- •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:
- •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:
- •Unit 2 design in our life Active Vocabulary
- •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
- •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
- •Notes on the Text
- •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
Notes on the text
bear in mind –пам’ятати divergent thinker – різносторонній мислитель White paper – урядовий па-
i.e. = that is- тобто перовий документ
incremental innovation –оптимізуюча domain – поле, сфера діяльніінновація ності
ambiguity – неясність, неоднозначність
Text and Vocabulary Exercises
5. Find in Text a words or phrases which mean the same as
useful • turned into • to choose • increase
entirely new • wish to risk • greatly
recently • as a result • therefore
6. Find in the text two words or phrases for each word or expression below:
• зв'язок • кінцевий продукт • примножувати користь
• склад розуму • крім того, до того ж
7. What do the words in italics refer to?
It is about comparing alternatives to select the best possible solution.
However, in today's fast-changing environment this is not enough.
Most of the efforts to promote design and its contribution to innovation are coming from the design community, rather than the business and innovation community.
Both disciplines are being treated and taught in a very fragmented fashion to business people — if they are taught at all.
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.
Render the following text into English and add your own opinion of Stark's innovative approach: do you (dis)approve of it; find it amazing, foolish, useful, refreshing, etc.
ПИЛИП CTAPK, ФРАНЦУЗЬКИЙ ДИЗАЙНЕР
ЗІ СВІТОВИМ ІМ’ЯМ
Плідно працюючий дизайнер і архітектор, Пилип Старк поставив перед собою мету змінити наше повсякденне життя і дати нам можливість насолодитися красою. Старк - дизайнер-універсал. Він створює приватні будинки і інтер'єри, проектує стільці, столи, дивани, зубні щітки, соковижималки і ножі, розробляє дизайн телевізорів, машин. Він наново відкрив миру, що дизайном можна захоплюватися, а речі можуть радувати, що мистецтво існує заради мистецтва, а краса - заради краси. На питання: «Чому ви робите речі, які красиві, але не функціональні? За допомогою вашої соковижималки незручно отримувати сік з фруктів» Старк відповів, що він зробив соковижималку не для того, щоб показати, як тиснути сік. Це прекрасний привід поговорити, наприклад, про любов. Цей дизайнер орієнтується не тільки на сам об'єкт (як річ в собі), але і на сприйняття цього об'єкту, провокуючи у відповідь реакцію глядача і споживача.
UNIT 4
Invention and design
1. Discuss the following questions:
Do you ever think of inventing something new and unusual? What could it be? Do you think you will be able to do it in your future professional life?
Is it really necessary for a designer to invent at least one thing? Why/ Why not?