Word book 7 класс скачать

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Следующие учебники и книги:

• КДР 2016, Английский язык, 9 класс, Демонстрационный вариант
• ОГЭ 2015, Английский язык, 9 класс, Аудирование, чтение, грамматика, лексика, Вариант АЯ90101, 2014
• Всероссийская проверочная работа по английскому языку, Базовый уровень, 11 класс, 2021
• ВПР, 11 класс, Английский язык, 2020

Предыдущие статьи:

• Английский язык, 10 класс, Базовый уровень, Рабочая тетрадь, Вербицкая М.В., Уайт Л., Фрикер Р., 2015
• Английский язык, Грамматика, Сборник упражнений, Голицынский Ю.Б., 2011
• Английский язык, Грамматика, 5-6 класс, Рабочая тетрадь, Голицынский Ю.Б., 2018
• Английский язык, 9 класс, Рабочая тетрадь для учащихся общеобразовательных организации, Вербицкая М.В., Уайт Л., Фрикер Р., 2016

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Российская
академия наук Российская
академия образования

Издательство
«Просвещение»

nglfsh

Activity вооК

PROSVESHCHENIYE

УСЛОВНЫЕ ОБОЗНАЧЕНИЯ

—
говорение — слушание

— чтение

‘— письменное задание

И— задание повышенной
трудности

— дополнительное задание

Activity

Book

чглийский

язык

Рабочая
тетрадь

	Российская академия наук Российская академия образования Издательство «Просвещение»

7класс

Пособие для учащихся
общеобразовательных организаций

13—е издание

Москва

«ПРОСВЕЩЕНИЕ»

2013

удк
373.167.1:811.111 ББК 81.2Англ-922

Аб4

Серия «АкаДемический школьный учебник» основана в 2005 году.

Проект «Российская
академия наук, Российская академия образования, издательство «Просвещение» —
российской школе»

Руководители проекта:
вице-президент РАН акад. В. В. Козлов, президент РАО акад. Н. Д. Никандров,
чл.-корр. РАО, д-р пед. наук А. М. Кондаков

Научные
редакторы серии: акад. РАО, д-р пед. наук А. А. Кузнецов, акад. РАО, д-р пед.
наук В. Рыжаков, д-р экон. наук С. В. СиДоренко

Научный консультант
авторского коллектива акад. РАО, д-р психол. наук

И. А. Зимняя

Авторы: В. П.
Кузовлев, Н. М. Лапа, Э. Ш. Перегудова, И. П. Костина, О. В. Дуванова, Ю. Н.
Кобец

Научный руководитель авторского
коллектива профессор Е. И. Пассов

Рабочая
тетрадь является составным компонентом УМК «Английский язык» для 7 класса
общеобразовательных организаций и предназначена для активизации и закрепления
лексико-грамматического материала учебника. Её содержание разбито на циклы,
каждый из которых соотносится с соответствующим циклом учебника. В конце
каждого цикла имеется раздел ”Consolidation”. Целью упражнений, помещённых в
данном разделе, является повторение в новых ситуациях материала, усвоенного
ранее.

Последние
страницы в Рабочей тетради, как и в предыдущих классах, отведены для альбома
”All about те”.

Рабочая тетрадь может использоваться
как на уроке, так и для самостоятельных

занятий дома.

ISBN
978-5-09-030973-8                             О Издательство «Просвещение» ,
2011 О Художественное оформление.

Издательство «Просвещение» , 2011

Все права защищены

How did John spend his time in the Lake District? Fill in the gaps with
the verbs in the correct form.

grammar hint

Describing past actions

               On Sunday we went to an
old castle.                         Past Simple

               We were swimming for 2 hours.                                 Past
Progressive

                  My friend had visited this museum before.                   Past
Perfect

GS p. 197—198

The Lake District 20 August

Dear Tom,

We (()) went
(to go) for a fantastic week in the Lake District after my family (1) (to
spend) three days in Chester. I (2) (to look) forward to going to the lake
because I (3) (already/to be) there before and (4)  (to enjoy) the trip very much. My
first day was a great surprise. Late in the evening people (5) (to leave) their
tents to watch strange lights in the sky. The lights (6) (to fly) for

1

2. Write it right. What will
you write to your British friend John (Mandy) about your summer holidays?

Write a letter (about 100 words). In
your letter write about:

•   where you spent your summer holidays;

•   what you liked doing most of all; •
your impressions about the holidays. Read the Learning to learn note first.

earning to
learn

Kak 04)OPMhTb JihHHOe nncbM0

L4MHoro xapaKTepa  cneAYK)u-WIM 06pa30M:

VB npaB0M BepXHeM yrny
YKa3blBaeTCR aapec Toro genoBeKa, KOTOPb1V1 r1VILLjeT

VICbMO, Hanpv1Mep:

398000 Russia Lipetsk, ul. Severnaya, dom 35,          15

non aapec0M nnu_jeTcq aara.

2. nncbM0 HaHL,1HaeTC9 c 06pal-ueHYIR, HanpMMep: Dear
John, Dear Mandy. nocne 06pauxeHL4A
CTaBVITCfi 3ar19Taq.

Lesson 1

3.         
nepBoe
CJIOBO runcbt•vqa nocne 06pauaeHV19 nnwercq c aarnaBH0i 6YKBb1 VI c KpaCHoV1
CTPOKVI. B Haqane nncbMa aBTOP 06b1HHO 6naroaapv1T aa paHee nonyqeHHoe nncbM0,
Hanpv1Mep: Thank you for your letter.

4.         
B
KOHI_1e nncbMa aBTOP BblpaxaeT xenaHL’1e o aaJ1bHeVIL.1JVIX KOHTaKTax,
Hanpm,aep: I am looking forward to hearing from you. I hope to see you soon.

5.         

3aBep1_uaeTcq
nu,1CbMO CJIOBaM1,1 Love, With love, Best wishes, All the best, nocne KOTOPblX
CTaBVITCR 3an9Taq, VI C HOBOVI CTPOHKVI — noanvtcb aBT YKa3aHL’19

Lesson 2

1. Grammar. Report what Marcy says about
herself and her school life. Use the verbs in brackets in the correct form.

2

4)     «My life is not easy.» (to
worry)

5)     «My mother makes me go to ballet
classes.» (to be upset)

6)    

«I sing as badly as I
dance.» (to think)

Lesson 4

I. Write it right. This is part of Julia’s letter.

Write back to Julia. Answer her questions.
Follow the rules of letter writing (100 words).

/ like going to school because / mix with my friends there. Also / discover new things at school. Of course I’d like to change some things at my school. I’d like to make the school hours shorter because it’s really unfair that we spend 55 hours at school every week. / also think that we should have less homework and there should be more school trips to go on. Besides, I’d like to have ICT every day. and what about you? Do you like going to school? Do you want to change anything at your school?

Lesson
5

1. Robert
and his foreign friend Hans from Berlin are talking about school. Choose the
correct answer: a or b and tick 6/) it. 1 — I’m in Form 2R.

a 
—
I go to a primary school, too.       

b 
—
What do you mean by form 2R?

2       
—My
mother was very glad to see my marks in my school report. a — You are lucky.

b             
—
Can you explain what you mean by school report, please?

3       
—
I’m the class president.

a
— What do you mean by class president? b — What is the Russian ‘for class president?

4       
—At
our school the first lesson begins at 9.15, after the assembly. a
— Have a nice time!

b             
—
We don’t have assembly at my school. 5 — When will you go for the half term? a —
Tomorrow.

        b —At 12 0’clock.        

6      
—
I’ve got 80% for the English test.

a — Sorry, I don’t quite understand. What do
you mean? b — How much is it?

7      
—
I go to a Sunday school.

a — What do you mean by Sunday school? b — Does your
school work on Sunday?

CONSOLIDATION

1.
Vocabulary. Do a crossword about a British school.

Across

1.   
Pupils
often go on it to practise geography, biology and history.

2.   
Many
schools start their school day with it.

3.   
British
children have them at Christmas, in spring and in summer.

4.   
It
is a period of time, part of a school year in Britain.

5.   
Look
at the picture.

6.   
A
mark that means «very good».

7.   
In
these lessons pupils do different experiments.

Down

1.   
A
subject in which pupils practise painting, drawing and sculpture.

2.   
Short
for Physical Education.

3.   
It
is Physics, Chemistry and Biology.

4.   
A
club where children learn to perform.

5.   
Different
questions to check pupils’ knowledge.

6.   
An
organisation for boys and girls that teaches them practical things.

7.   
It
is a period of time between lessons.

2. Word building. How many new words can
you make?

I)
Combine the words from the two columns. Translate the words you have.

0) home    side    homework—
ÖOMaLUHH9 pa60ma

I)
sea work 2) wmd seeing

3) sun    table

4) tlrne bathing 5) sight light 6)high 7)country surfing

2) Make up 5 sentences with the words you
have.

that London
is an international city and you can hear different languages there. First, I
was a bit (6)because I couldn ‘t

(7)everything (8)  It was
strange because I have good and (9)marks in English at school and know a lot of
English words (10)Sometimes I couldn’t (11)    without a dictionary. In
Brighton we enjoyed good weather, we

(12)sunbathing
and visited the

CONSOLIDATION

famous Pavilion. During
the trip we tried some traditional dishes; my favourite was fish and chips. Now
I (13)it
a lot. When we came (14) home we all decided that our trip to England was the
(15) our
summer holidays. Now we (16)  going
to Wales.

