Unit 3 Theme: Academic picture Grammar: Complex Object

Objectives: Introduction of new lexical material on theme “Academic Picture” and fixing active vocabulary in speech exercises, development of skills of monological speech.

Discussion: Basic notions. Development of academic picture nowadays.

Introduction of new grammar theme “Complex Object” and fulfilling grammar exercises. Revision of Infinitive and Infinitive Constructions.

Ex. 1. Read the text.

Academic paints a picture of arts as a priority in classrooms

THE arts should be embedded in the teaching of all subjects as a way of cultivating creativity and imagination in schoolchildren, according to a paper published yesterday by the Australian Council for Educational Research.

The paper, by the University of Sydney academic Robyn Ewing, highlights international research that shows students who are exposed to the arts achieve better academic results, are more engaged at school and less likely to leave early, and have better self-esteem than students who do not have access to the arts.

Professor Ewing said integrating the arts with other disciplines had the potential to engage students who were unmotivated by traditional forms of learning, lifting their performance in other subjects, such as science and maths.

She expressed concern that the publication of results from national literacy and numeracy tests was contributing to a neglect of other kinds of learning.

''If we don't empower kids to think creatively and to be imaginative and also to see things from a range of different perspectives, which is what the arts do, we're selling them short in a world in which actual knowledge is changing so rapidly,'' she said.

The review of hundreds of Australian and international research studies comes as the Australian Curriculum, Assessment and Reporting Authority develops a national curriculum for the arts.

Under the proposed curriculum, due to be published next year, the arts, including dance, drama, media arts, music and visual arts, would be mandated for every student from the first year of school to year 8 for a minimum of two hours a week.

Professor Ewing said policymakers needed to change the way they thought about the arts, and treat it as a priority rather than an add-on.

She said governments had not matched their rhetorical commitment to the arts with resources for arts education and teacher professional development.

''In lots of schools the arts is on the fringe, but it could be so powerful if it was embedded.''

She said children from affluent families were more likely to be touched by the arts through visits to museums and art galleries, and through theatre and concert performances, and their parents were more often able to pay for art and music lessons. Yet children living in poverty or who were vulnerable or at risk often stood to benefit the most from the arts.

Ex.2. Read more: http://www.smh.com.au/national/education/academic-paints-a-picture-of-arts-as-a-priority-in-classrooms-20110112-19oba.html#ixzz2595h0900

Ex.3. Describing architecture drawing games.

Choose one of the boxes below and draw it until your partner guesses what your sketch is. You can use numbers and symbols, but no words or letters.

(door) knob	(electrical) socket	apartment/ flat	armchair
balcony	bamboo	bathtub	bin/ trash can
blinds	bush	calligraphy	candle
caravan	carport	cellar/ basement	central heating
charcoal	coal fire	condominium/ condo	congestion
core	cot	cottage	detached (house)
double glazing	drive/ driveway	dump truck	fall apart
fireplace	flood/ flooding	fluorescent strip	fold
gate	green spaces	grill/ lattice	hedge
high rise flats	housing estate	hut	ivy
lift/ elevator	loft/ attic	mansion	mechanical pencil/ automatic pencil
mobile home/ trailer	peephole	radiator	ramshackle
recess	reed/ rush	scroll	semi-detached (house)
shower cubicle	shutter	skyline	skyscraper
smoke detector	straw	studio/ studio apartment/ studio flat	suburb(s)
terraced (house)	thatched (roof)	wardrobe/ closet

Ex. 4. Choose one of the things above and draw it until your partner guesses. You can use numbers and symbols but no letters or words.

Ex. 5. Choose one of the things above and explain its appearance without mentioning its materials, color or function so that your partner can draw it and guess what you are talking about. You might want to explain its shape, size, normal direction and positions. It might help if you draw it first somewhere your partner can’t see and then describe that drawing to them.

Ex. 6. Draw lines across the list below to divide it into categories of language that is useful for describing buildings.

Wall Top right corner Back Front

Roof/ Top Entrance Left hand side Flat

Steep Tiled Thatched Wide/ Broad

Narrow Long Tall/ High Thin Thick Square

Semi-circle Pentagon Right angled triangle Rectangle/ oblong

Ellipse/ oval/ egg shape Diamond Much wider By far the tallest

A little bit thicker On Above Under In In front of

Opposite Behind Next to Pyramid Cone Arch

Cut off cone Tube Cube Extended cube Hemisphere

Spiral/ Helix Transparent/ Translucent Glowing/ Shining/ Lit up Reflective

Straight Zigzag/ Spiky Parallel Curve/ Bend Bumpy/ Wavy/ Wiggly Sand Stone Wood Fabric Glass

Brick Vertical Horizontal Diagonal At ninety degrees

At forty-five degrees Stairs Escalator Elevator/ Lift Ramp

Ex. 7. Ask your partner about any of the words you don’t understand and ask them to explain in English.  

Ex. 8. Work together to quickly draw each of those things.

Ex. 9 .Draw a building that you need at least three things from the lists to describe and explain it to your partner until they have drawn it correctly.

Ex. 10. Choose one of the pictures on the page your teacher gives you that is easy to describe and do so until your partner has produced a reasonable picture of it. You can mention materials and colors this time if it helps.

GRAMMAR: The Complex Object

The Complex Object consists of a noun in the common case or pronoun in the objective case and the Infinitive. Object + Predicate + noun (pronoun) + Infinitive

Example: I want mother to help me. They expect the steamer to leave tonight.

The Complex Object is used after the verbs:

• of mental activity: to know, to think, to consider, to believe, to find, to expect.

• of declaring: to pronounce, to declare, to report, to teach.

• denoting wish and attention: to want, to wish, to desire, to intend.

• Denoting feeling and emotion: to like, to dislike, to hate.

• Denoting order and permission: to allow, to suffer, to ask (for), to command, to forbid.

• Denoting sense perception: to hear, to see, to watch, to feel, to observe, to notice etc.

Ех. 11. Translate the sentences into your language.

1. Tell me what you would like me to do. 2. Seeing her enter the room he rose to greet her. 3. Hearing the bell he went to see who was at the door. 4. Did you feel the bridge shake? 5. We lay in the shade of the tree, waiting for our friends to come. 6. I don’t like you to say such words. 7. Put on a thicker coat, I don’t want you to catch cold. 8. He asked for a telegram to be sent to his son. 9. The buyers wished the goods to be discharged into lighters. 10. We consider ourselves to have the right to claim an allowance of 15 per cent.

Ex. 12. Fill in the blanks with suitable verbs.

1. Why don’t you – her to wear high heals? 2. The way she looks at me – me blush. 3. Do you – me to show you the place on the map? 4 No one had – her to return so early. 5. I have never – her look so sweet. 6. Who – you to miss lectures. 7. She – the children to be well behaved. 8. You can’t – him come if he doesn’t want to.

Ex. 13. Complete the sentences using infinitive constructions. Remember that the verb before the Infinitive Construction must be in Simple Past. The first sentence is given as an example.

1. On our first day in London, our guide (tell us / what / do) ……. in London.

2. She (show us / where / catch) ……… the nearest bus or underground.

3. We also (learn / how / buy) …….. tickets for the London underground.

4. On our second day, we (not know / whether / go) …… on a sight-seeing tour.

5. We (ask our guide / where / get) …… tickets for the sight-seeing tours.

6. She (explain / where / find) …. the tour guides and (how much / pay) ….. for a sight-seeing tour.

7. On the sight-seeing tour we (find out / how / hop ….. off and on the busses to see as much of London as possible.

8. We soon (know / which bus / wait for) ….. at the stop.

Ex. 14. Game “Understand me”. Work in pairs or small groups. Every student in turn has to tell about one their wish others to fulfill it. But the speaker has to explain his wish through synonyms/antonyms. Other students are not allowed to repeat the speaker’s words and have to use Complex Object in their answers.

Example:

A: Today I am celebrating my birthday and, of course, I want to look beautiful. But I have so many clothes and I don’t know which one will be more suitable for this.

B: Do you want me to help you with choosing correct dress for party?

A: Yes.

Exercise 15. Open the brackets and use the Complex Object.

Example: He expected (they, arrive) at 5. — He expected them to arrive at 5.

1. Do you want (they, stay) at the hotel or with us? 2. I'd like (the professor, look through) my report. 3. Do you want (I, show) you the sights of the city? 4. We expect (he, arrange) everything by the time we come. 5. I want (she, tell) me the news in brief. 6. He expected (the meeting, hold) in the Red Room. 7. I would like (they, fix) an appointment for me for Tuesday. 8. We want (she, introduce) us to the president. 9. I don't want (they, be late) for dinner. 10. He expected (she, invite) to the party by the Smiths. 11. I'd like (the dress, buy) by Saturday. 12. I don't want (she, treat) like Alice. 13. We considered (he, be) an honest person. 14. I don't like (she, prevent) me from doing it. 15. I suspect (he, help) by her.

Exercise 16. Combine the sentences using the Complex Object.

Example: I did not see him. He entered the house. — I did not see him enter the house.

1. They did not notice us. We passed by. 2. He heard her. She was playing the piano. 3. He saw her. She burst into tears. 4. I felt her hand. It was shaking. 5. He hasn't heard us. We called his name. 6. They haven't seen the accident. It occurred at the corner. 7. I heard them. They were arguing. 8. She heard the footsteps. They were dying away. 9. She felt something. It was crawling around her neck. 10. We many times heard him. He told this story. 11. She noticed the expression of his face. It changed suddenly. 12. I heard somebody. He mentioned my name. 13. I felt something hard. It hurt my leg.

Exercise 17. Change complex sentences into sentences with the Complex Object.

1. I did not expect that she would forget about my birthday. 2. She saw how the children were playing in the park. 3. Do you know that he went abroad two days ago? 4. I like to watch how she dances. 5. She could hardly I believe that he had been rescued. 6. He expects that everybody will be ready to do this work. 7. I don't like when the children are late for dinner. 8. Don't consider that he is a hero. He is an ordinary man. 9. I've heard how he was arguing with his father. 10. I suspect that he has taken my money. 11. She likes to watch how the sun sets. 12. I hate when people shout at each other. 13. They suppose that he will cope with this work. 14. I've heard how she was crying. 15. We expect that he will solve this problem soon.

Exercise 18. Open the brackets and use the proper form of the Complex Object.

1. Where is Nick? — I saw (he, talk) to Kate a few minutes ago. 2. Parents always want (their children, be) the best. 3. I wouldn't like (such valuable presents, give) to me. 4. I noticed (he, write) something and (pass) it to Alice. 5. We suppose (they, apologize) to us. 6. She watched (the stars, sparkle) in the dark sky. 7. I did not expect (he, behave) in such a way. 8. We don't want (our planet, pollute). 9. I heard (he, work) in his study at night. 10. They expected (he, buy) a more expensive car.

Exercise 19. Make sentences to the model.

a) Example: I believe that Van Clibern is a great pianist. – I believe Van Clibern to be a great pianist.

1. He believes it is a mistake. 2. I consider that this business is very profitable. 3. I don’t expect you will understand me. 4. They know that he is a responsible person. 5. We consider that he is a good professional. 6. She regards that he is a superman. 7. We all think that he is a gentleman. 8. They consider that it is the right decision.

b) Example: Does Charlie play golf? – No, I have never seen (heard, saw, noticed) him play golf.

1. Did he get on that Glasgow bus this evening? 2. Did you ever see Pat’s smile? 3. Did your brother really pat the dean on the shoulder? 4. Did you notice how this boy parked his car near our house? 5. Did you hear that George broke the Safety Code? 6. Did you see how Dylan was deliberately knocked down by another football-player? 7. Did you notice a beautiful girl who drove Nick to the station? 8. Did you watch how Jack was entertaining the guests last night? 9. Did you see him when he stopped for dinner at the pub? 10. Did you hear that he bought a new stereo?

c) Example: Ann didn’t have money. (Jim/lend) – Ann wanted /wished /expected Jim to lend her some.

1. Someone told Sue I was going to visit her. (it / to be a surprise) 2. My parents were upset when I left home. (me / to stay with them) 3. Everybody tried to persuade Tom to play tennis. (Tom / to play tennis) 4. There will be a football match between Scotland and England soon. (England / to win) 5. In your place I would tell the police about it. (you / to inform) 6. She received a letter, but nobody knew who it was from. (anybody / know) 7. Tom was sure Jane would be late. (Jane / not to come in time) 8. Jack asked me to post the letter. (me / to post it) 9. He advised me to take an aspirin. (me / to take an aspirin) 10. Nobody is allowed to smoke in our office. (anyone / not to smoke.

Ex. 20. A) Read the rules: