Infinitive with ‘to’ infinitive without ‘to’
after the verbs:
want hear
expect see
would like watch
like/hate notice
wish feel
know make
remind let
advise
ask
persuade
B) Insert “to” where necessary:
1. She advised me _____ wait. 2. Dad let me _____ drive his car. 3. I reminded Jacob _____ take the book. 4. Liz made Sarah _____ clean her room. 5. I would like Tim _____ buy flowers for me.
6. Mother wanted me _____ wash the dishes. 7. Nick doesn’t let me _____ play games on his computer.
C) Correct the mistakes:
1. Teacher wants me do the whole exercise by myself! 2. I heard Tom to open the door. 3. I don’t let my little brother to eat all the ice-cream. 4. Ann persuaded me join our sports society. 5. I advice you watch this film. 6. I will make you to learn this poem by heart! 7. Mrs. Black asked me be the head of our class.
D) Put these sentences into Passive Voice:
1. My class neighbour doesn’t let me look into his exercise book! 2. Jane made Tom buy an expensive Birthday present for her! 3. Mother doesn’t make me clean my teeth twice a day. 4. Nick’s parents let him watch TV till midnight! 5. That woman made me give up my place to her.
Unit 4 Theme: Creativity of Hi-Tec founder Norman Foster Grammar: Complex Subject
Objectives: Introduction of new lexical material on theme “Creativity of Hi-Tec founder Norman Foster” and fixing active vocabulary in speech exercises, development of skills of speech. Discussion: Basic notions of Hi-Tech. Biography of Norman Foster. His works in Kazakhstan.
Introduction of new grammar theme “Complex Subject” and fulfilling grammar exercises. Revision of Complex Object.
Ex. 1. Read the text and pick up difficult or unknown words. Answer the question how N. Foster could express space theme in architecture.
Man on the moon: Norman Foster prepares for architecture's lift-off
When it comes to building on the moon, the British architect has won the scientists' vote. But what might his lunar structures look like?
A
permanent structure on the moon? The dream of building a base on the
Moon where astronauts, scientists (and Richard Branson) can study the
Earth's most haunting and beautiful satellite is as old and as
compelling as the dream of space exploration
itself.
Now, the European Space Agency's Aurora program envisages a necklace of such bases strung out across the face of the moon. It's a thrilling thought, but who – which architect – should design the first lunar structures? Why,Norman Foster, of course. Already working on Richard Branson's Virgin Galactic spaceport in New Mexico, due to open in 2011, Foster is the natural – and scientific – choice for such challenging new architecture and habitation. The European Space Agency certainly thinks so, too.
Over several decades, Foster has tried, often successfully, to fuse the materials, technology, forms and spirit of space adventure into the design of his world-renowned hi-tech buildings. Arguably more than any other architect, Foster has brought the world of Nasa into our towns, cities and university campuses – whether with the design of the gleaming Sainsbury Centre for Visual Arts at the University of East Anglia, on the edge of Norwich, or with the very shape, as well as the structure, of the Swiss Re building, better know as the Gherkin, in the heart of London. This skyscraper – it looks nothing like a gherkin – even resembles a space-rocket.
The
Swiss Re tower (Gherkin) in London
Moon bases, however, are unlikely to resemble skyscrapers, not even those by Norman Foster. They are far more likely to adopt the forms and structure of the famous geodesic domes popularised by the American designer Buckminster Fuller and invented by the German engineer Walther Bauersfeld with the1923 planetarium in Jena, Germany. With his first vinyl-skinned geodesic dome, built in 1949 from aluminium aircraft tubing, Fuller demonstrated that such a building could bear its own weight even if stretched as far as it was humanly possible. In other words, here was a supremely light, supremely strong domed structure that would, in all likelihood, make a good moon base. In his later years, Fuller was a frequent and influential presence in Norman Foster's London studio.
While medieval cathedrals certainly soared heavenwards, buildings that were first described as being a part of the space age emerged only after the first world war when the study of rocketry and space travel was developing apace, notably in Germany. It was in Potsdam that the Prussian architect, Erich Mendelsohn, built his Einstein Tower, a solar laboratory and astronomical observatory opened in 1924 and still in use today. Its curious organic form was like nothing else at the time of its construction; it was, though, referred to on a number of occasions as being like a "spaceship" – an "ungainly" one at that.
What we think of as space-age architecture only really emerged in the 1960s, at a time when the Gemini and Apollo space missions had captured the public – and professional – imagination. The British architectural group Archigram drew and made models of an entertaining and provocative range of space-age structures and habitats, from one-person survival pods to plug-in and walking cities that would have made wonderful illustrations for science-fiction comics and novels. With an understanding of newly available materials and technologies, Archigram's designs for capsules, living pods and "cuishicles" (balloon-like pods) were both instructive and entertaining, and gave a hint of what life in space-age habitats and structures might be like.
Back on the ground, Britain's "hi-tech" architects of the 1970s and 80s – Norman Foster, Richard Rogers, Michael Hopkins and Nicholas Grimshaw – made bold plays with the latest materials and building technologies. If not suitable for life on the moon, their buildings sometimes looked like nothing else on Earth. Just look at the Pompidou Centre.
More recently, Grimshaw's Eden Project, Cornwall, really does look and feel like a habitat, or bubble city, from another planet. Its soap-sud-like structure is very much the stuff of science-fact rather than fiction; here is a sequence of giant pods foaming up from fissures in rocks and protecting and nurturing plant life drawn from all over the world.
Foster's aesthetic has always tended towards that of Stanley Kubrick's film 2001: A Space Odyssey, which is what most of us might expect structures on the moon to be like – reassuringly technical, graceful, silver, white and immaculate. Experiments with eco-friendly "earthships" in the US, however, used as testbeds for living on the moon, Mars and beyond, have been much earthier places to be than Kubrick's, with these structures looking and feeling more like greenhouses than sleek space hotels. But then, as there will be a desire to grow food on the moon as well as to produce water, however possible, a kind of greenhouse-like geodesic dome is one way forward. Given that Foster has already designed hi-tech buildings featuring internal gardens – the Commerzbank in Frankfurt and London's Swiss Re tower – he is quite aware of how nature and space-age technology can, and might, co-exist.
Ex. 2. Find the information about Тorman Foster. Name the sights in Astana that were built by his project.
Pritzker Prize-winning British architect Norman Foster is famous for "High Tech" design that explores technological shapes and ideas. In addition to winning the world's most prestigious awards for architecture, he has been knighted by Queen Elizabeth II.
Ex.3. Prepare some report or dialogue with your group mate using not less than 7-9 phrases:
Example:
- What are you doing?
- I’ve taken extra task from my teacher. And the task was to find some information about Byzantine architecture. I thought it would be boring, but I have made up my mind.
- Really? I’m curious. What new have you discovered for yourself?
- …
Ex. 4. Use this prompt and make up your dialogue about architecture, the architect’s work, street patterns, sub-constructed specialists, the main task facing the architect, the architect’s sphere of knowledge:
A: Could you please tell me about town planning or urbanism?
B: With great pleasure. It is a cooperative process. Many sub-constructed experts prepare plans for the regulated growth and improvement of towns.
A: I see, thank you.
B: Don’t mention it.
Ex. 5. State what words and word combinations given in brackets are synonyms, antonyms, hyponyms (i.e. words with narrower meaning), and hyperonimas (i.e. words with wider meaning) of the words in bold.
1. town (country, city, urb, conurbation, village, street, neighborhood, superblock); 2. cathedral (church, building, temple, chancel, nave, clerestory, transept); 3. Europe (England, Scandinavia, the world); 4. building (palace, temple, structure, non-building, edifice, ensemble, foundation); 5. keep (donjon, tower, castle, fortress); 6. emerge (come into being, appear, originate, disappear); 7. usual (common, unusual, typical, atypical, frequent, rare); 8. ornament (decoration, tracery, enrichment, fret, embellishment, chevron); 9. colored (achromatic, blue, yellow, polychromatic); 10. vault (arch, fan vault, dome, lierne, rib vault).
1. Город (страна, город, urb, большой город, деревня, улица, соседство(окрестности), суперблок); 2. Собор (церковь, здание, храм, алтарь, nave, clerestory, трансепт); 3. Европа (Англия, Скандинавия, мир); 4. Строя (дворец, храм, структура, не-здание, здание, ансамбль, основа); 5. Держите (donjon, башня, замок, крепость); 6. Появитесь (возникн&ый, появьтесь, произойдите, исчезните); 7. Обычный (обычный, необычный, типичный, atypical, частый, редкий); 8. Украшение (художественное оформление, узор, обогащение, раздражение, приукрашивание, шеврон); 9. Окрашенный (бесцветный, синий, желтый, многоцветной); 10. Хранилище (арка(дуга), раздуйте хранилище, купол, lierne, хранилище ребра).
Ex. 6. Verbs and Phrasal Verbs About Buildings
Many verbs have different meanings; however this section deals with verbs and phrasal verbs connected with buildings. An example is provided only where the verb is commonly used in everyday conversation. One irregular verb in bold is shown in all its forms. Give your examples.
Verbs
The Verb (infinitive form) |
The Meaning |
An example ( Simple Past Tense) |
Regular /Irregular |
To build |
To construct for a dwelling. |
He built his own house |
Irregular |
To construct |
To pile up, arrange or build |
They constructed the new offices in record time. |
Regular |
To demolish |
To pull or tear down a structure. |
They demolished the old slums in 1951. |
Regular |
To extend |
To increase in size or area. To add to an existing building. |
As the family grew they extended the house. |
Regular |
To move |
To change ones place of dwelling or business. |
To be nearer his job he moved to London. |
Regular |
Phrasal Verbs
The Phrasal Verb |
The Meaning |
An example ( Simple Past Tense) |
S=Separable I=Inseparable |
build in |
To incorporate something as an integral part of something else. |
They built new safety features in. |
S |
build on |
To add a new part to an existing structure |
They built a double garage on to improve their house. |
S |
build up |
To construct or erect gradually, little by little |
They built the business up bit by bit. |
S |
tear down |
To destroy or take apart. |
They tore the village down before the dam was built. |
S |
GRAMMAR: The Complex Subject
The Complex Subject consists of a noun/ pronoun and the Infinitive: Laser is known to be used in medicine.
The Complex Subject is used with the verbs:
To say, to order, to ask, to announce, to report.
Denoting sense perception: to see, to hear, to notice etc.
Denoting mental activity: to think, to consider, to believe, to expect, to suppose etc.
Word groups: to be likely, to be unlikely, to be sure.
Pairs of synonyms: to seem, to appear, to prove, to turn out, to happen, to chance.
The Infinitive in the Complex Subject is used in all its forms and expressions.
a simultaneous action: He is said to live in London.
An action in progress: The water seems to be boiling.
An action prior to the action expressed by the finite verb: They are reported to have finished the construction.
The Infinitive in sentences with the Complex Subject cannot refer to the future except with the verbs and word-groups: to expect, to be sure/certain, to be likely.
We are sure to come to the heart of the matter.
He is expected to give us an answer tomorrow.
If the verbs to prove, to seem/to appear are followed by adjectives or nouns, the verb to be after then can be omitted.
She proved (to be) clever.
He seems ill.
He appears an experienced teacher.
Ex. 7. Translate into your language.
1. He doesn’t seem to have been discouraged by his failure. 2. It seems that she knows French perfectly well. 3. It happened that he was at home. 4. It appears that the house was built in the eighteenth century. 5. It seemed that he knew the subject well. 6. It seems that the play has made a great impression on him. 7. It proved that he was a very experienced worker. 8. It happened that they met that very day.
Ex. 8. Open the brackets, using the correct form.
1. He seems (to read) since morning. 2. She seems (to work) at his problem since she came here. 3. He appears (to know) French well. He is said (to spend) his youth in Paris. 4. The enemy was reported (to overthrow) the defense and (to advance) towards the city. 5. They seem (to quarrel).I could hear their angry voices. 6. They are supposed (to work) at the problem for the last two month. 7. They seemed (to wait) for ages. 8. She seemed (to recognize) me.
Ex. 9. Recall the last news you have heard and tell it to your group-mates.
Example: The President is announced to have given a lecture to students of our university.
Ex. 10. Translate the following sentences, paying attention to the infinitive and infinitive constructions.
1. The United Nations’ principle function is to maintain peace and prevent war. The decision of the Yalta and Potsdam conferences pointed out the threat of militarism and aggression to the course of peace and security and provided a system of measures to eliminate sources of war and aggression.
2. Other areas of major concern relate to the seabed and ocean floor and mean to ensure their reservation for peaceful use.
3. Disputes are to be settled by peaceful means. Member states undertake not to use force or the threat of force in contraventions of the purposes of the UN.
4. States not-members of the UN are required to act in accordance with these principles so far as may be necessary for the maintenance of international peace and security.
5. The General Assembly is expressly authorized to deal with specific disputes and situations brought before it and to undertake studies and make recommendations for promoting international co-operation in political, social, cultural and educational matters for encouraging the development of international law and for assisting in the realization of human rights and fundamental freedoms.
Unit 5
Theme: Graphic design of Andre de Tulus-Lotre, Pier Bonar and Alfonce Mukha
Peter Berence – first professional designers
Grammar: Non-finite form of the verb – Participle I
Objectives: Introduction of new lexical material on theme “Graphic design of Andre de Tulus-Lotre, Pier Bonar and Alfonce Mukha Peter Berence – first professional designers” and fixing active vocabulary in speech exercises, development of skills of monological speech.
Discussion: Their biographies and works.
Introduction of new grammar theme “Participle I” and fulfilling grammar exercises. Revision of Present Continuous.
Ex. 1. Read the text.