                O a
trip                    b field trip                 C outing

I a timetable	b registration		C trip
2 a travelling	b discovering		C learning
3 a sunbathing	b sightseeing		C windsurfing
4 a mixed with	b spoke		talked
5  decided	b discovered		C explored
6 a happy	b worry		nervous
7 a understand	b learn		C know
8  quite well	b very much		C a lot
9 a nice	b excellent		C high
10 a best of all	b besides		C by heart
11 a go	b do		C live
12 a were	b went		C go
13  don’t like	b try		C nuss
14 a back	b to		C into
15 -a highlight	b event		C attraction
16 a wait	b look forward to	C want

4. Grammar. The children are sharing impressions about
their school life.

Fill in
the gaps with the verbs in brackets in the correct tense form: Past Simple,
Past Progressive or Past Perfect.

I)
Jane: «Last week we (O) went (to go) to York. It  (to be) a great experience to me
because I(never/to be) on field trips

before. «

2)     Kirk: «It was my first day at
the swimming club. I(never/to swim) before that’s why I (to feel) a bit nervous
and (not to know) what to do.»

3)     John: «Yesterday our class (to
put) a newspaper on the school notice board. We (to be) happy because we(to
work)

really hard on it. We (to write)
interesting articles about our school and (to take) photos of our classmates at
different competitions. I think that producing a school newspaper(to be) a good
experience.»

4)     Linda: «During the lunch time I
went to the canteen. ¹ There (to be) a lot of pupils there. Some pupils (to have) lunch,
some (to read), some (to play) computer games and Sue (to talk) to her friends.
I (to come) up to the piano and (to start) playing.»

a canteen — CTOJ10Baa

Lesson 8

TEST YOURSELF

and
Linda. You’ll hear the conversation twice.

	Linda	David
How old is he/she?
What form is he/she in?
When should the children come to school?
What is (are) his/her favourite subject(s)?
Does he/she have to wear a uniform?
Does he/she like school?
	Your score	14	13—11		6 VI MeHee
	Your mark	5	4	3	2

Read
Susan’s notes about a day of her school life. Mark the statements true (T),
false (F) or unstated (U).

8.00 Arrived at school.

8.35 Went to registration
in my classroom.

8.40 Went to the assembly
hall and listened to information about school activities for the day.

9.00 The first lesson was
Maths. We wrote a test. I think I did it well.

9.50 In the Spanish
lesson we were reading and trying to translate stories. It was interesting. I
like languages more than Science. This year, besides French, I began to study
Spanish.

10.35 Break time! We went
outside and talked to our friends. On other days I may go to the canteen to
have something to eat.

11.00 At the end of the
break we went to Food Technology. Today we were making cakes. I like cooking
very much and I’m glad that I’ve got a double lesson of my favourite subject.
At the end of the double lesson we tried our cakes. We all enjoyed them.

12.30 During the lunch we went to the canteen and had a
very nice meal of chicken and salad. Then after lunch we all went outside and
played ball. I think this was really fun.

1.55 We went to afternoon , registration.

2.00
The first two lessons in the afternoon were ICT. We had to produce a poster
about what we enjoy doing after school. I made a poster about tennis. Michael
and John made terrific posters. Everybody liked them.

3.20
Our final lesson on Wednesday is English. This English lesson was in the
library where we learnt about how to use the library.

4.00
It was the end of the day for most pupils but I had to go to a cross-country  club.
We did lots of running around the Memorial Park. Then I went home.

1)                   
School
starts at 8 0’clock.

2)                   
Susan had registration twice on that day.

3)Susan
got a good mark for the Maths test.

4)Susan
studies two foreign languages.

5)During
break time Susan went to the canteen.

6)Susan’s
favourite subject is Food Technology.

7)Susan
likes playing tennis after school.

8)Michael
and John made a poster about football.

9)Susan
went home at 4 pm.

10)Susan
wrote her notes on Wednesday.

Your score	10		7—5	4 VI MeHee
Your mark	5	4	3	2

USE OF ENGLISH (VOCABULARY/GRAMMAR)

I. Vocabulary. What does Mike say about his
school life and favourite subject? Fill in the gaps with the words from the
box. One word is extra. There is an example (O) at the beginning.

a waste of time
• beæ4-h-g • by heart • discover • do without events • excellent • field trips
• look forward • miss mix • outings • take part in

Some children say that school is (O) borinq
and (1) . But I don’t agree with them. I like school and on holiday I (2)
my friends and teachers and I always (3)         to school. Our school life is
interesting. We have a lot of interesting after-school (4) during the year. We
(5) sports
competitions. We often go on (6)to do tasks for History and Geography. Each
term we go on (7)  to
interesting historical places and museums. I do well in many subjects but my favourite is History. I can’t say I
like French because we have to learn a lot (8) . I think I can (9) French. I
like going to school
because I (10) with my friends there and (Il) new things in the lessons.

2. Grammar.
The children are talking about school and school activities.

Report what they say. There is an example (O)
at the beginning.

O)
Susan says, «My class goes on a field trip on Friday. I think we’ll enjoy
it.

susan says that her class qoes on a field trip on Friday.
She thinks that they will enjoy
it.

1)   Robert says, «There are different
clubs at my school. I think that I’ll join a chess club.»

2)   Jane says, «I’m good at a lot of
subjects. I’m happy that I get only A’s and B’s.»

3)   Linda says, «I am starting a new
school. I worry that I don’t know anyone in my class.»

4)   David
says, «I don’t like the lessons starting early. I’m upset that we have to

5)   Sarah
says, «Last term we went on a school outing to our local museum.»

6)  

Kate
says, «My friend and I go to a drama club. We are glad that we often
perform at our school concerts.»

Your score	17	16—14	13—9	8 VI MeHee
Your mark	5	4	3	2

write about:

•                 
your
favourite subjects;

•                 
your
school activities;

•                 
your
attitude to school.

Ask Robert/Mandy three questions about
his/her school (about 100 words).

g What do you know about British schools?

Mark the following
statements true (T) or false (F).

1)                               
A school day
starts with assembly in most British schools.

2)                               

Registration takes place every
morning before lessons and often before afternoon lessons, too.

3)                               
A school year in
Britain has four terms.

4)British children
have longer summer holidays than Russian children.

5)In Britain the mark A
means excellent.

6)Science includes
Chemistry, Physics, Biology and Maths.

7)At the end of each term
schools send a report card to parents.

Your score	7	6	5—4	3 M MeHee
Your mark	5	4	3	2

Description of achievement		Level reached
Poor	Fair	Good	Excellent
I can read and understand: • letters about summer holidays; • a school timetable; • a class diary; • stories about schools and after-school activities; • children’s opinions about school.
I can understand: •                   children’s opinions about summer holidays; •                   children’s opinions about school and favourite subjects.
can: •  describe my summer holidays; •  explain what my favourite subject is; •  describe my school activities; •  use different expressions to say that I don’t understand; •  ask about meaning.

Продолжение

Description of achievement	Level reached
Poor	Fair	Good	Excellent
сап write: • а letter about ту summer holidays; • а letter about ту school.
Grammar checklist	Сап understand	Сап use
”that»-clauses in reported speech
Учебные умения	Не умею	Умею
•                    работать с лексической таблицей •                    построить высказывание по образцу •                    переводить с русского языка на английский • подготовить и представить проект по заданной теме •                    выбрать значение многозначного слова •                    пользоваться грамматическим справочником • пользоваться лингвострановедческим справочником
Exercises I found most interesting/boring/difficult:

1. In
your culture. / Write it right. Here is some information about the achievements
of schoolchildren from Russia.

Translate the information into English. The
words in the box can help you. Read the Learning to learn note No 6.

to take part • International Olympiad • in Informatics •
team to set a record • to get the gold medal • the World Cup

              HatlHHafl c 1989 rozxa poccMücKne
111KOJ1bHMKH                                                   yqacrrne B

B
2000 roay poccHücKaq KOMaHAa ycrraHOBMJ1a cBoeoöpa3Hb1ii pexopa. 111KOJIbHHKH
aaBoeBaJIH ve^rrblpe 30JIOTb1e MeaaJIH H KY60K qer,mvroH0B MMpa no
VlHd)0PMaTHKe. Ry60K qeMHHOHOB pocc%ücycne 11.1KOJ1bHHKH BblH1’Pb1BaJIV1
HeCKOJ1bKO paa.

Since

1

2.
Vocabulary. The highlighted words are in the wrong sentences. Find the correct
word for each sentence.  properly

I) In judo you first learn
how to fall -neeessapy.

2)       
I’m
hoping to compete in the Winter Olympics. I’m training gold.

3)       
I
go in for music and want to be a peepe-ply pianist.

4)       
I
am looking forward to the World achievement.

5)       
I’d
like to win a professional medal.

6)       
I
ski with the British Children’s Ski championships.

7)       
My
website has won a top net record.

       
I’m
working hard at my award to be a professional actor.

9)       
My
biggest ambition was that I got a medal for a running race.

10)    My
ambition is to set a new team.

11)   
TO
get good results it is hard to enjoy playing the sport.

Lesson
2

I.
Grammar. Which words do we use to characterize people? Which words do we use to
describe how they do different things?

Divide the words in the box into two columns
and translate them. (Sometimes adjectives and adverbs have the same form.)

Adjectives	Adverbs
00) beautiful (KPaCUBblÜ)	00) beautifully (KpacuB0)
O) early (paHHuü)	O) early (paH0)

1)                                                                                                                                                
1)

2)                                                                                                                                                
2)

3)                                                                                                                                                
3)

4)

5)

6)

Lesson
2

2. Grammar. Complete the following pieces of
advice. Form the adver$s using adjectives in the box. You may use the
adjectives more than once. Mind spelling rules.

careful • correct • fast • good • hard • neat
• polite • proper quiet • regular • sensible • unnecessary • wise

School
work

Study properly (well/

Write

Listen

Talk

Behave

After
school

Go
home

Don’t
make your parents worry

Do your homework

Choose
an after-school activity

Lesson
3

1. Grammar. Elizabeth and Jessica are
twins from The Sweet Valley Twins series. They have a friend, Mary. The girls
are different. In what way?

Abilities	Jessica	Elizabeth	Mary
1)   works hard 2)   thinks creatively 3)   writes correctly 4)   behaves wisely 5)   behaves sensibly 6)   plans things carefully 7)   works fast	xx xx x	xxx xxx xxx xxx xxx	x xx

I) Mary
works harder than lessica. Elizabeth works hardest.

2)

3)

4)

5)

6)

7)

2.
Grammar. Who can do different things better, best? Compare yourself and your
friends.

	Name 1	Name 2
•  comes to school early works hard •  writes neatly •  knows much •  studies properly •  worries the parents little jumps high •  runs fast		xxx

Lesson 3

sasha comes to school earlier than me. olqa
comes earliest.

Lesson 4

1. Write it right. You have got a
letter from your friend Jack. He writes:

…/ am a sporty person. / train for 20 hours every week. / organise my day properly and that’s why / have time for my school work. My instructor won’t let me train if / don’t get a good school report. How do you organise your day? Do you have time for after-school activities? …

Write a letter to Jack (100 words). In your
letter:

•                 
answer
his questions;

•                 
ask
two questions about his after-school activities.

4

Lesson
5

1.
The children are talking about what they can do well. Choose the correct answer
for each question.

I
What are you like at dancing?

a   
I like dancing. b I can dance well. 2 Do you know how to
sew?

a Yes, I’m really good at sewing clothes. b It’s a good
idea.

4     
Do
you know anything about writing computer programmes?

a   
I’ve
no idea how to write programmes.

b  
Computer
programmes are really good.

5     
What
helps you to achieve a lot in skiing? a I train hard.

b I’ve won the competition. 5 Can you cook well?

a   
I’m
sorry, I can’t. I am busy now. b I know something about cooking.

CONSOLIDATION

1. A teacher of English makes notes on her pupils. 1)
Word building. Fill in the tables first.

Noun	Noun (person)	Adjective	Verb
spelling work	speaker learner	written	to spell
	Adjective	Adverb	Adjective	Adverb
	careless bad hard fast slow		incorrect good serious neat

CONSOLIDATION

2) Grammar. Write how well each pupil does in
English. Use the words from tables.

0) Mark: Bad spelling. Careless written work.
Mark spells badly. He writes carelessly.

I)
Alex: Hard worker. Fast learner.

2)    
Victor:
Slow speaker. Incorrect spelling.

3)    
Helen:
Good and serious worker.

4)     Daniel:
Neat written work.

2.  building. Sarah talks about her
ambition.

Use the words in the box to form new words
that fit in the gaps (1—5) in the text. Read the Learning to learn note first.

&learn

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              I
love drama and acting and I have joined a drama club.           

We (O) usually do one (1)  every six	(0)   USUAL (1)   PERFORM
months. We (2)every week. In the weeks	(2) PRACTICE
before a show we work harder. This means that school work has to wait but the (3)                                         usually	(3) TEACH

(4) PROFESSION understand. We do everything (5)
ACT I want to be a professional (5)

3. Grammar.
Try to guess what the people do and how they do it. The verb begins with the
same letter as the first name and the adverb with the same letter as the
surname.

O)
Rose Frost is a good runner. She runs fast. She runs faster than anyone in
the class.

1)   
Sally
Baker has abilities in singing. She

2)   
It
is difficult to hear what Tom Quin is saying. He

3)   
Will
Harris is a hard working person. He

4)   
Roy
Cooper has never had an accident on his bike. He

5)   
Sam
White is not afraid Of water. He

6)   
Peter
Brown is not a good actor. He

4.

u
Vocabulary. Choose the word that fits in each sentence in the pair. Translate
the word.

5.
a
It was interesting to travel on  the ship.

Il                                   b
There is my name on the                 of fame in our class.

5. Grammar. What is the best way to do
your homework? Fill in the gaps with the correct verb form.

0) If you create a comfortable
homework area with pens, pencils, rulers, a dictionary, you Will spend less
time looking for things you need. (to create; to spend)

I) If youto do your homework at the same time each day,
it a part of your schedule. (to become; to try)

2)    
If
youto your teacher carefully at school, ityou some ideas for your homework. (to
listen; to give)

3)    
Ityou
to do your homework properly if youthe television while you are doing your
homework. (to help; to turn off)

4)    
Youwords more easily if youthem aloud. ^l (to
read; to remember)

5)    
If
youneatly, your homeworknice. (to look; to write)

6.
Grammar. What do children say about their achievements? Fill in the gaps with
the correct verb form.

O)
I have loved (to love) drama and acting since I was small.

(to ski) for eight years already.

(to do) Taekwon-Do since I was five years old.

(to
begin) studying the piano at the age of four.

(to
give) my first concert at nine.

(to
win) my first prize in 2009.

         6)
When we                              (to win) the World Cup I was so happy.

(to win) lots of medals for team races and single races. (to
start) playing tennis two years ago and I

(to
achieve) a lot since then.

9) My life (to change) since I(to
win) my medals in swimming.

aloud — BCJIYX

CONSOLIDATION

Lesson
8

TEST YOURSELF

3
You will hear a story about Molly. She took part in a competition.

For questions 1—7, write T (if the statement
is true), F (if it is false) and U (if it is unstated). You will hear the
recording twice.

1)        Molly
started taking photos when she was five. 2)         Molly’s relatives like
photography, too.

3)                       
Molly
learned about the competition from her family.

4)                       
She
sent the photo of an owl to the magazine.

5)                       
Molly
had to go to another city to get the award.

6)                       
All
the winners came to get awards with their parents.

7)Molly
hopes to become a professional photographer.

Your score	7	6—5		2 VI MeHee
Your mark	5	4	3	2

correct answer (a, b or c).

Sadie was the youngest child in the family
with lots of talents. Her papa was the Pig Calling Champion.
Her mama sewed perfectly. Her brother, Buster, could stand on his head. And her
sister, Clorissa, could sing better than a bird on a sunny morning in May.
Sadie liked making up stories in her head, but she was shy and didn’t share
them with anyone.

One summer afternoon Sadie sat near the
house. She was upset. «What’s worrying you, Sadie?» asked Grandma.

«Everybody
does things better than I do,» Sadie said.

«I
think you haven’t found your gift yet,» Grandma said.

«What
gift is that?» Sadie asked.

«Everybody
has a gift,» Grandma explained. «Something that makes you special.

You haven’t found your talent yet.»

«How
do I find my talent?» Sadie asked.

«Look
inside yourself,» Grandma said.

«And how will I know if I find
it?»

«You will feel
special all over,» Grandma said.

And
Sadie looked, She sang with Clorissa. She sewed with Mama and made pies with
Grandma. But Sadie didn’t feel anything.

One
night after supper the family gathered in the yard. Mama was sewing, Grandma
was shelling^l nuts and Grandpa was making a toy alligator. Clorissa
was singing a new song and Buster was standing on his head.

Grandma
said, «1 remember how my mama told me stories — best stories I ever heard.
«

Sadie
said quietly, «1 know a story, Grandma. Far back there lives a big old
hairy monster. Every night he comes out and looks for something to eat
…»

When
Sadie told her story, everyone stopped to listen. Clorissa and Buster sat down
near Sadie.

«People
tried to catch the monster, but he always went away. Some people say he’s still
walking in this forest at night, hungry for his supper!» Buster said
«That was a good story.»

«Tell us another
one. Please!» Clorissa asked.

Sadie smiled at Grandma.
«Once upon a time …»

1     In Sadie’s family a people liked stories. b children
sang beautifully.

                            C everybody had some
abilities.

2    

Sadie didn’t tell Other people
her stories because a
the members of the family were busy. b she didn’t want to share her stories.

C
she wasn’t sure that people liked them.

3     Sadie was upset because a she had lost her gift.

b
she thought she didn’t have any talent.

C all members of the family had got gifts
and Sadie hadn’t got one.

4     While Sadie was telling her story
about a monster, a
her sister was singing.

b her Grandma remembered a better
story.

C the members Of the
family listened to her quietly and carefully.

5     Sadie was happy because a she
understood what talent she had. b nobody was scared of the monster. C her Grandma smiled.

6     The word gift in the story means

a a present.	b a talent.
Your score		6	5		2	MeHee
Your mark		5	4	3		2

I to shell — oqntqaTb (om cxopnynbL)

Grammar. Here is some information
about a young sportsman.

Fill in the gaps (1—12) with the correct form
of the word. There is an example (O) at the beginning.

Sam plays cricket. He (0) (to be) one of the
players on the National Skill Sets programme.

My greatest achievement is that I (1)(to play) for Kent.  (to
start) playing when I was seven. I (3) (to join) the Kent team when I was nine
and (4) (never/ to look back) since then because I
love it.

(to train) twice a week in the winter and
every day of the week in the summer.

                           I
advise young cricketers to enjoy (6)              (to play) the sport. If you
(7)

(to
play) more, you’ll play (8) (well). TO get good results you should have (9)(good)
skills than everyone else, and train (10) (hard) than everyone else, and think
(11) (carefully) of all.

My ambition is to get in the Kent (12)(one) team and
progress from there.

2. G Word building. Use the words in the box
to form new words that fit in the gaps (1—5) in the text. There is an example
(O) at the beginning.

in Tokyo. Each team built a robot. One of the (1)	(0) OLYMPIC
says that it is necessary to make children interested in	(1) ORGANISE
science. One of the boys said, «At the world (2)	(2) CHAMPION
we will write a program (3)  during the	(3)   PROFESSION (4)   COMPETE

More
than 80 teams took part in the Robot (0) Olympiad

(4)
That’s why we have to work harder and (5) PROPER more (5)

3. Vocabulary. Peter became the youngest
winner of the music competition. How did Peter feel about winning? Choose the
correct word (a, b, c, or d) to fill each gap (1—7). There is an example (O) at
the beginning.

Last night I won the BBC Young Musician of
the Year (O) competition. When they said my name it felt like a dream.

I felt quite (1)at the competition final. But I (2) to
enjoy myself. And I really enjoyed playing with the orchestra. I was happy when
the competition was (3)  I felt pleased with the part I had played. I
took the (4)music prize. It was (5) without hard work.

I first started playing the violin when I was six. I play
it for about an hour and half every day. My (6) is to be a violin soloist. But
now I can relax a bit and enjoy my (7)! (Peter, 12)

0 @ competition               b
school                          C achievement             

1 a nervous b necessary c possible d properly 2 a tried b played C set d trained 3 a away b around C up d over 4 a award b top c drama d same 5 a possible b impossible c important d necessary 6 a ability b ambition C achievement d skill 7 a gold b achievement C schedule d team

Your score	24—22	21—18	17—12	11 M MeHee
Your mark	5	4	3	2

Write back to Alex. Give advice
and write about your favourite activity and your achievements (100 words).
Follow the rules of letter writing.

How much do you know about
British and American culture? Mark the following statements T (true) or F
(false).

1) In the
report cards parents can read teachers’ comments on the pupil’s work.

2)If pupils stay at school during the
lunch hour, they can play a sport at this time.

3) If a
person can do many things well, we can call him or her a jack-ofall-trades.

                  4)    Children of 13 years old can take part in the Duke of
Edinburgh’s Award.

5) In
Russia there is an award, which is a part of the International Award
Association.

6)The Duke of Edinburgh has
three awards: bronze, silver and gold.

Your score	6	5		2 VI MeHee
Your mark	5	4	3	2

Description of achievement		Level reached
Poor	Fair	Good	Excellent
I can read and understand: •                    descriptions of people’s activities; •                    stories about people’s achievements; • magazine articles about children’s problems.
I can understand: • opinions about how people can do things; • when people ask me about my abilities.
can: • express my opinion about people’s abilities; • say I can/can’t do something; • say how I can do something; • ask if a person can do something; • retell stories about after-school activities.

ПроДолжение

	Description of achievement		LeveI reached
Poor	Fair	Good	Exce11ent
сап write: • about ту friends’ and ту own ambitions and achievements.
Grammar checkIist	Сап understand	Сап use
• adverbs of manner • degrees of comparison of adverbs
Учебные умения	Не умею	Умею
• работать с лексической таблицей • построить высказывание по образцу • распознавать фразовые глаголы • переводить с русского языка на английский • подготовить и представить проект по заданной теме • выполнять тестовое задание на словообразование • кратко излагать содержание текста • пользоваться грамматическим справочником • пользоваться лингвострановедческим справочником

2—Кузовдев, 7 кл.. раб. т.

1.            
Vocabulary. Do
Americans support charities?

Choose the correct word to fill in each gap in the text.
Circle your choice.

In
the USA people (0)  charity in different ways. Some of the
Americans are members of (I) charitq/a charitu and work for it. Many
others just help (2) charitq/needt/ organisations to collect (3) contribution/
donations, clothes or food. They also (4) take part/contribute in
different charity events. The surveys show that a lot of Americans are (5) supporting/involved
in volunteer work. About 90 million Americans regularly (6) raise/donate some
part of their time to volunteer work. A lot of them (7) contribute/carru
money on charity needs. American schoolchildren (8) raise/take money,
clean parks or (9) are involved/volunteer in nursing homes. Many
companies give their workers free time to (10) provide/ support
volunteer work.

2.            
In
your culture. / Vocabulary. Read about one of the Russian charity funds. Choose
the appropriate word to fill in each gap in the text.

The Children Oncology and Haematology
Research Institute ^l (O) set up a charitable fund
«Nastenka». The fund started its work in February of 2002. The

                                  ^I Hayt1Ho-nccneÄ0BarreJ1bcKHü
                                 Aerrcroii OHKOJ10rnn reraaT0J10rv1H

1

charity (I)sick children and their families. It
also (2) people from different countries to make their (3)to charity events and (4)  money for the fund. The charity
doesn’t only (5) money. Its members (6)  to charity in many different ways. They (7)the needy children with medical care,
organise parties, entertainment shows,
concerts and excursions for sick children.

      a open                      b
put                        @ set up

I a raises                        b supports                C
donates

2        
 asks    b
gathers     C makes

3        
 difference        b
fundraising C
contribution

4        
a donate  b carry            C
use

5        
a have      b
spend          C raise

6        
contribute         b
take partsupport

7        
 give       b
provide       take

Lesson 2

	different charity projects.
4)	You also can make your contribution to the day by cleaning	4)

1.           

Grammar. Read about Make a Difference
Day. Decide which sentences are correct and which have a wrong verb form. Tick
(V) the correct sentences and put the correct verb form where necessary.

00) Make a Difference Day is the day of l*elp others. O) USA WEEKEND Magazine set up this day to involve all people in charity projects.	00)
I) Everyone can contributing.	1)
2) Make a Difference Day happens on the fourth Saturday of every October.	2)
3) Last year 3 million people volunteered on that day by do	3)
	your local park or visit an elderly person.
	5) Help with collect clothes or food for those in need.	5)
	6) Make donations to charities is also very important.	6)
	7) The project can be large or small — make a difference on Make a Difference Day!	7)

2*                                                                                                                               

2.           
Grammar. A lot of
famous people do something for charity.         

Complete the information with the correct
form of the verbs in brackets.

Hint
award • care •      • look • set up provide  work — working support • teach •
volunteer      make — making sit — sitting

Mother Teresa was famous for (O) donatinq all her
life to charity. She helped by (I) poor people in different
countries. She volunteered (2)  those in need with food and medical care.
She was also famous for (3)  the Missionary of Charity. The members of
the Missionary of Charity help by (4) different countries. The
volunteers go to poor countries (5) people the first aid and (6) after the sick
and the elderly people. In

1978,
the Nobel Peace Prize Committee decided (7)Mother Teresa for (8)about
the needy people.

Lesson
3

1. Your
parents, friends, teachers and other people around cannot do without your help.

What do you and your classmates do to help
other people? Make up questions to ask your classmates. Write the questions out
in the table below. Ask your classmates and report their answers.

I) to do about the house? / What chores / ask / your
parents / do / you 2) your grandparents /you / Would / like / to help them?

3)   
you
/ donate money / Do / your parents / on charity? / let

4)   
What
/ usually / your friends / do / you / ask / to help with?

5)   
does
/ Where / need / your town / to support? / you

3

2. Grammar.
Tracy is really bossy sometimes. Her brother Steve says that living with Tracy
is like having an extra parent.

Make up sentences about what Tracy wants her brother
Steve to do. Use the words given.

O)
want / do / regularly / his chores about the house

Tracy_ wants Steve to do his chores about the
house reqularly.

1)   
make
/ tidy / his room

Tracy makes Steve tidy his room.

2)   
want
/ make a mess / in the house / not

3)   
ask
/ turn the music off

4)    let
/ take / her things / not

5)   
make
/do the dishes

6)   
need
/ do the shopping

7)   
would
like / walk the dog

Lesson
3

world to
(1) by (2)

Also you can (4)

relatives. (5) can also be a
wonderful idea. I’m sure everybody will enjoy (6) this holiday. I’m looking
forward to (7) Flowers Day.

O a set up	(b) to set up	c setting up
1 a celebrate	b provide	C carry
2 a plant	b planting	C plants
3 a put	b volunteer	contribute
4 a donate	b support	c send
5 a Organise	b Organising	C Organisation
6  have	b having	C to have
7 a celebrate	b celebrating	C celebration

2) Write
it right. Write a short story about a day you would like other people to
celebrate. Use Tracy’s story as a model (60—70 words).

Lesson 5

1. Amanda has come
back from Africa where her parents worked as volunteers. Now Amanda is sharing
her impressions about the trip with her classmates. Choose the best answer to
match each situation.

1)          Amanda,
where did you spend your holidays?

I went to Africa. My parents worked there for
the children’s charity UNICEF. There were no TV or
computers in the houses there.

3)
— Once we travelled around and I saw elephants, lions and giraffes.

I
taught the local children English and they taught me their traditions.

5) — I made friends with some local children
there and now we write letters to each other. Would you like to have a pen
friend in Africa?

When
I’m an adult, I want to do volunteer work in some poor country.

That
would be wonderful! I like writing letters.

b)
I don’t find it exciting. I personally can’t live without my computer. Really?
That’s wonderful!

d)
— It sounds great! I find volunteering very important.

Terrific!
Actually, I saw them only in the zoo.

What
a great idea! Learning about other people’s culture is very interesting!

CONSOLIDATION

1. Vocabulary. What do we do? And what do
we make? 1) Put the words and word expressions in the appropriate column.

u 2) Make up 5 sentences using any of these
word expressions.

2.             
Grammar.
Read the text about International Day for the Elderly. Fill in the gaps with
the appropriate prepositions from the box. You may use the prepositions more

3.             
Grammar. A lot of
British school children do something for charity. Here are what they say about
what they do.

Put the article the where necessary.

I) I think helping        elderly people is
necessary. I help elderly people at local nursing home.

2)    
I
volunteer at the local RSPCA. I help to feed animals and clean

cages.

3)    
My
friends and I supportneedy children in poor countries. We provide them with        food
and      clothes.

4)    
At
my school we collected clothes for UNICEF. clothes went to children
in need.

5)    
My
school raises money for charity. Then we donate money to different charities.

4.
Grammar. The schoolchildren are talking about volunteering. Complete what they
say with some or any.

Do
you do (O) any volunteer work?

                          At
my school we do (I)               charity projects.

•   
1
do (2) volunteer work at the local kindergarten. I don’t get (3) money
for what I do.

•   
There
are (4)        charity clubs at my school.

•   
We
don’t really do (5)     volunteer work at school. Last term we raised

(6) money for Save the Children. Our parents
also made (7) donations.  Do you have (8) fundraising ideas?

CONSOLIDATION

5.     
The schoolchildren made a poster to involve other people in
charity projects.

Think of the best way to complete each sentence in the poster. There is
an example (O)

6.     
Write it right. Here is Tanya’s letter to UNICEF.

I) Read
Tanya’s letter and fill in the gaps with the appropriate word or word
combination from the box.

1

sincerely — c YBaxeHneM

2) Неге are some addresses of
charities in Britain.

Choose а charity. Write а 1etter to the charity. Read the Learning to
learn note first.

RSPCA	ОХРАМ
Enquiries Dept, Causeway,	274 Banbury Road
Horsham,	0xford 0Х2 7DZ
West Sussex RH12 1HG England	England

Lesson
8

TEST YOURSELF

For questions 1—5, listen to Amanda, Pete and
Kelly talking about what they do for charity. Match the names of the teenagers
with what they do. Use the names more than once. You will hear the recording
twice.

AmandaKelly 1)donates money
to charity.

2)is
involved in volunteer work at school.

3)wears
clothes from charity shops.

4)volunteers at the nursing home. 5)raised money to help
animals.

Your score	5	4	3	MeHee
Your mark	5	4	3	2

A One day a teacher in New York decided to
honour each of her pupils by telling them the difference they each made. She
called each of the pupils to the front of the class. First she told
them how the pupil made a difference to her and the class. Then she presented
each of them with a blue ribbon ^l with gold letters,

«Who
I Am Makes a Difference. «²

a ribbon — newra

2 Who I Am Makes a Difference. — ETO
—3T0 oqeHb BEE-KHO.

B
After that one of the boys in the class went to the local company and gave the ribbon
to the worker. He wanted to thank the worker for helping him with his career
planning. Then he gave him the other two ribbons, and said, «We’re doing
a class project, and we’d like you to find somebody to honour. Give the person
a blue ribbon, then give one more blue ribbon. That person can give the ribbon
to a third person to keep this ceremony.» c That evening the boss came
home and told his 14-year-old son and said, «The most surprising thing
happened to me today. I was in my office and one of the workers came in and
gave me a blue ribbon for being a creative person. Then he put the blue ribbon
that says «Who I Am Makes a Difference» on my jacket.

He
gave me an extra ribbon and asked me to find somebody else to honour. I want to
give it to you. I’m always busy and don’t pay much attention to you. Sometimes
I shout at you for not getting good marks at school and for your bedroom being
messy. But now I want you to know that you make a difference to
me. You are the most important person in my life. You’re a great son and I love
you!» The boy started to cry. He looked at his father and said, «Dad,
I thought you didn’t love me. Now I know that you love me.»

D  
Later
that day the worker went to see his boss. The worker told him that he liked him
for being a very creative^l person. Then the worker presented his
boss with the blue ribbon and said, «Would you take this extra ribbon and
present it to somebody else? The young boy who first gave me the ribbons is
doing a project at school and we want to keep this honour ceremony going.
«2

E   

Then
the teacher decided to do a class project. She gave each of the pupils three more
ribbons, told them to honour some other people and report about the results.

		2	3	4	5
	Paragraphs

2)
Mark the following statements true (T) or false (F) according to the story.

                             I)           The
teacher honoured her top pupils with a blue ribbon.

                            2)           The
teacher explained why she gave the pupils the ribbons.

3) The schoolboy gave the ribbons to the
worker, because he couldn’t find anybody to honour.

4)The
boss’s son started to cry, because he understood that his father loved him.

                                        5)           The
worker asked his boss to present his son with the ribbon.

6)The
schoolboy came up with the idea of the honour ceremony.

7)The
teacher gave the pupils three more ribbons to honour other people.

Your score	11	10—9	8—5	4	MeHee
Your mark	5	4	3		2

I creative — TBOPqeCKHÜ

2 to keep going — 11POAOJ1xcaTbCfl

1. S Grammar. For questions 1—12, read the text about the
Vladimir Spivakov International Charity Foundation. For each gap choose the
appropriate word. There is an example (O) at the beginning.

young

(3)

(4) competitions (5) achievements. The
Foundation (6)            support to specialized music and art schools in
Russia. Also it makes its (7)to charity projects. (8)   children’s homes and
hospitals is one of its charity projects. The            members of the
Foundation (9)    money for those in (10)

But
the Foundation does not only (11) money. The pupils of the Foundation are
(12)in charity concerts all over the world.

O      did     (b)
started    C set up  a charity b a charity    Ccharities

2          
 amuses         b raises           Csupports

3          
a
by      b for   Cin

4          
 contribute      b learn            Ctake
part

5          
show  b to show       C
showed

6          
a
donates         b raises           Cprovides

7          
contribution  b difference    Cannouncement

8          
 Support        b Supporting 
Supported

9          
raise  b carry           Cuse

10      
 need  b needs           C needy

          Il a
spend                            b donate                      C take

       12     
involve                        b involving                  C involved

2. S
Vocabulary. The schoolchildren decided to organise a charity fair.

For questions 1—6, write what the
schoolchildren want each other to do using the verbs in
brackets. There is an example (O) at the beginning.

O) organise a sweet and cake sale (the
classmates / Mandy and Tracy) (want) The classmates want Mandy and Tracy to
orqanise a sweet and cake sale.

I)
bake cakes for a sweet and cake sale (the teacher / Allison) (‘d like)

2)     make a poster about different
charities (the classmates / Alex) (need)

3)     organise a charity concert (Linda /
Denis) (want)

4)     have a non-uniform day (the teachers
/ the schoolchildren) (let)

5)     donate money (the school / the
sponsors) (ask)

6)    

think about those in need (the
charity fair / the schoolchildren) (make)

Your score	18—16	15—13	12—7	6 H rvreHee
Your mark	5	4	3	2

For
statements 1—7, match the names in the first column with the appropriate
information about them in the second column. There is one extra letter which
you do NOT need to use. Complete the table below.

1) Arbor Day	a) is an international project, when young volunteers show why charity is important and try to involve other people in volunteering.
2) Children in Need	b) is a school programme. All the British schoolchildren take part in it.
3) Help the Aged	c) is a shop that collects clothes, sells the clothes and donates money to those in need.
4) Oxfam	d) is a US holiday for planting trees.
5) Spring Week of Good	e) is a British charity. It cares for animals.
6) The RSPCA	f) is a British charity organisation. It collects money and helps elderly people.
7) UNICEF	g) is an international organisation. It helps children all over the world.

h) is a British charity. It
raises money and supports children in Britain and other countries.

1	2		3		4	5	6	7
Your score		7		6	5—4	3	MeHee
Your mark		5		4	3		2

Description of achievement		Level reached
Poor	Fair	Good	Excellent
I can read and understand: • articles about charity organisations and projects; • stories about charity organisations, projects and volunteers.
I can understand: • what children say about their volunteer work.
can: •                   express that I’m excited; •                   express that I’m not excited; • express my opinion about charities and volunteer work.

Продолжение

Description of achievement		LeveI reached
Poor	Fair	Good	Exce11ent
сап write: • а letter asking for information about а charity organisation.
Grammar checklist	Сап understand	Сап say
• complex object • Ving form • infinitive of purpose
Учебные умения	Не умею	Умею
•кратко излагать содержание текста •пользоваться грамматическим справочником •пользоваться лингвострановедческим справочником •построить высказывание по образцу •переводить с русского языка на английский •подготовить и представить проект по заданной теме •выбрать значение многозначного слова
	Exercises I found most interesting/boring/difficult:

6,

Are you a friend of the
planet?

Lesson
1

1.            
Grammar.
Fill in the table with the words from the box. Use the article (a/an) with
countable nouns.

Countable	Uncountable
an animal	air

2.            
Vocabulary. How
eco-friendly are you?

Choose the correct word (a, b, or c) to fill
in the gaps (1—9).

(O) Recyclinq things means using them
again, making new things from old ones (1)throwing them away.
Recycling materials can (2) energy and materials.

Be sure you know where to put (3) bottles, paper, (4), clothes and cans
for recycling. Recycle aluminium cans — wash and squash ⁱ them
before you put them in the can bank. This means fewer trips to collect them and
less (5)Buy large size packets and bottles. You will (6)      litter. Don’t get
plastic bags, you already have lots of them at home — (7) them! It is important to be (8)           because litter generates2     greenhouse    gases   and      it

(9)our planet.

O @ recycling	b reducing	C destroying
1        because of	b instead of	C according to
2 a cause	b spoil	C save
3 a metal	b glass	C small
4 a plastic	b bm	C energy
5 a alr	b pollution	c       environment
6  reuse	b recycle	c reduce
7 a reuse	b destroy	C      protect
8 a environmental	b eco-friendly	C heal thy
9 a damages	b causes	C disappears

Lesson 2

1. Grammar. More than a third of all paper is recycled.

How does
it happen? Fill in the gaps with the verb from the box in the passive form.

Producing paper starts in a tree.

(ucn0JLb3yemc„q) to make paper.

                            B The
wood                                 (py6umcn) into small pieces.

                        c The wood
chips with
water to produce a pulp.⁴

1

to squash — paci1JII•011XHBa’1’b

² to generate — 06pa30Bb1BfiTb

3

wood chips — ApeBecHb1e

4 pulp — Macca

D    Used paper (3a5upaemcfl) from
recycling centres. Then it (om603umcn) to paper factories.

E     The used paper (06pa6ambL6aemcw) and (cmetuuoaemca) with the wood pulp.

F      Chemicals(ucn0JLb3ytomca) to make the pulp
white. Then the (cyutumcn) to form a huge roll of paper. Large rolls of

(peyymcn)
into smaller ones. Large rolls for
newspapers, smaller rolls for books and magazines.

G    Less than a half of all
paper(nepepaöambzøaemcn). We can recycle more.

Reading lesson

1. Write it right. You have learnt about otters in Britain
and the USA.

How are
wild animals protected in Russia? Write an e-mail letter to your British
friend. Use the words from the box. Follow the rules of letter writing.

in danger • common • bring back • look after

I would like to write a few
words about

As a result

READING LESSON

Lesson
3

1. Write it right. Here is a letter from
Sarah. She lives in Kenya.

Write a letter to Sarah (100 words). Answer
her question and ask two questions about what she does to protect nature.

Lesson
4

1. What
are children most worried about?

Complete the sentences with the words from
the box in the correct form.

to be concerned that to be worried • to be very concerned
about • to be worried about • to worry

0)
«I find the problem of water worrying. Many people in the world
often do not have enough water to drink.»  climate change. I don’t
want all the animals to disappear or the temperature to be very high.»

2)
«1 animals in danger. Some animals are quite rare now.»  rainforests
are destroyed. They make our air clean.»

4)   
«I
find the problem of ozonebecause there may be health problems. «

5)   
«Many
peoplewhen litter is left in the streets. It spoils the environment.»

Lesson 4

    Lesson 5                                  

1. In your culture. / Write it right. Read the fact file and write about
national parks and nature reserves in Russia. Use the plan.

                                               deer (OJIeHM)                                                                   a
sable (C060J1b)

National parks of Russia o 23 national parks / 84 nature reserves

National parks: Valday
(17.05.1990), Novgorod region; animals: bears, wolves, foxes, otters; Lake
Valday, Lake Seliger.

Losiny Ostrov
(1983), Moscow; animals: deer, foxes, different birds. Nature reserves:
Barguzinsky nature reserve (29.12.1916); Lake Baikal; animals: sable.

The aim is to
protect animals and plants. People’s visits are reduced. -2

•    How many national parks and nature
reserves are there in Russia?

•    What are nature reserves for?

•    What are some of these parks and
reserves? When did they appear?

•    What can people enjoy there?

CONSOLIDATION

1. Vocabulary. What do you know
about our environment? Complete the sentences. Use the words from the
box.

Climate change • Glass
bottles • Greenhouse gases •

Plastic bottles • The
litter from our bins • A lot Of trees • Walking to school

CONSOLIDATION

O) office
paper is recycled into toilet paper.

1)are recycled into
supermarket bags.

2)    are melted down and made into new
glass products.

3)     are saved if people recycle their
paper.

4)are made out of carbon
dioxide, ozone and other gases.

5)    is taken to special places.

6)     instead of going by car is good for
the environment. 7)  results
from global warming.

2.
Grammar. Make captions to the pictures using the words from the box.

                                  a
qlass                 glass

CONSOLIDATION

u Make up 5 sentences using any of the words
above.

3.
Grammar. These are some ideas how to «be green»?

Fill in the gaps with the words from the box.
You may use them several times.

0)   
Below
are a few ideas.      a few   fewer a little   less

1)   
Recycling
materials means thatgreenhouse gases are produced. Using old glass to make new
glass usesenergy’ materials and causespollution than making totally new glass.  paper, write on both sides.

3)   
Choose
products withchemicals.

4)   
WatchTV.
Takewalk instead. It is good for your health and for the environment.

 5) In some areas there are  places
for wild plants and animals than there were some years ago. You can make your
garden and plant flowers.

4. Grammar. Members of environmental groups
can give very useful pieces of advice. What do you think about their
suggestions? Rewrite their suggestions to show your attitude (using modal verbs
in brackets).

1)   
Don’t
use toxic oven cleaners. (must)

2)   
To
clean the oven use lemon juice instead. (can)

3)   
Reuse
shopping bags to carry products from the shop. (can)

4)   
Choose
a paper bag instead of a plastic one at the grocery shop. (can)

5)   
Don’t
throw away old clothes and toys. (should)

6)   
Donate
your old clothes or toys to people in need. (can)

7)   
Choose
items that are made from recycled material. (should)

   
Walk
or ride a bicycle to school. (should)

CONSOLIDATION

5. Grammar. Put the verbs into correct form (active or
passive).

We
(0) produce (to produce) a lot of rubbish (= litter) from homes,
schools, factories, offices and hospitals. The rubbish (1) (to collect). What
happens to rubbish when it (2) (to take) away?

The rubbish from our bins (3) (to
take) to large holesl in the ground (they (4) (to call) landfills).

                                 Sometimes
they (5)                               (to make) specially for rubbish.

In the landfill hole the rubbish (6)(to press) using
special machinery.

Then it (7)(to cover) with earth. The problem is that
there are  fewer and fewer places for new rubbish.
Besides, rubbish (8)

(to cause) environmental damage. Animals and plants
(9)(to disturb). 1

More
than that, rubbish (10)(to stay) in the ground for many years. Many materials,
for example, plastic, (11)(not to change) for a long time.

6. Word building. Put the words into the
correct column.

Fees-e
• pepea$ • recreate • recycle • redecorate • remember repair • replace • report
• reread • reserve • respect retell • rethink • rewrite

Words with the prefix re-            Words without
prefixes reuse = re- + use,        repeat.

¹ a
hole — Ablpa, sn,ra

CONSOLIDATION

7. Grammar.
Here is some information about the most popular national park in the USA Fill
in the article the where necessary.

grammar
hint

Article
with geographical names

                  The Everglades is in Florida
(the USA).                             GS p. 189

Great Smoky Mountains National Park
covers the area in two states (1) North Carolina and (2) Tennessee. It is the
most visited national park in (3) America. (4) Great Smoky Mountains are a
small part of (5) Appalachian Mountains, but they are the tallest. (6)
Clingmans Dome is the highest peak in the park.

Large
and smaller waterfalls are found on nearly every river in the park. Small
rivers carry their water to (7) Mississippi River and further in (8) Gulf of
Mexico. Rivers and (9)  Fontana Lake offer boating and fishing. The
idea of creating a national park in (10) Smokies started in the 1890s. Now the
Park offers a lot of activities to enjoy. The hardest part is choosing which
tour, waterfall or historic area to explore.

Lesson
7

TEST YOURSELF

n GYou
will hear a story about Jonathan. He is a ranger (looks after the countryside).
For questions 1—7, write T (if the statement is true), F (if it is false) and U
(if it is unstated).

1)Jonathon
has visited 12 parks.

2)He
was happy to meet an animal in Great Smoky Mountains National Park.

3)He
saw a mother bear in Yellowstone National Park.

4)Jonathon swam in the rivers or lakes of the
parks.

5)In his favourite park, Jonathon travelled
with his parents.

6)His
favourite park is Yellowstone.

7)Jonathon
likes to share what he learned about the parks with other people.

Your score	7	6—5
Your mark	5	4	3	2

correct answer (a, b, or c).

At 3:30 one morning in July 1932 a man named
Bob Marshall went to climb as many peaks in the Adirondack Mountains as he
could in one day. Bob Marshall loved to walk and he loved to write after that.
He loved facts, too. He knew that he’d climbed 13,600 feet that day. He kept
statistics on everything.

But most of all, Bob Marshall loved
wilderness — natural lands with no houses, roads, ¹ or towns. When
he wasn’t walking in the wilderness, he was working to save it. By the time he
died, at the age of thirty-eight, he had written important books and articles
on the protection of nature, he had helped to form the Wilderness Society, a
group that works to protect wild lands.

Today, a great area of wilderness in Montana,
where he often walked, is called the Bob Marshall Wilderness Area.

Robert
«Bob» Marshall was born on January 2nd, 1901. When Bob was fifteen
years old, he climbed his first mountain. Every summer after that, he and his
brother explored the Adirondack forests. Bob always wanted to be a forester.
His dream came true. He worked in Montana and Idaho, where he met a grizzly
bear. He lived in Alaska for over a year. There he explored on foot and by
boat; he went to all-night dances with the Eskimos. Then he wrote a book called
Arctic Village. He got money for the book and shared it with the villagers
(each person got $18). In the 1930s roads appeared across wild lands. People
cut down forests. Bob Marshall thought that forests were also to enjoy. In a
magazine article he explained why some lands should stay wild. He wrote the rules
that didn’t let people build on many wild lands, and he also worked to make
picnic grounds and ski areas to bring people from cities to the beauties of the
wilderness.

