Anglescina_SS_2011-12

zgib hrbet
zgib hrbet
Joanne Collie
Intermediate Učbenik
Upper-intermediate
Učbenik
za angleščino v 3. in 4. letniku gimnazij
Joanne Collie
Intermediate
UčbenIk
za angleščino v 1. in 2. letniku gimnazij
in vseh letnikih strokovnih šol
Vsak izmed nas ima različne sposobnosti in pomanjkljivosti,
zato so različna tudi naša izhodišča za uspešno učenje.
Z nakupom delovnega zvezka k temu učbeniku prispevate
sredstva za razvoj učnih gradiv za otroke s posebnimi
potrebami. S prilagojenimi učnimi gradivi bodo lažje
premagovali težave pri učenju in razvijali svoje sposobnosti.
1/17/11 11:32 AM
24,90 EUR
ISBN 978-961-271-021-7
9 7 8 9 6 1 2 7 1 0 2 1 7
Založba Rokus Klett, d. o. o.
Stegne 9 b, 1000 Ljubljana
Telefon: 01/513 46 00
Faks: 01/513 46 99
E-pošta: rokus@rokus-klett.si
www.rokus-klett.si
Moderna učbenika za angleščino,
napisana za slovenske dijake!
vsebine iz sveta najstnikov
•
slovenske teme in kultura
•
priprava na maturo
znanje
nas dela
velike

Spoštovani profesorji
in profesorice angleščine!
Prejšnje leto smo vas razveselili z novico o učbeniškem kompletu Way up Intermediate,
ki je pisan za slovenski trg in prilagojen slovenskemu učnemu načrtu ter slovenski maturi.
Letos smo temu dodali še komplet Way up Upper-intermediate.
Ker so dijaki zdaj že precej zrelejši in zahtevnejši, smo vsebinam iz njihovega sveta dodali
tudi take, s katerimi se bodo srečevali na svoji nadaljnji študijski in/ali poklicni poti, pa
tudi take, ki sprožajo aktualna družbena in kulturna vprašanja. Tako se bodo med drugim
učili, kako napisati ustrezno prijavo za delo in izpeljati uspešen intervju, se učinkovito
pogajati, prepričevati in primerno izražati kritiko, dotaknili pa se bodo tudi odnosov med
spoloma ter vedno bolj aktualnih migracij ter medrasnih zakonov. Seveda nismo pozabili
na umetnost, kulturno izročilo, tehnologijo, znanost … Učbenika Way up Intermediate
in Upper-intermediate skupaj pokrivata vse teme, predvidene v predmetnem izpitnem
katalogu in učnem načrtu za angleščino.
Ena od prednosti učbeniškega kompleta Way up Intermediate so lokalne vsebine
in te smo vključili tudi v komplet Upper-intermediate. Dijaki bodo brali, poslušali in
debatirali o mednarodno uveljavljenem izumitelju Petru Florjančiču, belokranjski folklorni
skupini, uspešnem poslovnežu Igorju Akrapoviču, ljubljanski Hiši eksperimentov, primerjali
Prešerna z njegovim škotskim sodobnikom Robertom Burnsom ...
Novost v Way up Upper-intermediate so med drugim naloge za pouk književnosti.
Vsak modul se namreč sklene s tremi stranmi, namenjenimi literarnim besedilom.
Z nalogami in aktivnostmi, vezanimi na besedila, bo priprava na književnost na maturi
lažja in manj stresna.
Ob izidu učbeniškega kompleta Way up Intermediate smo od številnih profesorjev
angleščine prejeli spodbudne povratne informacije, ki so nas prepričale, da smo na
pravi poti. Verjamem, da bo tako tudi s kompletom Upper-intermediate.
Nikar ne pozabite na spletno stran www.wayup.si, kjer boste našli veliko dodatnih
gradiv, lahko pa nam tudi pišete in poveste, kako ste z učbeniškimi kompleti zadovoljni.
Veseli bomo vašega mnenja.
Pa srečno!
Petra Bizjak,
urednica za angleščino
Založba Rokus Klett, d .o. o.

count up your scores.
n
of
o
nt
S
Th
5 A Before you watch a video, choose the right interpretation
of these phrases. Use a dictionary if you wish.
ivi
sco
idi
B Watch a video about Athina Bortigao, the daughter of
immigrants living in Greece. Don’t worry if there are some
B Write an email to Athina to say what you
thought of the video. Te l her:
• Did you like the video? Why or why not?
,
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.
.
.
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.
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nost in pomanjkljivosti,
a za uspešno učenje.
u učbeniku prispevate
otroke s posebnimi
i gradivi bodo lažje
razvijali svoje sposobnosti.
zgib hrbet
zgib hrbet
Intermediate Učbenik
Joanne Collie
Intermediate
UčbenIk
za angleščino v 1. in 2. letniku gimnazij
in vseh letnikih strokovnih šol
Joanne Collie
Upper-intermediate
Učbenik
za angleščino v 3. in 4. letniku gimnazij
1/17/11 11:32 AM
13 A small planet
and its people
Passive structures – present, past and future
Subject and object questions
• Agreeing and disagreeing
13A Caring for the planet
1 A What environmental problems are shown in the photos?
With a partner, tick the expressions that are connected
with environmental problems. Make sure you understand
them: use a dictionary or ask others.
greenhouse gases
recycling the hole in the ozone layer sports air po lution
libraries the moon
global warming water po lution rubbish and waste films
traffic
the arts the Green Party B Which of the items you ticked in 1A presen the most
dangerous problems for us today? Do a quick class survey
to see how many of your classmates share your ideas.
2 A Stand up and show your views. If you agree with the
fo lowing statement, go to one corner of the room. If you
disagree with the statement, go to the opposite corner.
The protection of the planet should
be our first priority as human beings.
B In your two groups, discuss the statement and give
reasons for your views. Divide the board into two and write
notes from your discussion under the right heading.
We agree with the statement We disagree with the statement
3 A Work with a partner. Study the examples and complete the
basic rules for transforming active into passive structures.
Subject Verb Object
Active Climate change a fects everyone in the world.
Passive Everyone in the world is affected (by climate change).
Active Simple steps are achieving good results.
Passive Good results are being achieved by simple steps.
A General rules:
• The object becomes .
• The subject (the agent or doer) becomes .
• Use to link the new object.
• It is not always necessary to include .
B Rules for transforming the verb:
• The Present Simple of the verb becomes the
Present Simple of BE + .
• The Present Continuous of the verb becomes
the Present Continuous of BE + .
B Transform the presen tenses from active to passive.
1 Some people debate the causes of global warming.
2 Greenhouse gases are making the problem worse.
3 Recycling is protecting the planet.
4 People don’t rea ly understand global warming.
4 A Here are examples with other tenses. Identify the tense,
circle the subject in each sentence, and underline the object.
Then complete the general rule for transforming verbs.
1 Active: Air po lution has increased the risk of skin
cancer.
Passive: The risk of skin cancer has been increased
by air po lution.
2 Active: Air po lution created a hole in the ozone layer.
Passive: A hole in the ozone layer was created
by air po lution.
3 Active: Until recently, simple steps were achieving
good results.
Passive: Until recently, good results were being
achieved by simple steps.
4 Active: Environmental issues wi l touch everyone
on the planet.
Passive: Everyone on the planet wi l be touched
by environmental issues.
General rule for transforming verbs:
Identify the tense of the verb.
Use the same tense with BE + .
B Transform these active sentences into passives.
1 Local teenagers cleaned up the local environment.
2 Teens have placed recycling bins a l over town.
3 The increase in traffic has created a problem for
many towns.
4 Our efforts were gradua ly improving the situation.
5 Shoppers are throwing away plastic bags.
6 The school encouraged students no to use plastic bags.
7 R ubbish wi l fi l the oceans.
8 We won’t feed hungry populations if we run out of fish.
9 Turning a blind eye to the problems isn’t going to
solve them.
5 A With a partner, read the tex that a student wrote for a
poster entitled LIVING A GREEN LIFE. Help each other with
any diffi culties. Re-write it in a more punchy, persuasive
style, using the active voice. You can use bu let points, as
in the example.
• Buy co ton or cloth grocery bags to avoid discarding plastic bags.
Living a green life is not only admirable, but
easier than ever before. Pat yourself on the
back if you take these simple steps towards a
healthier, more aware existence.
Co ton or cloth grocery bags can be bought
to avoid discarding plastic bags. Lights and
appliances should be switched off before
you leave a room. As you brush your teeth,
remember that taps should be turned o f.
Outdoor trees can be planted and looked after
to help clean the air. Your plastic, glass and
paper purchases should be recycled. “Natural”
or “organic” food not treated by chemicals
should be bought when you go shopping. Your
own herbs can be grown on the windowsil.
Showers should be taken rather than baths. So
that you don’t need to worry about how we l the
suds biodegrade, natural shampoos should be
used. In a l your small appliances, rechargeable
ba teries should be used. When they are not
in use, mobile phone chargers should be
unplugged. Your school should be asked to
purchase recycled paper.
B In sma l groups, make your own poster. Try to fi nd
dramatic photos or drawings for i lustration. Have a poster
exhibition in the class. Answer your friends’ questions about
your poster.
6 A Watch a video narrated by Carl Sagan, a famous
astronomer and author. With a partner, decide on Sagan’s
main message. Choose one of these or write your own.
1 We are alone on a sma l plane that has everything
and everyone we care about.
2 This tiny planet is a l we’ve got: let’s live on it
peacefuly.
3 We mus take care of each other and our home,
the earth.
4 Your own:
B Compare you reaction to the video with others. What
did you fi nd most striking in it? Write down two interesting
reactions that you heard from other students.
7 A Read the text of the video on page 141. Comb the text
to fi nd:
1 At leas three words or expressions that mean huge,
on a universal scale: , ,
2 At least five words or expressions that mean the
opposite of huge: , ,
, ,
3 Two words or expressions that mean the opposite
of light: ,
4 At least six words or expressions that indicate negative
views of the way humans act: ,
, , ,
5 At leas three words or expressions that indicate
negative views of the way humans think of themselves:
, ,
B Watch the video again. Write a paragraph to
describe what you response was this second time.
Post your paragraphs around the classroom and
discuss them with others.
G 20 Passive structures – present, past, future
Everyone is affected by climate change.
A hole in the ozone layer was created by po lution.
The problems won’t be solved by turning a blind eye
to them.
MORE PRACTICE: Workbook, pages 70, 73
2B Different backgrounds
84
C Th e r es u lt s of a r e sear ch sur v e y a mo n gs t U K
residents show that not matter wha their ethnic
1 Read the shor texts (A–H). With a partner mark them:
background is, the majority are in favour of one
F if they are factual accounts = supposed to be true
A if they are anecdotes = personal memories
national identity. When asked whether anyone who
has recently come to the country should be required
to attend courses about British citizenship and the
British way of life, seventy-eight per cent of a l the
A B C D E F G H
people surveyed answered yes.
Way up Intermediate
2 A What differences are there between factual accounts and
anecdotes? Choose the features which are typical of F or A.
a They are often informal in style.
b The language is often complex.
c The language is formal.
d Emotion is often expressed.
e They use the first pronoun.
f They are not emotional.
g They often tell the reader where
the information comes from.
F A
H T h e CI LS da ta v ivi dly u n d ersco res th e ra pi di ty wi th whi ch
English triumphs and foreign languages atrophy among
children of immigrants in the US, rebutting concerns about
the perpetuation o foreign-language enclaves in immigrant
communities. Rather than posing a threa to the dominance
of English, what is being eliminated rapidly is the ability of
these children to maintain fluency in the language of their
immigrant parents, a significant loss of scarce and valuable
bilingual resources for individuals and for the US in an
increasingly global economy.
expressions you don’t understand. Complete the sentences.
1 The programme is about a teenager
2 Greece doesn’t let immigrant stay
3 Athina feels just like other Greek teenagers because
4 The country’s laws are not appropriate because
5 Athina wants to be a Greek citizen because she feels
Potrjeno za angleščino v 1. in 2. letniku v splošnih, klasičnih in
strokovnih gimnazijah ter za vse letnike srednjih strokovnih šol.
h The sentences are often short.
B With a partner, write answers to these questions, then
compare with others.
1 Can a reader trust a factual account? List reasons.
• Yes, we can trus them. Reasons:
• No, we can’t trus them completely. Reasons:
2 What can you do to check if factual accounts are
really true?
3 Are anecdotes more reliable, that is, are they always
true? List reasons.
• Yes, they are as reliable as factual accounts. Reasons:
• No, they are not very reliable, a reader has to be
careful. Reasons:
D O ne i n fi ve chi ld re n i n t he U ni ted S ta tes t od ay h as a n
immigrant parent. What do we know about how immigrant
children are becoming American, and how do we know it?
Some surprising answers to this question have emerged
from the Children of Immigrants Longitudinal Study (CILS),
an in-depth research projec that is fo lowing the fortunes
of 5,262 teenagers and their parents representing 77
nationalities, primarily based in San Diego, California,
and in Miami and Fort Lauderdale, Florida.
E M y pa re nt s a r r i ved h e r e f r om Pa ki sta n i n 19 6 2
with nothing bu their suitcase. They worked
hard in a local factory and they never claimed
unemployment benefits or any other kind of social
support. Later, they built up their own successful
business, sent money to thei relatives back home,
and brought up three children. I think that’s quite
an achievement.
3 Read the factual accounts again. Match each one with
a headline.
Text
Text
Text
-------------------------------------
A ten-year study reveals facts
about immigrant children
in the US
A ten year study reveals facts about immi ant chil
Is Britain multicultural?
Most people p support
s
a British identity
S,
NEARLY HALF OF
Th CILS
dataa viviv dly undersco
re the ra id
O AUS
TR
ALIANS
ARE FIRST- OR SE
COND- GENERATION
IMMIGRANTS
US in an increasingly global economy.
she .
Get the hang of it!
Writing an informal email
6 A What are the differences between writing an informal
letter and writing an informal email? Tick the statements
that are true and re-write the statements that are false.
1 In an informa letter, you often have your own
address a the top, bu this is not necessary
in an informal email.
2 For informa letters and emails, you
write the date before you begin.
3 The greeting in an email i sometimes
‘Dear …. ,’ but it can also be
‘Hello’, or ‘Hi’.
4 In emails, senders often
F I ha v e l i v e d i n th e U ni te d Stat e s f or 8 yea rs . I wa s
born in Burma. My family came over here to have
a new life. We were chased by the government
Text
IMMIGRANT CHILDREN IN THE US
PREFER TO SPEAK ENGLISH
use more informal
language than in letters.
5 The sender often uses
Way up Upper-intermediate
and our lives were in danger. My family separated
and a great family adopted me.
Die data vividly underscore the
4 Some texts in exercise 1 hint at problems that immigrant
children face in the US and Britain. With a partner, lis two
problems from the texts. Try to think of other possible
problems.
shortened words in both
letters and emails.
6 The ending in an email
is always the same as in
an informa letter.
A The Aus tr a li a n Ce nsus fo r 200 6 re ve als th at 4 4 pe r c en t of
V postopku potrjevanja za angleščino v 3. in 4. letniku
v splošnih, klasičnih in strokovnih gimnazijah.
Australians were born either overseas or to at least one parent
born in a country other than Australia, and Asians are quickly
catching up to Europeans to be a dominant source of immigration.
B Ma r wa n F ie l d, 17, o f I ra q i a n d We ls h d e sc e n t, h as
two uncles who recently claimed asylum. Both
were tortured, he says, in one case for failing to
have a portrait of Saddam Hussein on display in
his home.
4C National days
G A l t ho ug h I wa s b or n i n E ng la n d, m y b ac kg ro u n d is
very multicultural. My dad was Egyptian and my
mum half Scots, half French. We lef the UK when
I was twelve and wen to live in Canada. But when
I fly in to Heathrow through the dark clouds and
1 A country wary of new arrivals = is frightened of
them / welcomes them.
2 The threat of arrest for immigrants looms large = it’s
possible that immigrants will be arrested / immigrants
are protected from being arrested.
3 The girls have no permanent status = they can stay
as long as they like / they can’t stay for a long time.
4 They campaigned for the legalisation of immigrants
= they tried to get immigrant sent away / they
wanted immigrants to have the righ to stay.
5 The country’s legal framework hasn’t caught up with
the new reality = the laws are appropriate for life in
• What did you particularly like in it?
• Do you think it’s a good idea for her to fight
for citizenship?
• Do you wan to wish her luck with her campaign?
Good luck with your campaign. I hope you win!
G Recognising factual or anecdotal texts
I am the child of an illegal immigrant. (anecdotal)
One in five children in the United States today has
14 15
see all the chocolates in the shops, I know I’m back
home.
the present / the laws are not appropriate for life in
the present.
an immigrant parent. (factual)
MORE PRACTICE: Workbook, page 11
1 With a partner, answer the questions and
test your knowledge!
Can you name
the Country?
For an extra point, give the day
on which the national holiday is
celebrated.
Prepare your arguments. List reasons for or against placing
a lot of value on national rituals.
name the country which celebrates …
For Against
1
… a day over two hundred years ago when
2
citizens attacked a prison and freed the
prisoners.
3
… the day when the first fleet of ships arrived
and took possession of the territory for Britain.
… the day it became an independent country,
B Have an informal debate. Each group takes it in turn to
4
no longer under Portuguese rule.
tell the class one of the arguments it has prepared. Another
group then continues in either of these ways.
… the day it was united into one country in
1867, although it still has kept two official
a Add another argumen that supports the one just put
forward.
5
languages.
arguments:
b State an argumen that opposes the one just put forward.
2 A You are sending the quiz to a friend in England. With a
… the day when an explorer took possession
of lands far away in the name of its king and
partner, write question 11 – a question about Slovenia’s
You can use some of these expressions to link similar
6
queen.
similarly equally likewise by the same token
also in addition another reason/argument
national day, to add to the quiz. Compare your question with
those that others in the class wrote. Discuss these questions.
… its patron saint by having parades
• Did you do anything specia last year to celebrate
national day?
we’d like to add that …
7
featuring a lot of green.
arguments:
You can use some of these expressions to link opposing
8
… the day it claimed independence from
Britain and established its own republic.
• What celebrations have usually been organised
on that day?
• Are the celebrations popular with adults?
With children?
however in fact on the other hand rather
in contrast on the contrary still yet though
… the day when its republic was founded
9
in 1949 after a Long March.
B With the quiz, you send your English friend an email
account of Slovenian national day. Tell him/her:
actually all the same anyway as a matter of fact
a the same time nevertheless nonetheless
Keep the debate going as long as possible!
10
… the day it became a republic after many
centuries of being an empire.
• what people generally do to celebrate,
• what you yourself did to celebrate,
Listeners: take notes abou the arguments that you find
particularly convincing.
… the Queen’s birthday (the present Queen
11
has kept her mother’s birthday as a national
holiday).
• what you liked best about it – or what you
didn’t like very much or at all.
4 A Write a short article (100–150 words) for your class
newspaper or blog, outlining your own views either for or
expressions in 3B.
3 A Prepare an informal debate. The question to be debated is:
agains the importance of national rituals. Use the linking
Are national rituals important for a country?
In groups, discuss your views on these questions.
• How important is it to have a national day?
B Work in a group of 3 or 4 and follow the steps below.
Step 1: Pass your article to another student.
• Is it importan to have rituals in the life of a country?
• Is patriotism out of date?
Step 2: Read the article passed on to you.
2 Memories
1 Use the verb in the righ tense: Past Simple, Past Continuous
or would/used to + short infinitive. Be careful, some verbs are
negative!
I
1 (learn) French when we
2 (live) in Bordeaux. My mum
3 (teach) English there, and every
weekend my dad
4 (come) over
from London, where he 5 (work).
I
6 (find) going to a French nursery
really enjoyable, and soon 7 (pick
up) the language. But I 8 (forget)
English, because we
at home. Sometimes, though, I 10
(remember) that I
9 (speak) it
1 (be) at home and I
12 (start) chatting away in French with
my mum. In the summers, we
to Scotland where we
13 (go)
14 (stay) with my
grandparents a their cottage on the Isle of Skye. Here my
brothers and I
15 (spend) many happy
days swimming, fishing, or hiking in the hi ls. One day I
remember we
dock when the fishermen
16 (go) down to the
return) with their catch, and we 18
17 (just
(buy) a very large salmon from them for dinner. My younger
brother Jed was a keen fisherman too and he
19 (sit) a the end of the dock with his
line every day, but he
much at a l, and he certainly never 21
(catch) such a big fish as that! We 22
20 (catch) very
(take) the salmon home to our grandmother that day. She
23 (read) when we go there, but she
24 (put aside) her book and immediately
25 (start) to prepare a wonderful meal.
We
26 (make) a French-style mayonnaise
to go with the fish, and we a l
a marvellous feast. Those
years and the three of us
loving both France and Scotland.
27 (have)
28 (be) happy
29 (grow up)
• Is it better not to focus too much on patriotism, but
instead teach young people to think of themselves as
citizens of the world?
2 Write the pas tense forms of these verbs. Put the verbs into
the right box. Use a dictionary if you need to.
16 bring
1 tell 17 grow
2 cost 18 break
4 begin 20 get
3 run 19 shake
6 sing 22 fly
5 buy 21 put
8 bite 24 set
7 think 23 fight
9 speak 25 forget
11 drink 27 cut
10 ring 26 take
12 sell 28 blow
13 wake 14 hide 29 seek
15 sink
1
Keep the first consonant(s), add ought
9
8
Keep the first consonant(s), add ook
7
The present and past are the same
Keep the first consonant, add old
2
6
From Present
to Past
3 These sentences express events that happened repeatedly
in the past. Re-write them so tha they express events that
happened only once. Make a l the other necessary changes.
1 In the summer, we used to go for picnics along the river.
One day last summer, we
2 My mother would bake a cake and we would take it
with us.
That day,
3 She would also make us a jug of lemonade.
She also
4 In those days, we used to see dragonflies flitting about.
Suddenly, that day,
5 My little brother would catch one, but he would
always hold it gently.
My little brother
6 He would make jokes and say it was his friend, a fairy.
He
7 But sometimes he would cry when it flew away and I
would lose my cool.
After that, though,
8 I used to pacify him with a sweet, but I would always
think to myself: What a pest!
I
Change the vowel from e to o Remove the final e
Keep the first consonant(s), add oke
Step 3: Write a comment about it, like the comments
you see after website articles. One sentence, or
at mos two.
Step 4: Pass your article to the next student.
Step 5: Read the new article and add a new comment
to the one that is there.
Step 6: Pass the article back to the writer. Look a the two
comments. If you don’t agree with them, say why.
3
4
Keep the first consonant(s), add ew
5
Change the vowel to a
8 9
29

ISBN 978-961-271-021-7
Telefon: 01/513 46 00
Faks: 01/513 46 99
www.rokus-kle t.si
ISBN 978-961-271-022-4
9 7 8 9 6 1 2 7 1 0 2 2 4
AVDIO CD-ji K UČBENIKU
za angleščino v 3. in 4. letniku gimnazij
Založba Rokus Kle t, d. o. o.
Stegne 9 b, 1000 Ljubljana
Telefon: 01/513 46 00
Faks: 01/513 46 99
E-pošta: rokus@rokus-kle t.si
www.rokus-kle t.si
intermediate
Kompleti Way up
zgib zgib hrbet zgib hrbet
Učbenik
Oba učbenika Way up sestavlja 20 lekcij, ki so urejene v štiri
module. Vsak od njih vsebuje tri kratke lekcije z enotama
A in B ter dve daljši lekciji z enotami A, B, C in D.
9 7 8 9 6 1 2 7 1 0 2 1 7
Založba Rokus Kle t, d. o. o.
Stegne 9 b, 1000 Ljubljana
E-pošta: rokus@rokus-klett.si
Enoti A in B sta namenjeni usvajanju nove snovi, enota C
(Culture) je namenjena medkulturnim temam, enota D (Skills
enhancement) pa razvijanju jezikovnih in izpitnih spretnosti z
nalogami maturitetnega tipa.
24,90 EUR
Vsak izmed nas ima različne sposobnost in pomanjkljivosti,
zato so različna tudi naša izhodišča za uspešno učenje.
Z nakupom delovnega zvezka k temu učbeniku prispevate
sredstva za razvoj učnih gradiv za otroke s posebnimi
potrebami. S prilagojenimi učnimi gradivi bodo lažje
premagovali težave pri učenju in razvijali svoje sposobnosti.
Intermediate Učbenik
Joanne Collie
Intermediate
UčbenIk
za angleščino v 1. in 2. letniku gimnazij
in vseh letnikih strokovnih šol
WU 1 UC 2010 naslovnica.indd 1 1/17/11 11:32 AM
Joanne Collie
Upper-intermediate
Učbenik
za angleščino v 3. in 4. letniku gimnazij
Posamezen modul učbenika Way up Intermediate sklenejo
tri strani vaj za utrjevanje jezikovnih spretnosti in besedišča,
v učbeniku Way up Upper-intermadiate pa so te strani
posvečene pouku književnosti. Na koncu učbenika so še štiri
projektne naloge, po ena za vsak modul.
zgib
zgib
Knjižica s slovnico in slovarčkom
Kot prilogo k učbeniku smo pripravili tudi knjižico velikosti A5
s slovnično razlago in primeri rabe ter z dvojezičnim slovarčkom,
zasnovanim po lekcijah.
Delovni zvezek
Delovni zvezek dopolnjuje in nadgrajuje učbenik. Sestavljen je
iz 20 lekcij, razdeljenih na štiri module. Vsaka lekcija ponuja
vaje za utrjevanje slovnice, širjenje in utrjevanje besedišča ter
razvijanje branja, poslušanja in pisanja. Posamezni modul se
konča s tremi stranmi, namenjenimi samostojnemu razvijanju
jezikovnih spretnosti (Skills enhancement), in s stranjo za samorefleksijo
in samoocenjevanje (Blogs and logs). Štiri strani na
koncu delovnega zvezka Intermediate so namenjene razvijanju
učnih spretnosti (Study skills), v Upper-intermediate pa pisnih
spretnosti (Writing and editing skills).
Delovni zvezek
Grammar and
Vocabulary
Booklet
Grammar and
Vocabulary
Booklet
Komplet CD-jev k učbeniku
K učbeniku spada tudi komplet avdio CD-jev za učitelje.
Pri snemanju so sodelovali tako rojeni govorci angleščine
kot slovenski govorci, saj nekatere naloge prikazujejo
komunikacijske situacije, v katerih nastopajo slovenski
govorci in tujci.
Joanne Collie
Intermediate
Joanne Collie
Upper-intermediate
delovni zvezek
za angleščino v 3. in 4. letniku gimnazij
Vsak izmed nas ima različne sposobnost in pomanjkljivosti,
zato so različna tudi naša izhodišča za uspešno učenje.
Z nakupom tega delovnega zvezka prispevate sredstva za
razvoj učnih gradiv za otroke s posebnimi potrebami. S
prilagojenimi učnimi gradivi bodo lažje premagovali težave
pri učenju in razvijali svoje sposobnosti.
delovni zvezek
za angleščino v 1. in 2. letniku gimnazij
in vseh letnikih strokovnih šol
16,90 EUR
Avdio CD-ji k učbeniku
Avdio CD-ji k učbeniku
Joanne Collie
WU 1 DZ naslovnica.indd 1 1/17/11 11:33 AM
Joanne Collie
Upper-intermediate
Intermediate
Intermediate
Intermediate
AVDIO CD-ji K UČBENIKU
za angleščino v 1. in 2. letniku gimnazij
in vseh letnikih strokovnih šol

Učbenik
za angleščino v 1. in 2. letniku gimnazij
Joanne Co lie
delovni zvezek
z angleščino v 1. in 2. letniku gimnazij
Joanne Collie
Upper-intermediate
priročnik za UčitelJe
joanne Collie
za angleščino v 1. in 2. letniku gimnazij
Intermediate
priročnik za učitelje
za angleščino v 1. in 2. letniku gimnazij
in vseh letnikih strokovnih šol
Joanne Collie
Intermediate
Intermediate
Joanne Collie
Priročnik za učitelje
Poleg navodil za delo z učbenikom in delovnim zvezkom vsebuje
priročnik za učitelje tudi rešitve nalog iz učbenika in delovnega
zvezka, transkripcijo avdio- in videoposnetkov, variacije izvedbe
različnih aktivnosti, ideje za motivacijo, naslove spletnih strani v
povezavi z obravnavanimi temami itd. Priročnik vam bo v pomoč
pri zasnovi zanimivih in pestrih učnih ur.
teachers
students
contact us
Vse pravice pridržane.
© 2004 - 2010
Založba Rokus Kle t, d.o.o.,
Stegne 9 b, 1000 Ljubljana
Spletno gradivo za učitelje in dijake
Da bi učiteljem čim bolj olajšali poučevanje po učbeniških
kompletih Way up, so na spletni strani www.wayup.si na
voljo številna brezplačna gradiva, kot so priročnik za učitelje,
videoposnetki k učbeniku, video- in avdioposnetki k delovnemu
zvezku, letni učni načrt, predlog dnevnih učnih priprav, kvizi za
utrjevanje slovnice in besedišča ter testi.
Spletno stran nameravamo nadgraditi z nalogami in aktivnostmi
za pripravo na književnost na maturi, ki jih bomo posodabljali
glede na izbrane maturitetne naslove.
Elektronski učbenik na spletu
Elektronska različica omogoča nov način uporabe učbenika v
razredu. Prinaša številna orodja in aktivne povezave do avdioin
videoposnetkov. Elektronski učbenik Way up Intermediate
bo na voljo na spletnem portalu www.irokus.si že februarja
2011. Za njegovo uporabo v razredu potrebujete računalnik
s spletno povezavo in projektor. Interaktivna tabla je seveda
dobrodošla, vendar ni nujna.
že
februarja
2011
Komplet Way up Intermediate za 1. in 2. letnik gimnazije
ter vse letnike srednjih strokovnih šol je že na voljo, komplet
Way up Upper-intermediate za 3. in 4. letnik gimnazije pa
bo izšel že spomladi 2011.

