Think

ANGLEŠČINA V RAZREDIH 6–9 

PREDSTAVITEV UČNE SERIJE 

Think 

priznanih avtorjev dr. Herberta Puchte, 

Petra Lewis-Jonesa in Jeffa Stranksa 

NOVO 

POMLAD 

2020 

Učbenik in delovni zvezek 

tudi v elektronski obliki 

Bogato dodatno gradivo 

za učitelja 

Brezplačno za uporabnike: 

Clever CUBES 

VABLJENI NA PREDSTAVITEV 

Več na zadnji strani kataloga }}

✃ 

✃ 

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 


POMLAD 

2020 

POMLAD 

2020 

Učbenik 


NA VOLJO 

2021 NA VOLJO 

2022 

NA VOLJO 

Učbenik 


2021 NA VOLJO 

2022 

Delovni zvezek 








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 


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. 


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. 


Student B 

PHOTOCOPIABLE © Cambridge University Press 2017 


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? 


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? 








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. 




Example: 

Think Level 1 Unit 1 Grammar 

I never do my homework after school. Paula often does 


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 


COMMUNICATION 


Student A 

© Cambridge University Press 2018 


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 (+) 

____________________________ 


Example: 








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? 

_____________________________ 






Example: 






Example: 



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 



Student B 


Example: 













Example: 






Example: 



PHOTOCOPIABLE 


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

Didaktična zasnova 

Učna serija Think sistematično gradi jezikovne spretnosti in kompetence, 

obenem pa namenja veliko pozornost povezovanju čustev in miselnih 

procesov, krepitvi samospoštovanja in razvijanju splošnih človeških 

vrednot. To poveča zavedanje učencev o vprašanjih, ki so pomembna 

za njihovo sedanje in prihodnje življenje, poglobi njihovo razumevanje 

pomembnih družbenih in globalnih vprašanj ter jim omogoči, da se 

razvijejo v bolj skrbne in pozorne ljudi. 

Ker se najstniki raje vključujejo v pogovore o temah, s katerimi se lahko 

čustveno povežejo, niso pa neposredno povezane z njihovim vsakdanjim 

življenjem, serija vključuje besedila, ki predstavljajo zgodbe o ekstremih, 

postavljene v oddaljene kraje in kulture; v njih nastopajo junaki, s katerimi 

se najstniki lahko poistovetijo. To jim pomaga, da se tesneje povežejo 

z lastnostmi, kot so ustvarjalnost, pogum, vztrajnost, strast in skrb, ter jim 

olajša vključevanje v govorne dejavnosti pred branjem in po njem. Tako 

je njihovo učenje veliko lažje, hitrejše in prijetnejše. 

Velika pozornost je posvečena sistematičnemu širjenju besedišča, zato 

vsaka enota vključuje najmanj dva besediščna sklopa, mestoma nadgrajena 

z interaktivnimi vajami. Razlaga slovničnih struktur upošteva induktivni 

pristop, ki omogoča, da učenci s pomočjo primerov iz prebranega besedila 

sami oblikujejo ustrezna slovnična pravila. 

Učbenik in delovni zvezek 


ZA ANGLEŠČINO V 7. RAZREDU 

Učni komplet sestavljajo učbenik, delovni zvezek in gradivo v elektronski 

obliki na www.iRokus.si. 

Komplet Think 1 za 6. razred je že na voljo, komplet Think 2 za 7. razred pa bo 

izšel spomladi 2020*. V prihodnjih letih bosta sledili še izdaji za 8. in 9. razred. 

* Učbenik je že v potrjevanju, izšel bo predvidoma aprila 2020. 

NOVO 

POMLAD 

2020 

Uveljavljena 

mednarodna avtorska ekipa 

Dr. Herbert Puchta 

je priznani avtor učnih kompletov in dodatnih gradiv za angleščino, 

reden govorec na izobraževalnih konferencah za učitelje (februarja 

ga bomo ponovno gostili v Sloveniji) in mojster nevrolingvističnega 

programiranja. Njegovo glavno raziskovalno področje zadnjih dveh 

desetletij delovanja je praktična uporaba kognitivnopsiholoških dognanj 

v poučevanju angleščine kot tujega jezika. 

Peter Lewis-Jones 

je po več letih poučevanja angleščine v različnih deželah kredo zamenjal 

za tipkovnico in se posvetil avtorskemu in soavtorskemu ustvarjanju 

učnih gradiv založbe Cambridge University Press. 

Jeff Stranks 

je že več kot 30 let aktiven na področju poučevanja angleščine. 

Bil je višji mentor pri Bell College Saffron Walden, nato pa je v Rio de 

Janeiru enajst let usposabljal učitelje in delal kot akademski koordinator. 

Trenutno je samostojni vodja usposabljanja in avtor učnih gradiv. 

Kot soavtor je sodeloval pri nastanku številnih učbenikov založbe 

Cambridge University Press. Predaval je in vodil delavnice na mnogih 

konferencah in v številnih državah po vsem svetu. 

Odlike 

DIDAKTIČNE ZASNOVE 

1 

2 

3 

skrbno izbrana besedila za 

izziv, navdih in spodbujanje 

razmišljanja 

sistematičen razvoj miselnih 

spretnosti, splošnih človeških 

vrednot in samopodobe 

privlačna besedila in 

dejavnosti za spodbujanje 

in razvoj medkulturne 

zavesti in kompetenc 

4vodene aktivnosti za 

postopen razvoj pisnih 

spretnosti, tekočega govora 

in govornega sporočanja 

5nivojske dejavnosti 

v delovnem zvezku 

in dodatni namigi za 

poučevanje heterogenih 

skupin v priročniku za 

učitelja 

Brezplačno za uporabnike serije Think: 

DIDAKTIČNI PRIPOMOČEK CLEVER CUBES 

Kocke Clever CUBES so odličen didaktični pripomoček za realizacijo učnih ciljev pri pouku 

angleščine in za popestritev dela v razredu. Uporabite jih lahko pri napovedi ali obravnavi 

novih učnih vsebin in za motivacijo ali pa učence z njimi spodbudite k razmišljanju. 

Kocke so uporabne tudi pri utrjevanju in ponavljanju učne snovi, saj spodbujajo razvoj 

vseh komunikacijskih veščin: govora, pisanja, poslušanja in branja. 

V škatli je 9 kock s 54 ilustracijami, ki prikazujejo 

stvari, znake, čustva, dogodke, dejavnosti in kraje. 

Ilustracije so asociativne narave in niso enopomenske. 

Dodana so navodila in predlogi za uporabo. 

Vsak učitelj, ki bo 

v šolskem letu 2020/21 prvič 

uporabljal učno serijo Think in 

odločitev potrdil do 30. aprila 2020, 

bo do konca maja brezplačno prejel 

komplet kock Clever CUBES. 

4 5

UČBENIK Think 2 


OBJECTIVES 

Na začetku vsake enote so 

jasno navedeni učni cilji. 

READING 

Skrbno izbrana uvodna besedila obravnavajo 

sodobne teme, ki so najstnikom blizu. 

Vključujejo različne vrste besedil (časopisni 

članki, blogi, spletne klepetalnice, tekstovna 

sporočila, brošure, glasila ...). Besedila so tudi 

posneta, kar omogoča večjo fleksibilnost pri 

izbiri učnega pristopa. Učenci se na branje 

pripravijo s pomočjo dejavnosti, ki aktivirajo 

obstoječe znanje, spodbudijo zanimanje za 

vsebino in uvedejo ključno besedišče. Naloge 

po branju preverjajo razumevanje glavne misli 

ali podrobnosti prebranega besedila. 

Odlična izbira za 

učbeniški sklad! 

V rubriki FUNCTIONS 

se učenci srečajo 

s funkcijskim jezikom 

in ga utrdijo 

s komunikacijskimi 

aktivnostmi. 

Aktivnosti v rubriki TRAIN TO 

THINK učencem pomagajo, 

da ostrijo veščine kritičnega 

mišljenja in razvijajo umske 

navade, ki so izjemnega 

pomena za uspeh pri vseh 

šolskih predmetih. 

Učbenik vsebuje uvodno enoto Welcome in deset 

osemstranskih učnih enot. Vsaka enota je zaključena 

celota in predstavlja temo, vzeto iz najstniškega sveta. 

Vsebuje dve besedili s pripadajočimi nalogami za razvijanje 

bralnega razumevanja, nalogami za slovnico in besedišče 

ter sklopom za razvijanje slušnega razumevanja. 

Jezikovne aktivnosti se prepletajo z rubrikami Think 

Values, Train to Think in Think Self-esteem. Lihe enote 

se končajo s fotozgodbo in stranjo, namenjeno razvijanju 

govornih spretnosti, sode enote pa vsebujejo rubriko 

Culture, na katero so vezane naloge za sistematičen 

razvoj pisnih spretnosti. Po vsaki drugi enoti sledita dve 

strani Test Yourself, namenjeni ponovitvi in preverjanju 

znanja. 

Vsaka enota vsebuje dve ali več 

rubrik GRAMMAR. Primeri slovničnih 

struktur so vzeti iz predhodno 

obravnavanih besedil in predstavljeni 

v kontekstu. Rubrika učence usmerja 

k samostojnemu odkrivanju slovničnih 

pravil, ki jih nato utrdijo s pomočjo 

različnih tipov bolj in manj vodenih vaj. 

Rubrika VOCABULARY 

predstavi novo besedišče 

v smiselnem kontekstu 

s pomočjo jasnih ilustracij 

ali fotografij, ki olajšajo 

razumevanje. 

WRITING 

Kratka pisna aktivnost 

Rubrika THINK VALUES učence 

spodbuja, da razmišljajo o pozitivnem 

družbenem vedenju in pomembnih 

univerzalnih vrednotah, kot so razvoj 

medkulturne zavesti, razumevanje 

globalnih vprašanj in spoštovanje do 

drugih. Učenci v parih ali skupinah 

razmišljajo o vrednotah, povezanih 

z obravnavano temo, in izražajo 

svoje mnenje ter tako vadijo tekoče 

sporazumevanje. 

LISTENING 

Aktivnosti za razvijanje 

slušnega razumevanja sledijo 

ustaljenemu vzorcu: nalogi 

pred branjem sledi naloga za 

razumevanje bistva besedila, 

tej pa aktivnost, ki preverja 

razumevanje slušnega 

besedila na globlji ravni. 

Rubrika THINK SELF-ESTEEM 

učencem pomaga razvijati zdrav 

občutek lastne vrednosti in jih 

spodbuja k razvijanju pozitivnega 

odnosa do sebe in drugih. Učenci 

v parih ali skupinah razpravljajo o 

svojih pogledih na obravnavane 

teme in odzivih nanje, sočustvujejo 

s stališči in mnenji drugih ter 

razmišljajo o svoji vlogi v družbi. 

6 

PRONUNCIATION 

Vaje za izgovarjavo, ki so zbrane na 

koncu učbenika, se navezujejo na 

jezik obravnavane enote. Referenca 

na izgovarjavo nakazuje, na 

katerem mestu v enoti je obravnava 

izgovarjave najbolj smiselna. 

Referenčne puščice 

usmerjajo učence na strani v 

delovnem zvezku, kjer najdejo 

dodatne vaje za utrjevanje 

obravnavanih slovničnih 

struktur in besedišča.

114 

Rubrika WORDWISE 

vsebuje besede oziroma 

fraze, ki imajo v angleščini 

več pomenov, jih analizira 

in s pomočjo vaj utrdi 

pravilno rabo. 

SPEAKING 

Priložnosti za razvijanje govornih 

spretnosti in tekočega govora prek 

dela v paru ali skupini so posejane 

po celotnem učbeniku. V vsaki lihi 

enoti pa je še stran DEVELOPING 

SPEAKING, ki sledi fotozgodbi in 

je posvečena razvoju govornih 

spretnosti. 

Lihe enote se končajo z rubriko 

CULTURE, v kateri učenci berejo o 

načinu življenja v drugih državah in 

kulturah, o njem razmišljajo in ga 

primerjajo s svojim. Besedila v tej 

rubriki so opremljena z zvočnimi 

posnetki. Naloge, ki sledijo 

besedilu, razvijajo sposobnost 

sklepanja in širijo besedišče. 

WRITING 

Pomembna značilnost serije Think je pristop 

k razvoju pisnega sporočanja. Učence usmerja, 

da se ne osredotočajo le na vsebino besedila, 

temveč da razmišljajo tudi o svojih razlogih za 

pisanje in o ciljni publiki. Pisno sporočanje je 

zastopano v dveh oblikah: v lihih enotah učenci 

pišejo krajša besedila na obravnavano temo, sode 

enote pa vsebujejo daljši razdelek, ki učence korak 

za korakom vodi skozi proces pisanja. Najprej 

se srečajo z vzorčnim besedilom, s pomočjo 

katerega se seznanijo z namenom pisanja in 

jezikovnimi strukturami, ki jim bodo prišlev prav 

pri izdelavi njihovega lastnega besedila, nato pa 

še sami napišejo besedilo po vzoru. 

PHOTOSTORY 

Lihe enote se končajo z zabavno 

fotozgodbo, v kateri nastopajo štirje 

britanski najstniki: Ryan, Luke, Megan in 

Olivia. Vsaka zgodba je zaključena celota. 

Prvi del zgodbe je predstavljen s štirimi 

fotografijami, ki so opremljene z zvočnim 

posnetkom in prepisom besedila, 

zaključek zgodbe pa je na voljo v obliki 

videoposnetka. 

Fotozgodbi sledijo vprašanja za preverjanje 

razumevanja in rubrika PHRASES FOR 

FLUENCY. Ta se osredotoča na avtentične 

izraze, ki učencem omogočajo, da njihov 

govor postane bolj naraven in tekoč. 

Strani so obogatene 

z nacionalnimi vsebinami 

v interaktivni obliki. 

Vsaki drugi enoti sledi stran 

s ponovitvijo TEST YOURSELF, ki 

učencem omogoča, da preverijo 

svoje znanje slovnice, besedišča in 

funkcijskega jezika preteklih dveh enot. 

CLIL: Technology 

3D printers 

1 SPEAKING Which items of technology can you name? 

Make a list. Then talk with a partner about which one is 

your favourite and why. 

2 Read the text about 3D printers. Match the paragraph 

A 

headings with the correct paragraph. 

1 How is 3D printing different from normal manufacturing? 

2 What can people make with a 3D printer? 

3 What is a 3D printer? 

4 How does 3D printing work? 

A 3D printer is a machine that lets you make threedimensional 

objects from materials such as plastics and 

metals. The technology of 3D printing has developed 

a lot over the last thirty years. At first, 3D printers were 

very expensive, but they are becoming cheaper. 

B 

First of all, you think of an idea for an object, then you 

design it on a computer. After that, you send a digital 

file or scan of it to a 3D printer. The printer follows the 

design to make the object. A normal printer puts a thin 

layer of ink on a page, but a 3D printer puts down layer 

after layer of a material to build a three-dimensional 

object. 

C 

Big machines in factories make everything from cars 

to toy bricks. We call this process manufacturing. 

In factories, people cut materials such as wood into 

different shapes. Then they put the pieces together 

3 Put the parts of the 3D printing process in order. Then read paragraph B again to check. 

the object Design the object Think of an idea for an 

Print object 

4 SPEAKING Work in pairs. Ask and answer the questions. 

Would you like to have a 3D printer at home? Why? Why not? 

What would you like to make using a 3D printer? 

to make a particular object. 3D printing is different. It 

builds objects by putting one layer of material on top of 

another. With a 3D printer, you can make things more 

quickly, more cheaply and using fewer materials. 

D 

Almost anything! You can use a 3D printer to make toys, 

jewellery, prosthetic body parts, even food such as 

cheese and chocolate. In 2019, 

scientists in Israel printed a small 

3D heart using cells from a 

patient’s body. One day, 

people may have transplants 

using body parts printed 

using 3D printers. 

a b c d 

102 

Razdelek CLIL je namenjen 

medpredmetnim povezavam in 

povezuje jezikovno učenje z učenjem 

vsebin drugih predmetov 7. razreda. 

GLOSSARY 

layer – plast 

ink – črnilo 

manufacturing – proizvodnja 

prosthetic – proteza 

cell – celica 

transplant – presaditev 

Send a file or scan of the 

design to the 3D printer 

Literature Extra 

Jane’s parents are divorced. Her father takes her to 

the bookshop every Saturday morning. 

1 Read the text and answer the following 

5 

10 

15 

20 

25 

question. What is new in Jane’s life? 

Before the divorce, her parents rarely bought Jane books. Instead, 

she and her mother went to the library each Saturday morning, 

where Jane chose ten books, which she'd always finish 

reading before their next visit. 

Then Jane’s dad moved out. Now each Saturday 

morning he picks her up and they go to the bookstore. 

“How many can I buy?” Jane had asked him the 

fi r s tt i me. 

He smiled and ruffled her hair. “As many as you 

want, cookie.” 

Each week, Jane browses the ‘intermediate reader’ 

shelves. When she's gathered as many books as she 

can carry, she'll sit on a quiet stretch of the carpeted 

floor with its happy pattern of puppies and clowns and 

dancing mice, and examine each book carefully. Although 

she can buy as many as she pleases, she only wants them if they're special, and not, as 

her mom would put it, mindless garbage. As she picks up each book, she removes the 

tiny plastic disk tucked into its pages. She's heard the bookstore staff call them ‘chicklets’ 

because they're small and white like the gum. When you buy a book, the register people 

remove the chicklet. If they forget and you leave the store with a chicklet still in your 

book, a loud alarm sounds and everyone stares. That happened to Jane once, so now she 

removes the chicklets herself, ahead of time, just to make sure. 

She's deep in her tasks of reading and choosing when her father 

comes to find her. 

“How's my little book worm?” he asks. 

2 How old do you think Jane is? Which details in 

the text help you guess her age? 

3 Why do you think Jane’s dad takes her to the 

bookshop? 

4 Read lines 15–20. What does this tell you about 

Jane’s personality? What other evidence can you 

find for this in the text? 

MAGIC JANE 

BY ROZ WARREN 

5 What else do you learn about Jane’s personality 

in this text? 

GLOSSARY 

browses – looks at different things in the shop 

stare – look at someone in a rude or shocked way 

book worm – someone who likes reading a lot 

6 SPEAKING How do you think the story 

1 

continues? Do you think it has a sad ending or 

a happy one? 

Think Level 1 Literature Extra 1 PHOTOCOPIABLE © Cambridge University Press 2017 

Strani LITERATURE vključujejo literarna 

besedila, ki spodbujajo branje za zabavo in 

širjenje besednega zaklada, ter pripadajoče 

naloge za dodatno razvijanje bralnih spretnosti. 

107 

UNIT 1 

Adverbs of frequency 

GET IT RIGHT! 

Words like sometimes, never, always come 

between the subject and the verb or adjective. 

✓ I sometimes do my homework on Saturday. 

✗ I do sometimes my homework on Saturday. 

Correct the six adverbs that are in the 

wrong place. 

I have always fun on Saturday! In the morning, I usually 

meet my friends in the park or they come sometimes 

to my house. In the afternoon, we go often swimming. 

I never do homework on Saturday. In the evening, we 

have always pizza. My mum usually cooks the pizza at 

home, but we go occasionally to a restaurant. I always 

am very tired on Sunday! 

like + -ing 

We use the -ing form of the verb after verbs 

expressing likes and dislikes. 

✓ He likes watching TV. ✗ He likes watch TV. 

Find five mistakes in the conversation. Correct them. 

LUCY What do you like doing, Jim? 

JIM I love play with my dog, Spud. 

LUCY Does he enjoy swim? 

JIM No, he hates swim. But he likes go to the beach. 

LUCY I like play on the beach, too! 

UNIT 2 

Verbs of perception 

We use the present simple with verbs of 

perception (look, taste, sound, smell) to talk 

about something that is true now. We don’t use 

the present continuous. 

✓ His new jacket looks terrible! 

✗ His new jacket is looking terrible! 

We use look, taste, sound, smell + adjective, 

NOT look, taste, sound, smell + like + adjective. 

✓ This pizza tastes awful! 

✗ This pizza tastes like awful! 

Underline the correct sentence. 

1 a I think this jacket looks expensive. 

b I think this jacket is looking expensive. 

2 a Your weekend sounds great! 

b Your weekend sounds like great! 

3 a Look at that dog. He looks like happy. 

b Look at that dog. He looks happy. 

4 a The music is sounding beautiful. 

b The music sounds beautiful. 

Present continuous 

We form the present continuous with the 

present simple of be before the -ing form 

(e.g. running, doing, wearing, etc.) of the main 

verb, i.e. subject + be + -ing form of the verb. 

✓ I am looking at the sky. 

✗ I looking at the sky. 

But in questions, we use the present simple of 

be before the person doing the action, i.e. be + 

subject + -ing form of verb. 

✓ Why are you looking at the sky? 

✗ Why you are looking at the sky? 

Put the correct form of be in the correct place 

in the sentences. 

1 What you looking at? 

2 They going shopping today. 

3 I looking for a new jacket. 

4 She wearing a beautiful dress. 

5 Why he laughing? It’s not funny! 

UNIT 3 

much and many 

We use many with plural countable nouns and 

much with uncountable nouns. 

✓ How many sandwiches have you got? 

✗ How much sandwiches have you got? 

✓ We haven’t got much cheesecake. 

✗ We haven’t got many cheesecake. 

Rubrika GET IT RIGHT! na koncu 

učbenika predstavlja najpogostejše 

napake pri obravnavanih jezikovnih 

strukturah in ponuja vaje za njihovo 

odpravljanje. 

PRONUNCIATION 

Vaje za izgovarjavo, ki so zbrane na 

koncu učbenika, se navezujejo na 

jezik obravnavane enote. Referenca 

na izgovarjavo nakazuje, na 

katerem mestu v enoti je obravnava 

izgovarjave najbolj smiselna. 

8 9

25 

DELOVNI ZVEZEK Think 2 


VOCABULARY 

Poleg nalog za utrjevanje slovničnih struktur 

in besedišča vsaka enota v delovnem zvezku 

vsebuje tudi razdelek Word List, ki vsebuje 

primere ciljnega besedišča v kontekstu in 

učencem služi kot uporabna zbirka besed 

iz tematskih sklopov, obravnavanih 

v posamezni enoti učbenika. 

Vsaka enota se zaključi s stranjo EXAM 

PRACTICE z nalogami in nasveti za uspešno 

reševanje različnih vrst bralnih in slušnih 

nalog na preizkusih znanja. 

EXAM PRACTICE 

Listening 

1 10 You will hear three short conversations. 

There is one question for each conversation. For 

each question tick (✓) A, B or C. 

1 What number is Keith’s house? 

5 15 50 

A B C 

2 What time does Tim’s school start? 

A B C 

2 11 You will hear five short conversations. 

There is one question for each conversation. For 

each question tick (✓) A, B or C. 

1 What’s the weather like? 

A B C 

2 Which is Anne’s dog? 

3 Which picture shows what’s in Dawn’s bag? 

A B C 

A B C 

3 Where is Marco from? 

Exam guide: 

LISTENING 

Razvijanje slušnih 

spretnosti 

LISTENING 

1 23 Listen to Dan and Emily talking about 

raising money. Tick (✓) the things they talk about. 

1 

2 

3 

4 

DIALOGUE 

● Before you listen, look at the pictures. What 

words do you expect to hear? These are the 

words you need to listen out for. 

saying them to yourself in your head before you 

listen. 

hear. Often, you will hear all three pictures 

mentioned. You need to listen carefully to select 

the right one. 

correct answer is often only revealed at the end. 

● If the pictures show numbers or times, practise 

● Be careful not to tick the first picture you 

1 Put the words and phrases in order to make parts 

of the dialogue. 

0 DANNY to raise / something / money / let’s do / a 

lot of 

Let’s do something to raise a lot of money. 

1 EMILY we could / think / do you ? 

● Listen carefully to the whole conversation. The 

● Don’t worry if you don’t get the answer the first 

time you listen. You will hear each conversation 

twice. 

● If you get the answer on the first listening, use 

the second time to check the answer. 

our / them? 

idea which one is correct. 

washing / for them / to people’s houses ? 

2 DANNY and sell / we get / old toys / why don’t / all 

3 EMILY not / so / I’m / sure. 

4 EMILY their cars / going round / how about / and 

● Always choose an answer even if you have no 

A B C 

4 How far is Jasmine’s house from her school? 

A B C 

5 What is Frank’s favourite sport? 

A B C 

5 DANNY think / good idea / that’s a / I don’t 

PHRASES FOR FLUENCY SB p.55 

Delovni zvezek z desetimi osemstranskimi enotami 

odseva vsebino učbenika. Ponuja dodatne vaje za 

utrjevanje jezikovnih struktur ter razvoj jezikovnih in 

miselnih spretnosti. Dve strani vsake enote sta namenjeni 

utrjevanju slovnice, dve strani delu z besediščem, ena 

stran delu z besedilom, ena sistematičnemu razvijanju 

pisnih spretnosti in ena slušnemu razumevanju. Zaključna 

stran vsake enote vključuje rubriko EXAM PRACTICE in 

je namenjena vajam bralnega in slušnega razumevanja, 

kakršne se pojavljajo na preizkusih znanja. 

5 

52 

2 23 Listen again and complete the sentences 

with no more than four words. 

0 They want to raise money for people who lost 

their homes in an earthquake in China. 

1 Danny wants to raise of money. 

2 Most of Emily’s toys or have bits 

missing. 

to clean their cars. 

. 

festival. 

the festival. 

3 Danny thinks that most people use 

4 Tickets for the rock festival will cost 

5 They can use the for the rock 

6 

6 They need to get permission for 

1 Put the dialogue in order. 

A Oh no! But I know what you mean – he gets 

angry really easily. 

1 A Did Chris invite you to his party? 

A Well, I hope you come anyway. 

A What did you say? 

A Hang on. Why not? I thought you were friends. 

B We were. But I said something he didn’t like 

and now he doesn’t talk to me. 

got really angry with me. 

really don’t care about his silly party. 

B No he didn’t. It’s no big deal, though. 

B To be honest, I don’t want to. 

B I just said he wasn’t a very good footballer. He 

B Anyway, it’s not my problem he’s angry. And I 

2 Complete the sentences. Use words in the list. 

deal | honest | problem | hang | mean | though 

1 A Why are you so annoyed? It’s really not a big 

deal . 

B Maybe it isn’t. I’m still angry, . 

2 A I don’t want to go to the match, to be 

. I don’t really like football. 

boring. 

here on the street. 

B I know what you . It is really 

3 A on. We can’t just leave this dog 

B Of course we can. It’s not our . 

Lihe enote omogočajo 

dodatno utrjevanje 

leksikalnih sklopov, 

obravnavanih v rubrikah 

WordWide in Phrases for 

Fluency v pripadajočih 

enotah učbenika. 

READING 

Naloge za razvijanje 

bralnega razumevanja 

GRAMMAR 

Utrjevanje 

slovničnih 

struktur 

Razdelek Get it Right! 

predstavi najpogostejše 

slovnične napake in učencem 

pomaga, da jih ozavestijo 

in se jim naučijo izogniti. 

WRITING 

Celostranski razdelek Developing 

Writing je zasnovan tako, da 

učence skozi proces pisanja vodi niz 

strukturiranih dejavnosti, ki temeljijo 

na vzorčnem besedilu. Učenci 

razmislijo, zakaj in za koga pišejo, 

ter tako urijo ustrezno načrtovanje 

pisnega izdelka pred pisanjem. 

Dve strani z naslovom 

Consolidation po vsaki 

drugi enoti vsebujeta naloge 

za preverjanje slovničnih 

struktur, besedišča in 

jezikovnih spretnosti iz 

predhodnih dveh enot. 

10 11

WWW.DEVETLETKA.NET 

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. 


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! 


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 


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. 


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 


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 


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 


Students try to think o further hobbies where they write, 

take, keep or collect things, and make a list. 


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 


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 


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 


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. 


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). 


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: 




naslov ure 

Mad about the Olympics 

Učna enota 

ONE WORLD 

Splošni cilji 

a) poslušanje in slušno razumevanje: 




• aktivno sodelujejo v pogovoru 


• govorijo o slikah 



• berejo stavke 


• pišejo o sebi in svojih najljubših športnikih 

Učni cilji 

a) izobraževalni: 

• opisovanje sedanjosti 

• opisovanje slik 


• besedišče, povezano s športi in olimpijskimi igrami 

Učni pripomočki 

učbenik, delovni zvezek, IKT, šolski zvezek 


Učne metode 

branje, pogovor, razlaga, poslušanje 

Učne oblike 

frontalna, individualna, delo v dvojicah 


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: 




naslov ure 

One world 

Učna enota ONE WORLD 

Splošni cilji a) poslušanje in slušno razumevanje: 




• aktivno sodelujejo v pogovoru 


• govorijo o sliki 



• berejo stavke 


• pišejo o svetovnih državah 

Učni cilji a) izobraževalni: 

• opisovanje sedanjosti 

• opisovanje slik 


• besedišče, povezano z državami po svetu 

Učni pripomočki učbenik, delovni zvezek, IKT, šolski zvezek 


Učne metode pogovor, poslušanje, razlaga 

Učne oblike frontalna, individualna, delo v dvojicah 


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: 


PHOTOCOPIABLE © Cambridge University Pre s 2017 

Think Level 1 Unit 1 Vocabulary Extension 

1 VOCABULARY EXTENSION 


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. 



1. Hey Sam. What are you _______ to? 

2. _______ out! There’s a car coming. 

3. _______ up. The train leaves in 5 minutes. 


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? 


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 



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 


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. 



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 


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 _____________________________ 


There are three extra words. 

look | push | on | up | that’s | cool | hu ry | careful | do 



1. Hey Sam. What are you ________ to? 

2. _________ out! There’s a car coming. 

3. _______ up! The train leaves in 5 minutes. 


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? 


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 


COMMUNICATION 


✃ 

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. 


PHOTOCOPIABLE 


COMMUNICATION 


✃ 

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? 


PHOTOCOPIABLE 


COMMUNICATION 


✃ 


Student A 


Example: 













Example: 






Example: 




Student B 


Example: 





3 What do you usually do in the evening? 








Example: 






Example: 



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. 


PHOTOCOPIABLE 


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. 


PHOTOCOPIABLE 


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. 


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. 


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. 

________________________________ 


Th i n k 

Level 1 Basic Grammar Unit 1 

GRAMMAR BASIC 



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. 


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? 


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. 


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? 


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. 


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 


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 


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 


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 

12 13

ELEKTRONSKI UČBENIKI IN DELOVNI ZVEZKI 

Pouk v razredu lahko popestrite z uporabo gradiva v elektronski obliki, ki je 

dostopno na www.iRokus.si. S projiciranjem e-gradiva boste laže motivirali 

učence in usmerjali njihove dejavnosti. Pouk bo zato privlačnejši, nazornejši 

in učinkovitejši. 

iRokus je spletni portal z elektronskim učnim gradivom. Vsako gradivo na tem 

portalu je nadgradnja Rokusove tiskane izdaje z enakim naslovom. Elektronska 

različica gradiva je v obliki listalnika, ki mu je dodana orodjarna z uporabnimi 

orodji za pisanje, risanje, podčrtovanje, povečevanje delov strani in dodajanje 

beležk ali spletnih povezav. 

E-gradivo je vsebinsko in oblikovno enako tiskanemu, e-učbenik pa vključuje tudi 

avdio- in videoposnetke ter interaktivne naloge, ki jih najdete tik ob posamezni 

vsebini, kar omogoča hiter pregled za njihovo vključevanje v učno uro. 

BREZPLAČNO 

DODATNA GRADIVA ZA ANGLEŠČINO 6–9 

Zbirka z razlagami in vajami 

iZnam za več Angleščina 

Zbirka iZnam za več Angleščina – Razlage in vaje za več znanja 

pomaga učencem pri učenju, utrjevanju znanja in pripravi na preizkuse. 

S pomočjo jasnih razlag in nazornih zgledov ter številnih nalog 

različnih zahtevnostnih stopenj bodo lažje in hitreje usvojili znanje. Svoj 

napredek lahko sproti preverjajo s točkovanimi testi, vključenimi 

v vsako izdajo. 

Zbirka za 

učinkovito 

utrjevanje znanja 

v šoli in doma 

PRENOVA 

2020 

BREZPLAČNI UČITELJSKI DOSTOP 

DO E-GRADIV BREZ AKTIVACIJSKE KODE 

Učbeniki in delovni zvezki bodo uporabnikom (učiteljem in učencem) 

na voljo brezplačno. 

Rešitve nalog 

v e-delovnih zvezkih 

S klikom na gumb »kljukica« 

v opravilni vrstici na dnu 

zaslona se pokažejo rešitve 

nalog v e-delovnih zvezkih. 

UČITELJI za dostop ne potrebujete aktivacijske kode. Vaš učiteljski dostop 

bomo uredili sami na osnovi uradnega seznama učnih gradiv za vašo šolo 

(za šolsko leto 2020/21), ki ga pridobimo pri skrbniku učbeniškega sklada. 

Na spletni portal www.iRokus.si se prijavite s svojim uporabniškim imenom 

in geslom. Nato kliknete na gumb »Dodajte brezplačna gradiva« in dodate 

svoja gradiva. 

UČENCI bodo do elektronskega gradiva dostopali s kodo, ki jo najdejo na 

notranji platnici delovnega zvezka. 

INTERAKTIVNA VADNICA 

NA www.znamzavec.si 

52 

READING 

1 Read Jenny’s holiday blog and complete the sentences with a word or a number. 

DAY 5 

Dad gets it right! (finally) 

Day five of the Italian adventure and we’re 

in Naples. We arrived here early yesterday 

morning, but as usual we were only at the 

hotel for about five minutes before Dad 

wanted to take us somewhere. This time 

it was to the ancient city of Pompeii near 

Naples. I didn’t really want to go. I wanted 

to go shopping for shoes. 

We travelled there by train. The journey 

didn’t take long – but long enough for Dad 

to tell us a bit about the history. Many years 

ago, Pompeii was a large Italian city near 

a volcano called Mount Vesuvius – then on 

24 August 79 CE – the volcano erupted and 

completely covered the city in ash. It killed 

about 20,000 people. But the ash didn’t 

destroy the buildings and now, 2,000 years 

later, you can walk around the city and see 

how people lived all those years ago. 

2,000-year-old houses: thanks, Dad – really 

boring, I thought, but I was wrong! The 

houses were very interesting. Most of them 

were really big with lots of rooms (so lots of 

space to get away from annoying brothers 

and sisters!) There were paintings and 

mosaics all over the walls. I’d love a Roman 

mosaic of One Direction on my bedroom 

wall. Also, I was amazed at the bathrooms. 

I’d love a big bathroom in our house – ours 

is so small! 

I got really interested in Pompeii. I wasn’t 

bored at all. In fact, I’ve got lots of ideas for 

our house when we get home! 

2 Answer the questions. 

1 Where is Jenny’s family staying at the moment? 

2 How did they go to Pompeii? 

3 What did Jenny’s dad tell them about on the 

way there? 

4 When did Vesuvius erupt? 

5 What did Jenny like about the Pompeii houses? 

6 What was Jenny’s overall opinion of Pompeii? 

Mount Vesuvius – a real 1 . (I hope it doesn’t erupt!) 

More than 2 

people died here, all of 

them covered in ash. 

The paintings and 3 

are really beautiful. 

The houses in this ancient city are more than 4 

years old. 

WRITING 

Use your answers in Exercise 2 to write a summary 

of the text in no more than 100 words. 

Jenny didn’ t want to go to Pompeii and ... 

GRAMMAR 

Past simple negative 

1 Compete the sentences from Jenny’s blog and 

then complete the rule. 

1 I really want to go. 

2 The journey take long. 

3 The ash destroy the buildings. 

RULE: To make any verb negative in the past 

simple, use + the base form of the verb. 

2 Here are some more things Jenny wrote about 

Pompeii. Make them negative. 

0 We visited all of the houses. 

We didn' t visit all of the houses. 

1 I wanted to go home. 

2 The poor people lived in big houses. 

3 Dad ordered a pizza for lunch. 

4 It rained in the afternoon. 

3 SPEAKING Work in pairs. Tell your partner 

two things that you did and two things that 

you didn’t do last weekend. Choose from the 

verbs in the list. 

work | climb | play | travel | clean 

help | study | use | dance | walk 

I didn’ t watch any TV. 

1 2 

I visited my friends. 


VOCABULARY 

adjectives with -ed / -ing 

1 How is Jenny feeling? Write the adjectives 

under the pictures. 

annoyed | relaxed | bored | interested | amazed 

LOOK! We use -ed adjectives to 

say how we feel about something. 

We use -ing adjectives to say what 

we think about something or to 

describe something. 

3 

4 

5 IT FEELS LIKE HOME 

2 What did Jenny say about Pompeii? Complete 

the sentences with interested or interesting. 

1 I got really in Pompeii. 

2 The houses were very . 

3 Circle the correct words. 

1 I get annoyed / annoying when people ignore me. 

2 His painting was brilliant. I was amazed / amazing. 

3 Bob talks about football all the time! He’s really 

bored / boring. 

4 A hot shower is always very relaxed / relaxing. 

5 I think Maths is really interested / interesting. 

4 Complete the sentences so that they are true 

for you. 

1 I’m never bored when . 

2 I find really annoying. 

3 is the most amazing singer. 

4 I’m really interested in . 

5 I’m never relaxed when . 

5 SPEAKING Work in pairs. Compare your answers. 


WRITING 

A blog post 

1 Think about a real holiday that you went on or 

an invented holiday. Make notes about these 

questions. 

1 Where did you go? 

2 Who did you go with? 

3 What did you do that was very special / different? 

4 What did you like / not like about the holiday? 

5 What was boring / exciting / amazing / interesting / 

annoying about the holiday? 

2 Use your notes from Exercise 1 to write a blog 

post about your holiday. Write about 120–150 

words. Write three paragraphs. 

Paragraph 1 – your answers to 1 and 2 

Paragraph 2 – your answer to 3 

Paragraph 3 – your answers to 4 and 5 

5 

V vadnici je tudi koda za dostop do interaktivne 

vadnice na www.znamzavec.si, ki pomembno 

nadgrajuje tiskano različico. Interaktivne 

naloge podajo takojšnjo povratno informacijo 

o pravilnosti rešitev, kar učencem olajša 

ponavljanje in utrjevanje pridobljenega znanja. 

Zbirki za pripravo na NPZ 

Zbirki preizkusov za pripravo na nacionalno preverjanje 

znanja ANGLEŠČINA 6+ in ANGLEŠČINA 9+ pomagata 

učencem utrditi znanje in se kar najbolje pripraviti na 

nacionalno preverjanje znanja. 

53 

14 15

Prijavite se 

na predstavitev 

Za vas smo pripravili šest predstavitev slovenske izdaje gradiva Think 2 za angleščino v 7. razredu 

v različnih krajih po Sloveniji. Izberite kraj in datum, ki vam najbolj ustrezata, ter se prijavite še danes 

oz. najkasneje tri dni pred srečanjem. 

Kraj Datum Ura Prostor 

Ljubljana * 5. februar 2020 15.00–17.00 Srednja zdravstvena šola Ljubljana, Poljanska cesta 61 

Celje * 6. februar 2020 15.00–17.00 Šolski center Celje, Višja strokovna šola, Pot na Lavo 22 

Maribor * 10. februar 2020 15.00–17.00 Zavod Antona Martina Slomška, Vrbanska cesta 30 

Novo mesto 11. februar 2020 15.00–16.00 OŠ Drska, Ulica Slavka Gruma 63 

Kranj 12. februar 2020 15.00–16.00 Gimnazija Franceta Prešerna, Kidričeva cesta 65 

Nova Gorica 13. februar 2020 15.00–16.00 Gimnazija Nova Gorica, Delpinova ulica 9 

PRIJAVITE SE! 

www.devetletka.net/seminarji | seminarji@rokus-klett.si | 080 19 90 

Darilo za vas 

Vsak udeleženec srečanja bo poleg praktičnih 

pozornosti prejel vzorčno vsebino novega učbenika 

in delovnega zvezka Think 2 za 7. razred. Po izidu 

(spomladi 2020) pa boste prejeli tudi brezplačen 

izvod učbenika in delovnega zvezka Think 2. 

VZORČNA VSEBINA 

VZORČNA VSEBINA 

+ 

* Dodatni program v Ljubljani, Celju in Mariboru 

60-minutna delavnica s Herbertom Puchto 

Kako pomagati najstnikom pri razmišljanju zunaj okvirov jezika 

Najnovejše študije o najstniških možganih razkrivajo, zakaj so mladostniki nagnjeni k tveganju, 

hkrati pa imajo izjemne zmožnosti spreminjanja in prilagajanja družbi. To daje učiteljem odlične 

priložnosti, da pri najstnikih razvijajo močne jezikovne spretnosti, a jim obenem postavljajo izzive, 

da razmišljajo zunaj okvirov samega jezika. Tako jim omogočajo, da razvijajo kritično razmišljanje 

ter gradijo vrednote in samopodobo – vse to pa je pogoj za akademski in življenjski uspeh. 

Herbert Puchta bo na primerih iz učbenikov Think, katerih soavtor je (skupaj z Jeffom Stranksom 

in Petrom Lewis-Jonesom), pokazal, kako lahko najstnikom pri učenju jezika pomagamo s tem, 

da jim postavljamo resnične življenjske naloge, namenjene razvijanju njihove samozavesti in 

sposobnosti kritičnega razmišljanja. 

STOPITE V STIK Z NAMI! 

Marinka Velikanje: 031/725-534 | marinka.velikanje@rokus-klett.si 

Slavica Bela: 031/622-751 | slavica.bela@rokus-klett.si 

Suada Čaušević: 040/560-847 | suada.causevic@rokus-klett.si 

Blaž Hrušovar: 040/767-290 | blaz.hrusovar@rokus-klett.si 

Na naslovu osebni.podatki@rokus-klett.si ali Založba Rokus Klett, d. o. o., OSEBNI PODATKI, Stegne 9 b, 1000 Ljubljana lahko 

kadarkoli pisno zahtevate, da trajno ali začasno prenehamo uporabljati vaše osebne podatke za namene neposrednega trženja. 

European 

Educational 

Publishers 

Group 

EPG 

Založba Rokus Klett 

je članica Evropskega združenja 

šolskih založnikov (EEPG). 

Založba Rokus Klett, d. o. o. 

Stegne 9 b, 1000 Ljubljana 

telefon: 01 513 46 00 

e-pošta: rokus@rokus-klett.si 

DN191308

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