Now you tell another student what the professor asked? Use indirect speech:
1. He asked us what the main types of buildings were.
2. He asked us ...
V. Talking Assignments
Divide the text into logical parts.
2. Express the main idea of each part. Use the following phrases:
– The first (second, third …) part of the text is about …
– It describes (considers, deals with, informs) …
– The author stresses (points out) that …
3. Ask your friend some questions in English about their content. Summarize his/her answers:
– Чому вибір матеріалів дуже важливий при будівництві всіх видів споруд?
– Які будівельні матеріали найбільш поширені сьогодні?
– Який будівельний матеріал був одним з перших?
– Які властивості мають споруди з каменю та цегли?
– Коли з’явився цемент?
– Хто в будівництві використовував бетон?
– Який будівельний матеріал є найважливішим сьогодні та які його властивості?
– Яка різниця між монолітним і збірним бетоном?
– З чого складається завод по виробництву збірного бетону?
– Які переваги елементів із збірного бетону?
Describe the procedure of making precast concrete elements. Use the following key words:
precast concrete; to be produced; prefabricated elements; to be made of; dense concrete; lightweight concrete; to consist of; mixing installation; casting yard; to be placed in moulds; high quality; high standard of precision; working conditions; continuous production.
5. Project work. Work in groups of three or four. Discuss and summarize the advantages and disadvantages of the most important building materials used nowadays. Use the following phrases:
| Opening discussion: | As I see it… If you ask me… I’d say that… I couldn’t agree… I sometimes think… Don’t you agree that… |
| Promoting discussion: | That’s good point… I see what you mean…but sorry… Let me explain that… I’m not sure I quite agree with you here… That’s just what I was thinking about… |
| Misunderstanding: | I didn’t quite follow what you are saying… I don’t quite see what you mean… Sorry, let me explain what I mean… |
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Give a short summary of the text.
VI. Listening Comprehension
Translate the following words and word-combinations into Ukrainian:
influence; to abound; less pretentious dwellings; tospan the areas; arch; dome; to come into being; marble; beam; to obtain.
2. Mask the text "How Materials Influence the Schools of Architecture" and listen to it attentively:
Text B. How Materials Influence the Schools of Architecture
It is of interest to note briefly the influence of materials the schools of architecture. Where clay abounded, as in Egypt sun-dried bricks were easily and cheaply made. Stone was also obtainable, and because of its durability it became the material of the temples and palaces; the less pretentious dwellings were built in bricks. In Mesopotamia large brick buildings were constructed, and, in the absence of stone and wood to span their areas, the arch and dome came into being.
Greece possessed perfect marble for columns, and beams and the arch and dome received little attention. A fortunate combination of lime, limestone, clay, and pozzuolana gave Rome stone and cement, and the great mass of her structures is largely due to the union of stone, brick, strong mortar, and concrete. In Northern Europe, Switzerland and Russia where forests abounded and other materials were difficult to obtain, wooden architecture was characteristic for buildings of all types.
3 . Listen to the text again and answer the following questions:
1. Why did the Egyptians build their temples and palaces from brick and stone?
2. Why did the arch and dome come into being in Mesopotamia?
3. Why did the arch and dome receive little attention in Greece?
4. What materials were structures in ancient Rome built from?
5. What material was widely used in Nothern Europe, Switzerland and Russia?
4. Annotate the text either in English or in Ukrainian. Use the following phrases:
The text is head-lined ...
It informs the reader about...
It deals with ...
The text considerds the problem of...
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The main idea of the text is ...
The text describes ...
It gives comments on …
It draws reader’sattention to ...
It is pointed out that …
At the beginning / end …
Further …
The author points out / stresses / informs / considers …
The text is useful and interesting for …
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