- •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
Предисловие
Данное учебное пособие предназначено для студентов очного, очно-заочного и заочного отделений технических факультетов полиграфического вуза и является профильно-ориентированным, хотя не исключена возможность его использования и в других учебных заведениях, в системе дополнительного и второго высшего образования, базирующегося на основе полиграфических знаний.
Целью пособия является развитие у студентов навыков устной и письменной речи на материале современного английского языка по тематике максимально приближенной к терминологии последующего профилирующего курса «Английский язык для полиграфических специальностей».
Курс состоит из четырёх уроков, последовательно описывающих физические и лингво-культурологические особенности категории цвета в ситуациях научного и повседневного общения. Каждый урок содержит в себе историческую справку, отрывок из научной статьи и идиоматические выражения для улучшения навыков изучения и перевода текстов различной стилистики, а также пересказа и овладения новыми лексическими единицами. Тексты, на которых строится работа каждого урока, взяты из английских и американских источников. Пособие также восполняет лакуны, традиционно существующие в аутентичных учебных пособиях, где не предусмотрены задания на перевод с русского языка на английский. Также предусмотрены задания, подразумевающие выступления студентов по общекультурной тематике. В конце каждого раздела имеется грамматический тест для расширения и корректировки имеющихся знаний.
В конце пособия предлагаются приложения с кратким грамматическим справочником, текстами для дополнительной самостоятельной работы студентов, а также тесты на закрепление пройденного.
UNIT 1
1. Warm-up:
-
What is your favourite colour? Why do you like it?
-
Are colours important in our life? Why?
2. Text for oral translation and brief retelling.
Colour has been investigated and used for more than 2000 years. Throughout history, different civilizations have experimented and learned more about colour. We are still learning today about how colour affects us and its importance in our lives.
Earliest Times of Colour. The ancient Egyptians have been recorded to have been using colour for cures and ailments. They worshipped the sun, knowing that without light there can be no life. The floors of their temples were often green - as the grass which then grew alongside their river, the Nile. Blue was a very important colour to the Egyptians too; the colour of the sky. They built temples for healing and used gems (crystals) through which the sunlight shone. They would have different rooms for different colours. There are lists on papyrus dating back to 1550 BC of colour "cures". Their deep knowledge and understanding of the healing powers of the colour rays was so nearly lost when, later on in history, the Greeks considered colour only as a science. Hippocrates, amongst others, abandoned the metaphysical side of colour, concentrating only on the scientific aspect. Fortunately, despite this, the knowledge and philosophy of colour was handed down through the ages by a few.
Early Colour Studies. Aristotle mixed colour . He discovered that by mixing two colours, a third is produced. He did this with a yellow and blue piece of glass, which when brought together produced green. He also discovered that light travels in waves. Plato and Pythagoras also studied light.