- •Архитектура строительство
- •Part I unit 1 civil engineering
- •II. Read and translate the text. Civil Engineering
- •III. A few explanations to the text
- •IV. Answer the questions
- •VI. By your own words try to explain:
- •VII. Give as many words as you can to the word engineering
- •V. Read the text and tell the group what is a home for you? What is home? (after Ernestine Schumann-Heink)
- •Unit 2 construction works
- •II. Without translating find information in the text to the following questions.
- •Construction Works
- •III. Find English equivalents in the text.
- •IV. Translate the sentences.
- •Unit 3 some building professions
- •I. Listen, read and remember.
- •II. Scan the text for about 10 minutes and find the sentences with words from I Some Building Professions
- •III. A few explanations to the text.
- •IV. Read and translate the text « Some Building Professions». Give equivalent English phrases to the following Russian ones.
- •VII. Complete the sentences according to the text:
- •VIII. Tell the class about common building professions unit 4 modern building materials
- •II. A few explanations to the text.
- •III. Read and translate the text. Modern Building Materials
- •IV. Add the missing parts of the sentences from the text.
- •V. Translate into English, and find sentences in the text with following word-combinations.
- •VI. Tell the group about any of the building materials.
- •VII. Discuss different building materials from the text finishing the following phrases:
- •IX. Answer following questions. Then read the text and check your meanings.
- •Modern Building Materials
- •X. Translate following phrases.
- •XI. Write out international words out from the text and translate them without a dictionary.
- •XII. Add the missing parts of the sentences from the text
- •XIII. Share your opinion.
- •Unit 5 silicate industry
- •Silicate Industry
- •Unit 6 asbestos
- •Asbestos
- •Vocabulary
- •II. Read and translate the text and complete the sentences.
- •II. Read the following text. Prepare several questions for discussion and discuss them in your group.
- •Unit 8 architecture: its forms and functions
- •IV. Read the text and answer the following questions.
- •Architecture: Its Forms and Functions
- •V. Talk about architecture
- •VI. Speak about architecture. Use the following words:
- •Unit 9 bioclimatic architecture
- •I. Read a few explanations to the text
- •III. Read and translate the text. What Is Meant by "Bioclimatic Architecture"
- •Unit 10 from the history of building
- •I. Read a few explanations to the text
- •III. Find in the text equivalent English phrases to the following Russian
- •From the History of Building
- •IV. Explain in English the meaning of the following words:
- •V. Translate the extract into Russian
- •VI. Make a report about the history of building ant tell it in class.
- •Vocabulary
- •I. Choose the right sentence.
- •II. Complete the following sentences.
- •Text 2 great sphinx
- •Vocabulary
- •I. Choose the synonyms to the words in italics.
- •II. Circle a), b), or c) to complete the sentence.
- •Ancient greek architecture Warming-up
- •The athenian acropolis
- •Vocabulary
- •I. Complete the following sentences.
- •II. Choose the right adjective.
- •III. Choose the right form of the verb.
- •Roman architecture Warming up
- •Vocabulary
- •I. Choose the right sentence.
- •II. Circle a), b), or c) to complete the sentences.
- •Early christian and byzantine architecture Warming-up
- •Vocabulary
- •I. Choose the right word.
- •II. Choose the right sentence.
- •Vocabulary
- •Romanesque architecture
- •Lancet architecture Warming-up
- •Gothic cathedrals
- •Vocabulary
- •I. Complete the sentences.
- •II. Choose the right sentence.
- •Vocabulary
- •I. Complete the following sentences.
- •Text 2 The Renaissance style in England
- •Vocabulary
- •I. Choose the right form of the adjective.
- •II. Choose the right sentences.
- •III. Circle a), b), or c) to complete the following sentences.
- •Text 2.
- •Vocabulary
- •I. Choose the right verb.
- •Neoclassicism Warming-up
- •Vocabulary
- •I. Complete the following sentences.
- •The architecture of the turn of the centuries Warming up
- •Art nouveau
- •Vocabulary
- •I Choose the right sentence.
- •II. Complete the following sentences.
- •III. Answer the following questions. Only one variant is correct from the three choices.
- •The architecture of the 20th century Warming-up
- •Charles edouard (jeanneret) le corbusier
- •Vocabulary
- •I. Choose the appropriate adjective.
- •II. Complete the following sentences.
- •British architecture Buildings: first impressions
- •British architecture
- •Richard Rogers
- •Part III Amsterdam
- •Budapest
- •Helsinki
- •Wien Vienna
- •Оглавление
Text 2.
Read the text and speak on the difference between the Baroque and Rococo.
ROCOCO
During the period of the Enlightenment (about 1700 to 1780), various currents of post-Baroque art and architecture evolved. A principal current, generally known as Rococo, refined the robust architecture of the 17th century to suit elegant 18th-century tastes. Vivid colours were replaced by pastel shades; diffuse light flooded the building volume; violent surface relief was replaced by smooth flowing masses with emphasis only at isolated points. Churches and palaces still exhibited an integration of the three arts, but the building structure was lightened to render interiors graceful and ethereal. Interior and exterior space retained none of the bravado and dominance of the Baroque but entertained and captured the imagination by intricacy and subtlety.
By progressively modifying the Renaissance-Baroque horizontal separation into discrete parts, Rococo architects obtained unified spaces, emphasized structural elements, created continuous decorative schemes, and reduced column sizes to a minimum. In churches, the ceilings of side aisles were raised to the height of the nave ceiling to unify the space from wall to wall (Church of the Carmine, Turin, Italy, 1732, by Filippo Juvarra; Pilgrimage Church, Steinhausen, near Biberach, Germany, 1728, by Domini-kus Zimmermann; Saint-Jacques, Luneville, France, 1730, by Germain Boffrand.
Vocabulary
to evolve — происходить, возникать
current — течение
robust — крепкий; сильный; грубый
to replace — заменять
to flood — литься цотоком
flowing — текущий
ethereal — легкий, воздушный
to retain — сохранять, поддерживать
to entertain — занимать, извлекать
to capture — захватывать, увлекать
intricacy — запутанность, сложность
subtlety — тонкость, нежность
discrete — раздельный, состоящий из разрозненных частей
to obtain — получать, приобретать
to reduce — сокращать, уменьшать
I. Choose the right verb.
1. Vivid colours were ... by pastel shades.
a) replaced b) chosen c) created
2. Smooth flowing masses ... emphasis only at isolated points,
a) exhibited b) had c) separated
3. By progressively modifying the Renaissance-Baroque horizontal separation into discrete parts, Rococo architects ... unified spaces.
a) reduced b) obtained c) retained
4. Rococo architects emphasized structural elements, ...continuous decorative schemes, and reduced column sizes to a minimum.
a) described b) borrowed c) created
5. In churches, the ceilings of side aisles were raised to the height of the nave ceiling to ... the space from wall to wall.
a) unify b) divide c) close
Neoclassicism Warming-up
1. Why is this style called Neoclassicism?
2. How did excavations at the newly discovered ancient cities influence Neoclassicism?
3. What are the finest examples of this style?
Read the text and tell about the qualities of Neoclassical architecture.
The classicism that flourished in the period of 1750-1830 is often known as Neoclassicism, in order to distinguish it from the classical architecture of ancient Rome or of the Renaissance.
The search for the intellectual and architectural truth characterized the period. Stylistically this began with an onslaught on Baroque architecture, which — with its emphasis on illusion and applied ornament — was felt to be manifestly untruthful.
Essentially representing a new taste for classical serenity and archaeo-logically correct forms, 18th-century classicism manifested itself in all the arts.
The discovery, exploration, and archaeological investigation of classical sites in Italy, Greece, and Asia Minor were crucial to the emergence of Neoclassicism.
The centre of international Neoclassicism was Rome. The cradle of Italian antiquities, it provided the stage, but the leading actors in the Neoclassical drama were French, German, or English; very little was contributed by Italians to this new movement. The centre of activity was the French Academy. The winners of the Academy's Prix de Rome went to Italy to study the monuments firsthand. The projects produced by the French Prix de Rome winners are characterized by their grandeur of scale; strict geometric organization; simplicity of geometric forms; Greek or Roman detail; dramatic use of columns, particularly to articulate interior spaces and create urban landscapes; and a preference for blank walls and the contrast of formal volumes and textures. The same qualities describe Neoclassical architecture as it was to emerge throughout Europe and in America.