I One of Bob Marshall’s achievements was
a
climbing a 13,600-feet tall mountain. b building roads across
America. c starting an environmental group.

2      While
Bob Marshall was living in Alaska he a paid money to people
there. b met a grizzly bear.

C collected a lot of facts about life there.

3      The
Bob Marshall Wilderness Area is a place a where Bob was born. b where
Bob liked to walk.

c
where Bob wrote his books.

a road —
Aopora

4      
Bob
Marshall wanted people a to write magazine articles about wildlife. to
enjoy the beautiful wild places.

C to learn to ski in the beautiful
mountains.

5      

The
main aim of Bob Marshall’s life was a to write books about nature. b to protect
wild lands. C to climb mountains.

Your score	5	4	3	2 M MeHee
Your mark	5	4	3	2

1. g
Grammar. Here is an article about animal world of Florida.

Fill in the gaps with the correct forms of
the verbs (active or passive). There is an example (O) at the beginning.

Florida
(0) has (to have) a lot of wildlife. A lot of animals (1)

(to find) in and pround Florida. Some
animals (2)  (to protect). Special care (3) (to take) of
the manatee, bald eagle, sea turtle, and porpoise.

The manatee is a large sea animal. It isn’t afraid of people
and often (to
play) with swimmers.

Bald
eagles (5) (to like) the Florida climate, but when people (6)(to build) more
houses, eagles (7) (to have) fewer places to build their homes. The Miami
Audubon Society (8) (to take) care of eagles if they (9) (to hurt).

Sea
turtles (10)(to have) a special place on Hutchinson Island, where their babies
can grow. Babies (11)(to protect) until they can swim out to sea.

Porpoises (12) (to catch) into large
fishing nets. These fishlike animals (13) (to find) in the wild, but they also
(14)

(to do) tricks in shows around the
world. They (15)(to use) in many projects. Porpoises are playful animals,
people can ride on their backs.

2. S Vocabulary. Read about national
parks.

Choose the correct word (a, b,
or c) to fill each gap (1—7). There is an example (O) at the beginning.

National
Parks are special places on (O) Earth . They (I) a large area. Some
parks (2) mountains and rivers. Others (3) homes for plans and animals. A lot of people visit national parks
every year. Some choose the closest park, others go to the places that are (4)away. But in every park the (5)is
very special. People learn about the important role of each bird, tree

and flower in the (6)They
also learn the importance of protecting

(7)because some animals
and plants may (8)if they are not protected. It is good when people are

                                                                                 (9)                                about
nature around them.

                 0 a Earth                  b world                      C nature

I 2 3 4 5 6 7 8 9		appear protect appear over wildlife Earth ponds disappear close	b b b b b b b b b	cover discover cover far pollution nature reserve nature disturb in charge	C C c C C C C C C	support help provide through air environment babies destroy concerned
Your score		24—22		21—18		17—12	Il VI MeHee
Your mark		5		4		3	2

S What can you do to protect the
environment? Here is a part of a British boy’s letter who answers this
question:

TO save energy / try not
to watch W much. And / use the computer only if / need it to do my homework.
What do you do to protect the environment?

4)    

What is the aim of a nature
reserve?

5)     What environmental
groups/organisations do you know?

Your score	5	4	3	2 M MeHee
Your mark	5	4	3	2

Description of achievement	Level reached
Poor	Fair	Good	Excellent
I can read and understand: • articles and stories about nature; • letters about ecological problems and environmental activities.
I can understand: •what people do to save the Earth; •what people are worried about.
I can: •                    describe ecological problems in my home place; •                    express my opinion about ecological problems; •                    describe what is done in my family, school to save nature; •                    retell stories about national parks; •                    say that I am worried about something.
I can write: • about environmental problems; • about protecting the environment.
	Grammar checklist	Can understand	Can use
	• Present Simple Passive • articles with geographical names

Учебные умения	Не умею	Умею
•                   выбрать значение многозначного слова •                   определять связи внутри текста с помощью союзов и союзных слов •                   построить высказывание по образцу •                   подготовить и представить проект по заданной теме •                   пользоваться грамматическим справочником •                   пользоваться лингвострановедческим справочником

Unit 5

Are you happy with your friends?

Lesson 1

1. Vocabulary. Answer the
following questions about your friends. Use the words in brackets. 0) Can you
ask your friends for advice if you have any problems? (turn to my friends)

Yes, I
can. I can (always) turn to my friends for advice if I have some problems.

                                     I) Is your friend always ready to help you? (be
there for)

2)     Do you spend a lot of time together
with you friends? (often get together)

3)     Do you argue with your friends? (fall
out)

4)     How soon are you friends again after
an argument? (make up)

5)     Do you want to start a friendship
with your new classmates? (make friends)

1

6)     Can
you rely on your friends? (true friends)

7)     Do
you think you will always be friends with your best friend? (last forever)

2. Vocabulary. Translate from Russian into
English. Make up word combinations from the words in the two
boxes.

O)
H  3 roAa HaaaA. I made friends with my
best friends 3 years ago.

I)
Mbl tracrro coönpaervrca BMecTe.

3) Y MOHX apyaeii xopomee WBCTBO K)Mopa.

4)
OHM yrvrewr xpaHMTb cepcpeTb1.

51 aywrmo, wro OHM HHKoraa MeHfl He npe;xanyr.

3—KyaoBneB, 7 Kn., pa6. T.

2

1. 1) Fill in the gaps with who/that/which.
Give two variants where it is possible.

0)
I want to have a pen friend who/that lives in another country.

I) «Friendship is like a songis made to sing.
Friendship is a doing thing.

2)    
I’d
like to make friends with Peter       has a wonderful sense of

humour.

3)    
I
really feel sorry for Ellen is friendless and hasn’t got any pets, either.

4)    
Friendship
is a thingis easy to start but difficult to keep.

5)    
Bracelets
of friendship are the thingsshow you to be friends with someone.

6)    
I
can always rely on Janeis one of my childhood friends.

7)    
I
want to start up a friendship with my ex-friend Jimmyhas been my friend for
three years.

    
It
is easy to mix with peopleare really friendly and sociable.

2) Vocabulary. Write out words and word
combinations which mean the following:

Apyr
110 nepenucKe rroapyxcwl’bc%

HatlVIHaTb
(ApyxcecKne 0THomeHHfl/Äpyx6y) 110AAeP’KHBaTb
(ApyycecKHe 0THomeHHfl/Åpy»c6y)

6b1Tb APY3bflMH

B0306HOBVITb Apyx6y

,upyycem06Hb1ii

Apyx6a

6b1Tb 6ea apy3eii

Apy3bfl Ae^rrcTBa

6b1B111Hii Apyr

2

           3          

1. Peter is the main character in the book
Superfudge by Judy Blume.

1) Look through the short extract from the
story and make captions to the pictures according to the example.

grammar
hint

Relative
clauses with who/that/which

My friend is a person (who) I can always rely
on. (nononHewe)

    My friend is a person who is always there for
me. (nonnexauee)          GS p. 205

Peter: Just look what I won at Jimmy Fargo’s
birthday party. I’ve already named him … Dribble!

Mum:
I’m not going to take care of him!

Peter: Of course you are not. He’s MY turtle. And
I’m the one who’s going to take care of him.

Mum: Are you going to feed him and all that?

Peter: Yes! And I’m going to make him happy!

O) This is Jimmy Fargo who had a birthday party.

1) This is Peter a turtle at Jimmy Fargo’s birthday
party.

2)
This is the turtle

  3) Look
at Peter’s mum         Dribble.

4)
Have a look at Dribble

5) Peter
likes Dribble  to make happy.

2) Circle the number of sentences in which
the word that/who or which can be left out.

3*

Lesson
3

4

1. Write it right. Write a letter to a
children’s newspaper to find a foreign pen friend (100 words). Remember to
describe yourself/your classmates/your friends.

Dear Sir or Madam, I’m writing to your newspaper to tell you that I’d like to make friends with someone from another country. I’m looking for an English-speaking pupil who I could write letters to in English.

Lesson
5

1. Claudia,
Mary Ann, Stacey and Christie are talking about a thing for the four of them to
do together.

Complete their conversation with the phrases
that fit from the word box. Three phrases are extra.

O)
Claudia: «Why don’t we ride bicycles to the shoppinq centre?»
(suggests riding bicycles to the shopping centre)

1)   Stacey
and Christie:

2)   Mary
Ann:

(suggests
buying some new cakes)

3)   Claudia:

(is
not against doing it)

4)  
Stacey:

(suggests
going to the cinema)

5)   Mary
Ann and Christie:

(are ready to do it)

5

6)   Claudia:

(suggests buying a
film for Stacey’s DVD and watching it)

7)   The
girls:

(are
happy to do it)

How
about … ? • I know how to ride a bicycle. • It sounds boring.

                 OK. •
Sure. • We could also                               We might as well

We’d
be happy to do it. • What do you mean by «new» cakes?

•
Why not?

