English for Architecture and Interior Design, Elementary Level, First Edition

$15.00

Book Details

ISBN

978-603-02-3817-0

Publication Year

2017

Edition

First Edition

PREFACE

English for Architecture and Interior Design is a two-level-reading textbook for students of English as a Foreign Language (EFL) who have a basic knowledge of English. It is designed primarily for architecture and interior design students, architects, interior designers, and other professionals with interest in learning architectural and interior-design English.

English for Architecture and Interior Design Elementary is made up of fourteen thematically-based units, each of which contains one reading. skill-building and vocabulary building activities accompany each reading.

An important goal of English for Architecture and Interior Design is to help students become confident readers by increasing their vocabulary base and improving their word-comprehension skills. It engages them in the process of reading thoughtfully and encourages them to move beyond merely passive reading. To accomplish this, the BOOK addresses the reading process in a direct manner, and various reading and vocabulary skills are presented as part of that process. The instruction and practice with reading skills help students increase their reading fluency, and equip them with skills they need for academic achievement. Focus on vocabulary-building promotes their language acquisition and academic advancement. Also, the lexical and syntactic content of the readings has been controlled. The tasks are varied, accessible, and engaging, and they provide stimuli for frequent student-teacher and student student interaction.

Student awareness of reading and thinking processes is further encouraged in many parts of the BOOK by exercises which require students to WORK in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely, and so they acquire new ways of talking and thinking about a text. These activities present OPPORTUNITIES for real-world contact and real-world use of language. Students are asked to write, and then to read each other’s WORK so they can experience the connection between reading and writing.

Traditionally reading classes are based on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise-completion; in the other, class time is devoted to group discussions of the reading and exercise-completion. Because both approaches are important, this BOOK integrates them by alternating reading activities with speaking and/or writing activities.

Within each unit, students will not only practice reading, but they will also RECEIVE instruction in various skills and strategies incorporated into the reading process.

The basic format of each unit in English for Architecture and Interior Design is as follows: Before Reading These pre-reading questions serve to introduce the topic of the reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other.

Vocabulary Preview

A number of key words and phrases which are common in architectural and interior-design English are explained in simple English. These are followed by a fill-in-the-blanks exercise to make sure that students understand the words and can use them in context. Understanding is crucial to language acquisition.

Scanning and Skimming

In this section students are asked to scan the reading for specific information, or to skim it for main ideas and other general information.

After Reading

In this section a variety of skill-building and vocabulary-building exercises is introduced: determining the main idea; understanding reading structure; guessing meaning from context; recognizing contextual reference; finding topics and topic sentences; understanding signal terms; making an outline; understanding cause and effect; comparison and contrast; exemplification; classification; understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers.

Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with throughout the unit. Following the discussion, the students are sometimes requested to write down answers to the discussion questions, a place for students to reflect in writing on the learning in the unit.

Prof.SuleimanSaleemMazyad
June,2017
Riyadh

Contents

Unit1:TheColourWheel 1

BeforeReading 1
DiscussionQuestions 1
VocabularyPreview 2
FillintheBlanks 3
SkimmingfortheMainIdea 3
Reading:TheColourWheel 4
AfterReading 5
UnderstandingtheReading 5
UnderstandingReference 6
IdentifyingCause-and-EffectRelationships 7
GuessingMeaningfromContext 8
FocusingonHigh-FrequencyWords 10
DiscussingtheReading 10

Unit2:SavingSpacewithaSuspendedBedroom 12

BeforeReading 12
DiscussionQuestions 12
VocabularyPreview 13
FillintheBlanks 14
ScanningforSpecificInformation 14
Reading:SavingSpacewithaSuspendedBedroom 16
AfterReading 17
UnderstandingtheReading 17
GuessingMeaningfromContext 18
FormingAdjectives 20
FocusingonHigh-FrequencyWords 21
DiscussingtheReading 21

Unit3:DoorArrangement 23

BeforeReading 23
DiscussionQuestions 23
VocabularyPreview 24
FillintheBlanks 25
ScanningforSpecificInformation 26
Reading:DoorArrangement 28
AfterReading 30
UnderstandingtheReading 30
GuessingMeaningfromContext 32
Classifying 34
UnderstandingAntonyms 34
FocusingonHigh-FrequencyWords 35
DiscussingtheReading 36

Unit4:IdeasforaSaferBathroom 38

BeforeReading 38
DiscussionQuestions 38
VocabularyPreview 39
FillintheBlanks 40
ScanningforSpecificInformation 40
Reading:IdeasforaSaferBathroom 41
AfterReading 42
UnderstandingtheReading 42
UnderstandingReference 44
Cause-and-EffectRelationships 45
GuessingMeaningfromContext 45
FocusingonHigh-FrequencyWords 47
DiscussingtheReading 47

Unit5:TheIceHotelinSweden 49

BeforeReading 49
DiscussionQuestions 49
VocabularyPreview 50
FillintheBlanks 51
ScanningforSpecificInformation 51
Reading:TheIceHotelinSweden 53
AfterReading 54
UnderstandingtheReading 54
UnderstandingReference 55
IdentifyingCause-and-EffectRelationships 56
GuessingMeaningfromContext 57
FocusingonHigh-FrequencyWords 58
DiscussingtheReading 59

Unit6:HowtoDesignaSchoolLibrary 60

BeforeReading 60
DiscussionQuestions 60
VocabularyPreview 61
FillintheBlanks 61
SkimmingfortheMainIdea 62
Reading:HowtoDesignaSchoolLibrary 62
AfterReading 64
UnderstandingtheReading 64
UnderliningImperatives 66
GuessingMeaningfromContext 68
FocusingonHigh-FrequencyWords 70
DiscussingtheReading 70

Unit7:TheGlenLakeTower 72

BeforeReading 72
DiscussionQuestions 73
VocabularyPreview 75
FillintheBlanks 75
SkimmingforMainIdeas 75
Reading:TheGlenLakeTower 77
AfterReading 78
UnderstandingtheMainIdea 78
UnderstandingtheReading 78
UnderstandingReference 80
GuessingMeaningfromContext 81
UnderstandingAntonyms 84
FocusingonHigh-FrequencyWords 84
DiscussingtheReading 85

Unit8:GaryChang’sApartment 86

BeforeReading 86
DiscussionQuestions 86
VocabularyPreview 87
FillintheBlanks 88
SkimmingfortheMainIdea 88
Reading:GaryChang’sApartment 90
AfterReading 91
UnderstandingtheReading 91
GuessingMeaningfromContext 93
FocusingonHigh-FrequencyWords 94
DiscussingtheReading 96

Unit9:LuxuriousLiving-RoomConcepts 97

BeforeReading 97
DiscussionQuestions 97
VocabularyPreview 98
FillintheBlanks 99
SkimmingfortheMainIdea 99
Reading:LuxuriousLiving-RoomConcepts 99
AfterReading 102
UnderstandingtheReading 102
GuessingMeaningfromContext 103
UnderstandingSynonymsandAntonyms 106
DiscussingtheReading 106

Unit10:HomeLightingSystems 108

BeforeReading 108
DiscussionQuestions 108
VocabularyPreview 109
FillintheBlanks 110
ScanningforSpecificInformation 111
Reading:HomeLightingSystems 112
AfterReading 113
UnderstandingtheReading 113
UnderstandingReference 115
GuessingMeaningfromContext 115
FocusingonHigh-FrequencyWords 118
DiscussingtheReading 118

Unit11:CreateaRoomYou’llLove 120

BeforeReading 120
DiscussionQuestions 120
VocabularyPreview 121
FillintheBlanks 122
SkimmingfortheMainIdeas 123
Reading:CreateaRoomYou’llLove 123
AfterReading 126
UnderstandingtheReading 126
GuessingMeaningfromContext 128
UnderstandingAntonyms 130
DiscussingtheReading 130

Unit12:Walls-CompositeConstruction 132

BeforeReading 132
DiscussionQuestions 132
VocabularyPreview 133
FillintheBlanks 135
ScanningforSpecificInformation 135
Reading:Walls-CompositeConstruction 136
AfterReading 137
UnderstandingReading 137
GuessingMeaningfromContext 139
FocusingonHigh-FrequencyWords 141
FillintheBlanks 142
DiscussingtheReading 143

Unit13:DecoratingIdeasforaKitchenwithWhiteCabinets 144

BeforeReading 144
DiscussionQuestions 144
VocabularyPreview 145
FillintheBlanks 147
SkimmingfortheMainIdea 148
Reading:DecoratingIdeasforaKitchenwithWhiteCabinets 148
AfterReading 150
UnderstandingReading 150
GuessingMeaningfromContext 151
UnderstandingSynonymsandAntonyms 153
FocusingonHigh-FrequencyWords 154
FillintheBlanks 154
DiscussingtheReading 155

Unit14:TheDynamicTowerinDubai 157

BeforeReading 157
DiscussionQuestions 157
VocabularyPreview 158
FillintheBlanks 159
ScanningforSpecificInformation 160
Reading:TheDynamicTowerinDubai 161
AfterReading 162
UnderstandingReading 162
GuessingMeaningfromContext 164
FocusingonHigh-FrequencyWords 165
DiscussingtheReading 166

Unit15:DiningRooms 168

BeforeReading 168
DiscussionQuestions 168
VocabularyPreview 169
FillintheBlanks 170
ScanningforSpecificInformation 171
Reading:LivingAreas-Diningrooms 172
AfterReading 174
UnderstandingtheReading 174
UnderstandingReference 175
IdentifyingCause-EffectRelationships 176
GuessingMeaningfromContext 178
FocusingonHigh-FrequencyWords 179
DiscussingtheReading 180
References 182
Glossary 184

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