Иностранный язык (английский)

МИНИСТЕРСТВО КУЛЬТУРЫ РОССИЙСКОЙ ФЕДЕРАЦИИ

тЮМЕНСКИЙ ГОСУДАРСТВЕННЫЙ ИНСТИТУТ КУЛЬТУРЫ

ФАКУЛЬТЕТ СОЦИАЛЬНО-КУЛЬТУРНЫХ ТЕХНОЛОГИЙ

КАФЕДРА ИНОСТРАННЫХ ЯЗЫКОВ

 

УТВЕРЖДАЮ

Декан факультета

______________ Е.М. Акулич

«____» _____________ 2018 г.

 

 

 

 

 

Рабочая программа дисциплины

 

Иностранный язык (английский)

 

Специальность

54.05.02 Живопись

 

 

Специализация:

 

специализация N 1 "Художник-живописец (станковая живопись)"

 

Квалификация выпускника:

Художник-живописец (станковая живопись)

 

 

Форма обучения

очная

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Тюмень, 2018

 

Рабочая программа рассмотрена на заседании кафедры иностранных языков

 

протокол №_____ от ___________________________

 

Заведующий кафедрой ____________________________________________ /Т.М. Кононова/

 

Председатель УМК______________________________________________/Л.Ф. Балина/

 

«_____» _________________________20 г. (протокол заседания УМК №_____)

 

 

СОГЛАСОВАНО

 

Директор научной библиотеки ______________________________________/Н.П. Соколова/

«_____» _________________________20 г.

 

Заведующий выпускающей кафедрой ____________________________ /С.А.Струнников/

 

 

Рабочая программа разработана Шиликовым С.И., доцентом кафедры иностранных языков, кандидатом педагогических наук

 

__________________________

(подпись разработчика)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Содержание

 

№ п/п	Разделы программы	№ страницы
1.	Перечень планируемых результатов обучения по дисциплине «Иностранный язык», соотнесенных с планируемыми результатами освоения общей образовательной программы 54.05.02 Живопись	4
2.	Указание места дисциплины в структуре образовательной программы	4
3.	Компетенции обучающегося, формируемые в результате освоения дисциплины (модуля)	4
4.	Объем, структура и содержание дисциплины	4
5.	Перечень учебно-методического обеспечения для самостоятельной работы обучающихся (задания для самостоятельной работы)	10
6.	Фонд оценочных средств для проведения промежуточной аттестации обучающихся по дисциплине	10
7.	Перечень основной и дополнительной учебной литературы, необходимой для освоения дисциплины	11
8.	Перечень ресурсов информационно-телекоммуникационной сети «Интернет», необходимых для освоения дисциплины	11
9.	Методические указания для обучающихся по освоению дисциплины	12
10.	Перечень информационных технологий, используемых при осуществлении образовательного процесса по дисциплине, включая перечень программного обеспечения и информационных справочных систем	12
11.	Материально-техническое обеспечение дисциплины	12
12.	Приложение: Фонд оценочных средств для проведения промежуточной аттестации обучающихся по дисциплине.	13

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1. Перечень планируемых результатов обучения по дисциплине (модулю) «Иностранный язык» (английский), соотнесенных с планируемыми результатами освоения основной образовательной программы 54.05.02 – Живопись.

 

Программа дисциплины «Иностранный язык» (английский) разработана в соответствии с требованиями Федерального государственного образовательного стандарта высшего образования по специальности 54.05.02 Живопись (уровень специалитета). Целью дисциплины является повышение исходного уровня владения иностранным языком, достигнутого на предыдущей ступени образования, профессиональной языковой подготовки живописцев, укрепление ее связей с передовой практикой.

 

2. Указание места дисциплины (модуля) в структуре образовательной программы

 

Учебная дисциплина «Иностранный язык» (английский) относится к базовой части Блока 1 программы специалитета (Б1.Б.03) согласно учебному плану ООП по специальности 54.05.02 – «Живопись».

Дисциплина «Иностранный язык» имеет междисциплинарные связи с целым рядом дисциплин: «История искусства», «Живопись», «Музейное дело», «Музейные технологии», «Музейный менеджмент», «Культурология», «Зарубежная литература» и др. Это обеспечивает практическую направленность в системе обучения и соответствующий уровень использования иностранного языка в будущей профессиональной деятельности.

 

3. Компетенции обучающегося, формируемые в результате освоения дисциплины (модуля)

 

В результате освоения дисциплины у студента должна быть сформирована следующая профильно-специализированная компетенция:

 

ПСК-1.22 – способностью взаимодействовать с многонациональным академическим профессиональным сообществом в интересах освещения фундаментальных и прикладных исследований в сфере изобразительного искусства.

 

4. Объем, структура и содержание дисциплины (модуля)

 

Преподавание дисциплины «Иностранный язык» ведется на 1-м и 2-м курсах (1-4 семестры) и предусматривает следующие формы организации учебного процесса: практические занятия, самостоятельная работа студента.

Общая трудоемкость дисциплины «Иностранный язык» (английский) составляет 7 зачетных единиц, 252 часов.

 

№	Форма обучения	Курс	Семестр	Всего часов	Лекц.	Практ. (сем).	Инд.	СРС	Зачёт	Контроль
1	ОФО	1-2	1-4	252	-	138	-	78	-	36

 

 

Тематический план дисциплины «Иностранный язык» (английский) 72 недели

1 семестр

ОФО

 

Раздел дисциплины, тема	Всего часов	Аудиторные			СРС	Форма отчетности
		Лекц	Практ.	Инд
Модуль 1 Я и то, что меня окружает (семья, дом, друзья и т.п.)	10		6		4	ролевая игра, составление рассказа, лексический, грамматический тесты, опрос
Модуль 2 Мой образ жизни (планы, свободное время, интересы и т.п.)	10		6	-	4	ролевая игра, лексический, грамматический тесты, опрос
Модуль 3 Мир вокруг меня (мой город, моя страна и другие страны)	12		8	-	4	TextWork, ролевая игра, лексический, грамматический тесты, опрос, презентация
Модуль 4 Мир вокруг меня (путешествия, погода, покупки, достопримечательности)	12		8		4	TextWork, лексический, грамматический тесты, презентация выполненных заданий
Модуль 5 Национальная кухня. Этикет.	10		6	-	4	TextWork, лексический, грамматический тесты, диалоги
Всего за I семестр: 2 зач. ед.	54		34		20	зачёт

 

2 семестр

 

Раздел дисциплины, тема	Всего часов	Аудиторные			СРС	Форма отчетности
		Лекц	Практ.	Инд
Модуль 6. Здоровье и спорт. Здоровый образ жизни.	10		6	-	4	TextWork, лексико- грамматический тест, ролевая игра, дискуссия
Модуль 7 Культура и искусство (виды искусства, общая характеристика)	10		6	-	4	TextWork, лексический, грамматический тесты, опрос, сообщение по теме
Модуль 8. Жизнь в 21 веке (технический прогресс, экология)	10		6	-	4	TextWork, лексико- грамматический тест, опрос
Модуль 9 Учеба в институте (предметы, трудности, учебные стратегии и т.п.). Освоение специальности.	12		8	-	4	TextWork, лексико- грамматический тест, опрос, беседа, составление монолога по теме
Модуль 10. Праздники, знаменательные даты, традиции	12		8	-	4	TextWork, лексико- грамматический тест, ролевая игра, презентация
Всего за II семестр: 2 зач. ед.	54		34		20	зачёт

 

3 семестр

 

Раздел дисциплины, тема	Всего часов	Аудиторные			СРС	Форма отчетности
		Лекц	Практ.	Инд
Модуль 11. Образование	10		6	-	4	TextWork, лексико- грамматический тест, ролевая игра
Модуль 12. Живопись	10		6	-	4	TextWork, лексический, грамматический тесты, опрос, сообщение по теме
Модуль 13. Живопись в 21 веке	12		8	-	4	TextWork, лексико- грамматический тест, опрос
Модуль 14. Выдающиеся деятели искусстваи культуры. Знаменитые живописцы.	12		8	-	4	TextWork, лексико- грамматический тест, опрос, беседа, монолог по теме
Модуль 15. Музей.	10		6	-	4	TextWork, лексико- грамматический тест, ролевая игра, презентация
Всего за III семестр: 1,5зач. ед.	54		34		20	зачёт

 

4 семестр

 

Раздел дисциплины, тема	Всего часов	Аудиторные			СРС	Форма отчетности
		Лекц	Практ.	Инд
Модуль 16. Культурная жизнь стран изучаемого языка. Фестивали, конкурсы, выставки, концерты.	12		8	-	4	TextWork, лексико- грамматический тест, ролевая игра, обсуждение, заполнение документов, решение кейса
Модуль 17. Живопись и дизайн	12		8	-	4	TextWork, лексический, грамматический тесты, опрос, сообщение по теме, презентация
Модуль 18. Современное общество и культура	10		6	-	4	TextWork, лексико- грамматический тест, опрос, обсуждение
Модуль 19. Современное искусство. Современная живопись.	10		8	-	2	TextWork, лексико- грамматический тест, опрос, дискуссия
Модуль 20. Станковая живопись	10		6	-	4	TextWork, лексико- грамматический тест, ролевая игра, презентация, реферат
Подготовка к экзамену	36
Всего за IV семестр: 54 часа, 1,5зач. ед.	54		36		18	экзамен
Итого за курс	252		138	-	78
Контроль	36					экзамен

 

Содержание дисциплины «Иностранный язык» (английский)

 

 

Формы проведения занятий, образовательные технологии: практические занятия.

 

5. Перечень учебно-методического обеспечения для самостоятельной работы обучающихся по дисциплине «Иностранный язык» (английский) (задания для самостоятельной работы)

 

№ п/п	Сферы иноязычного общения	Содержание самостоятельной работы
1.	Бытовая сфера общения	* выполнять задания и упражнения по изучаемой тематике; * читать внеаудиторно; * составлять словарный минимум, диалоги на бытовые темы.
2.	Учебно-познавательная сфера общения	* выполнять задания и упражнения по изучаемой тематике; * внеаудиторное чтение; * выполнять переводы; * составлять монологи и диалоги на заданные темы; * подготовить сообщение на заданную тему.
3.	Социально-культурная сфера общения	* выполнять задания и упражнения по изучаемой тематике; * внеаудиторное чтение; * подготовить слайд-презентацию по теме; * работать самостоятельно (индивидуально) с использованием интернет технологий; * провести сравнительный анализ социокультурных явлений по теме.
4.	Профессиональная сфера общения	* выполнять задания и упражнения по изучаемой тематике; * внеаудиторное чтение; * составить словник по темам; * учить профессиональную лексику; * приводить примеры. Аргументировать свою точку зрения. * выполнить реферат; * подготовить слайд-презентацию по теме. * составить резюме; * описать свой проект, представить его; * написать эссе по результатам посещения выставки, фестиваля, конкурса; * изучать литературу профессиональной тематики на иностранном языке; * письменно переводить информацию профессионального характера с иностранного языка на русский

 

6. Фонд оценочных средств для проведения промежуточной аттестации обучающихся по дисциплине «Иностранный язык» (английский)

 

(В соответствии с «Положением о текущем контроле успеваемости и промежуточной аттестации студентов федерального государственного бюджетного образовательного учреждения высшего образования «Тюменский государственный институт культуры» к основным видам фонда оценочных средств (ФОС) в вузе отнесены: курсовые работы, коллоквиумы, контрольные работы, рефераты, тесты, эссе, просмотры, технические зачеты, академические концерты, прогоны и пр.)

Данный раздел выполняется в виде Приложения к рабочей программе по дисциплине «Иностранный язык» (Живопись), см. Приложение.

 

7. Перечень основной и дополнительной учебной литературы, необходимой для освоения дисциплины «Иностранный язык» (английский)

 

а) основная литература:

 

• Английский язык для студентов, обучающихся по специальности "Дизайн": учеб. пособие / авт. Г. В. Шевцова [и др.]. – Москва: Высшая школа, 2007. – 340, [4] с.
• Безручко Е.Н. Английский для архитекторов: учебное пособие / Е. Н. Безручко. –3-е изд., перераб. и доп. – Ростов н/Д.: МарТ, 2011.
• Комарова А. И. Английский язык через культуры народов мира: учебник / А. И. Комарова, И. Ю. Окс, В. В. Колосовская. – Москва: Высшая школа, 2008. – 470 с.
• Крупов В. Н. Практикум по переводу с английского языка на русский [Текст]: учеб. пособие / В. Н. Крупов. – Москва: Высшая школа, 2006. – 279 с.
• Пароятникова А. Д. Английский язык для гуманитарных вузов: учебник / А. Д. Пароятникова, М. Ю. Полевая. – 2-е изд., испр. и доп. – Москва : Высшая школа, 2006. – 367 с.
• Цветкова Т. К. Путеводитель по грамматике английского языка: учеб. пособие / Т. К. Цветкова. – Москва: Проспект, 2009. – 163, [1] с.
• Шевелева С. А. Английский для гуманитариев: учеб. пособие для студентов вузов / С. А Шевелева. – 2-е изд., перераб. и доп. – Москва :Юнити, 2009. – 397 с.

 

Электронные ресурсы удаленного доступа:

«Национальная электронная библиотека» (НЭБ). (http://xn--90ax2c.xn--p1ai/)

Новикова И. А. Английский язык: практ. курс для художников и искусствоведов / И. А. Новикова, Т. А. Быля, Е. Э. Кожарский. – Москва: ВЛАДОС, 2008. – 240 с.

•  

б) дополнительная литература:

 

Александрова, Л. И. Writeeffectively = Пишем эффективно: учеб.-метод. пособие по письменной практике / Л. И. Александрова. – Москва: Флинта, 2010. – 93 с.

Английская грамматика в диалогах. Видо-временные формы глагола [Текст]: учеб. пособ. / авт. Н.И. Шпекина [и др.]. – 2-е изд., перераб. и доп.– Москва: Высшая школа, 2007. – 343 с.

Блох М. Я..Теоретическая грамматика английского языка [Текст]: учебник / М. Я. Блох. – Москва: Высшая школа, 2008. – 423 с.

Кожаева М. Г. Грамматика английского языка в таблица: учеб. пособие / М. Г. Кожаева. – Москва: Флинта, 2010. – 59 с.

Миловидов В. А. Английский разговорный язык: практ. пособие по развитию устной речи / В. А. Миловидов. – Москва: АСТ: Астрель, 2010. – 164 с.

Осечкин В. В. Английский язык: употребление времен в английском языке с упражнениями и ключами / В. В. Осечкин. – Москва: ВЛАДОС, 2007. – 240 с.

Полякова О. В. Грамматический справочник по английскому языку с упражнениями / О. В. Полякова. – Москва: Флинта Наука, 2011. – 80 с.

Cotton D., Falvey D., Kent S. Language Leader. Intermediate Level. Course book and CD-ROM / D. Cotton, D. Falvey, S. Kent. – Essex: Pearson Education Limited, 2008. – 188 c.

Cotton D., Falvey D., Kent S. Language Leader. Intermediate Level. Workbook with key and Audio CD / D. Cotton, D. Falvey, S. Kent. – Essex: Pearson Education Limited, 2008. – 108 c.

Lebeau I., Rees G. Language Leader. Elementary Level. Course book and CD-ROM / I. Lebeau, G. Rees. – Essex: Pearson Education Limited, 2008. – 160 c.

Murphy R. English Grammar in Use. A Self-study Reference and Practice Book for Intermediate Students. With Answers / R. Murphy. – Cambridge: Cambridge University Press: 3rd. ed., 2005. – 391 c.  

 

 

• Перечень ресурсов информационно-телекоммуникационной сети «Интернет» (далее – сеть «Интернет»), необходимых для освоения дисциплины
•  
• Wordsmyth. ThepremierEducationalDictionary – Thesaurus [Электронный ресурс]: Энциклопедический и толковый словарь. – Режим доступа: http://www.wordsmyth.net/, свободный. – Загл. с экрана. – Яз. англ.
• Babylon. GoGlobal [Электронный ресурс]: Толковый словарь. – Режим доступа: http://russian.babylon.com/index.html/, свободный. – Загл. с экрана. – Яз. англ.
• GuidetoLanguagechange [Электронный ресурс]: Толковый словарь. – Режим доступа: http://www.bibliomania.com/1/7/299/2034/frameset.html, свободный. – Загл. с экрана. – Яз. англ.
• Guide to Language change. Webster’s Dictionary. Roget’sThesaurus [Электронный ресурс] : Энциклопедический и толковый словарь. – Режим доступа: http://www.bibliomania.com/1/7/299/2034/frameset.html, свободный. – Загл. с экрана. – Яз. англ.
• ВВС. Русская служба. Уроки английского языка [Электронный ресурс] Образовательный ресурс. – Режим доступа: http://www.bbc.co.uk/russian/learning_english, свободный. – Загл. с экрана. – Яз. англ.
• BritishCouncilglobal [Электронный ресурс]: Образовательный ресурс. – Режим доступа: http://www.britishcouncil.org/ru/russia /, свободный. – Загл. с экрана. – Яз. англ.
• BBC/ LearningEnglish [Электронный ресурс]: Образовательный ресурс. – Режим доступа: http://www.bbc.co.uk/worldservice/learningenglish/, свободный. – Загл. с экрана. – Яз. англ.
• Using English. Resources for English as a second language online. A large collection of English as a second language (ESL) tools and resources for students, teachers, learners and academics, covering the full spectrum of ESL, EFL, ESOL, and EAP subject areas [Электронныйресурс]: Образовательныйресурс. – Режимдоступа: http://www.usingenglish.com/, свободный. – Загл. сэкрана. – Яз. англ.
• EnglishGlobe. Understandingtheworld [Электронный ресурс]: Справочная электронная энциклопедия. – Режим доступа: http://www.english-globe.ru/, свободный. – Загл. с экрана. – Яз. англ.
• MacmillanEducation [Электронный ресурс]: Энциклопедический и толковый словарь. – Режим доступа: http://www.macmillandictionary.com/, свободный. – Загл. с экрана. – Яз. англ.
• OxfordUniversityPress [Электронный ресурс]: Энциклопедический и толковый словарь. – Режим доступа: http://www.oup.co.uk/, свободный. – Загл. с экрана. – Яз. англ.
• OUPonlinepractice [Электронный ресурс]: Портал изучения английского языка. – Режим доступа: http://www.oup.com/elt/students/?cc=ru/, свободный. – Загл. с экрана. – Яз. англ.
• CambridgeUniversityPress [Электронный ресурс]: Энциклопедический и толковый словарь. – Режим доступа: http://www.cambridge.org/uk/international/, свободный. – Загл. с экрана. – Яз. англ.
• CUPELTresources [Электронный ресурс]: Образовательный ресурс. – Режим доступа: http://www.cambridge.org/elt/resources/, свободный. – Загл. с экрана. – Яз. англ.
• ExpressPublishing [Электронный ресурс]: Энциклопедический и толковый словарь. – Режим доступа: http://www.expresspublishing.co.uk/, свободный. – Загл. с экрана. – Яз. англ.
• PearsonLongman[Электронный ресурс]: Энциклопедический и толковый словарь. – Режим доступа: http://www.pearsonlongman.com/languageleader/, свободный. – Загл. с экрана. – Яз. англ.

 

9. Методические указания для обучающихся по освоению дисциплины

 

1. Кононова Т. М. Английский язык [Текст]: учеб.-метод. комплекс для студентов Тюменской государственной Академии культуры, искусств и социальных технологий. Институт музыки, театра и хореографии. Институт изобразительных искусств и дизайна / Т. М. Кононова, М. В. Кораблина, Н. Р. Махортова. – Тюмень: РИЦ ТГАКИСТ, 2010. – 123 с.

2. Кораблина М.В. Теория языка. Theory of English for the Students of Culture and Arts: Учеб.-метод. Пособие по английскому яз. для студентов дневного отделения вузов искусств и культуры. Часть первая. Лексикология. Функциональная стилистика / Кораблина М.В. – Тюмень: РИЦ ТГАКИ, 2008. –88 с.

3. Кораблина М.В. Деловой английский язык для магистров дизайна и архитектуры: учеб.-метод. пособие по англ. яз. для студентов ИАДиВИ/ М. В. Кораблина. – Тюмень: РИЦ ТГАКИиСТ. – 2013. – 156 с.

 

Перечень информационных технологий, используемых при осуществлении образовательного процесса по дисциплине (модулю), включая перечень программного обеспечения и информационных справочных систем

 

Photoshop Extended CS3.

CorelDRAW Graphics Suite X3.

Microsoft Open License (Windows OS, Microsoft Office, Windows Server).

7-Zip 15.14.

 

Материально-техническое обеспечение дисциплины

 

1. Персональные компьютеры с доступом к сети Интернет.

2. Программное обеспечение: пакет программ MicrosoftOffice (MSWord, MSExcel, MSPowerPoint), браузер (например, MozillaFirefox).

3. Видео- и аудио-аппаратура.

4. Учебно-справочная литература (рекомендованные учебники и учебные пособия, словари) в печатной и электронной формах.

5. Аутентичные печатные, аудио- и видеоматериалы.

6. Мультимедийные средства (видеоматериалы, аудиоматериалы, электронная интерактивная доска, мультимедийный проектор, компьютерные обучающие программы, Интернет-ресурсы) в мультимедийных аудиториях.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Приложение

К рабочей программе дисциплины

«Иностранный язык» (английский)

 

 

 

 

 

 

Фонд оценочных средств для проведения промежуточной аттестации обучающихся

 

По дисциплине

Иностранный язык (английский)

 

 

Специальность

54.05.02 Живопись

 

 

Специализация:

 

специализация N 1 "Художник-живописец (станковая живопись)"

 

Квалификация выпускника:

Художник-живописец (станковая живопись)

 

 

Форма обучения

очная

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Тюмень, 2018

Паспорт фонда оценочных средств по дисциплине «Иностранный язык» (английский)

 

1. Перечень компетенций, формируемых дисциплиной«Иностранный язык» (английский), и этапы формирования компетенций

 

Код ком-петен-ции	Наименование компетенции	Структурные элементы компетенции	Этапы формиро-вания компетенции	Виды занятий для формиро-ваниякомпетен ции	Виды оценочных средств для определения сформированности компетенции
1	2	3	4	5	6
ПСК-1.22	способностью взаимодействовать с многонациональным академическим профессиональным сообществом в интересах освещения фундаментальных и прикладных исследований в сфере изобразительного искусства	Знать: 1. основные фонетические, лексико-грамматические, стилистические особенности изучаемого языка; 2. основные различия письменной и устной речи; 3. о многообразии культур и цивилизаций в их взаимодействии, роли искусства в развитии цивилизации и современного общества, социальные и этические проблемы, концепции и тенденции развития современного искусства, закономерности освоения человеком среды обитания по «законам красоты»; процесс многообразия культур в истории обществ; 4. лексический и грамматический минимум одного из иностранных языков; 5. профессиональную лексику на иностранном языке; 6. методику проведения лекций, бесед, дискуссий на профессиональные темы;   Уметь: 1. грамотно использовать в своей деятельности профессиональную лексику; 2. реализовывать коммуникативное намерение с целью воздействия на партнера по общению; 3. вести на иностранном языке беседу-диалог общего характера и беседу-диалог по специальности, соблюдать правила речевого этикета; 4. читать литературу по специальности без словаря с целью поиска информации; 5. формировать и выражать свою творческую позицию на иностранном языке; 6. находить и использовать информацию, необходимую для ориентирования в основных текущих проблемах жизни, искусства.   Владеть: 1. методиками поиска изучаемого материала; 2. навыками работы с библиотечным материалом на иностранном языке (словари, каталоги, энциклопедии и т.д.); 3. методиками конспектирования изучаемого материала на иностранном языке; 4. навыками коммуникации с уверенным использованием профессиональной терминологии; 5. методами общения в многонациональном коллективе; 6. одним из иностранных языков международного общения на уровне, обеспечивающем базовые устные и письменные межличностные и профессиональные коммуникации; 7. межкультурной коммуникативной компетенцией в разных видах речевой деятельности.	Модули 1-10	практические занятия	лексический тест, составление словника, рассказа, опрос
			Модули 11-20	практические занятия	грамматический тест
					Экзамен

 

2. Планируемые уровни сформированности компетенций по дисциплине «Иностранный язык» английский

 

Этапы формирования компетенции (по отношению ко времени прохождения дисциплины)	Уровни сформированности компетенции (качество сформированности компетенции)	«Критерии (показатели) оценивания уровня – сформированности компетенции (дескрипторы)»	Оценка достигнутого уровня (баллы)
Модули 1-20	Начальный уровень: недостаточное знание основных фонетических, лексико-грамматических, стилистических особенностей изучаемого языка;основных различий письменной и устной речи; слабое умение создания адекватных в условиях конкретной ситуации общения устных и письменных текстов; реализации коммуникативного намерения с целью воздействия на партнера по общению; владение начальными навыками решения коммуникативных задач, некоторыми коммуникативными и учебными стратегиями, учебными стратегиями; самыми общими представлениями о стилях коммуникации; небольшим лексическим минимумом общего и терминологического характера. Знает культурно-специфические особенности менталитета, установок, ценностей представителей англоязычных культур;	Знает: 1. основные фонетические, лексико-грамматические, стилистические особенности изучаемого языка; 2. основные различия письменной и устной речи; 3.процесс многообразия культур в истории обществ; 4. культурно-специфические особенности менталитета, установок, ценностей представителей англоязычных культур; 5. основные реалии, имена, достопримечательности, традиции англоязычных стран; 6. достижения, открытия, события из области архитектуры англоязычных стран; 7. основные особенности зарубежной системы образования в области избранной профессии.   Умеет: 1. создавать адекватные в условиях конкретной ситуации общения устные и письменные тексты; 2. реализовывать коммуникативное намерение с целью воздействия на партнера по общению; 3. вести дискуссию, публично представлять результаты работы на иностранном языке; 4. адекватно понимать и интерпретировать смысл и намерение автора при восприятии устных и письменных текстов; 5. выявлять сходство и различия в системах родного и иностранного языка; 6. логически верно, аргументировано и ясно «выстраивать» устную иписьменную речь; 7. уважительно и бережно относиться к культурным традициям,терпимо воспринимать социальные и культурные различия; 8. социально взаимодействоватьна основе принятых в обществе нравственных и правовых норм, проявлять уважение клюдям, терпимость к другим культурам и точкам зрения.   Владеет: 1. навыками решения коммуникативных задач, различными коммуникативными стратегиями, учебными стратегиями для организации своей учебной деятельности; 2. общими представлениями о стилях коммуникации; 3. лексическим минимумом общего и терминологического характера; 4. одним из иностранных языков международного общения на уровне,обеспечивающембазовые устные и письменные межличностные и профессиональные коммуникации; 5. межкультурной коммуникативной компетенцией в разных видах речевой деятельности.	Начальный уровень: по итогам изучения дисциплины: 60-70
	Базовый уровень: хорошее знание основных фонетических, лексико-грамматических, стилистических особенностей изучаемого языка;основных различий письменной и устной речи; умение создавать адекватные в условиях конкретной ситуации общения устные и письменные тексты; реализовать коммуникативное намерение с целью воздействия на партнера по общению; владение навыками решения коммуникативных задач, коммуникативными стратегиями, учебными стратегиями; знает стили коммуникации; достаточным лексическим минимумом общего и терминологического характера. Знает основные реалии, имена, достопримечательности, традиции англоязычных стран; достижения, открытия, события из области архитектуры англоязычных стран. Уважительно и бережно относится к культурным традициям,терпимо воспринимает социальные и культурные различия.		Базовый уровень: по итогам изучения дисциплины: 71-84
	Продвинутый уровень: отлично знает фонетические, лексико-грамматические, стилистические особенности изучаемого языка;различия письменной и устной речи;процесс многообразия культур в истории обществ;культурно-специфические особенности менталитета, установок, ценностей представителей англоязычных культур;реалии, имена, достопримечательности, традиции англоязычных стран;достижения, события из области архитектуры;основные особенности зарубежной системы образования в области избранной профессии. Умеет создавать адекватные в условиях конкретной ситуации общения устные и письменные тексты; реализовывать коммуникативное намерение с целью воздействия на партнера по общению; вести дискуссию, публично представлять результаты работы на иностранном языке; адекватно понимать и интерпретировать смысл и намерение автора при восприятии устных и письменных текстов; выявлять сходство и различия в системах родного и иностранного языка; логически верно, аргументировано и ясно «выстраивать» устную иписьменную речь;уважительно и бережно относится к культурным традициям,терпимо воспринимает социальные и культурные различия;социально взаимодействует на основе принятых в обществе нравственных и правовых норм, проявляет уважение клюдям, терпимость к другим культурам и точкам зрения. Владеет навыками решения коммуникативных задач, различными коммуникативными и учебными стратегиями;представлениями о стилях коммуникации; расширенным лексическим минимумом общего и терминологического характера; одним из иностранных языков международного общения на уровне,обеспечивающембазовые устные и письменные межличностные и профессиональные коммуникации; межкультурной коммуникативной компетенцией в разных видах речи.		Продвинутый уровень: по итогам изучения дисциплины: 85-100

 

3. Типовые контрольные задания или иные материалы, необходимые для оценки знаний, умений, навыков и (или) опыта деятельности, характеризующих этапы формирования компетенций в процессе освоения образовательной программы.

 

Тематика контрольных заданий

 

№ п/п	Наименование раздела дисциплины	Содержание раздела Виды деятельности
1.	Фонетика, орфография, аудирование	Фонетический строй английского языка. Гласные, согласные буквы. Монофтонги, дифтонги. Особенности орфографии английского языка.
2.	Грамматика	Части речи. Артикли. Местоимения. Степени сравнения прилагательных и наречий. Глагол и его формы. Времена. Неличные формы глагола. Условные предложения. Фразовые глаголы. Модальные глаголы. Предлоги. Союзы. Словообразование.
3.	Практика письменной речи	Оформление делового письма. Оформление конверта. Оформление резюме, письма-заявления, письма-уведомления, письма-запроса. Оформление электронного сообщения, факса, служебной записки, повестки дня.
4.	Практика устной речи	Рассказ о семье, родном городе, его достопримечательностях; о личных интересах, увлечениях; уметь обосновать свои планы, намерения; кратко изложить информацию о последних событиях; выразить свое отношение к планам на будущее; кратко изложить факты о реальных событиях; кратко передать содержание статьи; изложить последовательность событий; делать подготовленные сообщения по данной тематике; выражать собственную точку зрения; охарактеризовать ситуацию и др. (согласно модулям).
5.	Чтение	Ознакомительное чтение с целью определения истинности (ложности) утверждения. Поисковое чтение с целью определения наличия или отсутствия в тексте запрашиваемой информации. Изучающее чтение с элементами анализа информации, аннотирования, сопоставления, с выделением главных компонентов содержания текста.

 

Модули 1-3

Практическое задание № 1.

 

Цель – освоение грамматики модуля, лексики по теме «Мой дом, моя семья. Мой рабочий день.

Рабочий день художника, архитектора», обсуждение речевого этикета; умение описать типы домов, дом своей мечты.

Методика проведения: освоить модуль по следующей схеме:

• составить словник по теме, составить монолог (рассказ) по теме «Мой дом, моя семья.
• Мой рабочий день», «Дом моей мечты»;

2. выполнить лексический тест;

3. выполнить грамматический тест;

4. участвовать в ролевой игре;

5. описать типы домов.

 

Лексико-коммуникативный аспект

 

• Learn the words and expressions to describe your area and a flat/house.
•  
•  
• Describe your area and a flat/house.
•  
• Our Flat
•  

House	Area/Neighbourhood	Lifestyle
I live in … a (semi-) detached house terraced house a block of flats an apartment a cottage a two-storeyed house skyscraper bungalow caravan	I live in … the suburbs a residential area the centre / outskirts of town	I prefer … country life city life     I have a / an … lifestyle. hectic quiet exciting boring healthy unhealthy     I enjoy …. staying in clubbing reading sport
It’s got … a lift an attic a cellar a balcony a good view / a stunning view a gate a fireplace high ceilings a drive wooden floors stairs / steel spiral staircase utility floor upper level lower level courtyard veranda large lounge a sunken swimming pool a living room / a sitting room a hall a kitchen a dining room a study a bathroom	It’s got … shops and restaurants cinemas and theatres a park for recreation a playground
It is… spacious (45 square metres) cramped modern old-fashioned	It is… quiet lively

FIRST OF ALL I WANT to tell you some words about the building where our flat is located. It is an eighteen-storeyed tower of flats in the south-west of the city. There is a park with three ponds not far from it. Ours is a cozy three-room flat on the fourteenth floor.

The sitting room with a wall-size window facing the park is quite large. In this room there is a furniture unit. There is a TV-set, a video-recorder and a tape-recorder here. On the walls there are five paintings. A thick carpet covers the floor. We spend every evening in this room. We watch TV, listen to the music or discuss the problems of the day.

My parent’s room is rather small. There are two beds, a dressing table with a mirror and a wardrobe there. On the bedside table there is an alarm-clock, an electric lamp and some books.

My room is my study. I have a lot of books. There are books on the shelves all around the walls. The books are on my desk and some of them are on the floor. My desk is at the window. I work here at my books. The typewriter is on the little table in the corner of the room. To the left there is a sofa with a cushion on it. There is an arm-chair and two chairs in my room.

Besides we have a kitchen and a bathroom in our flat. In the kitchen there is a gas stove, a refrigerator, a sink with two taps over it, a cupboard, a table and six stools there. The bathroom is very cozy too. There is a bath, a washbasin with hot and cold water there. My parents are hospitable. They often invite friends and relatives to our place. And everybody feels at home here.

 

Types of Houses

 

Guess the meaning of the following words.

 

bungalow, cottage, farm, igloo, izba, ranch, villa, separate, residence, apartment, person, block, garage, caravan, yurt, penthouse, studio, aul, trailer, suite of rooms, en suite, mansion, mansions – pl., mansion-house, bedsit(ter), terrace

 

Read the text and translate it into Russian.

 

Housescan be built in a large variety of configurations. A basic division is between free-standing or single-family houses and various types of attached or multi-user dwellings. Both sorts may vary greatly in scale and amount of accommodation provided. Although there appear to be many different types, many of the variations listed below are purely matters of style rather than spatial arrangement or scale. Some of the terms listed are only used in some parts of the English-speaking world.

A single-family detached home, or single-family home or detached house for short, also variously known as a single-detached dwelling or separate house (see below), is a free-standing residential building. Most single-family homes are built on lots larger than the structure itself, adding an area surrounding the house, which is commonly called a yard in North American English or a garden in British English.

 

Detached dwellings / single-unit housing:

Bungalow – a single-story house without a basement

Castle – primarily a defensive structure dating from the Middle Ages to the 19th century

Chalet bungalow – popular in England, a combination of a house and a bungalow

Cottage – usually a small country dwelling, but weavers' cottages are three-storied townhouses with the top floor reserved for the working quarters.

Craftsman – a house reduced to its simplest form... its low, broad proportions and absolute lack of ornamentation

Deck House – custom-built post and beam homes using high-quality woods and masonry

Detached (free-standing) – any house that is completely separated from its neighbors

Dogtrot – two buildings connected by a breezeway

Earth sheltered – using earth against building walls for external thermal mass, to reduce heat loss, and to maintain easily a steady indoor air temperature

Farmhouse – the main residence on a farm

Gablefront house (or Gablefront cottage) – A vernacular house type which has a gable roof facing the street.

I-house – a traditional British folk house, became popular in middle and southern U.S. Colonies

Mansion –a very large detached house

Mews property. A mews is an urban stable-block that has been converted into residential properties. The houses are converted into ground floor garages with a small flat above which used to house the ostler.

Microhouse – a dwelling that fulfils all the requirements of habitation (shelter, sleep, cooking, heating, toilet) in a highly compact space (very common in Japan).

Microapartment–popular in Japan, single room containing kitchen, bathroom, bedroom, and living space in one place (usually on many floors)

Monolithic dome – a structure cast in one piece over a form, usually of concrete

Roundhouse – a type of house with a circular plan, built in Western Europe prior to the Roman occupation

Villa –originally an upper-class country house, though since its origins in Roman times the idea and function of a villa has evolved considerably.

 

There are advantages and disadvantages to single-detached homes. Advantages are that the entire space around the building is private to the owner and family, in most cases (depending on federal, state/provincial and local laws) you can add on to the existing house if more room is needed and there are generally no property management fees such as the ones associated with condominiums and townhomes.

There are also many disadvantages to owning a single-family detached home. All maintenance and repair costs – interior, exterior and everything in between – are at the owner's expense. There is often a lack of amenities such as pools and playgrounds (although some single-detached homes do have these features within the lot or nearby, their owners are commonly required to pay a homeowners fee as those in condos or townhomes). Landscaping and lawn upkeep costs are at the owner's expense.

Semi-detached housing (often abbreviated to semi in the UK, Canada, and Australia, as in "three-bedroom semi"; called a duplex or Zero Lot Line in Stockton California), consists of pairs of houses built side by side as units sharing a party wall and usually in such a way that each house's layout is a mirror image of its twin. This style of housing, although built throughout the world, is commonly seen as particularly symbolic of the suburbanization of the United Kingdom and Ireland, or post-war homes in Central Canada. This type of housing can be thought of as being a half-way state between terraced or row housing and single-family detached homes.

 

History

 

During the 19th century, a father and son architectural partnership, the Shaws, drew up some of the very first designs for semi-detached housing in London. Examples of their work can be seen in Chalk Farm, North London. In the British housing boom of the 1920s and 1930s semi-detached houses sprang up in suburbs throughout the country, and were popular with middle class home owners who preferred them to terrace houses. The design of many of these houses, highly characteristic of the era, was heavily influenced by the Art Deco movement, taking influence from mock Tudor, chalet styles and even ship design.

 

United Kingdom

 

During the house price boom in the years to 2004 many UK property developers found they could create value by demolishing semi-detached houses and building two detached houses on the same site, often with a very narrow gap between the new units.

 

Match the definitions of the following dwellings.

 

Dwelling	Definition of the Dwelling
1) villa	a) defensive structure
2) penthouse	b) caravan
3) travel trailer	c) the top floor of multi-story building
4) bachelor apartment	d) a form of ownership of an individual apartment
5) block of flats	e) a suite with a single room that doubles as living/sitting room and bedroom
6) condominium	f) dwelling constructed of ice
7) aul	g) a type of fortified village
8) igloo	h) originally an upper-class country house
9) castle	i) a multi-unit dwelling made up of several apartments

 

Find other types of houses or dwellings in different media sources, e.g. Addison house, craftsman house, earth sheltered, mansion, Mc Mansion, pole house, patio home, Queenslander, etc. Make up a report on them.

My Dream House

Describe your Dream house

Level A

 

First of all I'd like to say that all of us have our own ideas and dreams about a perfect home, because "home" can't mean the same to everybody. But I'm sure that for all people home is not just a place to live in. Home is your little world where you live according to your own rules and interests. It's a place where you feel comfort, warmth and reliability, that's why we say "East or West, home is best" and the English say "My home is my castle". In my opinion home always awakens the best feelings and high emotions in people's souls. But what an ideal home is everybody decides for himself.

It goes without saying that nowadays there are a lot of types of dwellings, that's why everyone can choose a house he or she likes. For instance some people prefer semi-detached houses or duplexes (as the Americans call them). I think that such houses attract them because they are less expensive than mansions or bungalows, for example. You also have neighbours you can always turn to if you need something, but at the same time your neighbours can disturb you while repairing their part of the house or when they listen to music too loudly. But in general I'm sure that it's quite pleasant to live in a semi-detached house.

Other people like cottages and farmhouses. I think that people, who prefer these types of dwelling, are fond of nature, fresh air and they want to have calm and measured rhythm of life. Usually they keep the poultry and the cattle. One of advantages living in such a house is that you have your own land where you can grow fruit and vegetables, make flowerbeds and plant various beautiful flowers there that will warm your heart, lay out an orchard, etc. You can also build some outhouses like a green-house, a garage, a tool shed, an arbour. The most important disadvantage of living in a farmhouse or in a cottage, to my mind, is that it takes a lot of time to get to the nearest town, but if you have a car it isn't a problem for you. That's why I'd like to live in a cottage after I retire.

Now I live in a block of flats. It seems to me that it's the cheapest type of dwelling in a town. Flats can be of different sizes: one-roomed, two-roomed, three-roomed and you can choose a flat you like. If you are going to live alone, for instance, you certainly would prefer a studio to a large detached house in three stores. Besides, among advantages of living in a block of flats some people name that it takes less time to tidy up a flat than a house. But as any type of dwelling a flat has its disadvantages: a noise that your neighbours make when they, for example, drill or hammer or when they organize a party. Sometimes you can depend on your neighbours – imagine such a situation: your neighbours' tap is dripping and they need it to be repaired, so they block water supply not only in their own flat but also in yours and you have to wait for hours till you can do the washing-up or take a shower. It isn't convenient, but in spite of it the largest part of population in our country live in blocks of flats. I personally live on a flat and I can say that all these disadvantages don't bother me a lot, and in general it's a nice type of dwelling.

But frankly speaking my dream is to live in a detached house. Why? First of all your neighbours can never disturb you, for instance by hammering a nail into the wall. But at the same time if you want to ask your neighbours for something or just have a talk you can visit them. As you have some land around the house you can build outhouses; and if I had a detached house I would build a garage, a summer house, maybe a padding pool and certainly I would arrange some flowerbeds as I have a green thumb. I hope that one day I will have such a house.

I imagine the house of my dream in such a way: it's a two-storied but not a large brick house with a red gable roof, fenced by a hedge. A narrow path leads to front steps by the both sides of which there are small nice flowerbeds. When you come in through the front door you find yourself in a spacious hall with a wide staircase, on one side of which there are potted plants. I'd like to have four or five rooms, but frankly speaking I can't imagine then clearly now. I only want to add that I want my bedroom to be the lightest room in my house owing to a French window and it should have a small open balcony. On the contrary, the sitting-room should be the darkest room in the house. Here I want to have a fireplace near which I can spend long winter evenings sitting in a rocker and listening to pleasant music or sipping coffee.

It goes without saying that it's almost impossible to find an appropriate sum of money to buy such a house at once. But there is always a way out: you can turn to a building society for a mortgage. Mortgage is a long-term loan that a building society gives you for a certain period of time. Building societies make their money by borrowing money from some members of the public – their "depositors" – and lending it to others. A lot of people have building society savings accounts. They save their money with a building society, which pays them interest. The society then lends this money to people who want to buy a house or a flat and charges them a higher interest rate on the amount borrowed. The only disadvantage of buying a house in such a way is that you overpay for your house, but it seems to me not so important, as you get your own house at once and you can do everything you want there: repaper the walls, make moulded ceilings or parquet the floor, you needn't ask for permission of a landlord. And as you are paying the original price of the house in fairly small sums once a month you are able to afford it.

And at the end of my story I'd like to say that all of us imagine our ideal houses in different ways; so everything depends on your taste and preferences. 

 

Level B

 

Hello! My name is Alex. I live in Tyumen. I have got a two-room apartment in the center of the city. But all people dream about their own house with all conditions, so do I.

The house of my dream must be a comfortable well-planned two-storeyed cottage. Not so large of course. It should be situated in a quite ecologically clean place or street. In front of the house I want a green lawn and flowers to be. And also a big shaggy dog should live in his booth in our yard. There must be a large kitchen, a pantry, a dining-room, a cosy sitting-room with a fireplace and big windows on the ground floor.

There should be bedrooms with the own separated bathrooms on the first floor, and somebody`s study upstairs. And my room should be in the garret. And a balcony also should be.

Also I want to have modern and quite new furniture. But the main thing that I do not want to do is to pay a lot of money for the house and the furniture for many years before I can call this house my own. There should be a lot of trees, a pond or a fountain. It is necessary if my house be strong and well-defended with a beautiful fence.

 

Grammar

 

Имя существительное. Артикль. Единственное и множественное число существительных. Глагол. Местоимения. Числительные. Имя прилагательное. Предлоги.

 

Tests

 

Supply the articles where necessary.

 

1. It was he who drew …. most interesting picture.

an b) the c) –

2. After lessons he would go for …. walk.

the b) a c) –

3.He thought that she would play … title role.

– b) a c) the

4. Can I speak to ….designers who made the project?

a b) – c) the

5. They detected …. minor defects in the landscape design.

the b) a c) –

6. … defects caused a break-down of the whole concept.

– b) the c) a

letter of complaint in connection with the delay in … delivery of the costumes was sent to the company.

a b) – c) the

8. Tea is a national drink of …. English.

– b) the c) a

 

Choose the correct variant.

 

What … the news?

is b) are

His knowledge … very good.

a) is b) are

3. Can you transfer the money this week? – By all means. We’ll send … the first thing tomorrow morning.

a) them b) it

4. He earns very …. money.

a) little b) few

5. They refused to withdraw the first claim. They didn’t intend to withdraw the second one …

a) eitherb) too

 

• Choose the correct answer.
•  

We cannot agree ….. your point of view on the program.

a) to b) with c) about

I saw her …….. face in the window.

a) smile b) smiled c) smiling

Will you ………. to inform us of the results of the test?

a) remember b) remind c) read

4) Our actions are ……. full conformity with your wishes.

a) in b) at c) on

5) We suggest you should ….. Museum authorities.

a) offer b) play c) contact

6) She ….. them drawing with great interest.

a) saw b) watched c) looked

7) Father would often paint … the evening.

a) – b) in c) at

8)He would play the main role in the performance which is …. at the Drama Theatre.

a) staged b) put c) been

9) They are enjoying a house … Gaudi.

а) – b) of c) by

10) We had ….. the services of this firm as their commission was too high.

a) refused b) given up c) declined

11) We must choose …… these 2 proposals.

a) among b) between c) of

12) They have meetings ….. the weekend.

a) in b) on c) at

13) They ….. a lot of innovations.

a) upgraded b) did c) madе

14) We are ….. at increasing the output.

a) aimed b) faced c) proposed

15) Businessmen usually …. new goals when they start a new business.

a) realize b) set c) aim

 

Supply the prepositions where necessary.

 

The equipment was found defective … design.

… our opinion the damage … the decorative panel occurred … transit.

Your order is ready … dispatch.

The first impressionist painting … Monet was performed …. the artist … the exhibition.

They made a complaint …. some faults which made the project unsuitable for customers.

My friend having lost the tickets …. a concert, we had to stay …. home.

What Institute did he graduate …..?

Why did you resist … any attempt of his to help you?

He was arrested as he was … suspicion.

 

Модули 4-6

Практическое задание № 2.

 

Цель – освоить профессиональную лексику, дать общую характеристику архитектурных достопримечательностей, приготовить небольшую экскурсию.

Методика проведения: Предварительно студент должен определить тему своего сообщения (Архитектура Москвы, Санкт-Петербурга, Тюмени и др.), исследовать информационные источники по выбранной теме. После проработки лексического и грамматического аспектов выступить с сообщением.

Культурная программа для иностранца (экскурсии по городам России: Москва, Санкт-Петербург, Тюмень и др.). Архитектура Москвы, Санкт-Петербурга и др.

Предварительная самостоятельная работа: студент должен определить тему своего сообщения (Архитектура Москвы, Санкт-Петербурга, Тюмени и др.), исследовать информационные источники по выбранной теме. После проработки лексического и грамматического аспектов выступить с сообщением (презентация выполненных заданий).

 

Модули 7-8

Практическое задание № 3.

 

Цель – освоить профессиональную лексику, уметь проанализировать виды искусства, дать им общую характеристику, вести диалог на темы профессионального характера, провести ролевую игру «Поход в театр, кино, музей» с соблюдением речевого этикета.

Методика проведения: Предварительно студент должен определить тему своего сообщения (Культурная жизнь России), исследовать информационные источники по выбранной теме. После проработки лексического и грамматического аспектов выступить с сообщением.

 

• Readthetextaboutarchitecturestyles, translateandretellit.

 

Architectural Style

 

An architectural style is characterized by the features that make it notable. A style may include such elements as form, method of construction, materials, and regional character. Most architecture can be classified as a chronology of styles which changes over time reflecting changing fashions, beliefs and religions, or the emergence of new ideas, technology or materials which make new styles possible.

Styles therefore emerge from the history of a society and are documented in the subject of architectural history. At any time several styles may be fashionable, and when a style changes it usually does so gradually, as architects learn and adapt to new ideas. The new style is sometimes only a rebellion against an existing style, such as post-modernism (means "after modernism") which has in recent years found its own language and split into a number of styles with other names.

Styles often spread to other places, so that the style at its source continues to develop in new ways while other countries follow with their own twist. For instance, the Renaissance began in Italy around 1425 and spread to all of Europe over the next 200 years, with the French, Belgian, German, English and Spanish Renaissance being recognisably the same style, but with unique characteristics. A style may also spread through Colonialism, either by foreign colonies learning from their home country, or by settlers moving to a new land. One example is the Spanish missions in California, brought by Spanish priests in the late 18th century and built in a unique style.

After a style has gone out of fashion, there are often revivals and re-interpretations. For instance, classicismhas been revived many times and found fashion as neoclassicism (means "new classicism"). Each time it is revived, it is different. The Spanish mission style was revived 100 later as the Mission Revival, and that soon evolved into the Spanish Colonial Revival.

Vernacular architecture works slightly differently and is listed separately. It is the native method of construction used by local people, usually using labour-intensive methods and local materials, and usually for small structures such as rural cottages. It varies from region to region even within a country, and takes little account of national styles or technology. As western society has developed, vernacular styles have mostly become outmoded by new technology and national building standards.

(From Wikipedia)

 

• Choose any style and tell about it in the class (Ancient Americas, Classical Antiquity, Medieval Europe etc.)

 

• Role game
•  
• Learn the words and make up a dialogue between an usherette and a cinema-goer.
•  

At the Booking-Office

 

to book the seats (tickets) in advance – купитьбилетызаранее

pay box (ticket booth), box-office (booking-office) – билетнаякасса (театральная)

to line up in the queue – стоятьвочереди

to stand in the queue

to get on the line (am.)

to stand in the line (am.)

the performance (show) – сеанс

evening (morning) performance – вечерний (утренний) сеанс

the first (the second) show commences at (ends at) – первый (второй) сеансначинается (оканчивается) в

empty seat – свободноеместо

to move over – пересесть

to feel one’s way to the seats – находитьместовзаленаощупь

extra-ticket – лишний билет

usher – билетер

usherette – билетерша

 

Let’s go to the cinema (movies). – Пойдемте в кино.

What’sonatthecinema? – Что сегодня в кино? (Что идет сегодня?)

What’sthefilmlike? – Что это за фильм?

Whereisthefilmplaying? – В каком кинотеатре идет фильм?

Twoticketsfor 10 p.m. show, please. – два билета на 10 вечера, пожалуйста.

Do you think we can get the tickets for this show? – Каквыдумаете, мысможемвзятьбилетынаэтотсеанс?

 

Clerk: Hi. How can I help you?

Me: Oh, hi. I'd like to buy two students tickets for the Harry Potterand the Half Blood Prince.

Clerk: O.K. For what showing (or ... show? or ... time)?

Me: 8:30, please.

Clerk: Sorry, that show is sold out. (We don't have (any) seats available for that show(ing).)

Me: What about other times? (or ... other show(ing)s? or Are there any tickets available for other show(ing)s? or ... other times?)
Clerk: Let me check. Um...We (do) have four seats available at (either) 5:30 and (or) 7:00.

Me: Then, may I have two tickets at 7:00?

Clerk: Sure. No problem. Students or adults?

Me: Students (student).

Clerk: Do you have a student I.D. with you? (Please give me your student card.) or "May I see your student ID(s)?"

Me: O.K. Sure. Here it is. or ( ... they are.)

Clerk: That'll be $15, please. or ... fifteen dollars, please.

 

 

Модули 9-10

Практическое задание № 4.

 

Цель – освоить лексику модуля, уметь рассказывать о своей учёбе в институте (предметах, трудностях, учебных стратегиях и т.п.), освоении специальности.

Методика проведения: После проработки лексического и грамматического аспектов уметь рассказать о своём вузе, о своей учёбе в институте (предметах, трудностях, учебных стратегиях и т.п.), освоении специальности. Об ИКТ в учебе и работе, основах будущей специальности, будущей работе, о студенческой жизни вуза. Ролевая игра «Общение в вузе (формальное, неформальное)».

 

WhatdoesArtmeantoyou? What does Architecture mean to you? Tell about it.

 

ArtinmyLife

 

People’s life would be poor without Art. There are different Arts: Literature, Architecture, Sculpture, Painting, Music, Theatre, Dance, Cinema etc. Art reflects the reality with the help of images, different forms. Art is the creation or expression of what is beautiful. The word “Art” has also another meaning: fine skill or aptitude in the expression of what is beautiful. I study at the Institute of Culture. I chose the faculty of Architecture. I want to become a skillful person, a qualified specialist in a chosen branch of Art.

There are different styles of architecture: antique, classical, gothic, modern etc. My favourite architectural style is a Gothic style.

Some people are conservative in their views and they don’t like anything new or original. They like architecture of old masters and hate the modern one. Other people, mainly young artists, are enthusiastic about modern art. They say that a modern man is interested in the art, reflecting his own time and his own experience.

I think that old architecture is one of the greatest treasures mankind has collected in the history of its civilization. It reflects the collective experience of human spiritual life of many centuries. I am sure that the advanced technical experiments of modern architects would have been impossible without the supreme technical achievements of old masters. To become good specialists we have to know about the time, in which architects worked, about the architects who built this or that building, about the architect’s style and techniques. It is important to watch architecture. And so we are sure to get our own vision of architecture, make it part of our own experience.

 

Tell about the building of your Institute.

 

The Building of our Institute

 

The building of our institute is rather big. There isn’t any fountain and there is no monument in front of it. But there is a good sport field near the building. There is a special place for bicycles to motivate students and teachers to use ecological transport.

Our building is a two-storeyed building. On the ground floor there are some classrooms. There is a clock-room with big mirrors, a dining-room, a gym and some administrative offices. On the first floor there is a computer classroom, some workshops, the director’s study and chair of architecture. The library and the reading room are on the top floor. Our library is very rich; there are a lot of books on art and many good albums there. The classrooms of our department are on all floors. Some of the classes are large. My favorite classroom is the computer classroom. There are some Apple computers, an interactive board, blackboards, projects and screens in our classes. On the windows there are some long dark curtains and during the lessons we watch slides. So, all our classrooms and workshops are fully equipped with all necessary things for our studies.

There are some stairs. There are many pictures painted by students on the walls. Our building is very cozy. We like our Institute and our faculty of Architecture, Design and Visual arts.

 

Grammar

 

Пассивныйзалог (Continuous). Study the examples and do the tasks.

Present Progressive Passive:

Active: She is typing the letter.

Passive: The letter is being typed by her.

Past Progressive Passive:

Active: They were building the house.

Passive: The house was being built by them.

Future Progressive Passive:

Active: I will be translating this article at 6 o’clock tomorrow.

Passive: NO PASSIVE!

 

• Open the brackets and put the verbs into Passive Progressive.
•  

1. This question still (to discuss). 2. The theatre (to build) when we came to this town. 3. My friend (to ask) when the dean entered the classroom. 4. A new grammar rule (to explain) by the teacher now. 5. While the experiment (to make) we were not allowed to enter. 6. Who (to examine) now?

 

Change the active voice into the passive.

 

1. They are sending for the doctor. 2. I was looking for the book but I could not find it. 3. We were listening to the speaker with great interest when the bell interrupted the lecture. 4. All progressive people are fighting for peace now.

 

Put the verbs either into the Passive Simple or the Passive Progressive.

 

• He (to ask) now. 2. We received the telegram when the letter (to type). 3. The article (to translate) into Russian in a few days. 4. A new grammar rule usually (to illustrate) by some examples. 5. She (to laugh) at if she says it. 6. The new project still (to work at). 7. The document still (to look for). 8. Books by this writer always much (to speak about). 9. The meeting won’t be over soon as the report (to follow) by a discussion.

 

Модуль 11

Практическое задание № 5.

 

Цель – освоить лексику модуля, уметь рассказывать об образовании в России, Великобритании, США, Канаде, в том числе в сфере архитектуры. Обсуждать тему культурного обмена между вузами, возможности обучения за рубежом.

Методика проведения: Предварительно студент должен определить тему своего сообщения (доклада, презентации), исследовать информационные источники по выбранной теме. После проработки лексического и грамматического аспектов выступить с сообщением (докладом, презентацией). Ролевая игра «Обучение за рубежом» (выяснение информации).

 

Grammar

 

Ознакомьтесь с текстом № 1 и выберите правильную глагольную форму.

 

Coca-Cola

 

Coca-Cola … (1) … all over the world. 1.6 billion gallons … (2) … every year in over one hundred and sixty countries. The drink … (3) … by Dr. John Pemberton in Atlanta in 1886, but it … (4) … the name Coca-Cola by his partner, Frank Robinson. In the first year only nine drinks a day … (5) … . The business … (6)… by a man called Asa Candler in 1888, and the first factory … (7) … in Texas in 1895. Coca-Cola … (8) … there. Billions of bottles and cans … (9) … since 1895. It is certain that Coca-Cola … (10) … far into the twenty-first century.

 

a – enjoys, b – is enjoyed, c – enjoy

a – are sold, b – are being sold, c – is sold

a – has been invented, b – had been invented, c – was invented

a – had been given, b – was given, c – gave

a – had been sold, b – have sold, c – were sold

a – was bought, b – has been bought, c – was being bought

a – opened, b – had been opened, c – was opened

a – still made, b – is still made, c – is still being made

a – are produced, b – are being produced, c – have been produced

a – will have drunk, b – will drink, c – will be drunk

 

Ознакомьтесь с текстом № 2 и выберите правильную глагольную форму.

 

The Statue of Liberty

 

The first view of the city of New York from the sea is the sight that ….(1)….. Hudson Bay …..(2)….. with lots of ferry boat with people hurrying to work in the downtown skyscrapers. Then you pass Liberty Island with the bronze Statue of Liberty which …(3)… to the US by France in 1886 to commemorate the hundred anniversary of American Independence. The statue is about high and stands on the pedestal of almost the same height. Its torch rises about above the harbor and …. (4)…. at night for many miles. A new American Immigration Museum … (5)… at the base of the statue. The Statue of Liberty …(6)… often “the grandest lady in the world”.

A – can never forget B – can never be forgotten C – could never forget

A – crowds B – are crowded C – is crowded

A – was presented B – presented C – has been presented

A – could see B – can be seen C – can see

A – was opened B – opened C – had been opened

A – is being called B – calls C – is called

 

Модули 12-13

Практическое задание № 6.

 

Цель – освоить профессиональную лексику, уметь проанализировать архитектурные сооружения, вести диалог на темы профессионального характера, использовать систему информационных изданий как средство слежения за информационным потоком по изучаемой теме «Мировая архитектура. Американская, британская архитектура. Российская архитектура».

Методика проведения: Предварительно студент должен определить тему своего сообщения (доклада, презентации), исследовать информационные источники по выбранной теме. После проработки лексического и грамматического аспектов выступить с сообщением (докладом, презентацией).

 

Vocabulary 1: word-building, adjectives.

Work with a partner to complete the word families in the table below. Check your answers.

Look up the words in the table in a dictionary. Mark any words that have a different stress pattern from the verb or noun they are related to. Learn the words.

 

Verb	noun (person)	noun (thing, concept)	Adjectives
design
build
construct
-----		science	scientific
		manufacturing	-----
produce	producer		productive
engineer		engineering	-----
		use	usable
develop	developer		developing
innovate	innovator	innovation
	inventor	invention	inventive
-----		art	artistic

 

Vocabulary 2.A: the following adjectives are often used to describe buildings. Work with a partner to check that you understand them all.

 

classical modern elegant functional futuristic innovative simple stylish traditional antique up to date gothic

 

Vocabulary 2.B: find the words in the table that refer to the following.

• the past
• styles of architecture
• buildings which are new and different (2 words)

 

Vocabulary 2.C: find words in 2.A that mean the following.

• attractive and fashionable
• modern
• attractive and graceful
• not complicated
• useful

 

Choose the correct suffix for the word in bold letters–ic, -er, -ive, –al.

 

1. I don’t think he’ll like the idea – he has very tradition _____ views.

2. My nephew is a software design _____ .

3. This new keyboard layout is very us ____ friendly.

4. This plan of yours is very innovat ___ . Will it work?

5. He’s a very artist ___ person with great skill in painting.

6. One scientif___ theory says there’s no such thing as global warming but no one takes it seriously.

7. For that spare part we’ll have to contact the manufactur _____ .

8. That new science fiction film is really futurist ___ , with spaceships and lasers.

9. I’d like a kitchen that’s function ____ rather than fashionable.

10. I’m an engine ____ specializing in bridges.

 

Complete the sentences with the in the box.

 

industrialization modernity optimism consumerism streamlining efficiency

•  
• I think our society is completely based on ______ these days. All we do is shop!
• We need to improve the ______ of these machines. They currently use too much energy.
• This all used to be countryside but all the ______ in the late eighties destroyed the landscape.
• The _____ of this car makes it go faster and also looks great.
• I love the _____ of this painting. The artist has thrown all the traditional ideas away and come up with something really new.
• There’s a lot of _____ in the country. People really believe things are going to get better.
•  

Use a form of the word in bold to complete sentences.

 

design

• He works as a _______ for an engineering firm.

science

• Einstein probably made the biggest _______ breakthrough of the last hundred years.

manufacture

• We’re the largest _______ of paint in Europe.

produce

• Let’s stop now. That was a very ______ meeting.

use

• This website is very ______-friendly.

develop

• Have you seen that new housing _____. It’s so ugly.

innovate

• To solve this problem I need you to come up with some really new and _______ ideas.

invent

• His latest ________ is a car which runs on air!

art

• Michelangelo is the ______ everybody has heard of.

engine

• I’m an _______ for an oil company.

 

Write the correct ending to complete these abstract nouns.

 

• Streamlining originally evolved through the design of boats and aircraft.
• The bright colors and shapes in design were a response to the new opt_________ in the country after the war.
• The old traditions and styles were replaced with the need for moderni______ in design.
• Television advertising was partly responsible for mass consume_____ .
• For many years people didn’t realize the damage done to the environment by industrialis______ .
• Greater efficien____ in this factory would help to reduce the costs.
• Ergono____ is the study of the ways in which a design can be made easier to use.
• Recy____ is one major factor affecting modern designs and consumer taste.
• Designers need to keep up with the latest technological innova ____ .
•  
• Work with a partner to discuss the following.
•  
• Can you name an architect? What did he create?
• What are the most famous buildings in your country?
• What are the three design products you could not live without?
• Who do you respect more – artists or scientists? Why?
• Are artistic people different from other people?
• What do you think is the best innovation of the 21^st century?
• Is architecture important to you? Why? Why not?
•  
• Write some more questions of your own to ask other students using new words.
•  
• Describing Buildings. Make a brief description of any building using the phrases below.
•  

KEY LANGUAGE

It looks very ….

It’s made of (wood / concrete / glass leather).

There are several features I really like.

One of the best points is ….

It’s aimed at …

It would appeal to …

It’s excellent value for money.

 

British Architecture

Read the text and retell it.

 

A Few Words about English Architecture of the Past

 

Those who are interested in English architecture can study all the architectural styles of the past 500 or 600 years in Cambridge. The church of King's College is the most beautiful building in Cambridge and one of the greatest Gothic buildings in Europe. Its foundation-stone was laid in 1446, but it was sixty years later before it was completed. The interior of the church is delicate, the stone-carving of the walls being exquisite.

We admire the skill of the architects and craftsmen, who created all these wonderful decorations. The building being completed, the total impression remains harmonious. Proportion has been observed in all parts, especially in the relation of the larger and smaller orders, and in the balance of the doors and windows. The decorative carving is used with great workmanship, and designed in a pure style although it exhibits the originality of the invention.

 

(togovern определять; управлять; suitable соответствующий, подходящий; toowe быть обязанным)

 

Answer the questions.

 

What requirements must a building meet in order to get the name of architecture?

What are the three governing factors in architecture?

Do social needs and technical skill influence the change of architectural forms?

 

Модули 14-15

Практическое задание № 7.

 

Цель – освоение грамматики модуля, лексики по теме «Живопись и архитектура», умение профессионально общаться на темы живописи (мировой, британской, русской), умение описать и оценить картину.

Методика проведения: освоить модуль по следующей схеме:

1. составить словник по теме, выучить фразеологизмы, составить описание картины;

2. выполнить лексико-грамматический тест;

3. сделать сообщение (доклад, реферат) по теме, выполнить презентацию (навыбор).

 

Specialize in portraiture/ still life, to portray people/ emotions with moving sincerity/ with restrain, to depict a person/ a scene of common life/ the mood of …, to render/ interpret the personality of…, to reveal the person’s nature, to capture the sitter’s vitality/transient expression, to develop one’s own style of painting; to conform to the taste of the period, to break with the tradition, to be in advance of one’s time, to expose the dark sides of life, to become famous overnight, to die forgotten and penniless.

 

Paintings. Genres.

 

an oil painting; oil on canvas; a water-colour; pastel picture; a landscape, a seascape, a sketch/study; a family group/ceremonial/intimate portrait, a self-portrait, a shoulder/length/half-length/knee-length portrait; a genre/historical painting; a still life, a battle piece, a flower piece, a masterpiece.

 

• Composition and drawing.
•  

in the foreground/background,

in the top/bottom/left-hand corner;

to arrange symmetrically/asymmetrically/in a pyramid/in a vertical format;

to divide the picture space diagonally,

to define the nearer figures more sharply,

to emphasize contours purposely,

to be scarcely discernible,

to convey a sense of space,

to place the figures against the landscape background,

to merge into a single entity,

to blend with the landscape,

to indicate the sitter’s profession,

to be represented standing…/sitting…/talking…,

to be posed/ silhouetted against an open sky/a classic pillar/the snow;

to accentuate smth.

 

• Colouring. Light and shade effects:
•  

subtle/gaudy colouring, to combine form and color into harmonious unity; brilliant/low-keyed color scheme, the color scheme where … predominate; muted in color; the colors may be cool and restful/hot and agitated/ soft and delicate/ dull, oppressive, harsh; the delicacy of tones may be lost in a reproduction.

 

• Impression. Judgement.
•  

The picture may be moving, lyrical, romantic, original, poetic in tone and atmosphere, an exquisite piece of painting, an unsurpassed masterpiece, distinguished by a marvelous sense of color and composition.

The picture may be dull, crude, chaotic, a colourless daub of paint, obscure and unintelligible, gaudy, depressing, disappointing, cheap and vulgar.

 

Remember expressions with the word “colour” and do the quiz.

 

1. What are you if you are off-colour?

2. What’s the difference between a deepcolour and a sombrecolour?

3. What sort of things do children colour in?

4. What does it mean if you want to see the colour of someone’s money?

5. What are the primary colours?

6. If you like local colour on holiday, what are you looking for?

7. What is colourful language?

8. What is a colourless person like?

9. What’s the difference between shade and tone?

10. What is a colour supplement?

11. Which of the following is positive: gaudy, vibrant, garish?

 

Information on artist and year of origin.

 

I would like to tell you about one of the pictures I like.

This picture ………….. is a painting by … (artist), painted in … (year).

It is a famous painting by … (artist).

 

Describing the scene.

 

The picture shows a scene from …

It's an image of … (place, person, scene).

The picture describes … (scene).

The picture shows … (place, person, scene) from a distance.

We look at … (place, person, scene) from … (above/behind/…).

What can we see?

In the picture we can see …

In the foreground we see ….

In the background we can see ….

On the left there is / are …

On the right we can see …

… is … (position: on the left/right/…)

• intheupperpart
• inthelowerpart
• intheleftpart
• intherightpart
• inthecentralpart
• infrontof
• behind
• nextto …
• ontheright
• ontheleft
• inthemiddle
• fromfront
• frombehind
• fromabove
• frombelow
• thesecondfromleft/right
•  

The man \ woman…. Is sitting / standing / dancing ………

In his / her right hand he / she is holding …………..

He / she is wearing …………………

 

Impression.

 

… gives the impression of depth.

… (person) seems to look at the viewer.

The viewer has the impression that the people in the picture are alive.

The viewer's attention is focused on …

The painting is vivid / happy / expressive.

The picture makes the viewer feel … (sad/happy)

The picture inspires the viewer to think about …

Intention

The artist mainly uses … (colours/forms/…)

Important elements are highlighted.

The artist / painter uses … to express …

He / She (probably) wants to criticise / express / show …

It is obvious that the artist wants to criticise / express / show …

I think / believe / am sure that …

It seems to me that …

The problem illustrated here is …

… symbolises …

… istypicalof …

 

Требования к устной презентации

 

Устная презентация: 5-7 минут.

Использование устных клише.

Выступление от первого лица единственного или множественного числа.

Привлечение наглядности, визуальных, аудио и видео средств, мультимедиа.

Выделение основных, ключевых моментов.

 

Useful expressions.

 

I would like to tell/present/show you something

Let me introduce/acquaint you with/inform you of/draw your attention to

I can add/explain/give the reasons

We all know/use/hear/read/have read/find a lot of information about or on

It is a well-known fact that……

Let me show you some slides.

Look at this slide: here you can see………

At another slide you see one of the most interesting works by ……..

And now we shall see some more slides, devoted to ……

 

Логическиеконнекторыислова-связки

 

However, consider, without doubt, that, and, that is, but, moreover, more than that, even as, as, than, furthermore, also, so, thus, as a result, in fact, even, though, while, when, in contrast, it is true, (n)either…(n)or, instead, although, another aspect of, certainly, yet, etc.

 

Заключительныевыражения

 

Let me finish my presentation with the words …….

To sum up,

To conclude,

At the end of my presentation I should say ……

To finish,

Thank you for your attention.

You are welcome with your questions.

 

Grammar

 

Test – Participles

 

1. I saw him _______ along the bank of the river.

walking walked having walked being walked

 

2. I'll show you the article ... by my brother.

having written writtenwrited writing

 

3. The boy ... in the garden didn't see me.

work worked working having worked

 

4. Any person … to drink can do so when the bus stops for a lunch break.

wanting being wanted wanted who wanting

 

5. We saw him ______ for something on the ground.

being looked having looked looked looking

 

6. ... such a long distance she felt tired.

Having run Being run Run Having been run

 

7. Show me the list of students ... English.

having been learnt learnt have learnt learning

 

8. Clara looked at the ______ vase.

breaking having broken having been broken broken

 

9. ... all work they could have a rest.

Finishing Finish Having finished Being finished

 

10. The police found some of the ... goods.

stole stealing steal stolen

 

11. ...     all the fruit, he went to see his friends.

  Selling Sold Being sold Having sold

 

12. ... from the expedition, he made a very interesting report.

Having returned Returned Being returned Having been returned

 

13. We often speak about our friends ______ in the south.

having lived lived having been lived living

 

14. ……... such a good dictionary you can translate this article easily.

Having had Having Had Being had

 

15. Books ... for children are usually very well illustrated.

publishing published having published publish

 

16. _____the wrong direction, he lost his way.

Having shown Having been shown Showing Being shown

 

17. The police found some of the ... goods.

stole stolen steal stealing

 

18. ____ control of his car on an icy road, the driver hit a tree.

Lost Losing Having lost Having been lost

 

19. I’ll have my car ______ next week.

repaired repairing being repaired having repaired

 

20. .............. for a tram, I saw my friend.

Having waited Having been waited Waited Waiting

 

21. Going back to his office, Fisher had a ..... feeling of anger and upset.

having mixed mixed mixing being mixed

 

Переведите следующие предложения на английский язык.

 

Офорты (гравюры) играли особую роль в обширном наследии Рембрандта. Он создал более 290 офортов.

«Укиё-е» (или «Каждый день») была японской школой гравюры в XVIII и XIX веках. На гравюрах изображены пейзажи и сцены повседневной жизни Японии. Их гравюры повлияли на таких западных художников, как Дега и Ван Гог.

Босх продолжает оставаться самой загадочной фигурой в мире искусства, несмотря на многочисленные статьи и монографии, ему посвященные.

Как художник Босх одновременно принадлежит двум эпохам: Средневековью и Ренессансу.

5 Авеню, дом 1071 – это адрес знаменитого Музея Гуггенхайм (или Гугги), спроектированного Фрэнком Райтом, вызывающим противоречивые мнения с момента открытия здания в 1959 году.

Архитекторы до сих пор спорят, является ли здание музея самым красивым зданием Нью-Йорка, или это оскорбление искусства.

Музей Искусства Метрополитен был основан в 1870 году группой гражданских лидеров, финансистов, промышленников и коллекционеров произведений искусства.

Моне интересовали эффекты света и воздуха, и в 1870-е годы это привело к революции в искусстве.

 

 

Модуль 16

Практическое задание № 8.

 

Цель – освоение грамматики и лексики по теме модуля, умение профессионально общаться на тему архитектурных конкурсов, выставок, фестивалей, умение представить свою работу, аргументировать свою позицию.

Методика проведения: освоить модуль по следующей схеме:

• составить словник по теме, выполнить лексико-грамматический тест;
• представить архитектурную выставку, фестиваль;
• обсудить конкурсные архитектурные проекты;
• заполнить документы на участие в конкурсе, фестивале, представить свою конкурсную работу (моделирование ситуации).

 

an exhibition

an exposition

annual expo

a display

a model

an excellent display of models by Russian architects

contest

to win the contest

an architecture competition

to compete

to submit the designs for judging

individual and team categories

an international architecture and urban design firm

the winners will be announced tomorrow

to receive highly regarded recognition

competitors

the highest scoring winners

the judges will choose first, second and third place winners

the prestige of winning from a recognized, professional organization of architects

to get the first prize

to get an award

to be nominated

success, glory

tradition

audience

technical experiments

architect’s style

different trends, schools

the architect’s masterpiece

the colour scheme

to express someone's opinion about the projects

many museums have an excellent display of works by Russian artists and sculptors.

one of the largest architecture exhibitions, festivals, competitions in the world

competitive projects

current architecture

architecture workshops

audience voting

the Best of the Festival

to strive to be the best

very dedicated staff

exhibition, festival highlights

to introduce the projects

to promote the world of independent, auteur architecture

It is worth visiting, doing, watching etc.

 

Our Architecture Festival is one of the largest architecture festivals in the world. We usually show around 200 projects each year in competitive, student, curated and retrospective programmes.

Our International Architecture Festival proudly showcases the whole spectrum of modern architecture.

We were founded in 2003. Our aim is to show the broadest possible range of intelligent architecture from all around the world.

Our 10-day Festival includes competitions, Q&A's with architects, workshops, audience voting, and the Best of the Festival projects.

We are much more than an annual Festival – we are programming more events and master classes all year-round. We regularly put together sessions for partner festivals in countries all over the world, with a particular emphasis on British architecture.

An important part of our Master Plan is to develop a valuable library of architecture-related resource materials. Every time we commission an article, interview an architect or report on an event, we archive it. It takes us time and funding, but it is worth doing.

We strive to be the best, and we do so with a very small, very dedicated staff.

We want to run the best Architecture Festival in the UK.

 

Exchange of Impressions

The project is thrilling.

It is beyond comparison!

It is beneath criticism!

It is above praise!

It is worth seeing/ building/ constructing!

The project is really astonishing/ fascinating!

the project reflects

the building leaves a deep and lasting impression upon….

while watching the project I was most impressed by

the project deals with

the concept centers around …..

 

Additional Words and Expression.

 

Let’s go to the exhibition.

What’s on at the Exhibition Centre/ Hall?

What’s the exhibition like?

Where is the exhibition on?

The project won a prize at the festival.

This project was the exhibition’s hit.

How did you like the project?

The project made a great impression on me.

This construction is a great success.

Who created the concept/ construction?

Who built it?

What do you think about this project?

The idea/ project/ concept is rather interesting (boring, funny, fundamental).

The project is very popular with architecture critics.

 

Обмен мнениями, организация фестивалей, выставок. Участие в конкурсах. Оформление документов (заявки, резюме и т.д.) на конкурс.

 

Моделирование ситуации участия в конкурсе. Find any real Architecture Festival / competition site (the Internet) and find out how to submit your project. Download the Entry Form and fill in it.

 

Describe the last exhibition / competition / film / concert that you went to. What was it like? Did you enjoy it?Why? Why not?

 

Модули 17-18

Практическое задание №9.

 

Цель – освоение грамматики и лексики по теме модуля, умение профессионально общаться на тему

о выдающихся деятелях искусства и культуры, известных архитекторах,умение не только рассказать о своём любимом художнике или архитекторе, но и аргументировать свои позиции и предпочтения.

Методика проведения: освоить модуль по следующей схеме:

1. составить словник по теме, составить рассказ о любимом дизайнере, архитекторе;

2. выполнить лексико-грамматический тест;

3. сделать сообщение по теме, выполнить презентацию (на выбор).

Лексико-коммуникативный аспект

 

Освоение лексики, коммуникация по теме «Выдающиеся деятели искусства и культуры. Выдающиеся дизайнеры, архитекторы», работа с текстами.

 

Read the text about FrankGehry (http://www.biography.com/people/frank-gehry-9308278).Write down unknown words, work with the dictionary and learn them. Retell the text.

 

Frank Gehry biography

 

Synopsis

 

Frank Gehry was born Frank Owen Goldberg in Toronto, Canada on February 28, 1929. He studied at the University of Southern California and Harvard University. Gehry, based in Los Angeles since the 1960s, is among the most acclaimed architects of the 20th century, and is known for his use of bold, postmodern shapes and unusual fabrications. Gehry's most famous designs include the Walt Disney Concert Hall in Lost Angeles and the Guggenheim Museum in Bilbao, Spain.

 

Quotes

 

"Liquid architecture. It's like jazz – you improvise, you work together, you play off each other, you make something, they make something. And I think it's a way of – for me, it's a way of trying to understand the city, and what might happen in the city." – Frank Gehry

 

"There are people who design buildings that are not technically and financially good, and there are those who do. Two categories, simple." – Frank Gehry

 

Early Life

 

Frank Gehry was born Frank Owen Goldberg on February 28, 1929, in Toronto, Canada. The Goldberg family was Polish and Jewish. Frank was creative at a young age, building imaginary homes and cities from items found in his grandfather's hardware store. This interest in unconventional building materials would come to characterize Gehry's architectural work.

Gehry relocated to Los Angeles in 1949, holding a variety of jobs while attending college. He would eventually graduate from the University of Southern California's School of Architecture. It was during his time that he changed his Goldberg surname to Gehry, in an effort to preclude anti-Semitism. In 1956, Gehry moved to Massachusetts with his wife, Anita Snyder, to enroll at the Harvard Graduate School of Design. He later dropped out of Harvard and divorced his wife, with whom he had two daughters. In 1975, Gehry married Berta Isabel Aguilera, and had two more children.

 

Architectural Career

 

After leaving Harvard, Frank Gehry returned to California, making a name for himself with the launch of his "Easy Edges" cardboard furniture line. The Easy Edges pieces, crafted from layers of corrugated cardboard, sold between 1969 and 1973.

Still primarily interested in building rather than furniture design, Gehry remodeled a home for his family in Santa Monica with the money earned from Easy Edges. The remodel involved surrounding the existing bungalow with corrugated steel and chain-link fence, effectively splitting the house open with an angled skylight. Gehry's avant-garde design caught the attention of the architectural world, ultimately launching his career to new heights. He began designing homes in Southern California on a regular basis in the 1980s.

As Gehry achieved celebrity status, his work took on a grander scale. His high-concept buildings, including the Walt Disney Concert Hall in downtown Los Angeles, the Dancing House in Prague and the Guggenheim Museum building in Bilbao, Spain, have become tourist attractions in their own right. In 2011, Gehry returned to his roots as a residential designer, unveiling his first skyscraper, 8 Spruce Street in New York City, and the Opus Hong Kong tower in China.

The Santa Monica home, like much of Gehry's work, is an example of the Deconstructivist style – a post-structuralist aesthetic that challenges accepted design paradigms of architecture while breaking with the modernist ideal of form following function. Gehry was one of a number of contemporary architects pursuing this style, which, for years, has been particularly visible in California.

Gehry is known for his choice of unusual materials as well as his architectural philosophy. His selection of materials such as corrugated metal lends some of Gehry's designs an unfinished or even crude aesthetic. This consistent aesthetic has made Gehry one of the most distinctive and easily recognizable designers of the recent past. Critics of Gehry’s work have charged, however, that his designs are not thoughtful of contextual concerns and frequently do not make the best use of valuable urban space.

Frank Gehry is known for his professionalism and adherence to budgets, despite his complex and ambitious designs. A notable exception to this successful budgeting was the Walt Disney Concert Hall project, which exceeded the budget by over a hundred and seventy million dollars and resulted in a costly lawsuit.

 

Later Life

 

In recent years, Gehry has served as a professor of architecture at Columbia University, Yale and the University of Southern California. He has also served as a board member at USC's School of Architecture, his alma mater. Among his many official honors, Gehry was the 1989 recipient of the prestigious Pritzker Prize – an annual award honoring a living architect "whose built work demonstrates combination of those qualities of talent, vision and commitment, which has produced consistent and significant contributions to humanity and the built environment through the art of architecture."

Gehry has played himself on television programs, including The Simpsons, and has appeared in advertisements for Apple. In 2005, director Sydney Pollack made a documentary film, Sketches of Frank Gehry, focusing on the architect's work and legacy.

Gehry's recent and ongoing projects include a new Guggenheim facility in Abu Dhabi, the new Facebook headquarters in California and a memorial to Dwight D. Eisenhower in Washington, D.C., slated to be constructed at the foot of Capitol Hill. While plans were approved for the $142 million Eisenhower memorial in 2010, and construction was set to begin in 2012, the project has stalled in recent months due to objections by the Eisenhower family. Gehry's initial design included a statue of Eisenhower as a child, a focal point that, according to descendants of the 34th president and others, failed to properly represent Eisenhower's prominent achievements. Gehry subsequently revised his design to depict an older Eisenhower, among other small changes, but Eisenhower family members remained dissatisfied with the level of sophistication of the planned monument, also citing new concerns relating to costs and workmanship.

Exasperating the Eisenhower memorial controversy, in March 2013, U.S. Representative Rob Bishop introduced a bill that would initiate a new design competition for the project and eliminate a large portion of its already-approved funding.

Gehry continues to be one of the world's leading contemporary architects, and due to his celebrity status, he has been referred to as a "starchitect" – a label that Gehry rejects. In a 2009 interview with the British newspaper The Independent, he explained why he dislikes the term: "I am not a 'star-chitect', I am an ar-chitect," he said. Gehry's architectural firm is based in Los Angeles.

 

Best Known for

 

Frank Gehry is a Canadian-American architect known for postmodern designs, including the Walt Disney Concert Hall and the Guggenheim Museum in Bilbao, Spain.

 

Text Work (Leader Intermediate. Course Book. Unit 7 – Design, p. 74)

 

• Look at the logos. Do you recognize any of them? What are the products?
• Look at the website about Raymond Loewy quickly. Which of the products in ex. 1 are mentioned?
• Read the article again and say what the following numbers refer to?
• 200 b) 1929 3) 40 d) 50 e) $50,000 f) 1940
• Read the text again and match the sentences halves.
• Loewy’s designs were based on the idea of
• Loewy’s earliest success was
• Loewy is probably best known for
• Loewy’s logo designs aimed at
• Loewy’s biggest impact was in completely

 

• making company symbols very memorable.
• changing the design industry.
• re-designing a copying machine.
• offering original but not revolutionary answers to problems.

 

Профессиональное общение

 

Сделать сообщение по теме «Мой любимый художник, дизайнер, архитектор», выполнить презентацию (на выбор). Предварительно проведя работу с текстом (нахождение текста, чтение, перевод, смысловое сжатие), студент готовит сообщение или презентацию. Использование клише для презентации, соблюдение этикета обязательно (фразы и выражения для презентации см. выше). Аргументироватьсвоипредпочтения.

 

Level A

 

Ettore Sottsass

 

In the lead up to Milan Design Week 2014, Swide compiles the definitive list of Italian designers from history. Today we celebrate the father of Italian post-modern design Ettore Sottsass. 

Italian creativity has long been admired in many camps, from fine arts to fashion, as well as music, both classical and pop and of course architecture. In the lead up to Milan’s Designs Weeks 2014, one of the most important fairs in the world for industrial designs, Swide traces 10 of the most influential and revolutionary players in the history of Italian design. 

Ettore Sottsass Jr. studied architecture at the Politecnico di Torino before establishing a studio in Milan in 1947. Sottsass’s most well-known contribution to the design world came in 1981 with the formation of the Memphis Group. This collection of young architects and designers, named for Bob Dylan’s “Stuck Inside of Mobile with the Memphis Blues Again,” used fluorescent colors, slick surfaces and intentionally asymmetrical shapes to create 40 pieces of furniture, lighting, glass and textiles that would become classic examples of the post-modern design movement. Sottsass continued this philosophy with the establishment of SottsassAssociati, a design consultancy that incorporated the fresh perspectives of young, emerging architects and designers into architecture, exhibitions, interiors, consumer electronics, and furniture. Some of Sottsass’ most famous works however were not in the form of industrial design or architecture but of technology. His collaboration with Olivetti, the Italian type writer, and later computer company was instrumental in his development as an artist and the Italian technology giant reaching cult status.

Born in the Dolomites to Italian-Austrian parentage, Ettore Sottsass was a designer of furniture, buildings, ceramics, graphics, textiles, lights, jewellery and electronic products. He was a (not very good) painter, sculptor, writer and publisher of magazines. He was a voracious taker of photographs and maker of drawings. Early in his career, broke, he would "work through the night" to create "stands for a vermouth advertisement, to earn a few lire while consumed by deep boredom".

In the 1960s he had a fruitful collaboration with Olivetti, in which he created typewriters for the electronics’ corporation, and Elea, a computer as elegant as such things could be in the days when they were the size of rooms. At the same time he would make earthenware pots inspired by his interest in tantric art and a passion for Indian culture.

"To be an architect," he said, "you have to become very gentle, very calm and extremely sensitive about life."

 

Level B

 

Sir Christopher Wren was a 17th centuryEnglish architect, designer, astronomer and geometer.

Sir Christopher Wren interpreted the baroque style in England and dominated English architecture for 50 years. His most important work is St. Paul's Cathedral, London. He designed 51 churches in London.

Wren was born in 1632. He was educated at Westminster School and Oxford University. Wren developed an interest in architecture following his studies of physics and engineering. In 1664 and 1665, he designed the Sheldonian Theatre in Oxford and a chapel for Pembroke College, Cambridge. After that architecture became his main focus. In 1665, Wren visited Paris. He studied French and Italian baroque styles.

In 1666 the Great Fire of London destroyed much of the city. Wren produced ambitious plans for rebuilding the whole area. Wren did design 51 new city churches, including a new St Paul's Cathedral. In 1669, he was appointedsurveyor of the royal works. This gave him control of all government building in the country. He was knighted in 1673.

In 1675 Wren was commissioned to design the Royal Observatory at Greenwich. He designed a hospital in Chelsea for retired soldiers, and a hospital for sailors in Greenwich. Other buildings include Trinity College Library in Cambridge, and the facade of Hampton Court Palace. Wren often worked with the same team of craftsmen.

Wren died in 1723. He was buried in St. Paul's Cathedral. Latin words on his gravestone mean: “If you seek his memorial, look about you”.

 

Модуль 19

Практическое задание №10.

 

Цель – освоение грамматики и лексики по теме модуля, умение общаться на профессиональную тему, умение различать направления, тенденции, стили современного искусства, дизайна и архитектуры, знание истории развития искусства, аргументирование своих позиций и предпочтений.

Методика проведения: освоить модуль по следующей схеме:

1. составить словник по теме;

2. работать с текстом и интернет-информацией;

3. выполнить лексико-грамматический тест;

4. знать речевой этикет (аргументация, убеждение, дискуссия).

 

Лексико-коммуникативный аспект

 

Современное искусство и архитектура (направления, тенденции, стили)

 

Reading. Text work

 

Pop Culture

 

Pop culture or pop art is a phrase coined in the early 1960s to assign artistic values to commonplace items such as comic strips, billboards, T-shirts, bumper stickers, television commercials, forms of music, new dances, and other features of 20th-century society. In the 1960s pop art was a reaction against the abstract painting and sculpture of previous decades. Some of its main practitioners were Andy Warhol, Roy Lichtenstein, Claes Oldenburg, Peter Max, and George Segal.

The “pop” in pop culture means “popular” — more specifically something produced for mass consumption in the hope that it will be commonly approved. Pop culture is not art that has been derived from the people such as folk art or folk music. Much of it is a result of the potential inherent in mass production. Some pop-culture types are made up and catch on among a large segment of the population—for example, new dance forms. The 1920s had the Charleston, the 1930s had the Big Apple, the 1960s had the twist, and the 1980s had the moon walk.

Examples of pop culture by definition exist through the mass media. Some types of motion pictures—particularly those produced in a series, like ‘Police Story' and ‘Friday the 13th'—can be considered aspects of pop culture. Automobiles with tail fins had a brief period of popularity during the late 1950s until the design suddenly lost favor. In literature, romance novels, detective stories, science fiction, and thrillers are kinds of pop culture. The huge audiences that responded to professional sports in the 1980s have made pop icons of the superstars who play the games.

Television itself is an aspect of pop culture. It has spawned the invention of videocassette recorders (VCRs) and cameras. But much of its programming also falls into the category of pop culture. Soap operas, the daytime serials, are one form; cleverly designed commercials are another. The magazine TV Guide has become one of the most successful commercial ventures as a pop-culture commodity.

 

Составьте предложения из двух подходящих по смыслу частей.

 

1. The oldest known paintings are engraved and painted using	a. clothes at fashion shows and in photographs.
2. The Ancient Greeks were the first to begin to formalize theatre	b. used to produce an aesthetic result.
3. Art is understood to denote skill	c. by people who lived a long time ago.
4. A model wears and displays	d. Suskia van Uylenburg, the lovely daughter of a wealthy family.
5. The Pyramids were built	e. red ochre and black pigment and show horses, lions, buffalo, mammoth or humans often hunting.
6. He married	f. as an art, developing strict definitions of tragedy and comedy.

 

Соедините соответствующие части и переведите.

 

1.Andy Warhal is a key figure of Pop Art….,? 1) doesn’t he?

2) does he?

3) isn’t he?

 

2.To be а successful architect he should have 1) does he?

an interesting conception …., ? 2) shouldn’t he?

3) should he?

 

3. Soap operas are bright examples of pop culture…, ? 1) do they?

2) aren’t they?

3) won’t they?

 

4.An artist must be devoted to his profession …, ? 1) musthe?

2) doeshe?

3) mustn’the?

 

Выберите соответствующий вспомогательный глагол и переведите.

 

1. (Does, Are, Do) characteristics of art management often vary according to the national culture?

2.What (does, do, is) the best approach to architecture?

3. What (is, do, does) pop culture?

4. What activities (do, is, does) art management include?

 

Профессиональное общение

 

Современное искусство и архитектура. Проблемы современной архитектуры и дизайна. Используя клише, обсудите современное искусство и архитектуру.

 

Модуль 20

Практическое задание №11.

 

Цель – освоение грамматики и лексики по теме модуля, умение общаться на профессиональную тему, умение различать виды дизайна, знание истории развития дизайна, аргументирование своих позиций и предпочтений, убеждение заказчиков в логичности авторского проекта.

Методика проведения: освоить модуль по следующей схеме:

1. составить словник по теме;

2. работать с текстом и интернет-информацией;

3. выполнить лексико-грамматический тест;

4. знать речевой этикет (аргументация, убеждение, дискуссия);

3. выполнить презентацию или написать реферат (на выбор).

 

Лексико-коммуникативный аспект

 

Reading. Text work (Leader Intermediate. Course Book. Unit 7.2 Design through the ages. – PP.72-73)

 

• You are going to read about design during three different decades of the 20^th century: the 1930s, the 1960s and the 1990s. Before you read:
• Look at the photos of the products and decide which of the three periods each comes from.
• Look at the ideas which influenced design at the different times. In small groups, discuss in which period you think they are mentioned and why.
•  
• Read the three texts quickly to check your answers.
• Read the texts again and make notes in the table.

advances in communication recycling young consumers streamlining short-lived products ergonomic design (designs adapted to human needs)

 

	1930s	1960s	1990s
Ideas	streamlining, ergonomics
Designers
Products
Materials

 

• In terms of design, which period was the most interesting, which was the most useful and which was the most exciting, do you think?
•  
•  
• Match the abstract nouns with their meanings
•  
• efficiency 2. modernity 3. optimism 4. consumerism 5. streamlining 6. industrialisation
•  
• using styles that are different from traditional styles
• the process of becoming an area that has a lot of industry
• working well without wasting time or energy
• the belief that good things will happen
• improving the shape of something so it moves more easily
• the buying and selling of goods and services

Vocabulary : abstract nouns

 

Text work

 

Words and expressions to remember: body language win a deal pay attention scratching your ear folding your arms putting your hands in your pockets goldfish prosper lucky doorways allowed trendy nonsense

 

Reading

Read the text and say how the office in the picture can be improved. Compare your suggestions with a partner.

 

The Language of Space

 

The way to get rich is clear for an increasing number of businesses. It is to use Feng Shui, an Eastern philosophy. Many well-known companies are introducing Feng Shui principles into the workplace, such as putting in fish tanks full of goldfish or carp. Fish mean money, and that employees will prosper. Flowing water also attracts energy and the sound is relaxing. Companies also advise employees to wear lucky colours which are associated with wealth, such as red, green or black. Mats and carpets are in the same colours. Plants are essential to bring in energy and fight against the negative effects of office equipment. However the leaves must be rounded to pro­duce a good atmosphere. Doorways should be kept clear so that energy can flow through the building and there should be pictures on the walls so that people focus better when they enter the building, and feel more comfortable and relaxed. Desks should face the door, and you should sit with a solid wall behind you.

Some companies go further. Any clocks in the building should have three hands, as three is a lucky number. No cars are allowed to park in front of the building, because cars represent dangerous tigers. The furniture is positioned so that it does not block energy lines. Company cars are given lucky numbers. Critics say that all this is just trendy nonsense. But businesses using the principles say that they are simply making a better environment for their employees. They claim the critics just don't understand. / Adapted from The Sunday Times /

 

Writing

Write a memo to your office manager saying how you would like your office changed in keeping with the FengShui principles described in Reading.

 

Begin like this.

 

MEMO

 

To: Office Manager

From: Stella Ribbon

 

Please have my office arranged in the following way, according to Feng Snu principles. I would like a picture on the wall above the filing cabinet ...

 

Речевойэтикет.

 

Аргументация.

 

Using the following expressions, discuss the problem of choosing the best design at the design competition. Comment on designs, evaluate them.

 

Asking for Opinion

 

Do you agree, Mary?

Don’t you agree, Mary?

Don’t you think so?

Do you object?

What do you think about it?

What’s your opinion?

 

Agreement

 

I’m of the same opinion.

I agree to your proposal.

I say “yes”.

I totally agree that …

I couldn’t agree more ….

No doubt it’s a good idea and …

That’s a good point.

I think you are right.

I agree with you.

 

Doubt

 

I doubt it.

I doubt if it’s possible.

I’m not at all sure that …

I’m not quite certain that …

I don’t think it’s realistic.

Could be ….

Might be ….

 

Disagreement

 

Please, notice that you need to be very polite when disagreeing with someone in English.

 

That’s a good idea, but …

Yes, that’s quite true, but …

I’m afraid I can’t agree with you on that.

I’m not sure I quite agree …

Well, you have a point there, but …

Perhaps, but don’t you think that …

I see what you mean, but …

 

If you know someone very well you can disagree more directly using expressions like these:

I can’t agree with you here!

I’m afraid I disagree with you.

I don’t agree at all!

You can’t be serious!

 

Hesitating

 

It’s quite difficult to express an opinion immediately. Most people – both native speakers and those who learn English – hesitate a lot during a conversation. The worst way to hesitate is with silence. There are some ways to express hesitation. Here are some of them.

Um…

Er…

Well…

Actually…

In fact…

You see…

You know…

The thing is …

The fact is …

How shall I put it?

Let’s see now…

It’s like this, you see

… sort of …

… kind of

Sometimes we have to interrupt people when they are speaking. It’s important to do it politely not to offend the speakers. If you break in at the wrong time, you may be considered aggressive. The end of the silence seems to be the right place to break in. here are some useful techniques for interrupting.

 

Interrupting

 

Less formal

Sorry to interrupt, but…

I’d just like to say that…

By the way … (to change the subject)

That reminds me… um…

 

More formal

Excuse my interrupting you …

If I could just come in here…

 

Role game

 

• Work in groups of four. You are going to judge this year’s competition.
• Describe your project to the other judges in your group. Add any information you wish. Complete the evaluation form for the other three projects as you listen to the other judges. Marks are out of ten. Do not evaluate your own project.
• Add up the marks of the three judges for each project and find the winner.
•  
•  

	Project _______	Project _______	Project _______
Stylish
Innovative
Functional
Conceptual
value for money
TOTAL

Other Useful Phrases

 

Visual appeal

It looks like a (design from the 1960s).

Material

It has a metal/ steel/ leather/ aluminium (top/ side/ base).

Features

It has several (qualities/ special features).

It has a unique feature: it’s got a (special thing for …)

One of its weak/ strong points is (that it is very difficult/ easy to use because…).

Use

It’s designed for (opening/ keeping …).

It’s specially designed to (open/ keep…).

It’s used for (opening/ keeping …). You (can) use it to (open/ keep …).

20.3 Профессиональное общение.

Беседы на профессиональные темы. Оригинальныеархитектурныерешения.

Read two texts about two different land-art artists. Compare their methods and approaches to art.

 

Wrapped Up

 

People, bridges, buildings, rivers, valleys, even entire coastlines and islands, have all been wrapped up by the Bulgarian artist, Christo, his French wife, Jeanne-Claude, and their team of helpers, Stephen Тreasure reports.

One of their most spectacular projects was called Surrounded Islands. Eleven islands on the coast near Miami were surrounded by over six thousand square metres of pink plastic! Another project was wrapping up the German Parliament building which couldn’t have been done before the fall of the Berlin Wall. Many people thought that permission wouldn’t be given, and some thought the project should never have been allowed. However, when the wrapping of the Reichstag in golden fabric had finally been completed, the glowing building received international acclaim, and Christo loved being appreciated.

Two or three new projects are currently being developed by Christo and his team. One of them is in Colorado in the USA where the Arkansas River will be covered by 10 kilometres of luminous, translucent fabric. The fabric is going to be suspended above the river so that the work of art can be seen from both above and below. Thousands of people will be needed to complete this feat of engineering. Christo manages to do all this without being given any money – his projects are financed completely by the sale of his drawings through galleries and over the Internet.

Christo’s works of art are dismantled after only two or three weeks, but hundreds of visitors manage to see them. When The Reichstag was being displayed it attracted huge numbers of visitors from around the world. However, his work still tends to be criticized. “What’s the point of it all? Why bother when it takes so long?” Christo replies that their work is a kind of architecture and they use space, light and texture to make beautiful things.

 

Andy Goldsworthy

 

Andy Goldsworthy - Land Art

Born in 1956 in Cheshire, England
Raised in Yorkshire, England
Bradford Art College 1974–1975
Lancaster Art College 1975–1978

Andy Goldsworthy, OBE (born 26 July 1956) is a British sculptor, photographer and environmentalist producing site-specific sculpture and land art situated in natural and urban settings. He lives and works in Scotland.

http://en.wikipedia.org/wiki/Andy_Goldsworthy

 

Andy Goldsworthy is an extraordinary, innovative British artist whose collaborations with nature produce uniquely personal and intense artworks. Using a seemingly endless range of natural materials – snow, ice, leaves, bark, rock, clay, stones, feathers, petals, twigs – he creates outdoor sculpture that manifests, however fleeting, a sympathetic contact with the natural world. Before they disappear, or as they disappear, Goldsworthy, records his work in suburb color photographs.

Goldsworthy deliberately explores the tension of working in the area where he finds his materials, and is undeterred by changes by changes in the weather which may melt a spectacular ice arch or wash away a delicate structure of grasses. The intention is not to “make his mark” on the landscape, but rather to work with it instinctively, so that a delicate scene of bamboo or massive snow rings or a circle of leaves floating in a pool create a new perception and an ever growing understanding of the land.

 

Philosophy

 

For me looking, touching, material, place and form are all inseparable from the resulting work. It is difficult to say where one stops and another begins. Place is found by walking, direction determined by weather and season. I take the opportunity each day offers: if it is snowing, I work in snow, at leaf-fall it will be leaves; a blown over tree becomes a source of twigs and branches.

Movement, change, light growth and decay are the lifeblood of nature, the energies that I try to tap through my work. I need the shock of touch, the resistance of place, materials and weather, the earth as my source. I want to get under the surface. When I work with a leaf, rock, stick, it is not just that material itself, it is an opening into the processes of life within and around it. When I leave it, these processes continue.

The energy and space around a material are as important as the energy and the space within. The weather –rain, sun, snow, hail, calm – is that external space made visible. When I touch a rock, I am touching and working the space around it. It is not independent of its surroundings and the way it sits tells how it came to be there. In an effort to understand why that rock is there and where it is going, I must work with it in the area in which I found it.

I have become aware of raw nature is in a state of change and how that change is the key to understanding. I want my art to be sensitive and alert to changes in material, season and weather. Often I can only follow a train of thought while a particular weather condition persists. When a change comes, the idea must alter or it will, and often does, fail. I am sometimes left stranded by a change in the weather with half-understood feelings that have to travel with me until conditions are right for them to appear. All forms are to be found in nature, and there are many qualities within any material. By exploring them I hope to understand the whole. My work needs to include the loose and disordered within the nature of material as well as the tight and regular.

At its most successful, my ‘touch’ looks into the heart of nature; most days I don’t even get close. These things are all part of the transient process that I cannot understand unless my touch is also transient – only in this way can the cycle remain unbroken and the process complete. I cannot explain the importance to me of being part of the place, its seasons and changes. Fourteen years ago I made a line of stones in Morecambe Bay. It is still there, buried under the sand, unseen. All my work still exists in some form.

My approach to photograph is kept simple, almost routine. All work, good and bad, is documented. I use standard film, a standard lens and no filters. Each work grows, strays, decays – integral parts of a cycle which the photograph shows at its height, marking the moment when the work is most alive. There is intensity about a work at its peak that I hope is expresses in the image. Process and decay are implicit.

 

Early life

 

The son of F. Allin Goldsworthy (1929–2001), former professor of applied mathematics at the University of Leeds, Andy Goldsworthy was born in Cheshire and grew up on the Harrogate side of Leeds, West Yorkshire, in a house edging the green belt. From the age of 13 he worked on farms as a labourer. He has likened the repetitive quality of farm tasks to the routine of making sculpture: "A lot of my work is like picking potatoes; you have to get into the rhythm of it."

Goldsworthy studied fine art at Bradford College of Art (1974–1975) and at Preston Polytechnic (1975–1978) (now the University of Central Lancashire) in Preston, Lancashire, receiving his Bachelor of Arts (B.A.) degree from the latter.

 

Career

 

After leaving college, Goldsworthy lived in Yorkshire, Lancashire and Cumbria. In 1985, he moved to Langholm in Dumfries and Galloway, Dumfries shire, Scotland, and a year later to Penpont. It has been said that his gradual drift northwards was "due to a way of life over which he did not have complete control", but that contributing factors were opportunities and desires to work in these areas and "reasons of economy".

In 1993, he received an honorary degree from the University of Bradford. He is currently an A.D. White Professor-At-Large at Cornell University. Andy Goldsworthy is the subject of a 2001 documentary feature film called Rivers and Tides, directed by Thomas Riedelsheimer.

Photography plays a crucial role in his art due to its often ephemeral and transient state. According to Goldsworthy, "Each work grows, stays, decays – integral parts of a cycle which the photograph shows at its heights, marking the moment when the work is most alive. There is intensity about a work at its peak that I hope is expressed in the image. Process and decay are implicit."

Goldsworthy produced a commissioned work for the entry courtyard of San Francisco's De Young Museum called "Drawn Stone", which echoes San Francisco's frequent earthquakes and their effects. His installation included a giant crack in the pavement that broke off into smaller cracks, and broken limestone, which could be used for benches. The smaller cracks were made with a hammer adding unpredictability to the work as he created it.

 

Art Process

 

The materials used in Andy Goldsworthy's art often include brightly coloured flowers, icicles, leaves, mud, pinecones, snow, stone, twigs, and thorns. He has been quoted as saying, "I think it's incredibly brave to be working with flowers and leaves and petals. But I have to: I can't edit the materials I work with. My remit is to work with nature as a whole." Goldsworthy is generally considered the founder of modern rock balancing. For his ephemeral works, Goldsworthy often uses only his bare hands, teeth, and found tools to prepare and arrange the materials; however, for his permanent sculptures like "Roof", "Stone River" and "Three Cairns", "Moonlit Path" (Petworth, West Sussex, 2002) and "Chalk Stones" in the South Downs, near West Dean, West Sussex he has also employed the use of machine tools. To create "Roof", Goldsworthy worked with his assistant and five British dry-stone wallers, who were used to make sure the structure could withstand time and nature.

 

Awards

 

1979 – NorthWestArtsAward

1980 – YorkshireArtsAward

1981 – NorthernArtsAward

1982 – NorthernArtsAward

1986 – NorthernArtsBursary

1987 – ScottishArtsCouncilAward

1989 – NorthernElectricityArtsAward

2000 – Appointed officer of the Order of the British Empire (OBE)

 

• http://www.youtube.com/watch?v=FPDH8yCnlk0
• http://www.ucblueash.edu/artcomm/web/w2005_2006/maria_Goldsworthy/TEST/index.html

 

Сравнивая двух художников, Кристо и Голдсуорти, можно использовать следующие выражения.

 

I liked Christo’s works more than Goldsworthy’s works because they are….

In my opinion …..

To my mind, his works are not so beautiful (original, interesting….) as ……’s works.

They are….

I don’t think …..

I think land art is …….

I watched his works and they didn’t impress me (impressed me very much).

 

Grammar

 

DiagnosticTest

 

Choose the best word or phrase to fill in the bank. Circle the appropriate letter, a, b, c, or d, below.

 

1.Elena ______ from São Paulo, Brazil.

a. is comingc. comes

b. livesd. stays

2.There isn't ______ butter left. Shall I get some from the supermarket?

a. anyc. some

b. mored. many

3.It usually ______ me about 30 minutes to drive to work.

a. takec. took

b. is takingd. takes

4.We went shopping in town ______ morning.

a. lastc. today

b. yesterdayd. during

5.He's learning ______ a truck.

a. to drivec. drive

b. drivingd. the driving

6.I can't stand ______ in hot weather.

a. to walkc. walk

b. walkingd. to walking

7.He smokes more than ten cigarettes ___.

a. by dayc. in day

b. the dayd. a day

8.We ______ go out last night.

a. hadn't c. didn't

b. wasn'td. haven't

9.There's a good play on at the Royal. The performance starts ___

8 p.m. ______ Saturday.

a. on, atc. at, on

b. at, ind. from, at

10. It's a very long day for Jack. He doesn't get home from school ______

six o'clock.

a. sincec. towards

b. tod. until

11. They usually ______ at home, but today they ______ lunch in a restaurant.

a. are eating, havec. eat, are having

b. eat, haved. are eating, are having

12. We didn't stay late ______ we were very tired.

a. becausec. for

b. sod. until

13. I think most people ______ English for their jobs in the future.

a. needc. will need

b. are needingd. will have needed

14. Her clothes are different ______ mine.

a. atc. that

b. asd. from

15. Teenagers today like wearing casual clothes, so leather shoes aren't

______ sneakers.

a. as fashionable thanc. more fashionable as

b. as fashionable asd. fashionable

16. In many countries, soccer is the ______ sport.

a. most popularc. popularest

b. more populard. as popular

17. A friend of ______ phoned this morning, but ______ didn't leave a message.

a. you, shec. yours, she

b. you, herd. yourself, hers

18. We ______ lunch when the phone ___.

a. had, rangc. were having, was ringing

b. were having, rangd. had, has rung

19. A pharmacist is someone ______ sells medicine.

a. whoc. whose

b. who'sd. which

20. You _________ open the door before the train gets into the station. It's

very dangerous.

a. mustc. should

b. mustn'td. don't have to

21. If you don't want to burn yourself, you ______ lie in the sun all day.

a. won'tc. shouldn't

b. don'td. couldn't

22. Let's go somewhere else. There's ______ noise in this room.

a. too manyc. enough

b. too muchd. too

23. It's usually pretty warm in September, ______ it often rains, ______

bring a raincoat.

a. but, soc. unless, but

b. so, becaused. for, as

24.______ she likes coffee, she prefers tea.

a. Howeverc. But

b. Althoughd. When

25. If I have enough money next year, I ______ to the U.S.A.

a. will goc. would go

b. god. went

 

Complete the dialogs with the best phrase or sentence. Choose from the phrases, a, b, c, or d below.

 

• A: ______ lives in the house next door to you?

B: I don't know.

a. Whose c. Who

b. Where d. How

• A: How often does your family get together?

B: Only ______ a year.

a. two time c. on time

b. two d. twice

• A: I really don't like this town.

B: ______

a. So do I. c. Neither I don't.

b. Neither do I. d. Either do I.

• A:_________

B: Yes, please.

a. Would you like some tea? c. Can you like some tea?

b. Do you like some tea? d. Will you make the tea?

• A: I ______into town this afternoon. Do you need anything?

B: Can you get me a roll of film for my camera, please?

a. will go c. go

b. have gone d. am going

• A: Oh, dear! I don't know where my wallet is.

B: Don't worry. I ______ you look for it.

a. am going to help c. will help

b. help d. am helping

• A: Have you met the new teacher yet?

B: Yes, I ______ her yesterday.

a. have met c. was meeting

b. meet d. met

• A: Have you ever been to Venice?

B: No, I ______.

a. hadn't c. wasn't

b. haven't d. didn't

• A: Did you enjoy the movie?

B: No, it was awful. It was ______ movie I've ever seen!

a. the worst c. the most bad

b. the worse d. the badest

10. A: How ______ is it to the airport?

B: It's twenty kilometers.

A: How ______ does it take by train?

B: About twenty minutes.

a. long, long c. often, long time

b. far, long d. far, many

11. A: Do you know ______?

B: No, I've never seen them before.

a. who are they c. who's they are

b. who they are d. whose are they

12. A: ______

B: I've only met them once and they seem very nice.

a. How are your new neighbors do?

b. What do your new neighbors like?

c. What are your new neighbors like?

d. What do your new neighbors look like?

13. A: How long have you lived here?

B: ______

a. Since five years. c. During five years.

b. For five years.d. Every five years.

14. A: Do you have any potatoes for lunch?

B: There are ______ in the fridge, but I don't think there are enough.

a. a few c. little

b. few d. a little

15. A: Where's your brother? I haven't seen him for more than a week.

B: He’s returning tomorrow. He ______ on vacation for two weeks.

a. has been c. went

b. had gone d. was gone

 

4. Методические материалы, определяющие процедуры оценивания знаний, умений, навыков и (или) владения материалом, опытом деятельности в последовательности, соответствующей этапам формирования компетенций

 

• 4.1. Требования по каждому виду оценочных средств
•  
• Оценка работы студентов в рейтинговых баллах
•  

Аудиторная работа
Вид работы	Баллы
Чтение и работа над текстами	9
Аудирование и выполнение заданий	5
Говорение – обсуждение тематики модулей	10
Работа над лексикой	2
Общение – ситуации общения и ролевые игры	10
Письмо	5
Презентация, доклад, сообщение	5
Тест	9
Бонус	5
Всего	60
Самостоятельная работа
Вид работы	Баллы
Работа над грамматическими темами. Выполнение заданий по грамматике.	3
Подготовка сообщений, презентаций по тематике модулей.	9
Внеаудиторное чтение (30 тыс. печ. знаков). Составление реферата по прочитанной литературе. Работа с текстом.	14
Работа над лексикой.	3
Написание доклада по профессиональной тематике	6
Бонус	5
Итого	40
	баллов

 

Порядок формирования рейтинговых баллов

 

1. Усвоение каждой изучаемой студентом в течение семестра дисциплины максимально оценивается в 100 рейтинговых баллов («100% успеха»).

2. Сумма баллов за модули складывается из баллов, набранных за выполнение практических работ (60 баллов) и других видов текущего контроля (40 баллов).

3. Студент, набравший по результатам текущего контроля от 0 до 59 баллов, к зачёту/экзамену по данной дисциплине не допускается.

4. Студент, набравший по результатам текущего контроля 85 – 100 баллов, претендует на оценку «отлично». Данное количество баллов соответствует продвинутому уровню сформированности компетенций.

5. Студент, набравший по результатам текущего контроля 71 – 84 баллов, претендует на оценку «хорошо», что соответствует базовому уровню сформированности компетенций.

6. Сумма баллов по итогам текущего контроля (80 – 84 баллов) служит бонусом при выставлении оценки за экзамен при условии исправления ошибок и устранения недочётов в выполнении заданий по модулям.

7. Студент, набравший по результатам текущего контроля 60 – 70 баллов, претендует на оценку «удовлетворительно», что соответствует начальному уровню сформированности компетенций.

8. Оценка на экзамене выставляется ведущим преподавателем (профессором, доцентом).

9. В случае пропусков занятий по уважительным причинам студент имеет право отработать их путем выполнения индивидуального задания, включающего теоретические вопросы, практические задания, самостоятельные задания по всем пропущенным темам, входящим в дисциплинарный модуль.

10. Неявка студента на текущий контроль в установленный срок без уважительной причины (прогул), пропуск занятий, систематический отказ отвечать на практических занятиях, невыполнение задания на практических и проверочных занятиях влияет на сумму баллов текущего контроля и итоговую оценку.

11. Повторная сдача зачетных тем с целью повышения оценки разрешается, если есть разрешение деканата.

12. В зачетную книжку и зачетную экзаменационную ведомость выставляется зачёт/дифференцированный зачёт/академическая оценка.

 

«отлично»	85-100 баллов
«хорошо»	71-84 балла
«удовлетворительно»	60-70 баллов
«неудовлетворительно»	59 и менее баллов

 

Промежуточный и итоговый контроль

 

Текущий контроль проводится в течение изучения курса с целью выявления трудностей, возникающих у студентов при овладении различными видами речевой деятельности, корректировки темпа усвоения речевого материала, определения степени прогресса студентов в области профессионального английского языка.

В течение семестра проверка осуществляется как в устной, так и в письменной формах. Для устного контроля избираются такие формы как проверка способности прокомментировать и проанализировать прочитанный текст, способность адекватно понимать прослушанную информацию и выполнять задания по ней, способность проявить адекватную лингвистическую реакцию в таких формах устных заданий как ролевые игры и ситуации общения.

В качестве письменной проверки используются различного рода стандартизированные тесты, результаты которых позволяют оценить сформированность конкретных умений по каждому виду речевой деятельности. Такая проверка соответствует принятым мировым стандартам тестирования.

Форма проведения теста ориентирована как на устное, так и на письменное выполнение заданий, что обусловлено доминирующим видом речевой деятельности. Используются разные виды контроля: индивидуальный, фронтальный, комбинированный.

 

Тестирование проводится по 4 основным аспектам:

1. Аудирование (Listening).

2. Языковая грамотность (UseofEnglish).

3. Чтение (Reading).

4. Письмо (Writing).

Используются следующие методики тестирования:

множественный выбор;

заполнение пропусков;

исправление ошибок;

подбор нужной формы/слова;

написание письма в заданном формате и с определенным лимитом слов.

 

Количественная оценка заданий, выполняемых студентом в течение зачетного периода, производится по балльно-рейтинговой системе в соответствии со специально разработанной единой 100-балльной шкалой, в которую заложены критерии оценки. Каждому заданию присваивается рейтинг – максимально допустимое количество баллов по единой шкале.

При оценке каждого задания подсчитывается сумма баллов.

 

Оценочные средства для текущего контроля успеваемости, промежуточной и итоговой аттестации по итогам освоения дисциплины

 

В программе представлены критерии оценки качества сформированности коммуникативной компетенции, что способствует переходу к современной парадигме оценочной деятельности преподавателя:

- от контроля усвоения языка к оценке владения коммуникативными умениями;

- от субъективной оценки (впечатления) к объективной оценке (по результатам теста);

- от непосредственной оценки (в результате наблюдения) к опосредованной оценке (по сумме набранных баллов);

Современная организация контрольно-оценочного этапа учебного процесса базируется на параметрах речевой деятельности, которые лежат в основе критериев, используемых для оценки качественных показателей сформированности коммуникативной компетенции.

 

• Задания для самостоятельной работы студентов и методические рекомендации по самостоятельной работе студентов

 

Самостоятельная работа студентов (индивидуальная, групповая, коллективная) является важной частью в рамках данного курса. Студентам предлагаются следующие формы самостоятельной работы:

Самостоятельная домашняя работа.

• Внеаудиторное чтение.
• Самостоятельная работа (индивидуальная), с использованием интернет – технологий.
• Индивидуальная и групповая творческая работа на уроке.
• Выполнение заданий по пройденным грамматическим темам с использованием справочной литературы.
• Письменный перевод информации профессионального характера с английского языка на русский.
• Анализ и комментарий к текстам профессиональной направленности.
• Закрепление знаний, полученных при изучении тем (составление словников, таблиц, смысловое сжатие информации и т.д.).

Результаты самостоятельной творческой работы могут быть представлены в форме презентации, доклада по теме на уроке, в форме реферата или иного проекта.

 

Textbooks:

 

1. Adrian-Vallance D. Language Leader. Elementary Level. Workbook with key and Audio CD / D. Adrian-Vallance. – Essex: Pearson Education Limited, 2008. – 92 c.

• Unit 8. History and Culture. Buildings (PP. 46-51).
• Unit 9. Inventions (PP. 52-57).
• Unit 11. Homes (PP. 64-69).
• Cotton D., Falvey D., Kent S. Language Leader. Intermediate Level. Coursebook and CD-ROM / D. Cotton, D. Falvey, S. Kent. – Essex: Pearson Education Limited, 2008. – 188 c.
• Unit 7. Design.
• Cotton D., Falvey D., Kent S. Language Leader. Intermediate Level. Workbook with key and Audio CD / D. Cotton, D. Falvey, S. Kent. – Essex: Pearson Education Limited, 2008. – 108 c.
• Unit 7. Design.
• Lebeau I., Rees G. Language Leader. Elementary Level. Coursebook and CD-ROM / I. Lebeau, G. Rees. – Essex: Pearson Education Limited, 2008. – 160 c.
• Unit 8. History and Culture. Buildings.
• Unit 9. Inventions (PP. 74-81).
• Unit 11. Homes (PP. 92-99).

 

4.2.Задания к контрольной работе

 

ТЕСТОВЫЕ ЗАДАНИЯ По дисциплине «Иностранный язык» английский   «Лексика. Учебнаялексика» Задание 1.Her current interest was _____ and development, but she has changed fields. a) resistance b) research c) residence d) reputation   «Лексика. Деловая лексика» Задание 2.Did you make your _____ by phone or by fax? a) reservation b) transition c) institution d) impression   «Лексика. Профессиональная лексика» Задание 3.The oldest known _______ are engraved and painted using red ochre and black pigment and show horses, lions, buffalo, mammoth or humans often hunting. a) paintings b) wall-paintings c) alto-relievo d) bas-relief «Лексика. Термины (Дефиниции)» Задание 4. A _______ wears and displays clothes at fashion shows and in photographs. a) designer b) puppet c) stylist d) model   «Грамматика. Словообразование» Задание 5.This plan of yours is very innovat ___ . Will it work? a) innovatious b) innovative c) innovatable   «Грамматика. Местоимения» Задание 6.I expect … to come on Friday. a) them b) their c) they   «Грамматика. Степени сравнения прилагательных и наречий» Задание 7. This project is the …… one. a) better gooder best   «Грамматика. Артикли» Задание 8. Can I speak to …. designers who made the project? a – the   «Грамматика. Предлоги» Задание 9. They have meetings ….. the weekend. a) in b) on c) at   «Грамматика. Союзы» Задание 10. Begin with a minute _____ two of small talk. a) or b) but c) and d) if   «Грамматика. Глагол и его формы» Задание 11.The contract … two days ago. a)is signed b) will be signed c) wassigned   «Грамматика. Неличные формы глагола» Задание 12.Books ... for children are usually very well illustrated. publishing published having published publish   «Грамматика. Фразовые глаголы» Задание 13. The price depends … the quantity of the project. a) of b) at c) on   «Грамматика. Модальныеглаголы» Задание 14. We … to reserve accommodation for Mr. Brown tomorrow. can could will be able   «Речевой этикет. Бытовая сфера» Задание 15.Выберите реплику, наиболее соответствующую ситуации общения Guest: “___________________” Hostess: “Oh, I’m glad you enjoyed it.” а) Enjoy your meal. b) The meal wasn’t as bad as I expected. c) The meal was rather good. d) The meal was absolutely delicious.   «Речевой этикет. Профессионально-деловая сфера» Задание 16.Выберите реплику, наиболее соответствующую ситуации общения Shop assistant: “Can I help you?” Customer: “____________________” а) Fine. b) No, it’s all right, thanks, I’m just looking. c) Oh, good. I’m so glad to have met you. d) No, that's not necessary.   «Речевой этикет. Учебно-социальная сфера» Задание 17.Выберите реплику, наиболее соответствующую ситуации общения Student: “Have you had time to mark my composition?” Teacher: “__________________________” а) Oh, dear, you look awful, what’s the matter with you? b) Yes, and I do hope you don’t mind my saying this but you’ve made one or two tiny mistakes. c) Yes, it was quite good, and I’ve underlined the mistakes you’ve made. d) Yes, I have.   «Речевойэтикет. Социально-деловая сфера» Задание 18.Выберите реплику, наиболее соответствующую ситуации общения Boss: “Do you see what I mean?” Employee: “____________________________” а) I don’t think so. b) Yes, do, please. c) Yes, and I don’t agree with you. d) Yes, but I’m not sure I quite agree.   «Культура и традиции стран изучаемого языка. Великобритания» Задание 19. The most ancient monument in Great Britain is …….. а) The Lower West Gate b) The Tower Gate c) Stonehenge d) Hadrain’sWall   «Культура и традиции стран изучаемого языка. США» Задание 20. The Beaver State is a nick name for …… а) Ohio b) Oregon c) Washington d) Louisiana   «Культура и традиции стран изучаемого языка. Канада» Задание 21. This city is not situated in Canada – …….. . а) Vancouver b) Ottawa c) Toronto d) Boston   «Культура и традиции стран изучаемого языка. Выдающиеся личности англоговорящих стран» Задание 22.An English writer, poet, philologist and university professor, best known as the author of the classic fantasy works The Hobbit, The Lord of the Rings and The Silmarillion is …. а) John Ronald Reuel Tolkien. b) Charles John Huffam Dickens. c) Walter Scott. d) Geoffrey Chaucer.   «Письмо. Оформление делового письма» Задание 23. Расположите части делового письма в правильном порядке. Would you please send me a copy of World Wide Dictionary, unabridged second edition, 1982? I am enclosing a money order for $37.50 to cover cost and handling. If this amount is not correct, please let me know. Dear Ms. Smith: Josephine Black Principal Yours truly, Ms. R. J Smith Blackstone Book Agency Sixth and Riverside Avenue Olympia, WA99999 September 10, 2008 City College 14Mountain View, WA 99999   «Письмо. Оформление конверта» Задание 24. Перед Вами конверт. Соотнесите информацию под определенным номером на конверте с тем, что она обозначает.   (1) Data Control International (2)114 Morris Lane Kankakee, IL(3) 60320 USA (4) Maxell Taylor 920 (5) Lewis Street Chicago, (6) IL 60608 USA   the house number in the return address the ZIP Code in the return address the street name in the mailing address the addressee the sender the state name in the mailing address   «Письмо. Оформление резюме, письма-заявления, письма-уведомления, письма-запроса, письма-жалобы» Задание 25. Определите, к какому виду делового документа относится представленный ниже отрывок. …………………………………………………………………… I wish to complaint in the strongest possible terms about the treatment I received from a member of your staff. I was billed the wrong amount of money and when I pointed to that fact I was rudely interrupted… …………………………………………………………………. Memo Inquiry Letter Letter of Complaint Resume   «Письмо. Оформление электронного сообщения, факса, служебной записки, повестки дня» Задание 26. Выберите слова или словосочетания для заполнения пропусков так, чтобы они отражали особенности оформления служебной записки: To: (1) Katherine Chain, _______ From: (2) ________ , Sales Subject: (3) ______ (4) ___: 24 November 2011   I am writing to inform you of my intention to resign from G & S Holdings. I would like to leave, if possible, in a month’s time on Saturday, 24 December. This will allow me to complete my current workload. I hope that this suggested arrangement is acceptable to the company.   Once again, thank you for your support.   Stephen Merlon Вариантыответов: Stephen Merlon Date Regional Manager Notification of My Resignation   «Чтение. Ознакомительное чтение с целью определения истинности утверждения» Задание 27.Read the text “Arts and Crafts movement”. Is the statement that follows: а) True b) False c) Not Mentioned Some of those who favored the Arts and Crafts Movement stopped applying the machines. Arts and Crafts Movement I. The Arts and Crafts Movement was a British and American aesthetic movement occurring in the last years of the 19th century and the early years of the 20th century. It was a reformist movement that influenced British and American architecture, decorative arts, cabinet making, crafts, and even the "cottage" garden designs. II. The Arts and Crafts Movement began primarily as a search for authentic and meaningful styles for the 19th century and as a reaction to the eclectic revival of historic styles of the Victorian era and to "soulless" machine-made production aided by the Industrial Revolution. Considering the machine to be the root cause of all repetitive and mundane evils, some of the protagonists of this movement turned entirely away from the use of machines and towards handcraft, which tended to concentrate their productions in the hands of sensitive but well-heeled patrons. III. Yet, while the Arts and Crafts movement was in large part a reaction to industrialization, it was neither anti-industrial nor anti-modern. Some of the European factions believed that machines were in fact necessary, but they should only be used to relieve the tedium of mundane, repetitive tasks. At the same time, some Arts and Crafts leaders felt that objects should also be affordable. The conflict between quality production and 'demo' design, and the attempt to reconcile the two, dominated design debate at the turn of the twentieth century. Those who sought compromise between the efficiency of the machine and the skill of the craftsman thought it a useful endeavour to seek the means through which a true craftsman could master a machine to do his bidding, in opposition to what many believed to be the reality during the Industrial Age, i.e., that humans had become slaves to the industrial machine. IV. In Russia, Viktor Hartmann, Viktor Vasnetsov and other artists associated with Abramtsevo Colony sought to revive the spirit and quality of medieval Russian decorative arts in the movement quite independent from that flourishing in Great Britain. (fromWikipedia)   «Чтение. Ознакомительное чтение с целью определения ложности утверждения» Задание 28.Read the text “Arts and Crafts movement”. Is the statement that follows: а) True b) False c) Not Mentioned   Viktor Vasnetsov is considered to have been a representative of Abramtsevo Colony.   «Чтение. Поисковое чтение с целью определения наличия в тексте запрашиваемой информации» Задание 29.Read the text “Arts and Crafts movement”. Is the statement that follows: а) True b) False c) Not Mentioned   The Arts and Crafts Movement which occurred in Britain and the USA influenced the Russian art as well.   «Чтение. Поисковое чтение с целью определения наличия или отсутствия в тексте запрашиваемой информации» Задание 30.Read the text “Arts and Crafts movement”. Is the statement that follows: а) True b) False c) Not Mentioned   The term “craft” can also refer to the useful rural crafts of the agricultural countryside. «Чтение. Изучающее чтение с элементами анализа информации» Задание 31.Укажите, какойчаститекста (1, 2, 3, 4) соответствуетследующаяинформация: The Arts and Crafts Movement appeared at the turn of XIX and XX centuries. a) 2b) 3 c) 1 d) 4 «Чтение. Изучающее чтение с элементами аннотирования» Задание 32.Укажите, какой части текста (1, 2, 3, 4) соответствует следующая информация: a) 3 b) 2 c) 4 d) 1 Some of the apologists of this movement concentrated their production in the hands of sensible and wealthy men. «Чтение. Изучающее чтение с элементами сопоставления» Задание 33. Answer the question:   Why were machines considered to be necessary in handicraft industry? Production quality could be achieved through using machines. They were thought to be irreplaceable in relieving tedious, repetitive work. Only machine-made production could be perfect. They were the “soulless” fruit of industrialization. Дидактическая единица – «Чтение. Изучающее чтение с выделением главных компонентов содержания текста» Задание 34.Определите основную идею текста The Arts and Crafts Movement was not anti-industrial as a whole. Representatives of the Arts and Crafts Movement tried to compromise between the efficiency of the machine and the skill of the craftsman. In XIX century human beings were considered to have become “slaves” to the industrial machine. The Arts and Crafts Movement influenced British and American "cottage" garden designs.

 

4.3. Вопросы к зачету

 

Составить монолог.

Составить диалог.

Аудирование текста. Ответы на вопросы.

Чтение текста. Ответы на вопросы.

Составление письменного текста.

 

Критерии оценки зачета

 

Зачет	Критерии оценки монологической речи	Критерии оценки диалогической речи	Критерии оценки понимания при аудировании	Критерии оценки понимания при чтении	Критерии оценки письменной речи
зачтено	- соответствие содержания высказывания заданию; - беглость и выразительность речи; - смысловая связанность высказывания; - адекватный выбор лексико-грамматических единиц; - диапазон используемых речевых средств.	- владение стратегиями ведения диалога; - использование различных типов реплик, клише; - беглость и эмоциональность речи; - адекватный выбор лексико-грамматических единиц; - диапазон используемых речевых средств.	- пользование разными стилями восприятия текстов на слух; - выбор стратегии понимания; - использование зрительных опор; - диапазон владения речевыми средствами; - восприятие социокультурных элементов текста.	- владение разными видами понимания текстов; - соблюдение временных параметров; - диапазон владения речевыми средствами; - восприятие социолингвистических элементов текста; - варьирование стратегий понимания в рамках текста.	- соблюдение формата соответствующего типа письменного текста; - смысловая связность и целостность изложения; - соблюдение стилистических норм; - точность выражения замысла; - грамматическая правильность.
не зачтено	- несоответствие содержания высказывания заданию; - отсутствие беглости и выразительности речи; - отсутствие смысловой связанности высказывания; - неадекватный выбор лексико-грамматических единиц; - отсутствие диапазона используемых речевых средств.	- не владение стратегиями ведения диалога; - не использование различных типов реплик, клише; - отсутствиебеглости и эмоциональности речи; - неадекватный выбор лексико-грамматических единиц; - отсутствие диапазона используемых речевых средств.	- не пользование разными стилями восприятия текстов на слух; - отсутствие выбора стратегии понимания; - не использование зрительных опор; - отсутствие диапазона владения речевыми средствами; - не восприятие социокультурных элементов текста.	- не владение разными видами понимания текстов; - не соблюдение временных параметров; - отсутствие диапазона владения речевыми средствами; - не восприятие социолингвистических элементов текста; - отсутствие варьирования стратегий понимания в рамках текста.	- не соблюдение формата соответствующего типа письменного текста; - отсутствиесмысловой связности и целостности изложения; - не соблюдение стилистических норм; - не точность выражения замысла; - отсутствиеграмматической правильности.

 

• 4.4. Вопросы к экзамену
•  

В случае, если студент не имеет отчетности за освоение какого-либо модуля, или желает улучшить баллы по дисциплине, на экзамен выносятся следующие темы:

 

• Я и то, что меня окружает (семья, дом, друзья и т.п.). Типы домов. Дом моей мечты.
• Мой рабочий день (рабочий день художника, дизайнера, архитектора).
• Мой образ жизни (планы, свободное время, досуг, развлечения, интересы и т.п.).
• Мир вокруг меня (мой город, моя страна и другие страны). Архитектура Москвы, Санкт-Петербурга и др.
• Мир вокруг меня (путешествия, (архитектурные) достопримечательности)
• Мой город. Достопримечательности и образ жизни людей моего города. Архитектура моего города.
• Россия, Великобритания, США, Канада.
• Достопримечательности и образ жизни людей Лондона, Нью-Йорка. Архитектура Лондона и Нью-Йорка.
• Национальная кухня. Этикет. Еда дома и вне дома. Предпочтения в еде. Национальные традиции в еде.
• Здоровье и спорт. Здоровый образ жизни и здоровое питание.
• Проблемы экологии в современном мире. Человечество и технический прогресс.
• Современные средства коммуникации. Интернет.
• Мой вуз. Я – студент ТГИК.Студенческая жизнь вуза.
• Образование в России, Великобритании, США, Канаде. Архитектурное образование.
• Праздники, знаменательные даты, традиции России, Великобритании, Америки, Канады и Австралии.
• Современное общество и культура. Проблемы современного общества, проблемы молодежи.
• Искусство в моей жизни. Архитектура в моей жизни. Моя будущая работа.
• Культура и искусство (виды искусства, общая характеристика). Архитектура.
• Искусство. Театр. Живопись. Музыка.
• Живопись и архитектура. Мировая живопись. Британская живопись, русская живопись.
• Культурная жизнь России. Архитектура России.
• Мировая архитектура. Американская, британская и др. архитектура.
• Дизайн и Архитектура в 21 веке. Традиции и новации.
• Музеи мира (Великобритании, США, Канады, России и др.).
• Музей. Мой любимый музей. Музеи архитектуры и дизайна.
• Архитектурные конкурсы, выставки, фестивали
• Выдающиеся деятели искусства и культуры. Выдающиеся дизайнеры и архитекторы.
• Мой любимый художник, дизайнер, архитектор.
• Современное искусство, дизайн и архитектура (направления, тенденции, стили). Проблемы современного дизайна и архитектуры.
• Дизайн архитектурной среды. Оригинальные архитектурные решения.

 

Критерии оценки экзамена

 

Оценка «отлично» в рейтинговых баллах: 85-100	Студент достиг продвинутого уровня сформированности компетенции (ПСК-1.22). Успешно выполнил все практические задания по каждой теме дисциплины в течение семестра, практически не допустил ошибок при тестировании, сдаче итогового экзамена.
Оценка «хорошо» в рейтинговых баллах: 71-84	Студент овладел знаниями в пределах базового уровня, но не достиг продвинутого уровня сформированности компетенции (ПСК-1.22). Студент успешно выполнил все практические задания по отдельным темам в течение семестра, допустил незначительные ошибки при тестировании, сдаче итогового экзамена.
Оценка «удовлетворительно» в рейтинговых баллах: 60-70	Студент овладел знаниями в пределах начального и частично базового уровня, но выполнил не все практические работы по отдельным темам курса в течение семестра, допустил большое количество ошибок в итоговом тесте, при сдаче итогового экзамена.
Оценка «неудовлетворительно» в рейтинговых баллах: 59 и менее	Студент выполнил не все практические задания по отдельным темам курса в течение семестра, допустил большое количество ошибок в итоговом тесте, не сдал экзамен.