Reading Comprehension

Charles Johnson

“Hard work and a healthy way of life is the key to success”, says 24 year-old Charles Johnson. “My parents came from Trinidad to make a new home in Britain. Young black people like me know no other home. I went to a local school in Leicester where most of the pupils were black or Asian. I had nothing to do but work very hard at school. I was also fond of sports. I went to the swimming pool twice a week. Early in the morning I went jogging with my elder brother. At weekends I went riding a bike. My time table was very strict and I tried to follow it. Only two pupils in fifty from that school went to university. Luckily I was one of them. When I left university I became a journalist. Now I am a BBC producer. When I was young my parents told me to work hard and pass my exams. And I did it. I am quite sure that different sport activities made me strong enough to achieve my goal. My father used to tell me that black people had to work twice as hard as white people to be successful. I have never had such harmful habits as drinking alcohol or smoking and I am proud of myself. Now I work hard because I enjoy it. And I’ve got plenty of friends too and we have quite a nice time together.”

Variant I

1. Read the text and choose the best answer (A-C) to answer the questions (3 points).

1. Where did Charles Johnson’s parents come from?
a) India b) Trinidad c) Jamaica

2. What helped Charles succeed in life according to the text?
a) His love for music
b) Hard work and sports
c) His talent for writing

3. How many pupils from Charles’s school went to university?
a) Two
b) Twenty
c) Fifty

2. Decide if the statements are true or false (3 points)

1) Charles Johnson’s parents came from Trinidad to live in Britain.

2) Charles was the only pupil in his school to go to university.

3) Charles followed a strict timetable that included regular sports activities.

3. Put the sentences in the correct order according to the text (3 points)

- "I had nothing to do but work very hard at school."

- "Only two pupils in fifty from that school went to university."

- "My time table was very strict and I tried to follow it."

- "Now I work hard because I enjoy it."

- "My father used to tell me that black people had to work twice as hard as white people to be successful."

- "I was also fond of sports."

4. Answer the following questions (3 points)

1) What does Charles Johnson believe is the key to success?

2) How did Charles Johnson balance his studies and sports activities during his school years?

3) How does Charles feel about the role sports played in his life and success?

Variant II

1. Read the text and choose the best answer (A-C) to answer the questions (3 points)

1. What sport did Charles do twice a week?
a) Jogging b) Cycling c) Swimming

2. What is Charles’s current job?
a) Teacher
b) BBC producer
c) Engineer

3. What harmful habits did Charles avoid?
a) Watching too much TV
b) Smoking and drinking alcohol
c) Eating junk food

2. Decide if the statements are true or false (3 points)

1) Charles believes that his sporting activities helped him achieve his goals.

2) Charles regrets working hard when he was young.

3) Charles has harmful habits like smoking and drinking alcohol.

3. Put the sentences in the correct order according to the text (3 points)

- "I had nothing to do but work very hard at school."

- "Only two pupils in fifty from that school went to university."

- "My time table was very strict and I tried to follow it."

- "Now I work hard because I enjoy it."

- "My father used to tell me that black people had to work twice as hard as white

people to be successful."

- "I was also fond of sports."

4. Answer the following questions (3 points)

1) Where did Charles Johnson’s parents come from, and why did they move to Britain?

2) What did Charles’ parents encourage him to do when he was young?

3) What harmful habits does Charles Johnson say he has never had?

Listening Comprehension

The Surprise English Lesson

It was a regular Tuesday morning at MaplewMiddle School. Mrs. Carter, the English teacher, walked into the classroom with a big smile on her face. The students were already seated, their books open and pens ready for the day's lesson. But today, there was something different in the air.

“Good morning, class!” Mrs. Carter greeted. “I have a special lesson for you today.”

The students looked at each other curiously. What could it be?

“I’ve decided we’re going to have a bit of fun with today’s lesson. We’re going to learn English through storytelling,” Mrs. Carter continued. “But here’s the twist: Each of you will contribute to the story as we go along. You’ll help create a story that none of us could have predicted.”

Excited whispers filled the room. Everyone loved stories, but the idea of making up one together was something new.

“Let’s begin,” said Mrs. Carter as she drew a large circle on the whiteboard. “The story starts in a small town, on a rainy afternoon…”

She paused, looking at her students. “Who can add to the story? Anyone?”

A brave student, Emily, raised her hand. “In the small town, there was a mysterious old house that nobody ever went into. People said it was haunted.”

Mrs. Carter wrote down Emily’s addition on the board, and the class continued building the story. Every student had a chance to add a detail or character. The story grew more and more exciting with each contribution. There was a lost cat, a hidden treasure, and even a secret passageway that led to another world!

As the class came to an end, Mrs. Carter said, “What we’ve done today is called ‘collaborative storytelling.’ It’s a great way to use your imagination while practicing your language skills. You’ve all created something amazing together, and it’s a perfect example of how English can be fun and creative.”

The bell rang, signaling the end of class. As the students left the room, they couldn’t stop talking about the adventure they’d just created. They realized that English wasn’t just about grammar and vocabulary—it was also about creativity, communication, and working together.

Variant I

1. Listen to the text and choose the best answer (A-C) to answer the questions (3 points).

1)What was the special lesson Mrs. Carter planned for the class?
a) A test on grammar and vocabulary
b) Learning English through storytelling
c) A spelling bee competition

2) How did the students react when Mrs. Carter explained the lesson?
a) They were confused and uninterested
b) They were excited and curious
c) They were nervous about the challenge

3) What was one of the elements that appeared in the class's story?
a) A dragon
b) A lost cat
c) A time machine

2. Decide if the statements are true or false (3 points)

1) Mrs. Carter started the lesson by asking the students to open their grammar books.

2) Emily was the first student to contribute to the story, adding a mysterious old house.

3) The students found the collaborative storytelling activity boring and unengaging.

3. Choose the correct meaning of the underlined word or phrase.

1) “Mrs. Carter walked into the classroom with a big smile on her face.”
What does "big smile" mean?
                   a) A loud laugh
                   b) A happy expression
                   c) A serious look
                   d) A bored face

2) The students were already seated, their books ______ and pens ready for the lesson.
                   a) opened
                   b) opening
                   c) open
                   d) opens

3) What is the meaning of "collaborative" in the sentence:
"What we’ve done today is called ‘collaborative storytelling.’"
a) Creative and imaginative
b) Done together as a group
c) Practiced repeatedly
d) Based on competition

4. Answer the following questions (3 points)

1) What was the special lesson Mrs. Carter introduced to her class?

2) Why did Mrs. Carter introduce collaborative storytelling in her class?

3) The story included a hidden treasure and a secret passageway, didn’t it?

Variant II

1. Listen to the text and choose the best answer (A-C) to answer the questions (3 points)

1) What did Mrs. Carter ask the students to do during the lesson?
a) Write their own stories alone
b) Contribute to a collaborative story
c) Read a book aloud

2) What did Emily contribute to the story?
a) A talking dog
b) A mysterious old house that was haunted
c) A flying car

3) What did Mrs. Carter explain at the end of the lesson?
a) Collaborative storytelling helps develop imagination and language skills
b) English is only about memorizing vocabulary
c) Everyone will have to write their own stories for homework

2. Decide if the statements are true or false (3 points)

1) The special activity for the day was creating a collaborative story as a class.

2) The class's story included a hidden treasure and a secret passageway.

3) Mrs. Carter said the activity was a fun way to practice imagination and language skills.

3. Choose the correct meaning of the underlined word or phrase.

1) “Excited whispers filled the room.” What does "whispers" mean?
                 a) Loud talking
                   b) Silent writing
                   c) Quiet speaking
                   d) Angry shouting

2) “Who can ______ to the story? Anyone?” Mrs. Carter asked.
                   a) adding
                   b) adds
                   c) add
                   d) added

3) What does the word "curiously" mean in the sentence:
"The students looked at each other curiously. What could it be?"
a) Confidently
b) With interest and wonder
c) Angrily
d) Without paying attention

4. Answer the following questions (3 points)

1) What did Emily add to the story when she raised her hand?

2) How did the students feel about the storytelling activity by the end of the class?

3) The students realized that English could be fun and creative, didn’t they?

Тема заходу: Інтелектуальне шоу «Що? Де? Коли?»

Мета: - формувати в учнів комунікативні вміння та навички;

- стимулювати мотивацію та інтерес учнів до вивчення англійської

мови;

- розвивати пам’ять, творчі здібності учнів;

- виховувати позитивне ставлення та повагу до культури цих країн;

- виховувати почуття відповідальності, культуру мовлення та уміння

співпрацювати;

- вчити учнів співпрацювати в команді, виховувати почуття товариськості, доброзичливості, толерантності та наполегливості у досягненні мети.

Обладнання: музичний супровід, презентація, відео, прислів’я.

1. Організаційний момент.

а) привітання;

Dear Friends! We are very glad to see you here. Today we are going to have a kind of intellectual game “What? Where? When?” We hope it'll be rather interesting for you and you'll have a good time. So, be attentive, listen to all the questions and try to give, the right answers. We wish you good luck and hope for your active participation. Yes, you'll have to work together to make the common decision and it's possible only when you are united, when you are real friends.

б) повідомлення правил гри:

• the game consists of six tasks;

• listen to these tasks carefully;

• do not make noise or talk;

• touch the desk bell when you are ready to answer;

• for each right answer you’ll get one point;

• we will have three breaks. There are musical, tea break and minute of poetry;

• when the round is over the jury will check up your answers. The winner of the game will be that who gets more points, the Pupils’ or Viewers’ teams.

в) представлення команд (коротке повідомлення про склад команди, її назву).

2. Основна частина гри.

1 TASK. Answer the questions. For each right answer you’ll get one point.

l. What do English people usually talk about when they meet?

• the weather

• the money

• the hot-dog

2. Where is London situated?

• on the Severn

• on the Thames

• on the Avon

3. What colour are usually taxis in London?

• black

• red

• yellow

4.What is the British national drink?

• coffee

• tea

• juice

5. What is the most popular outdoor winter sport?

• chess

• skiing

• football

6. What is the great national sport in the USA?

• basketball

• football

• cricket

7. What is the official name of Great Britain?

• the United Kingdom of Great Britain

• the United Kingdom of Great Britain and Northern Ireland

• Great Britain

8. What is the capital of Great Britain?

• Manchester

• Liverpool

• London

9. Where was William Shakespeare born?

• in Stratford-on-Avon

• in London

• in Birmingham

Musical pause

2 TASK. It is connected with holidays and dates. Your task is to answer the questions. For each right answer you’ll get one point.

When do we celebrate St. Valentine Day?

What holiday do Ukrainian people celebrate on the 28th of June?

When do British people celebrate Christmas Day?

When do pupils begin to go to school after their long summer holidays?

When do we celebrate Women's Day?

What holiday do we celebrate on the 24th of August?

What religious holiday do we celebrate in April or May?

What is the main decoration in every house on New Year?

What season is Halloween celebrated in?

What is the main symbol of Halloween?

Who brings presents at night to New Year for English children?

3 TASK. It is connected with proverbs. Your task will be – to guess the meanings of these proverbs, translate them into Ukrainian. For each right answer you’ll get one point.

Better late than never.

It is never too late to learn.

Lost time is never found again.

There is no bad weather, there are bad clothes.

If you want a thing well done, do it yourself.

To know everything is to know nothing.

4 TASK. It is connected with grammar. Your task will be – to guess the tenses of the sentences and translate them into Ukrainian. For each right answer you’ll get one point.

They were at the cinema yesterday.

I will send mу report tomorrow.

I go to the gym every day.

She is writing the letter now.

5 TASK. You are approached by the teacher from our lyceum. She will describe the thing to you, and you have to guess what is in the black box.

This thing is made of gold which is awarded as first prize in a contest or sport competition.

6 TASK. BLITZ QUESTIONS. It is for the team captain. You will receive six questions. Each correct answer is one point. You are given 20 seconds to think. Please stand up. And we are beginning now.

The teacher writes on it.

This is a thing in which we put pens, pencils and a ruler to school.

Children use it in Art.

People read it at school, in the park, at home.

Children put school things on it.

We use it in all lessons and at home. We write with it.

Now we have finished all the tasks and its time to announce the winner. Let's summarize. Our jury, are you ready to tell the results of the game.

According to the scores we can congratulate the team___________ with the victory and present them with presents as the best English learners”

Thanks for your activity and participation. You are great!

Клас: 2-A
Tема: Моя родина та друзі. Почуття та емоції
Підтема: Ми щасливі
Мета уроку:
- закріплення лексики по темі «Почуття та емоції»;
- формування навичок аудіювання та читанняформування

граматичних навичок «Стверджувальні речення з дієсловом to be»;
- вміння використовувати у мові ЛО по темі «Feelings and emotions»;

- відмінювання дієслова to be в однині і множині (ствердження);

Ключові компетентності: спілкування іноземними мовами, інформаційно-цифрова

Обладнання: підручники, зошити, наочність, роздатковий матеріал, презентація, відео супровід, ТЗН
Procedure
I. 1. Greeting. Hello, my dear pupils! How are you today?
   2. Lead-in: Listen, read the chant.
T: Have you got pets at home?
Ch: I have got a cat / a dog / …
  3. Aims.
4. Phonetic exercise:
   Revise ey, ay, oy, form the words and read:

ey

ay

oy

th_ _

pl_ _

t_ _

gr_ _

d_ _

b_ _

h_ _

s_ _

j_ _

II. 1. Vocabulary revision “Feelings and emotions”. Look at our X-mas Tree. Is it happy? Is it sad? Let’s decorate it with the help of emotional snowflakes.
2. Mime game “Are you sad?”

3. Pair work “How are you?”
4. Physical exercise “Cucumber dance”

5. Team work. Grammar Revision of the verb ‘to be’: am, is, are. HOs

I… happy.

I…good.

He… sad.

He… hot.

We… tired.

We… angry.

They… scared.

They… thirsty.

You… cold.

You…happy.

She… hungry.

She… scared.

6. Number Revision from 1-20. Sing a song together.
7. Classroom game “How many snowmen and presents?” Watch and count.
8. Exercise for eyes. Watch and repeat.
9. Work in the workbooks. / “Prepositions”, ex. 2
III. Summary. Self assessment.
T: So, I see, you worked hard today. How are you now?
I give you smiles for good, great job! Thank you for the lesson. Goodbye!

Form: 10

Topic: Choose the Career!

Microtopic: My future profession

Main aim: by the end of the lesson learners will be able to tell 3-4 sentences about their future profession using the target language

Subsidiary aims: learners will be able to read the job adverts for giving their recommendations;

learners will be able to listen about jobs for discussing the personal qualities the teens must have;

learners will be more interested in their future career presenting their projects

Personal aims: paying more attention to timing;

paying attention to using the vocabulary;

giving feedback orally

Equipment: Power Point Presentation, HOs, Pupils’ projects, audio track, board.

Procedure

I. 1) Greeting.

2) Warming-up.

3) Lead-in: a) Prediction. Look at these three pictures and think of the topic of our lesson today.

T: Today we are going to speak about jobs and professions. We are going to revise all material about profession. We’ll find out what qualities you need to do your best at your future job. You’ll have a good opportunity to demonstrate your knowledge of English.

b) Try to unscramble this sentence to read John Galsworthy’s quotation. Do you agree with it or not?

the about if you think future don’t , not one you will have

Key: If you don’t think about the future, you will not have one.

T: I quite agree with it. Our future is in our hands. And your future career is in yours.

II. 1. Reading skills practice: Job adverts – exercises

T: Do you need some cash? Are you looking for work? Well, look at these job adverts and do the exercises to improve your reading skills.

a) Pre-reading: Match the vocabulary with the correct definition and write a-f next to the numbers 1-6.

b) While-reading:

1) Read and name Job adverts:

- Support worker

- Trainee hairdresser

- Magazine Writer

- Model

- Coffee Beans café worker

2) Rate these jobs from well-paid and popular to low-paid among teens. Tell your ideas.

3) Read the adverts and say what the following jobs require.

T: What does the job of model/writer/trainee hairdresser/support worker/ coffee beans café worker require?

c) Post-reading: 1) Check your understanding: matching.

Complete the recommendations with a job from the box.

A: Support worker	B: Trainee hairdresser		C: Wowee Magazine writer
D: Model		E: Coffee Beans café worker

Nina is studying English and has her own blog. She is a very sociable person, and is interested in music and fashion.

Dave has just finished school and is looking for a full-time job. He is sociable, likes working with his hands and cares about his appearance.

Dewei enjoys helping people. He wants to make a difference to other people's lives. He is looking for opportunities to learn new things that will help him in his career.

Sarah is a student and she is looking for flexible, part-time work. She doesn't want to work in a restaurant or shop. She is tall, beautiful and has her own unique look.

Sam is friendly and sociable. He has experience working in a restaurant and wants a job with more responsibility. He is studying part-time so he needs flexible working hours.

2) Check your understanding: gap fill.

Complete the sentences with A, B, C, D or E. You can use each letter more than once.

1.	You never have to wear your own clothes for job ________.
2.	Job ________ offers possibilities for children under 16 years old.
3.	Your pay for job ________ depends on how successful you are at the job.
4.	Job ________ requires physical contact with customers.
5.	Job ________ offers management opportunities.
6.	You might get some ‘freebies’ if you do job ________.
7.	You need to work closely with your team for job ________.
8.	Job ________ is for someone who likes working with older people.

‘freebies’ - free ticket or free food

2. Listening skills practice:

a) Pre-listening

And now we’re going to talk about jobs for teenagers. As you know it’s very popular in Great Britain and the USA.

Look at the list of professions. Decide which of the jobs can be described using the words or phrases in the list below. You can use some of them more than once.

A. Babysitting

B. Fruit picking

C. Serving customers in a tea-room

D. Delivering newspapers

E. Helping in a hairdressing salon

put to bed, trees, blow-dry, get tips, morning paper, customers, wash, fruit boxes, tell stories, front door, do a round, haircut, farm, feed, serve meals, permanent wave, bring the bill, pick fruit, neighbourhood, look after

2) While-listening

You will hear four teenagers talking about how they earn some pocket money. Decide which person does which job. Write the number of the speaker in the correct box. One job does not appear in the recording.

- Fruit picking – 0

- Serving customers in a tea-room – 3

- Babysitting – 1

- Delivering newspapers – 2

- Helping in a hairdressing salon – 4

Speaker 1

I have to think about school first of all, because my parents wouldn’t let me work if my grades suffered, so I only work during the holidays. Last year I had a five-year-old to look after three times a week. I had to feed her and then put her to bed. She was all right; a bit difficult sometimes, but I liked to play with her and tell her stories.

Speaker 2

It doesn’t pay too well, but I’m too young to do any other job. I do a round of about twenty houses in the neighbourhood on my bike. It’s only a minute to stop and leave the stuff at the front door, but still, I have to get up around six if I want to finish in time for the school bus. The only problem is when there’s very heavy rain or when it’s really cold.

Speaker 3

It’s a nice place and it’s always full, so you really have to be quick. I work for five hours on Saturday afternoons and earn Ј15 plus tips. It’s not bad, and I like the job because I meet a lot of people all the time. Of course, I have no time to stop at a table and chat, but that doesn’t seem to be a problem. Sometimes you can have a really nasty customer, but that’s very rare.

Speaker 4

I work on Saturdays from 8 in the morning till 5. I’m on my feet all day, and it can be tiring, but I really enjoy it here. Of course I’m not allowed to do the cutting, but I help with perming and blow-drying and I do the washing myself. I’d love to do the job when I leave school.

Post-listening

Think what personal qualities these teens must have.

3. Speaking skills Practice. Children present their projects in the form of the job interview in pair work.

III. Ending: Our lesson is coming to the end. I’ll evaluate you according to the criterions table for your reading, listening and speaking skills.

1. Homework: Do this task in the ZNO format.

2. Feedback: Let’s name useful tips for getting a job and stick them in the logical order: making a plan, reading job adverts, write a perfect resume, having a job interview, getting a job.

Thank you for your attention! You have been very clever today.

watch?v=lzEdaazjIdw
Match to make correct sentences about the text.
30 years ago, the catwalks in London, each week, twice a year, 1972, the canal
Camden market was originally next to …
Camden market first opened in …
Half a million people visit Camden market …
Punk fashion didn’t exist …
London Fashion Week is held …
Many fashion trends that we wear start on …
Homework: WBs ex. 10, p. 24

Блог вчителя англійської мови Климчук Наталії Іванівни

Методичні розробки

Клас: 2-A

Tема: Моя родина та друзі. Почуття та емоції

Підтема: Ми щасливі

Мета уроку:

- закріплення лексики по темі «Почуття та емоції»;

- формування навичок аудіювання та читанняформування

граматичних навичок «Стверджувальні речення з дієсловом to be»;

- вміння використовувати у мові ЛО по темі «Feelings and emotions»;

- відмінювання дієслова to be в однині і множині (ствердження);

Ключові компетентності: спілкування іноземними мовами, інформаційно-цифрова

Обладнання: підручники, зошити, наочність, роздатковий матеріал, презентація, відео супровід, ТЗН

Procedure

I. 1. Greeting. Hello, my dear pupils! How are you today?

2. Lead-in: Listen, read the chant.

T: Have you got pets at home?

Ch: I have got a cat / a dog / …

3. Aims.

4. Phonetic exercise:

Revise ey, ay, oy, form the words and read:

ey

ay

oy

th_ _

pl_ _

t_ _

gr_ _

d_ _

b_ _

h_ _

s_ _

j_ _

II. 1. Vocabulary revision “Feelings and emotions”. Look at our X-mas Tree. Is it happy? Is it sad? Let’s decorate it with the help of emotional snowflakes.

2. Mime game “Are you sad?”

3. Pair work “How are you?”

4. Physical exercise “Cucumber dance”

5. Team work. Grammar Revision of the verb ‘to be’: am, is, are. HOs

I… happy.

I…good.

He… sad.

He… hot.

We… tired.

We… angry.

They… scared.

They… thirsty.

You… cold.

You…happy.

She… hungry.

She… scared.

6. Number Revision from 1-20. Sing a song together.

7. Classroom game “How many snowmen and presents?” Watch and count.

8. Exercise for eyes. Watch and repeat.

9. Work in the workbooks. / “Prepositions”, ex. 2

III. Summary. Self assessment.

T: So, I see, you worked hard today. How are you now?

I give you smiles for good, great job! Thank you for the lesson. Goodbye!

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Класне керівництво

I… happy.	I…good.
He… sad.	He… hot.
We… tired.	We… angry.
They… scared.	They… thirsty.
You… cold.	You…happy.
She… hungry.	She… scared.

Методичні розробки

Клас: 2-A

Tема: Моя родина та друзі. Почуття та емоції

Підтема: Ми щасливі

Мета уроку:

- закріплення лексики по темі «Почуття та емоції»;

- формування навичок аудіювання та читанняформування

граматичних навичок «Стверджувальні речення з дієсловом to be»;

- вміння використовувати у мові ЛО по темі «Feelings and emotions»;

- відмінювання дієслова to be в однині і множині (ствердження);

Ключові компетентності: спілкування іноземними мовами, інформаційно-цифрова

Обладнання: підручники, зошити, наочність, роздатковий матеріал, презентація, відео супровід, ТЗН

Procedure

I. 1. Greeting. Hello, my dear pupils! How are you today?

2. Lead-in: Listen, read the chant.

T: Have you got pets at home?

Ch: I have got a cat / a dog / …

3. Aims.

4. Phonetic exercise:

Revise ey, ay, oy, form the words and read:

ey ay oy th_ _ pl_ _ t_ _ gr_ _ d_ _ b_ _ h_ _ s_ _ j_ _

II. 1. Vocabulary revision “Feelings and emotions”. Look at our X-mas Tree. Is it happy? Is it sad? Let’s decorate it with the help of emotional snowflakes.

2. Mime game “Are you sad?”

3. Pair work “How are you?”

4. Physical exercise “Cucumber dance”

5. Team work. Grammar Revision of the verb ‘to be’: am, is, are. HOs

I… happy. I…good. He… sad. He… hot. We… tired. We… angry. They… scared. They… thirsty. You… cold. You…happy. She… hungry. She… scared.

6. Number Revision from 1-20. Sing a song together.

7. Classroom game “How many snowmen and presents?” Watch and count.

8. Exercise for eyes. Watch and repeat.

9. Work in the workbooks. / “Prepositions”, ex. 2

III. Summary. Self assessment.

T: So, I see, you worked hard today. How are you now?

I give you smiles for good, great job! Thank you for the lesson. Goodbye!

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Класне керівництво

ey

ay

oy

th_ _

pl_ _

t_ _

gr_ _

d_ _

b_ _

h_ _

s_ _

j_ _

I… happy.

I…good.

He… sad.

He… hot.

We… tired.

We… angry.

They… scared.

They… thirsty.

You… cold.

You…happy.

She… hungry.

She… scared.