SCIENCE AND TECHNOLOGY (0)

SCIENCE AND TECHNOLOGY

A century ago communication across any distance was dependent upon the telegraph or letters . No jets crossed the ocean , no television pictures enabled us instantly to see events in any part of the world, there were no worldwide telephone networks and no computers . It is just a short lifetime since humanity first travelled into space and discovered how fragile our planet looks .
FROM FIREWORKS TO THE MOON
At first glance you might think that there couldn’t possibly be anything common between a 13th century festival in China and the Apollo 11 moon landing in 1969. However , there is a link and that is that they both relied on the use of rockets.
The Chinese first developed rockets by filling bamboo tubes with an explosive made from saltpetre, charcoal , and sulphur . The sealed tubes would be thrown onto fires during celebrations because it was thought that the loud explosions would protect them . It was not long before the ancient Chinese realised the military potential of these devices and primitive rockets were used to repel a Mongol invasion in 1232 AD. Word of these new amazing weapons quickly spread around the world and soon rockets were being used in military operations in North Africa and Europe . During the 15th and 16th centuries they were widely used in naval battles to set fire on enemy ships. Around this time they also started being used for more peaceful purposes again. In the 16th and 17th century Europe fireworks displays using rockets became a very popular form of public entertainment.
In the late 18th century the British army suffered two serious defeats at battles in Seringapatam, in India. The main reason for these defeats was that the Indian prince, Haidar Ali’s army included a corps of rocket throwers. They used very large bamboo rockets which had a range of hundreds of metres . The British were determined to learn from their mistakes and a British officer, William Congrieve, began work on developing even bigger and better rockets. Within a few years Congrieve had developed 14 kg iron rockets that could be fired over 3200 m. These rockets were successfully used against Napoleon in the battle of Waterloo and during the US War of Independence.
By the 1889s other applications for rockets were being developed. They were used for signalling, for whaling, and even for rescuing people from sinking ships. If a boat got into trouble near to the shore , a rocket with a thin rope tied to it would be fired out over the boat; survivors in lifeboats could use the ropes to pull themselves ashore. These traditional rockets are still used as distress signals on boats and planes .
However, in the 1920s and 30s a great leap forward in the use of rockets took place with the introduction of liquid fuel. This made rockets much more powerful . The new rockets were so impressive that for the first time people began to seriously think about using rockets to take people to space.
The development of the space rockets took place during World War II. It was the Germans who built the first really big rockets, as a way of bombing Britain without needing to use aircraft. First the V1 was built and then later the V2 - a more powerful rocket which was able to carry a large warhead of explosives to Britain.
After the war, the Soviet Union and the United States took German rocket technology back to their countries. The main motive was to build rockets to launch nuclear missiles. The idea of using military rockets to launch a satellite was really an afterthought.
In the 1950s the Soviet Union and the USA invested large amounts of money in their new space programmes. On 4 October 1957, an announcement by the Soviet Union took the world by surprise. ‘ Sputnik ’, the first artificial satellite, which literally means “ travelling companion“ had been launched and was in orbit around the Earth. ‘Sputnik’ was small, no bigger in fact than a football , and compared to today 's
technology, it was very primitive. All it could do was to bleep. But its impact was enormous. After its launch, things began to happen quickly. Less than a month later it was followed by ‘Sputnik 2’ which carried a dog Laika into orbit. The USA sent its first satellite, ‘ Explorer 1’, into space early the next year . The next step, putting a man in space followed in 1961 when the Russian pilot called Yuri Gagarin orbited the Earth in ‘ Vostok 1’. In 1961, President Kennedy announced that America would begin a programme to put a man on the Moon.
Use the Internet to get answers to the following questions:

When did the first man take the first steps on the Moon? What was the name of the first man on the Moon and what did he say? Was he walking on the Moon alone ?

How many Apollo missions were registered? What number mission was the first/last to land on the Moon? How many Apollo missions landed on the Moon?

What do you know about the following people: Harrison Schmitt; Alan Shephard; Eugene Cernan?

Which invention enabled the people on the Moon to travel long distances?

Have the Russians walked on the Moon?
Though the exploration of Mars has taken place over hundreds of years, it began in earnest with the invention and development of the telescope in the 1600s. Increasingly detailed views of the planet from the Earth inspired speculation about its environment and possible life, even intelligent civilizations that might be found there. Probes sent from Earth beginning in the late 20th century have dramatically increased the knowledge of the Martian system. Engineering interplanetary journeys is very complicated, so roughly two thirds of all spacecraft destined for Mars failed before completing their missions. But since 6 August 2012, there have been two scientific rovers on the surface of Mars beaming signals back to earth, and three orbiters currently surveying the planet. Mars is the only planet we know of that can currently feasibly support human life.
MARS ONE, a private non- profit space company, made headlines in June 2012 when the company announced its mission to establish a human settlement on Mars. All the people in the world had the opportunity to be involved in the Mars One mission from the very beginning by participating in selecting the colonists. Mars One plans to establish a permanent human settlement on Mars in the 2020s. And searching for life on Mars will be part of the research these colonists will conduct. The company accepted applications to become a Mars One colonist until August 31, 2013. The number of the people who wanted to get the one-way ticket to the Mars was well over 200,000. The astronaut crews that go to Mars will be diverse in gender , cultural background, and age. This is intentional. The  diversity will help each team bring greater resources to solving problems. Before carefully selected and trained crews will depart to Mars, several unmanned missions will be completed, establishing a habitable settlement waiting for the first astronauts to arrive . The Mars One crews will go to Mars not to simply visit , but to live , explore, and create a second home for humanity. The first men and women to go to Mars are going there to stay .
Answer the following questions:

What kind of rockets did the Chinese make in the 13th century and what were they used for?

How were these rockets used in the 15th and 16th century in North America and Europe?

What did the British learn from their defeat in Seringapatam, India?

What other fields of application the rockets had by the 1880s?

Which invention made the rockets even more powerful and where did it lead to?

How did the Germans use rockets in the World War II?

Speak about the first steps in conquering the space.

How long have people explored the Mars and which invention enhanced the exploration?

Find the main points about the Mars One mission.

What is the difference between a cosmonaut, astronaut and taikonaut?

Explain the difference between the words corps and corpse? How do you pronounce these words?

Translate the italicized expressions and bold words in the text. Make sure that your translation is appropriate!

Derivation is the process of forming a new word from an existing word, often by adding a prefix or suffix . For example, from the word HAPPY we can derive the following words: happen, happily, happiness , unhappy, unhappiness.
Make derivations from the following words, using prefixes and suffixes and translate each word:
Able
Common
Entertain
Apply
Discover
Use
Invade
Success
EXERCISES

Fill in the correct word derived from the word in bold:
The …………… with which surveillance cameras are used is FREQUENT
increasing ………….. all the time, and due to the STEADY …………. of improved technology they are being INTRODUCE
used in a ………….. of new and unusual ways . VARY CCTV cameras improve public ……………, it is said, SAFE
because they help the police to identify ……………, CRIME which makes the …………… of crime much easier . PREVENT Traffic cameras film those ……………of speeding or GUILT ……………. driving , so reducing the risk of accidents. DANGER Despite the general ……………..of CCTV cameras. POPULAR Some people …………….of their use, because they feel APPROVE
that any surveillance is and invasion of privacy.

Fill in the correct word derived from the word in bold:
Thanks to the ease of …………… , YouTube allows pretty OPERATE
much anyone with a mild …………… about opera or CURIOUS
musical theatre to expand his frame of …………… REFER
without spending a dime. All that is due to the compulsive
…………… of members with a desire to exhibit their GENEROUS
curatorial …………… . COMPETENT
It also offers the …………… enthusiastic a chance to FANATICAL
display the colourful …………… of their passions. Spend VARIOUS
an hour or two trolling through YouTube looking for high art,
…………… a path created with the help of the Web site’s own FOLLOW
…………… trailblazer, and you come away amazed INTEGRATE
at the volume of material available for instant viewing.

THE INDUSTRIAL REVOLUTION

The second half of the 18th century saw the start of the Industrial Revolution, a period in which many machines were invented and factories established which brought along significant changes in Britain and beyond . The Industrial Revolution was the key to the modern Western society – it made the European working class and middle -class.
By 1800 Britain was the most industrialised country in the world. Aided by revolutions in agriculture, transportation, communications and technology, England was able to become the “first industrial nation “. This is a fact that historians have long recognized. New methods of farming meant that England could produce enough food to feed itself and export as well. England was rich in coal, iron ore and wool , and its aim was to supply two-thirds of the globe with cotton spun, dyed, and woven in the industrial centres of northern England. A vast network of canals was built, supplemented by railways. Telegraph lines, magazines, and newspapers provided people with steady flow of information. England proudly proclaimed itself to be the “ Workshop of the World, “a position that the country held until the end of the 19th century when Germany, Japan and United States overtook it.
However, working conditions were brutal and unhealthy, safety was disregarded – it all left an imprint on workers ' life expectancy. For the jobless there were poorhouses and debtors' prisons – the dark side of Dickens ' novels.
Between the 1770 and 1821 , the population of Britain rose from 8.3 million to 14.2 million. London was the largest and richest city in Europe. In 1811 it was the first city in the world to reach a population of a million. It was also an important financial centre: merchants could borrow money from its banks , take out insurance , buy and sell shares.
The 19th century was generally a time of great social reform : the slave trade was abolished, the employment of women and children was regulated by laws , primary schools were established, and men could no longer be excluded from universities or politics because of their religion .
Translate the following sentences.

Tööstusrevolutsioon sai alguse 1733.aasta paiku Inglismaal esimese ketrusvabriku sünniga.

Inglismaa tahtis hoida oma leiutisi saladuses ja keelas kõigil, kes olid tehases töötanud, maalt lahkuda.

Siiski õnnestus Samuel Slateril põgeneda Ameerikasse, mälu järgi ehitada ketrusmasin ja rajada omaenda tehas. Tööstusrevolutsioon oli jõudnud USA-sse

19.saj.algul oli Inglismaa kõige industrialiseeritum riik kogu maailmas ja alles 20,saj algul jõudsid Saksamaa, Jaapan ja USA talle järele ja möödusid.

Revolutsioon põllumajanduses võimaldas kasutusele võtta uued maaviljeluse meetodid ning Inglismaa suutis toota piisavalt, et toita ennast ja eksportida oma põllumajandussaadusi välismaale.

Kanalite võrgustiku loomine, mida täiendasid raudteed , viisid revolutsioonini transpordis .

Uued telegraafliinid, ajalehed ja ajakirjad varustasid inimesi pideva informatsioonivooluga.

Tehase omanikud , kes võtsid tööle kutseoskusteta naisi ja lapsi, said suuri kasumeid.

Töötingimused olid väga ebainimlikud, ebatervislikud ja turvameetmeid ignoreeriti.

Tööstusrevolutsioon oli võtmeks moodsale lääne ühiskonnale, mille käigus sündis Euroopa töölisklass ja kesk-klass

Charles Dickens oma romaanides kirjeldab revolutsiooni tumedamat poolt- vaestemaju ja võlavanglaid.

Londonist sai maailma finantskeskus. Kohalikest pankadest said kaupmehed laenata raha, osta ja müüa aktsiaid, teha kindlustus .

19.sajandil kaotati orjus , rajati algkoolid, seadusega reguleeriti naiste ja laste tööaeg, poliitikas kadus religioosne tagakiusamine .

HOUSEHOLD APPLIANCES

The technologies that created the 20th century's laboursaving household appliances were born due to electrification, which brought light and power into the home. Then two major engineering innovations , heat resistance and small, efficient motors, led to electric stoves and irons , vacuum cleaners, washers, dryers, and dishwashers. In the second half of the century advances in electronics yielded appliance s that could be set on times and even programmed, further reducing the domestic workload by allowing washing and cooking to go on without the presence of the human launderer or cook .
After the World War II the United States had $26 billion worth of factories that hadn't existed before the war, no bomb damage and practically no competition. All that American companies had to do was stop making tanks and battleships and start making cars and household appliances. By 1950 almost 90% of American families had refrigerators, and nearly three quarters had washing machines, telephones, vacuum cleaners and gas or electric stoves – things that most of the rest of the world could still only fantasize about. The 5% of people on Earth who were Americans had more wealth than the other 95% combined.
Answer the following questions:

Translate the italicized expressions and bold words in the text. Make sure that your translation is appropriate!

Make derivations from the following words, using prefixes and suffixes and translate each word: wealth, compete .

Thanks to what do we have the laboursaving household appliances?

How come the Americans were so wealthy compared to the rest of the world after the WWII ?

Name 10 different household appliances.

Pick one of the household appliances and find out how it has evolved into the present day appliance.
THE MICROWAVE MISHAP
Read the text and think of the word which best fits each gap. Use only one word in each gap.
Did you know that microwaves were first used ……….the British Army in the World War II to identify enemy warplanes? In fact, it was ………. accident that made people aware that microwaves could also cook food.
In 1945, Percy LeBaron Spencer , .……..….. work involved the testing of radar waves, became the first person to ……….. this connection . …...…… day at work, Spencer was standing near a machine which was emitting radio waves. Later ………., when he felt like snack, he reached ………. the chocolate bar he had in his pocket - ………. to find that it had melted! When he thought about it, he realised ……… had happened . The radar waves coming from the machine ……… he had been standing next to had melted his chocolate. Later, experiments showed that radar waves contain microwaves that could heat food ………. faster than traditional ovens.
His company went ………. to develop and market the first microwave ovens in 1954. They ……… huge, bulky and expensive , but since ………, microwave ovens have become smaller, giving ………. the compact models we see in our kitchens today.
Exercise . Which household appliance is it?
You wash clothes in it. It's a washing machine.
You clean with it. It's a patch .
You heat things very quickly in it. It's a iron.
You press clothes with it. It's an
You ring your friends and talk . It's a mobile phone .
It cleans your dirty plates , silverware and pans. It's a dish soap.
You boil water in it. It's a kettle .
It makes toast . It's a roaster.
It makes food very, very cold . It's a freezer.
It keeps your food cold. It's a ___
MODERN TECHNOLOGY IN THE CLASSROOM
TASKS

Translate bold words in the texts. Make sure that your translation is appropriate!

According to the two texts below, what are the pro and counter arguments of the use of high- tech devices by children?
Pro arguments
Counter arguments
Pro arguments
Why is it important to include computer classes in schools around the world?

The use of technology in the classroom can enhance learning .

Learning how to use a computer can provide even the youngest students with early knowledge of necessary job skills , from typing and basic research, to learning graphic design, for example.

Computer skills allow a child to become exposed to new ways of thinking, using both their creative and logical thought processes . Math , science, art, and other subjects can be incorporated into lesson plans in fun and interesting ways for children of all ages and learning capabilities.
As any teacher knows it is essential to keep students engaged. With today’s tech-savvy generation the key is using technology like laptops, smartphones, and iPads in the classroom. Today’s students have grown up with all this technology, so schools must change with the times and adapt to the way students learn best. Classrooms all across the US have already or plan to implement 1:1 (1 device per 1 student ) and BYOD (bring your own device) solutions to facilitate the use of all these great technological learning tools .
Technology is a central part of our everyday lives now, so of course it should be a key aspect to education in order to prepare students for the real world and their future careers where they will most likely be using mobile devices. With devices like iPads for example, students are no longer confined to a computer class. As soon as an assignment is available students can work on it inside their classroom, at home, while waiting on the bus, in between classes, etc. Mobile classroom technology can bridge the gap between classroom and home learning.
In the future the textbook is becoming extinct . One of the favourite pre-school activities for many children is making book covers for the textbooks but this ritual will soon be unheard of with the impending extinction of the textbook. With all these mobile devices in the classroom, eBooks are becoming more popular. Which makes sense; they are cheaper , more up-to- date , quickly accessed, and more interactive.
Also, with technology in the classroom the traditional student and teacher roles have changed. The student has become a lot more active and engaged. The teacher has become more of a facilitator than just a dispenser of information. With classroom technology students can collaborate with other students and their teachers in and outside of the classroom quickly and easily.
Finally, lessons can be customized to fit each student’s progress and learning style. Through these learning tools teachers can provide opportunities for students to be able to work and excel at their own level and pace .
These are just a few examples of how mobile technology in the classrooms is enhancing education. The list goes on and on and will only continue to grow . What an exciting future our kids have to look forward to! Technology in the classroom is changing the face of education as we speak.
Con arguments
One day I saw a little girl pointing at the sweets at the checkout and her mother said: ‘No, they’re bad for your teeth.’ So her daughter , who was no more than two, did what small children often do at such times. She threw a tantrum. What happened next horrified me. The embarrassed mother found her iPad in her bag and thrust it into her daughter’s hands . Peace was restored immediately.
This incident, which happened three years ago, was the first time I saw a tablet computer used as a pacifier. It certainly wasn’t the last. Since then, I’ve seen many tiny children barely able to toddle yet expertly swiping an iPad – not to mention countless teenagers , smartphone in hand , lost to the real world as they tap out texts.
It’s ten years since the publication of my book, Toxic Childhood, which warned of the dangers of too much screen -time on young people’s physical and mental health. My fears have been realised. Though I was one of the first to foresee how insidiously technology would penetrate youngsters’ lives, even I’ve been stunned at how quickly even the tiniest have become slaves to screens.
Indeed, when my book came out, Facebook had just hit our shores and we were more concerned with violent video games and children watching too much TV. Today, on average , children spend five to six hours a day staring at screens. And they’re often on two or more screens at once – for example, watching TV while playing on an iPad.
Because technology moves so fast , and children have embraced it so quickly, it’s been difficult for parents to control it. And when it comes to spending a childhood in front of a screen, this generation are like lab rats. The long- term impact is not known . Even before iPads hit the market in 2010, experts were warning that 80 per cent of children arrived at school with poor co-ordination, due to a sedentary lifestyle.
  Along with colleagues in the field of child development, I’d seen a rise in prescriptions for Ritalin, a drug for attention deficit and hyperactivity – a four - fold increase in less than a decade. And we’d collected a mass of research showing links between excessive screen-time and obesity , sleep disorders , aggression, poor social skills, depression and academic under- achievement . It’s little wonder, then, that the boom in iPads and smartphones has coincided with further deterioration in the physical and mental health of children of all ages.
Few know that the late Apple boss Steve Jobs didn’t let his own children have iPads. I wish he had gone public on this as other parents might have followed suit . Because the earlier children are hooked on screens, the more difficult it is to wean them off.
This is not the only worry. Today’s children have far fewer opportunities for what I call ‘real play’. They are no longer learning through first-hand experiences how to be human and are much less likely to play or socialize outdoors or with others . The change in children’s play has happened in little more than a couple of decades. While many parents feel uneasy about all that screen-time, they haven ’t tackled it as they’ve been so busy keeping up with changes in their own lives. But real play is a biological necessity. One psychologist told me it was ‘as vital for healthy development as food or sleep’. A whole generation can grow up without the mental ability to create their own fun, devise their own games and enjoy real friendships – all because of endless screen-time.
It’s getting out and about – running, climbing , making dens and so on – that allows little children to gain physical skills. Playing ‘let’s pretend ’ is a creative process requiring lots of personal input. Real play develops initiative, problem-solving skills and many other positive traits , such as a can-do attitude , perseverance and emotional resilience. It’s vital for social skills, too. By playing together, youngsters learn to get along with other people. They discover how others’ minds work, developing empathy. And, as real play is driven by an innate desire to understand how the world works , it provides the foundation for academic learning.
The American Academy of Paediatrics recommends no screen-time for children under two and a maximum two hours a day there-after. This is not just due to a proven link between screen-time and attention disorders, but because it eliminates other activities essential for building healthy bodies and brains.
It’s understandable parents feel unable to tackle their children’s social media use. After all, it has spread like a virus . But we can’t go on letting our children ‘be like everyone else’ when it’s damaging them. If the next generation is to grow up bright, balanced and healthy enough to use technology wisely, parents need to take action . And that means limiting screen-time, spending time together as a family and making sure get children out to play. Some say children need to use technology because that’s the way the world is going. But there’s no need to give little children high-tech devices.
Modern technology develops at a phenomenal rate – any IT skills that children learn before the age of seven will be long past their sell-by date by the time they reach their teens. But self-confidence, emotional resilience, creative thinking, social skills and the capacity for focused thought will stand them in good stead whatever the future brings.

(Psychologist Sue Palmer , abridged)

And now, based on the above , write an essay by using con arguments and pro arguments (advantages and disadvantages ). Will you follow the essay rules described below.
Should the future school become book and paper -free?
What is an essay?
Essee on väike kirjatükk. Essee peaks algama sissejuhatusega, kus antakse taustinformatsiooni käsitletavast probleemist. Ära tuleks märkida ka vaatenurk, millest probleemi hakatakse käsitlema. Kaks-kolm lauset sobib hästi.
Essee peaks koosnema umbes kolmest paragrahvist. Iga paragrahv peaks käsitlema ühte aspekti ja algama taandreaga ning teemakohase lausega. Järgnevalt tuleb seda teemat laiendada ja tuua näiteid. Kui essee käsitleb näiteks eeliseid ja mitteeeliseid (advantages and disadvantages), tuleb rääkida kõigepealt ühtedest ja siis teistest, aga mitte segiläbi. Üks paragrahv peaks rääkima ainult ühest asjast . Kui tuleb uus mõte, tuleb alustada uue paragrahviga. Mõtteid ei tohi korrata! Sama käib ka sõnade kohta –tuleb otsida sünonüüme.
Lõppsõna peaks lühidalt kokku võtma kõik selle, mida eelnevalt käsitleti. Kui räägiti nii poolt kui vastuargumentidest, siis just lõppsõna on see koht, kus väljendada oma arvamust. Ühetegi uut ideed enam välja käia ei tohi.
Essee eeldab ametlikku stiili, seega lühendvorme ja slängi kasutada ei tohi. Kui tahate väljendada sõna ’tema’, ega oska valida he ja she vahel, kasutage s/he. Laused ei tohiks olla väga pikad ega ka väga lühikesed. Hüüumärki essseedes ei kasutata. Iga üksik lause peab olema tähendusrikas ja loogiliselt jätkama eelmises lauses väljendatud mõtet.
Jälgi teemat! Kui teema ütleb: Mis on tähtis töö valikul ?, ei pea sa mitte rääkima kuidas töökohta saada. Või: Miks reisida ? Sellest, milliste vahenditega reisida. Seejärel pane kirja, millest sa kirjutama hakkad –mustandit hindajad ei loe.
Essees võiks kasutada järgmisi sõnu:
Teemat sisse juhatades:
Firstly/To begin with/In the first place;
One point in favour of/against is/,
One (dis) advantage of ... is
Et lisada mõtteid:
Secondly/Thirdly/
What is more/ Furthermore /Both....and/not only ....
But also/ In addition/ Besides /A further advantage.... is/ not to mention the fact that/Lastly;
Et võrrelda:
However/ On the other hand/ Although /In spite of/Contrary to what most people believe/As opposed to the above ideas/Some people argue that;
Lõpetuseks:
In conclusion /To sum up/All things considered

Write a LETTER OF COMPLAINT . Loe alljärgnevalt kirjakirjutamise põhinõuded. Täiuslikum konspekt Moodle; Inglise keele riigieksam ; Kirjutamisosa; Kirja kirjutamise näidis.

Alates 2013.aastast peab kiri koosnema 120 sõnast. Lubatud on kirjutada 10% sõnu vähem. Sõnade ülemist piiri pole, kuid mida rohkem kirjutad, seda suurem on võimalus eksida.
Kiri peab olema kirjutatud ametlikus stiilis, keelatud on lühendid (don’t, hasn’t) ja samuti slängisõnad.
Kirja on võimalik vormistada kahel viisil, kas kasutades taandridu või plokkida: (sel juhul on lõikude vahel taandrida). Paremale üles kuupäev (viimastel eksamitel ei paluta enam aadressi kirjutada) ja selle alla vasemale pöördumine. Kui nimi teada, Dear Mr/Ms Brown , kui ei, siis Dear Sir/ Madam . Lühendite taga punkte pole, kui paned pöördumise lõppu koma , peab koma olema ka Yours faithfully/Yours sincerely taga kirja lõpus, kui pöördumise taga koma ei ole, pole ka lõpus koma. Kiri tuleb lõpetada Yours faithfully kui sa ei tunne inimest nimepidi (s.t. alustad kirja Dear Sir/Madam), Yours sincerely kui tunneme (s.t. alustame kirja Dear Mr Brown).
Vali kirjutamisstiil (plokkimine või taandread) ja kirjuta kiri, jagades see paari- kolme lõigu vahel.
Igat lõiku tuleb alustada sissejuhatava sõnaga.
Kõiki ülesandes küsitud punkte PEAB käsitlema! Muidu kaotad punkte.
Palun kasutage iga erineva kirja juures just seda kirja puudutavaid väljendeid! Alljärgnevalt kaebekirja terminoloogia:
Kirja alustuseks: I am writing to complain about the iron I purchased from your shop last week.
Seejärel 1 või 2 lõiku oma kaebuse õigustamiseks: Firstly/Secondly/Thirdly/What is more/Furthermore/ But also/ In addition/Besides.
Kirja lõpetamiseks:
I look forward to receiving your explanation of these matters .
I look forward to receiving your payment .
I look forward to hearing from you shortly.
TASK
You recently bought some clothes from an online shop, but some issues occurred:

• Item quality
  
• Wrong size
  
• Wrong colour .
  

Write a letter to the customer service representative of the shop, complaining about the issues, saying exactly what was wrong and requiring action.

Do the following exercise: