advanced unit1

8/2/2019 Advanced Unit1

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Cambridge Advanced EnglishUnit1-What a spectacle

Step1- For a warming-up activity T may ask Ss whether they have been to a circus recently and if they answer positively, T may ask what they have seen there. In order to pre-teach vocabulary Tpresents pictures of various apparatuses, like trapeze , tightrope , hoops, rings, etc . T mayalso display pictures of acrobats, circus animals, clowns , etc in order to create theappropriate atmosphere or the discussion.

CIRCUS

ACROBATS


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CLOWNS

TIGHTROPE WALKING


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TRAPEZE

HOOPS

CIRCUS ANIMALS

Step2- Grammar plus: verb patterns. Ss get acquainted with the category of TRANSITIVE andINTRANSITIVE verbs. T explains what the two types of verbs are, gives examples to show thedifference between them, provides Ss with list of both Transitive and Intransitive verbs and thenoffers exercises to help Ss learn them better as well as consolidate their knowledge.


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TRANSITIVE AND INTRANSITIVE VERBS

1. Direct objects

Most of the verbs examined so far have been in the Active Voice . When a verbis in the Active Voice, the subject of the verb refers to the person or thingperforming the action described by the verb; and the object of the verb refers tothe person or thing receiving the action described by the verb.

In the following examples, the objects of the verbs are printed in bold type.e.g. He read the book .

I did not see the balloon .They ate the potatoes quickly.She rode her bicycle along the sidewalk.Do we understand it?

In these sentences, the verbs read , did see , ate , rode and do understand arein the Active Voice; and the words book , balloon , potatoes , bicycle and it arethe objects of the verbs. These objects are said to be direct objects, becausethey refer to things which receive directly the actions described by the verbs.

2. Lay and Lie, Raise and Rise, and Set and Sit

Verbs which take an object are usually called transitive verbs. Verbs which do not take an

object are usually called intransitive verbs.

Many English verbs can be used either intransitively or transitively. For instance, in thesentence Most birds can fly, the verb to fly is intransitive, since it is used without anobject. But in the sentence This pilot will fly the plane, the verb to fly is transitive, since ittakes the object plane .

However, some English verbs can be used only intransitively. A few pairs of verbs should be noted. The two verbs of each pair have similar meanings, but one of the verbs can takean object, and the other cannot. In the following table, the verbs labeled intransitive arethose which cannot take an object.

Infinitive Simple Past Past ParticipleTransitive: to lay laid laidIntransitive: to lie lay lain

Transitive: to raise raised raised


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Intransitive: to rise rose risen

Transitive: to set set setIntransitive: to sit sat sat

Particular care must be taken not to confuse the verbs to lay and to lie , since, asshown above, the Simple Past of the verb to lie has the same form as the bareinfinitive of the verb to lay .

a. To Lay and To LieTo lay is a transitive verb, which can take an object. The following examplesillustrate the use of the Present Continuous, Simple Past, and Present Perfecttenses of the verb to lay . The verbs are underlined, and the objects of the verbsare printed in bold type.e.g. I am laying the table .

He laid a bet on the white horse.The hen has laid an egg .

To lie is an intransitive verb, which cannot take an object. The followingexamples illustrate the use of the Present Continuous, Simple Past, and PresentPerfect tenses of the verb to lie .e.g. She is lying on the sofa.

We lay on the beach in the sun.He has lain in bed for a week.

In these examples, it might appear that the words sofa , beach , and bed act asobjects of the verb to lie . However, this is not the case.

Not only verbs, but also prepositions have the ability to take objects. A fewcommonly used English prepositions are at , by , for , from , in , of , on , to andwith . Prepositions will be discussed in detail in a later chapter.

In the examples above, sofa , and beach are objects of the preposition on ; andbed is the object of the preposition in .

b. To Raise and To RiseTo raise is a transitive verb, which can take an object. The following examplesillustrate the use of the Present Continuous, Simple Past, and Present Perfecttenses of the verb to raise . The verbs are underlined, and the objects of theverbs are printed in bold type.e.g. She is raising poodles .

He raised the window .They have raised a crop of wheat.


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To rise is an intransitive verb, which cannot take an object. The followingexamples illustrate the use of the Present Continuous, Simple Past, and PresentPerfect tenses of the verb to rise .e.g. The moon is rising in the east.

They rose to the occasion.The temperature has risen by five degrees.

In these sentences, the verbs have no objects. The words east , occasion anddegrees are the objects of the prepositions in , to and by .

c. To Set and To SitTo set is a transitive verb, which can take an object. The following examplesillustrate the use of the Present Continuous, Simple Past, and Present Perfecttenses of the verb to set . The verbs are underlined, and the objects of the verbsare printed in bold type.

e.g. They are setting a record.We set the jars on a shelf.Have you set the date for your trip?

To sit is an intransitive verb, which cannot take an object. The followingexamples illustrate the use of the Present Continuous, Simple Past, and PresentPerfect tenses of the verb to sit .e.g. They are sitting by the front steps.

I sat at my desk for an hour.You have sat on the couch all afternoon.

In these sentences, the verbs have no objects. The wordssteps

,desk

, andcouch are the objects of the prepositions by , at and on .

3. Indirect objects

In addition to taking direct objects, some verbs also take indirect objects. In the followingexamples, the direct objects are printed in bold type, and the indirect objects areunderlined.e.g. We gave the child a toy .

I sent the man the information .

In these examples, the words child and man are said to be the indirect objects of the verbsgave and sent . Indirect objects refer to things which receive indirectly the actions described

by the verbs. In the above examples, the words toy and information are the direct objectsof the verbs.

Indirect objects usually refer to living things.


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It is possible for a sentence containing an indirect object to be rewritten by placing a preposition before the indirect object. When this is done, the original indirect object can beregarded either as the indirect object of the verb, or as the object of the preposition.

For example, the sentence We gave the child a toy, can be rewritten as follows:We gave a toy to the child.In the rewritten sentence, child can be regarded either as the indirect object of the verbgave , or as the object of the preposition to .

The following examples illustrate the position of the indirect object in a sentence. Thedirect object, toy , is printed in bold type, and the indirect object, child , is underlined.e.g. We gave the child a toy .

We gave a toy to the child.

When an indirect object is not preceded by a preposition, the indirect object must be placed

before the direct object. Thus, in the sentence We gave the child a toy, the indirect objectchild is placed before the direct object toy .

However, when an indirect object is preceded by a preposition, the indirect object must be placed after the direct object. In the sentence We gave a toy to the child , the indirectobject child is preceded by the preposition to . Therefore, the indirect object, child is placedafter the direct object toy .

The object which is placed last in a sentence tends to receive greater emphasis than theobject which is placed first. Thus, the word order of a sentence can be varied in order togive greater emphasis to one object or the other. For instance, in the sentence We lent theteacher a book , the direct object book is slightly emphasized. However, in the sentenceWe lent a book to the teacher , the indirect object teacher is emphasized.

A few English verbs, such as to describe , to distribute , to explain and to say , can take anindirect object only when the indirect object is preceded by a preposition. In the followingexamples, the direct objects are printed in bold type, and the indirect objects areunderlined.e.g. He described his experiences to the reporters.

They distributed the leaflets to their friends.We explained the situation to the participants.She said something to her teacher.

These verbs cannot take an indirect object which immediately follows the verb. One reasonfor this may be to avoid creating sentences which are ambiguous or confusing. For instance, a sentence which began with the words He described the reporters... wouldcreate the impression that it was the reporters who were being described. When thereporters is preceded by the preposition to , there is no ambiguity.


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5. Yesterday she ______________ her coat on the bed.6. His books _____________ on the floor all last week.7. Right now he _______________ low in order to stay out of danger.8. Yesterday morning he ______________ the parcel close to the door.9. Last night they _____________ in wait for the thieves.

10. Now they ________________ their cards on the table.

Rewrite each of the following sentences, omitting the underlined preposition which precedes the indirect object, and making the necessary changes in word order. For example:

I bought a rose for the singer.I bought the singer a rose.

She gave an apple to the boy.She gave the boy an apple.

1. I handed the book to the student.2. He wrote a letter to the twins.3. She made a scarf for the girl.4. I told the story to the audience.5. We paid the money to the dentist.6. He sent a reply to the doctor.7. We offered the job to the students.8. She told the news to her friends.

Rewrite each of the following sentences, inserting the preposition to before the indirectobject, and making the necessary changes in word order. For example:

I wrote the president a letter.I wrote a letter to the president.

They showed the visitor the garden.They showed the garden to the visitor.

1. We sent the reporters a photograph.2. They mailed the agency a postcard.3. I paid the manager the fee.4. We sold the students the doughnuts.5. You read the teacher the story.6. She mailed the seamstress the material.7. I sent the workers a message.8. He offered his guest the wine.


