- •Unit 1 history of arts Part I
- •I Listen and remember the following words:
- •III Read and translate the following text: History of Arts
- •V Complete the sentences with the words from the text:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •Renaissance
- •III Make up a plan of the text.
- •VIII Give the main idea of the dialogue in your own words.
- •V Complete the sentences with the words from the text:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •The History of Arts. Brief Overview
- •III Make up a plan of the text.
- •IV Translate the paragraph in italics in a written form.
- •V Render the text in brief in a written form.
- •VI Work in pairs. Discuss the questions :
- •VII Practice reading the dialogue with your partner:
- •VIII Make up your own dialogues using the key words and expressions from the unit.
- •IV Answer the questions:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: World War I and after the War
- •III Make up a plan of the text.
- •VIII Give the main idea of the dialogue in your own words.
- •IV Answer the questions:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: Charles Frederick Worth Industrializes Fashion
- •III Make up a plan of the text.
- •I Mind the following words and word-combinations:
- •Unit 5 design elements
- •I Listen and remember the following words:
- •Design Elements
- •V Complete the sentences with the words from the text:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •Design Principles
- •III Make up a plan of the text.
- •VIII Make up your own dialogues using the key words and expressions from the unit.
- •IV Answer the questions:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main ideaof it: The World Famous Designers
- •III Make up a plan of the text.
- •IV Answer the questions:
- •V Complete the sentences with the words from the text.
- •X Speak on the topic using the following words and word combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: Dance Costume
- •III Make up a plan of the text.
- •VIII Give the main idea of the dialogue in your own words.
- •III Match the words in the left column with their definitions:
- •IV Answer the questions:
- •X Speak on the topic using the following words and word combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: Scenic Makeup
- •III Make up a plan of the text.
- •VIII Give the main idea of the dialogue in your own words.
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •III Make up a plan of the text.
- •IV Translate the paragraph in italics in a written form.
- •V Render the text in brief in a written form.
- •VI Work in pairs. Discuss the questions.
- •VII Practice reading the dialogues with your partner:
- •VIII Make up your own dialogues using the key words and expressions from the unit.
- •Unit 10
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •III Make up a plan of the text.
- •VIII Give the main idea of the dialogue in your own words.
- •IX Make up your own dialogues using the key-words and expressions from the unit.
- •I Mind the following words and word-combinations
- •III Listen to the text again and be ready to answer the questions:
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •VI Find the English equivalents to the words:
- •VII Make up sentences with the terms:
- •VIII Give definitions to the words and word-combinations:
- •IX Translate the sentences into English:
- •X Speak on the topic using the following words and word combinations:
- •I Read and learn:
- •II Read the text and define the main idea of it: Flower Symbolism
- •III Make up a plan of the text.
- •IV Translate the paragraph in italics in a written form.
- •V Render the text in brief in a written form.
- •VI Work in pairs. Discuss the questions.
- •VII Practise reading the dialogue with your partner:
- •VIII Give the main idea of the dialogue in your own words.
- •IX Make up your own dialogues using the key words and expressions from the unit.
- •I Mind the following words and word-combinations:
- •II Listen to the text and decide if the statements are true or false:
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •VI Find the English equivalents to the words:
- •III Make up a plan of the text.
- •VIII Give the main idea of the dialogue in your own words.
- •Unit 13
- •IV Answer the questions:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: Raymond Loewy. The Father of Industrial Design
- •III Make up a plan of the text.
- •VIII Give the main idea of the dialogue in your own words.
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •VI Find the English equivalents to the words:
- •VII Make up sentences with the terms:
- •VIII Give definitions to the words and word-combinations:
- •IX Translate the sentences into English:
- •X Speak on the topic using the following words and word combinations:
- •I Read and learn:
- •II Read the text and define the main idea of it: The Importance of Colour
- •III Make up a plan of the text.
- •IV Translate the paragraph in italics in a written form.
- •V Render the text in brief in a written form.
- •VI Work in pairs. Discuss the questions.
- •VII Practise reading the dialogue with your partner:
- •VIII Give the main idea of the dialogue in your own words.
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •VI Find the English equivalents to the words:
- •VII Make up sentences with the terms:
- •VIII Give definitions to the words and word-combinations:
- •IX Translate the sentences into English:
- •X Speak on the topic using the following words and word combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it:
- •Video Design
- •III Make up a plan of the text.
- •VIII Give the main idea of the dialogue in your own words.
- •IV Answer the questions:
- •V Complete the sentences with the words from the text:
- •VI Find the English equivalents to the words:
- •VII Make up sentences with the terms:
- •VIII Give definitions to the words:
- •IX Translate the sentences into English:
- •X Speak on the topic using the following words and word-combinations:
- •I Read and remember:
- •II Read the text and define the main idea of it: The History of Logo Design
- •III Make up a plan of the text.
- •IV Translate the paragraph in italics in a written form.
- •V Render the text in brief in a written form.
- •VI Work in pairs. Discuss the questions:
- •VII Practice reading the dialogue with your partner:
- •VIII Give the main idea of the dialogue in your own words.
- •Texts for listening
- •Leonardo da Vinci
- •The Painter
- •Factors Influencing Fashion in the 16th Century
- •First Fashion Publications
- •The Importance of Colour
- •The Appearance of a Costume Designer Profession
- •Musical-dance Costumes
- •Makeup Artists
- •Accessories
- •Fabric Care Fabric Care for Manufacturers
- •Ikebana
- •History of Cosmetics
- •Website Layout
- •Theory of Colours
- •Photography Types
- •Business Cards
Fabric Care Fabric Care for Manufacturers
There are certain permanent care labeling rules that all the manufacturers must follow. The rules are as follows:
The permanent care labeling rule requires the textile manufacturers to labels with appropriate care instructions, which are permanently legible.
The labels must be affixed in a manner that ensures permanent attachment for the length of the product's useful life.
The labels may be sewed, glued, to the fabric. The care instructions may be woven, printed or inscribed in an appropriate manner. The label must be so placed, that it is readily available to the consumer at the time of purchase. The purpose of the above is to protect the consumers and help them make value judgments when buying. There is an implied rule that reasonable testing of the product is made before care instructions are established.
Fabric Care for Consumers
The care of fabrics used for home furnishings has always been a concern for consumers. Manufacturers generally assist the process by providing adequate labeling with proper care instructions.
The fabric care depends on the kind of fabric being used for a particular home furnishing product. Some of the general care tips are: brush and air the fabric frequently. Store in a clean place when not in use.
Mend the torn fabric immediately. Use appropriate cleaning method- washing or dry cleaning. Send the fabric for frequent laundering when the fabric is washable. Use proper method of laundering, depending on the type of fabric. Iron or press the fabric properly.
UNIT 11
Ikebana
Ikebana ("arranged flower") is the Japanese artofflower arrangement, also known askadō (the "way of flowers").
In contrast to the massing of blooms typical of flower arrangement in western countries, Japanese flower arrangement is based on the line of twigs and/or leaves, filled in with a small number of blooms. The container is also a key element of the composition. The structure of a Japanese flower arrangement is based on a scalenetriangle delineated by three main points, usually twigs, considered in some schools to symbolizeheaven,earth, andmanand in otherssun,moonandearth.
The most beautiful flower arrangements have one, two, or at the most three, elements. In arrangements of three elements, all three might be the same, or two of the three might be the same, but all three should never be different. Ikebana is said to be as easily codified as the practice of modern medicine.
Nowadays Ikebana became a major part of traditional festivals, and Ikebana exhibitions are held periodically. According to the prescribed rules materials have to be combined in specific ways: a tall upright central stem has to be accompanied by two shorter stems.
UNIT 12
History of Cosmetics
The first archaeological evidence of cosmetics usage was found in Ancient Egypt around 4000 BC. The Ancient Greeks and Romans also used cosmetics. The Romans and Ancient Egyptians used cosmetics containing poisonous mercury and often lead. The ancient kingdom of Israel was influenced by cosmetics.
In the western world, the advent of cosmetics was in the middle ages, although typically restricted to use within the upper classes.
In the 19th century, Queen Victoria publicly declared makeup improper, vulgar, and acceptable only for use by actors. By the middle of the 20th century, cosmetics were in widespread use in nearly all societies around the world.
Cosmetics have been in use for thousands of years. They also attached silk or leather with adhesive to cover a blemish. The absence of regulation of the manufacture and use of cosmetics has led to negative side effects, deformities, blindness, and even death through the ages. Examples of this were the prevalent use of ceruse (white lead), to cover the face during the Renaissance, and blindness caused by the mascara Lash Lure during the early 1900s.
The worldwide annual expenditures for cosmetics is estimated at 18 billion dollars. Of the major firms, the oldest and the largest is L'Oreal.
UNIT 13