Think

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Dodatno gradivo za učitelja
Serija Think ponuja bogat nabor dodatnega gradiva za učitelja na
www.devetletka.net, ki olajša pripravo na pouk in mu je v pomoč
pri preverjanju in ocenjevanju znanja. Učiteljem, ki bodo uporabljali
serijo Think, bodo poleg dodatnega gradiva brezplačno na voljo tudi
učbeniki in delovni zvezki v elektronski obliki na www.iRokus.si.
5.
COMMUNICATION WORKSHEETS
V pomoč pri urjenju sporazumevanja so za vsako enoto
na voljo dodatni delovni listi, zasnovani za delo v paru.
6.
VIDEO WORKSHEETS
Dodatni delovni listi omogočajo poglobljeno delo
z videoposnetki ter spodbujajo ustvarjalnost in
domišljijo prek igre vlog. Opremljeni so z navodili
za učitelja, rešitvami in idejami za alternativno
izpeljavo aktivnosti.
7.
LIFE SKILLS WORKSHEETS
Delovni listi Life skills ponujajo dodatne
možnosti za razvijanje socialnih veščin, kot
so sočustvovanje, opravičevanje, sprejemanje
drugačnosti, reševanje problemov in pomoč
skupnosti. Na voljo so tudi navodila za učitelja,
kako delovne liste kar najučinkoviteje uporabiti
pri pouku.
8.
TESTI
Za vsako enoto so na voljo testi za
preverjanje slovnice, besedišča in vseh
štirih jezikovnih spretnosti (s pripadajočimi
zvočnimi posnetki za preverjanje slušnega
razumevanja) na več ravneh zahtevnosti.
9.
PREZENTACIJE
Prezentacije izbranih slovničnih struktur (present simple,
present simple vs. present continuous, števni in neštevni
samostalniki, whose in svojilni 's, past simple in naklonski
glagoli za izražanje obveznosti), pripravljene v programu
PowerPoint, nazorno predstavijo razlago slovničnih vsebin.
28
instruments) that students need. Ask two or three
students to report back to the cla s on something
interesting they found out abou their partners.
Workbook page 12
LISTENING
1 1.20 As a warm-up, ask students to look at
the pictures for 30 seconds to try to memorise its
details, then ask them to close their books. If there is
an IWB available, do this on the screen with books
closed. Point ou the lettering A–C before you hide
the picture so students can refer to the pictures
more easily. Ask students: Which picture shows: a
piano player? (B); a footba ler? (A); a sofa? (C); two
adults? (A); a TV? (C); no girls? (C); somebody si ting?
(B). Students then open their books to check their
answers – how many did they get right? Direct
students’ a tention to the sentences and check they
understand headache. Then play the audio, pausing
after each conversation so students can decide, in
pairs, which picture they think it goes with. Check
answers as a cla s.
Answers
1 B 2 A 3 C
Audio Script Track 1.20
Conversation 1
Tom Carla! Please stop. I’ve got a headache. … Carla!
Carla What is it, Tom?
Tom Can you stop playing, please. I’ve got a headache.
Carla You’ve always got a headache when I play the piano.
Tom Maybe your piano playing gives me a headache!
Carla I need to practise. I need to find a new talent. I know
it’s there. One day when I’m famous …
Tom You! Famous! Don’t make me laugh.
Carla And that’s why I need to practise more.
Conversation 2
Lisa Mum, can I join the footba l club?
Mum: I’m not sure, Lisa. What do you think, Bob?
Dad Footba l. It’s not really for girls, is it?
Lisa Don’t be so si ly, Dad. Lots of girls play footba l these
days.
Mum She’s right Bob. Don’t be so old-fashioned.
Dad Hmmm. Can’t you just play in the garden with your
brother?
Lisa It’s not the same. I want to be in a team and meet new
people.
Mum It is a good way to meet new people and for Lisa to
make new friends.
Dad Oh, OK.
Lisa You’re the best, Dad!
Conversation 3
Mum James. It’s time for dinner.
Mum Come on, James. Dinner is ready.
James So ry, Mum. What do you want?
Mum I want you at the table. It’s dinnertime.
James OK.
James I love music. It’s great just having some time to do
nothing – just listening to music.
Mum Is it? I never have any time to listen to music. I’m too
busy with my work … And looking after you lot.
James And that’s why I love you, Mum.
2 1.20 Before you play the audio again, give
students the opportunity to complete the sentences
with the details they remember from the first
listening and check ideas in pairs. Drill the
pronunciation of the names in the box (students
repeat in chorus after you) so students wi l recognize
them when they hear them. Play the recording,
pausing after each conversation to a low time for
students to note their answers. As you check answers,
play the audio again, pausing a the relevant parts.
Answers
1 Lisa 2 James’s mum 3 James
4 Carla 5 Lisa’s dad
Why it’s good to have a hobby
1 Refer students back to the people on top of the page
and elici their names before asking them to match
the statements with the co rect person. Students
check answers in pairs before you check with the
whole cla s. Give students 30 seconds to decide
which of the three statements they agree with the
most or is closes to their own experience. Ask
students to te l the cla s which statemen they agree
with the most and why.
Answers
1 B 2 C 3 A
2 Students copy and enlarge the diagram so there is
enough room to write a l the items in it. Pu the
diagram up on the board, or on the IWB and discu s
as a cla s why playing the piano is in the position
it is and where you would put joining a tennis club.
Students complete the activity individua ly whilst
you monitor and help with ideas as nece sary. Move
on to Exercise 3 when most students have completed
their diagrams.
Fast finishers
Encourage students to add other hobbies to the diagram.
They should include their own hobbies – this wi l help them
later in Exercise 4.
3 SPEAKING Write It helps me/you to… on the board,
then ask students to read the example. Check
comprehension by eliciting a translation in L1. Pairs
then compare and discu s their diagrams. Encourage
them to give each othe reasons, e.g. Playing the piano
helps you to relax because music helps you to forget
your problems. Monitor and help with vocabulary
as nece sary. Encourage students to try to express
thei real ideas and opinions bu to use English to do
so. Avoid e ror co rection unless it really impedes
27
2 SPEAKING Allow two or three minutes for the
pair-work activity. Monitor the conversations. As
the focus is on fluency and educating the whole
learner, avoid correcting errors unless they hinder
comprehension. Check answers with the cla s.
Answers
a 7 b 5 c 4 d 3 e 6 f 1 g 2
Optional extension
Ask students to rank the ways of being healthy in order of
importance and compare their ideas with their partner.
Encourage them to try to give reasons for the ideas but stre s
that there are no right or wrong answers. Pairs should try to
agree on the top three most important ways to take care of
themselves. Monitor and help with vocabulary as needed.
Conduct whole-cla s feedback to find out what different
pairs think are the most important things they should do to
take care of themselves.
Student’s Book page 14–15
GRAMMAR
Present simple review
1 Students complete the sentences individually, then
check back in the quiz. Ask them to compare answers
in pairs before you check them as a cla s. Point out
that Does and Do should take an initial capita le ter
in 3 and 4 because they come a the beginning of the
sentence. Try to elicit this information from the class
before you tell them. Ask: How do the words ‘does’ and
‘do’ change when you write them in the sentence?
Answers
1 says 2 don’t 3 Does 4 Do
2 While the students are completing 1, you could copy
the table with the different forms of do and does on
the board with the verb forms gapped, then elicit
the missing words from the cla s. Students work
individually to complete the rules and compare
answers in pairs before you check with the whole
cla s. Elici the rules through concept-checking
questions, for example: What’s different abou the verb
after he, she or it? (We add an -s in positive sentences,
we use doesn’t instead of don’t in negative sentences,
and we use Does, not Do in questions.)
Answers
1 don’t 2 doesn’t 3 do 4 does
3 Look at the example with the cla s and check
students understand why these verb forms are used
(poin to the relevant column on the table). Elicit or
explain the meaning of roller coaster (say that you
find them at amusement parks and fairs and it’s a
kind of fas train that goes up and down a lot – you
can do a rough drawing on the board to illustrate)
and scared (make an appropriate facial gesture). You
may also like to do number 1 together as a class.
Students complete the sentences individually, then
check in pairs before checking as a whole cla s.
Answers
1 doesn’t sleep, needs 2 Do … study, do
3 cooks, doesn’t enjoy 4 Does … play, doesn’t
5 don’t like, prefer 6 watches, doesn’t do
Fast finishers
Students rewrite the sentences in Exercise 3 so they are true
for them and their families.
Workbook page 10 and page 122
PRONUNCIATION
For practice of /s/, /z/, /ɪz/ sounds, go to
Student’s Book page 120.
VOCABULARY
Hobbies
1 To lead into the activity, ask students to look through
pages 12–14 and find any hobbies mentioned so
far. Stronger students could try and answer from
memory. Elicit and write them on the board or ask
students to come to the board to write them. Try to
elicit phrases rather single words, e.g. play football,
do cro sword puzzles. You could also elicit examples of
students’ own hobbies. Students match the verbs with
the nouns in the exercise individua ly, then check in
pairs before a final check with the whole cla s. When
checking answers, students may come up with other
acceptable alternatives, for example: keep a blog,
collect photos or write things. If they do, say tha these
answers are po sible but ask: What other things do we
keep/co lect/write? and elicit the preferred alternative
from another student.
Answers
1 be 2 write 3 take 4 keep 5 co lect
Fast finishers
Students try to think o further hobbies where they write,
take, keep or collect things, and make a list.
Optional extension
Test how we l students remember the co locations. Ca l out
either the verb or the noun, and nominate a student to say
the whole phrase. For example, you say: play or instrument,
they say: play an instrument. Alternatively, put students in
pairs to take turns to test each other in the same way.
2 SPEAKING Look a the example with the cla so the
task is clear to students: they must first ask a yes/no
question, then follow it up with a wh-question, asking
for more details. Students take turns to ask and
answer questions about their hobbies in pairs, using
the phrases from Exercise 1. Ask them to find at least
two interesting things they could share with the rest
of the cla s abou their partners. Monitor students’
use of the various forms of the present simple. Make
a note of any grammar e rors to go over at the end
of the activity, but avoid interrupting conversations.
Input any unfamiliar vocabulary (e.g. names of
1 HAVING FUN
26
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 studen to
poin to the co rect picture on the board. The rest
of the cla s check and confirm o 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 cla s. Again, ask the rest of
the cla s to check and confirm o 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 a l the images.
2 Check comprehension o 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 activitie 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.
4 SPEAKING Do the activity as a contest between
groups: which group wi l be the firs to come up
with at leas ten activities? Ask the winning group
to te l the cla s their ten activities and write any
new phrases on the board. The other student 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 discu s
which activities they think are and aren’t fun. They
have to try to find activities tha they agree about.
Monitor and check the use of the new vocabulary.
Ask a student from each group to report back on
activities they a l agreed on, and activities that
caused disagreement. How many activities do a l the
students in the cla s 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 wha 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 co rect.
Then ask the cla s to look a the pictures and elicit
what the person is doing in each case. This is a good
opportunity to teach the words smile, relax, cro sword
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
cla s.
Answers
A 2 B 5 C 3 D 1 E 6 F 4 G 7
Taking care of yourself
1 Ask the cla s: Why is it importan 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.
HAVING
1 FUN
PRIROČNIK ZA UČITELJA
Brian Hart, Herbert Puchta, Jeff Stranks & Peter Lewis-Jones
Učitelj Datum Razred Predmet Teden Ura
6. angleščina 7
Učna tema –
naslov ure
Countries and nationalities
Učna enota ONE WORLD
Splošni cilji a) poslušanje in slušno razumevanje:
• učenci poslušajo in razumejo navodila za delo
• poslušajo in razumejo pogovor
b) govorno sporočanje:
• odgovarjajo na vprašanja
• uporabljajo ustrezna jezikovna sredstva
• govorijo o slikah, o tem, kaj se dogaja na njih
c) branje in bralno razumevanje:
• berejo navodila
• berejo krajša besedila
d) pisanje in pisno sporočanje:
• napišejo krajši sestavek o sebi
• napišejo odgovore na vprašanja
Učni cilji a) izobraževalni:
• pravilno tvorijo vprašanja in povedi glede na podatke
• spoznajo samostalniško in pridevniško rabo
b) jezikovne vsebine:
• besedišče: države in narodnosti
Učni pripomočki učbenik, delovni zvezek, IKT, šolski zvezek
Učbenik/DZ Think 1
Učne metode branje, pogovor, razlaga, poslušanje
Učne oblike frontalna, individualna, delo v dvojicah
Potek učne ure
1. Pregled domače naloge
Pogovorimo se o različnih sloganih, ki so jih učenci zapisali. Pohvalim izvirne predloge.
2. UČB, str. 12/Countries and nationalities/1
Učence spomnm na otroke, o katerih smo govorili prejšnjo uro. Povežejo jih z ustreznimi državami.
Posamezniki narišejo njihove zastave na tablo. Nato odprejo učbenike in si ogledajo slike zastav. Med njimi
poiščejo tiste, ki označujejo države, o katerih so govorili. Primerjajo jih z izdelki na tabli. V parih povežejo
zastave z ustrezno državo in poslušajo posnetek z rešitvijo.
Izvedemo kratek kviz z zastavami. Odgovarjajo skupinsko, ali pa izvedemo tekmovanje med skupinami.
3. UČB, str. 12/Countries and nationalities/2
Učenci si ogledajo preglednico s končnicami za posamezne narodnosti. Prepišejo jo v zvezek in dopišejo
narodnosti v ustrezne stolpce. Primerjamo rezultate. Učenci po spominu dodajo še več držav in narodnosti iz
kviza (npr. Slovenia – Slovenian, France – French, China – Chinese, Italy – Italian, Germany – German) ter
poiščejo še kakšno novo končnico. Dodamo še ostale sosednje države (Austria, Croatia, Hungary).
4. UČB, str. 12/Countries and nationalities/3
Učenci si v parih zastavljajo vprašanja o zastavah.
5. DZ, str. 16/Listening/1, 2, 3
Predvajam posnetek. Učenci ob prvem poslušanju oštevilčijo otroke v vrstnem redu, kot jih slišijo na
posnetku. Ob drugem poslušanju pod sličice zapišejo njihova imena. Razumevanje dokažejo še z nalogo 3 in
obkrožijo pravilen odgovor.
Domača naloga: DZ, str. 13/Countries and nationalities/1, 2
Opombe:
Učitelj Datum Razred Predmet Teden Ura
6. angleščina 6
Učna tema –
naslov ure
Mad about the Olympics
Učna enota
ONE WORLD
Splošni cilji
a) poslušanje in slušno razumevanje:
• učenci poslušajo in razumejo navodila za delo
b) govorno sporočanje:
• odgovarjajo na vprašanja
• aktivno sodelujejo v pogovoru
• uporabljajo ustrezna jezikovna sredstva
• govorijo o slikah
c) branje in bralno razumevanje:
• berejo navodila
• berejo stavke
d) pisanje in pisno sporočanje:
• pišejo o sebi in svojih najljubših športnikih
Učni cilji
a) izobraževalni:
• opisovanje sedanjosti
• opisovanje slik
b) jezikovne vsebine:
• besedišče, povezano s športi in olimpijskimi igrami
Učni pripomočki
učbenik, delovni zvezek, IKT, šolski zvezek
Učbenik/DZ Think 1
Učne metode
branje, pogovor, razlaga, poslušanje
Učne oblike
frontalna, individualna, delo v dvojicah
Potek učne ure
1. Pregled domače naloge
Posamezniki preberejo svoje literarne prispevke. Pogovorimo se o izvirnosti, rabi besed in ritmičnosti.
2. UČB, str. 10/3
Učenci ob zaprtih učbenikih poslušajo posnetek spletne strani. Preverim splošno razumevanje slišanega. Nato
učenci odprejo učbenike in ob ponovnem poslušanju naredijo nalogo.
3. UČB, str. 11/Mad about the Olympics
Učenci si ogledajo spletno stran in spoznajo otroke, ki so jih slišali na posnetku. Še enkrat si samostojno
preberejo predstavitve in si poskušajo zapomniti čim več informacij. Pripravim lističe z imeni otrok iz besedila
(toliko lističev, kolikor je učencev). Pred tablo povabim vse, ki so izbrali listič z imenom Pedro. Učenci čim bolj
podrobno in natančno predstavijo otroka, ki so ga izbrali. Vsak v skupini pove en stavek, dokler ne izčrpajo
vseh informacij. Beležim število stavkov. Zmaga skupina, ki je uporabila največ stavkov.
4. UČB, str. 11/Think values
Učenci v istih skupinah preberejo slogane za olimpijski duh in se odločijo za tistega, ki se jim zdi
najprimernejši oz. najboljši. Pred razredom zagovarjajo svojo odločitev, lahko tudi v slovenščini.
5. DZ, str. 14/Reading/1, 2
Učenci v parih dopolnijo preglednico, nato pa preberejo besedilo v nalogi 2 in povežejo osebe z državami.
Domača naloga: Učenci zapišejo svoj slogan za olimpijske igre.
DZ, str. 14/Reading/3
Opombe:
Učitelj Datum Razred Predmet Teden Ura
6. angleščina 5
Učna tema –
naslov ure
One world
Učna enota ONE WORLD
Splošni cilji a) poslušanje in slušno razumevanje:
• učenci poslušajo in razumejo navodila za delo
b) govorno sporočanje:
• odgovarjajo na vprašanja
• aktivno sodelujejo v pogovoru
• uporabljajo ustrezna jezikovna sredstva
• govorijo o sliki
c) branje in bralno razumevanje:
• berejo navodila
• berejo stavke
d) pisanje in pisno sporočanje:
• pišejo o svetovnih državah
Učni cilji a) izobraževalni:
• opisovanje sedanjosti
• opisovanje slik
b) jezikovne vsebine:
• besedišče, povezano z državami po svetu
Učni pripomočki učbenik, delovni zvezek, IKT, šolski zvezek
Učbenik/DZ Think 1
Učne metode pogovor, poslušanje, razlaga
Učne oblike frontalna, individualna, delo v dvojicah
Potek učne ure
1. Motivacija
Ob zaprtih učbenikih učenci poslušajo pesem (brez videa) in se osredotočijo na besedilo. Po poslušanju
ugotovijo vsebino pesmi. Ponovno poslušajo ob slikovni spremljavi. Pogovorimo se o omenjenih državah: ali
so jim bile vse poznane oz., ali so opazili kakšno napako, pomanjkljivost (omenjena je Jugoslavija).
2. UČB, str. 10/Reading/1
Učenci si ogledajo zemljevid sveta, se v parih posvetujejo in naredijo nalogo s povezovanjem držav in njihovih
imen. Rešitev napišejo v zvezke.
3. UČB, str. 10/Speaking/2
V parih učenci pomislijo na znane osebnost iz danih držav, nato ideje povedo drug drugemu v odprti
razpravi. Učenci dopolnijo svoje delo. Preverim razumevanje in uvedem vprašanja z odgovori: Where is
Neymar from? Yes, he's from Brazil.
4. Predvajam pesem Where are you from?, s pomočjo katere učenci vadijo vprašanje Where are you from? ter
imena držav. Ob tem se zavedajo pomena našega sveta (planeta) in življenja v složnosti – THINK VALUE.
Za utrjevanje imen držav v Evropi izvedemo kratek video kviz. Učence razdelim v dve skupini, rezultate sproti
preverjam in točkujem pravilne odgovore.
Domača naloga: Napišejo preprost rap z imeni držav in preprostim spremnim besedilom.
Opombe:
Name Class Date
PHOTOCOPIABLE © Cambridge University Pre s 2017
Think Level 1 Unit 1 Vocabulary Extension
1 VOCABULARY EXTENSION
1 Complete the sentences with the words in the list.
There are two extra words.
write | take | be | play | make | co lect | do play |
walk | keep
0. 0.Do you play the piano?
1. Do you _____________ bo tle tops?
2. I ____________ a blog about sports.
3. I wan to ___________in your club.
4. Do you _________ photos of your friends?
5. They never __________ cro swords.
6. Do you ___________ computer games?
7. Sam and Tina ___________ a rabbit.
2 Some of the sentences contain a mistake. Underline
and co rec them.
0. I make a pet cat. keep
1. I make my blog on my tablet. _____
2. Do you take computer games? _____
3. Do you make photographs? _____
4. I want to be in the tennis club. _____
5. Do you play autographs? _____
6. I play cro swords after school. _____
7. Do you play the guitar? _____
3 Complete the words. You have the firs two le ters.
0. A the weekend, I have fun!
1. I usua ly have a sh______ before breakfast.
2. When I have a pr______, I speak to my teacher.
3. I’m tired. I need to have a re______.
4. Do you want to have di______ now? It’s pi za.
5. Does Fiona have a good ti______ a the tennis
club?
4 Pu the words in order to make sentences.
0. having / just / dinner / We’re
We’re just having dinner.
1. rest / having / a / Joe’s
_________________________________
2. problem / I / a / think / have / I
_________________________________
3. friends / having / her / Alice / fun / with / is
_________________________________
4. time? / Are / a / you / good / having
_________________________________
5. a / footba l game / shower / after / I /
a / have
_________________________________
5 Complete the sentences.
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!
6 Complete the classroom language with the co rect
words.
0. How do you say ‘Hello’ in Spanish?
1. What does ‘empathy’ _________?
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.
VOCABULARY BASIC
Name Class Date
© Cambridge University Press 2018
PHOTOCOPIABLE
Th i n k
Level 1 Basic Vocabulary Unit 1
1 Complete the word to make phrases.
1 d o a crossword
2 e in a club
3 p tennis
4 ke photographs
5 k p a pet
6 te a blog
7 col autographs
8 y an instrument
2 Underline the correct word.
1 I write / play tennis.
2 We collect / make autographs.
3 She plays / writes a blog.
4 I want to be / do in the club.
5 Do you play / take photos?
6 Th e y do / keep a pet.
7 Do you take / play an instrument?
8 Do you do / collect a crossword?
3 Complete the sentences with a word from the
list.
have | time | have | speak | like
rest | be | dinner
1 I have a shower in the morning.
2 Do you crosswords?
3 We fun at the weekend.
4 I to my teacher when I have a
problem.
5 I have a after lunch in the summer.
6 Tom wants to in a tennis club.
7 Does Fiona have at home?
8 I have a good with my friends.
4 Put the words in order to complete the
sentences.
1 having / just / dinner
We are just having dinner.
2 rest / having / a
Joe is
3 problem / I / a / have
I think
4 having / fun
Alice is
5 time / a / good / having
Are you ?
6. breakfast / shower / before / a
I have
5 Match the halves.
1 Hurry up! d
2 I like your shirt.
3 Look out!
4 Come
5 Yes,
6 What are you
a
A car is coming.
b
that’s right.
c
on guys.
d
The train is leaving.
e
up to?
f
It’s cool.
6 Choose the correct word.
1 How do you say / know ‘hola’ in English?
2 What does ‘empathy’ spell / mean?
3 How do you ask / spell you name?
4 Put your hand on / up if you know the answer.
5 Can I open / ask a question, please?
6 Hear / Excuse me? Can you help me?
7 Push / Open your books at page 10.
8 Sorry, I don’t know / mean the answer.
Name Class Date
PHOTOCOPIABLE © Cambridge University Press 2017
Think Level 1 Unit 1 Vocabulary
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. co lect f. photos
6. be g. an instrument
7. do h. cro swords
2 Choose the co rect words.
0. Do you write / play the piano?
1. Do you co lect / 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 cro swords.
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 cro swords?
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 _____________________________
5 Complete the sentences with the words in the list.
There are three extra words.
look | push | on | up | that’s | cool | hu ry | careful | do
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!
6 Complete the classroom language with the words
in the list.
excuse | up | open | spe l | ask | know | say | mean
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. So ry, I don’t ____ the answer.
© Cambridge University Pre s 2018
PHOTOCOPIABLE
Th i n kLevel 1 Unit 3 Communication
COMMUNICATION
Name Class Date
✃
Unit 3: Food for Life
Student A
1 Some friends are coming to your house for
dinner. You are going to prepare the meal and
you need to ask Student B if you have enough of
these things.
Example:
A: How much milk have you got?
B: 2 litres.
A: We don’t have enough milk.
milk (you need 3 litres)
sugar (you need 100 grams)
ca rots (you need 3 ca rots)
mushrooms (you need 8 mushrooms)
eggs (you need 4 eggs)
bread (you need one kilo)
watermelons (you need 1 watermelon)
2 You have these things. Answers Student B’s
questions.
4 apples
200 grams of chocolate
1 pepper
1 onion
20 eggs
150 grams of bread
1 banana
3 Te l the class what you have. Make sure to use
enough and not enough.
Example:
We have enough apples. We have too many eggs.
Unit 3: Food for Life
Student B
1 You have these things. Answer Student A’s
questions.
2 litres of milk
1 kilo of sugar
5 ca rots
4 mushrooms
2 eggs
1 kilo of bread
2 watermelons
2 Some friends are coming to your house for
dinner. You are going to prepare the meal and
you need to ask Student A if you have these
things.
Example:
A: How many apples have you got?
B: 4.
A: We have enough apples
apples (you need 4 apples)
chocolate (you need 100 grams of chocolate)
peppers (you need 2 peppers)
onions (you need 2 onions)
eggs (you need 10 eggs)
bread (you need 1 kilo of bread)
bananas (you need 4 bananas)
3 Te l the class what you have. Make sure to use
enough and not enough.
Example:
We don’t have enough onions. We have too much sugar.
© Cambridge University Press 2018
PHOTOCOPIABLE
Th i n kLevel 1 Unit 2 Communication
COMMUNICATION
Name Class Date
✃
Unit 2: Money and How to Spend it
Student A
1 You have some information about Leo. Some
of the information is about what he usually
does and some is about what he is doing today.
Complete the sentences using the correct form of
the verbs in brackets.
Leo usually goes to school by bus but today he
(walk).
He usually
(drink) coffee for
breakfast but today he is drinking tea.
He usually wears blue jeans but today he
(wear) black jeans.
He usually
(play) football after
school but today he is playing basketball.
2 Student B has information about Lucy. Ask
questions to complete the table.
Example:
How does Lucy usually go to school?
How is she going to school today?
usually
today
1 go to school?
2 drink for breakfast?
3 wear?
4 play after school?
3 Now Student B will ask you questions about Leo.
Use the information from Exercise 1 to answer
his/her questions.
Unit 2: Money and How to Spend it
Student B
1 You have some information about Lucy. Some
of the information is about what she usually
does and some is about what she is doing today.
Complete the sentences using the correct form of
the verbs in brackets.
Lucy usually
(walk) to school but
today she is riding her bicycle.
She usually drinks orange juice for breakfast but today
she
(drink) milk.
She usually
(wear) a blue top but
today she is wearing a red top.
She usually plays tennis after school but today she
(play) computer games.
2 Student A will ask you questions about Lucy. Use
the information from Exercise 1 to answer his/her
questions.
3 Student A has information about Leo. Now ask
questions to complete the table.
Example:
How does Leo usually go to school?
How is he going to school today?
usually
today
1 go to school?
2 drink for breakfast?
3 wear?
4 play after school?
© Cambridge University Press 2018
PHOTOCOPIABLE
Th i n kLevel 1 Unit 1 Communication
COMMUNICATION
Name Class Date
✃
Unit 1: Having fun
Student A
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?
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.
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 usually 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.
HEY, LOOK AT
3 THAT GUY!
2 EP3 Watch the video and circle the co rect
words.
4 Circle the co rect answer in each situation.
1 What can you te l me about him?
a Stop it!
b Te l me what you know.
c A l I know is that he needs help.
2 Do you know where he lives?
a I gue s he doesn’t.
b I’m not so sure.
c That’s rea ly kind of you.
3 I’m rea ly upset.
a What’s going on?
b That’s rea ly kind of you.
c They need help.
4 That’s everything I know about him.
a Stop it!
b Thanks for ca ling me.
c I gue s you do.
THINK THROUGH
ROLE PLAY The phone ca l
Work in pairs. Student A is Luke and Student B is
Mrs Cromer. Write and act out the telephone
conversation Luke had when he ca led Mrs Cromer
in class.
THINK ABOUT
1 Work in groups and answer the questions.
1 What is a charity? Check your answers in a dictionary.
2 What charities do you know? Write a list and
compare with your friends.
1 Teacher What’s happening / going on?
2 Teacher Tell us what / who you saw.
3 Megan I’m not very / so sure.
4 Mrs Cromer Thanks for ca ling / speaking to me.
5 Olivia That’s really amazing / kind of you.
THINK BACK
3 Match the two parts of the sentences.
1 c Ryan is annoyed because …
2 The teacher is happy for Luke to use his
phone in cla s because …
3 Mrs Cromer is interested in the man because …
4 Olivia is pleased in the end because …
5 Ryan and Luke are amazed because …
a she works for a charity that helps homele s people.
b the homele s man is kind to Olivia.
c the students are laughing at Olivia.
d her necklace isn’t lost.
e it’s important for him to ca l his neighbour.
© Cambridge University Pre s 2015
PHOTOCOPIABLE
Think Level 1 Episode 3 Video Worksheet
In the classroom
In the park
Say he lo. Explain why you
are ca ling.
I’m worried about …,
Answer Mrs Cromer’s questions.
He was si ting …, He looked …,
Suggest somewhere to meet.
How about …?
Thank Mrs Cromer and say goodbye.
A
Answer and say he lo.
Listen and ask for details about
the man.
What can you te l me …?
Where…? What was he doing?
Sugges that you meet.
Let’s …, Why don’ t we …,
Decide where you can meet. Thank Luke and say
goodbye.
Thanks for ca ling me… That’s rea ly kind …
B
THE
2 PICNIC
2 EP2 Watch the video and circle the
correct words.
3 A I don’t know about you, but I want to see the
new film at the cinema.
B
Great idea.
4 A It was my birthday party last Saturday!
B Oh no! I wasn’t there!
A
Don’t worry.
5 A Are you coming now?
B
No,
A
OK. See you later.
THINK THROUGH
ROLE PLAY A different ending
Work in groups. Imagine an alternative ending.
Complete the mind map to help you. Then use these
phrases from the video and Exercises 2 and 4 and
your Student’s Book to help you. Write and perform
an alternative ending to the video.
THINK ABOUT
1 Work in groups and answer the questions.
1 Luke feels bad because he forgets something
important about Olivia. Do you forget things like
friends’ birthdays or plans you make? Make a list.
2 In your group, compare your lists. How can you be
a better friend? How can you say and show you
are sorry?
1 Luke I’m really sorry / silly, Olivia.
2 Luke Sometimes I don’t think at all / much.
3 Luke I’ve got something I must / need to do
first.
4 Megan I don’t know anything / about you, but ...
5 Pizza guy One vegetarian special! Only / Just for
you!
THINK BACK
3 Work with a partner. Answer the questions.
1 Why does Luke say sorry to Olivia?
2 What does Olivia say she can eat?
3 Why doesn’t Luke play football at first?
4 How does Olivia feel at the end of the video?
4 Complete the mini-dialogues with suitable
phrases from the list.
I feel really bad. | Let’s go.
I’ve got something to do. | It’s OK. | No problem.
1 A Can I have some ham on my pizza?
B
Here you are.
2 A I’m sorry. Sometimes I don’t think at all.
B
Don’t worry.
© Cambridge University Press 2015
PHOTOCOPIABLE
Think Level 1 Episode 2 Video Worksheet
Luke – doesn’t try to
help Olivia, doesn’t
say sorry, thinks Olivia
can eat the fruit and
chocolate …
Megan – is annoyed
with Luke …
Ryan – thinks Olivia
is silly, tries to make
everyone stop arguing
Olivia – feels upset …,
doesn’t want to eat
anything, leaves the park
A new ending
What do the characters
say, do and feel?
I don’ t understand.
I wan to ki l you!
She’s/He’s rea ly upset now!
I don’ t believe it!
How stupid of me/you!
Poor you.
What’s a l th excitement?
I/You don’ think at a l sometimes!
What about me?!
So what?
OLIVIA’S NEW
1 HOBBY
2 EP1 Watch the video and complete the
sentences.
4 Match the sentence with the reason the speaker
says it.
1 LUKE I’m glad you’re here.
2 OLIVIA I don’t believe it!
3 OLIVIA I wan to kill you!
4 LUKE Now you can buy yourself a new camera.
5 OLIVIA You’re the best!
The speaker …
a … is very surprised.
b … is greeting friends.
c … is saying thank you to a friend.
d … is emba ra sed and annoyed.
e … is explaining something.
THINK THROUGH
ROLE PLAY Olivia and her mum
Work in pairs. Student A is Olivia and Student B is
Olivia’s mum. Write and act out the conversation.
THINK ABOUT
1 Work in groups. How do friends help each
other? Write a list of things you usua ly do for
your friends.
1 Olivia How of me!
2 Olivia It’s brand !
3 Megan you.
4 Olivia What’s a l the ?
5 Luke I want to show you .
6 Olivia But I understand.
THINK BACK
3 Work with a partner. Are the sentences true or
false? Co rect the false sentences.
1 Olivia cries because her friends laugh at her.
2 Everybody feels sad when Olivia has a problem
with her camera.
3 Luke invites his friends to his house because they
a like pizza.
4 Olivia feels emba ra sed when she sees herself
on TV.
5 Luke gives his prize to Olivia.
© Cambridge University Press 2015
PHOTOCOPIABLE
Think Level 1 Episode 1 Video Worksheet
A the park
At Luke’s house
You are online at home. You want to buy a new
camera. Your mum comes to talk to you. She
doesn’t know abou the money from Luke.
Say he lo to your mum.
Hi! How are you?
Te l your mum you wan to buy a new camera.
Your mum te ls you that cameras are expensive and
you can’t buy a new one. Star to explain abou the
TV show and the money.
Just wait! … There’s a show on TV …
They give the winner £250 …
Luke is the winner this week …
Luke wants me to … He’s the best! …
Now I can buy …
A
You go to talk to Olivia. You don’t know about
the money from Luke.
Say he lo to Olivia.
Olivia says she wants to buy a new camera. Te l her
that cameras are very expensive. You don’ think she
can buy a new one.
I know you want a new camera, but … Poor you!
Olivia talks about a TV show that gives money for
videos. She tells you that Luke is the winner this week
and he’s got £250.
Listen to Olivia. You are very surprised.
I don’ t believe it!
B
Life skills
Life skills
1
1 Think about the photostory on page 18.
1 Imagine you are Olivia. Your camera is broken.
How do you feel?
2 Imagine you are Olivia’s friend. Olivia te ls you
her camera is broken. What do you say? What
do you do?
2 Read this email from Michael to his friend,
Jake. Does he like his new school?
Hi Jake,
How are you? Thanks for your email and the
photos! I like the holiday pictures, but my
favourite is the class photo. Say ‘Hi’ to
everyone for me! Who is the new girl next to you
in the photo?
I don’t like my new school very much. The
teachers are mostly OK, but I can’t stand going
to Maths now. Mr Allen, the teacher, always
seems angry because I don’t know things that the
rest of the class know from last year. I don’t
think I can pass the exam we have next week
because I don’t ask questions anymore.
Another thing is that I haven’t got any friends.
Everyone has got a small group of friends and
isn’t interested in talking to me – ‘the new
boy’. Luckily, I have a new mobile so I can
spend break playing games, but it’s horrible
when nobody wants to sit next to me in class,
and the teacher moves someone to be my partner.
Are you free to Skype this weekend? Tell me when
is a good time for you, OK?
Michael.
3 SPEAKING Work in pairs. Discuss the questions
about Michael.
1 What are Michael’s problems at his new school?
2 Imagine you are Michael. How do you feel?
3 When do your friends and family fee like this?
4 Do people like talking abou these feelings?
4 Imagine you are Jake. Which of these sentences
are good to say to Michael?
● I’m here for you.
● I’ve got some great
friends!
● I’m so ry you feel
this way.
● I hate Maths too.
● Talking about
feelings is stupid.
● I understand how
you feel.
5 SPEAKING Work in pairs. Discuss and think of
more sentences you can say to Michael. What
things can you do?
6 WRITING Write a short email to Michael. Use
your ideas from Exercise 4 and 5 to help you.
Don’t forget to include a time for him to Skype
at the weekend!
Empathy is understanding how other people feel. We need empathy to te l people we understand
how they feel in bad situations. Sometimes, this is a l people need when they feel bad. But empathy
can help us decide what we can do to help.
Showing empathy
Think Level 1 Life Skills 1 PHOTOCOPIABLE © Cambridge University Pre s 2017
TIPS FOR SHOWING EMPATHY
1 Listen to other people’s problems. Don’t
always talk about your problems.
2 When someone is explaining their problems,
don’t say their problems aren’t important, or
be critical.
3 It’s not always nece sary to give advice.
Sometimes just listening and understanding is
enough.
Name Class Date
Think Level 1 Unit 1 Grammar extension PHOTOCOPIABLE © Cambridge University Pre s 2017
1 GRAMMAR EXTENSION
1 Complete the sentences with verbs in the present
simple.
0. Laila loves movies. She watches one every day!
(watch)
1. My sister always ___________ late. (get up)
2. Peter ___________his car every Saturday. (wash)
3. I ___________ on Sundays. (not work)
4. The shop ___________at 9pm. (close)
5. Teri ___________ meat. (not eat)
6. Paul and Stan ___________ watching tennis. (not like)
2 Rea range the words to make sentences.
0. Liverpool / live / Mary / does / in
Does Mary live in Liverpool?
1. flowers / I / co lecting / garden / the / love from
________________________________ .
2. sea / never / Sara / swims / the / in
________________________________ .
3. I / Jane / and / have / often / together / fun school /
after
________________________________ .
4. reading / history / can’t / they / stand / about
________________________________ .
5. teacher / every / day / homework / give / does your
________________________________ ?
3 Write sentences that are true for you using the
adverbs o frequency in the list.
always | often | sometimes | occasionally
rarely | never
0. chat with friends / night
I always chat with friends at night.
1. play basketba l / summer
________________________________
2. watch TV / morning
________________________________
3. eat out / weekends
________________________________
4. have a shower / at night
________________________________
5. watch videos on the computer / afternoon
4 Write questions for the answers.
0. Do you love walking on the beach?
Yes, I love walking on the beach.
1. ________________________________?
Yes, my dad enjoys drinking co fee.
2. What time ________________________?
Sam usually goes to bed at 11pm.
3. What ____________________________?
I want to see Star Wars.
4. Where ___________________________?
Mr Stevens lives in Valencia.
5. How often ________________________?
I chat with friends every day after school.
5 Use the words to make sentences.
0. He / co lect / comics (+)
He co lects comics.
1. Wha time / they / usua ly / go to bed (?)
________________________________
2. She / enjoy / reading the newspaper (-)
________________________________
3. You / brush your teeth / every day (?)
________________________________
4. He / go / English cla s / three times / week (+)
________________________________
5. How often / you / take photos (?)
________________________________
6. She / write / a blog about cats (+)
________________________________
7. My cousin / do / any sport (-)
________________________________
6 Write sentences that are true for you.
0. I often drink milk with dinner.
1. I rea ly enjoy _________________.
2. I can’t stand _________________.
3. I don’t usually _________________.
4. I have fun when _________________.
5. I _________________if I have a problem with my
homework.
6. I _________________ studying languages.
________________________________
PHOTOCOPIABLE © Cambridge University Press 2018
Th i n k
Level 1 Basic Grammar Unit 1
GRAMMAR BASIC
Name Class Date
1 Choose the correct word.
1 I like / likes dogs.
2 You live / lives near the park.
3 She listen / listens to music.
4 John take / takes photos.
5 We collect / collects stamps.
6 My sisters run / runs in the park.
2 Use the words to make affirmative sentences.
1 George / like / music
George likes music.
2 She / watch / TV.
3 I / wash / my car on Sundays.
4 We / make / pizza on Fridays.
5 Alicia / walk / to school.
6 My dog / sleep / a lot.
3 Make negative sentences. Use don’t or doesn’t.
1 Susan likes football.
Susan doesn’ t like footba l.
2 Tom watches TV.
3 I wash my car on Sundays.
4 We eat pasta on Fridays.
5 They walk to school.
6 My sister plays the piano.
4 Choose the correct word.
1 I don’t / doesn’t eat pasta.
2 You don’t / doesn’t like football.
3 He don’t / doesn’t play the piano.
4 We don’t / doesn’t enjoy doing homework.
5 Do / Does you write a blog?
6 Do / Does Mary read the newspaper?
5 Match the questions and answers.
1 Does Mary have any brothers? f
2 Do you like chocolate?
3 Does Henry collect toys?
4 Do your parents enjoy listening
to pop music?
5 Do you have homework today?
6 Does Kimberly like reading?
7 Do you like playing tennis?
a
No, he doesn’t. He collects coins.
b
No, I don’t!
c
Yes, I love it.
d
Yes, she does. She loves books.
e
No, they don’t. They prefer opera.
f
Yes, she has two.
g
No, I prefer watching it.
6 Correct the underlined words.
1 I can’t stand to read the newspaper.
I can’ t stand reading the newspaper.
2 I always eats lunch at 14:00.
3 Karen doesnt mind working late.
4 We nevers study in the evening.
5 Does your mother likes cooking?
6 Douglas sometime eats pizza.
7 How o ft e n s do you take the bus?
8 I dont like listening to opera.
Name Class Date
PHOTOCOPIABLE © Cambridge University Pre s 2017
Think Level 1 Unit 1 Grammar
1 GRAMMAR
1 Choose the co rect 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 co lect / co lects stamps.
5. Sports cars go / goes very fast.
6. My sisters run / runs every afternoon.
2 Complete the sentences with do, does, don’t or
doesn’t.
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?
3 Match the questions and answers.
0. Does Mary have any brothers? g
1. Do you like chocolate? ___
2. Does Henry co lec toys? ___
3. Do your parents enjoy pop music? ___
4. Do we have homework for tomo row? ___
5. Do you love reading? ___
6. Do your grandparents live with you? ___
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.
4 Use the words to make sentences.
0. George / like / ja z music (+)
George likes ja z music.
1. She / watch / TV after school (+)
____________________________
2. I / wash / my car every day (-)
____________________________
3. We / make / pi za on Fridays (+)
____________________________
4. Alicia / walk / to school (-)
____________________________
5. Fran’s sister / play / footba l (-)
____________________________
6. My dog / sleep / a lot (+)
____________________________
5 Co rec 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 Complete the e-mail with words in the list.
have | sometimes | don’t | do | can’t | hate
studying | love
He lo. My name is Henry and I am 14 years old. I
0 have one brother but I 1 _______ have any sisters.
My brother plays footba l. I love 2 _______ History
and English because they are my favourite subjects. I
3 _______ go to the ma l with my friends and I
4 _______ going to the cinema. What 5 _______ you
like doing in your free time?
Write soon, Pablo
1.
PRIROČNIK ZA UČITELJA
PDF-oblika na www.devetletka.com vsebuje:
• nasvete za izvedbo učnih ur,
• dodatne informacije o osebah, ki se pojavijo v učbeniku,
• rešitve nalog,
• namige za dodatne aktivnosti,
• namige za diferenciacijo,
• aktivnosti za učence, ki hitro končajo delo,
• prepisi zvočnih posnetkov,
• rešitve nalog v delovnem zvezku.
2.
PREDLOG LETNEGA DELOVNEGA
NAČRTA IN UČNIH PRIPRAV
Predlog letnega delovnega načrta vsebuje pregled
celotne vsebine po učnem načrtu, predlog učnih
priprav pa je zamišljen kot scenarij vsake učne ure
s predlogi vključevanja avdio- in videoposnetkov
ter interaktivnih nalog iz elektronskega učbenika.
3.
GRAMMAR WORKSHEETS
Za utrjevanje slovničnih struktur posameznih enot so
učitelju na voljo delovni listi na treh ravneh zahtevnosti
(osnovni, srednji in višji), ki omogočajo notranjo
diferenciacijo in individualno prilagajanje pouka.
Na voljo so tudi rešitve nalog na delovnih listih.
4.
VOCABULARY WORKSHEETS
Za utrjevanje besedišča posameznih enot so učitelju na
voljo delovni listi na treh ravneh zahtevnosti (osnovni,
srednji in višji), ki omogočajo notranjo diferenciacijo in
individualno prilagajanje pouka. Na voljo so tudi rešitve
nalog na delovnih listih.
BREZPLAČNO
ZA VAS
Think Starter Test 4 © Cambridge University Pre s 2016
PHOTOCOPIABLE
80
6 Complete the sentences with two words in each gap.
In my town, 0 there are lots of things to do. 1 a famous museum and there are lots of restaurants and cafés.
There 2 great places to shop. My favourite place is the shopping centre.
Not everything is good. 3 any parks. And 4 a train station. Also, there 5 cinema.
That’s a big problem!
7 Write sentences about your town/city.
0 There isn’t a park in my town.
1 There aren’t .
2 There is .
3 There are .
4 There isn’t .
5 There aren’t .
8 Complete the sentences with the imperative form of the words in brackets. Use contractions where possible.
0 Tu rn (turn) left next to the bank.
1 For the library, (go) pas the supermarket, and it’s there.
2 (not take) the bus, take the train.
3 I’m hot. Please (open) the window.
4 (not eat) this food. It’s rea ly bad.
5 During the exam, be quiet and (not talk) to the person next to you.
9 Complete the directions with words from the list.
on | again | right | take | turn | past
A Excuse me, where’s the park?
B It’s here 0 on High Street. It’s on the
1 , acro s from the supermarket.
A Thanks. And where’s the library?
B OK, 2 left into King Street. Go 3
the supermarket and it’s there, opposite the
chemist’s.
A Great. And the cinema?
B The cinema … Turn left and left 4 into
Main Street. It’s about 20 minutes from here. Or just
5 a bus!
10 Complete the conversation with one word in each gap.
SHOP ASSISTANT He lo, can I 0 help you?
CUSTOMER Hi. I like this T-shirt, but it’s sma l. 1 you got a large one?
SHOP ASSISTANT Sure. We’ve got these T-shirts here.
CUSTOMER Great. How 2 are they?
SHOP ASSISTANT They’re £40. But these blue ones are only £24.
CUSTOMER The blue T-shirts are nice. I’ l take two.
SHOP ASSISTANT OK! 3 £48, please.
CUSTOMER
4 you are. £50.
SHOP ASSISTANT Thanks. And here’s your 5 – £2.
CUSTOMER That’s great. Bye.
TOTAL SCORE
10
5
10
10
10
Think Starter Test 4 © Cambridge University Press 2016
PHOTOCOPIABLE
TEST 4
Circle
Name Class Date
0 ch e m i st’s
1 tr _ _ n st _ t _ _ n
2 l _ br _ ry
3 m _ s _ _m
4 r_ st_ _ r_nt
5 s_p_rm_ rk_t
3 Complete the sentences with the words in the list.
next | front | behind | opposite | corner |
between
0 The bank is behind the computer shop.
1 The café is in of the statue.
2 The bookshop is the post office and the chemist’s.
3 Bob’s house is on the of Main Street and Fremont Street.
4 The shopping centre is to the park.
5 My house is a big supermarket. I go there every week.
4 the correct answers.
0 There is / are two banks on this street.
1 There isn’t / aren’t any nice cafés in my town.
2 There is / Is there a chemist’s near here?
3 There isn’t / aren’t any milk in the fridge.
4 There is / are lots of statues in my city.
5 Is / Are there a post office near here?
5 Complete the sentences with a, some, or any.
0 There is a shower in the bathroom.
1 There aren’t people here today.
2 There are interesting things in the museum.
3 Are there parks in your town?
4 There is famous statue in my city.
5 There are nice people in my class.
5
5
10
10
5
1 Write the numbers and prices.
0 eight dollars and ninety-nine cents $ 8.9 9
1 two hundred and fifty
2 one thousand and twenty pounds £
3 five hundred and sixty-eight
4 twelve forty-nine £
5 eighty-five euros and thirty cents €
2 Write the places in a town/city.
E X TEN S I O N TEST 4
10
10
5
50
Name Class Date
1 Complete the questions with the co rect form
of to be.
0 Is there a library in Du ltown?
1 there any supermarkets?
2 there a train station?
3 there any banks?
4 there a park?
5 there a chemist’s?
2 Complete the sentences about Dulltown.
0 There isn’ t a library. (X)
1 lots of supermarkets. (ti)
2 a train station. (X)
3 two banks. (ti)
4 a nice park. (ti)
5 a chemist’s. (X)
3 Complete the sentences with some or any.
I live in a sma l town ca led Du ltown. It’s an OK place,
but there aren’t 0 any interesting things to do here.
There aren’t 1 cinemas or libraries, but
there is a sma l park. But that’s only good for sma l
children. There are 2 cafés, but there aren’t
3 restaurants. There is a supermarket, and
some banks, but there aren’t 4 good shops.
There isn’t a shopping centre here. There’s a museum,
and there are 5 interesting things to see in it,
but I don’t go to the museum every day!
4 Put the words in the co rect order to make
sentences.
0 there / are / banks / any / near here ?
Are there any banks near here?
1 town / aren’t / parks / there / any / in this
2 my house / sma l / supermarkets / some / near /
are / there
4 to eat / there / any / places / aren’t / good
5 famous / there / buildings / any / are ?
5 Circle the correct words.
0 New York is a great place. Go / You go there in
the spring. It’s rea ly cool.
1 It’s my party tomo row. Forget not / Don’t forget
about it!
2 In the cinema, don’t use / you don’t your phone.
3 Please open / you open the window. I’m hot.
4 Listen / You listen to me. I want to say something.
5 Don’t take / Take not a taxi. Taxis are expensive.
6 Complete the sentences with the imperative
forms of the verbs in the list. Use the positive or
negative form.
eat | hu ry | be | turn | try | have
0 A This is a nice cake.
B Yes, but don’ t eat it! It’s for George’s
birthday!
1 A Where’s the train station?
B It’s near here. Just left at the end of
the street.
2 A Thanks for everything.
B No problem. a nice day!
3 A I like these shoes.
B Yes, but them on before you buy
them.
4 A I’m rea ly wo ried about my exam tomo row.
B wo ried! You always do we l in
exams.
5 A What time is the train?
B It’s in two minutes. !
TOTAL SCORE
3 for vistors / interesting / there / places / are / any ?
Think Starter Extension Test 4 PHOTOCOPIABLE © Cambridge University Pre s 2016
10
5
10
ANGLEŠKE
PLOŠČICE
Selma Gruban
ANGLEŠKE PLOŠČICE
Didaktično gradivo omogoča strukturiran in multisenzoren
pristop k poučevanju angleške slovnice, ki učenca prek
didaktične igre aktivno vključi v učni proces. Vsebuje
vadnico za učence, priročnik za učitelje, večbarvne
ploščice z elementi jezika in kodo za dostop do
interaktivnega gradiva.
+ didaktični pripomoček
NOVO
POMLAD
2020
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