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Step3Word formation: Suffixes used to form NOUNS, ADJECTIVES and VERBS. T presentsthe suffixes by which Ss should recognize Nouns, Verbs and Adjectives, displays examples of theformation of the latter by means of those suffixes, and then invites Ss to practice forming thoseparts of speech by means of the respective suffixes. A table presenting the suffixes in question aswell as a possible exemplification of that formation will prove useful.

Suffixes in English

Suffix used to make meaning example

-able,-ible,-ble

adjectives possible toacceptable, noticable,convertible, divisible,irresistible

-age nouns a process or state shortage, storage

-al adjectives connected withexperimental, accidental,environmental

-ance,-ancy,

nouns an action, process or state appearance, performance, pregnancy, constancy

-ant,-ent

nouns a person who does it assistant, immigrant, student

-ation nouns a state or actionexamination, imagination,organization

-ee nouns a person to whom

something is doneemployee, trainee

-en verbsto give something a

particular quality, to makesomething more

to strengthen

-ence,-ency,

nouns an action, process or state coincidence, patience, potency, presidency

-er nounsa person who doessomething

rider, painter, baker,builder, teacher

-ese adjectives from a place Japanese, Chinese,Viennese

-ess nouns a woman who doessomthing as a job waitress, actress

-ful adjectives having a particular qualitybeautiful, helpful, useful,thankful

-hood nouns a state, often during a particular period of time childhood, motherhood

-ian nouns a person who does historian, comedian,


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something as a job or hobby politician

-icaladjectives fromnouns ending -yor -ics

connected with economical,mathematical, physical

-ify verbs to produce a state or quality beautify, simplify, purify

-ish adjectives

1.describing nationality or language English, Swedish, Polish

2.like something babyish, foolish

3.rather, quite longish, youngish,brownish

-ist nouns

1.a person who has studiedsomething or doessomething as a job

scientist, typist

2.a person who believes insomething or belongs to a

particular group

capitalist, pacifist, feminist

-ion nouns a state or process action, connection,exhibition

-ive adjectivesto be able to, having a

particular quality active, effective

-ize, -ise verbs actions producing a particular state

to magnetize, to generalize, to modernise,to standardise

-less adjectives not having something hopeless, friendless-like adjectives similar to childlike

-ly adverbs in a particular way badly, beautifully,completely

-ment nouns a state, action or qualitydevelopment,arrangement, excitement,achievement

-ness nouns a state or quality kindness, sadness,happiness, weakness

-ology nouns the study of a subjectbiology, psychology,

zoology

-or nounsa person who doessomething, often as a job actor, conductor, sailor

-ous adjectives having a particular quality dangerous, generous,religous

-ship nouns showing status membership, citizenship,


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friendship

-wards adverbs in a particular direction backwards, upwards

-wise adverbs in a particular way anticlockwise

-y adjectives having the quality of the

thing metioned

cloudy, rainy, fatty,

thirsty, greeny

Step5- Grammar check: Overview. Ss have had so far numerous opportunities to get acquaintedand practise ALL English verb tenses . However, another look at them, accompanied byappropriate examples will make much sense for the revision as well as the consolidation of thatcategory. A table containing ALL English verb tenses may be displayed on the screen by T to help

SS revise them more effectively.

TENSE POSITIVE NEGATIVE QUESTION USE

SimplePresent

I playtennis onMondays.

They don't(do not)work inNew York.

Does sheknow him?

Habitualactivities -States More

Simple PastShe wentto Parislast week.

They didn't(did not)drive towork.

Where didshe get thathat?

Actionshappeningat a definedmoment inthe past.More

SimpleFuture

I'll (will)meet youat theairporttomorrow.

He won't

(will not)be able tocome.

Will theyvisit ussoon?

Decisionsmade at themomentabout the

future,futurepredictions,futurepromisesMore
http://esl.about.com/library/grammar/blpresentsimple.htmhttp://esl.about.com/library/grammar/blpastsimple.htmhttp://esl.about.com/library/grammar/blfuture.htmhttp://esl.about.com/library/grammar/blpresentsimple.htmhttp://esl.about.com/library/grammar/blpastsimple.htmhttp://esl.about.com/library/grammar/blfuture.htm


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PresentContinuous

He's (is)

working atthemoment.

They aren't

(are not)coming thisevening.

What areyou doing?

Actionshappeningat thepresent

moment.Near futureintentionandscheduling.More

PastContinuous

I waswatchingTV whenyou called.

He wasn't

(was not)workingwhen shearrived.

What wereyou doingwhen Icalled?

Interruptedpast action,actionhappeningat a specificmoment intime in thepast.

Future

Continuous

I'll (will) becookingdinnerwhen youarrive.

They won't(will not)be living in

Paris thistime nextyear.

What willyou bedoing nextweek at thistime?

Futureaction at aspecific

moment inthe future.More

Future withGoing to

He's (is)going to flyto Bostonnext week.

They're(are) notgoing toinvite theBrowns.

Where areyou goingto stay?

Futureintent orplannedaction More

PresentPerfect

I've (have)seen Mickthreetimes thisweek.

She hasn't(has not)been toNew York.

How longhave youworked atSmith's?

1)Toexpress anaction thatwas begunin the pastandcontinues
http://esl.about.com/library/grammar/blpresentcont.htmhttp://esl.about.com/library/grammar/blfuture.htmhttp://esl.about.com/library/grammar/blfuture.htmhttp://esl.about.com/library/grammar/blpresentcont.htmhttp://esl.about.com/library/grammar/blfuture.htmhttp://esl.about.com/library/grammar/blfuture.htm


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into thepresent. 2)To expressan action

thathappened intheUNspecifiedpast. 3) Toexpress arecentaction thathas a

presenteffect. More

PastPerfect

I'd (had)alreadyeatenbeforethey came.

She hadn't(had not)been toRomebefore thattrip.

Had youever seensuch acrazy ladybefore that?

To expressan actionthathappensbeforeanotheraction in thepast.

FuturePerfect

We'll (will)have livedhere fortwenty

years by2005.

She won't(will not)havefinished herhomeworkby the timewe arrive.

How longwill youhave livedin France by

the end of next year?

To expresswhat willhavehappened orhow longsomethingwill have

happenedup to acertain pointin thefuture. More

Present She's (has) They How long To express
http://esl.about.com/library/grammar/blpresperfect.htmhttp://esl.about.com/library/weekly/aa031898.htmhttp://esl.about.com/library/grammar/blpresperfect.htmhttp://esl.about.com/library/weekly/aa031898.htm


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PerfectContinuous

been

waiting forover threehours.

haven't(have not)beenstudyingfor long.

have youbeenworking onthatproblem?

the durationof acontinuousactivity

begun in thepast andcontinuinginto thepresent.More

PastPerfectContinuous

She'd

(had) beenwaiting forthreehourswhen hefinallyarrived.

I hadn't

(had not)beensleeping forlong when Iheard thedoorbellring.

How longhad youbeenplayingtennis whenshe arrived?

To expressthe durationof acontinuousactivitybegunbeforeanotheractivity inthe past.More

FuturePerfectContinuous

He'll (will)have beensleepingfor a fewhours bythe timewe arrive.

She won't(will not)have beenworking forlong by 5o'clock.

How longwill youhave beendriving by 6o'clock?

To expressthe durationof anactivity upto a point of time in thefuture. More

Unit6-Speaking: Modern art. The discussion of modern art may be supported by examples of

paintings , sculptures/by both Bulgarian and world modern sculptors , the Bulgarian modern artistChristo, who has wrapped the Reichstag, and other buildings, etc. Ss may think of more examplesof this kind and add them in the conversation dedicated to Modern Art.

Old Guitar Player-Pablo Picasso
http://esl.about.com/library/weekly/aa031898.htmhttp://esl.about.com/library/weekly/aa031898.htmhttp://esl.about.com/library/weekly/aa031898.htmhttp://esl.about.com/library/weekly/aa031898.htmhttp://esl.about.com/library/weekly/aa031898.htmhttp://esl.about.com/library/weekly/aa031898.htm


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Woman-flower
http://www.allposters.com/link/redirect.asp?aid=731567&item=96749http://click.linksynergy.com/fs-bin/stat?id=v*fEoYvAOSY&offerid=9290&type=2&subid=0&lssku=OZH0084520&lsnstapp=%26url%3Dhttp%253A//www%252Eart%252Ecom/artgallery/default%252Easp%253F%2526item%253DOZH0084520


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Tragedy

A sculpture by Picasso


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The Reichstag, wrapped by Christo

Unit7Speaking and Writing: Storytelling. Ss mention and try to retell the favourite talesfrom their childhood. T may encourage them by displaying PICTURE TALES -showing pictures andasking Ss to retell the story, AUDIO TALES -Ss listen to audio tales and then retell them, VIDEO


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Then Ss listen to some stories on audio .(materials-advanced)

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