using the active vocabulary of the Unit: екодизайнер
- •Unit 6 environmental design Active Vocabulary
- •Word Combinations
- •1. Read the following international words and guess their meanings:
- •4. Brainstorming. Discuss the following questions:
- •5. Now read the text and see how many of your ideas are mentioned.
- •Is your environment making you sick?
- •6. Find in the text words and phrases which mean the same as
- •7. Which words or phrases were used in the text to describe
- •8. Work in pairs. Think of some questions to review the contents and give answers to make a summary of the text.
- •1. Read the following international words and guess their meanings:
- •In each line find two words with the same root. Translate them into Ukrainian:
- •4. Brainstorming. Arrange the following words in two groups. Put those words that can be used to describe light in one group, the rest in another:
- •5. Work in pairs. Discuss the following questions:
- •6. Now read the text and see how many of your ideas are mentioned daylighting
- •Notes on the Text
- •Text and Vocabulary Exercises
- •9. Answer the following questions:
- •10. Complete these sentences with information from the text:
- •12. Translate the text into English using the words and expressions from the box.
- •1. Read the following international words and guess their meanings:
- •2. Say which part of speech (noun, verb, adjective, adverb) the following words belong to and translate them into Russian:
- •Brainstorming. Look at these professional terms and try to guess their meanings by matching them with the proper explanation. Then translate them into Russian and memorize:
- •5. Work in pairs. Discuss the following questions:
- •7. Now read Text a and see how many of your ideas are mentioned. Text a eco office
- •Text and Vocabulary Exercises
- •Green kitchen and baths
- •Notes on the Text
- •Text and Vocabulary Exercises
- •13. Match these words and expressions with their meanings. Then try to memorize them:
- •19. Work in pairs. Decide whether these statements are true or false:
- •14. Complete these sentences with information from Text b. Put them in the right order:
- •15. Render the following text into English using the active vocabulary of the Unit and words and word combinations from Ex. 4, 13. Екологічна офісна будівля в берліні
- •Unit 9 landscape design Active Vocabulary
- •Word Combinations
- •2.Translate the words in bold type analyzing their word-formation model. Work with a partner and see how many words with the same word-formation model you can add to this list:
- •3. Form adjectives from the following nouns using the suffixes -ful, -less. Then form adverbs from these adjectives.
- •4. Use some of the words (both adjectives and adverbs) from Ex. 2, 3 above to complete the text below. More than one variant is possible in some cases. Landscape design of a living area
- •6. Read the text and find out what are the main principles of landscape design. Principles of landscape design
- •Notes on the Text
- •Text and Vocabulary Exercises
- •7. Find in Text в words and phrases which mean the opposite of
- •8. Match these words and expressions with their meanings. Then try to memorize them.
- •10. Match the beginnings and endings:
- •Work in pairs. Think of some questions to review the contents of the text and give answers.
- •Divide the text into logical parts and give each part a suitable title. Unit 10 ergonomics
- •Word combinations
- •7. Read the text to see how many of your ideas are mentioned. Ergonomics and its application
- •Notes on the Text
- •Text and Vocabulary Exercises
- •8. Find in the text words or phrases which mean the same as
- •9. Find in the text words or phrases which mean the opposite of
- •10. Match these words and expressions with their meanings. Then try to memorize them.
- •Work in pairs. Think of some questions to review the contents of the text and give answers.
- •Divide the text into logical parts and think of a suitable title for each part.
- •13. Work in pairs and discuss the following questions:
- •Unit 11
- •Interior design Active Vocabulary
- •Interior design
- •5. Find in the text phrases which mean the same as
- •6. A. Match each word on the left with its definition on the right:
- •8. Work in pairs. Think of some questions to review the contents of the text and give answers.
- •9. Give a short summary of the text. Unit 12 workplace design
- •Word Combinations
- •Workplace design
- •Notes on the Text
- •5. Find in Text a words or phrases which mean the same as
- •Work in pairs. Think of some questions to review the contents of the text and give answers.
- •Give a short summary of the text.
- •Render the following text into English: мобільні робочі місця
2. Read the text and say what an invention is.
Invention and design
Invention may be defined as a process of creation during which a novel idea becomes a novel product. (For 'product' read physical or intellectual product, process, system, service or any combination.)
By a 'novel product' we mean one that incorporates significant and distinctive elements not known previously and not available from competing products. The phrase 'not known previously' is crucial. The rewards from invention come from the legally recognized right to own and exploit the 'inventive step' and this is difficult or impossible if there is 'prior art' - or evidence that the idea is not novel.
Prior art is a useful legal term that broadly means any evidence in any recorded form from any period in history that an idea is already known. Its scope is very broad: prehistoric cave drawings can count as prior art; cartoons in children' comics can be prior art. Prior art may cover the whole invention, or one or more elements of it.
Invention is also a process of risk management. Many inventions start as a single person's unsubstantiated hunch, and pursuing that hunch often means persuading other people to accept a level of risk similar to betting on a rank outsider in horse racing. This does not guarantee to advance careers or reassure investors.
Most significant inventions now appearing on the market are a marriage of inspired thinking and elegant design. It's probably not commercially possible to do it any other way, as today's quality-conscious markets cannot stand revolutionary but 'mad' or 'clunky' technologies.
There is also little opportunity for the really great invention. James Dyson did not invent the vacuum cleaner and Apple did not invent the computer. They invented improvements involving new or unconventional uses of existing or emerging technology. What they and other innovators did was reinvent through design. Design is therefore fundamental to invention and is the key to turning a prototype into a marketable product. It is vital to think about design from the very start, as the true value of an invention may not be noticed because of impractical or inappropriate design.
A good designer can be invaluable, particularly when dealing with manufacturers, who need both detailed specifications before they can make anything and access to someone who talks their language if problems arise. A good designer may also be able to suggest improvements to the invention which enhance its commercial potential and the value of the intellectual property.
Notes on the text
inventive step - тут винахідницький рівень
prior art - тут творча думка, що раніше існувала
unsubstantiated hunch - тут інтуїція
pursue hunch - тут слідувати за інтуїцією
bet on a rank outsider – ставити на «темну конячку»
quality-conscious market - тут ринок, орієнтований на якість
clunky - тут нетямущий
Text and Vocabulary Exercises
3. Find in the text words or phrases which mean the same as
•offer • before • increase • essential
•includes • especially • important • to promote
•combination of • appearing • from the very beginning
4. Find in the text words or phrases which mean the opposite of
• possible • conventional • practical • appropriate •valuable
5. Look at the way the following words are used in the text and then define whether it is a noun (1), a verb (2) or an adjective (3)
rewards (par. 2), right (par. 2), means (par. 3,) cave (par. 3), start (par. 4),
start (par. 6), true (par. 6).
6. Decide whether these statements are true or false:
A novel product is a product not known previously and not available from competing technologies.
Prior art is a term used to prove that a designed product is really novel.
Invention is a process of no risk management.
Most inventions are a combination of creativity and elegancy.
There are many opportunities now for great inventions.
7. Render the following text into English and add your own opinion of Sieger's innovative approach: do you (dis)approve of it; find it amazing, foolish, useful, refreshing, etc.? Compare his approach with Stark's (see p. 18). Which approach do you like more? Why?