Think

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Spoštovane učiteljice, spoštovani učitelji!
Učna serija Think
za angleščino v razredih 6–9
Po uspešno lansirani prvi stopnji učne serije Think, ki jo za slovenski trg pripravljamo
v sodelovanju z britansko založbo Cambridge University Press, vam letos
predstavljamo učni komplet Think 2 za 7. razred, ki nadaljuje zastavljeni didaktični
koncept in ga na področju besedišča nadgrajuje z dodatno rubriko WordWise.
6. RAZRED
7. RAZRED 8. RAZRED 9. RAZRED
Ena največjih odlik učne serije Think so gotovo izjemna, premišljeno izbrana besedila,
ki spodbujajo pogovor, kritično razmišljanje, razvoj vrednot in pozitivno samopodobo.
Izbrane vsebine raziskujejo kompleksne, najstnikom zanimive teme in ponujajo vpogled
v druge kulture in običaje, s čimer učencem pomagajo širiti obzorje in razvijati
ključne vseživljenjske spretnosti. Jasne in nazorne predstavitve slovničnih struktur,
sistematično nadgrajevanje besedišča ter aktivnosti za razvijanje bralnih, slušnih,
govornih in pisnih spretnosti pa omogočajo celosten razvoj znanja jezika.
Učni komplet Think 2 poleg učbenika, delovnega zvezka in priročnika za učitelje
vsebuje tudi širok nabor dodatnih gradiv, ki učitelju olajšajo pripravo na pouk in
mu tako prihranijo dragoceni čas.
Vabim vas na predstavitvena srečanja, kjer se boste lahko seznanili s kompletoma
Think 1 in Think 2 ter se prepričali o njuni kakovosti. Več informacij o srečanjih
najdete na strani 16.
Prijazen pozdrav!
Petra Bizjak Rogina,
urednica za angleščino
Založba Rokus Klett
UČBENIK
z dostopom do e-oblike
DELOVNI ZVEZEK
z dostopom do e-oblike
Učbenik
Think 1
ŽE NA
VOLJO
ŽE NA
VOLJO
Učbenik
Think 2
POMLAD
2020
POMLAD
2020
Učbenik
Think 3
NA VOLJO
2021 NA VOLJO
2022
NA VOLJO
Učbenik
Think 4
2021 NA VOLJO
2022
Delovni zvezek
Think 1
Delovni zvezek
Think 2
Delovni zvezek
Think 3
Delovni zvezek
Think 4
5KLJUČNIH PREDNOSTI SLOVENSKE
IZDAJE SERIJE THINK
1
2
3
4
5
razvijanje miselnih spretnosti, splošnih človeških
vrednot in samopodobe
spodbujanje in razvoj medkulturne zavesti in
kompetenc
izbrana besedila in vodene aktivnosti za postopen
razvoj bralnih, pisnih in slušnih spretnosti ter
govornega sporočanja
elektronsko gradivo z dodanimi avdio- in
videoposnetki ter interaktivnimi nalogami
bogato dodatno gradivo za učitelja
Učbenik in delovni zvezek tudi
v e-obliki na www.iRokus.si
Dodatno gradivo za učitelja
Na spletni strani www.devetletka.net bodo
od avgusta 2020 brezplačno na voljo:
• priročnik za učitelja
• predlog letnega delovnega načrta
• predlog učnih priprav
• dodatne vaje za slovnico s tristopenjsko
diferenciacijo
• dodatne vaje za besedišče s tristopenjsko diferenciacijo
• delovni listi (za komunikacijo, razvijanje
socialnih veščin in podporo video vsebinam)
• testi za preverjanje slovnice, besedišča
in vseh štirih jezikovnih spretnosti
• predstavitve izbranih slovničnih struktur
Name Class Date
1 VOCABULARY
1 Match the words to make phrases.
0. play a. a pet
1. take b. a blog
2. keep c. in a club
3. play d. tennis
4. write e. autographs
5. collect f. photos
6. be g. an instrument
7. do h. crosswords
2 Choose the correct words.
0. Do you write / play the piano?
1. Do you collect / take autographs?
2. I play / write a blog about my school.
3. I wan to be / join in the swimming club.
4. Do you make / take photos?
5. They don’t do / play crosswords.
6. Do you take / play computer games?
7. Sam and Tina keep / co lect a pet.
3 Match the sentence halves.
0. I have a shower _e
1. A the weekend, I __
2. Do you like __
3. When I have a problem, __
4. In the summer I have __
5. Do you have a __
6. Tom wants to be __
7. Does Fiona have __
a. have fun!
b. a famous violin player.
c. a rest after lunch.
d. dinner with her parents?
e. before breakfast.
f. I speak to my teacher.
g. good time a the weekend?
h. puzzles and crosswords?
Think Level 1 Unit 1 Vocabulary
Name Class Date
COMMUNICATION
Unit 1: Having fun
Student A
4 Pu the words in order to complete the sentences.
0. are / having / just / dinner
We are just having dinner.
1. rest / having / a / is
Joe____________________________
2. problem / I / a / think / have
I _____________________________
3. having / fun / is
Alice___________________________
4. time / a / you / good / having
Are___________________________?
5. a / footba l game / shower / after / have / a
I _____________________________
1 Answer the questions so they are true about you.
Example:
What do you always do on Saturday?
I always meet my friends on Saturday.
1 What do you often do after school?
2 What do you usua ly do in the evening?
5 Complete the sentences with the words in the list.
There are three extra words.
3 What do you never do in the morning?
4 How often do you drink coffee?
look | push | on | up | that’s | cool | hurry | careful | do
5 How often do you go to the cinema?
6 How often do you take photos?
7 How often do you tidy you room?
8 How often do you play an instrument?
2 Work in pairs. Ask and answer about your
sentences in Exercise 1.
Example:
A: What do you always do on Saturday?
B: I always go swimming on Saturday.
Th i n kLevel 1 Unit 1 Communication
0. A: Do you like my shirt?
B: Yes, it’s cool.
1. Hey Sam. What are you ________ to?
2. _________ out! There’s a car coming.
3. _______ up! The train leaves in 5 minutes.
4. A: Is Tina twelve years old?
B: Yes, __________ right.
5. Come ________ guys. We have to star the
game now!
3 Te l the class about your sentences and your
6 Complete the classroom language with the words
in the list.
partner’s sentences. Are they the same or
d i ff e r e n t ?
Example:
excuse | up | open | spe l | ask | know | say | mean
I often do my homework after school. Sofia never does
her homework after school.
Name Class Date
1 GRAMMAR
1 Choose the correct option.
0. I like / likes dogs.
1. Robert live / lives near the park.
2. They listen / listens to a lot of music.
3. Jane take / takes photos of her friends.
4. My best friend collect / collects stamps.
5. Sports cars go / goes very fast.
6. My sisters run / runs every afternoon.
0. How do you say ‘car’ in French?
1. What does ‘boiled’ _________?
2. A: How do you ___________ that?
B: It’s T–O–W–N.
3. Put your hand _________ if you know
the answer.
4. Can I ____________ a question?
5. ___________ me. Can you help me?
6. ___________ your books at page 15.
7. Sorry, I don’t ____ the answer.
Unit 1: Having fun
Student B
PHOTOCOPIABLE © Cambridge University Press 2017
1 Answer the questions so they are true about you.
Example:
How often do you tidy you room?
I always tidy my room.
2 Complete the sentences with do, does, don’t or
doesn’t.
1 What do you always do on Saturday?
2 What do you often do after school?
3 What do you usually do in the evening?
0. He doesn’t eat spinach.
1. My friends ______ read the newspaper.
2. ______ you play the piano?
3. I ______ enjoy doing homework.
4. _____ Mary write a blog?
5. ______ it often rain here?
4 What do you never do in the morning?
5 How often do you drink coffee?
6 How often do you go to the cinema?
7 How often do you take photos?
8 How often do you play an instrument?
2 Work in pairs. Ask and answer about your
sentences in Exercise 1.
3 Match the questions and answers.
0. Does Mary have any brothers? g
1. Do you like chocolate? ___
2. Does Henry collect toys? ___
3. Do your parents enjoy pop music? ___
4. Do we have homework for tomorrow? ___
5. Do you love reading? ___
6. Do your grandparents live with you? ___
Example:
A: What do you often do after school?
B: I often watch TV after school.
3 Te l the class about your sentences and your
partner’s sentences. Are they the same or
d i ff e r e n t ?
Example:
Think Level 1 Unit 1 Grammar
I never do my homework after school. Paula often does
her homework after school.
a. No, he prefers coins.
b. No, we don’t.
c. No, I don’t.
d. Yes, I love it. My favourite book is Dracula.
e. No, they don’t. They live in another city.
f. No, they prefer opera.
g. Yes, she has two.
PHOTOCOPIABLE
Name Class Date
COMMUNICATION
Unit 1: Having fun
Student A
© Cambridge University Press 2018
Th i n kLevel 1 Unit 1 Communication
4 Use the words to make sentences.
0. George / like / jazz music (+)
George likes jazz music.
1. She / watch / TV after school (+)
____________________________
2. I / wash / my car every day (-)
____________________________
3. We / make / pizza on Fridays (+)
____________________________
4. Alicia / walk / to school (-)
____________________________
5. Fran’s sister / play / football (-)
____________________________
6. My dog / sleep / a lot (+)
____________________________
1 Answer the questions so they are true about you.
Example:
What do you always do on Saturday?
I always meet my friends on Saturday.
1 What do you often do after school?
2 What do you usua ly do in the evening?
3 What do you never do in the morning?
4 How often do you drink coffee?
5 How often do you go to the cinema?
5 Correct the mistakes.
0. I can’t stand to read the newspaper.
I can’t stand reading the newspaper.
1. I eat always lunch at 14:00.
_____________________________
2. Karen doesnt mind working late.
_____________________________
3. We nevers study in the evening.
_____________________________
4. Does your mother likes cooking?
_____________________________
5. Douglas eats out one time a week.
_____________________________
6. Do you take the bus often to school?
_____________________________
6 How often do you take photos?
7 How often do you tidy you room?
8 How often do you play an instrument?
2 Work in pairs. Ask and answer about your
sentences in Exercise 1.
Example:
A: What do you always do on Saturday?
B: I always go swimming on Saturday.
3 Te l the class about your sentences and your
partner’s sentences. Are they the same or
d i ff e r e n t ?
Example:
I often do my homework after school. Sofia never does
her homework after school.
6 Complete the e-mail with words in the list.
have | sometimes | don’t | do | can’t | hate
studying | love
Hello. My name is Henry and I am 14 years old. I
0 have one brother but I 1 _______ have any sisters.
My brother plays football. I love 2 _______ History
and English because they are my favourite subjects. I
3 _______ go to the mall with my friends and I
4 _______ going to the cinema. What 5 _______ you
like doing in your free time?
Write soon, Pablo
PHOTOCOPIABLE © Cambridge University Press 2017
Unit 1: Having fun
Student B
1 Answer the questions so they are true about you.
Example:
How often do you tidy you room?
I always tidy my room.
1 What do you always do on Saturday?
2 What do you often do after school?
3 What do you usua ly do in the evening?
4 What do you never do in the morning?
5 How often do you drink coffee?
6 How often do you go to the cinema?
7 How often do you take photos?
8 How often do you play an instrument?
2 Work in pairs. Ask and answer about your
sentences in Exercise 1.
Example:
A: What do you often do after school?
B: I often watch TV after school.
3 Te l the class about your sentences and your
partner’s sentences. Are they the same or
d i ff e r e n t ?
Example:
I never do my homework after school. Paula often does
her homework after school.
PHOTOCOPIABLE
© Cambridge University Press 2018
Več na straneh 12 in 13 →
26
1 FUN
Objectives
FUNCTIONS talking about routines and everyday activities;
expressing likes and dislikes; giving warnings
and stating prohibition
GRAMMAR present simple review; like + -ing; adverbs of
frequency
VOCABULARY hobbies; co locations with have
Student’s Book page 12–13
READING
1 If there is an interactive whiteboard (IWB) available
in the classroom, the picture description would
best be done as a heads-up activity with the whole
class. Say sleeping, and nominate a strong student to
point to the correct picture on the board. The rest
of the class check and confirm or reject answers.
There may be some pictures that students disagree
about. Remind them that each word should only be
used once, so they should try and work out the best
answer through elimination. Alternatively, students
do the matching activity in pairs before checking
answers with the whole class. Again, ask the rest of
the class to check and confirm or reject answers.
Answers
1 C 2 G 3 H 4 B 5 A 6 E 7 F 8 D
Optional extension
Students work in pairs to test each other about the activities.
They look at the photos, cover the exercises and take turns
to point to a photo at random and ask: What’s this? Monitor
the activity, and conclude things when most pairs have gone
through all the images.
2 Check comprehension of fun by asking students
to name activities they consider fun. Also check if
students understand the difference between always,
sometimes and never. Draw a line with 0% at one end
and 100% at the other end on the board, and ask
students to situate each adverb at the appropriate
place on the line. Then students go through the list
and complete the statements. Ask for a show of hands
to find out which activities students find the most fun
(they could raise both hands for always and one hand
for sometimes).
3 SPEAKING Give groups two minutes or so to
compare their ideas.
HAVING
4 SPEAKING Do the activity as a contest between
groups: which group will be the first to come up
with at least ten activities? Ask the winning group
to tell the class their ten activities and write any
new phrases on the board. The other students should
cross off all the words they also have on their lists as
they hear them, and tell you any other words they
have thought of to be added to list on the board.
Then give the groups a couple of minutes to discuss
which activities they think are and aren’t fun. They
have to try to find activities that they agree about.
Monitor and check the use of the new vocabulary.
Ask a student from each group to report back on
activities they all agreed on, and activities that
caused disagreement. How many activities do all the
students in the class agree on?
5 1.17 Ask students to cover up the text on page
13 and look at the title only, or display the page
on the IWB if you use one, and zoom in to the title.
Ask students what they think the text is about and
write their ideas on the board. Prediction helps
motivate students to read and find out if they’re
right. Check that students understand the meaning
of take (good) care of (to look after) then ask them
to read the introductory paragraph quickly to check
their ideas. Elicit which predictions were correct.
Then ask the class to look at the pictures and elicit
what the person is doing in each case. This is a good
opportunity to teach the words smile, relax, crossword
puzzle and hobby if students don’t already know them.
Play the audio for students to listen, read and match
the pictures with the questions. Students compare
answers in pairs before you check with the whole
class.
Answers
A 2 B 5 C 3 D 1 E 6 F 4 G 7
Taking care of yourself
1 Ask the class: Why is it important to take care of
yourself? Elicit some simple ideas in response, such
as: because it’s important to be healthy; you can’t
enjoy life if you aren’t healthy, etc. Then give
students a minute to go through the list and match
the questions with the items in the list.
2 3