- •Т.В. Барамикова, л.П. Ільєнко, к.Б. Кугай, а.В. Спіжова, н.В. Зимнікова, а.М. Ткаленко
- •Передмова
- •Unit 1 history of arts Part I
- •I Listen and remember the following words:
- •III Read and translate the following text: History of Arts
- •V Complete the sentences with the words from the text:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •Renaissance
- •III Make up a plan of the text.
- •VIII Give the main idea of the dialogue in your own words.
- •V Complete the sentences with the words from the text:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •The History of Arts. Brief Overview
- •III Make up a plan of the text.
- •IV Translate the paragraph in italics in a written form.
- •V Render the text in brief in a written form.
- •VI Work in pairs. Discuss the questions :
- •VII Practice reading the dialogue with your partner:
- •VIII Make up your own dialogues using the key words and expressions from the unit.
- •IV Answer the questions:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: World War I and after the War
- •III Make up a plan of the text.
- •VIII Give the main idea of the dialogue in your own words.
- •IV Answer the questions:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: Charles Frederick Worth Industrializes Fashion
- •III Make up a plan of the text.
- •I Mind the following words and word-combinations:
- •Unit 5 design elements
- •I Listen and remember the following words:
- •Design Elements
- •V Complete the sentences with the words from the text:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •Design Principles
- •III Make up a plan of the text.
- •VIII Make up your own dialogues using the key words and expressions from the unit.
- •IV Answer the questions:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main ideaof it: The World Famous Designers
- •III Make up a plan of the text.
- •IV Answer the questions:
- •V Complete the sentences with the words from the text.
- •X Speak on the topic using the following words and word combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: Dance Costume
- •III Make up a plan of the text.
- •VIII Give the main idea of the dialogue in your own words.
- •III Match the words in the left column with their definitions:
- •IV Answer the questions:
- •X Speak on the topic using the following words and word combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: Scenic Makeup
- •III Make up a plan of the text.
- •VIII Give the main idea of the dialogue in your own words.
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •III Make up a plan of the text.
- •IV Translate the paragraph in italics in a written form.
- •V Render the text in brief in a written form.
- •VI Work in pairs. Discuss the questions.
- •VII Practice reading the dialogues with your partner:
- •VIII Make up your own dialogues using the key words and expressions from the unit.
- •Unit 10
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •III Make up a plan of the text.
- •VIII Give the main idea of the dialogue in your own words.
- •IX Make up your own dialogues using the key-words and expressions from the unit.
- •I Mind the following words and word-combinations
- •III Listen to the text again and be ready to answer the questions:
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •VI Find the English equivalents to the words:
- •VII Make up sentences with the terms:
- •VIII Give definitions to the words and word-combinations:
- •IX Translate the sentences into English:
- •X Speak on the topic using the following words and word combinations:
- •I Read and learn:
- •II Read the text and define the main idea of it: Flower Symbolism
- •III Make up a plan of the text.
- •IV Translate the paragraph in italics in a written form.
- •V Render the text in brief in a written form.
- •VI Work in pairs. Discuss the questions.
- •VII Practise reading the dialogue with your partner:
- •VIII Give the main idea of the dialogue in your own words.
- •IX Make up your own dialogues using the key words and expressions from the unit.
- •I Mind the following words and word-combinations:
- •II Listen to the text and decide if the statements are true or false:
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •VI Find the English equivalents to the words:
- •III Make up a plan of the text.
- •VIII Give the main idea of the dialogue in your own words.
- •Unit 13
- •IV Answer the questions:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: Raymond Loewy. The Father of Industrial Design
- •III Make up a plan of the text.
- •VIII Give the main idea of the dialogue in your own words.
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •VI Find the English equivalents to the words:
- •VII Make up sentences with the terms:
- •VIII Give definitions to the words and word-combinations:
- •IX Translate the sentences into English:
- •X Speak on the topic using the following words and word combinations:
- •I Read and learn:
- •II Read the text and define the main idea of it: The Importance of Colour
- •III Make up a plan of the text.
- •IV Translate the paragraph in italics in a written form.
- •V Render the text in brief in a written form.
- •VI Work in pairs. Discuss the questions.
- •VII Practise reading the dialogue with your partner:
- •VIII Give the main idea of the dialogue in your own words.
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •VI Find the English equivalents to the words:
- •VII Make up sentences with the terms:
- •VIII Give definitions to the words and word-combinations:
- •IX Translate the sentences into English:
- •X Speak on the topic using the following words and word combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it:
- •Video Design
- •III Make up a plan of the text.
- •VIII Give the main idea of the dialogue in your own words.
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •VI Find the English equivalents to the words:
- •VII Make up sentences with the terms:
- •VIII Give definitions to the words:
- •IX Translate the sentences into English:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: The History of Logo Design
- •III Make up a plan of the text.
- •IV Translate the paragraph in italics in a written form.
- •V Render the text in brief in a written form.
- •VI Work in pairs. Discuss the questions:
- •VII Practice reading the dialogue with your partner:
- •VIII Give the main idea of the dialogue in your own words.
- •Texts for additional reading the origins of costume
- •1. Read the text. What is the main idea of the text?
- •2. Find unknown terms and words in the text and give their translations?
- •3. Make up a plan of the text in the form of questions.
- •3. Make up a plan of the text in the form of questions.
- •3. Make up a plan of the text in the form of questions.
- •3. Make up a plan of the text in the form of questions.
- •3. Answer the following questions:
- •3. Make up a plan of the text in the form of questions.
- •4. Answer the following questions :
- •5. Translate the last paragraph of the text in a written form.
- •Interior design. Style selection
- •1. Read and translate the text. What is the main idea of the text?
- •2. Find unknown terms and words in the text and give their translations?
- •3. Make up a plan of the text in the form of questions.
- •3. Make up a plan of the text in the form of questions.
- •3. Answer the questions:
- •3. Make up a plan of the text in the form of questions.
- •3. Make up a plan of the text in the form of questions.
- •3. Make up a plan of the text in the form of questions and ask your groupmates to find answers in the text.
- •3. Answer the following questions:
- •3. Answer the following questions:
- •3. Answer the following questions:
- •3. Answer the questions:
- •3. Make up a plan of the text in the form of questions and ask your groupmates to find answers in the text.
- •3. Make up a plan of the text in the form of questions and ask your groupmates to find answers in the text.
- •Українсько-Англійський словник а
- •Glossary a
- •Список використаної літератури
- •Introductory horticulture by h. Edward Reiley, Carroll l. Shry – Albany, ny: Delmar Thomson Learning, 2002. – 564 p.
3. Make up a plan of the text in the form of questions.
4. Ask your groupmates to find answers in the text.
5. Discuss the content of the text in the form of a dialogue.
PREHISTORIC COSTUME
1. Read and translate the text.
2. Find unknown terms and words in the text and give their translations.
The present state of knowledge about prehistoric times enables us, with all the necessary reservations, to assess the little data we possess about costume in the quaternary period of about six hundred thousand years, covering the history of tool-making man.
It is as well to remember from the outset that the development of prehistoric civilizations is influenced by the geography of the continents, which, though broadly as it is today, had numerous differences in detail, such as the land link between Britain and the continent of Europe.
The information we possess about prehistoric costume for the whole of the quaternary age is divided between the earlier, longer period (until about 10,000 bc) known as the Palaeolithic period, and the shorter, more recent Neolithic period, which lasted for a few thousand years and was followed by the Bronze and Iron Ages.
In spite of glacier movements, the general climate in the greater part of the ancient world was fairly constantly tropical or sub-tropical, comparable to the climate of present-day Africa or central Asia, and favouring a fauna of hippopotami and elephants. Only after the last Ice Age (100,000 to 10,000 bc) did the temperature of the northern hemisphere fall, causing changes in fauna and flora.
The various ways of life of these first men changed according to these climatic conditions, which also influenced costume. Men in tropical regions lived in forests or on plains, in camps or shelters, and left traces of their clothing industries in the valleys and steppes. Men in the areas affected by the last glaciations took refuge in grottoes and caverns, where the vestiges of their primitive clothing are to be found.
Palaeolithic man lived by hunting and food collection; for him, the search for food entailed defending himself against animals, at first in tropical regions, and then in glacial conditions. Only towards 10,000 bc, when Europe was once more freed from ice and became covered with forests, was Neolithic man to find his food by agriculture and stock-breeding. This revolutionary change appeared first in the centre of the New World and in the Middle East, from where it spread through Asia.
Prehistoric civilizations therefore show a succession of changes of level, influenced by the prevailing climatic conditions, by increasing technical skills, and perhaps by changes in the physical type of primitive man.
These are the dominant factors which, in conditions that are often difficult to establish and are complicated by overlapping and mixture, influenced the evolution of prehistoric costume.
3. Make up a plan of the text in the form of questions.
4. Ask your groupmates to find answers in the text.
5. What is the main idea of the text?
TEXTILES
1. Read and translate the text.
2. Find unknown terms and words in the text and give their translations?
We have very little evidence that definitely relates to Iranian textiles, so that it is difficult to determine their use, particularly in Sassanian Persia.
Between the first quarter of the third century ad and the middle of the seventh, when it collapsed under the thrust of Arab invasions, the Sassanian dynasty preserved in its civilization ancient art forms and symbols inherited from the old peoples of the Middle East.
Sassanian towns such as Samarkand and Bokhara - great silk markets whose caravans came bearing the precious textile from the Far East or carrying supplies of finished cloth to the West - and probably other cities as well, possessed looms on which silk was woven in accordance with processes borrowed from China.
It seems that Persia must have known this industry at least two centuries before Byzantium.
Sassanian textiles, fragments of which have shown the technical virtuosity of the weaving as well as the decorative richness, were adornments worn by the upper classes. We find in them the taste for scenes of action to be noted in sculpture and metalwork: horsemen at the gallop turn in their saddles to fire arrows, a characteristic theme among the Parthian, Medean and Turkish peoples. This hieratic decorative style invariably used facing or addorsed animal or human figures, sometimes enclosed in circles or rowels, and with a variety of other motifs.
We know that textiles of this kind, the rare surviving specimens of which are generally preserved in European church treasuries, were used as shrouds and religious vestments. But above all they provided cloaks and mantles. The cloth used for ceremonial robes generally incorporated woven portraits of kings or signs symbolizing royal dignity.
The stylization of Sassanid textiles had a great influence on Byzantine weaving, and this influence is also apparent in a Chinese cloth taken to one of the temples of Nara, in Japan, by a Korean embassy in 622. In Byzantium, where the influence of Chinese art made itself felt in luxury textiles, decoration followed the Sassanian arrangement of isolated or linked wheel motifs, and also horizontal bands or geometrical patterns. Cloth decorated in this way was called either rotata (in wheels) or scutalata (in squares).
After the Arab conquest, which threw the industry of the defeated Sassanians into temporary confusion, the Persian manufactures resumed their activity, to meet the customary sartorial needs of the country and satisfy a new Moslem clientele which, on this point at least, soon forgot the rulings of primitive Islamism.
By modifying the forms of its traditional decoration, Sassanian production thus remained at the centre of the silk trade network, which soon covered the Middle East with the extension of Arab power. The proverbial luxury of Asia became that of most Moslem princes and caliphs, Abbassids, Fatimites, etc., who wore silk in their palaces and tents. As the textile industry developed among the Islamic peoples, it abandoned its former Sassanid motifs, but the silks taken in quantity by the Crusaders in the course of their conquest of the Holy Land have their distant origin in the textiles of Sassanian Persia, as did the textiles of the Byzantine Empire.