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AFTER LISTENING

Look at the words below. With your partner, try to recall how they were used in the text:

Discuss the following questions.

1.What is Europe’s population?

2.Which countries have experienced the biggest increases in population?

3.What are the reasons for overpopulation in Europe?

4.Why are European governments worrying?

5.What problems does overpopulation bring?

6.Is immigration a good or a bad thing?

7.What kind of environmental damage does immigration cause?

8.Would you like to move to another country?

9.What problems do migrants have?

10.What changes have there been to the population in your country?

Summarize what you have learned from the article.

Search the Internet and find out more about population. Share what you discover with your partner(s) in the next lesson.

LANGUAGE FUNCTIONS Compliments

Compliments express approval, and their main purpose is to show that you like some aspect of the other person’s appearance, belongings, or work. This reassures the other person that his or her taste, appearance, etc., is appreciated by other people.

Some people use compliments to “butter up” (льстить) somebody, or to flatter in order to increase goodwill. Therefore, overuse of compliments might seem insincere.

You may compliment anyone you have occasion to talk with. It may be a close friend or someone you have just met. And in certain cases you can compliment a stranger in order to get some information:

You: Excuse me, but I was admiring your new bag. It’s really nice.

Stranger: Oh, thank you.

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You: Would you mind telling me where you got it? I’ve been looking for one like that for a long time.

Stranger: It’s from that luggage store down on York Avenue.

You: Oh, thank you very much.

Usually you compliment someone if you notice something new about the person’s appearance: new eyeglasses, a new haircut, an article of clothing, or a piece of jewelry. You may also compliment a person on his or her general appearance: “Gee, you look good today” or “You’re looking trim (нарядный, элегантный) these days.” It is customary to compliment a person on a recently purchased item: “Hey, I really like your new car” or “That new dress is a gorgeous shade of blue.”

When you visit someone’s house for the first time, you can give a general compliment, such as “What a beautiful house you have.” Or if you know the house and you notice some new furniture or a redecorated room, you can complement the person on the new items.

When hosts prepare a meal for you, or even just snack food at a party, they like to hear that you appreciate the food. You do not need to compliment each dish separately, but you can give a general compliment, followed by a specific one: “Meal was delicious, especially the lamb.”

In many cultures it is considered inappropriate to compliment babies, but in the USA it is common: “What a cute baby!”

There are two ways to give a compliment: by saying something nice about the object, by asking how the person made it or where it was bought (but not how much it cost), or by asking for another look or another serving, if it is food.

There are two basic ways of replying to compliments: accepting them and rejecting them. In most cases, it is best to accept the compliment. To do this, you can either thank the person and explain something about the thing being compliment, or you can return the compliment by giving the other person a similar compliment. When accepting the compliment, the dialogue might go like this;

Al: That’ a beautiful dress you have on!

Kate: Oh, thank you. I just got it yesterday.

When returning the compliment, it might go like this:

Alice: I just love your hair that way! Did you do it yourself?

Juanita: Oh, thanks. Yes, I did. Isn’t it yours a new cut, too?

Alice: Yes, it is. Thanks.

In certain cases, you may accept the compliment but deny what the person has said to compliment you. Some people do this to appear modest:

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1.Friend: That was a great dinner. You must have spent all day cooking. You: Thanks. But it really only took an hour.

2.Friend: Wow, this is really a nice place!

You: Aw, thanks, but it’s really nothing great.

EXERCISES

1. VIDEO:

Watch the video “Compiments” and get ready to discuss it at the lesson.

2. Read the illustrative dialogues in pairs, then compliment your friends on the points listed in the box below.

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-Hi. You look great!

-Thank you, Ted.

-That’s a nice jacket, Bob.

-Thanks. I bought it just for this occasion.

-I like your tie. Is it new?

-Yes. Glad you like it. I got it for my birthday.

-That’s a very nice blazer you are wearing.

-Does it suit me?

-Yes, and it goes well with your new shirt, too.

-How do you like my new hair style?

-It’s terrific! I always like the way you do your hair. But this time it’s super.

1.She/he follows fashion and always looks well.

2.She bought a nice evening dress (suit, necklace). It shows her to great advantage.

3.She/he is back from holidays, has a beautiful tan and looks nice.

4.She/he changed her/his hair style.

5.She makes a good use of her perfumery.

6.She/he has a lot of common sense.

3.For each situation that follows, read the clues given, then discuss the relationship among the speakers and the level of formality. Using this information, complete the dialogues orally.

Example: A: That’s a great sweater!

B:Why, thank you. I just bought it yesterday.

Situation 1

A: Hi, Joe. Hey, is that a new ______________?

B:

A:

B:

Situation 2

A: Well, thank you for the ___________.

B:

A: Yes, I really ____________

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Situation 3

A:Good morning, Jones.

B:Well, thank you, Mr. Tweed. But I was just doing my job.

A: Yes, and we’re proud of you, Jones.

B:

4. Discuss the situation with your partner and decide on the proper level of formality. You can use suggested expressions if you want to.

Roleplay 1

A has just eaten dinner at B’s apartment. A really liked the meal, except for the dessert, which A couldn’t finish. They are leaving the dinner table, and A feels obliged to say something about the meal to B.

Useful expressions

Roleplay 2

A has been invited to B’s home for dinner. It is the first time A has been there, and B is showing A around the house.

Useful expressions

Roleplay 3

A is showing pictures of A’s newborn baby to B, a co-worker at the factory. A has several pictures and is very proud of the baby.

Useful expressions

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Roleplay 4

A, an executive in a large company, has lost a lot of weight recently by avoiding alcohol and exercising regularly. A happens to meet B, an old friend. They haven’t seen each other in quite a while.

Useful expressions

Part 2: Sick Building Syndrome

Words to remember

to treat (v.) – лечить: treat someone for something / treat someone with something treatment (n.) – лечение

symptom (n.) – симптом, признак болезни

to investigate (v.) – изучать, обследовать, расследовать to pollute (v.) – загрязнять

pollutant (n.) – загрязняющее вещество, загрязнитель pollution (n.) – загрязнение: the pollution of local rivers similar to (adj.) – похожий на

respiratory (adj.) – респираторный, дыхательный

to release (v.) – выбрасывать, сбрасывать: release something into something to give off (v.) – выделять, испускать

to breathe (v) – дышать

sore (adj.) – больной, болезненный, воспалённый: a sore throat to clean up (v.) – очищать, прибирать, почистить

to discover (v.) – обнаружить

damage (n.) – вред; повреждение; порча; убыток; ущерб: damage to / do damage / serious/severe/extensive damage

Before You Read

Skimming for the Main Ideas. As you may know, a paragraph usually tells about one topic. Often there is one sentence that tells the topic and the main idea of the

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paragraph. This is the topic sentence. Read these paragraphs quickly. Do not use a dictionary and don’t worry about the details. When you finish, write topic and topic sentence of each paragraph.

SICK-BUILDING SYNDROME

[A] Elizabeth Steinberg was a healthy sixteen-year-old student on the tennis team at St. Charles High School, west of Chicago, Illinois. But in the fall of 2009, she started to have strange health problems. The same thing happened to dozens of teachers and students at the school. They went to doctors for treatment of a number of symptoms such as sore throats, tiredness, headaches, and respiratory (breathing) difficulties. Doctors treated respiratory infections with antibiotics, but the condition didn’t seem to improve, except – mysteriously – on weekends and over vacations, when the symptoms disappeared. Experts came to investigate and find the cause. They discovered that St. Charles High, like thousands of other schools and office buildings nationwide, is a “sick building” – in other words, a building that creates its own pollution.

Topic:________________________________________________________________

Topic sentence:_______________________________________________________

_____________________________________________________________________

[B]People have worried about smog for many years, and the government has spent billions of dollars to try to clean up the air of big cities. But now we find that there is no escape from unhealthful air. Recent studies have shown that air inside many homes, office buildings and schools is full of pollutants: chemicals, mold, bacteria, smoke and gases. These pollutants are causing a group of unpleasant and dangerous symptoms that experts call “sick-building syndrome”. First discovered in 1982, sick-building syndrome most often includes symptoms similar to the flu (watering eyes, headaches, and so on) and respiratory infections such as tonsillitis,

bronchitis, and pneumonia.

Topic: _______________________________________________________________

Topic sentence:_______________________________________________________

_____________________________________________________________________

[C]Although most common in office buildings and schools, the indoor pollution that causes sick-building syndrome can also occur in houses. Imagine a typical home. The people who live there burn oil, or gas for cooking and heating. They might smoke cigarettes, pipes, or cigars. They use chemicals for cleaning. They use

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hundreds of products made of plastic or particleboard – that is an inexpensive kind of board made of very small pieces of wood held together with a chemical. These products give off chemicals that we can’t see but that we do breathe in. In some homes carbon monoxide from cars in the garage can enter the house. And in many areas, the ground under the building might send a dangerous gas called radon into the home. The people in the house are breathing a “chemical soup”.

Topic:________________________________________________________________

Topic sentence:_______________________________________________________

_____________________________________________________________________

[D] Then what causes sick-building syndrome in an office building or school, where people don’t smoke or burn oil, wood, or gas? Experts have discovered several sources of sick-building syndrome – among them mold and bacteria, synthetic products, and lack of ventilation – a system of moving fresh air. In many buildings, rain has leaked in and caused water damage to walls and carpets. This allows mold and bacteria to grow. Air conditioning systems are another place where mold and bacteria can grow. Synthetic (that is, unnatural) products such as paint, carpeting, and furniture can be found in all offices and schools. These products release toxic (poisonous) chemicals into the air. Perhaps the most common cause of sick-building syndrome, however, is lack of ventilation. Most modern office buildings are tightly sealed; in other words, the windows don’t open, so fresh air doesn’t enter the building. In a building with mold, bacteria, or toxic chemicals, lack of ventilation makes the situation more serious.

Topic: ________________________________________________________________

Topic sentence: ______________________________________________________

_____________________________________________________________________

[E] There are several solutions to the problem of sick-building syndrome, among them cleansing the building. First, of course, experts must determine the specific cause in any one building. Then workers probably need to take out carpets, wallpaper, and ceiling tiles in order to remove mold and bacteria. Also, they need to clean out the air conditioning system and completely rebuild the system of ventilation. They should remove synthetic products and bring in natural products, instead, if they are available.

Topic: ________________________________________________________________

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Topic sentence:_______________________________________________________

_____________________________________________________________________

[F] All of this sounds difficult and expensive. But there is another possible solution that is simple and inexpensive. NASA (the National aeronautics and Space Administration) was trying to find ways to clean the air in space stations. One scientist with NASA discovered that houseplants actually remove pollutants from the air. Certain plants seem to do this better than others. Spider plants, for example, appear to do the best job. Even defoliated plants (without leaves) worked well! In another study, scientists found that the chemical interaction among soil, roots, and leaves works to remove pollutants.

Topic: ________________________________________________________________

Topic sentence:_______________________________________________________

____________________________________________________________________

[G]This seems like a good solution, but we don’t know enough yet. There are many questions. For instance, which pollutants can plants remove? Which can’t they remove? How many plants are necessary to clean the air in a room – one or two or

a whole forest of plants? When we are able to answer these questions, we might find that plants offer an important pollution-control system for the 21st century.

Topic: ________________________________________________________________

Topic sentence:_______________________________________________________

_____________________________________________________________________

LANGUAGE FOCUS

1. Give English equivalents of the words and word combinations from the text.

Обратиться к врачу за лечением; усталость; воспалённое горло; головная боль; проблемы с дыханием; лечить инфекцию антибиотиками; симптом; расследовать; загрязнение воздуха внутри помещения; по всей стране; очищать воздух; самочувствие; загрязняющие вещества; слезящиеся глаза; дыхательные инфекции; отопление; выделять химические вещества; вдыхать; недостаток вентиляции; очищать здание; наносить ущерб; комнатные растения; протекать; определять; плесень; доступный, имеющийся в наличии.

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2. Match the words with their meanings.

3.Insert prepositions where necessary.

1.There are several solutions … the problem … sick-building syndrome.

2.One scientist discovered that houseplants actually remove pollutants … the air.

3.The students had strange health problems and went to doctors … treatment …a number of symptoms.

4.Doctors treated respiratory infections … antibiotics.

5.People have worried … smog for many years, and the government has spent billions of dollars to try to clean … the air in big cities.

6.Recent studies have shown that air … many homes, office buildings is full … pollutants.

7.These pollutants cause … a group of unpleasant and dangerous symptoms, which are similar … the flu and respiratory infections.

8.There are many products made … particleboard which give … chemicals that we can’t see but that we breath … .

9.Synthetic products release toxic chemicals … the air.

10.The most common cause of sick-building syndrome is lack … ventilation.

4.Fill in the blanks with the suitable words in a proper form from the list below.

1.He’s complaining of all the usual __________ – high temperature, headache and so on.

2.This disease doesn’t respond to ___________.

3.The fertilizers and pesticides used on many farms _____________ the water supply.

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4.Sulphur dioxide is one of several __________ that are ___________ into the atmosphere by coal-fired power stations.

5.The manifesto includes tough measures to tackle road congestion and environmental ___________.

6.Many buildings were badly ____________ during the war.

7.They help you talk through your problem but they don’t give you any

____________.

8.When they die, plants _________ gases such as carbon dioxide and methane.

9.A short time later I heard some noise outside and went to __________ .

10.Her eyes were __________ from studying all night.

11.___________ to the building could take six months to repair.

12.Vitamin deficiency can be properly diagnosed and __________ by a doctor.

To pollute, to damage, to give off, to investigate, sore, damage, symptoms, treatment, to treat, pollutants, released, solution.

5.Translate the sentences from Russian into English.

1.У меня сильно болело горло, и было трудно дышать. Я чувствовал, что моё состояние ухудшалось, и попросил вызвать врача. Врач обнаружил у меня признаки пневмонии и сказал, что я должен лечиться в больнице.

2.Мы узнали, кто расследует это дело, и предложили ему небольшую сумму денег.

3.Моя бабушка всю жизнь выращивает комнатные растения и считает, что они очищают воздух внутри помещения от ядовитых веществ.

4.Пациентов лечили сочетанием медикаментов и физических упражнений.

5.Новое агентство отвечает за контроль загрязнения воздуха.

6.Огонь нанёс серьёзный ущерб их дому.

7.Его лечили от редкого заболевания кожи.

8.Возможно, пора попробовать новый курс лечения.

9.Мы не будем инвестировать в компании, которые загрязняют окружающую среду.

10.Курение может вызвать респираторные заболевания.

11.Нет лёгкого решения данной проблемы.

12.Плесень и бактерии быстро размножаются в помещениях с плотно закрытыми окнами, потому что свежий воздух не проникает внутрь.

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13.В домах, офисах, школах полно вредных для здоровья веществ, которые выделяются из пластика, ДСП, ковров, обоев, а также чистящими средствами.

14.Причины загрязнения воздуха внутри помещений могут быть разными.

15.Вам необходимо хорошо проветривать помещение, т.к. недостаток вентиляции может привести к воспалению гортани или даже раку лёгких.

16.Все эти симптомы очень похожи на грипп.

6.Ask your friend(s) about ecological problems such as air and water pollution, noise pollution, acid rains and others in his/her native town; say what the state of affairs in your native town is. Make use of the active vocabulary of the chapter.

Discussing the Reading

In small groups, talk about your answers to these questions.

1.Is there a problem with smog in your city? When is it worst? What are the causes?

2.Have you ever experienced sick-building syndrome?

3.How many possible pollutants can you find in your home and classroom? Make a list.

4.In your home country, do people usually have houseplants? Why or why not?

5.In your opinion, why wasn’t sick-building syndrome a problem in the past?

Building Vocabulary and Study Skills

1.Understanding parts of speech (1). To guess the meaning of a new word from the context, you may find it helpful to know its part of speech; that is, is the word a noun, a verb, an adjective, or an adverb? Many words can be more than one part of speech.

Examples

He tried to answer the question. (Here, answer is a verb.)

It is difficult to find an answer to the problem. (Here, answer is a noun.)

In some cases, different parts of speech (usually a noun and a verb) have the same spelling but different pronunciations.

Examples

We can contrast the problems of rural and urban areas. (Contrast is a verb; the emphasis – the syllable stress – is on the second syllable, -trast.)

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The situation in Curitiba is a contrast to the situation in many other cities. (Contrast is a noun; the emphasis is on the first syllable, con-.)

Study and pronounce the words in this chart.

*The singular noun ends in a voiceless sound [s]; the verb ends in a voiced sound [z]. **The noun has an accent on the first syllable; the verb has an accent on the last syllable.

Complete each sentence with words from the chart. Use the same word for both blanks of each item, and write the part of speech – (n) for noun or (v) for verb – in the parentheses after each blank as in the example.

1.What causes (v) air pollution? One cause (n) is traffic.

2.Some people avoid subways because of big _________s ( ) of people who

________ ( ) onto the trains of the mass-transit system twice a day.

3.Can we solve the problem of overcrowding? No one can __________ ( ) this question. We don’t have the ________ ( ).

4.In some cities, people without ________s ( ) may have to sleep in the streets. It is difficult to _________ ( ) all the people who need apartments.

5.The cost of housing doesn’t go down; it _______s ( ) every year. Often elderly people with little money have to move because of the _________ ( ).

6.A recent _______ ( ) has shown that indoor air pollution is a growing problem. Experts are _________ing ( ) the situation and trying to find solutions.

7.People who live in big cities often _______ ( ) about crime. _______ ( ) can cause illness.

8.The city planners decided to ________ ( ) on improving the environment and the quality of life. Their specific _______ ( ) for the first year was the transportation system.

2.Understanding parts of speech (2). Many words are related to one another; they have the same stem (base word) but different endings.

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Example

Cities around the globe need to find solutions to similar problems, so city planners sometimes meet at a global conference. (Globe is a noun. Global is an adjective; it describes the noun conference.)

Study and pronounce the words in this chart.

Complete each sentence with the missing words from the preceding chart. Use forms of the base words and write the part of speech in the parentheses after each blank – (n) for noun, (v) for verb, (adj) for adjective, and (adv) for adverb. The first one is done as an example.

1.solve

They are trying to find a solution (n) to the problem of overcrowding, but this is a difficult problem to solve (v).

2.pollute

Most people know about air ____________ ( ) in big cities, but they’re just beginning to learn about the many ____________s ( ) that we have inside buildings.

3.crowd

There are ___________s ( ) of people everywhere; but mass-transit system is especially _________ ( ).

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4.safe

The city is not __________ ( ) because of crime. People can’t leave their homes ___________ ( ) at night, and the police can’t provide for their

_____________ ( ).

5.beautify

Many people bring plants into their homes because the plants are ___________

( ). However, it’s possible that these plants not only ___________ ( ) the environment but also clean the air.

6.predict, worse

Some people __________ ( ) that urban life will get ____________ ( ); according to their ___________s ( ), conditions will ___________ ( ) every year.

7.differ

The causes of indoor air pollution _________ ( ) from area to area. One reason for the ____________ ( ) is that people heat their homes ___________ ( ). People in some areas burn wood for heat; in other areas, they use something

_________ ( ).

8.efficient

The mass-transit system in our city is not very __________ ( ), so we need to replace it with one that runs more __________ ( ).

3.Looking up for part of Speech.

You know that you don’t need to look up every new word in a dictionary because

you can guess the meaning from the context. Sometimes, however, you may want to use a dictionary for other purposes – for instance, to find out the part of speech of a word or to learn related words.

A dictionary entry will tell you the parts of speech a word can be, usually with these abbreviations: n=noun, v=verb, adj=adjective, adv=adverb, prep=preposition, conj=conjunction. The abbreviation appears before the meanings of the word with that part of speech. This dictionary entry shows that the word reason can be a noun (with four meanings) or a verb (with one meaning) A related adjective is reasonable.

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reason1 [ri:zn] n 1 purpose, cause (for a belief or act): The reason for the error was clear. 2 an excuse: I didn’t have any reason for being late. 3 the ability to think clearly: She is normally a person of good reason. 4 good judgment: He has lost all reason!

reason2 v to persuade or think in a sensible way: I tried to reason with him, but he won’t listen to me.

reasonable adj having reason or sense: She is normally a very reasonable person, but today she’s upset.

A.Find these words in your dictionary. Write part of speech on the lines. Before each word – (n) for noun, (v) for verb, (adj) for adjective, and (adv) for adverb as in the example. Some words, in different contexts, can be more than one part

B.Complete this chart. Write the appropriate related words under each heading. (x means that no word corresponding to that part of speech exists.)

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LANGUAGE FUNCTIONS

Stating Likes, Dislikes and Preferences

The British are known to be reluctant to speak about themselves and their personal affairs. They protect their privacy and wish equally for other people to protect theirs. In fact, they have an overriding respect for the privacy of other people, a feeling like that, in the long run, people’s likes and dislikes are their own concern and nobody else’s. That’s why they generally avoid stating likes, dislikes and preferences in a straightforward way, but rather use polite, tentative and pleasant techniques instead. Of course, situations vary. In formal situations, the British use more direct ways of expressing likes, dislikes, preferences. Nevertheless notice: the grammatical negative

“I don’t like …” sounds too strong and dogmatic. It isn’t used in a conversations as the natural negative by native speakers. You may say something else instead, e.g. I don’t particularly like …, etc. It’s important to choose appropriate ways of saying things according to the situation you’re in, the relationships you have with the people you’re talking to; the mood of the people you are talking to. Here are some helpful ways you can do that.

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Preferences is liking one thing better than another. There are quite a few expressions of asking for and stating preferences in English. They may be divided into formal, i.e. those used when talking to people formally and those used with friends. Here are some helpful phrases you can use to express preferences:

A.Watch the video “Expressing likes” and get ready to discuss it at the lesson.

B.Watch the video “Expressing dislikes” and get ready to discuss it at the lesson.

C.Watch the video “Expressing preferences” and get ready to discuss it at the lesson.

2.Make up sentences expressing liking. Choose one item from each column.

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3. Make up sentences expressing mild dislike. Choose one item from each column.

4.Ask your partner about his/her likes, dislikes, usual habits. Make use of the words listed below.

Models:

-Don’t you like Tim?

-No, I don’t. He always plays stupid computer games. It gets on my nerves.

-Does he like reading?

-Yes, he is well-read. We call him a “Walking Encyclopedia”.

-Do you smoke?

-Yes, and can’t get rid of this bad habit.

Working late, standing in queues, washing up, being criticized, keeping one’s word, driving a car, taking sleeping pills, making new friends, watching musical programmes, fast drivers, bad weather, junk food, packet soups, house plants.

5.Write two sentences about your likes and two sentences about your dislikes. Exchange your papers and guess who has written them.

6.Replace these formal phrases with less formal ones.

1.I don’t really like scruffy clothes, either dress.

2.I must admit I don’t like to use make-up all that much.

3.No, I don’t think that’s such a good idea, really.

4.I must say, I tend to be quite keen on ballet.

5.Personally, I think low-heeled shoes don’t go well with your evening dress.

6.Well, to be honest, I find that she is overdressed.

7.I must say I don’t really have any preferences, both sound equally good to me.

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8.I must admit I don’t like classical music all that much.

9.Personally, I think travelling on trains is rather boring.

7.Replace the informal phrases with more formal ones.

1.Do you fancy going to the cinema?

2.I can’t stand tight clothes.

3.How about this diamond ring?

4.Oh, it’s easy, you know.

5.Well, I’ not at all keen, actually.

6.Yes, me too.

7.I can’t stand pop music.

8.How about next Monday?

8.Read the dialogue below. See if you can guess what the problem was with expressing likes and dislikes. Then, with your classmates, answer the questions that follow.

-Hello, my name is Mary Ann.

-Hi, I’m Paula.

-I really like your dress. How much did it cost?

-Well, I uh, I don’t remember for sure.

-Your shoes are nice too. They look expensive. How much did they cost?

-I have to be going now. I’ll see you later.

Discussion questions

1.Why didn’t Paula tell Mary Ann how much her dress and shoes cost?

2.Why did Paula leave so quickly after meeting Mary Ann?

3.What could Mary Ann have talked about instead?

4.Do you think Paula really remembered how much her dress and shoes cost and was telling Mary a white lie? (A white lie is an untruth that doesn’t hurt anyone).

5.What points are considered to be unsuitable while speaking on your partner’s clothing in different cultures?

6.Why do people avoid dealing with tactless people?

7.How can you show your unwillingness to answer a private question?

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4.Your Dean is speaking to you about the forthcoming visit of a student delegation from Britain. The delegation will be staying for three days. You suggest an excursion to the Regional Lore Museum, a ride around Khabarovsk. Your Dean thinks that members of the delegation would prefer to see a performance in the Musical Theatre.

5.You’ve gone into a shop to buy some shoes, tell the assistant what kind of shoes you’d like to buy.

6.Some friends suggest going to see a science-fiction film. You’ve had a long day at school. You don’t feel like going out. In fact you don’t particularly like science-fiction films. You’d prefer to see a cartoon.

7.You’re talking to a colleague of yours who doesn’t particularly like modern teaching methods. Express your disagreement with her/his dislikes but do it delicately.

8.A journalist is asking you about your interests and likes concerning television programmes in this country. You like some programmes and dislike others.

Make it clear that you’re interested in wildlife programmes.

10.Make up sentences using prefer and the words given.

A1) being friendly – being hostile;

2)living in the city – living in the country;

3)preparing dinner yourself – going to a restaurant;

4)getting letters – writing them;

5)going to a supermarket – going to a small shop;

6)playing football – seeing a football match on TV.

B1) poetry – prose;

2)language – literature;

3)cottages – blocks of flats;

4)Maugham’s novels – his short stories;

5)Shakespeare’s tragedies – his comedies;

6)Dega’s drawings – his paintings.

11.Reply to the following, expressing your preference or lack of preference. Explain your choice.