- •Contents
- •Unit 1 History of Architecture lead-in
- •Comprehensive reading
- •Comprehensive check
- •Language activity
- •Нанотехнологии в строительстве
- •Высокопрочный бетон
- •Высокопрочная сталь
- •Match phrasal verbs with their synonyms.
- •Replace the underlined word in each sentence with a phrasal verb from the first part.
- •Make up, carry out, put forward, go/look back over, point out, go through, be made up of, go into
- •Writing
- •Конструкционные композиты
- •Нанопокрытия
- •Indochine Cafe, Kontum, Vietnam
- •Comprehensive check
- •Language activity
- •Writing
- •Что такое Экодом?
- •Antonio Gaudí. Casa Milà
- •Comprehensive check
- •Language activity
- •Writing
- •Купол тысячелетия в Лондоне
- •Comprehensive check
- •Language activity
- •Diagrid, circular, curved, diagonal, doughnut-shaped, elliptical, perpendicular, pointed, tapered, zigzag, curvilinear, oval
- •Writing
- •Topics for discussion
- •Unit 5 Frank Lloyd Wright: Architect Extraordinary lead-in
- •Comprehensive reading
- •Comprehensive check
- •Language activity
- •Writing
- •Comprehensive reading
- •Writing
- •День науки.
- •Topics for discussion
- •Unit 7 choosing science as a career lead-in
- •Comprehensive reading
- •Comprehensive check
- •Language activity
- •Diploma/ma in English language and Culture
- •Diploma, dissertation, in-sessional, ma, module, PhD, project, sign.
- •Writing
- •Topics for discussion
- •Unit 8 higher education in russia lead-in
- •Comprehensive reading
- •Comprehensive check
- •Language activity
- •With, of, in, on, into, instead of, at, between, to, for
- •Writing
- •Topics for discussion
- •Pair Work.
- •Unit 9 saint petersburg state university of architecture and civil engineering lead-in
- •Comprehensive reading
- •Comprehensive check
- •Language activity
- •Writing
- •Музей истории петербургского кирпича
- •Музей истории сПб гасу
- •Topics for discussion
- •Education is not a luxury, but a basic human right and as such should be free for everyone irrespective of personal wealth. Do you agree or disagree with this statement?
- •Comprehensive check
- •Comprehensive reading 2 cambridge university
- •Comprehensive reading 3 the university of oxford
- •Language activity
- •1) Stayed on, applied, got in, do, left
- •2) Results, degree, college, prospectus, entry, diploma, course, high
- •3) Part-time, expenses, fees, grant, loan, accommodation
- •Qualifications, specialize, academic, assignment,
- •Vocational, drop out, tutorial, qualify, placement.
- •Finals, paper, deadline, dissertation, results, revising, graduation, graduate, coursework, term.
- •Writing
- •Academic Curricula will Become More Multi-Disciplinary
- •Education Leaders will Need to Balance mooCs and Traditional Learning
- •Student Recruitment and Retention will be More Important Than Ever
- •Higher Education Needs to Invest in Technology
- •Higher Education will Explore New Funding Models
- •Comprehensive check
- •Language activity
- •Education on the Internet
- •Writing
- •Comprehensive reading
- •Comprehensive check
- •In, to, on, at, for, out, of, from
- •Language activity
- •Writing
- •Topics for discussion
- •Comprehensive reading
- •Comprehensive check
- •Into, around, to, between, for, during, in, of, with
- •Language activity
- •Vision of the future: hi-tech inventions we’ll hopefully be using in 2030
- •Writing
- •Topics for discussion
- •Unit 14
- •Innovation and technoloGy
- •Lead-in
- •Comprehensive reading
- •Immortality and body sharing
- •Language activity
- •Interactive video, artificial intelligence, the human genome, globalization, cloning, e-commerce, doomsday scenario, interplanetary travel
- •Complete each of these sentences, using a phrasal verb expression from the table above.
- •Comprehensive reading
- •Comprehensive check
- •Language activity
- •Submit, feedback, links, virtual, Internet, community, means, quiz, tasks, resources
- •Writing
- •Read the article and say why more people nowadays prefer to study online.
- •Underline the topic sentence in each paragraph.
- •Write a summary for the article. The future of online education
- •Topics for discussion
- •Is Distance Education Right For Me?
- •Unit 16 What are the World’s Major currencies? lead-in
- •Comprehensive reading. What are the World’s Major Currencies?
- •Comprehensive check
- •Language activity
- •Writing
- •Translate the text into English in written form.
- •The main advantages of e-commerce process are named here. Can you name some disadvantages it also has?
- •Comprehensive reading Naming the Currency and Creating the € Symbol
- •Study the information about the numerals denoting English and American money.
- •Writing
- •Comprehensive reading
- •Issuing Euro Banknotes and Coins
- •Comprehensive check
- •Language activity
- •Idioms meaning a person is rich
- •Idioms meaning a person is poor
- •Idioms to mean you don’t want to spend money
- •Writing
- •Comprehensive reading Money
- •Comprehensive check
- •Language activity
- •Writing
- •Translate the text into English in written form.
- •Add some other functions of money to the main ones.
- •Comprehensive reading
- •Internet Banking
- •Comprehensive check
- •Language activity
- •Writing
- •Comprehensive reading Coming up with New Ideas
- •Comprehensive check
- •Language activity
- •Writing
- •Comprehensive reading Ecological Problems of our Planet
- •Comprehensive check
- •Language activity
- •Writing
- •Решение экологических проблем
- •Topics for discussion
- •Pair Work.
- •Unit 23 Types of Environmental Pollution lead-in
- •Comprehensive reading Types of environmental pollution
- •Comprehensive check
- •Language activity
- •Writing
- •Экологическая ситуация в Санкт-Петербурге.
- •Comprehensive reading Rainforests
- •Comprehensive check
- •Layers of a rainforest
- •Language activity
- •Us, ecosystems, biodiversity, year, planet, belt, people, down, wood, deforestation, up, population
- •Writing
- •Тропические леса в опасности.
- •Pair Work.
- •Comprehensive reading Natural Disasters
- •Comprehensive check
- •Language activity
- •Quantity, rubble, casualties, earthquake, collapse, trapped, outbreak, epidemic, rescue teams (2)
- •Natural Disaster Quiz
- •Writing
- •Стихийные бедствия России.
- •Comprehensive reading
- •Comprehensive check
- •Language activity
- •Situation, illnesses, from, of, main, poisoned, connected, areas, analysis, vanished
- •Writing
- •Экология Москвы.
- •Topics for discussion
Antonio Gaudí. Casa Milà
LEAD-IN
Exercise 1. Give your point of view on the following:
What are the most well-known buildings constructed by Antonio Gaudí?
How would you describe Gaudí’s style? Give 8-10 adjectives.
Exercise 2. Read and translate the following words and word combinations:
Quarry, dwelling, bizarre, detached building, secular, bulge, demolish, steep, resemble.
COMPREHENSIVE READING
La Pedrera – “the quarry” – was the name an astounded population gave to this completely unique building. It could be compared with the steep cliff walls in which African tribes build their cave-like dwellings. The wavy faсade, with its large pores, reminds one of an undulating beach of sand, formed, for example, by a receding dune. The honeycombs made by industrious bees might also spring to the mind of the observer viewing the snake-like ups and downs that run through the whole building. In this last secular building which Antonio Gaudí constructed before devoting all his energy to the Sagrada Familia, he created a paradox: an artificial but natural building which was simultaneously a summary of all the forms that he has become famous for. The work of Gaudí on the rooftop of La Pedrera was a collective of his experience at Park Güell, but with solutions that were clearly more innovative – this time creating bizarre chimney stacks.
Casa Milà was built for the married couple Roser Segimon and Pere Milà. The building was completed in December 1910, and in October, 1911 the Milà moved there. The building was sited a few houses away from the Casa Batlló, on the corner of two streets (Passeig de Gràcia and Provence). Gaudí had to depart from the structure he had adopted in in earlier buildings as now he had to work with a corner-house. The surface area, over 10,000 square feet in size, posed a challenge. With a special design for the corner facade Gaudí gave the house the character of a detached building, although it was flanked by the rows of houses on the two streets. He softened the corner until it almost disappeared completely, and the building therefore seems more round than rectangular. Thus, the house arches across two streets. Gaudí took an idea of a rotunda in designing two of the courtyards which had to be large to provide enough light in the building.
Almost every one of his projects involved some innovation, which usually, although with some delay, found its way into Barcelona’s architecture. In the Casa Milà, Gaudí replaced the usual square patios with round court-yards that grew outwards as they moved upstairs. Viewed from above, the building gives impression that these inner court-yards draw everything magically towards them, not just air and light: they are enormous funnels. The slanting walls at the end of these shafts enabled Gaudí to provide an excellent lighting even for the attic. All these ideas are not ornamental in nature but rather serve utterly practical goals. Continually changing waves, bulges and niches create the overall impression of something asymmetrical, something “natural”.
The courtyard
N
othing
about this house is uniform. The ground-plans for each floor do not
resemble one another. Gaudí
was only able to create such a highly-varied spatial structure
because he designed the building without load-bearing
walls.
Casa
Milà is characterized by its self-supporting stone façade which
connects to the internal structure of each floor by means of curved
iron beams surrounding the perimeter of each floor. This construction
system allows, on one hand, large openings in the facade which give
light to the homes, and on the other, free structuring of the
different levels, so that all walls can be demolished without
affecting the stability of the building. This allows the owners to
change their minds at will and to modify, without problems, the
interior layout of the homes. The
rooms are of different height in keeping with the wavy form of the
façade.
C
asa
Milà consists of two buildings, which are structured around two
courtyards that provide light to the nine levels: basement, ground
floor, mezzanine, main (or noble) floor, four upper floors, and an
attic. The basement was intended to be the garage, the main floor was
the residence of the Milàs (a flat of all 1,323 m2),
and the rest distributed over 20 homes for rent. The resulting layout
is shaped like an asymmetrical “8” because of the different shape
and size of the courtyards. The attic housed the laundry and drying
areas, forming an insulating space for the building and
simultaneously determining the levels of the roof.
One of the most significant parts of the building is the roof, crowned with skylights, staircase exits, fans, and chimneys. All of these elements, constructed with timbrel coated with limestone, broken marble or glass, have a specific architectural function. Nevertheless, they have become real sculptures integrated into the building.
On the rooftop there are six skylights/staircase exits (four of which were covered with broken pottery and some that ended in a double cross typical of Gaudí), twenty-eight chimneys in several groupings, twisted so that the smoke came out better, two half-hidden vents whose function is to renew the air in the building. The staircases also house the water tanks; some of these are snail-shaped. The chimneys and the skylights are covered with fragments of marble and broken Valencia tiles. One of the chimneys is topped with glass pieces – it was said that Gaudí did that the day after the inauguration of the building, taking advantage of the empty bottles from the party. The stepped roof of La Pedrera is called “the garden of warriors” by the poet Pere Gimferrer because the chimneys appear to be protecting the skylights.
The building is a unique entity, where the shape of the exterior continues to the interior. The apartments feature ceilings with plaster reliefs of great dynamism, handcrafted wooden doors, windows, and furniture, and the design of the hydraulic pavement and different ornamental elements.
