- •Предисловие
- •1. Warm-up:
- •2. Text for oral translation and brief retelling.
- •3. Correct the jumbled sentences:
- •4. Summarize the received information in 3-5 sentences.
- •5. Read the following text. White
- •7. “White” in names and acronyms – match with the explanations:
- •12. Answer the questions:
- •13. Say whether the following is true or false:
- •14. Translate into English:
- •15. Grammar revision (for more information, see appendix 1)
- •16. General English skills – an idea for general discussion: “The White Rabbit”, - books and authors we like.
- •17. Have fun!
- •1. Warm-up:
- •2. Text for oral translation and brief retelling.
- •3. Correct the jumbled sentences:
- •4. Summarize the received information in 3-5 sentences.
- •5. Read the following text.
- •7. “Red” in names and acronyms – match with the explanations:
- •13. “Blue” in names and acronyms – match with the explanations:
- •18. Answer the questions:
- •19. Say whether the following is true or false:
- •20. Translate into English:
- •21. Grammar revision (for more information, see appendix 2)
- •22. General English skills – an idea for general discussion: “The Red China”, - political regimes of the world.
- •23. Have fun!
- •1. Warm-up:
- •2. Text for oral translation and brief retelling.
- •3. Correct the jumbled sentences:
- •4. Summarize the received information in 3-5 sentences.
- •5. Read the following text. Yellow
- •7. “Yellow” in names and acronyms – match with the explanations:
- •13. “Green” in names and acronyms – match with the explanations:
- •Colour wheel
- •18. Answer the questions:
- •19. Say whether the following is true or false:
- •20. Translate into English:
- •21. Grammar revision (for more information, see appendix 3)
- •22. General English skills – an idea for general discussion: “Greenpeace”, - the ways to protect our planet.
- •23. Have fun!
- •1. Warm-up:
- •3. Correct the jumbled sentences:
- •4. Summarize the received information in 3-5 sentences.
- •5. Read the following text. Purple
- •7. “Purple” in names and acronyms – match with the explanations:
- •12. “Black” in names and acronyms – match with the explanations:
- •17. Answer the questions:
- •18. Say whether the following is true or false:
- •19. Translate into English:
- •20. Grammar revision (for more information, see appendix 4)
- •21. General English skills – an idea for general discussion: “The Black Death”, - modern illnesses and their treatment.
- •22. Have fun!
- •Fig. 14 Abraham Lincoln’s portrait.
- •1. Grammar Summary
- •2. Additional texts for quick reading
- •3. Additional text for independent work psychology of color
- •1. Grammar Summary
- •2. Additional texts for quick reading turquoise
- •3. Additional text for independent work Colour Blindness
- •Rods and Cones
- •1. Grammar Summary
- •2. Additional texts for quick reading orange
- •3. Additional text for independent work q. What Colours Appeal to Men?
- •1. Grammar Summary
- •2. Additional texts for quick reading
- •3. Additional text for independent work Top 5 Easy Ways to Get Colour without a Colour Printer
- •1) Change Your Paper: Colour and Preprinted Papers
- •2) Wrap It In Foil: Laser Foil
- •3) Stamp It Out! Rubber Stamps and Ink
- •4) Stick It On! Stickers and Labels
- •5) New Tones: Colour Toner for b&w Printers
- •Introduction
- •Implementing a Perceptual Rule-Based System for Colormap Selection
13. “Blue” in names and acronyms – match with the explanations:
1. The Blue Railway |
1. one of the two main rivers which join together to form the River Nile proper (the other main river is the White Nile) |
2. The Blue Mountains |
2. the name of a series of racing cars and speed boats in which the racing drivers (father and son) Malcolm and Donald Campbell set several world speed records over the period 1935—1967 |
3. Bluebeard |
3. names of different British rockets |
4. The Blue and the Gray |
4. a title (later reinforced by a trophy) given to a liner which holds the speed record for transatlantic crossings in both directions. It was held in succession by the "Mauritania", "Bremen", "Queen Mary" and "United States" |
5. Blue Book |
5. a) an American medical insurance company. b) a London organization engaged in animal welfare which provides veterinary treatment for the pets of those who cannot afford to pay fees |
6. Blue Cross |
6. a popular British television programme for children. It is well known, by both adults and children, for supporting children's activities, showing them how to do and make useful things, and encouraging them to raise money for people in need (from "blue peter" — a blue flag with a white square in the middle, flown on a ship to show it is ready to leave port): Blue Peter appeal; a Blue Peter badge |
7. Blue Force |
7. the first day of the work week |
8. Blue Monday |
8. a cold wind from the north which brings rapidly falling temperatures to the Kansas-Oklahoma-Texas region (from the colour of the accompanying clouds) |
9. Blue Norther |
9. a) an official report printed by the British Government, usually the report of a committee (compare "Green Paper", "White Paper"). b) a book of paper with a blue cover which is used in American colleges for writing answers to examination questions. |
10. Blue Nun |
10. a colloquial term for British police |
11. Blue Peter |
11. a type of quite sweet white wine which is made in the Rheinhessen area of Germany for export to the United Kingdom; it is popular and not very expensive |
12. Blue Ribbon of the Atlantic |
12. a wicked character who married and killed one wife after another. He is a character from the Charles Perrault collection. He is a monstrous villain who marries seven women in turn, and warns them not to look behind a certain door of his castle. Inside the room are the corpses of his former wives. Bluebeard kills six wives for their disobedience before one passes the test |
13. Blue Steel, Blue Streak, Blue Water |
13. (AmE) the Union and Confederate armies in the US Civil War. The Union army wore blue uniforms, the Confederate army wore gray |
14. Bluebird |
14. part of the Great Dividing Range, New South Wales, Australia, blocking Sydney from the interior until the crossing in 1813 |
15. The Blue Nile |
15. a private railway line in Sussex, operating with old-style steam engines and coaches. The track runs for five miles from Sheffield Park to Horsted Keynes, and follows a picturesque route along a track bordered by bluebells in spring |
14. Make up little dialogues, using different word combinations with “blue”.
15. Remember other colour idioms with “blue” in your language.
16. What do you know about:
a) “The Blues Brothers” (1980)?
17. Text for written translation and detailed retelling (pay special attention to the words in bold).
Fig. 4 Colour in the eye
The ability of the human eye to distinguish colours is based upon the varying sensitivity of different cells in the retina to light of different wavelengths. The retina contains three types of colour receptor cells, or cones. One type, relatively distinct from the other two, is most responsive to light that we perceive as violet, with wavelengths around 420 nm. (Cones of this type are sometimes called short-wavelength cones, S cones, or, misleadingly, blue cones.) The other two types are closely related genetically and chemically. One of them (sometimes called long-wavelength cones, L cones, or, misleadingly, red cones) is most sensitive to light we perceive as yellowish-green, with wavelengths around 564 nm; the other type (sometimes called middle-wavelength cones, M cones, or, misleadingly, green cones) is most sensitive to light perceived as green, with wavelengths around 534 nm. Light, no matter how complex its composition of wavelengths, is reduced to three colour components by the eye. For each location in the visual field, the three types of cones yield three signals based on the extent to which each is stimulated. These values are sometimes called tristimulus values. The response curve as a function of wavelength for each type of cone is illustrated above. Because the curves overlap, some tristimulus values do not occur for any incoming light combination. For example, it is not possible to stimulate only the mid-wavelength (so-called "green") cones; the other cones will inevitably be stimulated to some degree at the same time. The set of all possible tristimulus values determines the human colour space. It has been estimated that humans can distinguish roughly 10 million different colours. The other type of light-sensitive cell in the eye, the rod, has a different response curve. In normal situations, when light is bright enough to strongly stimulate the cones, rods play virtually no role in vision at all. On the other hand, in dim light, the cones are understimulated leaving only the signal from the rods, resulting in a colourless response. (Furthermore, the rods are barely sensitive to light in the "red" range.) In certain conditions of intermediate illumination, the rod response and a weak cone response can together result in colour discriminations not accounted for by cone responses alone.
Fig. 5 Colour in the brain
The visual dorsal stream (green) and ventral stream (purple) are shown. The ventral stream is responsible for colour perception. While the mechanisms of colour vision at the level of the retina are well-described in terms of tristimulus values (see above), colour processing after that point is organized differently. A dominant theory of colour vision proposes that colour information is transmitted out of the eye by three opponent processes, or opponent channels, each constructed from the raw output of the cones: a red-green channel, a blue-yellow channel and a black-white "luminance" channel. This theory has been supported by neurobiology, and accounts for the structure of our subjective color experience. Specifically, it explains why we cannot perceive a "reddish green" or "yellowish blue," and it predicts the colour wheel: it is the collection of colours for which at least one of the two colour channels measures a value at one of its extremes. The exact nature of colour perception beyond the processing already described, and indeed the status of colour as a feature of the perceived world or rather as a feature of our perception of the world, is a matter of complex and continuing philosophical dispute.