The Medieval Days in Kamnik
Didaktične prednosti
kompletov Way up
6B When does the performance start?
Way up postavlja v središče učnega procesa
dijake, njihovo doživljanje sveta, razmišljanje,
izkušnje, težave in dileme, s katerimi se srečujejo.
Dijake spodbuja, da o tem spregovorijo,
primerjajo svoje izkušnje z drugimi in tako
razvijajo svoje sporazumevalne zmožnosti
ter strpnost do drugačnosti.
1 Read Matic’s email. Find five mistakes in it.
From: matic@planet.si
To: e.j.smith@aol.com
Subject: Medieval days
Hi Ellie,
I’m so glad you said you could come at
the beginning of June. Great! That means we’ll
be able to go to Kamnik for the Medieval days!
I’ve sent you a programme by snail mail. As
you’ll see, there’ll be lots to do and see
- market stalls, where you can see & buy all
kinds of stuff, music, dancing, a parade in
modern costumes through the centre of town
- really, lots! There’ll be a new printing
press and I’m sure I’ll be able to buy a
special Slovenian poem for you! We won’t want
to miss the Knights of Gašper Lamberger from
Bled on Saturday morning: they’re performing
some sword ghts and traditional dancing, and
I can tell you, they’re cool! Then, in the
afternoon, the Lonca Dance Group from Škofja
Loka are putting on some Renaissance dances,
but before that, a group are playing music on
old medieval instruments. We really loved it
last year, and I promise you will too. It’ll
give you a little snapshot of our history.
Can’t wait for you to get here.
xxxx
Matic
PROGRA
GRAMME
Frid
iday
eve
veni
ning
ng
5 pm
Chil
ildr
dren
en’s
tre
reas
asur
e hunt
– Find Ve
roni
nica
ca’s
treasur
ure!
Saturday
mor
ningng
10 am
Gran
and para
rade
thr
ough
the
Cen
tre – See the kn
ight
hts
in arm
rmou
our,
med
edieval arch
ers, ladies in col
ourful
lon
ong
skir
irts
ts, wi
th biz
izar
re
headg
dgea
r swinging
by their ea
rs.
11
–12
Brow
owse
the
sta
tal s di
splayi
ying
tra
di
tion
al wares
and
craft
s. Her
ere yo
u’
l
nd
woo
oode
n swords
, bows
and arrows for the chil
ildr
dren en, deco
rate
d
po
ott
tter
ery,
tra
radi
diti
onal
emb
roidered pil
lows, and herbal
alis
ts
sel
li
ng age
-old
cure
res for an
yt
hing
tha
hat ails
you. You’
laugh as yo
u wa
tch two men
dr
essed li
ke shi
el
d-bearer
s playing the ol
d game
cal
led ‘Mar
arja
nca’
.
12 noon
Co
me
and
see
the
old
ld-s
tyle
printing press an
d bu
y some
Slo
veni
an
po
ems,
pri
rint
ed by the cast
le master on
old-fashioned
pap
aper
er.
Sa
turd
ay aft
er
no
on
2 pm
Mali
Gra
d, abo
ove
the
old town centre
. The Knights of Gaš
ašpe
per
Lamb
er
ger from
Ble
led – exciti
ng sword ghting and re
dan
ance
ces!
3:
30
Trg Svob
ode – you wo
n’t wa
nt to miss
the Ren enaissance
da
nces
of
the Lonc
a Da
nce Group from
Škofja Lo
ka.
4:
30
Th
e clim
imax
of the af
tern
rnoo
oon’
n’s perf
rfor
orma
manc
nces
es: Gallenberg
Vaganti
ti,
pl
ayin
ing musi
sic
on the
ir ori
rigi
nal medi
ev
al
mus
ical
ins
nstr
trum
umen
ts.
2 Re-read the programme. Find these in it:
Three adjectives made up of two words joined with
a hyphen (-) that mean:
1 ancient: -
2 no longer fashionable (two): -
and -
Two past participles used as adjectives that mean:
3 made beautiful with needlework:
4 made beautiful in any way:
Four words/expressions from Medieval days that mean:
5 people who carry protection against weapons:
-
6 protection that knights wore:
7 weapons for long-distance combat:
and
8 a weapon for close combat:
3 A Circle the right verb forms to complete the email that
E lie sends her cousin Gwen to describe her upcoming
visit to Kamnik.
From: e.j.smith@aol.com
To: Gwendolyn@greencottage.co.uk
Subject: Visit to Slovenia
Hi Gwen,
I’m so excited. Dad has said it’s certain,
we (1) denitely go / are denitely going
to Slovenia! We (2) are ying / should y out
on Thursday, 5 th June from Birmingham. The ight
(3) is / is going to be at 12 noon - our friend
Matic can’t meet us at the airport when we get
there, so (4) we’ll get / we get a taxi to our
hotel. We’re (5) having to spend / going to
spend Friday evening and Saturday at Kamnik for
the Medieval Days - that’s a kind of festival
they have every year. The programme (6) starts /
isn’t starting at 10 on Saturday morning, so we
(7) will have to / won’t have to leave the
hotel by about 8:30 or 9, I guess. There
(8) will be / will have to be all kinds of
market stalls, and Matic says we (9) will
be / are able to buy some great handicraft
souvenirs, so I’m (10) going to look / looking
for something nice for Mum’s birthday. I’m
especially interested in the group that
(11) is performing / performs Renaissance dances
on Saturday afternoon, but of course Ollie is
more excited about the sword ghting and re
dancing … small boys, you know what they’re
like! While that’s going on, I think
(12) I’ll have / I have a browse round the
handicraft stalls.
Get the hang of it!
G 2 Present Simple for timetabled events
B Match one description of how a verb is used (A–D) with
each choice in 3A.
A You use the Present Continuous for future arrangements
that are already fixed.
B You use the Present Simple for things that are timetabled.
C You use going to for intentions and things you’ve
already decided.
D You use will for things happening in the future,
not necessarily at a fixed time.
1 2 3 4 5 8 9 6
7 10 11 12
Making arrangements
4 A Listen to Matic’s phone ca l to E lie. Write short answers.
1 What starts at 10 on Saturday morning?
2 When is Ellie having her
breakfast that morning?
3 What is Ollie going to buy
at the market stalls?
4 What is Matic going to
get for Ellie?
5 What will they have for lunch?
6 Who will come back first?
B Listen again with a partner.
Partner A: take notes as you listen, then do questions 1 and 3.
Partner B: take notes as you listen, then do questions 2 and 4.
1 Write a sentence that uses the Present Simple for
a timetabled event.
2 Write a sentence that uses going to for an intention.
3 Write a sentence that uses will for something
happening in the future.
4 Write a sentence that uses the Present Continuous
for a fixed arrangement.
C With a partner, choose one option and prepare a
telephone dialogue.
A Phone a friend to make arrangements for going to
the cinema on Saturday afternoon, and going out
to eat afterwards.
B Phone a friend to make arrangements for catching
a bus to go skiing at a mountain resort. Plan the
whole day.
The programme starts at 10. The flight is at noon.
Bye for now, tell you all about it when
I get home!
xxx
Ellie
3 Present Continuous for fi xed arrangements
11, 12 Contrast with will and going to
They’re picking us up at 9, then we’re driving to Kamnik.
Aktualne vsebine
Pri izboru tem v učbenikih Way up smo se naslonili na učni
načrt za angleščino v gimnazijah in na predmetni izpitni katalog,
obenem pa smo poskušali upoštevati interese najstnikov v
srednjih šolah. Way up Intermediate vsebuje teme, ki dijake
neposredno zadevajo, pa tudi take, ki so povezane s širšim
družbeno-kulturnim okoljem (npr. družina, komunikacija s
starši, šola, prijatelji, svet zabave, žepnina, zdravje, moda,
šport, vprašanje okolja, mediji …). V učbeniku Way up Upperintermediate
se nabor tem še razširi (npr. umetnost, kulturno
izročilo, znanost in tehnologija, podjetništvo, odnosi med
spoloma, aktualna družbena vprašanja …), pojavljajo pa se tudi
teme in vprašanja, s katerimi se bodo dijaki srečevali po končani
srednji šoli (npr. študij na univerzi, delovne izkušnje, delovno
okolje, intervju za službo, pisanje življenjepisa …).
Slovenske teme in kultura
Ker je učbenik pisan za pouk v slovenskih šolah, smo v
gradivo vključili tudi teme in osebe iz slovenskega vsakdana,
kulture in zgodovine. Tako se bodo dijaki v učbeniku Way up
Intermediate srečali s srednjeveškimi dnevi v Kamniku, brali o
wellnessu v Sloveniji, poslušali pogovor o soteskanju v Sloveniji,
brali o modni oblikovalki Davorki Požgan itd. V učbeniku Way
up Upper-intermediate pa se med drugim pojavijo slovenski
izumitelj svetovnega slovesa Peter Florjančič, folklorna skupina
Dragatuš iz Bele krajine, ljubljanska Hiša eksperimentov ter
uspešen slovenski podjetnik Igor Akrapovič.
Razvijanje jezikovnih spretnosti
V gradivu je močno poudarjeno sistematično in postopno razvijanje
jezikovnih spretnosti. Izbrane aktivnosti dijake spodbujajo,
da razmišljajo in se pogovarjajo o težavah, s katerimi se srečujejo,
kadar berejo, pišejo in govorijo v angleščini, ter da sledijo
svojemu napredku. Aktualni videoposnetki zagotavljajo avtentičen
jezik in ponujajo odlično izhodišče za debato.
Izpitne spretnosti in učenje učenja
Poleg jezikovnih spretnosti učbenik in delovni zvezek postopoma
razvijata tudi izpitne spretnosti, vendar naloge niso namenjene
le pripravi na maturo, temveč dijake spodbujajo, da razmišljajo
o strategijah reševanja izpitnih tipov nalog, jih ozaveščajo in
izboljšujejo.
11B Income and expenditure
1 Two students in their second year of secondary school in
Slovenia are conducting an email survey about the income
and expenditure of students in different EU countries.
These are three answers they’ve received. Read through
the answers quickly.
1 Do any of the teens spend money on going out?
Tom Paul Sanna none of them
2 Do any of the teens get pocket money?
Tom Paul Sanna none of them
3 Is anybody saving up for a special purchase?
Tom Paul Sanna none of them
4 Does everybody have a mobile phone?
Tom Paul Sanna none of them
5 Do any of them have a part-time job?
Tom Paul Sanna none of them
6 Do some of them pay for their clothes?
Tom Paul Sanna none of them
7 Did any of them get help to buy something they wanted?
Tom Paul Sanna none of them
8 Have any of the teens bought second-hand items?
Tom Paul Sanna none of them
2 Read the answers again. Make notes about the income
and expenditure of the three students, comparing them
to yourself.
Tom
Paul
Sanna
This is like me This is not like me
3 A Now join two other students. Compare your grids, and
complete these sentences.
1 Everybody in our group has …
2 Nobody in our group …
3 Some of us …
B Join another group of three. Ask them questions.
Note the replies.
Does anybody in your group have …?
Do some of you …?
Does everybody in your group …?
C Report to the class. Complete these beginnings.
In our group, everybody … nobody … some of us …
TOM WOOLHOUSE, 17
General information: I’ l sit my A levels
this year: those are the exams a the
end of secondary school. You have to
take them to go to university. I live with
my parents, and they supply some extra
money when I’ve used up the wages I get
from my part-time job.
Income: I’ve got a part-time job at Halfords. I do two evenings
a week and Sundays. My monthly wage is about £220. In euros,
that’s about 255€ a the moment, though of course the rate
fluctuates a lot. If I’ve used up my wages, I do ask for a bit of
cash. If I ask my dad, he keeps a tab and I have to pay him back
a the end of the month, but my mum just gives me the money
and says: “Go and have a good time.”
Expenditure: Now I’ve go the disposable income, I genera ly
save up for the things I want. If I need a little bit of extra cash
to ge them I’ l ask for it as a present. At Christmas, I wanted
a PlayStation 3, so I paid £200 (about 230€) towards it and my
dad paid the extra £100.
Because I’m under 18, we sti l get a little bit o family a lowance.
Genera ly, my mum wi l give me that and I’ l go off and buy my
own clothes. But if I want anything else that costs more, I’ l
spend some of my wages on it.
I’m in a sociable friendship group, so we go into town on a night
out quite often. It’s genera ly about £20 a go (23€). I pay for
that.
I’ve got an iPod. It’s a second-hand one that I bought off a
mate for £80 (about 93€). One thing my dad does pay for is my
monthly phone contract, that’s got unlimited ca ls. That’s £25
a month. (about 29€) I think he pays for it because he wants to
know that I’m going to be able to keep in contact with them.
PAUL SAUTEUIL, 18
Hi there, Nejc & Ema. Here are my
answers to your questions (and my
photo!) Hope my English is OK.
General information: I live with my
mum and two sisters, I go to our local
lycée, Lycée Vauban and I’m studying
for my baccalauréat - the bac - the
last exam in lycée.
Income: My dad works in the UK and he sends me a weekly
a lowance in pounds but I get it in euros, so it varies
between 50€ to 60€. I’d like to be more independent but
at least I get a bit of extra cash because I work alongside
my friend in his dad’s joinery workshop once a week, which
gets me about 10€ a week. And my dad sends me 20€ every
time I get a rea ly good mark in my tests … especia ly the
English tests.
Expenditure: I’m not into clothes and I hate wearing
anything that’s formal or posh: I leave tha to my sisters.
My mum buys me tee-shirts and jeans from time to time.
But I buy my own trainers, because I rea ly fancy the more
expensive kind. I wear my hair pretty long so I don’t have
to pay any barber. I use the family computer but I’m saving
up for a laptop: I rea ly need a laptop for university next
year. I love films and I go once or twice a week. It costs 9€
but I can go to Saturday matinees for 7€, and then I go out
with my friends. I usua ly spend about 20 to 25€ for coffee
and a meal. Oh, and my dad also pays for my mobile phone
- it’s 20€ a month. If I need anything special, I ask him and
he usua ly sends the money.
SANNA PITKÄNEN, 17
General information: Hi, I’m Sanna. OK,
here’s my information. I’m a the upper
secondary school in Turku and next year
I’ l take the matriculation examination.
Matriculation day is a big event here, and
I hope I’ l be able to wear the matriculation
white cap on the 1 st of May.
But first I have to work hard.
Income: It’s very hard for students to get part-time
work here, but I’m lucky, I’ve go two jobs! I take our
neighbour’s dog out for a walk (it’s usua ly a run!) on
Saturdays while she’s working, and I get 5 euros for that,
and I have a job for two hours on Wednesday and Friday
evenings baby-sitting my neighbour’s little girl. She’s 3
and adorable, so it’s not a problem, and I get 15€ a week.
My parents do give me an a lowance of 50€ a month,
which is loads for us here. Several of my friends don’t get
pocket money at a l.
Expenditure: I don’t rea ly spend much money. I don’t
go out much, and I get a free lunch at school. I go to
the school gym and meet my friends a the pool or the
sauna, and that’s free. I buy my books and materials
for schoolwork bu that’s only about … maybe 10€ to
clothes for special occasions … like, a new top for our
disco last month, I paid 40€ for that. Last year I saved up
able to get a top class computer. I have a prepaid phone
card for my mobile, and mum paid for that.
15€ a month. My mum buys me school clothes, and I buy
200€ for my laptop, and my mum matched that so I was
4 A Read the example sentences. Then write a second sentence
to i lustrate the statements about some, any, every, no, and
their compounds.
1 We use some/somebody/someone in affirmative (+)
sentences.
Example: Someone forgot to turn off the class
computer last night.
My example:
2 We use any/anybody/anyone in negative (-) sentences.
Examples: I haven’t got any money left from my
pocket money.
I haven’t seen anybody using a credit card.
My example:
3 We use any/anybody/anyone in most questions.
Example: Did anyone have any problems opening
a bank account?
My example:
4 In some questions, where we expect the answer ‘yes’,
we can use some/somebody/someone. We also use those
for offers.
Examples: Would you like somebody to help you with
that form?
Do you need some money for the weekend?
My example:
5 After nobody/no one/nothing and everybody/everyone/
everything we use a singular verb.
Example: Nobody in our class has got a savings
account, but everybody’s got a mobile phone.
My example:
We’re going to buy lots of stuff, then he’ll get tired.
MORE PRACTICE: Workbook, pages 32, 33
B Circle the right form in each sentence.
1 Is there anyone / some of you / any students here
who doesn’t have a bank account?
2 You’re not saving any / some / all money.
3 I get any / some / all of money for Christmas.
4
Anybody / Somebody / Nobody recommended a
savings account but anybody / somebody / nobody
gave me any advice about the best kind.
5 Would you like some / any / every advice about
savings accounts?
6 I think anybody / somebody / anyone said they
do use a credit card.
7 I don’t use it always, just any time / sometimes /
each time.
8 I use it sometime / all time / any time I want to put
money on my mobile phone.
9 I won’t put any / some / every names in my article.
10 I never have some / any / all money left at the end
of the week.
11 None of us do. Ask all / some / anybody.
12
All of us / Anybody / Everybody is always moaning
they’re skint.
Get the hang of it!
Describing income and expenditure
5 A Listen to an interviewer asking a group of students
about their finances. Check your answers to 4B.
G 31 some/any/every/no and their compounds
Projektno delo
V sklopu vsakega učbenika so tudi štirje projekti, po en na
vsak modul, ki omogočajo individualizacijo pouka, vključevanje
posebnih znanj in razvijanje podjetnosti, samoiniciativnosti in
ustvarjalnosti v avtentičnih situacijah.
Sistematičnost in preglednost
Posamezni moduli so jasno ločeni z barvami, ki omogočajo,
da se dijaki v učbeniku laže znajdejo. Enote so poimenovane
s črkami od A do D. Vsaka enota zavzema dve sosednji strani,
kar olajša pregled nad celotno vsebino.
B Write three statements about your own income,
expenditure, bank accounts. In each statement, use a
different form of some, any, ever, no, or their compounds.
C Join a group of two other students. Take turns to read
your statements. The others, in turn, ask a question about
your statement.
A: I’d like to get some part-time work.
B: Have you asked anybody for advice about part-time jobs?
C: Would you take any kind of job?
Afterwards: te l the class any interesting thing that you
learned in your group work.
Did anybody in your group have a part time job?
In our group, nobody had enough money.
Does everybody get pocket money?
Pouk književnosti
Učbenik Way up Upper-intermediate vsebuje tudi štiri sklope,
namenjene pouku književnosti. Ob koncu posameznega modula
se dijaki tako seznanijo z izbranimi besedili ob zanimivih,
motivacijskih in tu in tam hudomušnih aktivnostih.
43
MORE PRACTICE: Workbook, page 61
75

137
You don’t wan to be a trendchaser:
you prefer to keep
things simple and almost
classic. You rea ly dislike
going out in something that’s
too dressy or a tention-
shopping when you rea ly
need to get an outfit for a
special occasion. You never
forge to match your clothes
and your accessories for that
co-ordinated look. You rea ly
grabbing. You only go
hate to look untidy.
yourself a l the time.
6 Have you or any of your friends ever carried a
2 We do/don’t . A main worry/some main
worries .
3
6
2 Read the introduction to an article about a survey of teens
B
A
3 What is the a titude of these British teenagers to the police?
people think tha there is no di ference in the way
a l teens act: and
3 Set expressions that mean:
Pri nastanku gradiva so sodelovali:
Preverjeno!
»Učbenik Way up je zelo sodobno zasnovan. Je sistematičen,
tematsko in didaktično raznolik in tako dijakom kot tudi učitelju
omogoča veliko mero fleksibilnosti in ustvarjalnosti.
Ena izmed zelo pomembnih prednosti učbenika je,
da ponuja zelo širok nabor dejavnosti, ki izrazito merijo
na srednješolce, na življenje in kulturo mladih ter na način
dojemanja sveta, ki je mladim blizu.
Zelo pozitivna lastnost učbenika Way up je tudi tematska
raznolikost, saj pokriva res veliko število tematskih področij,
ki pa so za dijake smiselna, na začetku povezana z njihovim
osebnim in vsakdanjim življenjem, nato pa tudi s širšim
družbeno-kulturnim okoljem.«
Blanka Klobučar,
profesorica angleščine na Gimnaziji Vič, Ljubljana
»Teme so resnično sveže in zelo blizu najstnikom: družina,
komunikacija s starši, šola, prijatelji in svet zabave, pa tudi
vprašanje varstva okolja, svet medijev in podobno. Obravnavane
so na način, ki je mladim blizu. Generacijo 'digitalnih
domorodcev' (kot jih v svojih člankih imenuje Američan M.
Prensky) zaznamuje tudi skorajda prirojena raba prenosnih
telefonov, elektronskih medijev itd., in to se izraža tudi v
obravnavanem učbeniku pri naboru tem, besedil in nalog:
pošiljanje sporočil SMS, blogi, ob tem pa vsem prepoznavni
obrazi, ki vladajo sodobnim medijem (Beckham s soprogo,
Harry Potter in drugi) ...
Da je gradivo namenjeno mladim, dokazuje tudi slikovna
oprema – na večini slik najdemo vrstnike mladih uporabnikov
učbenika, kar je močan motivacijski dejavnik.«
dr. Veronika Rot Gabrovec,
Oddelek za anglistiko, Filozofska fakulteta Univerze v Ljubljani
Joanne Collie, avtorica
Joanne je Kanadčanka, ki se je po končanem študiju
preselila v Pariz in tam tudi doktorirala na sloviti Sorboni.
Vrsto let je predavala na univerzah v Kanadi in Veliki
Britaniji, vodila izobraževalna srečanja za učitelje, pa tudi
poučevala angleščino in francoščino v številnih državah
Evrope, Amerike in Azije. Do nedavnega je predavala na
univerzi v Warwicku.
Izkušnje, ki jih je pridobila kot priljubljena in cenjena
predavateljica in učiteljica, je strnila v številnih knjigah
(vključno z učbeniki), ki so izšle pri založbah Cambridge
University Press, Oxford University Press, Loescher,
Klett & Balmer in drugih.
V prostem času si rada privošči daljši sprehod, bere, posluša
klasično in ljudsko glasbo, pa tudi pogleda kakšen
dober film. Eden njenih najljubših je Radijski šov (A Prairie
Home Companion) z Meryl Streep.
Petra Bizjak, urednica
Petra je izkušena urednica zelo priljubljenih kompletov
Messages in dodatnih gradiv za angleščino v osnovni šoli,
pa tudi izdaje Čist simpl Angleščina – maturitetne teme,
ki jo najbrž že dobro poznate.
Po izobrazbi je profesorica angleščine. Izkušnje pri
poučevanju si je nabirala na jezikovnih šolah, že več
let pa poučuje na Višji strokovni šoli Hera.
Prosti čas namenja predvsem svoji družini. Rada ima
gledališče, ples, kaligrafijo in jezike. Že deset let sodeluje
z RTV pri pripravi oddaje Slovenski magazin kot voditeljica
in prevajalka.
Jasna Karnar, oblikovalka
Jasna je izkušena oblikovalka učbenikov, številnih revij in
drugih izobraževalnih izdaj za otroke in mladino. Obožuje
svojega mačka, kljub temu da včasih pokaže krempeljce.
Profesorice in profesorji angleščine
na slovenskih gimnazijah
Slovenski dijaki
Profesorji in dijaki British International
School of Ljubljana
12C A bad press for teenagers?
1 A In sma l groups, answer these questions and discuss
them, giving reasons for your views.
1 What is the image in the media of teenagers in
Slovenia? Positive or negative, and in what ways?
2 Do mos teenagers have a lot o fears and worries?
If so, what are they?
3 What is your a titude to the police? Positive or
negative? Explain your views.
4 Do you ever have the feeling that adults are scared
of you when you are gathered in groups? In what
situations?
5 Do you feel that drinking is a problem in the
teenagers you know?
3 Half the class are As, half are Bs.
A: Read the continuation of the article: three results of the
survey, on page 140.
B: Read the continuation of the article: three othe results
of the survey, on page 142.
Write short notes about your 3 questions in the grid.
1 What is the media image of teenagers in Britain – is it deserved?
C With your AB partner, write a paragraph with at least 6
sentences comparing you results in 1A with your notes
in 4B. Don’t forge the link words you revised in unit 12B.
Teens are le s likely to carry knives in Slovenia
than in cities in Britain.
On the other hand, teens drink just as much
in our groups as in Britain.
Slovenian teenagers have a more positive
media image than British teenagers.
knife when you went out at night? Why?
in British cities. In your own words, explain the meanings
of these words or phrases:
2 Do the teenagers surveyed have fears and worries?
If so, what are they?
5 Work with your AB partner. Find these words or expressions
in the two texts.
B In your group, write a summary of your discussions
in 1A. Use these beginnings.
1 They’ve been branded.
2 yob
3 intimidating no-go areas
1 Two expressions (text A) with the same adjective,
meaning ‘a terrible reputation’: a
and a
1 The media image of teenagers is . The
media portray teens as .
4 youths hanging around in gangs
2 Two expressions, one in each text, that mean other
3 Most of us think tha the police are .
4 We do/don’ think that adults are
because .
5 Drinking is/isn’t a problem because .
By Matt Roper And Nick Webster
27/07/2007
a two parts exactly equal (text A):
b take a knife out (text B):
c do things together as a whole group
(text B):
Module 4 Project
An oral presentation
Step 1
You are going to give a short oral presentation (3–5 minutes).
Choose a topic from amongs the suggestions, or write your
own.
Suggested topics:
1 A book or a film I liked (brief summary of the story,
reasons for liking it, assessment of the film’s qualities,
e.g. filming, performances, special e fects, etc.).
2 A book or a film I rea ly didn’t like (brief summary,
reasons for disliking it, assessment of the film’s poor
qualities, e.g. filming, poor performances, etc.).
3 “Wha thi school needs” (one or two suggestions for
improving the school – its environment, the laboratory/
sports facilities, the clubs and extra-curricular activities
o fered to students, etc.).
4 A great role model – or a poo role model (choose a
popular icon or someone more obscure but admirable
in some way: reasons for liking/disliking his/her
personality, achievements, etc., why they o fer
good/bad examples for teenagers today).
5 My own topic:
Step 2 Preliminary planning
Join a group of two or three classmates. Compare and discuss
your topics. Together, brainstorm the vocabulary you wi l
need for your talk. Make lists of words and expressions.
You could use a net diagram for this. Then, help each other
to create a structure for your talk, planning it in minutes.
For example: First minute: describe the plot of my book …
Second minute: … etc.
Step 3 Planning and making notes (homework)
Each of you individua ly, plan your talk.
1 Make specific notes about what you are going to say.
There is no need to write down complete sentences.
If you are very nervous when you speak in public, you
can write down sentences now, but don’t use them
when you give the talk.
2 Make short notes to remind you of wha to say. You
can do that on pieces of card. Sma l cards are better
than large pieces of paper, because they are not so visible,
and they won’ tremble visibly if you are nervous. If you
have access to PowerPoint facilities in your classroom,
these short notes can be put as bu let points on a
PowerPoint slide.
Step 4 Rehearsing in private
Re-read the tips on public speaking in Unit 18A. Run
through your talk by yourself. Be sure to time yourself. Your
presentation should NOT be longer than the time a located.
Some people like to rehearse before a mirror, and others
don’t find this useful at a l. Try it and find your personal style.
Step 5 Rehearsing in your group (optional)
Give your presentation to your group. If it’s at a l possible,
try to find a time when your group can be alone in a room,
or separate yourself as much as possible from other groups.
Stand up to give your talk. Remember the tips!
Other members of the group: listen carefu ly. Afterwards,
te l the speaker:
• What was the bes thing abou the talk?
• Was it interesting? Was it clear?
• Did the speaker make eye contact with other
members of the group?
• Was the talk given confidently, with no too much
hesitation o repetition?
Step 6 Presenting
Make your presentation to the class.
Step 7 Writing you reactions (homework)
Afterwards, write a short diary note about your
own reactions.
How did you feel? Were you too nervous?
Did you remember to
• take a deep breath before speaking?
• make eye contact with the audience?
What did you feel you managed best?
• good preparation
• good delivery
How did the audience reac to your presentation?
Module 3 Project
A volunteer project
Step 1
In groups of 4 or 5 think of a volunteer project (similar to
Caitlin’s or Casey’s projects, Unit 13B) that you and your
classmates could do either in your community (for example
cleaning up a po luted waterway; cleaning up a park area;
creating a playground for children …) or in a country of the
developing world (for example helping to teach children in
a poor area to read or to speak English; helping to provide
fresh water for a dry region …).
Step 2 Researching
Find out as much as you can about wha the climate
and conditions are in the chosen community or country.
What are the specific problems that a group of teenagers
could help with?
Wha training or equipment would be needed?
How many people could be part of the project?
Step 3 Preliminary planning
Decide on a goal for the project and write it down as one
title (e.g. Creating a more child-friendly playground for … /
Helping to build a new school in …).
Make a plan for the first work you would need to do: write
out each step in sequence. For each step, plan the length of
time you would need.
Step 4 Specifi c planning
Make your own individua list of clothing and equipment
you wi l need (e.g. boots for muddy conditions; raingear
fo rainy climates; shovels, hammers, nails, etc.; campstove,
lanterns, torches, tents, camping equipment if you are going
into a place without accommodation, etc.).
Step 5 Writing assignment
Choose a writing assignment from one of the four
options given.
Either: Your group can choose one assignment: each
member of the group wi l contribute to it and you wi l
then mee to discuss it, improve it, and make a fair copy
to presen to the class.
Or: Each member of the group can choose a di ferent writing
assignment. Ask another member of the group to read your
draft and give you constructive comments. Then make a fair
copy and present i to the class.
Options:
1 Write a description of your project for your school
newspaper.
2 Write a letter to a local company outlining your project
and asking them for sponsorship funds to help you pay
fares, buy clothing and equipment, etc.
3 Write a diary as though you were writing during the
time of your project work.
4 Write a letter to your family while you are away
describing what you are doing.
Step 6 Presentation
The groups presen their assignmen to the class. Put your
work up around the class. Read what other groups have done
and talk to them about it. Discuss your experience of doing
the project.
15 All about fashion
Verbs + infinitives or -ing forms
Subjects: -ing forms (gerunds), it (dummy subject)
Infinitive of purpose
• Buying clothes
15A What infl uences
your choice of clothing?
1 What kind of a personality are you when it comes to fashion?
Read the article. Decide which of the four personality profiles
is closes to your own, and discuss with others.
2 A Read the profiles again. Complete the list.
Verbs + infinitive
(7x)
Verbs + -ing form
(9x)
expect enjoy like
Verbs + either
(without a change
of meaning) (4x)
B Some verbs can be fo lowed by an infinitive or an -ing
form, but with a change of meaning. Study the example. Then
choose the right ending (a–h) to complete the sentence that
shows the meaning for each sentence.
a She stopped to look a the jeans in the fashion department.
Meaning: She stopped, and the reason she stopped was to
look a the jeans.
b You’ve stopped watching other people.
Meaning: You used to watch other people, but now you
no longer do.
1 a You never forge to match your clothes.
Meaning: You always remember to do something
that you .
1 b I can’t forget seeing a fashion show for the firs time.
Meaning: I wi l always remember the firs time I .
2 a Remember to get your clothes a the dry-cleaner’s.
Meaning: Don’t forge to do something you haven’t
done yet but you .
2 b I remember being interviewed on television.
Meaning: I won’t forge the interview I .
3 a I regre to inform you that you did not make the team.
Meaning: I am informing you now that you .
3 b He doesn’t regret working so hard to organise
the show.
Meaning: He has no regrets about what he .
4 a She went on to become a top model.
Meaning: She did something, then she .
4 b He went on working long after dark.
Meaning: He continued the activity which he .
a gave in the past b do a l the time
c had started previously d did in the past
e did something else later on f should do
g wen to a show h were not chosen
Which fashion profile
is closest to your own?
1 The Confi dent
Fashionista
You like making a striking first
impression. You hate wearing
the same thing day after
day. Your friends expect you
to se the trends. You enjoy
surprising them with ki ler
ensembles. You’re the kind
of person who doesn’t mind
creating a stir wherever you
go. Although you’re prepared
to turn up in an ultra-trendy,
right-o f-the-runway combo,
you adapt styles to suit your
personal style. AND you love
shopping, or as our American
cousins say, you love to shop!
2 Chic and
Understated
3 Cool and Casual
You don’t like to make a fuss
about clothes. Fashion? Yes,
it’s OK to be trendy, but you
refuse to be defined by it. You
prefer choosing clothes that
look e fortlessly hip. You’ve
stopped watching what other
people are wearing, you make
your own choices, you’ve
decided to go for your own
casual look and to wear it with
confidence. And luckily for
you, that’s a pre ty cool look!
4 The Sports Star
You’re not into dressy clothes,
in fact you don’t like thinking
about clothes at a l. You just
love hanging out in your
tracksuit and sports logo
tee-shirt. You spend your
afternoons working out with
your team and so when
you’ve finished practising and
leave the field, you can’t help
retaining that comfy, sporty
look! You just keep on being
6 We agree/don’t agree that .
3 A Read through the texts again. Find these words or expressions.
1 Three three-word expressions that start with
the same verb, and mean:
• impress
• fuss
• choose
2 Three three-word expressions that mean:
• grab everyone’s a tention
• give others a model to fo low
• move away from a place
3 Three words that mean a l the clothes you wear,
your complete ‘look’:
• c
• e
• o
10 TOWNS…
10 TEENS…
10 PM…
REVEALING MIRROR SURVEY
THEY’VE been branded “occupying armies” –
yobs who turn Britain’s town centres into
intimidating no-go areas when darkness fa ls.
But yesterday the government admitted that
negative stereotypes make teens’ lives harder.
What is the reality?
Until now, no one has asked youths hanging
around in gangs at night wha they think.
So we visited 10 towns across Britain at 10 pm
on Wednesday night and in each asked 10 teens
the questions their parents - and society - need
answered.
4 Do these teens think adults are scared of them, and why?
5 What is their a titude to alcohol?
6 Have any of these teens carried a knife?
4 A Work with a partner who read the same text as you.
Compare and complete your notes.
B Form AB pairs and te l each other the main things you found
out about your questions, using your notes to help you.
A: fi ll in the grid for questions 4, 5 and 6 from what your
partner te ls you.
B: fi ll in the grid for questions 1, 2 and 3 from what your
partner te ls you.
4 Expressions with get:
a be a tacked for your money (text B):
b be a tacked with a knife (text A):
c going from bad to worse (text A):
5 Two pairs of expressions with opposite meanings
(text B):
a feel there is danger:
b feel there is no danger:
c make you stop worrying:
d makes you worry:
6 Fina ly, with others, discuss these questions:
• How representative of British teens genera ly do you
think this kind of survey is?
• What factor should we take into account when we
consider the reliability of the findings? Make a list.
Are you interested in reading the rest of the answers that
teenagers in cities gave to the survey? Go online to
h tp: /www.mirror.co.uk/news/top-stories/2007/07/27/teensurvey-shows-beckham-and-jordan-are-role-models-foryobs-115875-19528070/
80 81
B There are six informal expressions in the texts in 1 that
describe trendy, striking clothes. Find them and add them
in the squares below. Then use the coloured squares to find
a word that gives you the overa l theme of the texts.
1 - - -
2 -
4 -
5 -
4 A In groups, talk abou these questions.
• Where do you usua ly buy your clothes? In a
department store, a supermarket, or fashion boutique?
At a market? At a second-hand shop? Online? By
catalogue? What are the advantages and disadvantages
of each type of shopping?
• Do you ever look to see where the clothes are made?
How important is it for you to know about conditions
in the clothing industry?
B You are going to listen to a news programme about
conditions under which cheap clothing is produced in
Bangladesh for the UK markets. Read the statements first,
and guess which numbers (a–h) go into each blank slot. Then
listen and check your guesses.
a 80 b 48 c £8 to £11 d 12 to 16 e 3 pence
f £22 g £3 h £7
1 What workers get paid:
per hour , per month
2 Number of hours worked:
per day , per week
3 Payments for overtime per month:
4 Number of hours that should be work per week,
according to the Ethical Trade Initiative:
5 What it costs to live in Bangladesh:
a month
6 The minimum wage in Bangladesh:
a month
C Listen again and write answers in note form.
1 What has been the reaction of listeners to the
War on Want report?
2 What have supermarkets done in response to
the War on Want report?
3 To what five things does the sales manager a tribute
the low cost of the clothing he se ls?
4 Why do supermarkets think that not buying cheap
clothes is not a good idea?
5 What do you think abou the topic of the news
programme?
5 A Look a these sentences. Underline the subject in each.
1 It’s importan to stress that we do provide
a fordable clothing.
2 Bulk-buying makes clothing cheaper.
3 It’s quite disturbing to hear a l this.
4 Living may be less expensive in Bangladesh.
5 Making cheap clothes in Bangladesh is a job that
i sti l underpaid.
6 Buying Fair Trade clothes actua ly helps workers
in poor countries.
B Circle the right word or expression in these statements.
1 An -ing form can / can’t be the subject of a sentence.
2 In those cases it is ca led an infinitive / a gerund.
3 An entire gerundial phrase can also be a subject /
a verb.
4 Infinitives can also be subjects, bu this is more
unusual / likely.
5 Instead of an infinitive, the word It / There is used
as a subject.
6 This word is a ‘dummy subject’ – it has / does not
have a meaning of its own.
C Replace the infinitive subject in sentences 1, 2 and 3 with
a dummy subject, and the infinitive subject in sentences 4, 5
and 6 with a gerundial phrase.
1 To say that workers need jobs is fair.
2 To look for Fair Trade labels is unnecessary.
3 To claim that workers are treated fairly is ridiculous.
4 To try to change international arrangements is a
waste of time.
5 To choose clothe shouldn’t be a political act.
6 However, to buy clothes regardless of how they
are produced isn’t cool.
G 24 -ing forms vs. infinitives
Your friends expect you to se the trends.
You enjoy surprising them with ki ler ensembles.
25 Dummy subjects, gerunds and gerundial phrases
as subjects
It’s less expensive to live in Bangladesh.
Living is less expensive in Bangladesh.
Making clothes in Bangladesh is a job that is underpaid.
MORE PRACTICE: Workbook, page 81
96 97
138

Zasnova učbenika
Na začetku vsake lekcije so navedene slovnične
strukture, ki se pojavijo v posamezni lekciji.
Nabor dejavnosti v učbeniku je širok in usmerjen na življenje
in kulturo mladih ter na način dojemanja sveta, ki jim je blizu.
Dejavnosti so kratke in raznolike, vezane na tematsko
področje. Da bi bilo pri reševanju nalog kar najmanj težav,
so na začetku zahtevnejših nalog navedeni primeri na barvni
podlagi.
15 All about fashion
• Verbs + infinitives or -ing forms
• Subjects: -ing forms (gerunds), it (dummy subject)
• Infinitive of purpose
• Buying clothes
15A What infl uences
your choice of clothing?
1 What kind of a personality are you when it comes to fashion?
Read the article. Decide which of the four personality profiles
is closest to your own, and discuss with others.
2 A Read the profi les again. Complete the list.
Verbs + infinitive
(7x)
Verbs + -ing form
(9x)
expect enjoy like
Verbs + either
(without a change
of meaning) (4x)
Which fashion profile
is closest to your own?
14 Entrepreneurs
• Reported speech extended
• Reporting verbs
• Passive report structures
• Negotiating
1 The Confident
Fashionista
You like making a striking first
impression. You hate wearing
the same thing day after
day. Your friends expect you
to set the trends. You enjoy
surprising them with killer
ensembles. You’re the kind
of person who doesn’t mind
creating a stir wherever you
go. Although you’re prepared
to turn up in an ultra-trendy,
right-off-the-runway combo,
you adapt styles to suit your
personal style. AND you love
shopping, or as our American
cousins say, you love to shop!
14A A successful perfectionist
1 What makes a good entrepreneur? Choose qualities from this
list that would help people who are going to start their own
business and make a go of it. Use a dictionary if you need to.
outspoken philosophical anxious confident
creative resolute daring determined
being a perfectionist intrepid faint-hearted
prudent clever cautious rash diffident
thoughtful critical optimistic
B With a partner, re-read the text. Label the statements T
(True) or F (False). Correct the false ones.
1 Akrapovič started his business at age 18.
2 The company really started to prosper when
a German firm liked their system.
3 The founder’s personality doesn’t enter into
the development of his company.
4 Making a part that works is more important
3 A Read through the texts again. Find these words or expressions.
1 Three three-word expressions that start with
the same verb, and mean:
• impress
• fuss
• choose
2 Three three-word expressions that mean:
• grab everyone’s attention
• give others a model to follow
• move away from a place
3 Three words that mean all the clothes you wear,
your complete ‘look’:
• c
• e
• o
than making it elegant.
5 The company is a world player in the field of
motorcycle parts.
C Lis
1 W
W
2 Wh
the
3 To w
the l
4 Why
cloth
5 What
progra
5 A Look at th
B Some verbs can be followed by an infinitive or an -ing
form, but with a change of meaning. Study the example. Then
choose the right ending (a–h) to complete the sentence that
shows the meaning for each sentence.
a She stopped to look at the jeans in the fashion department.
Meaning: She stopped, and the reason she stopped was to
look at the jeans.
2 A Read the text quickly. Decide which qualities you listed in
activity 1 describe Igor Akrapovič.
2 Chic and
Understated
You don’t want to be a trendchaser:
you prefer to keep
things simple and almost
classic. You really dislike
going out in something that’s
too dressy or attentiongrabbing.
You only go
shopping when you really
B There are six informal expressions in the texts in 1 that
describe trendy, striking clothes. Find them and add them
in the squares below. Then use the coloured squares to fi nd
a word that gives you the overall theme of the texts.
1 - - -
2 -
3
4 -
5 -
6
1 It’s impo
affordab
2 Bulk-buy
3 It’s quite
4 Living ma
5 Making ch
is still unde
6 Buying Fair
in poor cou
96
b You’ve stopped watching other people.
Meaning: You used to watch other people, but now you
no longer do.
1 a You never forget to match your clothes.
Meaning: You always remember to do something
that you .
1 b I can’t forget seeing a fashion show for the first time.
Meaning: I will always remember the first time I .
2 a Remember to get your clothes at the dry-cleaner’s.
Meaning: Don’t forget to do something you haven’t
done yet but you .
2 b I remember being interviewed on television.
Meaning: I won’t forget the interview I .
3 a I regret to inform you that you did not make the team.
Meaning: I am informing you now that you .
3 b He doesn’t regret working so hard to organise
the show.
Meaning: He has no regrets about what he .
4 a She went on to become a top model.
Meaning: She did something, then she .
4 b He went on working long after dark.
Meaning: He continued the activity which he .
a gave in the past b do all the time
c had started previously d did in the past
e did something else later on f should do
g went to a show h were not chosen
Nabor besedil v učbeniku je pester in raznolik,
besedila pa avtentična in aktualna. Vzeta so iz različnih
virov, od elektronskih medijev, časopisov, revij
do televizijskih in radijskih programov. Obravnavajo
teme, ki so dijakom blizu, s katerimi se lahko poistovetijo
oz. do katerih se lahko opredeljujejo.
need to get an outfit for a
special occasion. You never
forget to match your clothes
and your accessories for that
co-ordinated look. You really
hate to look untidy.
3 Cool and Casual
You don’t like to make a fuss
about clothes. Fashion? Yes,
it’s OK to be trendy, but you
refuse to be defined by it. You
prefer choosing clothes that
look effortlessly hip. You’ve
stopped watching what other
people are wearing, you make
your own choices, you’ve
decided to go for your own
casual look and to wear it with
confidence. And luckily for
you, that’s a pretty cool look!
4 The Sports Star
You’re not into dressy clothes,
in fact you don’t like thinking
about clothes at all. You just
love hanging out in your
tracksuit and sports logo
tee-shirt. You spend your
afternoons working out with
your team and so when
you’ve finished practising and
leave the field, you can’t help
retaining that comfy, sporty
look! You just keep on being
yourself all the time.
While Igor Akrapovič’s name has come to constitute one of
the most fashionable brands in aftermarket accessories, the
man himself remains low-key. He recalls the origins of the
firm: “It all started with my passion for motorcycles, which
was my involvement in motorcycle racing from the age of
18. After the conclusion of my nine-year racing career, I had
gained quite a lot of experience about tuning bikes, so I decided
to open a tuning shop where I started preparing racing
bikes and developing exhausts for them.”
For Akrapovič’s new company, the turning point came in
1994, when the German arm of Kawasaki responded to the
firm’s invitation to test one of their systems. “After testing, it
was clear that our system was better than the factory one,” he
explains. “This was a huge breakthrough and the beginning of
co-operation with all major teams.”
As one would expect, Igor Akrapovič infuses his organisation
with his personal values. “I am a perfectionist by nature,” he
states, “and this reflects in the company’s philosophy.”
He believes Akrapovič has become one of the most respected
companies in the world of motorcycle exhaust technologies
“because of our constant investment in R&D, and our concern
for the quality of our products.”
Creativity in engineering and manufacturing is another facet
central to the Akrapovič approach. Is the work of Akrapovič
an art form, or just a technical exercise? His reply is appropriate:
“I think both aspects must be considered in equal measure.
Technical perfection is something we constantly strive for:
it goes hand in hand with top design.” The sleek curves of an
Akrapovič exhaust underscore that statement.
4 A In groups, talk about these questions.
Some might wonder how a
company situated in a tiny
country like Slovenia could
achieve global renown, but
anyone who has visited cannot
help but be impressed by the
nation’s natural beauty and,
if doing business there, by the
level of professionalism. Slovenia
has, in fact, been one of the most progressive Central
European countries in the move to the market economy and
accession to the EU. “After we’d split with the former Yugoslavia,
it was quite difficult at the beginning,” Akrapovič explains.
“But now, 20 years later, being part of EU, with no borders
between the countries, doing business is much easier.”
Reading through Akrapovič’s house publication, the overall
picture is of a company that is thoroughly tuned in and turned
on to the global village. The illustrated articles on its range
of systems for high performance motorcycles and exotic cars,
published in English and Slovene, are flip, hip and entertaining.
So what is the future for Akrapovič? “We are in the process
of making some organisational and structural changes in the
company,” Akrapovič reveals. “My father is 84, and still quite
active,” he says. “Though he works in a completely different
area of business, he’s developing new things all the time. I
hope I will be as active as he is, at that age. I still have a lot of
work and project ideas in my mind!”
• Where do you usually buy your clothes? In a
department store, a supermarket, or fashion boutique?
At a market? At a second-hand shop? Online? By
catalogue? What are the advantages and disadvantages
of each type of shopping?
• Do you ever look to see where the clothes are made?
How important is it for you to know about conditions
in the clothing industry?
B You are going to listen to a news programme about
conditions under which cheap clothing is produced in
Bangladesh for the UK markets. Read the statements fi rst,
and guess which numbers (a–h) go into each blank slot. Then
listen and check your guesses.
a 80 b 48 c £8 to £11 d 12 to 16 e 3 pence
f £22 g £3 h £7
1 What workers get paid:
per hour , per month
2 Number of hours worked:
per day , per week
3 Payments for overtime per month:
4 Number of hours that should be work per week,
according to the Ethical Trade Initiative:
5 What it costs to live in Bangladesh:
a month
6 The minimum wage in Bangladesh:
a month
B Circle the right
1 An -ing form ca
2 In those cases it
3 An entire gerund
a verb.
4 Infinitives can als
unusual / likely.
5 Instead of an infin
as a subject.
6 This word is a ‘dum
have a meaning of it
C Replace the infi nitive s
a dummy subject, and th
and 6 with a gerundial ph
1 To say that workers n
2 To look for Fair Trade
3 To claim that workers
4 To try to change intern
waste of time.
5 To choose clothes shou
6 However, to buy clothes
are produced isn’t cool.
G 24 -ing forms vs. infi nitives
Your friends expect you to set
You enjoy surprising them wit
25 Dummy subjects, gerunds an
as subjects
It’s less expensive to live in Bang
Living is less expensive in Bangl
Making clothes in Bangladesh is
MORE PRACTICE: Workbook, page 81
Fotografije, ilustracije in drugi slikovni elementi so izbrani in
zasnovani tako, da kar najbolj odsevajo svet najstnikov, kar je
močan motivacijski dejavnik. Slikovno gradivo je raznoliko
in namenjeno za iztočnico za različne dejavnosti.

Dijaki na različne načine utrjujejo in širijo znanje
slovnice, ki jo večinoma usvajajo z izbranimi primeri iz
besedil, dopolnjujejo slovnična pravila in tabele ter podajajo
svoje primere. Rabo slovničnih struktur utrjujejo
v situacijah, ki se navezujejo na tematsko področje.
2 Memories
• Revision and extension of past tenses
• Past habits: used to/would + infinitive
• Recognising factual or anecdotal texts
• Talking about present and past routines
2A Childhood
1 A Underline the Past Simple verbs. Circle the Past
Continuous verbs.
1 My parents were living in Rome when I had
my first birthday.
2 When I was growing up, though, we lived in Split.
3 At first, when I was learning English, I found
speaking very difficult.
4 I remember my mother’s smile when I came home
from nursery: that’s my first memory.
5 My happiest memory? I was learning to cycle, and
my grandad helped me up when I fell down.
6 No, nothing sad happened to me during
childhood.
A
British celebrities share
some of their favourite
childhood memories
1 ALEX KINGSTON, ACTRESS
My mum would pack us sandwiches,
pinpoint a street on a map of our
neighbourhood and send me and my
friend on our expedition. We would
whizz around roads and lanes with a
great sense of achievement when we
arrived at the destination.
2 GEORGE MICHAEL, SINGER
One of my most vivid childhood
memories: a goat bit my hand at
Golders Green Children’s Zoo.
3 EMILY MAITLIS, NEWSREADER
I grew up in a house with a long hallway.
I have an abiding memory. As a child
returning from school, I would ring the
bell, then as I was staring through the
window on the door, I would see my
mother running up the hall to open it.
And that first hello hug would always
put a huge smile on my face. She
always looked so delighted to welcome
me home. It was as simple as that.
4 CHRIS TARRANT, TV PRESENTER
One of my earliest memories is my firstever
day’s fishing. My grandad took me.
I was just four. I caught a fish, dropped
grandad’s rod and fell in the river. All in
all, it was pretty typical of most of my
fishing days since.
5 SOPHIE ELLIS-BEXTOR, SINGER
August 10, 1987, was the day my little
brother was born and I was so excited
to be a big sister. Jack’s father is my
step-dad and when Jack arrived I was
with my dad, who was really happy
for me and made me a special coin to
mark the occasion. I remember being
proud not just that I finally wasn’t an
only child any more, but also that my
parents had moved on to better things
since their divorce.
B
Blog
1 Sarah’s rst childhood memory dates from when she was about 2 years old.
“I remember crawling underneath the r trees in my parents’ back garden.”
2 When he was younger, Daniel used to build miniature aeroplanes. Daniel later ended
up dedicating most of his time to music, which started to gain his interest during
his teenage years.
3 Rochanne used to live in the countryside in Cornwall. She remembers the days out
in the forest with her dog Sooke. “I was around 8 years old at the time. Beside the
walks, I often went horse riding and swimming, which I still do quite a bit nowadays.
My earliest memory is one of my grandma. I remember us having a walk together,
not long before she died. I must have been 2 years old at the time.”
4 Alex’s favourite subjects in school used to be geography and especially physical
education: “I used to watch the TV programme ‘Going Live’ on Saturday mornings,
but only until I left for the 10.30 am football match.”
5 Wondering what it’s like to be forced to wear school uniforms, I ask Alex whether
he used to wear one when he was in school. He did, both in primary and in
secondary school. “We wore dark blue trousers, shirts and ties. We also had a jumper
for autumn and winter. But mine didn’t t well so I preferred to leave it at home.”
B The statements in 1A are answers. Write the six
3 A Read the five statements about how to use used to and would. 4 A On a slip of paper, write a blog about an early memory. Don’t
questions.
put your name on it. Some of these questions can help you.
1 We use used to and would to talk about habits and
C Read the text again and extract the phrases which show that:
C Past Simple or Past Continuous? Write PS or PC.
repeated actions.
• How old were you when it happened?
• Where were you living?
1 Akrapovič doesn’t behave like an arrogant celebrity.
a I appreciate your point, but ...
2 We use used to and would to talk about temporary,
1 This verb tense describes a complete, finished
• Is your memory about something that used to
2 He likes all his work to be action of a or high state. standard without
b What if we tried/did/etc.?
continuous, or repeated states.
3 We use used to to describe permanent past states
happen often?
any flaws.
c Thank you, but I would still ...
2 This verb tense describes an action or state that
(not would).
• Was it a happy situation or event?
3 He thinks engineering excellence was continuous has or to unfinished match in artistic the past. d Can we talk about this?
4 We sometimes use the Past Simple instead of would
• What were your feelings about it then?
• Do you feel differently about it now?
excellence.
e I like that idea. That sounds good to me.
or used to, for variety.
D Prepare to answer the questions for yourself. Jot down
• Did something funny happen?
4 The company has to research and develop its products
f Should we go on to the next point, now?
5 Used to describes action in the past, not the present.
a few notes. Use your dictionary or ask others if you need
The question form is Did you use to …? The negative
• Who were you with?
continuously.
g Perhaps we could deal with ... first?
help with some words or expressions.
is: didn’t use to.
• How did it end?
5 It puts out light, trendy and lively brochures.
h Would you clarify ... for me?
• Why do you think you still remember it?
6 He is confident that his E Join creativity a partner. will Ask not and answer diminish
i Could you be more specific?
the questions.
B Tick the correct sentences. Put a cross for the
incorrect sentences. Write the numbers of the statements
B In groups, put your slips of paper into a box. Each of you
with age.
j Let’s move on, shall we?
2 Here are two sets of childhood memories. Section A is k I’m not sure I understand your point.
in 3A that give a reason for your choice.
then picks out one slip. Read the blog and write an answer.
from a newspaper article, B is from an internet blog. l I’d like to make an alternative suggestion.
In it, say:
1 My mum used to pack us sandwiches.
3 Study the statements (A–E). Read Then them report quickly the and statements write the answers. (1–7).
m Let’s take a closer look at this problem.
Statement number:
• What did you find interesting in the memory?
1 Who remembers events that happened once only?
2 When I looked through the window, I saw my
• Is it like a memory of your own, or very different?
n We hope you can see our point.
Shifting tenses for reported speech. 2 Who remembers activities they did often in
mother running up the hall.
• Would you like to know more about it?
o I’d like to run through what we’ve agreed.
A Verbs already in the Past Perfect childhood? tense don’t shift when
3 Now that I’m grown up, I use to go fishing every
p I’m sorry, we can’t seem to agree.
reported.
3 Whose interests changed as he grew older?
summer.
C Read your answer to the group. Can they guess whose
4 August 10th was the day my brother used to be
blog you read?
B Some modal verbs don’t shift in reported speech, for
born.
example might, could, would, or should. Must can shift to
B Which of the expressions in activity 5A illustrate these
5 When he was younger, Daniel would often build
had to.
tips on negotiating?
miniature aeroplanes.
G 5, 7 Past Simple, Past Continuous
C In reported speech, the verb doesn’t shift if it indicates an
1 Use ‘softening’ expressions: would like, perhaps,
6 When she was a child, Rochanne would live in
My parents were living in Rome when I was born.
Cornwall.
ongoing action or state.
What if, Let’s, etc.
6 used to/would
7 She used to go horse riding and swimming.
D The usual shifts are always used if you’re writing a formal
2 Use ‘softening’ modal verbs like should, would,
My mum would pack us sandwiches.
8 Alex’s favourite subjects at school were geography
What did she use to do in summer? She used to go
report.
might, can/could.
and physical education.
swimming.
E Sometimes the shifts don’t occur in informal verbal
3 Use questions to make suggestions.
9 Did Alex used to like wearing his school uniform?
MORE PRACTICE: Workbook, pages 8–10
reports, or in lists of actions.
10 We used to wear dark blue trousers, shirts and ties.
C With a partner, you are on a team negotiating with the
1 Akrapovič: “After the conclusion of my nine-year
school authorities to have a shorter end to the school day
racing career, I had 12 gained quite a lot of experience
on Fridays.
13
about tuning bikes.”
1 List reasons for and against the suggestion.
2 The interviewer: “As one would expect, Igor Akrapovič
2 Write a short dialogue of negotiation, paying
infuses his organization with his personal values.”
attention to the tips in 5B.
3 The interviewer: “Some might wonder how a company
3 Write the dialogue again, this time going against all
situated in a tiny country like Slovenia could achieve
the tips in 5B.
global renown.”
4 Join another pair. Exchange your ‘bad’ dialogues.
4 Akrapovič: “I think both aspects must be considered in
Rewrite the other pair’s ‘bad’ dialogue. Then
equal measure.”
compare with the original dialogues you wrote.
5 The interviewer: “Slovenian business people are always
very professional.”
6 The author in a formal report: “Akrapovič is a leading
firm in motorcycle parts, and has established a
respected company throughout the world.”
7 The interviewer on the phone: “Akrapovič is a
prominent entrepreneur, his company has become a
fashionable brand, and he himself is a charming man.”
Work with it!
Negotiating
4 A Negotiations are often needed to get things done in
business. With a partner, read expressions (a–p) and put
them into the categories (1–4). Some expressions can be
used in more than one category.
1 Putting your points across:
2 Dealing with opposing views:
3 Moving the discussion forward:
4 Concluding:
G 24 Reported speech – no tense shifts with
Past Perfect
“After I’d been racing for nine years, I had gained a lot of
experience.”
He told the reporter that after he’d been racing for nine years,
he had gained a lot of experience.
Modal verbs
‘The company should strive for perfection.”
He insisted that the company should strive for perfection.
“Creative design must accompany technical expertise.”
He maintained that creative design had to accompany technical
expertise.
Ongoing actions or states
“Slovenia is an excellent country for entrepreneurs.”
She claimed that Slovenia is an excellent country for
entrepreneurs.
MoRE PRACTICE: Workbook, pages xx
Ob koncu vsake enote so v rumenem okvirju navedene
slovnične strukture s primeri rabe. Referenca
na delovni zvezek dijaka napoti na stran, kjer
lahko utrdi pridobljeno znanje, številke ob navedbi
slovničnih struktur pa dijake usmerijo na slovnično
razlago v priloženi knjižici.
89
Naloge na modri podlagi, poimenovane Get the hang of it! v Way up
Intermediate in Work with it! v Way up Upper-intermediate, so namenjene
usvajanju in utrjevanje jezika v vsakdanjih situacijah. Tako se
dijaki med drugim naučijo veščin pogovora, kako napisati neformalno in
formalno elektronsko sporočilo, svetovati, kako kaj vljudno sprejeti ali odkloniti,
izraziti strinjanje in nestrinjanje, se opravičiti, napisati življenjepis,
se pogajati, prepričevati, vljudno prositi za kaj, izražati kritiko in še in še.
V Way up Upper-intermediate pa so razdelki v celotnem drugem modulu
namenjeni pisanju esejev.

elationships. Cross ou the three topics which do not
seem to fit into this overa l category.
interracial marriages
immigration issues
job applications
family lifestyles
married and unmarried couples
translation and interpreting
2 Circle the odd one out in these expressions.
Zasnova učbenika
12D Skills enhancement
Part I Reading
1 A You are going to practise both reading skills
and writing skills in this activity. Read this list of
particular problems that a student could experience
when trying to write short answers showing reading
comprehension. Tick any that you think might
Today’
apply to you. Then add any problems you yourself
have had, or might have.
Vsak modul se začne z uvodno stranjo, ki dijake seznani s prihajajočimi
temami in besediščem. Namen te strani je, da dijake
spodbudi k razmišljanju o vsebinah, preden se lotijo aktivnosti.
Poleg slikovnega gradiva, ki ponazarja vsebine modula, dijaki
rešijo tudi nalogo ali dve in tako dobijo kratek pregled tem, o
katerih se bodo učili.
Sledita enoti A in B, predstavljeni na prejšnjih straneh, v dveh
daljših lekcijah vsakega modula pa sta dodani še enoti C in D.
Module 4
7D Skills enhancement
Part I Speaking
1 With a partner, read the advertisement. Imagine that you are
going for interview. Help each other to make notes about
what you might wish to focus on in the interview.
• enthusiasm: why are you interested in going to the
summer school? Look back at the text you worked
with in Unit 4C, activity 2 and list the benefits that a
student could gain from such a training session.
• contribution: what are the special qualities that you
could contribute to the team? Look back at the list of
qualities needed for an astronaut (Unit 4C, activity 5).
First interviews are being organised
for two vacant posts
on the Slovenian Space Training
Summer School for Young Astronauts
held in conjunction with
the European Space Agency Programme.
Candidates should prepare by visiting the
ESA website. They will be selected for their
enthusiasm, and the contribution they can
make to teamwork during training.
2 Prepare for the interview. Think of one or two more questions
that the interviewer might ask a candidate.
• Why do you want to go to the Summer School?
• How long have you been interested in space?
• What will you do later with the skills you gain at the
Summer School?
• If you were selected, what skills would you like to
develop?
3 Option 1: Work in pairs.
Step 1:
Step 2:
Take turns to be: (A) a member of the
interviewing panel and (B) yourself as a
candidate wishing to be selected for the Summer
School. Role-play the interview.
When you’ve both worked through the
interview, taking turns, compare your
impressions with your partner.
• What did you find most difficult?
• Did you have a good supply of vocabulary to
carry you through without stopping or too
much hesitation?
• Were you as a candidate able to use a variety
of tenses in your answers?
• What could you do to improve your
performance? Ask others for advice.
Option 2: Work in groups of five.
Step 1:
Step 2:
Step 3:
Step 4:
82
3
1
2
My problem:
“I spend too much time writing out
the answers for the first questions,
then I run out of time.”
“I understand the text, but can’t find
the right words for the answers.”
“I always like to write complete
sentences, but that’s not the right
thing for short answers, it seems.”
B Join a small group and compare the problems
you ticked or added. Write one sentence of advice
for each one.
2 Now work on your own to do the exercise. Read
the questions first. Then read the text. Write your
answers in note form.
First, prepare for the interview together. Make
sure you have a good supply of questions (see
activity 2) to ask the candidate.
Choose roles. One of you is the candidate. Three
are members of the interviewing panel. One is
the recorder, whose taskit is to take notes, and
record the decision. Role-play the interview.
At the end of the interview, the candidate
withdraws while the panel makes a decision:
will that candidate be accepted for the Summer
School?
Panel: discuss the interview, and make a
decision. Give reasons.
Recorder: take down notes of the discussion and
the reasons given. Report to the candidate.
General discussion, amongst the group, or to the
class if you’ve presented your role-play to the
class. Discuss the strong points of the interview
– was the panel kind but effective in asking
questions? Did the candidate answer well, to
the point, with sufficient variety of vocabulary
and verb tenses? Was he/she convincing?
What advice could you give to improve the
performance of the candidate – or members of
the panel?
1 What three things do parents dislike about
pictures their children put up in their rooms?
2 What are the two main influences on the
behaviour of teenagers?
3 What in the role models attracts teenagers?
4 Can parents change the way teenagers behave?
5 What two things can reduce the influence
that the media have upon young people?
6 Who is in the best position to reassure
teenagers that they don’t have to follow
trends if they don’t wish to?
Part II Reading
Walk into y
across pos
too little clo
ing lying aro
purchase su
Clearly the p
after are a fa
parents. Yet w
pressure that
dress, act, an
In the previous enhancement exer
(Unit 2D) you worked with finding
expressions from the context. This
expanded: you will try to find the m
text by picking up clues from the c
“Children cho
Amy Beth Tau
type of models
In Taublieb’s ex
selves who the
they, the teens,
herself as unat
model. When a
role model their
fi gure out what t
ing that model, t
4 A First, read the text quickly. D
particular words or expression
Answer this question, using a
What is this text about?
B Compare and discuss your a
Whatever the rea
lar role model, p
they don’t like wh
ally hard for paren
teenagers. “I wan
sure from TV and
try to draw the line
with a mode of dre
time I try to compr
much.”
5 A Together, read the beginning
asked to complete. The purpos
that shows you understand th
Before you begin to write the c
your partner the clues in the te
the answers. Underline at leas
Number 1 is an example.
1 The new spaceships have
they are newer versions o
Clues to be underlined: 19
2 Their mission would be t
“My kids seem to g
know I can’t win eve
and can’t compromi
3 The main problem with
space is not storing it bu
4 The new spacecraft being
fuelled by
5 The sail material can mo
It is possible for the
parents may fear. “I
logical security as w
parents, the actual in
“Kids today have an
cool, act cool now and
Ph.D., author of the “
teens need to hear fro
be cool and act cool, b
ble in which it must be
or physical well-being.”
6 The small mirrors on the
7 The spacecraft gains its s
8 Scientists will be able to u
to analyse
B With your partner, use your
sentences.
6 With others, compare and disc
experience of doing the task.
• Did you find it easy or di
• Which questions did you
• Did you find it helpful to
question about the text?
• Did you find underlining
1 Module 4 is a l about personal, national and international
hosting a TV programme
gender inequalities in education
extreme sports
50
1 nuclear family divorce rates sibling rivalry
government policy extended family
2 gendered marginalised disadvantaged
culturally determined artistic
3 globalisation income tax travel and tourism
international relations cultural bridges
Module 4
4 asylum seeker immigrant multiculturalism
pop music anti-racist campaign
5 disapprove of fall for lose your hear to
do anything for be love-struck
Use the clues to find the ten words or expressions. Which
one is the ‘odd-one-out’ – the one that doesn’t fi the
overa l theme of ‘Communications’?
Clues
You do this when …
1 you hang your photographs in a ga lery
2 you produce a movie
3 you use a computer to write and correct a text
4 you revise and correct a text already written
5 you write an account of something for a newspaper
6 you produce a text or pictures to se l something
7 you use strong lamps to make a scene brighter
for filming
8 you surf the web
9 you do rhythmic quick movements with your
feet in time to music
10 you stand up and present ideas to people
1
1 e i n g
2 f m i n g
3 w p i n g
4 e i n g
5 r i n g
6 a i n g
7 l i n g
8 b i n g
9 t d i n g
10 p s i n g
7C Teenage health in our world
1 A Answer the quiz for yourself.
QU IZ
2
d
Enota C je namenjena spoznavanju s širšim družbenokulturnim
okoljem in razvija medkulturno kompetenco
in strpnost do različnih kultur.
V Way up Intermediate se teme večinoma dotikajo
vprašanj, ki so aktualna v obdobju najstništva, od šolskega
vsakdana, zdravja in športa do zlorabe drog in alkohola,
uporništva in uporabe različnih medijev. Dijaki primerjajo
razmere v drugih državah z razmerami v Sloveniji.
V Way up Upper-intermediate pa so teme zastavljene
širše, a še vedno v povezavi s tematiko lekcije. Tako na
primer obravnavajo literarna dela, urjenje astronavtov,
muzeje znanosti, preživljanje tako imenovanega gap year,
mlade podjetnike, razlike med spoloma, poroke med
pripadniki različnih ras in narodnosti, itd.
12C Gap years in different countries
1 A Read the descriptions of short or gap year projects in
different countries. Find the project(s) in which students ...
1 live with the people of the region
2 live with other volunteers in specially built
accommodation
3 do some of their work high up in trees
4 have to be trained before starting
5 will probably be eating outdoors
6 help with plants and animals
7 do some teaching
8 learn to communicate with partners
A
Conservation in South Africa and Botswana
Even before you arrive at our Conservation project in Southern
Africa, you will see some stunning wilderness on your journey
to base camp. You will fly into Polokwane, in the northern
region of South Africa, and then drive across the Botswana
border. Your final destination is Legodimo – our large nature
reserve.
You will stay at the well-facilitated conservation lodge we
have set up. It has large dorm rooms, hot water showers that
are open to the stars, a big outside communal area, and a
fire circle with a braai pit (similar to a BBQ). All of this is set
against beautiful scenery and the impressive wildlife of the
Limpopo River.
Volunteering on this project is hard work, a lot of fun and
extremely interesting. You will be involved in wrapping trees to
prevent damage from elephants, removing alien plants, and
collecting scientific data about the birds and elephants living
on the reserve.
Our conservation leader, Gerrit, will accompany volunteers
at all times. He has a great deal of experience with the tasks
and activities volunteers are involved in as well as extensive
knowledge about the region’s geography. Having lived in
the area his whole life, he has a good understanding of the
animals you will encounter. Gerrit will pass on his expertise
and enthusiasm to volunteers, who can learn a lot from his
experience of living in the bush.
B
WHAT IS YOU R
FITNES S LE VEL?
1 Do you have stomach ache, backache,
or headache at least once a week?
Yes No
Care & Community Work in Sri Lanka
Based in several small towns along the southwest coast
of Sri Lanka, south of Colombo, care work in Sri Lanka is
a multifaceted experience offering an enormous variety of
choice. However, all the work has one basic requirement:
a love of working with children.
You will work with your fellow volunteers in orphanages and
day care centres helping children learn the alphabet or
organizing activities like arts and crafts. In the afternoons,
volunteers assist in numerous areas with the children – from
helping with homework to organizing sports games to
reading with a child individually.
You will live with a local host family, which allows you to be
fully immersed in the Sri Lankan way of life.
c
2 Do you have difficulty sleeping at least once
a week?
Yes No
3 Do you usually wake up feeling tired or ‘low’?
Yes No
4 Do you smoke?
Yes No
5 Do you drink alcohol at least once a week?
Yes No
6 Do you really love going to school?
Yes No
7 Do you of ten feel bullied or unhappy at school?
Yes No
8 Do you of ten eat junk food with high sugar
and fat content?
Yes No
Wildlife Conservation in Peru
For a chance to truly get away from it all this summer, join us
for two weeks in the Peruvian rainforest, located deep in the
heart of the Amazon. This project offers a unique opportunity
to experience the rainforest environment and participate in
important conservation activities.
Upon arrival at our jungle base at the Taricaya Lodge, you
will be given a full orientation and receive an introduction to
the project from one of our conservation staff. You will spend
the two weeks working on the same schedule as our regular
and more experienced volunteers. Projects currently include
wildlife observations from our viewing platform high in the
jungle canopy, night observation walks along the extensive
network of trails, work on our animal release program, and
managing a pilot farm we’ve created.
All volunteers live together at the lodge in shared rooms or
small bungalows. Your weekend trip will either be a camping
trip down river or a visit to Puerto Maldonado where you can
relax in more luxurious surroundings and have a fun night out.
9 Do you exercise briskly for at least half
an hour a day?
Yes No
YOUR SCORE
Diving & Marine Conserv
If you’re interested in marin
beach, this project is perfec
conservation project in Tha
staff members in Krabi, just
project is based. You will co
course to qualify you to div
in shallow water, you’ll learn
and equalize pressure. You
the buddy system and usin
observing and analyzing re
you play a part in conservin
coast of South West Thailan
Once you have your diving
rewarded by descending in
of tropical fish, turtles, sea
help with a beach clean up
reforestation work.
After your two weeks you w
recognized qualification, a
the knowledge that you hav
the preservation of a wonde
B Count up your score (g
level. Compare with other
that most of you could do
Eat a more balanced d
Cut out smoking
2 A Listen to a news repo
American and European tee
In which of the nine categ
• a lower score for fitness
• a better score than Euro
• about the same score as
B What are the things that mo
do to be fi tter?
B Read through the texts
the lists.
3 Match these words or expressi
with the right description (a–g)
Write it. You can listen again, an
you fi nd the meanings.
1 Four adjectives desc
1 stunning
2
2 Four words/express
1 dorm rooms
2
3 Two adjectives mean
an adverb (3) mean
1 shared
2
4 Five activities that s
participles + noun p
1 wrapping trees
2
3
5 A word or expressio
a in the midst of,
b a mass of branch
area:
c specialist knowl
d an important ar
a lot of rain:
e an area where al
f information and
starts:
g a line of rocks o
level:
h all plants and an
an area:
1 aches and pains
2 counterparts
3 co-ordinated
4 locations
5 peer relationships
6 related to
7 fatigue
8 ranked in the middle range
a brought together b put into
c places d the same kind of peo
e the ordinary little hurts that pe
f getting on with people our age
80

footba l striker (n) 16A –
strelec, napadalec
generate (v) 16B – ustvariti
grasp (v) 16B – prijeti, zgrabiti
hint (n) 16B – nasvet; namig
in the face of 16B – ob soočenju
z, iz oči v oči
inertia (n) 16B – pasivnost,
neaktivnost
journalism (n) 16A –
novinarstvo
lay sdb off (phr v) 16B – odpustiti koga
letters to the editor (n) /
16B – pisma bralcev
peacock (n) 16B – pav
prehensile (adj) 16B –
oprijemalen
readability (n) 16B – berljivost
readership (n) 16B – krog bralcev
recommend (v) 16A – priporočiti
rehearsal (n) / 16A – vaja
rehearse (v) 16A – vaditi
reluctantly (adv) 16B – nerad,
s težavo
revenue (n) 16B – prihodek
scattered (adj) 16B – raztresen
separate (adj) 16B – ločen
slangy (adj) 16A – slengovski
smooth (adj) 16B – gladek
sti l (n) 16A – fotografija
subtitle (n) 16B – podnaslov
tactile (adj) 16B – otipljiv
tech-savvy (adj) 16B – ki se spozna
na tehnologijo
update (v) 16B – posodobiti, ažurirati
weblog (n) / 16A – spletni dnevnik
worthwhile (adj) 16A – koristen,
ki se izplača
Unit 17
abandon (v) 17C – zapustiti
according to (adv) 17C – glede
na, po besedah
adjust (v) 17A – prilagoditi, nastaviti
against a l odds 17C – kljub
vsem težavam
age (v) 17A – postarati
assume (v) 17B – domnevati,
predpostaviti
bottle blond (n) 17B – oseba, ki si
s peroksidom barva lase
broadcast (n) 17A – prenos, oddaja
camera operator (n)
17A – snemalec
camera shot (n) 17A – kader
cater for (v) 17B – oskrbeti
come across (phr v) 17A – priti
do izraza
con artist (n) 17B – prevarant
consult (v) 17A – posvetovati se z/s
contestant (n) 17B – tekmovalec
counter (v) 17C – nasprotovati
current affairs (n) 17A –
aktualni dogodki
dead-tree stu f (n) 17C – stara šara
devout (adj) 17B – goreč
director (n) 17A – režiser
downright (adv) 17B – prav,
naravnost
dressing room (n) 17A –
garderoba
dump (v) 17B – pustiti, zavreči
dupe (v) 17B – retentati, ukaniti
ensure (v) 17A – zagotoviti
entrant (n) 17B – udeleženec
exercise (v) 17B – uresničiti,
uveljaviti
eye-opener (n) 17C – spoznanje
facilities (n) 17D – oprema,
naprava, infrastruktura
floor manager (n) 17A –
vodja snemanja
genre (n) 17C – žanr
greedy (adj) 17B – pohlepen
gu lible (adj) 17B – lahkoveren
headquarters (n) 17A – sedež,
centrala
imply (v) 17B – namigniti
impose (v) 17A – uvesti
inappropriate (adj) 17B –
neprimeren
insulting (adj) 17B – žaljiv
jot down (phr v) 17C – na hitro
zapisati
knock one's socks off (idiom) 17C – šokirati
lighting (n) 17A – osvetljava
make-up artist (n) 17A –
masker
56
19 CONDITIONAL CLAUSES
if clause main clause
zero conditional Present Simple Present Simple
first conditional Present Simple wi l + verb
second conditional Past Simple would/could + verb
third conditional Past Perfect would + have + past participle
The part beginning with if can come fi rst or
second in the sentence. If it comes fi rst, a
comma must be used before the main clause.
If it comes second, no comma is used.
Instead of if you can also use unless (= if not),
provided that ., on condition that .
Zero conditional is used for general statements
(something that is always true) or for events
and actions that always happen under certain
conditions. In this type of conditional when can
be used instead of if.
If I don’t have any homework, I play video games.
When you heat ice, it melts.
First conditional is used for a particular event
or activity that wi l or can probably happen in
the future under certain conditions.
If he comes late from the party, he wi l be
grounded.
If you work out regularly, you can feel
much better.
Unless they hurry, they won’t catch the bus.
Form
Use
19a Zero conditional
19b First conditional
Pogojni odvisnik lahko stoji na začetku ali na koncu
povedi. Če stoji na začetku, moramo uporabiti vejico
pred glavnim stavkom. Če pa stoji na koncu, vejica
ni potrebna.
Namesto veznika if lahko uporabljamo tudi unless
(= if not), provided that ..., on condition that ..
Ta pogojnik uporabljamo za splošne trditve
(nekaj, kar je vedno res) ali za dogodke in dejanja,
ki se vedno zgodijo pod določenimi pogoji.
V tem tipu pogojnih stavkov lahko namesto if
uporabimo when.
Če nimam domače naloge, igram igrice.
Ko led segrevaš, se stopi.
Prvi pogojnik uporabljamo za določen dogodek
ali dejanje, ki se bo ali pa se lahko zgodi v
prihodnosti pod določenimi pogoji.
Če bo prišel pozno z zabave, nekaj časa
ne bo smel ven.
Če se boš redno rekreiral, se boš bolje počutil.
Če ne bodo pohiteli, ne bodo ujeli avtobusa.
NB V slovenščini v obeh delih povedi
uporabljamo prihodnjik.
22
4 In the UK, as in the US, obesity (being too fat) and inactivity
(not doing enough physical exercise) are the main threats to
health. Here are some statistics from the UK National Health
Service (the NHS). With a partner, guess the numbers.
• Only out of 10 people do enough exercise, but
out of 10 think they do.
• If present habits continue, by 2020 one in people
will not fit in a standard office chair.
• % of coronary heart disease deaths are related to
inactivity, compared with % related to smoking.
5 A The NHS is worried about the inactivity of British teenagers,
and has recommended these 10 fun ways for teenagers to
get fi t. Match the photos and the activities.
karate football orienteering
climbing paintball dancing
basketball hockey skateboarding
mountain biking
B Join a partner.
A: read the instruction card on page 139.
B: read the instruction card on page 140.
6 A Divide into fi ve groups. Watch a dance exercise video.
You are going to hear instructions for fi ve moves.
Each group will write the instructions for one move. Before
you start, look at the notes below: these are the key words
for each move. Decide who will be responsible for completing
the instruction with each one.
Move 1: point turn swing take
Move 2: turn put click
Move 3: start push bring tap
Move 4: go up flick push
Move 5: jump jump step move
B Do you feel like trying the moves? Have fun!
3
5
4
6
7
o to page 139) to find your fitness
s in the class. What are the things
to be fitter?
iet Exercise more
Cut down on alcohol
rt comparing the fitness of
nagers.
ories in 1A do Americans have:
than Europeans:
peans:
Europeans:
st American teenagers could
ons from the recording (1–8)
. One description is missing.
d use the context to help
an average category
ple
ople can get
g associated with
8
9
10
49
again and add words/expressions to
ribing beauty:
3
4
ions describing accommodation:
3
4
ing used by different people, and
ing the opposite:
3
tudents engage in (present
hrase objects):
4
5
n meaning:
fully surrounded by:
es and leaves that fully cover an
edge and ability:
ea of tropical trees which receives
l wildlife is protected:
advice given before a course
r coral just below or above sea
imals dependent on each other in
2 A In small groups, compare and discuss your responses to
the texts. Which project would appeal to you? Give reasons.
B In your group, put the reasons given for or against gap
years abroad in the appropriate category and add as many of
your own as you can.
• seeing the world
• experience other cultures
• emotionally and financially draining
• can damage the environment rather than the opposite
• something distinctive to put on your CV
• loss of friends and social networks while away
• helping less advantaged people
• really does nothing to help developing countries
• learning new skills
• help you find your own future path in life
• some people treat it as tourism rather than work
• volunteers don’t want to come back
• caters to participants rather than the people
supposedly being helped
• outdated and colonial
For
Against
3 Your English friend tells you s/he is wondering whether to
volunteer for a year abroad before going on to university.
Write a letter or long email to either encourage your friend to
go, or dissuade him/her from going. Give reasons for your
advice.
ation in Thailand
e life and want to try living on the
t for you! All volunteers on our
iland will be met by one of our
20km from Ao Nang where the
mplete a four-day Open Water
e. In the initial stages when you’re
how to breathe, clear your mask,
will also become familiar with
g underwater sign language. By
ef damage and fish populations,
g this precious ecosystem off the
d.
qualifications, your efforts are
to a stunning underwater world
urchins and corals. You will also
and take part in some mangrove
ill return home with a universally
wealth of diving experience and
e made a useful contribution to
rful marine ecosystem.
81
3 A Join a partner or a small group and compare your answers.
Discuss what you found easy or difficult in the texts or in
answering the questions.
B Go through the text together, and tell each other what
words you found difficult. With your group, help each
other to find ways of understanding the overall meaning
of sentences with difficult words in them.
Part II Writing
4 A Look back at your notes for Unit 12B, exercise 4. You will
use them to write an essay (180–200 words) on this topic:
Celebrity culture is harmful for teenage students.
Do you agree or disagree with the statement? Support your
opinion.
B Put the words or expressions into the right column.
Useful if you agree
with the statement
Useful if you disagree
with the statement
(to) damage (to) show some improvement damaging
(to) object to objectionable an aid beneficial
unobjectionable hurtful a detriment (to)
(to) work to the detriment of (to) help with helpful
(to) do a disservice to (to) impair (to) improve
(to) promote a disadvantage useful unhelpful
(to) assist (to) enhance
5 The three important aspects of an essay are:
1 CONTENT (what you say: is it interesting? Do you
say enough about it to let the reader understand your
points?)
2 LANGUAGE (the way you say it: is it easy and clear to
read? Is the grammar reasonably correct? Do you use
a rich variety of appropriate vocabulary? For a formal
essay, remember: do not use shortened words –
write: do not, NOT don’t, cannot, NOT can’t, is not,
NOT isn’t, etc., and, especially: do not know, NOT
dunno!!!)
3 ORGANISATION/LAYOUT (the structure of the
essay: is the development of your ideas clear? Do your
ideas follow one another in a logical manner or do
they jump from one thing to another?)
6 Join a small group. Talk about the first steps you take when
you start to write an essay.
1 Do you start by making a plan? What kind of a plan?
• A vertical plan? For example:
A Introduction: why should celebrity culture
be harmful at all?
B First section: reasons for considering it
to be harmful
C Second section: reasons for thinking that
it could also be positive
D Conclusion: my own conclusion about the topic …
• A net plan? For example:
Model Behavior:
s Teens and the Role Models They Choose
By Tamar Weiss
our teenager’s room and you are likely to come
ters of teen idols wearing too much makeup and
thing. You may spot an item of your child’s clothund
and you wonder, “How did I ever let my kid
ch a thing?”
ersonalities that teens today model themselves
r cry from the ones that were popular with their
ith the television and media exposure and peer
teens are faced with, it’s no wonder that they
d look the way they do.
ose models for themselves very early,” says Dr.
blieb, a clinical psychologist in Buffalo, NY. “The
changes as children grow and develop.
perience, many teens choose models for themy
see as having particular characteristics that
are lacking. For example, a teen who perceives
tractive may choose a supermodel as a role
parent feels there is something wrong with the
child has chosen, the parent needs to try to
he teen is trying to compensate for by chooshen
address that issue directly with the teen.”
soning may be for a child choosing a particuarents
may be faced with an uphill battle if
at they see. “Television and media make it rets,”
says Ilona Lachterman, mother of three
t certain standards in my family, and prespeer
pressure work against me sometimes. I
at some point when I vehemently disagree
ss or behaviour,” she says. “Yet at the same
omise so that my kids don’t stand out too
o with what’s trendy,” Lachterman says. “I
ry battle. I just try to fi gure out what I can
se on and I try to stick to those decisions.”
media to have less effect on teens than
f a young person has emotional/psychoell
as open lines of communication with
fluence is minimal,” Taublieb says.
impossible standard of ‘look great, be
at any expense,’” says Bettie B. Youngs,
Taste Berries for Teens” series. “Today’s
m each other that it’s OK to look great,
ut the standards for it, and the time tadone,
are not at the expense of mental
2 Do you jot down other words that could be
useful in writing about this subject?
3 Do you write a first draft?
4 Discuss what you find most difficult about
writing an essay.
7 Write your draft..
8 Next class: Work with a partner. Read each other’s drafts.
Tell each other:
• What is the thing you like best about your
partner’s draft?
• Is it clear? Do the ideas follow each other in
a logical way?
• Is there a clear introduction?
• Is there a conclusion?
• Is the language reasonably accurate? Are there some
sentences that you can help your partner to improve?
9 Note your partner’s comments. Then, for homework,
rewrite a ‘fair draft’ of your essay. Write it carefully and
clearly. When you have finished, proofread it carefully.
Pay attention to grammar: are the subjects and verbs
right for each other? Are the verb tenses correct?
Can you check spelling?
10 Hand in your essay and relax!
raise
ambition
encourage students
to stay at school
anti-drug
campaign
students don't
value education
students don't
work hard
INFLUENCE
OF CELEBRITY
CULTURE
P O S I T I V E
N E G A T I V E
83
“Mrs Packletide’s Tiger” (Part II)
“I suppose we are in some danger?” said Miss Mebbin.
She was not actually nervous about the wild beast,
but she had a morbid dread of performing an atom more
service than she had been paid for.
“Nonsense,” said Mrs Packletide; “it’s a very old tiger.
It couldn’t spring up here even if it wanted to.”
“If it’s an old tiger I think you ough to get it cheaper.
A thousand rupees is a lot of money.”
Louisa Mebbin adopted a protective elder-sister a titude
towards money in general, irrespective of nationality
or denomination. Her energetic intervention had saved
many a rouble from dissipating itself in tips in some Moscow
hotel, and francs and centimes clung to her instinctively
under circumstances which would have driven them
headlong from les sympathetic hands. Her speculations
as to the market depreciation of tige remnants were cut
short by the appearance on the scene of the animal itself.
As soon as it caught sight of the tethered goat it lay flat on
th earth, seemingly less from a desire to take advantage
of a l available cover than for the purpose of snatching a
short rest before commencing the grand a tack.
“I believe it’s ill,” said Louisa Mebbin, loudly in Hindustani,
for the benefit of the village headman, who was
in ambush in a neighbouring tree.
“Hush!” said Mrs Packletide, and a that momen the
tiger commenced ambling towards his victim.
“Now, now!” urged Miss Mebbin with som excitement;
“if he doesn’ touch the goat we needn’t pay for it.”
(The bait was an extra.)
The rifle flashed out with a loud report, and the great
tawny beast sprang to one side and then ro led over in the
sti lness of death. In a moment a crowd of excited natives
had swarmed on to the scene, and their shouting speedily
carried the glad news to the vi lage, where a thumping
of tom-toms took up the chorus of triumph. And their
triumph and rejoicing found a ready echo in the heart of
Mrs Packletide; already that luncheon-party in Curzon
Street seemed immeasurably nearer.
It was Louisa Mebbin who drew a tention to the fact
that the goat was in death-throes from a mortal bu letwound,
while no trace of the rifle’s deadly work could be
found on the tiger. Evidently the wrong animal had been
hit, and the beast of prey had succumbed to heart-failure,
caused by the sudden report of the rifle, accelerated by senile
decay. Mrs Packletide was pardonably annoyed a the
discovery; but, at any rate, she was the possessor of a dead
tiger, and the vi lagers, anxious for their thousand rupees,
gladly connived a the fiction that she had sho the beast.
And Miss Mebbin was a paid companion. Therefore did
Mrs Packletide face the cameras with a light heart, and her
pictured fame reached from the pages of the Texas Weekly
Snapshot to the i lustrated Monday supplement of the
Novoe Vremya. As for Loona Bimberton, she refused to
look at an i lustrated paper for weeks, and her le ter of
thanks for the gift of a tiger-claw brooch was a model of
repressed emotions. The luncheon-party she declined;
there are limits beyond which repressed emotions become
dangerous.
3 Find the word in the text which means the same as the
underlined expressions. Read the coloured squares
downwards. They spe l the word which is used in the excerpt
to describe Mrs Packletide.
1 The reason she wanted a party wa supposedly – but
not rea ly – to honour her enemy.
2 She wanted a tiger skin that was obtained by her own
e forts.
3 Mrs Packletide has a very strong reason for wanting to
ki l a tiger.
4 She made her plan at a lucky time.
5 A goat was tied to a post to draw the tiger to it.
6 Mothers quietened their voice so they wouldn’t wake
the sleeping tiger.
7 The actions of most humans are motivated by hunger
or love, but not hers.
8 Mrs Packletide bent close to the platform a she
waited for the tiger.
9 The tiger has many weaknesses due to its old age.
10 On her platform, Mrs Packletide waited for the animal
she was hunting.
11 The tiger they found had the right characteristics and
history.
1
2
3
4
5
6
7
8
9
10
11
4 With a partner, discuss what you think of the characters in
this first excerpt.
1 Do you agree with the description of Mrs Packletide
that is in the coloured squares? Why or why not?
2 Match the words with the personality traits, and add
other words if you can.
Mrs Packletide:
The vi lagers:
helpful snobbish poor hard-working
determined proud eager for money rich
unforgiving resourceful vindictive
5 a Read Part I of the short story.
B In this summary of Part II, the endings of the sentences,
after the comma, have all got mixed up. With a partner, find
the right ending for each sentence.
1 The tiger approached the goat, and pointed out that
the goat was dying.
2 Mrs P fired the gun, so were happy to go along with
the deception.
3 The villagers were excited, but tried not to show any
feelings.
4 Miss Mebbin looked carefully, but pretended she had
shot the tiger.
5 The tiger was frightened to death, but first it lay down.
6 Mrs Packletide was annoyed, and the tiger fell down
dead.
7 The villagers wanted their money, while the goat died
of gunshot wounds.
8 Loona Bimberton was very upset, and carried the
news to the village.
6 Read the five sentences describing Miss Mebbin. With a
partner, find the expressions in the text which give the reader
this information. Are you sympathetic towards her? Why or
why not?
1 She wasn’t committed to her job.
2 She was very prudent – indeed stingy or even miserly
– with money.
3 She could communicate with the people in India, so
had probably spent some time in that country.
4 She was observant.
5 She did not have a high position in society.
7 At the end of Part II, Mrs Packletide is famous and seems
to have triumphed over her rival. What happens next?
With a partner, discuss which of these endings seems right to
you. Then listen and confirm your guess.
A Mrs Packletide has a change of heart and
admits that she has lied.
B Loona Bimberton just forgets about the
rivalry, and gets on with her life.
C Louisa Mebbin finds a way of profiting from
the situation.
8 a Listen again and complete the sentences.
1 Mrs Packletide went to the ball dressed as .
2 She refused Clovis’ suggestion that everyone should
go dressed in the skins of animals .
3 When Miss Mebbin hinted that she knew the real
story behind the tiger’s death, Mrs Packletide’s face
.
4 When Mrs Packletide appealed to her not to tell the
true story, Miss Mebbin mentioned .
5 Miss Mebbin’s cottage, called ‘Les Fauves’ (‘Wild
Animals’) is the wonder and admiration of
.
6 Mrs Packletide says she’s given up big-game hunting
because .
B Look again at the six sentences in activity 8A. With a
partner, discuss the motives that drive the characters in this
final part.
1 Why did Mrs Packletide choose that particular
costume for the ball?
2 Why would Clovis have been happy to go dressed in a
rabbit skin?
3 Why did Miss Mebbin mention the cottage and why
did she give it that name?
4 Why did Mrs Packletide really give up big-game
hunting?
9 Choose one of the writing options, A or B.
A Write Miss Mebbin’s diary entry on the day she
moves into ‘Les Fauves’ (150–200 words). Include:
her feelings about the whole episode with the tiger;
her justification for the way she blackmailed Mrs
Packletide into buying her the cottage; her plans to
entertain her friends in her new home.
B Discuss the relationship between Mrs Packletide
and Miss Mebbin. Use 220–250 words. Make sure
you write about the relationship on the basis of the
evidence in the short story itself. Discuss their feelings
about what happened in India and what happened
shortly after Mrs Packletide’s return. Include your
own comments, but relate them to the question.
102
V učbeniku Way up Upper-intermediate se vsak modul konča
s tremi stranmi, namenjenimi pouku književnosti, ki smo jih
poimenovali Read this!. Tu dijaki z zanimivimi in zabavnimi aktivnostmi
obravnavajo izbrane pesmi, kratke zgodbe in odlomke
romanov modernih avtorjev pa tudi starejša dela.
Ob koncu prvega modula tako berejo in primerjajo Shakespearov
Sonet 116 in pesem Caroline Ann Duffy Valentine. V
drugem modulu se srečajo s kratko zgodbo The Captive in odlomkom
iz sodobnega romana The Player of Games. Tretji modul
sklene zabavna kratka zgodba Mrs. Packletide‘s Tiger, zadnji
modul pa se konča s še eno kratko zgodbo z začetka prejšnjega
stoletja The Gift of the Magi.
Priloga k učbeniku ponuja:
• dvojezično razlago slovnice s primeri rabe in poudarkom
na razlikah med angleščino in slovenščino,
• seznam nepravilnih glagolov,
• seznam fonetičnih simbolov,
• dvojezični slovarček izrazov iz učbenika z izgovarjavo.
Hidden motives
1 In small groups, share your experiences and your views.
1 Have you ever been in a situation where someone
justified their actions, but you fel they had other,
hidden motives?
2 Have you ever been in a situation where you thought
someone behaved badly because they were jealous, or
wanted to prove they were be ter than others?
3 What do you think is the best way of responding
when you see other people behaving badly – through
pride or jealousy, for example?
2 Read quickly through the first part of a short story by Saki
(the pen name of the writer H. H. Munro). Choose the right
answer.
1 Mrs Packletide’s ambition was to shoot a tiger because
she wanted to
a make a rival jealous
b ki l an animal
2 She was lucky that she found a possible tiger to hunt
without
a searching a lot
b being in danger herself
3 The tiger that she set ou to shoot was
a old and ferocious
b old and weak
It was Mrs Packletide’s pleasure and intention that she should
shoot a tiger. No tha the lus to ki l had suddenly descended
on her, or that she fel that she would leave India safer and more
wholesome than she had found it, with one fraction less of wild
beast per mi lion of inhabitants. The compe ling motive for her
sudden deviation towards the footsteps of Nimrod was the fact
that Loona Bimberton had recently been carried eleven miles
in an aeroplane by an Algerian aviator, and talked of nothing
else; only a persona ly procured tiger-skin and a heavy harvest of
Press photographs could successfu ly counter that sort of thing.
Mrs Packletide had already arranged in her mind the lunch she
would give at her house in Curzon Street, ostensibly in Loona
Bimberton’s honour, with a tiger-skin rug occupying most of
the foreground and a l of the conversation. She had also already
designed in her mind the tiger-claw broach that she was going
to give Loona Bimberton on her next birthday. In a world that
is supposed to be chiefly swayed by hunger and by love Mrs
Packletide was an exception; her movements and motives were
largely governed by dislike of Loona Bimberton.
Circumstances proved propitious. Mrs Packletide had offered
a thousand rupees for the opportunity of shooting a tiger
without over-much risk or exertion, and it so happened that a
neighbouring vi lage could boast of being the favoured rendez-
Module 3 Read this!
4 The villagers were worried that the tiger would
a be ki led
b die before he could be shot
5 The vi lagers did everything they could to keep the tiger from
a leaving the area
b hunting
6 The vi lagers’ preparation included
a building a tree platform
b keeping their goats inside
7 Mrs Packletide waited for the tiger
a in fear
b with a game to pass the time
vous of an animal of respectable antecedents, which had been
driven by the increasing infirmities of age to abandon gameki
ling and confine its appetite to the sma ler domestic animals.
The prospect of earning the thousand rupees had stimulated
the sporting and commercial instinct of the vi lagers; children
were posted night and day on the outskirts of the local jungle
to head the tiger back in the unlikely event of his a tempting to
roam away to fresh hunting-grounds, and the cheaper kinds of
goats were left about with elaborate carelessness to keep him satisfied
with his present quarters. The one great anxiety was lest
he should die of old age before the date appointed for the memsahib’
shoot. Mothers carrying their babies home through the
jungle after the day’s work in the fields hushed their singing lest
they might curtail the restful sleep of the venerable herd-robber.
The great night duly arrived, moonlit and cloudless. A platform
had been constructed in a comfortable and conveniently
placed tree, and thereon crouched Mrs Packletide and her paid
companion, Miss Mebbin. A goat, gifted with a particularly persistent
bleat, such as even a partia ly deaf tiger might be reasonably
expected to hear on a sti l night, was tethered at the correct
distance. With an accurately sighted rifle and a thumb-nail pack
of patience cards the sportswoman awaited the coming of the
quarry.
“Mrs Packletide’s Tiger” (Part I)
Grammar and
Vocabulary
Booklet
WU upper intermediate gkb naslovnica.indd 1 30.12.10 14:04
Grammar and
Vocabulary
Booklet
zgib
cises for reading skills
the meaning of words or
time the exercise will be
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on’t stop if you come across
s you don’t understand.
short answer.
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s of sentences that you are
e is to complete them in a way
e text.
ompletions, discuss with
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t one clue for each number.
acquired their name because
f .
th century, fast sailing ships
o explore
.
gathering information from
t .
developed in Japan is
.
ve easily because it is
.
sail reflect
.
peed from
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clues to complete the
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find most difficult?
answer the first (gist)
the clues useful?
In the 19 th century, fast sailing ships called clippers
criss-crossed the globe, promoting trade and exploration.
A new era of sailing may be about to dawn for
future missions exploring the outer reaches of space.
Scientists are developing a revolutionary ‘clipper’
spacecraft easy to manoeuvre and equipped with solar
sails that can capture vast quantities of scientific data
and ship it back to Earth.
The technology for these new-style clippers could
be ready in time to support missions to the moons of
Jupiter and Saturn. Flash memories will soon be able
to store the huge quantities of data that are required
in order to map a planetary body in high resolution.
But a full high-res map of Jupiter’s moon Europa, or
Titan, the largest of Saturn’s moons, would take several
decades to download from a traditional orbiter,
even using immense antennas in the receiving ground
station on Earth.
For interplanetary missions, the possibility of
downloading data is obviously a major design driver.
Scientists in several countries have been working on
this challenge and have developed preliminary concepts
for a clipper which could fly close to a planetary
orbiter, upload its data and then return to Earth, where
terabytes of data would be downloaded more rapidly.
A fleet of data clippers cruising around the Solar System
could then provide support for an entire series of
exploratory missions to the outer planets.
Recent advances in technology mean that spacecraft
propelled by solar sails no longer belong to the
realms of science fiction, but are being incorporated
into the roadmaps for future space missions. The
Japanese Space Agency, for example, is currently testing
a solar-powered mission, and Japanese scientists
recently celebrated the successful deployment of their
solar sail. This will be the world’s first solar-powered
sail craft employing both photon propulsion and thinfilm
solar power generation during its interplanetary
cruise.
The new spacecraft has a flexible membrane sail,
32.5 micrometres thick, about half the thickness of a
human hair, which is covered with thin-film solar panels
that will create a hybrid of electricity and pressure.
Solar photons, or particles of light, will bounce off
thousands of tiny reflective surfaces to give a spacecraft
the thrust it needs to complete manoeuvres such
as rotating and hovering. The force is tiny but continuous,
and over time can produce a considerable velocity.
Solar sails thus have the potential to play a crucial
role in the exploration of outer space, allowing scientists
to access massive data transfers and extend their
knowledge of conditions in our solar system.
51
Enota D, poimenovana Skills enhancement, je namenjena
postopnemu razvijanju jezikovnih spretnosti in tehnik
reševanja nalog. Dijaki razmišljajo o strategijah, ki jih
uporabljajo pri reševanju, izmenjujejo izkušnje in nasvete,
ozaveščajo tehnike reševanja in gradijo na pridob-ljenem
znanju. S tem spremljajo in vrednotijo lasten napredek in
prevzemajo soodgovornost za svoje znanje.

Part III Listening
Zasnova delovnega zvezka
5 Keeping in touch
1 Look at the pictures and use these verbs or verb phrases
to fill the gaps.
not allowed have to don’t have to had to must
ought should allowed mustn’t mustn’t
Delovni zvezek dopolnjuje in nadgrajuje učbenik. Po zgradbi
mu sledi, saj je sestavljen iz 20 lekcij, ki so razdeljene v štiri
module.
Vaje v delovnem zvezku so namenjene utrjevanju slovničnih
struktur in besedišča iz učbenika, besedotvorju in razvijanju
spretnosti branja, poslušanja in pisanja.
Tako kot v učbeniku je tudi nabor vaj v delovnem zvezku pester
in raznolik. Vaje temeljijo na aktualnih temah in vsakdanjih
situacijah iz življenja najstnikov ter upoštevajo njihove interese.
Hi Jem
My new school is so depressing! You wouldn’t believe how
unwelcoming it is. The first day, my mum came with me to see the
school, but she wasn’t even 1 inside the school
grounds! Even as a visitor, she 2 go and sign in at
the front desk, how ridiculous is that! I opened the gate and Skip
bounced in with me, frisky as usual, but then I saw that you
3
let dogs into the grounds either. The path to the
front entrance is just bristling with signs! You 4
stay on the path, you 5 run or shout in the halls,
you 6 remove your muddy boots, what next? Stop
breathing when you approach? Students are 7
to smoke, I can understand that, but what about ball games on
their precious grass, or taking your snacks into the classroom?
Surely students 8 be able to grab a little bite
when they’re working hard on their computer? Inside the class
is no better. You 9 to come and visit and you’d
soon see how lucky you are to be at Queen’s Mead, where you 10
lead such a regimented life! lol
Jo
2 Write short answers to the questions. Don’t repeat information
unnecessarily. Begin your answers with Yes, or No, ...
1 Are you allowed to run in the halls of your school?
2 Can students smoke inside your school building?
Posamezni modul se konča s sklopom Skills
enhancement, tj. s tremi stranmi vaj izpitnega tipa,
ter stranjo Blogs and logs, katere namen je, da
dijaki razmišljajo o svojem napredku, ga spremljajo
in ocenjujejo ter tako prevzemajo soodgovornost
za svoje znanje.
3 Can visitors bring dogs into your school?
4 Must visitors report to the front desk when they
go to your school?
5 Can you eat snacks when you’re working at a
computer in school?
6 Must students wear the right shoes in the gym?
7 Ought you to thank teachers at the end of the year?
8 Should you use your mobile phone in classrooms?
9 Do you need to text your parents when you are
late getting back home?
10 Did you have to do homework last year?
24
Module 3 Skills enhancement
Part I Reading
1 Match all statements 1–9 with paragraphs
A–G. More than one statement may refer to
the same paragraph. Write your answers in
the space on the right.
Example
The survey interviewed people all over the
1
D
world.
2 The media encourage people to be jealous
of richer, more famous people and to want
to outshine their neighbours.
3 The cause of ‘affluenza’ is an economic
system, based on private ownership of
production, that makes people think only
of themselves.
4 UK citizens have much higher levels of
anxiety and mental troubles than people
in Europe, the Far East or Africa.
5 James recommends that people live within
their means and be satisfied, even if they
can’t have everything they desire.
6 People whose main desires are for money
and fame risk suffering greater stress and
mental illness.
7 Knowing yourself well and setting yourself
goals you can achieve are ways of ensuring
better mental health.
8 The survey results are surprising because
they show great disparities between
different countries.
9 There are grounds for optimism in the fact
that countries are not all imitating each
other as much as is often stated.
Affluenza
A
WHY IS THERE SO MUCH STRESS IN TODAY’S SOCIETY? Why
is the UK rate so much higher – twice the average of mainland
Western European countries and nearly six times that of Shanghai
or Nigeria? The big question is: Can we do anything about it?
Distinguished psychologist and bestselling author Oliver James
thinks we can and, having identified the source of this emotional
turmoil, he has dubbed it ‘The Affluenza Virus’.
B The Affluenza Virus is the placing of too high a value on money,
possessions, appearances (physical and social) and fame. During
his research into the ‘affliction’, Oliver James found that those
obsessed with these values are at a greater risk of suffering the
most common forms of emotional distress – depression, anxiety,
personality disorders or a tendency towards substance abuse.
C Okay, so far. Some television programmes lead you to believe that
everyone is obsessed with celebrity, is envious of those who have
what they believe should be theirs and has a desperate need to
keep up with the Jones. So, can it be possible to be successful and
still stay sane?
D Studies were carried out in New Zealand, Australia, Singapore, depth at
China, least thirty Russia, citizens Denmark per nation. and America, The majority interviewing of people concerned
were middle and upper-middle class professionals and while most
were infected with the virus, there were significant exceptions.
Alongside personal interviews, Oliver James looked at scientific
studies devoted to particular countries to provide a wider view.
His findings from country to country are startlingly different and
provide clues to how society can be improved.
E Above all, James demonstrates that English speaking nations
(Britain, the USA, Australia, New Zealand and Canada) are twice
as prone to emotional distress compared with mainland Western
European ones. Over a fifth of Australians are now emotionally
distressed, having been widely exposed to the Affluenza Virus by
Selfish Capitalism. To his surprise and pleasure, Oliver finds that
the much-vaunted globalization of the world has by no means
infected all of it, and that there are strong grounds for hope.
F Oliver explains the cornerstone of Chinese emotional well-being:
“If you fail, if you really have given it your best shot, you are not
culpable”. You must accept it and move on and take responsibility
for yourself. It’s interesting to read his account of a depressed
young Chinese woman called Tai. He suggests: “Form as truthful
and accurate an assessment as possible of yourself and your
society, rather than living in a rose-tinted bubble of positive
illusions.” He encourages positive volition, and “to believe in your
capacity to achieve goals, however modest they may be, so long as
they are realistic”.
Part II Use of Language
2 Write the correct form of the words in the spaces on the
right. There is an example at the beginning: Gap 1.
Blue Hair, Nose Rings,
and What Really Matters
They were engaged in 1 conversation, laughing often, and clearly
enjoying each other’s company. They staged a mock fight with their
chopsticks for a 2 egg roll. A mother and her teenage son were
feasting on the mid-week Chinese buffet special at Mandarin Garden.
I 3 that they had come directly from the son’s soccer game, since
he was still wearing his grass-stained uniform and cleats, like many
other soccer kids 4 the restaurant.
They garnered their fair share of rubbernecked and 5 stares because
of the teenager’s hair. It was blue. A soft, sky-blue. And there wasn’t
much of it. His head was shaved, with the 6 of a four-inch strip of
blue hair that began at his forehead and ended at the nape of his neck.
The buffet was 7 that evening, but that didn’t seem to bother
this mother and her blue-haired boy. They were having a good time
together.
I 8 another family – father, mother, and son – in the produce aisle
of my local supermarket. The son pushed the shopping cart and they
walked closely together. They were joking about 9 to California
to escape the high cost of New England’s imported winter fruits
and vegetables. There was an ease and comfort in the rhythm and
tone of their discussion. And there was something rather 10 that
distinguished the young adult son – he had more facial body piercings
than any person I had ever seen.
I will admit to 11 by them at the Granny Smith apples to tally up the
number of piercings. Eyebrows, cheeks, nose, bottom and upper lips,
ears ... and maybe even a 12 tongue. Ten facial piercings,
18 if you count the ears ... and 19 if I was right about the tongue.
Times may change, but life’s passages do not. My teen and college
years were spent in the ‘60’s. I wore my hair long in high school.
Blue hair, piercings, and tattoos were not in style when I was a
teenager. Back then, nothing said 13 like your hair. My mom
and dad teased me about my hair from time to time. But we too
went to restaurants together and shopped in public as a threesome,
no matter how I looked.
Those two sons and I had parents who never let how we looked
14 how much they loved us or wished to be with us ... anytime,
anywhere. Our parents knew what really mattered. So did we.
1 ANIMATION
animated
2 CONTEST
3 ASSUMPTION
4 DOT
5 DISCRETION
6 EXCEPT
7 MEDIOCRITY
8 MEETING
9 MOVE
10 STARTLE
11 LINGER
12 PIERCE
13 REBEL
14 DIMINUTION
3 www.srednja.net/gradiva/dijaki/anglescina
You will hear a short account of a peer helper programme
for teenagers. As you listen to the recording, answer the
following questions. Listen to the recording twice. Now
read through questions 1–7. Answer in note form!
1 Who do teenagers turn to first when they have
problems?
2 What is the peer helper programme designed to
help with?
3 What is the main reason for organising it?
4 What second purpose does the peer helper
programme serve?
5 What are three problems that can face teenagers?
6 Could peer trainers give wrong answers since they
are inexperienced?
7 When would a teenage trainer seek an adult’s help?
8 How many young people are prepared to help in the
programme?
9 What two conditions are there for a successful peer
helper programme?
10 What is it recommended that listeners should do?
Part IV Writing a formal letter
4 After hearing the programme about peer helper programmes,
your online pal Jamie forwards you this advertisement from
his local paper. He wants you to go with him to the training
sessions when you are staying with him in England. Your
parents give their permission. Write to Dr Mullens at the
address given in the advertisement.
Summer Holidays
TRAINING COURSE
FOR TEENAGE HELPERS
A training course for teenage helpers is being
organised by Lincoln Borough Education Council
during the summer holidays. The aim is to train young
people to lead the peer helper programmes that are
currently being organised in schools across the county.
If you are between the ages of 16 and 19 and are
interested in helping others, get in touch now! Make
sure you let us know all about yourself, your hobbies,
your interests, and why you would like to become a
peer helper.
Send your details to the organiser, Dr A.J. Mullens, at:
The Borough Health and Education Council
3 Nottingham Road
Norwich LE75 8GH
NOTE: Pay attention to the organisation of your thoughts,
the choice of vocabulary, the structures you use. You will
be awarded more points for an appropriate response to the
task which demonstrates the use of suitable vocabulary and
structures.
G Highlighting the confusion of ‘wants’ with ‘needs’, Oliver also
explores his own disappointments and urges the enjoyment of
what you have and an acceptance that you can’t have everything.
84 85
86

MORNING
AFTERNOON
EVENING
3 Find the right endings (a–j) for the sentence beginnings (1–10).
a never use their own details for their online name.
b arrange to meet people they’ve met online.
c text my parents to keep in touch.
d can go out.
e had better not tune them out.
f still stay up worrying.
g can’t hear.
h aware of the dangers of communicating online.
i arrange to call at a specific time.
j allowed on the computer.
1 I must finish my homework before I
2 My parents set limits for the time I’m
3 My brother is 18 so he doesn’t have to
4 He ought to, though, because they
5 Students should
6 Many teenagers are not
7 Teenagers mustn’t
8 Parents talk about online dangers, and teenagers
9 Texting is less embarrassing because other people
10 Texting is convenient because you don’t have to
4 This is a blog posted by Sarah, a teenager. Read it and
underline the right verb choice.
5 Some readers replied to Sarah’s blog. Write in the verb
or modal verb, using the right tense.
1 Alexa said:
I liked the blog because it
(talk)
about committing yourself to your school/school
work, and outside stuff as well. I
(have) to think about that this year because
I
(be) so busy with all my
commitments.
2 Hailey said:
I really
(like) this one because
everything you
(say) here was
true. Most adults say they were teenagers
once ... but they really don’t know how things
(change), and how much we
(obligation with ‘do’) now.
3 Molly said:
Yes, teens
(obligation with ‘take on’ ) major obligations,
and it’s too much pressure for people so
young. You
(do)
a good job pointing them all out. Of course
we
(obligation
with ‘work’) hard at school, but maybe we
(lack of obligation with
‘do’) so much outside school. After all, we’re only
human.
Teens have many obligations. One major obligation 1 is / has
been school. Teens 2 had to / have to balance school with
anything else they have committed themselves to. School itself
3 comes/doesn’t come with its own responsibilities. First of all
you 4 don’t need to / have to get up early to go to school. Many
teens 5 don’t need to / decide to stay up later during the night,
but then in the morning they 6 are / have to be really tired and
7 musn’t / don’t even want to go to school in the fi rst place.
When you are in school you 8 don’t need to / have to make sure
you get to your classes on time, which sometimes 9 mustn’t
/ can be hard if your classes are far away from your locker.
In school you 10 can have / don’t have a lot of work to do, but
outside of school you also 11 need to / mustn’t commit yourself
to extra work like homework, projects, and studying. The
commitments from school 12 are not / can at times, be stressful.
When a big test is coming up, many students don’t bother
studying until the day before. But if you do this, sometimes you
will get a lot of homework in all of your other classes that you
either don’t study or you don’t get all your homework done.
4 Mr Minotti said:
You are right when you say that recently teens
(have) many (maybe
too many) obligations imposed on them. This
(possibility with ‘be’)
diffi cult for many of us to manage. But here’s the
trick: you
(advice with
‘learn’) how to manage and maybe limit your
obligations effectively, then you will become a
much happier, more successful person when
you become an independent adult. Sometimes
we
(obligation with
‘prioritize’) what is important in our lives. We
(possibility with
‘discover’) that there
(negative possibility with ‘be’) room for all of the
obligations that we
(undertake). We
(possible obligation with ‘say’) “no” to certain
things or certain people. It is diffi cult for sure, but
you (advice with ‘try’)
because doing so
(possibility with ‘help’) you stay happy in life.
Ena pomembnih kompetenc, omenjenih v učnem
načrtu za angleščino, je kompetenca učenja učenja,
zato delovni zvezek v sklopu Study skills dijakom
ponuja nasvete za uporabo referenčnih gradiv in
učenje slovnice ter besedišča, ozavešča pa jih tudi
o različnih učnih slogih (vizualnem, avditivnem,
kinestetičnem) in o učinkovitem upravljanju časa
(time management skills).
25
Blogs and logs
I Blogs
Write your reactions to the work you’ve done in Module 3.
If you like, you can post your reactions to the author and
the publishers by going online to: www.wayup.si and
clicking the ‘Contact us’ button.
1 What did you like best about the module?
Can you say why?
2 Was there a topic you found particularly interesting?
3 Was there anything you didn’t particularly like?
Can you say why not?
4 Were some parts quite easy? Say which ones.
5 Were some parts quite hard? Say which ones.
II Logs
Keep a record for yourself to chart your own progress.
This is just for you, so you can say frankly what you think
about your own strengths and weaknesses! Good luck as
you continue to work through the course.
1 In the spaces, write:
C - if you feel you can do these things confidently
W - if you feel it would be useful to do more work
with these things
I can ...
1 ... ask/write indirect questions ,
subject and object questions
2 ... compare/contrast, using comparatives and superlatives
3 ... describe with adjectives in the right order
4 ... use active and passive structures
5 ... talk about the past/present with for and since
6 ... create emphasis with emphatic pronouns
7 ... use infinitives and -ing forms appropriately
8 ... remember and use vocabulary for:
• income and expenditure
• celebrity
• ecological issues
• narrating stories
• fashion and design
9 ... describe money matters
... describe people
... agree or disagree
... use numbers easily
... buy and talk about clothes
2 I think I’m getting better at
.
3 The skill where I need most work is
.
My strategies for improving this skill:
.
87
Study skills
I Learning styles
1 A Many experts feel that different people learn in different
ways, and that knowing what your own learning style is can
help you to study more effi ciently.
Read the statements and write numbers about yourself.
1 = This is not like me at all.
2 = I’m sometimes like this.
3 = This is exactly like me.
1 I can follow instructions that I hear better than
those I read.
2 I need to read words in a new language before I
can remember them.
3 I remember the words of songs much better than
words on a page.
4 I find playing a role really helps me to learn useful
language.
5 I understand if the teacher explains, but not when
I just read rules.
6 I like information to be presented on a PowerPoint
rather than just hearing it.
7 I like drawing graphs and maps, and that helps me
to understand ideas.
8 If I see a diagram, it helps me to imagine problems.
9 I need to repeat words and phrases out loud before
I can really remember them.
B Some ways in which learning styles are categorised are the
following:
A Visual learners (learn things more easily if they can see
them)
B Auditory learners (learn things more easily if they can
listen to them)
C Tactile/kinaesthetic learners (learn things more easily if
they can touch them or work with them)
Now look at the numbers you chose in 1A. Complete the
profi le for yourself.
• If in 1A I’ve written 3 ...
1 For sentences 1, 3, or 5: … that means I’m likely to
be a .
2 For sentences 2, 6, or 8: … that means I’m likely to
be a .
3 For sentences 4, 7, or 9: … that means I’m likely to
be a .
• If in 1A I’ve written the number 2 more often than
other numbers:
4 This could mean … [tick the one(s) you think
apply to you]:
I use more than one learning style.
I respond differently to different situations.
I haven’t worked out yet how to learn in an
effective way.
116
2 Taking into account your profi le as a learner, tick the
choice(s) which seems most effective for your personal
learning style. Write a short reason for your choice.
[for example: Because I’m a visual learner ..., because my
learning style is mainly visual but sometimes also tactile...]
1 You have a complicated task to do: you’ve never done
it before.
1 You ask a parent or teacher to tell you clearly
what to do.
2 You read a set of instructions.
3 You go for it and are confident you can learn
by doing it.
Reason:
2 You have a role in a play, and need to learn your part
for tomorrow.
1 You read the play with your part colour-coded.
2 You get a recording of the play and listen to it.
3 You ask a friend to rehearse the play with you.
Reason:
3 Your coach tells you that something in your game
needs to be corrected.
1 You keep on practising as much as you can.
2 You ask her/him to describe exactly how you
can improve.
3 You read a manual with diagrams showing you
how to do it.
Reason:
4 You have to remember the way to the station in a new
city you’re visiting.
1 You ask the hotel receptionist to tell you
exactly how to go.
2 You find a map and memorise the route on it.
3 You walk along the route several times to make
sure you remember.
Reason:
5 You’re writing an essay and you have a block: you just
can’t think how to go on.
1 You look up the notes you took in class and
re-read them.
2 You draw a mind map and try to brainstorm
possible ways to continue.
3 You phone a friend and talk over your problem
with them.
Reason:
3 Choose one of the options below:
A Write a short note about your learning profile, and the
steps you think you could take to make your learning
more efficient.
B Write an email to one of your classmates to describe
your learning profile and ask what steps you could
talk to make your learning more efficient.
II Time Management
4 Prioritise! Divide the tasks you have to do into
three lists:
1 Very important, very urgent Do these first!
ANNA: I never finish my
work. There’s just never
2 Important, but not very urgent Do later,
enough time!
BRIAN: I do easy things first,
don’t forget!
then I run out of time.
3 Not important Don’t do until everything
else is done!
CALEB: I can’t judge how
5 Start with your first priority task. Don’t start
much time I should allow
DAWN: I start, get tired,
another one until the first is finished.
for each task, so I spend
leave the work, then go
6 Include breaks in your study schedule after
too much time at the
back and have to start all
every hour. You can’t keep concentrating nonstop.
A short planned break means you go back
beginning, and don’t get
over again.
through it all.
to your work with a fresh mind.
4 A Which of the students could benefi t from these tips about
B Refl ect upon your own time management.
managing their time? Write A, B, C or D for each tip. Some
A Are any of the four students like you?
tips could be useful for more than one student.
1 Notice the time you take to finish a piece of
B Do you already do what the tips recommend?
work. Record it in a notebook and consult it the
next time you have to do this task.
C Which of the tips could be useful for you?
2 Decide which are your strongest and which your
weakest subjects. Decide whether to give more
D Have you got other tips you could give the students?
time to the weakest, but don’t spend all your
Write them down.
time on this one.
3 Make a grid for your time out of school hours.
Divide the grid into half-hour slots. Put in the
time you need for homework/study, sports,
E Compare your ideas next time you are in class - or
socialising with friends, watching TV or
email one of your friends to discuss these ideas.
videos, and so on. Do this for one week. Then
re-arrange the slots and try to get the right
schedule so that all your work gets done.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
8:00–9:00
9:00–10:00
10:00–11:00
11:00–12:00
12:00–13:00
13:00–14:00
14:00–15:00
15:00–16:00
16:00–17:00
17:00–18:00
18:00–19:00
19:00–20:00
20:00–21:00
21:00–22:00
22:00–23:00
23:00–24:00

za angleščino v 1. in 2. letniku gimnazij
Joa ne Co lie
Učbenik
za angleščino v 1. in 2. letniku gimnazij
Joa ne Co lie
Intermediate
delovni zvezek
z angleščino v 1. in 2. letniku gimnazij
Gradivo za učitelje
Joanne Collie
joanne Collie
Upper-intermediate
priročnik za UčitelJe
Priročnik
Pri pripravi učbeniških kompletov Way up smo imeli v mislih
tudi učitelje in njihovo vsakdanje delo v razredu. Da bi čim bolj
olajšali priprave in poučevanje po naših učbenikih, vsak komplet
vsebuje priročnik, ki je dostopen v elektronski obliki na spletni
strani www.wayup.si.
Intermediate
priročnik za učitelje
za angleščino v 1. in 2. letniku gimnazij
in vseh letnikih strokovnih šol
V priročniku najdete:
• navodila in nasvete za delo z učbenikom
in delovnim zvezkom,
• rešitve nalog iz učbenika in delovnega zvezka,
• transkripcijo avdio- in videoposnetkov
iz učbenika in delovnega zvezka,
• dodatne zamisli za delo v razredu,
• motivacijske dejavnosti,
• naslove spletnih strani v povezavi
z obravnavanimi temami.
Avdio CD-ji k učbeniku
Joanne Collie
Joanne Collie
Upper-intermediate
AVDIO CD-ji K UČBENIKU
za angleščino v 3. in 4. letniku gimnazij
Intermediate
Avdio CD-ji k učbeniku
Intermediate
Komplet CD-jev k učbeniku
Pri pripravi avdioposnetkov k učbeniku so sodelovali tako
rojeni govorci angleščine kot slovenski govorci, saj nekatere
naloge prikazujejo komunikacijske situacije, v katerih nastopajo
slovenski govorci in tujci.
Intermediate
AVDIO CD-ji K UČBENIKU
za angleščino v 1. in 2. letniku gimnazij
in vseh letnikih strokovnih šol
Joanne Co lie
teachers
students
contact us
Intermediate
Spletna stran
Spletna stran www.wayup.si je na voljo profesorjem in dijakom.
Profesorji lahko na njej dostopajo do elektronske oblike
priročnika, videoposnetkov za delo z učbenikom, video- in avdioposnetkov
za delo z delovnim zvezkom, letnega učnega načrta,
dnevnih učnih priprav, kvizov in testov.
Dijakom pa je omogočen dostop do avdio- in videoposnetkov
za delo z delovnim zvezkom in do kvizov za utrjevanje znanja.
Spletno stran bomo v prihodnje dopolnili z nalogami in aktivnostmi
za pripravo na književnost na maturi, ki jih bomo posodabljali
glede na izbrane maturitetne naslove.
Tako dijaki kot profesorji lahko po spletni strani www.wayup.si
pišejo avtorici učbenikov ali založbi.
Elektronski učbenik na spletu
Elektronski učbeniki je na videz enak kot klasično tiskano gradivo,
le da ima dodano orodjarno in povezave do avdio- in videoposnetkov.
Orodjarna omogoča listanje po gradivu, pisanje in
risanje po straneh, označevanje, dodajanje besedila, opomb in
spletnih povezav, pripenjanje dokumentov, povečevanje delov
strani ali usmerjanje pozornosti učencev s senčenjem.
Elektronski učbenik Way up Intermediate bo na voljo na spletnem
portalu www.irokus.si že februarja 2011. Za njegovo uporabo
v razredu potrebujete računalnik s spletno povezavo in projektor.
Interaktivna tabla je seveda dobrodošla, vendar ni nujna.
Gradivo za Way up Intermediate je že na voljo, za
Way up Upper-intermediate pa bo na voljo poleti 2011.
že
februarja
2011
Vse pravice pridržane.
© 2004 - 2010
Založba Rokus Kle t, d.o.o.,
Stegne 9 b, 1000 Ljubljana

znanje
nas dela
velike
Založba Rokus Klett, d.o.o.
Stegne 9 b, 1000 Ljubljana
Telefon: 01 513 46 00
Telefaks: 01 513 46 99
Brezplačni telefon: 080 19 90
www.rokus-klett.si
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www.knjigarna.com
Svetovalka za angleški jezik
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GSM: 031/688 730
E-pošta: nika.robek@rokus-klett.si
Podpora kupcem
Slađana Pepić , tel.: 01 513 46 46
sladzana.pepic@rokus-klett.si
Naročila in informacije
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DN11/0032

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Založba Rokus Klett, d.o.o.
Stegne 9 b, 1000 Ljubljana
telefon: 01 513 46 00
telefaks: 01 513 46 99
e-pošta: rokus@rokus-klett.si
www.rokus-klett.si
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prispevate sredstva za razvoj učnih gradiv za otroke
s posebnimi potrebami. S prilagojenimi učnimi gradivi
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