CONSOLIDATION

1.    
Vocabulary. Here
is Kelly’s letter about her friends at an international school. I) Fill in the
gaps with the words that fit.

with
• on (x2) • out • up • together • for (x3) • -€e • about • to

In my class there are
children who belong (O) _tQ different religions. I make friends (1) all of
them. Usually we get (2)well. Sometimes we fall (3) over
little things but we make (4)  quickly. We often get (5) and have a good
laugh because we all have a good sense of humour. My friends are always there
(6)me when I’m upset. They are loyal and I can always rely (7) them. And I am
ready to help them, too, if they turn (8)me (9) help or advice. We
care (10) one another and I’m sure that they will never betray me whatever
happens.

2) Write out phrasal verbs from the letter
and translate them.

2.    
Grammar.
Read and find the sentences with mistakes. Underline the mistakes

and correct them.

O)
Most my friends are also my classmates.

1)   
Most
Of all I like to play with my pets.

2)   
Most
of friends we have are our classmates.

3)   
I
have learnt something very important about friends and friendship.

4)   
Don’t
worry; nothing bad has happened to your friend.

5)   
Cassie
and I both go to dance classes and music lessons.

6)   
We
both are good at dancing and singing.

7)   
We
get both good marks in English and Literature.

Most of my friends                     

CONSOLIDATION

3. Grammar. Tick V) the correct
variant in the following pairs of sentences.

I have got a lot of pen
friends. b I have a lot of pen friends.

1
a We have fun each time we get together.

b We have got fun each time we get together.
2 a
Has your teacher got a sense of humour?

b
Does your teacher have a sense of humour? 3She has got dance classes
twice a week. b She has dance classes twice a week.

4      
a
I hope I will have got new friends at a new school. b I hope I will have new
friends at a new school.

5      
a
We hadn’t any new pupils in our class last year.

b  
We
didn’t have any new pupils in our class last year.

6      
a Did you have any problems with your classmates
last year? b Had you any problems with your classmates last year? 7 a Will you
have English next year?

b  
Will
you have got English next year? 8     Do you have lunch at school?

b
Have you got lunch at school?

4.
Grammar. What do you think of friends and friendship?

                                                   Answer
the questions below and leave out that/who or which where it is possible.
grammar hint

Relative
clauses with who/that/which

My friend is a person (who) I can always rely
on. (A0110J7HeHme)

                              My friend is a person
who is always there for me. (nounexawee)              GS p. 205

O) Do people from other countries who want to
make friends With people from your country need specific advice?

people from other countries who want
to make friends with people from my country need specific advice.

1)   
Was
there anything that your friends did and it showed them your true friends?

2)   
Did
you have a funny experience which you shared with your best friend?

3)   
Is
your mother a person who you can discuss all your problems with?

4)   
Who
is that person that you can rely on if you have a problem?

5)   
Do
you think that friendship is a feeling which can disappear at any moment?

6)   

Do
you agree that friends are people who can make you happy?

Lesson
8

TEST YOURSELF

Frankie
calls his friend Tony over the telephone.

Listen to the conversation and mark the
statements with T if they are true and with F if they are false.

1)Frankie
calls Tony to invite him to visit him.

2)Tony
is going to meet Frankie at the station in New York.

3)Frankie
is going to come at the weekend.

4)Tony has got a lot of friends in Rosemont where he
lives now. 5)Tony and Frankie lived in the same city some time ago.

6)Tony’s
mother wants Tony to spend time with his new friends.

7)Tony’s father says that old friends
are better than the new ones.

Your score	7			2 VI MeHee
Your mark	5	4	3	2

Here
is an extract from the story Under a Spreading Chestnut Tree . about Henry
Longfellow, a popular American poet, and his friends.

Read the story and mark the statements 1—9 T
(true), F (false) or U (unstated).

1)Henry Longfellow worked at Cambridge
University.

2)Every day Henry
Longfellow walked to see a large chestnut tree.

3)Longfellow wrote a poem under the chestnut tree.

4)Longfellow was a person
who visited a lot of popular people every day. 5)Henry Longfellow made friends
with popular and not-so-popular neighbours.

6)Children
raised money for making an armchair from the chestnut tree’s wood.

7)                           
The book, which
Longfellow’s friends gave him as a present, had his name,

                           
Longfellow wrote a
poem From My Armchair because he wanted to say «Thank you» to the
children.

9)                           
When the children
who had donated money visited him, Longfellow wrote them new poems.

Henry
Longfellow lived on Brattle Street in Cambridge and worked at Harvard
University. Every day when he walked
to work he went by a large chestnut tree. Longfellow admired the tree so much
that one day he decided to write a poem «The Village Blacksmith»2
which became one of his most famous poems.

Longfellow
was a very popular person who a lot of people visited every day. Among these
people were Charles Dickens and Pedro Il, the emperor³ of Brazil who Longfellow wrote to in Portuguese.
But there were also not-so-famous neighbours, especially the children.

The city
of Cambridge grew and townspeople decided to cut down the chestnut tree, which
Longfellow made famous. Longfellow’s neighbours and friends decided to make an
armchair for Longfellow from the tree’s wood.

Seven
hundred children donated money to pay for the chair. They gave the armchair to
Longfellow on his seventy-second birthday on February 27, 1879. They also gave
him a book that had the names of all the children who had contributed.

Longfellow
was happy with his birthday present. He put the chair in his study and showed
it to his visitors. Longfellow wanted to thank the children and wrote a poem, «From My Armchair».
When one of the children

1 Under a Spreading Chestnut Tree … — 41104
pa3BecncTb1M KaurraH0M…»

2 «The Village Blacksmith» — «ÅepeneHcKHii
RY3Heu»

3an emperor — vnmnepxrop

TEST
YOURSELF

who
had contributed to the chair came to visit him, Longfellow let the child sit in
the armchair and gave him or her a copy of the poem «From My
Armchair».

(after Carol H. Horowitz)

USE OF ENGLISH (GRAMMAR/VOCABULARY)

1. Grammar. Choose the correct variant in
brackets and underline it. In three sentences two variants are possible. There
is an example (O) at the beginning.

O) A sense of humour is a thing
(that/which) is very important in a friend.

I)
The time (which/that) friends spend together helps to keep their friendship
strong.

2)    
Some
people choose friends (who/which) are much like themselves.

3)    
A
person (who/ — ) does not like you just doesn’t know you very well.   

4)    
Friends
are people (who/with whom) we share both good and bad times with.

5)    
Friendliness
is a feeling (which/that) shows that one person has interest in another person.

6)     All
(that/—) we can do for our friends we must do.

7)    
Everything
(which/ — ) we know about our friends we should not tell anyone else.

    
Our
friendship is a feeling (of which/of that) I’m sure.

2. Vocabulary. Put S if the following pairs
of sentences are similar and D if they are different. There is an example (O)
at the beginning. O) He’s a trustworthy person. D He can
always rely on me. I) He’ll never betray me.

He’s loyal and trustworthy.

2)    
I
often ask him to help me.

I    always
turn to him for help.

3)    
When
I am upset and need my friend’s help, he is always there for me. My
friend is always somewhere when I’m upset and need his help.

4)    
We
often spend a lot of time together. We often get together.

5)     We
have been friends with Nick for three years. Our friendship with Nick
lasts three years.

6)    
I
make friends quickly.

I
make up with my friends quickly.

7)    
I
am sure that my friends will never betray me.

I   
am
sure that my friends are true friends.

    
My
best friend Kitty will never tell anyone what I have told her. My
best friend Kitty can keep secrets.

9)    
Sometimes
we fall out over little things.

       Sometimes we argue
about/over little things,          

Your score	17—16	15—13	12—9	8 VI MeHee
Your mark	5	4	3	2

If you have a good
friend and if you want to show off your friendship, write about your best
friend(s) to the TEEN Back-to-School Special magazine (100 words). Don’t forget
to say why you’re best friends.

Which
of the statements below do you agree with?

1)    International schools have the same
aims in different countries.

2)    Cross-cultural projects are important
for making foreign friends.

3)    A twinned school is one and the same
thing in any country.

4)    Friendship is a universal thing: a
true friend is a true friend anywhere.

5)    There are not very many cultural
differences in the way people start and keep  friendships.

6)    Friends in different
cultures/countries usually have the same problems.

7)    People in different cultures think
the same about friends and friendship.

Description of achievement		Level reached
Poor	Fair	Good	Excellent
I can read and understand: • children’s letters, poems, diary notes about friends and friendship; • short stories about friends.
I can understand: • what people say about their friends and friendship.

TEST YOURSELF

IIpodonxeHue

Description of achievement		Level reached
Poor	Fair	Good	Excellent
I can: •                    tell about my best friends; •                    tell about problems friends can have; •                    tell about friends and friendship; •                    ask and answer questions about friends and friendship; •                    make suggestions and say that I am ready to do sh; •                    retell other people’s stories about crosscultural experiences.
I can write: • a short letter about my friends; • a letter to a newspaper.
Grammar checklist	Can understand	Can use
• structures characterizing people and things with who/that/which
Yqe6Hb’e YMeHL.qq	He YMeto	YMet0
• ITOJ1b30BaTbCff rpaMMarrnqecKHM ClipaBOYHUKOM • IIOJ1b30BaTbCfl JIHHTBocrrpaHOBexweCKHM ClipaBOAHHKOM • nocrrpowrb BblCKa3b1BaHme no 06pa3AY • nepeB0ÅHTb C pyccKoro fl3b1Ka Ha aHrJIHÜCKHii • 11041’0T0BHTb H npeacrraBHTb rrpoeKT 110 3agxaHH0ii •rervre • Bb16paTb 3HaqeHne MH01’03Hat1Horo CJIOBa • KpaTK0 nanara’l’b cwxepxcayme rreyccrra
Exercises I found most interesting/boring/difficult: