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Unit 2

4.Are the British conservative about foreign foods?

a)Yes, they are. They prefer traditional English dishes;

b)No, they are not. They like going to restaurants serving food from many countries, especially Italian, Indian, Chinese and Turkish dishes.

Exercise 24.

Listen to the TV interview about the peculiarities o f English meals and compare your answers from the previous exercise with the statements in the dialogue. Dis­ cuss it in class.

Mr Smith: Now, Mr Johnson...1 know the Health Authority you are working for has recently done a sort of statistical survey on the question of the popularity and variety of British food.

Mr Johnson: Yes, that’s quite right. We questioned people about the popularity of the

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Everyday Life

Exercise 25.

You’ve just returnedfrom your visit to Britain. You are asked a lot of questions and certainly some of them are about British traditions and food. Explain what you ’ve discovered.

Exercise 26.

When you were in Britain you made a lot offriends. One of them has just arrived in Ukraine and is staying with your family. While you are having dinner together he says he is very interested in the food people eat in your country. Describe some typical Ukrainian dishes.

Exercise 27.

Discuss the following questions:

Do people enjoy going to restaurants and cafes? Why?

Is it expensive to go to a restaurant?

In what way do you think restaurants in Britain differ from those in your country?

Exercise 28.

Read and listen to thefollowing dialogue and practise acting it out in pairs:

Dinner at the restaurant

Michael: I’d like to sit over there.

Waiter: I’m sorry, sir. I’m afraid that table’s reserved. Here’s a nice place by the window.

M:Oh yes, that’ll be fine. Thank you.

W:Here’s the menu. Are you ready to order?

M\ I’m not sure. What’s the “Fisherman’s

Pie” like?

W:It’s squid, haddock, salmon and mussels with a cheddar cheese crust.

M:I’ll have that, please. And a salad...

W:What kind of salad would you like?

M:Green salad.

W:Would you like to order a dessert?

M: Yes, please. Apple pie and custard.

W:Thank you, sir.

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Unit 2

Exercise 30.

Working in groups, fill in interview cards. Report on the results in class, dealing with the following questions:

1. Breakfast. Find out what the people in your group usually have for breakfast:

2. Drinks. Find out which drinks the people in your group like and dislike:

3.Eating out. Find out whether the other people in your group ever eat out, and if so where they go:

4.Favourite meals. Find out the favourite meals (main course and dessert) of the other people in your group:

5.Food hates. Find out which meals or kinds of food the other people in your group dislike:

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Everyday Life

6.Cooking. Find out which meals or drinks the other people in your group can prepare themselves:

7. Weight-watching. Find out if the other people in your group think they are too fat, just right or too thin. Do you think you are:

Bob +

Exercise 31.

Discuss in groups and present in class possible continuations of the story begin­ ning with the words: “I was going to celebrate my birthday. So I decided to have a party at home. One thing / worried a lot about was “the menu"...

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Everyday Life

Exercise 2.

Read the text and decide what kind ofperson Peter is:

a)Is he a well-organized person or a rather lazy one?

b)Is Peter doing the right things to ensure that he will do well in his studies? ,. What advice can you give him?

Exercise 3.

Answer the questions on the text:

1.What does Peter do in the morning?

2.What does he usually have for breakfast?

3.How does he get to the university?

4.How many classes a day does he have?

5.Does Peter usually go home as soon as his classes are over?

6.What does Peter do when he gets home?

7.How long does it take Peter to do his homework?

8.What does Peter like to do in the evening?

9.When does he usually go to bed?

Exercise 4.

Give an oral summary of the text.

Exercise 5.

Rearrange the jumbled sentences to compose a text about Andrew's working day. Add some detail to some of the points.

a)At his office he has a lot of things to do: he deals with the documents and the correspondence, participates in various discussions and does a lot of other things.

b)He likes fried bacon and eggs, toast and coffee for breakfast.

c)As a lot of people come to the City in the morning, sometimes he has problems with parking.

d)He comes home at about 10 p.m., has his “nightcap” - a drink with a snack - and goes to bed. -

e)At 12 o’clock he has an hour’s break for lunch.

f)He often meets his friends there and they play darts, dominoes, billiards or dis­ cuss something.

g)After his evening meal he has a walk to the nearest pub for a “quick one”.

h)Andrew’s day begins when he sits down to breakfast with his morning newspaper.

i)After breakfast he leaves for his office,

j)Then he comes back to work again.

k)He lives a long way away, so he goes there by car.

1)When he gets home he likes to work in the garden for a couple of hours before dinner.

m) Andrew’s working day is over at 5 p.m.

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Unit 2

Exercise 6.

Write a letter to your penfriend describing a day in your life as a student.

Text 2. THE SEASONS OF THE YEAR

In the depths of winter we have the habit of fantasising about seasons past, haunted by memories of old springtime love affairs, of summer adventures on foreign shores and solitary strolls through autumnal woods. Perhaps we linger most nostalgically over the season just passed, remembering how we greedily gorged on raspberries and blackberries and exclaimed at the fiery colours of the last leaves of half naked trees as they

stood out brilliantly against the dark green conifers.

With the approach of winter, nights become chilly. We wake up to see frost on the lawn and edging the leaves of shrubs. Snow is unlikely at this time of year, but if you live near mountains you may have a dramatic view of snow-capped peaks while the valleys are still green.

Although winter begins officially on December 21st, it is usu­ ally January before really cold weather sets in. When it comes there are compensations for the discomforts and restrictions. The beauty of the winter landscape deep in snow is overwhelming or heart-stopping or gives pause for thought or makes you wild with the desire to get out and paint it or play in it, according to your na­

ture. Children go wild with joy, build snowmen, throw snowballs, go tobogganing, make slides on the treacherous ice of lakes and ponds, to their parents’ terror, while adults plan skiing holidays or become nostalgic about winters past.

We suddenly become aware of animals, too, particularly hares, foxes and deer, as we see their tracks in the snow, hunger having driven them into urban areas. This brings us to the other, brutal side to winter. It is, of course, a very tough time for animals. Birds may migrate but the best thing that animals can do is to hibernate or, if not, build up winter supplies as squirrels do. Those not

equipped with these skills have to survive as best they can - if they have managed to survive the autumn hunting season. Transport becomes a prob­ lem, too. Train schedules are interrupted by snow on the line and snowploughs have to be brought out when snowdrifts have made roads impassable. There is also the possibility of damage to win­ ter vegetables or fruit trees, which gives gardeners something to worry about.

But long severe winters are rare in Western Europe. After a few weeks the temperature rises and the thaw sets in, often re­ sulting in swollen mountain streams and flooding in the valleys. Eventually this water finds its way to the sea, and the earth pre-

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winter and summer. This may have many advantages, but a varied climate such as ours powerfully marks what is actually happening to our living world, failing strength, the going to ground of all signs of life, the beginning of activity in what seems dead, the extraordinary burgeoning of abundant life and the profligate and profuse generation of fruits and living creatures before energy dwindles back to its roots. Not that things always happen so smoothly. Summer holidays are not always enjoyed in torrid heat

and you may pick roses on Christmas day. Nature likes to be unpredictable at times, but, as far as the ebb and flow of life is concerned, she always keeps her word.

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Unit 2

Exercise 7.

Discuss the following points and questions with a partner. Try to use your own words where possible.

Paragraph 1:

a)Why is memory important in this section?

b)Find a contrast that gives pleasure to the eyes.

Paragraph 3:

a)What are the ‘compensations’ of winter mentioned in the text?

b)Can you think of any others?

c)What do you think the ‘discomforts’ and ‘restrictions’ might be?

d)What looks safe but may not be?

Paragraph 4:

a)Three negative points about winter.

b)Find the two verbs which give contrasting ideas about how different animals es­ cape from the cold.

Paragraph 5:

a)A process which begins when the temperature begins to rise.

b)Why does the writer like our climate? Do you agree?

c)Find, in the last two sentences, a general statement and two examples of it.

Exercise 8.

Point out compound nouns formed from the word snow.

Exercise 9.

Read the text. Divide it into logical sections, suggesting an alternative title for the text and a subtitle fo r each section.

Exercise 10.

Complete the following sentences, adding ideas of your own:

a)In winter people have the habit of fantasising about...

b)Snow is unlikely at the beginning of winter, b u t...

c)Although winter begins officially on December 21,...

d)Birds can migrate but the best thing that animals can do is ...

e)Transport becomes a problem because ...

f)After a few weeks the temperature rises and ...

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Everyday Life

Text 3. “UNTITLED”

Preparatory exercise.

Some people in Britain feel that family eating habits are changing for the worse. What do you think these changes might be? What about Ukraine? Are there any changes infamily eating habits there?

Once upon a time, not so long ago, families used to sit together round a table for their meals. But times change. With the advent of ready-prepared convenience food, children and teenagers can heat up a meal in the microwave in a matter of minutes, without any assistance from their parents. They can then eat it happily, with a tray on their lap, while watching their favourite soap opera on television. With pressures of modern life this scenario is repeated daily up and down the country. However, at weekends people do have more time. Sunday lunch is still an occasion for families and friends to spend more time together. Children can be persuaded to sit at the table for two courses while their parents and other adults can sit chatting, drinking coffee all afternoon. Here are a couple of recipes for a simple but delicious meal which even the most inexperienced cooks could tackle. Both recipes serve four people. Bon appetit!

Chicken Supreme with Herb Sauce

Ingredients: 4 part-boned chicken breasts

125 gr. pot of Boursin with chives

300 ml double cream

3 tbsp chopped mixed herbs salt and pepper

Method: Put the chicken breasts, skin side down, into a non-stick frying pan. Cook for about 20-25 minutes, turning occasionally. Mix together the remaining ingredients and pour over the chicken. Simmer gently for 10 minutes.or until the sauce is thick and the chicken cooked through. Serve with rice and a green salad or potatoes or vegetables.

Tiramisu

Ingredients’. 100 gr Amaretti biscuits 6 tbsp Amaretto or sherry 6 tbsp strong black coffee 400 gr pot of fresh custard 250 gr pot of mascarpone

300 ml double cream (lightly whipped)

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