unit 1 \ 1 - Touchstone

Transkrypt

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Simona Napast
Priro;nik za u;itelja
k u;nemu kompletu
z osvetlitvijo
metodolo[kega pristopa
avtorja kompleta
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TOUCHSTONE 8
PRIRO:NIK ZA U:ITELJE
Avtorica> Simona Napast
Recenzenta> Dubrovka Gradi[nik, Janez Skela
Oblikovna zasnova> studiobotas™
Urednik> Sre;ko Rutar
Zalo/nik> Zalo/ba Tangram, d.o.o., Staretova 25, Ljubljana
Za zalo/bo> Sre;ko Rutar
Spletna naslova> www.z-tangram.si in www.touchstone.si
Ljubljana, 2005 (prvi natis)
CIP – Katalo/ni zapis o publikaciji
Narodna in univerzitetna knji/nica, Ljubljana
371.3>811.111(035)
NAPAST, Simona
Touchstone 8. Priro;nik za u;itelje \ Simona Napast. – 1. natis.
– Ljubljana > Tangram, 2005
ISBN 961–6239–40–6
221423872
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KAZALO
1. Osvetlitev metodolo[kega pristopa .....................................................................................................................4
2. Priro;nik ............................................................................................................................................................................11
2. 1. Uvodna pojasnila ................................................................................................................................................11
2. 2. Prva enota ..............................................................................................................................................................13
2. 3. Druga enota ........................................................................................................................................................49
2. 4. Tretja enota .........................................................................................................................................................82
2. 5. :etrta enota ........................................................................................................................................................117
3. Re[itve vaj v u;beniku .............................................................................................................................................141
4. Re[itve vaj v delovnem zvezku ...........................................................................................................................159
5. Zvo;ni zapisi (tapescripts) ....................................................................................................................................181
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JANEZ SKELA
Osvetlitev metodolo[kega pristopa k u;nemu kompletu Touchstone 8
A. SESTAVINE U:NEGA KOMPLETA TOUCHSTONE 8
- u;benik (208 strani)
- delovni zvezek (162 strani< vklju;uje tudi
angle[ko-slovenski slovar;ek)
- zvo;ne posnetke besedil na zgo[;enki
- priro;nik za u;itelja (vsebuje tudi re[itve vaj
iz u;benika in delovnega zvezka)
- testi za minimalna in standardna znanja
- prosojnice
B. ORIS PRISTOPA IN UPO{TEVANA NA:ELA U:ENJA
V osnovni [oli je potrebno zagotoviti zanesljive temelje za
u;enje tujega jezika v vseh nadaljnjih letih, pri ;emer je
pomembno, da posku[amo povezati usvajanje\u;enje tujega
jezika z u;en;evim celostnim razvojem. Celostno u;enje
tujega jezika pri mladostnikih sooblikuje vrsta klju;nih dejavnikov (npr. kontekst, sodelovanje, ustvarjalnost, u;no vzdu[je,
medpredmetnost itd.), kakor tudi osnovna na;ela u;nega
procesa na tej stopnji. Tujejezikovno pou;evanje bo zato nujno
osredinjeno na u;enca, povezovalo bo pouk tujega jezika z
ostalimi predmeti, poudarjalo razvijanje miselnih procesov,
upo[tevalo razli;ne u;ne stile in strategije ter teorijo o ve;
inteligencah.
Osnovne zna;ilnosti pristopa, na katerem temelji
u;benik Touchstone 8, so>
●
CELOSTEN PRISTOP K POU:EVANJU TUJEGA JEZIKA
U;enje tujega jezika pomembno sooblikuje celostni (tj.
dru/beni, psiholo[ki, kognitivni, ;ustveni, estetski in telesni)
razvoj otroka - u;enca.
:eprav bo u;enje jezika na prvem mestu, bo u;enec
so;asno razvijal [tevilne dru/bene, miselne in u;ne zmo/nosti, oblikoval pa si bo tudi dolo;ene vrednote in prepri;anja, ki bodo pomembno zaznamovala njegov razvoj.
●
Izbor tem v u;beniku Touchstone 8 temelji na u;nem
na;rtu za O{, saj menimo, da so predlagane teme dovolj
[iroke, da se v njih najdejo u;enci z razli;nimi interesi in
zmo/nostmi.
Kar se ti;e povezave med temami in (jezikovnimi) cilji,
lahko na;rtujemo na dva na;ina> (a) za izhodi[;e izberemo
temo, ki jo /elimo obravnavati in na[tejemo jezikovne
vsebine, ki jih tema omogo;a< (b) za izhodi[;e izberemo jezikovno vsebino, ki jo /elimo obravnavati in poi[;emo
teme, v okviru katerih se /elena jezikovna vsebina pojavlja.
Zgled>
Izhodi[;e> tema
tema> hrana (kupovanje hrane,
zdrava prehrana itd.)
➔
jezik> I like\don’t like< I’d like< Can I have …|<
Have you got …|< Is\Are there …|<
You should\shouldn’t< We\They eat<
food vocabulary
➔
OSREDINJENOST NA U:ENCA
Ker je u;enec v sredi[;u u;nega procesa, je izbor tem in
dejavnosti tak[en, da odslikava u;en;eve potrebe in interese. Osredinjenost na u;enca pomeni, da je le-ta dejavno
vklju;en v u;ni proces, so;asno pa se lahko na u;enje
odziva na sebi lasten, oseben na;in. Pojem osredinjenosti
na u;enca je na podro;ju tujejezikovnega pou;evanja
ustvaril veliko metodolo[kih smernic, ki bi jih naj upo[tevali tako u;itelji kot u;beniki> (1) motivacija in odnosi<
(2) u;ni stili in strategije< (3) u;iti se, kako se u;iti< (4)
samou;enje< (5) individualizacija< (6) avtonomija< (7) ve;vrstne inteligence itd.
stop omogo;a izpostavitev ciljnemu jeziku preko raznovrstnih besedil, ki so dobro izhodi[;e za dosego razli;nih
ciljev (tematskih, slovni;nih, komunikacijskih, besedi[;nih,
funkcijskih), razvijanje razli;nih jezikovnih zmo/nosti,
izgovorjave, skupinske dinamike, ponavljanja, kulture, itd.
Lahko bi rekli, da nam tema zagotavlja zanimivo vsebino,
skupen kontekst in poudarek na pomenu. Teme so tudi
izvrstno izhodi[;e za medpredmetne povezave, zato se
u;enci ne u;ijo jezika zgolj zaradi jezika, ampak si [irijo
svoja obzorja na medpredmeten oz. celosten na;in.
Izbor dejavnosti
Izhodi[;e> jezikovna vsebina
➔
jezik> has got for possession - in affirmative,
negative, and question form
●
mo/ne teme> dru/ina< igra;e<
opisi ljudi\/ivali<
bolezni
➔
4
NA TEMAH TEMELJE: PRISTOP
Tujejezikovni u;beniki za osnovno [olo so skoraj brez
izjeme organizirani tematsko, kar seveda ni naklju;je.
Teme so - poleg tega, da se zdijo u;encem ‘naravne’ in
‘predstavljive’ - tudi pedago[ko privla;ne. Tematski pri-
Izbor dejavnosti
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NA DEJAVNOSTIH TEMELJE: PRISTOP
U;enci so dejavni /e po naravi. Najbolje se u;ijo, kadar je
u;enje izku[enjsko in temelji na dejavnostih. U;benik
Touchstone 8 omogo;a u;encem, da angle[;ino uporabljajo
v smiselnih, relevantnih in prijetnih dejavnostih (npr.
poslu[anje zanimivih besedil, igranje vlog, izmenjevanje
zamisli in izku[enj s so[olci, projektno delo, izra/anje lastnega mnenja in pogleda na dolo;eno temo, dejavnosti
sporo;ilne vrzeli itd.), ob katerih razvijajo razli;ne
jezikovne zmo/nosti.
Z jezikovnimi aktivnostmi, katerih cilj je zgolj pou;evanje
jezika, ne smemo pretiravati. U;enci navadno ne usvajajo
jezika na na;in ‘ena slovni;na struktura ali [est besed
naenkrat’. Zmo/ni so se u;iti jezika kot celote, kot del
celovite u;ne izku[nje in odgovornost u;itelja je, da u;encem vsaj ob;asno omogo;i tak[no celovito u;no izku[njo.
Na dejavnostih temelje; pristop omogo;a u;encu jezikovno
bogato okolje oz. jezikovni vnos in so;asno odslikava njegove dejanske interese in potrebe. Na dejavnostih temelje;
pristop u;itelju seveda ne prepre;uje, da bi si zastavil
jasne jezikovne cilje.
Odnos med temo, dejavnostjo in jezikovnimi cilji
bi lahko ponazorili na naslednji na;in
TEMA
(npr. vreme)
➔
dejavnosti
➔
dejavnost 2
(npr. projektno delo)
dejavnost 3
(npr. diskusija)
dejavnost 4
(npr. igra vlog)
➔
dejavnost 1
(npr. vpra[alnik)
jezikovni cilji
➔
jezikovne
funkcije
poslu[anje
●
besedi[;e
govor
branje
slovnica
pisanje
U:ENCI SE MED SABO RAZLIKUJEJO
U;enci se med sabo razlikujejo tako po na;inu kot hitrosti
u;enja, motivaciji, u;nih navadah itd. Izbor dejavnosti v
u;beniku Touchstone 8 omogo;a u;encem uporabo razli;nih u;nih stilov in strategij.
Izjemno vplivna teorija o ve; inteligencah je na podro;ju
izobra/evanja utrdila prepri;anje, da ima vsak posameznik
edinstveno zmes vsaj sedmih razli;nih inteligenc. V primeru,
ko dolo;ene inteligence prevladujejo, lahko govorimo o
razli;nih tipih u;encev (jezikovni u;enec< logi;no-matemati;ni u;enec< prostorski u;enec< glasbeni u;enec<
telesno-gibalni u;enec< osebni u;enec< medosebni u;enec). Novi u;benik v svoji zasnovi na sistemati;en na;in
vklju;uje tak[ne vsebine in dejavnosti, ki omogo;ajo
u;encem, da se izka/ejo tam, kjer so ‘mo;ni’. Tak[en
pristop je nujen, saj u;itelja opozarja in ozave[;a, da
mora pou;evanje prilagoditi u;encem. Znano je namre;,
da u;itelji pogosto pou;ujejo na na;in, na katerega se
sami uspe[no u;ijo in tako zanemarjajo druge u;ne stile.
Diferenciacija
U;benik Touchstone 8 predstavlja prvi resen poskus jasno
diferenciranih u;nih gradiv za angle[;ino, saj u;itelja ne
pu[;a v dvomu, kaj je pomembno oz. obvezno in kaj je
‘obrobno’ oz. namenjeno samo dolo;eni ciljni skupini.
?e sama struktura u;ne enote odra/a jasno razmejitev na
t.i. obvezni in neobvezni del, kar je razvidno tudi iz kazala
na str. 4-7 v u;beniku. Temeljnim delom A, B in C vedno
sledi Parade your knowledge (del D), kjer so navedena
temeljna znanja, ki bi jih naj u;enec osvojil v neki enoti.
Temu sledijo t.i. neobvezni razdelki (E, F, G, H, I, J), ki jih bo
u;itelj lahko uporabil glede na situacijo. Ta del je tudi
oblikovalsko oz. vizualno jasno lo;en od ‘obveznega’ dela.
Kljub tak[nemu pristopu pa teh 6 dodatnih razdelkov ni
zgolj nekak[en naklju;en privesek na lekcijo, saj se z njo
tesno povezujejo tako tematsko kot slovni;no.
Vendar prenovljeni Touchstone 8 ni diferenciran samo
na na;in obvezno (od dela A do dela D) in neobvezno (od
dela E do dela J), ampak so nastavki za (fleksibilno, notranjo, delno zunanjo in zunanjo) diferenciacijo prisotni tudi
pri ‘obveznem’ gradivu (tj. do vklju;no dela D). Poglejmo
si nekaj zgledov. Ob vseh situacijsko povsakdanjenih
dialogih (in mestoma tudi ob narativnih besedilih, ;e je
to potrebno) se pojavlja REMEMBER BOX (glej npr. str. 17),
ki je navadno ;lenjen na tri dele> (1) kratka omemba slovnice s primeri< (2) osnovno besedi[;e< (3) funkcionalen
jezik, ki je verbatim vzet iz obravnavanega besedila. Na ta
na;in ima u;enec poudarjene najpomembnej[e posameznosti iz dolo;enega besedila. Na ta na;in u;encu
pomagamo, da opa/eno tudi ozavesti in da se ne utaplja
v ‘kontekstualni poplavi’, ki pa je do neke mere potrebna,
;e /elimo pri pouku tujega jezika ustvariti vsaj nekaj
zna;ilnosti jezikovne kopeli.
Drugi na;in diferenciranja gradiva se ka/e v dodatnem
kontekstualiziranju in stopenjskemu ;lenjenju besedil.
Naj za primer navedemo besedila v drugi enoti (People in
action), in sicer del A2 (str. 62-65), ki se ;leni na tri poddele> (1) Earthquakes< (2) San Francisco> America’s
Favourite City< (3) A Terrible Earthquake Shakes San
Francisco. To je lep primer dodatne kontekstualizacije, ki
u;itelju omogo;a, da osrednjo zgodbo o potresu v San
Franciscu (str. 65) umesti v [ir[i kontekst in u;ence
nekako uvede in pripravi na prihajajo;o temo. To je edina
vloga teh dveh predhodnih besedil (na str. 62-63 in na
str. 64), ki ju u;itelj dejansko lahko izpusti, saj ne vsebujeta
nobene »nove snovi«. V starem Touchstone-u 3 teh
besedil ni bilo in smo takoj pre[li na besedilo o potresu v
San Franciscu, ki uvaja novo slovni;no snov (prekinjena
dejanja v preteklosti).
5
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Podobno je z besedilom v B1 na str. 76 (Solidays> Clap
hands!), ki slu/i tematskemu uvajanju tega, kar sledi v
delu B2 na str. 78 (The Fan Club> Who likes who|), ki pa
uvaja novo snov (vpra[anja za osebek in predmet z vpra[alnicama Who| in What|).
●
U;benik Touchstone 8 pri u;encih razvija za njihovo starost primerne oblike strategij samostojnega u;enja, zlasti
samovrednotenja lastnega znanja. Gre za privla;en in
preprost vpra[alnik, ki v sloven[;ini navaja cilje dolo;ene
u;ne enote. Pomembno je, da u;ence /e v tej starosti za;nemo spodbujati k soodgovornosti in samostojnosti pri
u;enja tujega jezika. U;ne strategije pa niso stvar zgolj
tujejezikovnega pouka, ampak se u;enci z njimi (lahko)
sre;ujejo tudi s pomo;jo drugih instrumentov, kot je npr.
Jezikovni listovnik.
Jasno je seveda, da bo u;itelj s skupino, ki je [ibkej[a,
obravnaval samo temeljna besedila, ostalo pa izpustil ali
pa uporabil zgolj za ustvarjanje ustreznega ‘vzdu[ja’ in
konteksta.
Poleg tega smo se dr/ali na;ela ‘nudenja podpore’ (ang.
easifying) in ne pretiranega (jezikovnega) poenostavljanja
besedil (ang. simplifying). Zato se ob tak[nih besedilih
pogosto pojavlja Glossary z nujnim besedi[;em prevedenim
v sloven[;ino, da je u;enec besedilu kos. Razumljivo je, da
tak[no besedi[;e ni mi[ljeno za obvezno u;enje.
●
Vse vaje v delovnem zvezku so razvr[;ene
v tri ravni zahtevnosti.
●
●
MEDPREDMETNE POVEZAVE
U;benik Touchstone 8 vklju;uje dolo;ene vsebine iz
ostalih predmetov v u;nem na;rtu (slovenski jezik, zgodovina, zemljepis, glasbena vzgoja, filozofija). Gre za t.i.
medpredmetne povezave, s ;imer /elimo pove;ati motivacijo in u;encem omogo;iti bolj povezano in celostno
znanje. Vklju;evanje tovrstnih mi[ljenjskih vsebin je skrbno
na;rtovano, tako da u;enci novih pojmov ne osvajajo
najprej pri tujem jeziku, kar bi ob nizki jezikovni ravni
lahko povzro;alo te/ave in zadrege.
USTREZNA RAVEN TE?AVNOSTI \ ZAHTEVNOSTI
:e /elimo, da bo u;enje uspe[no, potem morajo biti
dejavnosti na ustrezni ravni zahtevnosti, tj. ne prelahke
in ne prete/ke. V u;beniku Touchstone 8 smo se trudili, da
bi dejavnosti zdru/evale ravno prav[njo mero kognitivne
in jezikovne zahtevnosti. U;benik u;encem (a) omogo;a,
da stvari sami poskusijo in so na koncu uspe[ni< (b) ponuja
ustrezno mero podpore< (c) daje dovolj prilo/nosti za
vadbo< (d) ponuja bogat jezikovni vnos, saj se u;en;eva
receptivna zmo/nost razvije pred produktivno.
Kar se ti;e ustrezne miselne (tj. kognitivne) zahtevnosti,
smo pri oblikovanju dejavnosti upo[tevali Bloomovo
taksonomijo. Bloomova taksonomija je niz miselnih ravni,
ki potekajo od preprostih do zahtevnej[ih> (1) védenje,
znanje (ang. knowledge)< (2) razumevanje (ang. comprehension)< (3) uporaba (ang. application)< (4) analiza (ang.
analysis)< (5) sinteza (ang. synthesis)< (6) vrednotenje
(ang. evaluation). Kategorije so zaporedne in kumulativne. To pomeni, da bo dejavnost, ki jo bomo klasificirali
kot uporabo, vsebovala tudi dolo;ene lastnosti ‘ni/jih’
kategorij mi[ljenja> razumevanje in védenje \ znanje.
U;benik Touchstone 8 vodi u;enca do vseh vrst mi[ljenja s
pomo;jo premi[ljenih dejavnosti in vsebin. Kljub razmeroma nizki jezikovni zmo/nosti je u;ence vendarle mogo;e
miselno zaposlovati na ravni, ki za njihovo starost ne bo
‘kognitivno /aljiva’. S tak[nim pristopom /elimo pri u;iteljih
uzavestiti dejstvo, da razli;ne dejavnosti zahtevajo razli;ne miselne napore.
6
STRATEGIJE SAMOSTOJNEGA U:ENJA
(MED)KULTURNA ZAVEST
:e je u;enje tujega jezika tudi ‘razvoj in osebna rast’,
potem moramo u;encem omogo;iti, da razvijejo kulturno znanje, zmo/nost in zavest na na;in, ki jim bo
omogo;al bolj[e razumevanje kulture ciljnega jezika, kakor
tudi razumevanje lastne kulture. Na tej stopnji u;enja
nikakor ne pride v po[tev ponujanje nekak[nega ‘kulturnega jedilnega lista’, katerega cilj bi bil nekriti;no
sprejemanje in reproduciranje ponujenega o ciljni kulturi. Kultura ni samo nekaj, kar ‘je tam zunaj’ (npr. umetni[ke slike, nogomet, literatura, hrana ipd.), kultura so
‘tudi o;ala, skozi katera zaznavamo svet okrog sebe in
jezik, ki ga uporabljamo za ubeseditev kulture, ki ji pripadamo’. Jezik (ali besedilo) je brez dvoma najvplivnej[i
dejavnik v dinami;nem soodnosu med kulturama.
U;benik Touchstone 8 u;encu omogo;a, da v komunikacijo vnese tudi kaj svojega (in slovenskega). Pogosto
se namre; dogaja, da u;enci poznajo (ali morajo poznati)
nepomembne kulturne podrobnosti ciljnega jezika, ni;
ali skoraj ni; pa ne znajo povedati o svoji kulturi. U;benik
Touchstone 8 u;encu omogo;a, da lahko tujejezikovne vsebine primerja s svojo kulturo, mestoma pa so v u;benik
eksplicitno vklju;ene kulturne vsebine maternega jezika.
●
VLOGA MATERIN{:INE PRI POU:EVANJU
IN U:ENJU TUJEGA JEZIKA
Vloga materin[;ine je brez dvoma eno najbolj spornih
vpra[anj v zgodovini tujejezikovnega pou;evanja, ki se
obi;ajno zrcali v delitvi strategije pou;evanja na> (a)
interlingvalno oz. medjezikovno (tj. s sklicevanjem na J1)
in (b) intralingvalno oz. znotrajjezikovno (tj. samo v
okviru ciljnega jezika, brez sklicevanja na J1).
Ko se u;imo J2, vedno izhajamo iz jezika, ki ga /e poznamo,
tj. iz materin[;ine. Novi jezik se tako u;imo na osnovi
predhodno usvojenega jezika in vez med J1 in J2 je nesporno dejstvo. Na za;etnih stopnjah jezikovnega u;enja
se ta vez ka/e kot o;iten razkol med visoko ravnijo znanja
v J1 in (skoraj) ni;no ravnijo znanja v J2. Ta razlika se z
vi[jo ravnijo znanja v J2 sicer postopno zmanj[uje, ostaja
pa prisotna skozi celoten u;ni proces.
Teoreti;na spoznanja in u;na praksa ka/ejo, da nobena od
obeh strategij ni superiorna, ampak se dopolnjujeta, ker
vsaka ustreza razli;nim zna;ilnostim oz. fazam u;nega
procesa. Gre bolj za vpra[anje primernosti za razli;ne
stopnje oz. cilje tujejezi;nega u;enja kot pa za to, ali se
naj eni daje prednost pred drugo. Pri odlo;anju med
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intralingvalno in interlingvalno strategijo pou;evanja
bomo zato upo[tevali razli;ne dejavnike (npr. cilje in vsebinske poudarke jezikovnega programa).
avtenti;nih besedil moramo lo;evati med receptivnim in
produktivnim besedi[;em< (c) Besedi[;e je najbolj ‘osebno’
podro;je jezikovnega u;enja, saj si u;enci v nekem smislu
sami izberejo, katere besede so za njih pomembne in se jih
bodo nau;ili< (d) Izbor oz. vklju;evanje dolo;enega ‘nenavadnega’ oz. nepogostega besedi[;a utemeljujemo s tem,
da ima le-to dolo;en pomen in vrednost znotraj u;en;evega sveta.
:e se zavedamo dejstva, da u;enec neizogibno izhaja iz
J1, mu bo gotovo v veliko pomo;, ;e se lahko znajde v J2
s pomo;jo J1 oz. ;e povezuje zna;ilnosti J2 z njihovimi
ustreznicami v J1. Jasno je, da mora imeti u;enec dovolj
mo/nosti za izra/anje v J2. Vendar ko je temu zado[;eno,
postane uporaba interlingvalnih tehnik upravi;ena in
nanje ni potrebno gledati kot na kompromis ali odklon
od ‘monolingvalnega ideala’, ampak postanejo legitimen,
teoreti;no upravi;en postopek tujejezikovnega pou;evanja,
ki ustreza naravnim psiholo[kim procesom v razvoju J2.
Tudi intralingvalna strategija pou;evanja bo veliko u;inkovitej[a, ;e bomo njeno ‘dvojnico’ (tj. interlingvalno strategijo) jasno priznali kot samostojno in enakopravno strategijo, ki intralingvalno dimenzijo pou;evanja dopolnjuje.
:e pogledamo denimo kola/ v Unit 1 (Shopping> The call
of the mall), vidimo, da se v delu I. Small shops pojavi 60
besed (12 imen trgovin in 48 razli;nih stvari, ki jih lahko
kupimo v teh trgovinah). Poudariti velja, da je tak[na
stran namenjena predvsem uvajanju oz. u;iteljevemu ugotavljanju, koliko besedi[;a u;enci v zvezi z neko temo v
resnici imajo. Brez dvoma se bo izkazalo, da (vsaj v tem
primeru) u;enci veliko besed /e poznajo ali pa vsaj prepoznajo. Tak[en vnos besedi[;a (kot je kola/ v Unit 1) bo zato
u;itelj obravnaval na razli;ne na;ine> (a) za ugotavljanje
/e znanega besedi[;a, (b) v obliki tekmovalne igre, (c)
u;encem lahko predlaga, naj se po lastnem izboru nau;ijo
5 besed itd.
Zaradi tega je u;benik Touchstone 8 v dolo;enih sestavinah v dvojezi;nem formatu (npr. slovni;na pojasnila<
dvojezi;ni glosarji ob besedilih< navodila< dvojezi;ni
slovar;ek itd.). Eksplicitna raba sloven[;ine v u;beniku
Touchstone 8 ne pomeni koraka nazaj pri pou;evanju in
u;enju angle[;ine in tudi ne omejuje ali zmanj[uje rabe
ciljnega jezika pri pouku – nasprotno. Ravno [tevilna pojasnila v sloven[;ini omogo;ajo u;itelju, da pri pouku
uporablja [e ve; ali samo ciljni jezik, ker bo lahko u;enec
vse, ;esar ni razumel, [e vedno preveril v u;beniku.
Touchstone 8 se s svojo zasnovo dejavno vklju;uje v stoletno dilemo> pou;evati tuji jezik interlingvalno, upo[tevaje
materin[;ino ali intralingvalno, samo preko tujega jezika.
Morda bo Touchstone odigral vlogo, ki jo izra/a njegovo
ime – preizkusni kamen.
Naslednji razdelek, ki vsebuje precej novih besed, je Slurp
up words (del G). Ta del res lahko vsebuje tudi ne ravno
pogoste besede (implikacija je navadno ‘nepomembne’),
vendar bo o tem odlo;al u;enec. Vloga tega razdelka je
ponuditi u;encem mini slikovni slovar;ek, ki je nadgradnja
besedi[;a, s katerim se je sre;al v obveznem delu. Za ta
del v delovnem zvezku ni nobenih dodatnih vaj, ker se te
besede pojavljajo samo na tem mestu in imajo vlogo
neobveznega dela. Raziskave ka/ejo, da je tovrstna ‘dekontekstualizirana’ besedi[;na ponudba koristna, saj jo usmerja
u;enec oz. njegove potrebe in jo na ta na;in sam kontekstualizira ter poosebi. Koristna pa je [e z enega vidika. :e
damo za primer besedi[;ni sklop iz Slurp up words! v
Unit 2 (Birds), se prvi hip morda res zdi, da gre za zbirko
besed, ki niso ravno frekventne. To je samo deloma res,
saj so (lahko) v resnici to zelo koristne besede, ki pa jih
u;enci zlepa ne znajo, ker se nikjer ne pojavljajo. Pojavljajo pa se ne nikjer, ker seveda ni mogo;e 23 vrst pti;ev
kontekstualizirati v enem besedilu. Zato smo vedno uporabili izhodi[;e v ‘obveznem’ delu, na podlagi katerega smo
potem ponudili ta besedi[;ni sklop v razdelku Slurp up
words. V primeru Unit 2 je bil to del A1 (What on earth
were you doing there|), kjer se v pop videu pojavi orel.
C. JEZIKOVNA VSEBINA
●
SLOVNI:NE STRUKTURE IN SPORO:ILNI NAMENI
Obravnava slovni;nih struktur in sporo;ilnih namenov je
omejena in skladna z u;nim na;rtom, naravno pa izhaja
iz obravnavanih tem. Slovni;ne strukture se ponovijo
ve;krat v razli;nih kontekstih, da jih lahko u;enci postopoma osvajajo in uporabljajo v razli;nih situacijah. Uvedene so postopoma, od enostavnej[ih do ‘te/jih’. Vedno
se pojavljajo v jasnih in povsakdanjenih kontekstih, ki
u;encu omogo;ajo uvid v njihovo obliko, pomen in rabo.
●
IZGOVORJAVA
Pou;evanje oz. vadba izgovorjave je na tej stopnji izrednega pomena, saj so u;enci dobri posnemovalci. Izgovorjavi je zato posve;ena ustrezna pozornost skozi cel u;benik,
k ;emur pripomorejo tudi kakovostni zvo;ni posnetki.
●
●
BESEDI{:E
Glavni vir besedi[;a so seveda obravnavane teme. Morda
se bo zdelo, da gre v u;beniku Touchstone 8 za precej[njo
besedi[;no obremenitev, vendar se moramo zavedati
naslednjih dejstev> (a) Na za;etni stopnji se morajo u;enci
nau;iti veliko novih besed< (b) Ob uporabi naravnih oz.
JEZIKOVNE ZMO?NOSTI (poslu[anje, govor, branje,
pisanje)
U;benik Touchstone 8 uravnote/eno razvija vse [tiri
jezikovne zmo/nosti. Na za;etni stopnji jezikovnega u;enja
se zdi najbolj smiselno, da za;nemo s slu[nimi dejavnostmi, ki jim sledijo govorne, branje pa se pojavlja pred
pisanjem. To zaporedje, ki spominja na proces usvajanja
materin[;ine, ima dolo;ene prednosti> (a) U;itelju omogo;a, da u;ence /e na samem za;etku uvede v glasovni
sistem ciljnega jezika. (b) Ker tak[no sosledje poudarja
ustno komunikacijo, ki je za ve;ino u;encev najbolj
zanimiva, se zdi pou;evanje zanimivej[e, kot bi bilo v
primeru, ;e bi bil poudarek na branju in pisanju.
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Kakor hitro pa se u;enci nau;ijo razlikovati in izgovarjati
glasove ciljnega jezika ter za;enjajo razumeti odnose
med glasom in simbolom, usvajanju materin[;ine enako
sosledje ni ve; niti edino mo/no niti opravi;ljivo. Ko so
u;enci /e opismenjeni v materin[;ini, lahko u;itelj to
znanje izkoristi za pospe[evanje u;enja tujega jezika.
Tako lahko u;enci denimo najprej nekaj preberejo o
dolo;eni temi, preden poslu[ajo besedilo na podobno
temo, ali pa najprej o dolo;eni temi nekaj napi[ejo,
preden o tem govorijo v razredu.
Poleg tega so vse [tiri jezikovne zmo/nosti izraz istega
jezikovnega sistema in so kot take v tesni medsebojni
povezavi. To pomeni, da bo vadba v eni zmo/nosti vodila
k bolj[i zmo/nosti komunikacije v ostalih treh. V u;beniku
Touchstone 8 smo zato poskrbeli za komunikacijske
aktivnosti v vseh [tirih zmo/nostih.
Pomembno je, da se u;itelji zavedajo, da ustno sporo;anje ni edini cilj jezikovnega pou;evanja \ u;enja, ki ga
u;enci razvijejo lo;eno od vsega ostalega. Razvijanje
govorne zmo/nosti je odvisno od vnosa, ki ga u;encem
nudita poslu[anje in branje, dobro razvita govorna zmo/nost pa izbolj[uje u;en;eve zmo/nosti poslu[anja, branja
in pisanja.
U;benik Touchstone 8 vklju;uje bolj in manj vodene
dejavnosti za razvijanje govorne zmo/nosti. To pomeni,
da u;encem vsekakor nudi dovolj podpore, hkrati pa jim
dopu[;a dovolj prostora za ustvarjalno rabo jezika. V vsaki
enoti je poseben razdelek Speak out, ki govorno zmo/nost [e posebej poudarja. Skozi ves u;benik pa so na
gosto posejane aktivnosti z naslovom Discuss, ki u;encem
omogo;ajo vodeno razvijanje govorne zmo/nosti (npr.
str. 22, 31, 32, 42, 46, 62, 74, 84, 100, 106, 114, 125, 154,
158, 173, 183, 188 itd.).
Poslu[anje je ena izmed temeljnih sestavin u;enja jezika
na tej stopnji, zato smo poskrbeli za zelo dobre zvo;ne
posnetke. Vaje za slu[no razumevanje so zelo skrbno
na;rtovane in v celoti sledijo ciljem v UN. Predstavitvena
besedila so vedno Listen and read in kot tak[na tudi niso
namenjena razvijanju slu[nih zmo/nosti, temve; usklajevanju slu[ne in vidne podobe jezika. Druga;e pa so
besedila in vaje za poslu[anje pestre in opremljene z
medposlu[alnimi nalogami, ki razvijajo vse slu[ne strategije, ki jih predvideva UN.
Razvijanju bralne zmo/nosti je namenjena velika pozornost. Besedila so v ve;ini primerov opremljena z angle[koslovenskimi slovar;ki, slikami in diagrami, kar vse prispeva
k la/jemu razumevanju besedil. Bralnih besedil je veliko
in so tematsko zelo raznovrstna, tako da lahko vsak u;enec
najde kaj zase.
Ve;ina dejavnosti za razvijanje pisne zmo/nosti je v
delovnem zvezku, v manj[em obsegu pa so prisotne tudi
v u;beniku. Pisne dejavnosti so raznovrstne in so razporejene po kontinuumu od vodenih do prostih (npr.
ustvarjanje funkcijskih besedil z izto;nicami, kratko pismo,
razglednica, dnevnik, pisanje besedila ob pomo;i vzporednega besedila, vodeni intervju, vodena zgodba v slikah
ipd.). Poleg tega je ustvarjanje pisnih besedil prisotno tudi
v razdelku delovnega zvezka Project work.
8
D. STRUKTURA U:NE ENOTE
Vsak u;benik utele[a avtorjevo stali[;e glede narave jezika in
u;enja. Ta stali[;a se [e najbolj jasno odslikavajo v strukturi
u;ne enote. Struktura u;ne enote oz. lekcije nam ponuja
sosledje pou;evanja, v katerem se navadno odslikava dolo;en
metodolo[ki model, ki temelji na dolo;eni teoriji oz. teorijah
o jezikovnem u;enju. Touchstone 8 ima jasno in koherentno
strukturo u;ne enote, ki vodi u;ence in u;itelja skozi
razli;ne aktivnosti na na;in, ki pove;uje mo/nosti za
u;enje. Model strukture u;ne enote je jasen in sistemati;en,
vendar [e vedno dovolj pro/en, da dopu[;a ustvarjalnost in
raznolikost. Tak[na struktura je v pomo; u;itelju pri na;rtovanju u;ne ure, u;encu pa daje ob;utek napredovanja.
Idealnega zaporedja pou;evanja ni in ga ne more biti.
Jezikovno pedagogiko pou;evanja so doslej pomembno
sooblikovali vplivi iz dveh virov> (a) [tevilni EFL-modeli
pou;evanja jezikov (kot npr. PPP-model) in (b) mainstreamovski modeli pou;evanja v osnovni [oli (projektno delo,
medpredmetne povezave, osredinjenost na teme, osredinjenost na dejavnosti, skupinsko delo, strategije samostojnega u;enja itd.). Oba pristopa se razlikujeta v nekaterih
pomembnih predpostavkah v zvezi s (tuje)jezikovnim
u;enjem, in sicer> (a) u;enje jezika je zavesten in formalen
proces< (b) jezik usvajamo nezavedno, mimogrede (ko smo
zatopljeni v dejavnost). Obe predpostavki o jezikovnem
u;enju oz. usvajanju lahko apliciramo na pou;evanje in
dobimo dve prevladujo;i metodologiji pou;evanja> (a) predstavitvena metodologija, ki temelji na predpostavki, da se iz
pravilnosti razvije teko;nost (npr. PPP-model)< in (b) na
dejavnost-osredinjena metodologija, ki temelji na prepri;anju, da se iz teko;nosti razvije jezikovna pravilnost.
Touchstone 8 uspe[no zdru/uje obe metodologiji, za kar smo
se odlo;ili iz naslednjih razlogov> (1) U;enje tujega jezika v
osnovni [oli je tako zaveden kot nezaveden proces. (2)
Angle[;ina ima v Sloveniji polo/aj tujega jezika, so ji pa u;enci
izpostavljeni veliko bolj kot ostalim tujim jezikom, zato velja to
prednost izkoristiti. (3) Zaradi posebnega polo/aja angle[;ine
bodo v razredu vedno u;enci z razli;nim predznanjem.
Z zdru/evanjem obeh pristopov smo /eleli ohranjati u;inkovito pedago[ko prakso, ki je zna;ilna za tujejezikovno
okolje (npr. dejavnosti si sledijo od preprostej[ih do zahtevnej[ih< receptivne spretnosti se razvijajo pred produktivnimi< jezikovni vnos je nadzorovan< obilo nadzorovane
vadbe ipd.) in hkrati vklju;evati dolo;ene primesi ‘progresivnej[e’ metodologije oz. jezikovne kopeli, ki izhaja iz
okolij, kjer ima angle[;ina polo/aj prvega ali drugega jezika.
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Prikaz strukture u;ne enote v Touchstone 8 na primeru 1. lekcije
KOLA? - naslovnica
Kola/ je vedno zasnovan interaktivno in kot tak vklju;uje neko
dejavnost, ki u;enca miselno zaposli in ga motivira ter pripravi na
obravnavano temo.
A. DEL
A1 - No bread and no eggs!
A2 - At the supermarket
A3 - At the shop> The price is right
A4 - Always in fashion
V tem delu gre za uvajanje ’nove snovi’, ki poteka od receptivnih
zmo/nosti (jezikovni vnos) k produktivnim.
Teme, besedila in dialogi so zanimivi in prilagojeni starostni stopnji
u;encev, besedila pa so bodisi avtenti;na ali pa so vsaj videti avtenti;na.
Poseben poudarek je dan situacijskim dialogom, ki so ustrezno kontekstualizirani in tako omogo;ajo u;encu, da se z njimi poistoveti. Za
vsakim dialogom so v posebnem razdelku Learn and use (v okviru
Remember box) poudarjene najpomembnej[e jezikovne funkcije. Na ta
na;in uresni;ujemo eno izmed osnovnih na;el leksikalnega pristopa, in
sicer da jezik usvajamo v ;im ve;jih ’ko[;kih’. Ob koncu vsakega
posameznega dela je Grammar time out, kjer je slovnica pojasnjena v
sloven[;ini.
B. DEL
B1 - Hounds Hill Shopping Centre Blackpool
B2 - An age of advertising
V tem delu gre za raz[iritev in nadgradnjo snovi, ki je bila uvedena
v Delu A.
C. PRONOUNCIATION
Del C prina[a iz;rpno obravnavo razli;nih vidikov izgovorjave.
D. PARADE YOUR KNOWLEDGE
Ta del je namenjen u;en;evemu samoocenjevanju oz.
ugotavljanju napredka pri u;enju angle[;ine.
Del D je v celoti v sloven[;ini.
Navedena so temeljna znanja, ki bi jih naj u;enec osvojil
v vsaki enoti.
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OD TUKAJ DALJE GRE ZA JASNO LO:NICO, DA SO VSEBINE, KI SLEDIJO, NEOBVEZNE OZ. NAMENJENE SAMO
BOLJ{IM U:ENCEM.
E. CULTURAL BEACH-HEAD
Souvenirs
Ta razdelek obravnava razli;ne vidike ciljne (tj. angle[ke, ameri[ke,
avstralske) in izhodi[;ne (tj. slovenske) kulture.
F. EXTRA READING
Earthwatch
Ta razdelek prina[a dodatna bralna besedila, ki se tematsko ve/ejo na
osnovno temo lekcije. S pomo;jo teh besedil u;enci razvijajo razli;ne
podspretnosti bralne zmo/nosti, so;asno pa lahko ta besedila slu/ijo
tudi kot jezikovni model za razvijanje pisne zmo/nosti.
G. SLURP UP WORDS
The Five Senses
Gre za dodatno besedi[;e, ki se tematsko ve/e na lekcijo (npr. ;uti,
ptice, drevesa, glasbila). Besede so privla;no ilustrirane, zato je razdelek
Slurp up words v resnici nekak[en mini slikovni slovar;ek, ki ga lahko
u;enci in u;itelj uporabljajo na razli;ne na;ine. Ob teh ilustriranih
sklopih besed so navadno tudi dejavnosti za aktiviranje obravnavanega
besedi[;a.
H. ENGLISH OBSERVED
Paired expressions
Ta razdelek vsebuje dejavnosti za razvijanje jezikovne zavesti (ang.
language awareness), s pomo;jo katerih pri u;encih uzave[;amo
razli;ne jezikovne pojave ter podobnosti in razlike med sloven[;ino in
angle[;ino. Prepri;ani smo, da vsak u;enec tujega jezika na nezavedni
ravni zaznava podobnosti in razlike med tujim jezikom in
materin[;ino, ta del pa mu omogo;a, da se poda na tak[no jezikovno
raziskovanje, saj je v celoti pisan v sloven[;ini. Gre za vsebino, ki je
u;encu ne more ponuditi noben monolingvalen u;benik.
I. BITS AND BOBS
Ta razdelek vsebuje razno razne drobnarije (npr. rime, pregovore,
pesmi, [ale ipd.), ki se jih u;enci lahko nau;ijo na pamet oz. se z njimi
na razli;ne na;ine zabavajo.
J. LITERATURE
I bought my mom an apple
A supermarket in California
Ta razdelek vsebuje angle[ka in slovenska knji/evna besedila (poezijo in prozo), ki jih u;itelj lahko uporabi za obravnavo jezikovnih in
medkulturnih vsebin, prispevajo pa tudi k osebnostni rasti u;encev.
Janez Skela
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PREDGOVOR
U;benik TOUCHSTONE je zasnovan tako, da u;enci
ob njem u/ivajo. Domiselne ilustracije, zanimivosti
iz sveta, ki jih obdaja, in lastno razmi[ljanje jim
bodo pomagali dojeti bistvo posamezne enote.
Vsako uvaja konverzacijski vzorec - dvogovor, pogovor
- iz katerega u;enci razberejo slovni;ne strukture in
besedi[;e, katere nato utrjujejo s pomo;jo vaj
razli;nih tipov. Z odgovarjanjem na vpra[anja preverijo svoje bralno razumevanje, prav tako se
nau;ijo oblikovati smiselne odgovore, ki zajemajo
bistvo. Vpra[anja pa niso vezana zgolj na besedilo,
temve; vselej vklju;ujejo u;ence, njihov svet in
do/ivljanje dolo;ene teme oziroma razmi[ljanje o
njej. Na ta na;in dose/emo, da u;enci snov dejansko
uporabijo in jo predstavijo skozi svoje o;i.
Usvajanje besedi[;a poteka neprisiljeno ob hkratni
rabi slovni;nih struktur. Vaje prehajajo postopoma
od la/jih k te/jim, zasnovane pa so tako, da jih vsak
u;itelj prilagodi svojim potrebam, predvsem so
izredno uporabne za nivojski pouk. U;enci dolo;enih sposobnosti tako lahko vaje naredijo le ustno
(individualno, v dvojicah ali skupinah), lahko pa
tudi v pisni obliki, pri ;emer je vaja izhodi[;e za
obravnavo dolo;ene strukture.
Vaje za ponavljanje, vaje za utrjevanje, vaje za
poglabljanje, so vse za;injene s humorjem, ki pripomore k la/jemu pomnjenju. Humor v sliki in besedi
uporablja obravnavano besedi[;e in slovni;ne strukture, hkrati pa vklju;uje u;en;evo razumevanje sme[nega, ki temelji na besednih igrah ali kulturnih
oziroma socialnih posebnostih.
NIVOJSKI POUK
Vsi u;itelji se z uvedbo devetletke in z njo nivojev
oziroma diferenciacije ubadamo s sestavljanjem in
iskanjem razli;nih vaj, ki bi bile primerne za dolo;eno
stopnjo u;en;evih sposobnosti. Pri TOUCHSTONU
to ne bo potrebno, saj sta u;benik in delovni zvezek
zasnovana tako, da u;itelju prihranita veliko dragocenega ;asa, hkrati pa olaj[ata u;encem razumevanje snovi, saj skozi razli;ne tipe vaj prav gotovo
usvojijo vsaj temeljne cilje po zastavljenem u;nem
na;rtu. Tudi priprave sem sku[ala zasnovati tako,
da upo[tevajo potrebe u;encev v posameznih nivojih.
Naj vas ne moti, da v pripravah nekatere predpisane vaje po nivojih niso v skladu z legendo v
Delovnem zvezku. Pri izbiri vaj vam namre; dajemo
prosto pot in mo/nost izbire.
{e enkrat je potrebno poudariti, da je obilje vaj in
dejavnosti u;itelju v olaj[anje in ne v breme, saj se
vsak sam odlo;i, s katerega vidika bo dolo;eno nalogo
predelal ali je morda sploh ne bo. Prav zato se
avtorji u;benika niso ustavili le ob predpisanih
ciljih in standardih znanja, ki naj bi jih u;enci v
nekem razredu dosegli, temve; so posegli [e dlje in
vam dali na voljo veliko vaj in besedil, ki poglabljajo,
utrjujejo in kar je najbolj pomembno - privla;ijo in
zabavajo.
MOTIVACIJSKA IGRA
Seveda je lahko u;benik [e tako privla;no napisan,
pa od u;encev ne bomo dobili veliko informacij, v
kolikor ti ne bodo dovolj mo;no motivirani za delo
in sprejemanje novih informacij. Na to vpliva veliko
dejavnikov. Omenila sem /e humor in zabavne naloge, igre, poleg tega pa so u;enci veliko bolj stimulirani, ;e vidijo, da njihovo delo ni zaman, zato je
dobro del u;ilnice nameniti razstavnemu prostoru
njihovih izdelkov. Najsi gre za pisne sestavke, miselne
vzorce, projekte, plakate ipd. :e pa to ni mogo;e,
naj izdelki u;encev kro/ijo med so[olci, da si jih
vsak ogleda, ob njih si lahko izmenjajo mnenja,
predloge in pohvale.
Kot uvod k uri je pomembna motivacijska igra, ki
u;encem pomeni ponavljalno in hkrati pripravljalno
sredstvo k u;ni uri.
:eprav naj v u;encih ne bi spodbujali tekmovalnega
duha, mislim, da tekmovalne naloge vselej pripomorejo k ve;ji pozornosti u;encev, budnosti in
spremljanju aktivnosti. Sama velikokrat uporabljam
tak[na ogrevalna sredstva, saj z njimi pritegnem
pozornost. Pripravim jim tudi drobne nagrade, kot
so bonboni, baloni, sli;ice …
DOMA:E NALOGE
U;itelji smo iz leta v leto vedno bolj zaskrbljeni nad
’nedelanjem’ doma;ih nalog. Mislim, da je vzgojno
in za u;ence v prvi vrsti koristno, da doma;e delo
opravljajo, saj s tem ponavljajo in utrjujejo predelano snov. Vemo pa, da je praksa precej druga;na
od teorije. Delovni zvezek nam skupaj z u;benikom
ponuja veliko aktivnosti, prilagojenih razli;nim
stopnjam znanja. Veliko jih lahko predelamo v [oli,
jih uporabimo za utrjevanje pred pisnimi preizkusi
znanja, prav tako za ustna spra[evanja, raz[irjanje
znanja oziroma za dodatne naloge sposobnej[im
u;encem. Sama ponavadi vaje v delovnem zvezku
uporabim za utrditev snovi oziroma predpi[em
u;encem dolo;ene naloge za dodatno doma;o vajo.
Ko predelamo dolo;en sklop, naloge vselej pregledam, za nagrado pa dobijo nalepko. Ta spodbuda
je tako mo;na, da u;enci delovni zvezek z veseljem
11
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uporabljajo, poleg tega je napredek znatnej[i in
predelana snov sproti utrjena. Tudi pri doma;ih
nalogah je potrebna doslednost, kar pomeni, da
u;enci vselej vedo, kaj u;itelj od njih resni;no
pri;akuje. V u;nih pripravah ni posebej poudarjeno,
je pa neobhodno potrebno - vsako uro si vzemite ;as
in preglejte doma;o nalogo. Obrestovalo se bo z rednim delom u;encev in posledi;no z bolj[im znanjem.
O PRIRO:NIKU
Priro;nik, ki je pred vami, je napisan kot pomo; tistim, ki se v vode pou;evanja [ele podajajo, prispeval
pa bo morda kak[no idejo tudi tistim bolj ve[;im.
Vsekakor naj vam bodo predstavljene u;ne ure in
njihovo izvajanje zgolj vodilo, ne pa alfa in omega
oziroma nekaj obvezujo;ega. Metodika pouka posameznih ur temelji na ve;letnih izku[njah, ki sem
si jih nabirala pri delu z razli;nimi starostnimi
skupinami. Misel, ki me spremlja vsak dan je, narediti
u;encem u;ne ure zanimive in hkrati pou;ne. To je
mo; dose;i z dobrim u;benikom, ki u;itelju daje
veliko maneverskega prostora ter raznovrstnost vaj,
ki u;ence hkrati vodijo k samostojnemu razmi[ljanju,
po drugi strani pa jim omogo;ajo, da se prepustijo
spro[;enosti, ki jih neopazno vodi k znanju.
12
Priro;nik vam ponuja 82 urnih priprav. Glede na letno
[tevilo predpisanih ur (105) vam jih ostane [e 23, katere razporedite v skladu s svojimi /eljami, kot preverjanje, ocenjevanje, dodatne projektne ure ipd.
Vsaka enota zajema okoli 20 ur, sami pa [tevilo leteh glede na posamezno enoto prilagajajte lastnim
potrebam oziroma potrebam va[ih u;encem. Tako
boste za dolo;eno enoto porabili ve; ur kot za drugo,
pri eni enoti se boste lotili enega projekta, pri drugi
dveh, vajam v delovnem zvezku lahko posvetite
posamezne ure ali ne ipd.
Priro;niku so dodane Re[itve vaj v U;beniku, Delovnem zvezku, kakor tudi tisti zvo;ni zapisi, ki jih ni v
U;beniku.
Predvsem pa se ne obremenjujte, koliko boste predelali, temve; kako boste to naredili in kaj bo
u;encem ostalo v spominu. Naj vas ne bo strah igre,
zabave in smeha, saj to v ;loveku pusti najgloblji
pe;at.
?elimo vam obilo u/itkov pri delu z u;enci in na[im
u;beni[kim kompletom.
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SHOPPING – THE CALL OF THE MALL
U;enci bodo spoznali veliko besedi[;a, povezanega z nakupovanjem, ga uporabljali v pogovoru,
dialogih in tvorbi kraj[ih besedil, kjer bo veliko poudarka na pravopisu. Vedeli bodo, katere
prehrambene izdelke kupiti v samopostre/ni trgovini, enako dobro pa se bodo zna[li v ve;jem
nakupovalnem centru, na razli;nih oddelkih. Vse, kar bi /eleli kupiti, bodo znali opredeliti z
ustrezno ute/no ali mersko enoto oziroma koli;ino, pa tudi pri denarju bodo previdni, saj jim
pretvorba funtov v slovenski tolar ne bo delala preglavic.
Nadgradnja vsega povezanega z nakupovanjem pa so dalj[i teksti razdelkov E, F, G, H, I in J, ki so v
glavnem prihranjeni bolj[im u;encem, morda pa se jih kateri na ni/jem nivoju tudi ne bo branil.
Tako bodo u;enci znali promovirati Slovenijo z njenimi najbolj znanimi izdelki, ki /e na dale;
ka/ejo na na[o prepoznavnost.
Z vsemi ;utili bodo zaznavali predmete in jim na osnovi tega pridajali razli;ne pridevnike.
Presene;eni bodo, kaj vse jim povedo njihova ;utila o obdajajo;em okolju in predmetih.
Ustaljeni frazemi u;ence ne bodo presenetili, kve;jemu spomnili na /e znano in ter jim
raz[irili obzorje.
Brez literature ne gre, sem sodijo tudi [ale in kratke pesmice. U;enci pridobivajo smisel za
rimo, ritem in hkrati spoznavajo dolo;ene ustaljene fraze. Vsa ta dela so dodana za zabavo, a z
njimi se [e kako tudi u;imo. Da u;enec razume smisel pesmi ali [ale, je velik napredek, saj
predvsem v teh dveh zvrsteh najdemo ni; koliko besednih iger, asociacij, homonimov in
sinonimov.
V prvi enoti [e ni poudarka na ;asih, zato pa bolj na tem, da bodo u;enci ustrezno uporabljali
some\any< one\ones, pri ;emer se bodo izognili neljubemu ponavljanju in kopi;enju
samostalnikov. Sre;evali se bodo s [tevnimi in ne[tevnimi samostalniki ter znali po njih
pravilno vpra[ati< ponovili bodo nepravilno mno/ino samostalnikov na -f(e)< znali bodo
uporabljati povratno osebne zaimke< informacijam ne bodo verjeli kar tako, temve; jih bodo
preverili z vpra[alnimi dostavki< dodobra bodo spoznali uporabo svojilnega -s, tako v pisavi
kot v izgovorjavi.
BESEDI{:E> razli;ni prehrambeni in drugi izdelki, imena trgovin in trgovskih oddelkov,
vrste embala/, ute/ne enote, izra/anje cen, [tevila do 1000, obla;ila.
SLOVNI:NE STRUKTURE> some\any, [tevni\ne[tevni samostalniki, mno/ina (nepravilna
-ves)\ednina, one\ones, povratni osebni zaimek, vpra[alni
dostavki, izra/anje svojine (‘s).
1. nivo> (stran\naloga)> 9\I< 12\6< 13\8< 18\4< 19\6,7< 20\8< 24\4a< 26\8< 28\14a< 32\5a<
33\6a< 35\10b< 37\4< 41\1< 42\3a< 50\2,3.
2. nivo> 10\2a,b< 12\4< 14\11< 17\3< 24\2a,b< 27\12a,b< 29\15< 31\1a< 32\4< 34\9< 42\4a<
46\1,2,3< 47\1< 49\1< 50\1
3. nivo> 9\II< 17\2< 22\10c< 32\5c< 34\10a< 40\1< 42\3b,4b< 44\5< 48\1,2,3< 51\I, 52\II, 53\1,2,3.
IZGOVORJAVA> besedni poudarek< mno/ina -ves< [ibka oblika veznika ‘and’< intonacija
vpra[alnih dostavkov.
DODATNE NALOGE> spominki iz Slovenije< koliko pojemo in popijemo v svojem /ivljenju<
;utila< ustaljene fraze< [ale, uganke< literarni besedili – I bought
My Mom an Apple, A Supermarket in California.
PROJEKTI> izdelava plakata ‘Dan brez nakupov’< na;rtovanje zabave s prijatelji< na;rt idealnega
supermarketa< oblikovanje nakupovalnih vre;k< izdelava reklamnega oglasa.
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unit 1 \ 1
Unit 1> SHOPPING – THE CALL OF THE MALL Nakupovanje – nakupovalni center vabi
NA:RT ZA U:NO ENOTO> 1
NASLOV U:NE URE> Nakupovanje (Shopping)
U:NA GRADIVA IN PRIPOMO:KI> • U;benik, razli;ni prospekti, reklame, ki prikazujejo raznovrstne
izdelke, kot so /ivila, kozmetika, obla;ila ipd.
JEZIKOVNA ZNANJA> • Besedi[;e, povezano z razli;nimi vrstami trgovin
• Besedi[;e za nekatere dobrine (prehranski, tekstilni, kozmeti;ni izdelki)
• Ponovitev izra/anja mo/nosti oziroma izbire z naklonskim glagolom
can\can’t
CILJI> • U;enci spoznavajo besedi[;e, povezano z dolo;enimi izdelki in specializiranimi trgovinami
(bread – baker’s, meat – butcher’s, aspirin – chemist’s, flowers – florist’s …)
• Znajo opisati nekatere trgovine in povedati, kaj v njih lahko kupimo
• Znajo poiskati informacijo in jo posredovati drugim
• Izmenjujejo mnenja in izku[nje
• Zapi[ejo besede, ki se nana[ajo na dolo;eno trgovino
SPRETNOSTI> • Govor – opi[ejo slike in izmenjajo mnenja oziroma izra/ajo strinjanje z dolo;enimi
trditvami
• Poslu[anje – poslu[ajo u;itelja in so[olce ter s smiselnimi odgovori poka/ejo
razumevanje sli[anega
• Branje – berejo trditve in misli ter se nanje ustrezno odzivajo
• Pisanje – besedi[;e pisno uporabijo v kraj[ih povedih
POTEK U:NE URE>
1.
Uvodna motivacija
U;enci sedijo v krogu. Ogledajo si reklamne plakate oziroma bro[ure, ki prikazujejo razli;ne izdelke,
najbolje je, da je ;im ve; takih, ki so zajeti v U;beniku. U;itelj spra[uje>
What can you see|
Can you make groups of things| How many|
Where would you buy (bread)|
How often do you go to the supermarket|
Do you like shopping|
What would be on your shopping list|
2. Pridobivanje besedi[;a
U;enci odprejo zvezke in zapi[ejo naslov SHOPPING ali THE CALL OF THE MALL. Vse, kar so povedali
ob gledanju reklamnih obvestil, na kratko strnejo v pisni del.
Kot izhodi[;e za nadaljnjo obravnavo snovi naj nam bo vpra[anje, kaj bi bilo na njihovem nakupovalnem seznamu. U;enci omenijo nekaj vrst trgovin in za vsako zapi[ejo svoj seznam stvari, ki jih je
v njih mogo;e kupiti (kratek, zgolj informativen). Uspe[nej[i u;enci pi[ejo samostojno, za manj
uspe[ne pa nari[emo preglednico>
GREENGROCER’S
a kilo of potatoes,
3 peppers (green or red)
5 bananas…
SHOE SHOP
sandals
boots
trainers …
3. Utrjevanje besedi[;a
U;enci odprejo U;benik na strani 9 in si ogledajo sliko. Pogovorite se o besedah, ki so jim [e tuje,
nakar s posvetovanjem v dvojicah posamezne izdelke pravilno razvrstijo v specializirane prodajalne.
Za vsako prodajalno dodajo tudi lastne zamisli.
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unit 1 \ 1
Mo/ni so razli;ni odgovori, saj lepilni trak lahko kupimo tako v trafiki kot v papirnici, enako velja
za razglednice ali papir (Glej RVU*, stran 145).
4. Govorno sporo;anje
Vsak u;enec si izbere dolo;en prodajni izdelek in sporo;i so[olcem, kje ga lahko kupi>
You can buy rice at the grocer’s
(dopu[;amo tudi mo/nost ‘supermarket’, ;eprav ta beseda ni navedena, a je pravilna).
Florist’s sell flower seeds.
You can find paper hankies at the stationer’s.
5. Raz[irjanje besedi[;a
V U;beniku na strani 9 si u;enci preberejo razna mnenja in trditve. U;itelj sproti preverja razumevanje
tako, da skupaj z u;enci oblikuje razloge za in proti ter jim omogo;i, da sami povedo svoje mnenje.
Izbrani u;enec na glas prebere kako zanimivost s tega podro;ja (Trivia), ostali pa dodajo kak[no svojo.
6. Doma;a naloga
U;enci za doma;o nalogo slikovno predstavijo tri trgovine (lahko z izrezovanjem iz propagandnega
materiala ali pa kaj nari[ejo sami). Izberejo si na primer papirnico in pod njo nalepijo ali nari[ejo
izdelke, ki jih tam lahko kupijo.
1. nivo> Poimenujejo trgovine in nekatere izdelke v njih.
2. in 3. nivo> Napi[ejo povedi.
* RVU = Re[itve vaj v u;beniku
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unit 1 \ 2
NASLOV U:NE URE> Zmanjkalo je kruha in jajc! (No Bread and No Eggs!)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, nakupovalni seznami, Delovni zvezek, Zgo[;enka
JEZIKOVNA ZNANJA> • Besedi[;e, povezano s hrano
• Raba some in any
• {tevni in ne[tevni samostalniki
CILJI> • U;enci znajo sestaviti nakupovalni seznam
• Seznanijo se z rabo some in any
• Lo;ijo med [tevnimi in ne[tevnimi samostalniki
SPRETNOSTI> • Govor – uprizorijo pogovor med gospo in gospodom Hughes oziroma ga prilagodijo sebi
• Branje – preberejo in razumejo sestavek ter razlo/ijo some in any oziroma rabo
[tevnih in ne[tevnih samostalnikov
• Pisanje – zapi[ejo nakupovalni seznam z uporabo ute/nih enot oziroma koli;ino
• Poslu[anje – poslu[ajo posnetek na zgo[;enki
POTEK U:NE URE>
1.
Uvodna motivacija
Igrajte se igrico asociacij. U;enci dobijo /ogo in si jo podajajo. Kdor jo ima v roki, pove ime ene
od trgovin, ki ste jih spoznali v prej[nji uri. ?ogo poda so[olcu, ki mora poimenovati izdelek, ki ga
v imenovani trgovini lahko kupi.
Npr.> Stationer’s – pencil< Butcher’s – meat. Kdor se zmoti, izpade.
2. Pridobivanje in utrjevanje slovni;nih struktur – [tevni in ne[tevni samostalniki
Ko v igri ponovite besedi[;e, preidite na snov, ki jo /elite predstaviti in predelati. Najbolje je, da
u;ence ‘popeljete’ v supermarket>
Let’s go to the grocer’s altogether.
Our fridge is empty.
What do you think goes into the fridge that you can buy at the grocer’s|
U;enci podajo nekaj idej, nato zavrtite posnetek pogovora med zakoncema Hughes (U;benik, str. 10).
1. nivo> U;enci ponovno poslu[ajo posnetek in na seznamu odkljukajo stvari, ki jih zakonca morata
kupiti (Glej RVU*, stran 145).
2. in 3. nivo> Po dva prostovoljca prebereta pogovor [e enkrat.
1. nivo> U;itelj postavlja vpra[anja, ki se nana[ajo na dvogovor.
2. in 3. nivo> Prepustite u;encem, da si med sabo postavljajo vpra[anja, ki so zapisana pod dvogovorom
(Glej RVU, stran 145)>
Ko preverite razumevanje besedila, u;ence napeljite k slovni;nima strukturama, ki se v besedilu
ponavljata.
2. in 3. nivo> U;enci ugotovijo, da gre za some oziroma any, in morda tudi razlo/ijo, kdaj ju uporabljamo.
Vzorec zapi[ejo v zvezke, in sicer>
SOME
Trdilni stavki
ANY
Nikalni in vpra[alni stavki
1., 2. in 3. nivo> Vaja 12 v Delovnem zvezku na strani 8.
Ko u;enci ugotovijo rabo some in any, jih napeljite k pregledu uporabljenih /ivil.
1. nivo> U;itelj preveri razumevanje u;encev z vajo 3 na strani 4. Skupaj pregledate sli;ice, na podlagi
katerih se u;enci odlo;ajo, ali so stvari [tevne ali ne[tevne.
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unit 1 \ 2
2. in 3. nivo> U;enci razvrstijo besede v razli;ne kategorije (sami pa ugotovijo, da gre samo za dve)>
Bread
Milk
Butter
Rice
Pasta
Oil
Wine
Salt
Eggs
Oranges
Drinks
kon;nica -s
v ednini a\an
Mno/ina> some
Mno/ina>
brez kon;nice -s
some
Na podlagi seznama ugotovijo razliko med njimi, nakar skupaj oblikujete naslov> COUNTABLE and
UNCOUNTABLE NOUNS.
2. nivo> U;enci preberejo REMEMBER BOX v U;beniku na strani 11. U;itelj pomaga z dodatnimi
pojasnili.
3. nivo> Preberejo REMEMBER BOX in samostojno naredijo [e vajo 2b na isti strani. V dvojicah
izmenjujejo mnenja o nakupovanju.
2. in 3. nivo> U;enci vajo 3 re[ijo samostojno, rezultate le preverimo (Glej RVU, stran 145).
3. Poglabljanje snovi
1. nivo> U;itelj izdela nakupovalne sezname s sli;icami>
Npr.> Sli;ica kruha, nekaj korenja, mleko in 6 jajc.
Sli;ice razdeli dvojicam, ki odigrajo preprost dvogovor – kaj potrebujejo oziroma ;esa jim je zmanjkalo.
2. in 3. nivo> U;enci sestavijo svoje nakupovalne sezname z najve; desetimi izdelki. :e ;as
dopu[;a, nekaj u;encev prebere svoje sezname.
4. Doma;a naloga
1., 2. in 3. nivo> U;enci naredijo vajo 1 v Delovnem zvezku na strani 3.
2. in 3. nivo> U;enci dodatno naredijo [e vajo 4 v U;beniku na strani 12 (Glej RVU, stran 145) in vajo 13
v Delovnem zvezku na strani 9.
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unit 1 \ 3
NASLOV U:NE URE> Gremo na piknik! (Let’s Go on a Picnic!)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, delovni list, Delovni zvezek, Zgo[;enka (zvo;ni zapis str. 184)
JEZIKOVNA ZNANJA> •
•
•
•
CILJI> •
•
•
•
Besedi[;e, povezano s hrano
There is \ there are
Raba some, any
{tevni in ne[tevni samostalniki
U;enci znajo opisati, kaj je treba vzeti s sabo na piknik
Uporabljajo there is \ are
Uporabljajo some in any
Uporabljajo [tevne in ne[tevne samostalnike
SPRETNOSTI> •
•
•
•
Govor – opisujejo z there is \ there are
Branje – z danimi besedami si pomagajo pri opisu piknika
Pisanje – opi[ejo stvari, ki jih prinesejo na piknik
Poslu[anje – preverijo zapisano
POTEK U:NE URE>
1.
Uvodna motivacija
Delovni list – U;enci se razporedijo v dvojice, nato oba v paru prejmeta razli;no risbo hladilnika.
Njihova naloga je, da ugotovijo, kaj jim manjka v hladilniku. Ob opisovanju svojega hladilnika
partnerju sporo;ajo, kaj mora v svoj hladilnik [e narisati.
Npr.> I’ve got some butter in my fridge.
2. in 3. nivo> U;enci uporabljajo strukturo there is \ are. Ob koncu poro;ajo, kaj vse je v hladilniku.
2. Pridobivanje in utrjevanje slovni;nih struktur - ;lenki ‘a, an, some, any’
Z vajo 5 (U;benik, stran 12) ponovimo in utrdimo rabo ednine in mno/ine z rabo ;lenka a\an in some
na vseh treh nivojih (Glej RVU, stran 145).
Pri vaji 6 v U;beniku na strani 12 si ogledate mizo, na kateri so razli;na /ivila.
2. in 3. nivo> U;enci samostojno uporabljajo strukturi there is\are z ustrezno kombinacijo some in any.
Vajo tudi zapi[ejo v zvezke (Glej RVU, stran 145).
1. nivo> U;enci ob u;iteljevi pomo;i vstavijo ustrezno besedo, nato pa prav tako preverijo svoje
predloge ob posnetku.
2. in 3. nivo> U;enci naredijo vajo 7a v U;beniku na strani 13. Vpi[ejo some in any, nato izpolnjeno preverijo
ob poslu[anju posnetka (Glej RVU, stran 145).
1., 2. in 3. nivo> Vaja 8 v U;beniku na strani 13 (Glej RVU, stran 145).
1. nivo> Osredinite se kve;jemu na 10 predmetov in /ivil. U;enci imajo pred seboj obe sliki in med
njima i[;ejo razlike. V po[tev pridejo ve;inoma trdilni stavki iz stolpca A. Vajo naredijo v pisni
obliki, in sicer kot zapis razlik med slikama>
In picture A there is a chicken, in picture B there isn’t.
In picture A there are grapes, in picture B there aren’t.
In picture A there isn’t any milk, in picture B there is some.
In picture A there aren’t any olives, in picture B there are some.
2. in 3. nivo> Predstavite ve; besedi[;a. Vsak u;enec gleda le svojo sliko. Po manjkajo;ih podatkih
se spra[ujejo z danimi izto;nimi dvogovori v stolpcih B in C. Vajo naredijo v ustni obliki,
u;itelj nadzira potek pogovora.
3. Ponavljanje \ doma;a naloga
1. nivo> Vaja 1b v Delovnem zvezku na strani 3.
2. in 3. nivo> U;no uro kon;ajo z re[evanjem vaje 1b v Delovnem zvezku na strani 3, za doma;o nalogo
pa naredijo vajo 2, v kateri opi[ejo, kaj vse je v omarici.
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DELOVNI LIST • WORKSHEET
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unit 1 \ 4
NASLOV U:NE URE> Koliko potrebujemo| (How Much (Many) do We Need|)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, slikovne kartice, Zgo[;enka (zvo;ni
zapis str. 184)
• Have you got a\an, any …|
• {tevni in ne[tevni samostalniki
CILJI> • U;enci se znajo ustrezno vpra[ati po koli;ini hrane
• Uporabljajo [tevne in ne[tevne samostalnike
• Uporabljajo vpra[alnici za [tevne in ne[tevne samostalnike> how much \ how many
SPRETNOSTI> • Govor – spra[ujejo z uporabo Have you got …|
• Branje – berejo izto;nice
• Poslu[anje – ob poslu[anju lo;ijo [tevne in ne[tevne samostalnike
POTEK U:NE URE>
1.
Uvodna motivacija in pridobivanje snovi
U;enci tiho preberejo MILES OF SMILES (U;benik, str. 14) in vsak zase ozna;i, v kolik[ni meri se jim
[ala zdi sme[na. U;itelj na tablo zapi[e vpra[alnici HOW MUCH in HOW MANY ter pozornost u;encev
usmeri na sadno kupo, ki jo je naro;ila /enska na sliki> Well, how much ice-cream is there in the dessert|
U;enci se odlo;ijo bodisi za a lot, three balls, some, u;itelj pa te odgovore zapi[e pod HOW MUCH.
How many peach slices do you think there are| U;enci ponovno podajo svoje zamisli, u;itelj pa jih
zapi[e pod stolpec HOW MANY.
Ob nastali tabelski sliki u;enci ugotovijo, zakaj so sestavine kupe razvr[;ene v dva stolpca. Ko pridete
do re[itve, skupaj pregledate REMEMBER BOX v U;beniku na strani 13.
1., 2. in 3. nivo> U;enci naredijo vajo 3 v Delovnem zvezku na strani 4 ter poslu[ajo posnetek k vaji 10
(U;benik, stran 14). Tako utrjujejo vpra[alnici How much \ many (Glej RVU, stran 146).
2. Utrjevanje in ponavljanje
1. nivo> Vaje v Delovnem zvezku, in sicer vaja 4 na strani 4 in vaja 6 na strani 5 (prilagojeno).
2. nivo> Vaja 11 v U;beniku na strani 14. U;enci se razporedijo v skupine po 4. Eden v skupini prevzame
vlogo gostitelja, ostali so gostje. Gostitelj si v U;beniku ozna;i, kaj ima doma in ;esa nima.
Po danem primeru v skupini poteka pogovor, ki ga u;itelj nadzoruje. :e je ;as, u;enci vloge
zamenjajo.
3. nivo> U;itelj u;ence razporedi v skupine po [tiri in enemu izmed njih dolo;i vlogo gostitelja, ki prireja
zabavo. Njegova naloga je, da sestavi seznam jedi, ki jih bo prijateljem ponudil. Medtem ko
ta pi[e seznam, vsak izmed drugih treh v mislih sestavi vpra[anja, ki jih bo zastavil gostitelju.
Vaja 11 naj jim bo vodilo, seznam pa naj raz[irijo tudi na jedi, ki jih na seznamu ni. To bo igro
naredilo [e privla;nej[o. Med trojico gostov je zmagovalec tisti, ki ugane vse stvari na seznamu
gostitelja.
3. Doma;a naloga
U;enci naredijo vaje v Delovnem zvezku.
1. nivo> Vajo 8 na strani 6.
2. in 3. nivo> Vse vaje od 4 do 9 na straneh 4–6.
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NASLOV U:NE URE> Rde;a kapica (Little Red Riding Hood)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, slikovne kartice, knjiga Rde;a Kapica
•
•
•
Besedi[;e, povezano s hrano
There is \ there are
Raba some, any
{tevni in ne[tevni samostalniki
CILJI> • U;enci ponovijo besedi[;e za hrano
• Ponovijo rabo some in any
• Ponovijo [tevne in ne[tevne samostalnike
SPRETNOSTI> • Govor – z ustreznimi koli;inskimi enotami povedo, kaj jedo oziroma kaj imajo v
ko[arici za babico
• Pisanje – zapi[ejo primere v Paradi znanja
• Branje – preberejo za;etek zgodbe o Rde;i kapici
POTEK U:NE URE>
1.
Uvodna motivacija
U;itelj pripravi listi;e velikosti 10x10 cm. Za vsakega u;enca jih naj bo pet (na 1. nivoju tri). Listi;e
razdeli u;encem, ti pa na vsak prejet list nari[ejo po eno /ivilo, hrano ipd. Vsak tako pori[e pet listi;ev
(na 1. nivoju tri), na katerih so narisana posamezna /ivila. U;itelj vse izdelke pobere in jih preme[a,
nato jih ponudi u;encem, in sicer tako, da se narisano ne vidi. Ko vsak dobi pet oziroma tri kartice,
drugim u;encem predstavi, kaj ima. Glede na izbrano kombinacijo slik je odvisno, ali bodo u;enci
svoj seznam komentirali z YUMMY ali YUK.
Na primer> I have got three tomatoes, an onion, some cheese and a bottle of pineapple juice. YUMMY!
2. in 3. nivo> U;enci uporabljajo raznovrstne ute/ne enote in embala/e.
2. Ponavljanje in utrjevanje
Za ponavljanje in utrjevanje si prav tako izberete igro, in sicer o Rde;i kapici v U;beniku na strani 14.
1. nivo> U;itelj posreduje besedilo u;encem. Ob ilustracijah iz knjige Rde;a Kapica bere besedilo iz
u;benika.
2. in 3. nivo> U;enci preberejo besedilo.
U;ence razdelite na pare, v katerih je eden Rde;a kapica, drugi volk. Rde;a kapica si zamisli
seznam jedi, ki ga bo nesla bolni babici, volk pa seznam jedi, po katerih bo spra[eval.
Vajo lahko izvedete na vseh treh nivojih, razlika je le v koli;ini jedi, ki jo bo Rde;a kapica nesla babici,
in v uporabi raznovrstnih ute/nih enot za dolo;ena /ivila.
3. Preverjanje
1. nivo> U;enci predelajo postavke v U;beniku na strani 45 in oblikujejo pisne primere za vsako.
2. in 3. nivo> U;enci pregledajo razpredelnico v U;beniku na strani 15 – GRAMMAR TIME OUT.
Pogovorite se o njej, nato pa u;enci preverijo, kaj so se v enoti nau;ili – U;benik, stran 45.
Za vsako postavko v zvezek zapi[ejo po en primer.
4. Doma;a naloga
1. nivo> Dokon;ajo zapis primerov za postavke v PARADE YOUR KNOWLEDGE na strani 45.
2. in 3. nivo> Vaji 10 in 11 na strani 7.
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NASLOV U:NE URE> V supermarketu (At the Supermarket)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, Zgo[;enka
• Razli;ne vrste embala/e in ute/ne enote (funt)
• Uporabljajo ustrezno embala/o in ute/ne enote za dolo;ena /ivila
SPRETNOSTI> • Govor – pogovarjajo se o nakupovanju in opisujejo, kaj vse najdejo na policah v
najbli/ji trgovini
• Pisanje – zapi[ejo oddelke v samopostre/ni trgovini
• Poslu[anje – poslu[ajo zgo[;enko s posnetkom iz supermarketa
• Branje – sledijo besedilu, ki ga poslu[ajo na zgo[;enki, in znajo razlo/iti postavke
na ra;unu
POTEK U:NE URE>
1.
Uvodna motivacija in uvajanje nove snovi
Skupaj z u;enci se v mislih podajte v najbli/jo trgovino oziroma supermarket. U;itelj na tablo nari[e
pribli/en tloris trgovine (trgovina je lahko povsem izmi[ljena). Vanj morajo posamezni u;enci vrisati
police z izdelki. Nalogo izvedete na vseh treh nivojih.
U;enci odprejo U;benik na strani 16. Skupaj si ogledate trgovino na tej strani in ugotovite, ali je
morda v njej kak[en oddelek oziroma polica ve; kot v va[i trgovini, ki ste jo sestavljali za motivacijo.
U;itelj razlo/i neznane besede.
Poslu[ajte posnetek.
1. nivo> U;enci posnetek poslu[ajo [e enkrat.
2. in 3. nivo> U;enci pogovor preberejo. Preberejo ga [e enkrat in usmerijo pozornost na nakupovalni
seznam ter sku[ajo ugotoviti, ali se kupljeno ujema z napisanim seznamom. Ne smejo
pozabiti preveriti ra;una. Svoje ugotovitve si zapi[ejo. Rezultat je> pozabili so kupiti
majonezo, prodajalka pa jim ni ra;unala ene vre;ke ;ipsa.
1. nivo> Po poslu[anem besedilu razvrstijo /ivila na seznamu na ustrezno polico in nato skupaj ob
u;iteljevi pomo;i primerjajo ra;un s seznamom ter izlu[;ijo podatek, ali se seznam in ra;un
ujemata. U;itelj u;ence usmerja in spodbuja.
2. in 3. nivo> U;enci izdelke sami ‘zlo/ijo’ na dolo;ene police ob pomo;i Delovnega zvezka, str. 9, vaja 14.
Ko ponovite besede za /ivila, si oglejte sli;ice v U;beniku na strani 17, ki predstavljajo nekaj vrst
embala/e in ute/nih enot, ter jim razlo/ite ute/no enoto pound. U;enci ugotovijo, kaj je na seznamu
merjeno s funti in koliko kilogramov to zna[a. Ugotovijo, da so otroci kupili pribli/no kilogram in pol
sira, enako koli;ino [unke in pribli/no dva kilograma krompirja.
3. Poglabljanje in utrjevanje snovi
1. nivo> U;itelj u;encem postavlja vpra[anja, ki se nana[ajo na pogovor v trgovini, kot so>
What did the children buy in a bottle|
What can you buy in a jar|
What is there in packets at your supermarket|
What is in loaves|
A pound of what can you buy at the grocer’s|
2. in 3. nivo> U;enci preberejo vpra[anja (U;benik, str. 17, vaja 3) in si v dvojicah izmenjajo odgovore
(Glej RVU, stran 146).
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Nato pregledajo REMEMBER BOX in ponovijo tvorbo nepravilne mno/ine -ves (loaves, shelves).
1. nivo> U;enci isto nalogo naredijo ob pomo;i u;itelja, s tem da v dolo;ene trgovine vna[ajo le
/ivila brez embala/e.
2. in 3. nivo> U;enci naredijo vajo 14 v Delovnem zvezku na strani 9, vendar morajo /ivila vnesti
skupaj z embala/o oziroma ute/no enoto. Pri tem uporabljajo le embala/o oziroma
ute/ne enote, katerih sli;ice so narisane v U;beniku na strani 17.
npr.> CHEMIST’S> a box of aspirins …
BAKER’S> 3 rolls …
GREENGROCER’S> a pound of carrots …
BUTCHER’S> 3 pounds of meat …
FLORIST’S> 1 clay pot …
GROCER’S> a carton of rice ...
FISHMONGER’S> half a pound of shrimps …
STATIONER’S> some writing papers …
Na podoben na;in naredijo vajo 15 v Delovnem zvezku na strani 10.
4. Doma;a naloga
1., 2. in 3. nivo> U;enci dokon;ajo vajo 15 v Delovnem zvezku na strani 10, ki so jo za;eli v [oli.
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NASLOV U:NE URE> {tevni in ne[tevni samostalniki (Countable and Uncountable Nouns)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, sli;ice iz reklam, Zgo[;enka (zvo;ni zapis str. 184)
JEZIKOVNA ZNANJA> • Besedi[;e, povezano z embala/o in merskimi enotami za dolo;ena /ivila
• Ponovijo [tevne in ne[tevne samostalnike ter rabo vpra[alnic How much \ How many
SPRETNOSTI> •
•
•
•
Govor – uprizorijo pogovor v trgovini
Pisanje – zapi[ejo izraze za embala/o oziroma ute/ne enote
Poslu[anje – poslu[ajo posnetke iz razli;nih trgovin
Branje – berejo ob poslu[anju posnetka
POTEK U:NE URE>
1.
Uvodna motivacija
‘Namizni tenis’ z izrazi za embala/o in ute/ne enote.
Posamezni u;enec pove eno /ivilo ter pokli;e so[olca, ki mora temu /ivilu dodati ustrezen izraz
za embala/o oziroma ute/no ali mersko enoto. Igra mora potekati ;im hitreje, u;enci izpadejo,
kadar odgovora ne vedo oziroma odgovorijo prepo;asi.
Npr.> A> milk B> a carton C> rice B> a box …
2. Ponavljanje in utrjevanje snovi
1., 2. in 3. nivo> U;enci poslu[ajo posnetek, ki sodi k vaji 4 v U;beniku na strani 18. Ob poslu[anju
k dekletovemu nakupovalnemu seznamu zapi[ejo koli;ino nakupljenega. Prav tako
utemeljijo, zakaj ni kupila vsega (Glej RVU, stran 146).
2. in 3. nivo> Ob posameznih /ivilih zapi[ejo C ali U glede na to, ali so /ivila [tevna ali ne, enako
naredijo u;enci 1. nivoja ob pomo;i u;itelja.
1., 2. in 3. nivo> U;enci se spra[ujejo po kupljenih /ivilih z ustrezno vpra[alnico za [tevne oziroma
ne[tevne samostalnike>
Npr.> How much butter did she buy, A|
A> One packet.
How many eggs did she buy,C|
C> Three pounds.
3. Poglabljanje in raz[irjanje snovi
1., 2. in 3. nivo> Poslu[ajo posnetek in hkrati sledijo besedilu vaje 5 v U;beniku na strani 18.
Ugotovijo, v katerih trgovinah poteka pogovor in v okvir;ke zapi[ejo ustrezno
[tevilko pogovora (Glej RVU, stran 146).
U;itelj na posebni mizi razstavi izrezane izdelke /ivil iz reklamnih plakatov.
1. nivo> Osredinite se samo na /ivila, ki so predstavljena v pogovorih> kruh, /emlje, [unka, razglednice,
marelice, grozdje, sladoled, ;ips in ;okolada Mars. U;enci se razdelijo v pare in si izberejo
svoj dvogovor. Miza predstavlja prodajni pult, na katerem so razstavljene sli;ice. Vsak par
predstavi svoj dvogovor, lahko tudi ob pomo;i U;benika.
2. in 3. nivo> U;itelj predstavi ve; /ivil, lahko celo ve; miz, torej ve; vrst ‘trgovin’> zelenjavar, supermarket, papirnica ipd. U;enci pripravijo lastne dvogovore, tako da si pomagajo z dvogovori
v vaji 5 in iz vsakega uporabijo kak[no frazo. Zdru/ujejo ve; dvogovorov v enega.
3. nivo> Uporabijo tudi /ivila, ki v dvogovorih niso omenjena.
4. Doma;a naloga
1. nivo> U;enci napi[ejo kratek pogovor v supermarketu.
2. in 3. nivo> Napi[ejo kraj[i nakupovalni seznam (pet stvari, 3. nivo tudi do deset) z raznovrstnimi
/ivili in embala/ami, nato pa zapi[ejo pogovor v trgovini.
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NASLOV U:NE URE> Vrste embala/ (Containers)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, kartice z narisanimi /ivili oziroma izdelki
• Embala/a ter merske in ute/ne enote
CILJI> • U;enci ponovijo in raz[irijo besedi[;e, povezano z embala/o ter merskimi in ute/nimi
enotami za /ivila
SPRETNOSTI> •
•
•
•
Govor – uprizarjajo razli;ne dvogovore
Pisanje – k /ivilom zapi[ejo ustrezno embala/o oziroma ute/no enoto
Branje – prepoznavajo zapise razli;nih embala/ in merskih enot
Poslu[anje – poslu[ajo se med seboj
POTEK U:NE URE>
1.
Uvodna motivacija
U;itelj izdela kartice z /ivili in drugimi izdelki, s katerimi so se u;enci /e sre;ali. Za osve/itev besedi[;a
preletijo strani 11, 12, 13 in 16 v U;beniku. U;itelj pokli;e u;enca, ki si izbere eno sliko, a tako, da narisanega
ne vidi. Ko vidi, kaj je na sliki, izbere enega izmed so[olcev in ga vpra[a, kje lahko to /ivilo kupi.
Npr.> A> I need some milk \ a newspaper \ a bottle of oil …
B> Go to the supermarket \ the newsagent’s \ the grocer’s…
2. Raz[irjanje in poglabljanje snovi
1. nivo> U;enci si ogledajo vajo 7 v U;beniku na strani 19. Obkro/ijo sli;ice, za katere besedi[;a [e
ne poznajo. Iz narisanega ugotovijo pomen. Vsaki embala/i pripi[ejo eno /ivilo. V dvojicah
zaigrajo dvogovor A.
2. in 3. nivo> V zvezke za vsako /ivilo zapi[ejo embala/o oziroma koli;ino (uporabijo /ivila, zapisana
v okvir;ku spodaj).
Npr.> mayonnaise – a tube of mayonnaise
mineral water – a bottle of mineral water
Nato v dvojicah zaigrajo dvogovore A, B in C.
3. Zaokro/itev snovi
1. nivo> Ponovijo snov z vajo 16 v Delovnem zvezku na strani 10.
2. in 3. nivo> U;enci odprejo U;benike na strani 22 in si ogledajo vajo 10 c. Pogovorite se o zastavljenih
vpra[anjih oziroma problemih. Nato vsak zase naredi vaji 16 in 17 v Delovnem zvezku
na straneh 10 in 11.
4. Doma;a naloga
1. nivo> Vaja 18 na strani 11.
2., in 3. nivo> Vaje 18–20 na straneh 11–14.
3. nivo> Vaji 19 in 21 na straneh 12 in 14.
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NASLOV U:NE URE> Koliko stane| (How Much is It|)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, Zgo[;enka (zvo;ni zapis str. 185–186)
• {tevila do sto
• Izra/anje cen
enotami za /ivila
• Razumejo in zapi[ejo, koliko /ivila stanejo
SPRETNOSTI> •
•
•
•
Govor – uprizarjajo razli;ne dvogovore
Pisanje – k /ivilom zapi[ejo ustrezno ceno
Branje – razumejo vpra[alnik in ga izpolnijo
Poslu[anje – zapi[ejo cene k /ivilom
POTEK U:NE URE>
1.
Uvodna motivacija
U;itelj po[lje iz razreda tri u;ence, ostalim pa prebere nakupovalni seznam, ki si ga zapomnijo
ali zapi[ejo.
Npr.> a pound of apples
a bag of sweets
a tube of mayonnaise
a bottle of water
a jar of jam
Ko u;itelj seznam prebere, v razred pokli;e prvega u;enca in mu seznam ponovno prebere. Ta si ga
mora ;im bolje zapomniti.
Ko u;itelj pokli;e drugega u;enca, mu prvi sku[a ponoviti nakupovalni seznam, kot ga je sli[al od
u;itelja. Enako se ponovi s tretjim u;encem, ki ga sli[i od drugega. Ko zadnji u;enec pove svoj seznam,
ga drugi u;enci preverjajo. Nastalo bo veliko smeha, saj od prvotnega seznama ne bo ostalo veliko
enakih /ivil.
Igra je primerna za vse u;ence, s tem da na 1. nivoju imenujemo le tri /ivila, odvisno od sposobnosti
u;encev v skupini.
2. Pridobivanje besedi[;a in komunikacijskih spretnosti
Da u;encem osve/imo spomin na [tevila, u;itelj priredi tekmovanje. Pred tablo pokli;e po dva ali tri
u;ence iz vsake skupine (razred razdelite na dve ali tri skupine) ter pove katerokoli [tevilo do 100.
U;enci ga morajo ;im hitreje zapisati s [tevko. U;enec, ki je pri tem najhitrej[i, pridobi to;ko za
svojo skupino.
Preglejte slike embala/ nekaterih /ivil v U;beniku na strani 20 (vaja 8).
2. in 3. nivo> U;enci se spra[ujejo med seboj po ceni /ivil>
A> How much are peanuts|
B> They are 85p a packet.
Ko pregledajo vse cene, uprizorijo igro vlog po vzorcu dvogovorov A ali B.
1. nivo> U;itelj postavlja vpra[anja o ceni posameznih artiklov, u;enci pa v odgovoru navedejo
ustrezno embala/o.
V tej skupini prav tako odigrate dvogovor, in sicer primer A.
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3. Utrjevanje snovi
Z vajo 9 v U;beniku na strani 20 se ‘preselite’ na tr/nico in si oglejte stojnico s sadjem. Obnovite besednjak. U;enci poslu[ajo posnetek in k ustreznemu sadju vpi[ejo ustrezno ceno (Glej RVU, stran 146).
4. Zaklju;ek
Za konec u;enci izpolnijo vpra[alnik o nakupovanju v U;beniku na strani 21.
1. nivo> U;itelj dodatno pomaga. Ob vsakem vpra[anju u;enci povedo svoje mi[ljenje oziroma izku[nje.
2. in 3. nivo> Vajo naredijo samostojno. Pregledajo mno/ino samostalnikov s kon;nico -f(e)
(U;benik, stran 22)
1., 2. in 3. nivo> Pregledajo mno/ino samostalnikov s kon;nico -f(e) (U;benik, stran 22). Po tem
poslu[ajo [e posnetek z izgovorjavo (U;benik, str. 43\2).
5. Doma;a naloga
1., 2. in 3. nivo> U;enci preverijo, kako dobro poznajo snov iz razdelka A2 (U;benik, stran 45).
2. in 3. nivo> K vsaki postavki zapi[ejo tudi primer.
1. nivo> U;enci nari[ejo stojnico z raznovrstnimi izdelki in jih opremijo s ceno. Vaji 23 in 24
v Delovnem zvezku na straneh 15, 16.
2. nivo> Vaji 23 in 24 v Delovnem zvezku na straneh 15, 16.
3. nivo> Izpolnijo vaje 22, 23 in 24 v Delovnem zvezku na straneh 14–16.
Za naslednjo uro u;enci prinesejo reklamne bro[ure in letake za /ivila.
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NASLOV U:NE URE> Projektna ura
U:NA GRADIVA IN PRIPOMO:KI> reklamni plakati, letaki, bro[ure
CILJI> • U;enci ponovijo besedi[;e, povezano z embala/o ter merskimi in ute/nimi enotami za /ivila
SPRETNOSTI> • Pisanje – slike /ivil opremijo z besedilom, pi[ejo dvogovore
POTEK U:NE URE>
1. Projektna ura
U;enci pripravijo [karje, lepilo, pisala, u;itelj pa jim razdeli risalne liste. Naloga u;encev je, da
pripravijo predstavitev /ivil.
1. nivo> U;enci izrezujejo sli;ice (najmanj deset) in jih opremijo z besedi[;em za embala/o oziroma
ute/no ali mersko enoto>
Npr.> u;enec nalepi sli;ico s [katlo ri/a, ob njej pa napi[e> a box of rice.
2. nivo> U;enci izrezujejo sli;ice (najmanj deset) in jih nato razvrstijo v oddelke /ivil ter opremijo
z besedilom.
Npr.> u;enec izre/e vre;ko ;ipsa, sliko zelene paprike in majoneze. Razvrsti jih v oddelke> SNACKS,
VEGETABLES, DAIRY PRODUCTS. Nato [e zapi[e embala/o in ime> a bag of crisps, green peppers,
a tube of mayonnaise.
3. nivo> U;enci izre/ejo sli;ice /ivil (najmanj 15) in na podlagi teh sestavijo tri dvogovore med
prodajalcem in kupcem.
Nastale projekte lahko u;itelj tudi oceni, vendar mora u;encem vnaprej povedati merila
za ocenjevanje, lahko pa jih uporabi za razstavo.
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NASLOV U:NE URE> Ponavljanje in utrjevanje, spominki iz Slovenije (Souvenirs from Slovenia)
•
•
•
•
Ponovitev besedi[;a, povezanega s hrano
Ponovitev izrazov za embala/o in ute/ne enote
Izra/anje cen, [tevila do 100 oziroma nad 1000
Spoznajo nekaj izrazov iz slovenske kulturne dedi[;ine
Uporabljajo zvezo made of
enotami za /ivila
• Raz[irjajo svoje besedi[;e v pesmicah, ugankah, [alah
• Spoznajo slovensko kulturno dedi[;ino
SPRETNOSTI> • Govor – povedo svoje mnenje
• Pisanje – napi[ejo kratko pesem
• Branje – razumejo dalj[a besedila in obrazlo/itve, berejo pesmi, uganke, zavozlanke
in [ale
• Poslu[anje – poslu[ajo mnenja so[olcev in se nanje odzivajo
POTEK U:NE URE>
1.
Uvodna motivacija
1. nivo> U;itelj u;encem pripravi t. i. slikovni narek. Besedilo opisuje Toma, ki se pripravlja na
rojstnodnevno zabavo. U;enci besedilo pazljivo poslu[ajo in iz njega izlu[;ijo vse, kar mora
Tom kupiti. Na ta na;in sestavijo nakupovalni seznam, ki ga lahko napi[ejo ali nari[ejo
(odvisno od sposobnosti u;encev)>
It’s my birthday party tomorrow. I have to buy a lot of things. I invited a lot of my friends, so I have to buy
some water, let’s say 10 bottles, no, 12, and three bottles of juice. Then I will need some bread. Let me
see – OK – 7 loaves would be enough. I hope. Klara doesn’t eat meat. I have to buy vegetables for her>
three green peppers, a pound of cucumbers and some potatoes. For the others, I’ll buy two pounds
of sausages and a pound of cheese. Oh, no, I also need some fruit> two pounds of apricots and eight
pounds of bananas. That’s all. What about a cake| Yes, one cake. I almost forgot, Miha loves peanuts.
I’ll take six packets.
And a crate of beer. Just joking! Three cartons of milk instead.
Ta vaja traja dlje ;asa, zato ni zgolj motivacijska, namenjena je tudi ponavljanju in utrjevanju.
2. in 3. nivo> U;enci odprejo U;benike na strani 47 (razdelek F), si ogledajo ilustracijo, preberejo
zanimiva dejstva o ;lovekovem prehranjevanju, potem se o tem pogovorite.
2. Novo besedi[;e – slovenska kulturna dedi[;ina
2. in 3. nivo> U;itelj u;ence pripravi na novo besedi[;e z vpra[anji iz U;benika na strani 46 v vaji 3.
Napove jim, da se bodo pogovarjali o spominkih. U;enci nato predlagajo (v slovenskem
ali angle[kem jeziku), kaj bi kot Slovenci podarili tujcu, da bi ga spominjalo na na[o de/elo.
Ko si dobro ogledajo sli;ice s slovenskimi izdelki, ki nas predstavljajo v svetu, se
pogovorite, iz ;esa so posamezni izdelki narejeni. V vaji 2 (U;benik, str. 46) je razvidna
struktura made of, hkrati pa u;enci spoznajo nekaj izrazov za razli;ne materiale.
Preberite ‘drobnarije’ v U;beniku na strani 50 (razdelek I).
Najprej naj se u;enci lotijo [al.
1. nivo> U;itelj pomaga z dodatno razlago.
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2. in 3. nivo> U;itelj razlo/i pomen fit like a glove – pristajati kot ulito< odve; ne bo razlaga besede
humanitarian, ki ima sicer popolnoma druga;en pomen, kot ga sre;ajo v [ali.
Ko so u;enci pripravljeni na ‘neumnosti’, se lotite nesmiselnih ugank (U;benik, str. 50).
2. in 3. nivo> U;enci samostojno i[;ejo pare vpra[anj in odgovorov. Vendar tudi pri teh u;encih
dodatna razlaga ne bo odve;. Treba jim je razlo/iti besedne igre, ki temeljijo na podobni
izgovorjavi besed ali sinonimih>
Npr.> happy – merry > United States – America,
tin \ can (plo;evinka)
hamburger – ham([unka)burglar(vlomilec)
skeletons – made of bones
rock and roll – rocking chair can also roll with wheels
pea (grah) – pea (enaka izgovorjava)
nuts (ore[ki oziroma norci)
butter – butter fly (maslo leti) oziroma butterfly (metulj)
orange – run out of something (zmanjkati ne;esa)
2. in 3. nivo> Poslu[ajo pesem na strani 50 in jo sku[ajo razlo/iti. Dotaknite se problematike
propadanja majhnih trgovin, ki je danes zelo pogosta.
1., 2. in 3. nivo> U;enci napi[ejo kratko pesem na temo FOOD.U;itelj u;encem predstavi izhodi[;ni
model pesmi>
Npr.> VEGETABLES
I like green (adjective for colour) peppers (noun),
they are good for health,
I can’t stand onions (noun),
they make me sick.
Go to the grocer’s (shop),
and buy some carrots (noun)
a pound or two (container, measure)
and I’ll be happy.
3. Doma;a naloga
1., 2. in 3. nivo> U;enci napi[ejo [e kak[no kratko pesem ali rimo.
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NASLOV U:NE URE> Katerega\katero\katere /eli[; (Which One(s) Would You Like|)
JEZIKOVNA ZNANJA> • Povratni osebni zaimki (myself, yourselves …)
• Ponovitev one, ones
• Ponovitev kazalnih zaimkov this\these, that\those
CILJI> • U;enci spoznajo rabo povratnih osebnih zaimkov
• Spoznajo besedi[;e za nekatera obla;ila
SPRETNOSTI> •
•
•
•
Govor – izra/ajo mnenja in odgovarjajo na vpra[anja
Pisanje – pi[ejo kratke dvogovore
Branje – i[;ejo napake v besedilu
Poslu[anje – poslu[ajo posnetek iz trgovine z obla;ili
POTEK U:NE URE>
1.
Uvodna motivacija
U;no uro za;nete z veri/no igro I’m at the supermarket and I buy.
U;enec, ki za;ne igro, pove, kaj kupuje v trgovini> I’m at the supermarket and I buy a loaf of bread.
Naslednji u;enec ponovi, kaj je kupil prvi, in doda [e lasten izdelek itd. vse do zadnjega ;lena verige.
1. nivo> U;enci uporabljajo le imena za /ivila.
2. in 3. nivo> U;enci uporabljajo poleg imen za /ivila [e imena za embala/o in merske enote.
2. Uvajanje nove u;ne snovi
U;enci poslu[ajo posnetek in spremljajo besedilo v U;beniku na strani 23. Ozna;ijo besede, ki jih
ne razumejo, nato se o njih pogovorite. Posnetek poslu[ajo [e enkrat, da dojamejo bistvo zgodbe.
U;enci postavljajo drug drugemu vpra[anja iz vaje 2 (a in b) v U;beniku na strani 24 ter nanje
odgovarjajo (Glej RVU, stran 146).
Osredinite se na vsebino dvogovora. U;enci preberejo besedilo vaje 3 v U;beniku na strani 24
in v njem poi[;ejo napake (Glej RVU, stran 146).
1., 2. in 3. nivo> U;enci preberejo REMEMBER BOX (U;benik, str. 23), u;itelj ga dodatno pojasni ter
u;ence vodi k odkrivanju nove strukture, to je povratnega osebnega zaimka.
U;itelj zastavi tabelsko sliko tako, da u;enci ponovijo one\ones, kazalne zaimke in novo strukturo
– povratni osebni zaimek.
Npr.> Na tablo ri[e pare sli;ic, ob katere zapi[e osebo, hkrati pa z narisano roko ozna;i oddaljenost predmeta.
Slika> I> modre kavbojke (brez dlani) + she> dlan, ki ka/e na oddaljenost + rde;e kavbojke
I’m buying these blue jeans for myself, she’s buying those red ones for herself.
They> dlan, ki ka/e na oddaljenost + large T-shirt + he (brez dlani) + small T-shirt
They are buying that large T-shirt for themselves, and he’s buying this small one for himself.
U;enci ugotovijo, da se povratni osebni zaimek uporablja v dveh pomenih kot> sam v pomenu brez
pomo;i oziroma kot povratni osebni zaimek.
3. Utrjevanje snovi
U;enci naredijo vaji 25 in 27 v Delovnem zvezku na straneh 16 in 17.
Na podlagi sli;ic v U;beniku na strani 24 v vaji 4a u;enci v parih izdelajo tri dvogovore, pri ;emer
ne uporabijo tistih izdelkov, ki so zapisani v dvogovorih (4a,b,c).
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4. Doma;a naloga
U;enci preberejo MILES OF SMILES v U;beniku na strani 24 ter sestavijo podobno [alo s kak[nim
drugim obla;ilom in /ivili.
1. nivo> Zapi[ejo eno podobno [alo.
2. in 3. nivo> Zapi[ejo dve oziroma tri tak[ne [ale.
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NASLOV U:NE URE> Utrjevanje one\ones
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, Zgo[;enka (zvo;ni zapis str. 185)
JEZIKOVNA ZNANJA> • Ponovitev besedi[;a za obla;ila
• Ponovitev rabe one\ones
CILJI> • U;enci uporabljajo besedi[;e za obla;ila
• U;enci znajo nadomestiti samostalnik z one\ones
• Uporabljajo ustrezne kazalne zaimke
SPRETNOSTI> • Govor – ustvarjajo dvogovore ob sli;icah
• Pisanje – zapi[ejo zavrnitve in dvogovore
• Branje – razumejo besedilo in ga dopolnijo z one\ones
• Poslu[anje – poslu[ajo dvogovore so[olcev, ob posnetku preverijo zapisane ideje
POTEK U:NE URE>
1.
Uvodna motivacija
1. nivo> U;itelj vodi u;ence do odgovora.
Npr.> I have a green pepper and a red pepper. Which one would you buy for yourself|
A> (I would buy) the red one for myself.
2. nivo> U;enec si zamisli dve obla;ili ali /ivili v razli;nih barvah, materialih, velikostih …, ju imenuje
in so[olca vpra[a> Which one would you \ your mother \ I buy for yourself \ herself \ myself|
Vpra[ani odgovori po svoji /elji.
Npr.> A> A blue shirt and a black shirt. Which one would your Dad buy for himself|
B> He would buy the blue one for himself.
3. nivo> Z u;enci ponovite besedi[;e za slovenske spominke, predvsem pa jih spomnite na frazo
What are they made of. Uvedite vpra[anje What are they like, pri ;emer u;enci na[tejejo
nekaj pridevnikov. Svoje znanje raz[irijo ob pridevnikih, povezanih s sli;icami v U;beniku
na strani 48, razdelek G – SLURP UP WORDS! Vajo naredite ustno kot ogrevanje, hkrati pa kot
ponovitev, utrditev in raz[iritev besedi[;a za pridevnike.
2. Ponavljanje in raz[irjanje
1., 2. in 3. nivo> U;enci naredijo vajo 5 v U;beniku na strani 25 (Glej RVU, stran 146).
Samostojno re[ijo vaji 6 in 7 v U;beniku na strani 25, s tem da slednje preverijo
ob poslu[anju posnetka (Glej RVU, stran 146).
Odigrajte igro Which. U;itelj zbere od u;encev nekaj enakih stvari z razli;nimi lastnostmi, nato
spra[uje po lastniku> Which is Tim’s pen| Which is Tara’s bag|
2. in 3. nivo> Vlogo u;itelja prevzamejo u;enci.
U;enci si ogledajo vajo 8 (U;benik, str. 26) in povedo, katere predmete bi sami raje imeli. En dvogovor
zapi[ejo. Pri tem si pomagajo z danim primerom.
3. Doma;a naloga
1. nivo> Dokon;ajo zapis dvogovorov (U;benik, str. 26, vaja 8).
2. in 3. nivo> Vajo 26 na strani 17, dodatno [e vajo 53 na strani 35.
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NASLOV U:NE URE> Povratni osebni zaimki (Reflexive Pronouns)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, prosojnica Reflexive Pronouns, Zgo[;enka
JEZIKOVNA ZNANJA> • Raba povratnega osebnega zaimka
CILJI> • Ponovitev povratnih svojilnih zaimkov
SPRETNOSTI> •
•
•
•
Govor – povedo, kaj delajo sami oziroma zase
Pisanje – vstavljajo povratne osebne zaimke
Branje – razumejo povedi in vstavljajo ustrezne zaimke
Poslu[anje – iz posnetkov razberejo re[itve
POTEK U:NE URE>
1.
Uvodna motivacija
U;enci sedijo v krogu, eden izmed njih je v sredini. U;itelj vpra[a> What do you like doing| U;enec,
ki je v krogu, pove, kaj rad dela, drugi, ki stojijo okoli njega, pa to dejanje uprizorijo. Igra lahko zajema
tudi izpadanje (kdor uprizori napa;no dejanje, je prepo;asen ipd.). To [e pripomore k natan;nemu
poslu[anju in sodelovanju.
2. Uvajanje nove snovi
Uvodna motivacija uvaja novo obravnavano snov. U;itelj zastavi klju;no vpra[anje>
Do you like doing these things by yourself or with somebody else|
Ogledate si primere [e nekaterih dejanj v U;beniku na strani 26, vaja 10. U;enci povedo svoje mnenje,
kaj raje po;nejo sami oziroma v dru/bi.
Razlo/ite u;encem, da je myself povratni osebni zaimek, ;eprav so ga v tej vaji spoznali tudi v drugi
vlogi, v pomenu ‘delati nekaj sam, brez dru/be, tudi brez pomo;i’.
Delovni list> U;enci se razporedijo v skupine po tri ali [tiri. Vsaka skupina dobi delovni list, vendar
v razrezani obliki. Njihova naloga je, ;im hitreje sestaviti pare. Vaja je primerna za
vse u;ence. Ko dobijo re[itev, u;enci v zvezke prepi[ejo dobljene pare pod naslovom
REFLEXIVE PRONOUNS.
U;enci ugotovijo, kako se osnova podalj[uje in zakaj je razlika v teh podalj[kih (-self – ednina, selves – mno/ina).
2. in 3. nivo> U;enci tvorijo (ustno) kak[no poved iz prvih delov povratnih osebnih zaimkov
(npr.> them – I don’t see them often).
3. Utrjevanje nove snovi
Povratne osebne zaimke ponovite in utrdite ob prikazu prosojnice Reflexive Pronouns.
1. nivo> Vajo 11 v U;beniku na strani 27 naredijo ob pomo;i u;itelja. Re[itve preverite ob poslu[anju
posnetka (Glej RVU, stran 146). Naredite [e vajo 13 na strani 28.
2. in 3. nivo> U;enci samostojno re[ijo vajo, nato prav tako preverijo re[itve ob poslu[anju posnetka.
Vaja 12 (Glej RVU, stran 146). U;enci naredijo [e vajo 13 in jo preverijo (Glej RVU, stran 146).
4. Zaklju;ek in doma;a naloga
1. nivo> U;enci za;nejo re[evati vajo 27 na strani 17.
2. in 3. nivo> Vaji 27 in 28 na straneh 17 in 18.
3. nivo> Naredijo [e vaji 29a,b na straneh 18 in 19.
Vaje dokon;ajo doma, ;e jim jih ne uspe narediti v [oli.
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I
MYSELF
YOU
(singular)
YOURSELF
WE
OURSELVES
THEY
THEMSELVES
HE
HIMSELF
SHE
HERSELF
IT
ITSELF
YOU
(plural)
YOURSELVES
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NASLOV U:NE URE> Ponavljanje in utrjevanje (Reflexive Pronouns)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, delovni list
JEZIKOVNA ZNANJA> • Raba povratnega osebnega zaimka – ponavljanje in utrjevanje
CILJI> • U;enci uporabljajo povratne osebne zaimke
SPRETNOSTI> • Govor – povedo, kaj je kdo sposoben opraviti sam in ;esa ni sposoben opraviti
sam< izmenjujejo mnenja
• Pisanje – zapisujejo stavke s povratnimi osebnimi zaimki
• Branje – razumejo trditve v kvizu in se nanje odzivajo
POTEK U:NE URE>
1.
Uvodna motivacija
1. nivo> U;itelj prevzame vlogo ‘topa’, ki ‘strelja’ osebne zaimke. U;enci morajo ;im hitreje uganiti
povratni osebni zaimek ter tvoriti poved z ‘like’. Igro lahko igrate tako, da so u;enci razdeljeni
v dve ali tri skupine in imajo nekaj sekund ;asa za posvet, preden povedo stavek.
Npr.> U;itelj> We
skupina> We like ourselves.
U;itelj> Timi and Ma[a
skupina> They like themselves.
Posamezne skupine si za pravilen odgovor prislu/ijo to;ko.
2. in 3. nivo> Za motivacijo uporabite razdelek H v U;beniku na strani 49 – ustaljene dvojice v angle[;ini.
Spoznajo, da jih imamo v slovenskem jeziku, da pa so jih sre;ali tudi /e v angle[kem.
Poslu[ajte posnetek z izgovorjavo (U;benik, str. 43, vaja 3).
Oglejte si razpredelnico v U;beniku na strani 28, vaja 14.
1. nivo> Oglejte si primera za Lindo ter Jim & Ann. Pomagajte u;encem pri oblikovanju povedi in
po potrebi pri prevodu posameznih opravil. U;enci nato odkljukajo, katera opravila opravljajo
sami oziroma katera ne opravljajo sami, enako povedo za svojega soseda oziroma sosedo.
2. nivo> U;enci razberejo dejavnosti, ki jih imenovane osebe opravljajo, nato izpolnijo prostor zase,
sosedu pa zastavljajo ustrezna vpra[anja> Do you make your bed yourself|
Glede na dobljene odgovore vpi[ejo kri/ec ali kljukico, nato poro;ajo razredu.
3. nivo> U;enci si zastavljajo vpra[anja za vse dane osebe.
V zvezek zapi[ejo nekaj primerov svojih so[olcev.
Npr.> DO YOU DO IT YOURSELF|
Alja/ tidies his room himself but he doesn’t washes a car himself.
3. Zaklju;ek
1. nivo> Preglejte razlago v GRAMMAR TIME OUT v U;beniku na strani 30, nato pa skupaj preverite
znanje v PARADE YOUR KNOWLEDGE v U;beniku na strani 45.
2. in 3. nivo> U;enci samostojno razmislijo o kvizu v U;beniku na strani 29, nato se o njem na kratko
pogovorite.
Preberejo GRAMMAR TIME OUT, na strani 45 preverijo, kaj so se nau;ili v razdelku A3, k vsaki trditvi
zapi[ejo [e kak primer.
4. Doma;a naloga
1. nivo> Dokon;ajo zapis k postavkam v GRAMMAR TIME OUT.
2. in 3. nivo> U;enci naredijo vajo 30 v Delovnem zvezku na strani 19.
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NASLOV U:NE URE> Vpra[alni dostavki (Question Tags)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, delovni list, Zgo[;enka
JEZIKOVNA ZNANJA> • Raba vpra[alnih dostavkov (isn’t she, don’t you …)
CILJI> • U;enci spoznajo in ustrezno uporabljajo vpra[alne dostavke
SPRETNOSTI> • Govor – izmenjujejo stali[;a o nakupovanju
• Pisanje – prepi[ejo pare> povedi z ustreznim vpra[alnim dostavkom
• Branje – razumejo zgodbo< ustrezno izra/ajo svoja mnenja glede na prebrana
vpra[anja< prepoznavajo glagolske oblike
• Poslu[anje – poslu[ajo posnetek o nakupovanju v Londonu
POTEK U:NE URE>
1.
Uvodna motivacija
Igra ‘Peter kli;e Pavla’>
Vsak u;enec si izbere eno jed, lahko tudi kak drug prodajni izdelek, ki ga vsi poznajo (obla;ilo …).
Izbrano stvar pove na glas v angle[;ini, u;itelj jo zapi[e na tablo. Med seboj se kli;ejo po izbranih
‘imenih’, zato se morajo dobro poslu[ati. To je igra zbranosti, solidarnosti in strpnosti. Je tudi
tekmovalnega zna;aja, da u;ence spodbudi k ve;ji zbranosti. U;enec, ki ni pozoren ali se prepozno
odzove, se zmoti in izpade iz igre.
Npr.> Egg calls bread. Bread calls T-shirt. T-shirt calls coke. Etc.
Ko ostane malo u;encev, igra poteka vedno hitreje. To prinese ve; smeha in tudi jeze ob izpadanju.
2. Pridobivanje slovni;nih struktur – vpra[alni dostavki
Z u;enci se pogovorite o vpra[anjih o nakupovanju, ki so zapisana v U;beniku na strani 31, vaja 1a.
U;enci povedo svoja mnenja in izku[nje.
Ogledajo si slike Patricije in Claire med nakupovanjem in odgovorijo na vpra[anja v vaji 1b (Glej
RVU, stran 147).
1., 2. in 3. nivo> Poslu[ajo posnetek o Patricii in Claire med nakupovanjem. Posnetek po potrebi poslu[ajo
[e enkrat. Preverite razumevanje z vajo 3 v U;beniku na strani 32 (Glej RVU, stran 147).
2. in 3. nivo> U;enci zastavijo vpra[anja v vaji 4 v U;beniku na strani 32 so[olcem in nanje odgovarjajo.
Preberite REMEMBER BOX v U;beniku na str. 31. Vpra[alne dostavke, o katerih jih okvir;ek seznani,
poi[;ejo v obravnavanem besedilu. Na 3. nivoju bodo u;enci sami ugotovili vzorec, sicer ga razlo/ite
ob pomo;i delovnega lista>
U;enci se razdelijo v skupine po tri. Vsaka dobi delovni list oziroma listi;e, na katerih so prvi deli
povedi oziroma vpra[alni dostavki. Naloga u;encev je, da ;im hitreje sestavijo povedi.
U;itelj pripravi prosojnico z re[itvami. Za vsakega u;enca pripravi tudi fotokopijo. Na njej u;enci
ozna;ijo vzorec tvorbe vpra[alnih dostavkov. Ugotovijo, da je bistvo vpra[alnega dostavka poznavanje
pomo/nih glagolov, naklonskih glagolov oziroma glagola ‘biti’.
Ugotovijo tudi, da je vpra[alni dostavek v trdilnih stavkih vselej v nikalni obliki.
Nato skupine dobijo [e en delovni list, tokrat z nikalnimi stavki, pri ;emer ugotovijo, da so vpra[alni
dostavki v nikalnih povedih vselej v trdilni obliki. Tudi re[itve tega delovnega lista prika/ite na
prosojnici, na kopiji pa si vsak u;enec ozna;i pravilo za nikalne povedi.
3. Doma;a naloga
1., 2. in 3. nivo> U;enci naredijo vajo 31 v Delovnem zvezku na straneh 19 in 20.
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I AM PRETTY,
AREN’T I|
YOU ARE PRETTY,
AREN’T YOU|
HE IS PRETTY,
ISN’T HE|
WE WERE PRETTY,
WEREN’T WE|
SHE WAS PRETTY,
WASN’T SHE|
IT LOOKED PRETTY,
DIDN’T IT|
THEY LOOK PRETTY,
DON’T THEY|
SHE LOOKS PRETTY,
DOESN’T SHE|
YOU WILL LOOK PRETTY,
WON’T YOU|
SHE HAS GOT A PRETTY FACE,
HASN’T SHE|
YOU HAVE GOT PRETTY FACES,
HAVEN’T YOU|
I MUST BE PRETTY,
MUSTN’T I|
WE CAN BE PRETTY,
CAN’T WE|
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16
I AM NOT PRETTY
AM I|
YOU ARE NOT PRETTY,
ARE YOU|
HE IS NOT PRETTY,
IS HE|
WE WEREN’T PRETTY,
WERE WE|
SHE WASN’T PRETTY,
WAS SHE|
IT DIDN’T LOOK PRETTY,
DID IT|
THEY DON’T LOOK PRETTY,
DO THEY|
SHE DOESN’T LOOK PRETTY,
DOES SHE|
YOU WON’T LOOK PRETTY,
WILL YOU|
SHE HASN’T GOT A PRETTY FACE,
HAS SHE|
I MUSTN’T BE PRETTY,
MUST I|
WE CAN’T BE PRETTY,
CAN WE|
YOU HAVEN’T GOT A PRETTY FACE,
HAVE YOU|
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NASLOV U:NE URE> Preverjanje in utrjevanje znanja (Question Tags)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, prosojnica Tag Questions, Zgo[;enka
(zvo;ni zapis str. 186)
JEZIKOVNA ZNANJA> • Ponovitev vpra[alnih dostavkov (isn’t she, don’t you, is she, do you…|)
CILJI> • U;enci ustrezno uporabljajo vpra[alne dostavke
SPRETNOSTI> • Govor – branje povedi
• Pisanje – zapi[ejo ustrezne vpra[alne dostavke
• Branje – razumejo povedi in glagolsko obliko, na podlagi katerih zapi[ejo ustrezni
vpra[alni dostavek
• Poslu[anje – poslu[ajo re[itve
POTEK U:NE URE>
1.
Uvodna motivacija
Ponovite igro z vpra[alnimi dostavki iz prej[nje ure. Ponovite rabo vpra[alnih dostavkov ob prosojnici
Tag Questions.
Odprite U;benike na strani 32.
1., 2. in 3. nivo> U;enci naredijo vajo 5a. Re[itve preverite ob poslu[anju posnetka (Glej RVU, str. 147).
3. nivo> U;enci si zastavljajo vpra[anja v dvojicah (vaja 5c) in nanje odgovarjajo.
Pri vaji 6a v U;beniku na strani 33 naredite podobno na vseh treh nivojih.
Preverite re[itve ob poslu[anju posnetka (Glej RVU, stran 147).
3. Poglobitev
Vaja 7 v U;beniku na strani 33 predstavi rabo vpra[alnih dostavkov, ki ne zahtevajo odgovora, saj
so namenjeni le kot potrjevanje povedanega. U;enci naj vstavijo pravi dostavek in sku[ajo ugotoviti
njegovo rabo (napovedana /e v navodilih) (Glej RVU, stran 147).
U;enci naredijo vaji v Delovnem zvezku.
1., 2. in 3. nivo> Vajo 32 na strani 20.
3. nivo> Dodatno [e vajo 33 na straneh 20 in 21.
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NASLOV U:NE URE> Kraja v trgovini (Shoplifting)
JEZIKOVNA ZNANJA> • Ponovitev vpra[alnih dostavkov (isn’t she, don’t you, is she, do you …|)
CILJI> • U;enci ustrezno uporabljajo vpra[alne dostavke
SPRETNOSTI> • Govor – branje povedi< iskanje prave osebe< postavljanje vpra[anj
• Branje – razumejo povedi in glagolsko obliko, na podlagi katerih postavijo ustrezno
vpra[anje z dostavkom
• Poslu[anje – pozorno poslu[ajo zastavljena vpra[anja
POTEK U:NE URE>
1.
Uvodna motivacija
Delovni list> Vsak u;enec dobi svojo kartico. Dolo;ite prostor, namenjen tistim, ki dobijo kartico,
na katerem je napisano, kdo so. Ti sedejo na dolo;eno mesto in po;akajo, da drugi odkrijejo njihovo
identiteto. U;enci, ki dobijo kartico s podatki za dolo;eno osebo, se obra;ajo nanje z obvezno rabo
vpra[alnega dostavka>
You are Monica, aren’t you|
No, sorry.
You have got two brothers, haven’t you|
Yes, I have.
You live in the USA, don’t you|
Yes, I do.
You are Monica.
Yes, I am.
Ta igra je dokaj zahtevna, zato jo lahko izvedete tudi tako, da spra[evalce dolo;ite. S tem iskanje pospe[ite.
Motivacijska igra je precej podobna vaji 8 v U;beniku na strani 34 (Glej RVU, stran 147).
Preden se lotite vaje, u;enci preberejo [alo MILES OF SMILES na isti strani. Ob tem razlo/ite besedo
‘shoplifter’, ;e je sami ne razvozljajo.
Izberite tatinski par.
1. nivo> Pripravite listi;e z danimi informacijami.
2. in 3. nivo> Tatinski par si v nekaj minutah zamisli odgovore, ki jih bo dajal ‘policistom’, tj. so[olcem.
Npr.> Matteo is Italian
You aren’t married.
Matteo is 32.
You like travelling.
You were here at 6 pm.
Matteo didn’t put anything in his bag.
You sometimes steal.
You come from Milan.
Sylvie (30) comes from France.
You are models.
Sylvie likes cheap clothes.
You weren’t shoplifting.
Sylvie was talking to the shop assistant.
You are professional models.
U;enci sledijo navodilom v vaji.
1. nivo> Naredijo vajo 9 v U;beniku na strani 34.
2. in 3. nivo> Vaje 9 in 10a,b.
3. Utrditev znanja
Poslu[ajte posnetek izgovorjave povedi z vpra[alnimi dostavki (U;benik, str. 43, vaja 4). U;enci se
zavedajo razlike med rasto;o in padajo;o intonacijo.
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1. nivo> Skupaj predelajte tabelo GRAMMAR TIME OUT v U;beniku na strani 35 in ponovite vpra[alne
dostavke.
2. in 3. nivo> Pregledajo tabelo GRAMMAR TIME OUT.
1., 2. in 3. nivo> V PARADE YOUR KNOWLEDGE v U;beniku na strani 45 u;enci pregledajo,ali so osvojili
vpra[alne dostavke, ki so se jih morali nau;iti v razdelku A4.
4. Doma;a naloga
1., 2. in 3. nivo> U;enci napi[ejo pet povedi (na 1. nivoju lahko samo tri) za svojega u;itelja v obliki
intervjuja z uporabo vpra[alnih dostavkov.
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18
You are>
Michael
married
25
2 children
work in a bank
You are>
Michael
single
38
no children
work in a shop
You are>
Michael
divorced
31
2 children
work in a post office
Find>
Michael
married \ single \ divorced
25\ 38 \ 31
2 children \ no children \ 2 children
work in a bank \ work in a shop \ work in a post office
You are>
Sally
23
went to Washington
primary school
live in a house
a shop assistant
You are>
Sally
30
went to Oxford primary
school
live in a flat
police officer
You are>
Sally
46
went to Cambridge
primary school
live in a house
a dentist
Find>
Sally
23 \ 30 \ 46
went to Washington primary school \ went to Oxford primary school \
went to Cambridge primary school
live in a house \ live in a flat \ live in a house
a shop assistant \ police officer \ a dentist
You are>
Adam
worked in a school
1 son
New York
travel a lot
You are>
Adam
worked in a sports centre
1 daughter
London
repair cars
You are>
Adam
worked in a library
1 son
London
sell books
Find>
Adam
worked in a school \ worked in a sports centre \ worked in a library
1 son \ 1 daughter \ 1 son
New York \ London \ London
travel a lot \ repair cars \ sell books
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NA:RT ZA U:NO ENOTO> 19\19
NASLOV U:NE URE> Nakupovalni center Hounds Hill v Blackpoolu (Hounds Hill Shopping Centre
– Blackpool)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, delovni list, Zgo[;enka
JEZIKOVNA ZNANJA> • Razli;ne vrste trgovin v nakupovalnem centru
CILJI> • U;enci spoznajo poimenovanja oddelkov v nakupovalnem centru
SPRETNOSTI> • Govor – u;enci tvorijo dvogovore in izra/ajo mnenja
• Branje – na podlagi razumevanja besedila re[ijo u;ni list< berejo vpra[anja in na
podlagi opisov dolo;ajo posamezne oddelke
• Poslu[anje – pozorno poslu[ajo besedilo, dvogovore
• Pisanje – izpolnjujejo delovni list< zapi[ejo oddelke
POTEK U:NE URE>
1.
Uvodna motivacija
U;enci u;itelju zastavijo vpra[anja, ki so jih napisali doma.
U;itelj odgovarja po resnici, ;e je le mogo;e.
Delovni list – U;enci odprejo U;benike na strani 36 in se podajo skozi blackpoolski nakupovalni center.
Vsak prejme delovni list in ga ob prebiranju besedi[;a izpolni.
Poslu[ajo posnetek in preverijo zapisano.
Utrdite [e izgovorjavo imen za nekatere trgovine (U;benik, stran 43, vaja 1).
1. nivo> Vlogo spra[evalca v vaji 2 v U;beniku na strani 37 prevzame u;itelj in preveri osnovno
razumevanje u;encev.
2. in 3. nivo> U;enci si za to vajo v parih zastavljajo vpra[anja (Glej RVU, stran 147).
3. Utrjevanje in raz[irjanje besedi[;a
Vaja 3 na strani 37 v U;beniku prav tako preverja razumevanje (Glej RVU, stran 147). Preden se je lotite,
u;enci pregledajo REMEMBER BOX in osve/ijo izra/anje svojine. Posebej jih opozorite na ‘s pri omembi
trgovin ter rabo opu[;aja brez s za mno/inskimi samostalniki, ki se kon;ajo na -s.
U;enci na vseh nivojih ugotovijo, kje, na katerem oddelku je mogo;e kupiti dolo;ene izdelke.
1. nivo> Zadostuje, ;e izdelek umestijo na pravilen oddelek, tudi ;e poved slovni;no ni brezhibna.
2. nivo> Vpra[ani posamezniki oblikujejo povedi, kot so>
You can buy ______________ in the ________ floor, at ___________. You can find ______________ ...
3. nivo> U;enci vajo naredijo v obliki dvogovora>
Where can I buy..| Go to the _____ floor, to _______________.
1., 2. in 3. nivo> Vaja 4 v U;beniku na strani 37 je primerna za vse u;ence.
Npr.> Where can I get TV sets| On the third floor.
1. nivo> U;enci uporabljajo le eno vrsto dvogovora.
2. nivo> U;enci uporabljajo najmanj dva dvogovora.
3. nivo> Uporabljajo vse tri dvogovore.
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4. Zaklju;ek
U;enci poslu[ajo posnetek k vaji 5a v U;beniku na strani 38, sledijo besedilu in sku[ajo ugotoviti,
na katerem oddelku so ljudje v dvogovorih (Glej RVU, stran 147).
5. Doma;a naloga
2. in 3. nivo> Vajo 34 na strani 21 in vajo 35 na strani 22 ter vajo 36 na strani 22.
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19
1. Excuse me, I need a bike. Could you tell me the floor there are ones|
Certainly, it's the _________________________________________________.
2. Sorry. It's Sunday, and the centre is closed.
T
F
3. Look. Let's go to the __________________, and buy some chocolate candies.
4. It's my sister's birthday. She wants a gold necklace. Where can I buy one|
___________________________________________________________________
5. Mum, let's go to the 1st floor. I really want to have that Barby doll.
6. I don't believe these ads about buying everything.
Can I buy a lipstick here| Or a yoghurt| A hammer| WHERE|||
___________________________________________________________________
OK, let's go to the Hounds Hill Shopping Centre.
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NASLOV U:NE URE> Svojina (Genitive ‘s)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek
JEZIKOVNA ZNANJA> • Raba in ponovitev tvorjenja svojine> s ‘s in s’
• Jezik v oglasih
CILJI> • U;enci ponovijo rabo sa[kega rodilnika ‘s \ s’
• Nau;ijo se brati in razumeti oglase ter preprostega tudi izdelati
SPRETNOSTI> •
•
•
•
Govor – izra/ajo mnenja in povedo izku[nje< na[tejejo primere rabe svojilnega –’s\s’
Branje – razumejo besedila v oglasih, se nanje odzivajo in jih razlagajo
Poslu[anje – poslu[ajo mnenja so[olcev, njihove predloge in re[itve
Pisanje – svojilni ‘s\s’ uporabljajo v povedih
POTEK U:NE URE>
1.
Uvodna motivacija
Kot motivacijo uporabite vajo 6 v U;beniku na strani 38. Glede na dani primer u;enci postavijo
opu[;aje na ustrezno mesto (Glej RVU, stran 147).
2. Ponovitev snovi
V vaji 7 u;enci navedejo nekaj primerov obla;il oziroma stvari, ki so primerne le za mo[ke, /enske,
fante ali dekleta.
2. in 3. nivo> U;enci vajo naredijo pisno in samostojno. Nekaj primerov preberete.
1., 2. in 3. nivo> U;enci GRAMMAR TIME OUT v U;beniku na strani 39 pregledajo sami oziroma ob va[i
pomo;i, nato dopolnijo definicijo (Glej RVU, stran 147).
Da rabo svojine razumejo, doka/ejo z vajama 37 in 41 v Delovnem zvezku na straneh 22 in 24.
V U;beniku na strani 45 vsi u;enci preverijo svoje znanje, pridobljeno v razdelku B1, in ga ponazorijo
z nekaj primeri (ustno).
3. Jezik in sporo;ilnost oglasov
3. nivo> SPEAK OUT> OPEN ALL HOURS – ta vaja v U;beniku na strani 40 je namenjena raz[irjanju
besedi[;a in razumevanja, zato jo uporabite le na najvi[jem nivoju. U;enci izrazijo svoj
pogled na zastavljen problem in povedo izku[nje, ki jih v zvezi s tem /e imajo.
Po tej vaji si u;enci v U;beniku na strani 41 ogledajo nekaj oglasov.
Pri vaji 2b pomislite, za kateri izdelek je posamezni oglas in kak[no je va[e mnenje o njem oziroma
mnenje u;encev (Glej RVU, stran 148).
4. Doma;a naloga
1. nivo> Vaji 38, 39 na strani 23.
2. in 3. nivo> U;enci naredijo vaje 38, 39 in 40a,b na straneh 23 in 24.
Za dodatno vajo u;enci napi[ejo kratek oglas.
1. in 2. nivo> Zgledujejo se po primerih v U;beniku.
3. nivo> Sledijo navodilom projekta V v Delovnem zvezku na strani 39.
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NASLOV U:NE URE> Ogla[evanje izdelkov (Advertising)
JEZIKOVNA ZNANJA> • Oglasi v vsakdanjem /ivljenju
CILJI> • U;enci razumejo oglase, jezik v njih in njihov namen
SPRETNOSTI> •
•
•
•
Govor – izra/ajo izku[nje in stali[;a
Branje – razumejo, kaj posamezni oglasi ogla[ujejo
Poslu[anje – poslu[ajo mnenja so[olcev, njihove predloge in re[itve
Pisanje – znajo napisati svoj oglas
POTEK U:NE URE>
1.
Uvodna motivacija
U;enci predstavijo oglase, ki so jih sestavili. Izdelka, za katerega so ga napisali, ne povedo – naj bo
predstavitev zastavljena tekmovalno, se pravi, da so[olci na osnovi povedanega uganejo, kateri
izdelek je so[olec\so[olka imel(a) v mislih.
2. Raz[iritev in poglobitev
1., 2. in 3. nivo> Vaja 3a v U;beniku na strani 42 je zastavljena tako, da morajo u;enci ugotoviti,
kateri izdelek predstavljajo ogla[evalci.
Na 1. nivoju bo potrebna ob;asna pomo; pri razlagi dolo;enih besed, na 2. in 3. nivoju pa delo lahko
poteka samostojno. Rezultate preverite (Glej RVU, stran 148).
2. in 3. nivo> U;enci preizkusijo svojo igralsko plat, tako da oglase ;im bolj do/iveto preberejo za
‘radijsko oddajo’.
Vaja 4 je namenjena pogovoru.
Na vi[jih nivojih u;enci povedo svoja mnenja, vajo 4b naredijo le u;enci na 3. nivoju.
Na strani 45 v PARADE YOUR KNOWLEDGE u;enci ustno preverijo, kaj so se nau;ili v razdelku B2.
Hkrati ponovite vse, kar ste obravnavali v enoti 1.
3. Zaklju;ek
Dokon;ajte preostale vaje v Delovnem zvezku na straneh 25–27.
1. nivo> Vaja 42a.
2. nivo> Vaji 42b in 43.
3. nivo> Vaje 42b, 43, 44 in 45.
4. Doma;a naloga
1. nivo> U;enci naredijo vajo 46 v Delovnem zvezku na strani 28.
Delovni zvezek se kon;a s pisnimi sestavki, ki so bolj ali manj obse/ni in temu primerno tudi zahtevni.
Odlo;ite se lahko, ali jih boste predelali pri dodatnem pouku (priporo;ljivo) ali pa jih predpi[ite
kot doma;e delo.
2. nivo> Vaje 46, 48 in 51.
3. nivo> Priporo;ljive so vse vaje – od 46 do 56 (razen vaji 53 in 54, ker sta /e bili za nalogo), predvsem
47, 48, 49, 52 in 55.
Pregledajo homonime v U;beniku na strani 44.
Razdelek J v U;beniku na strani 51 je primeren za dodatno doma;e delo ali dodatni pouk. Slovenski
prevod pesmi “A Supermarket in California” je v RVU, stran 148.
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PEOPLE IN ACTION
V 2. enoti se bodo u;enci ukvarjali z raznovrstnimi aktivnostmi v prostem ;asu in z vsakodnevnimi
dejavnostmi. Pri tem bodo uporabljali opisni in navadni pretekli ;as in ju smiselno zdru/evali. Seznanili
se bodo z nekaterimi naravnimi in drugimi nesre;ami, predvsem se bodo osredinili na nastanek potresov
in opis ene tak[nih katastrof v San Franciscu.
U;enci si bodo u;ne ure popestrili s koncerti in glasbenimi nastopi v dobrodelne namene, pri ;emer bodo
seznanili svoje so[olce z njihovimi najljub[imi pevci, igralci in [portniki. Obnovili bodo svoje znanje o izumih
in njihovih izumiteljih. Poleg na[tetega bodo zlahka opisali dolo;eno osebo - njen karakter in zunanji videz
(postava in obla;ila).
V dodatnih razdelkih imajo u;enci mo/nost raz[irjati in poglabljati svoja znanja o katastrofah, pticah, spoznali
bodo legendo o brezrepih ma;kah z otoka Man, uporabljali sestavljene glagole, se ponovno nasmejali ob [alah,
urili male sive celice z ugankami in se spro[;ali ob literarnih sestavkih.
BESEDI{:E> vsakodnevne aktivnosti in hobiji< naravne katastrofe< besedi[;e, povezano
s potresi< pop koncerti< vzorniki najstnikov< iznajdbe in odkritja< obla;ila in opis
oseb< nadgradnja> imena in navade ptic< zgodba Oscarja Wildea o Sre;nem
princu.
SLOVNI:NE STRUKTURE> Past Continuous in Simple Tense< vpra[alnici WHO in WHAT za
osebek oz. predmet< vpra[alnice po zunanjem videzu, zna;aju
in stvareh, ki jih ima nekdo rad< nadgradnja> sestavljeni glagoli.
1. nivo> (stran\naloga) > 55\I,II< 57\2b,3< 58\4,6< 59\7,8< 60\9,10< 62\1(prilagojena
vpra[anja)< 63\2 (prilagojene povedi)< 66\2< 67\6< 68\7< 69\8, 9a< 70\10,11<
71\12a (polovica)< 73\1a,b< 74\2,3a< 75\4< 76\1 (prirejeno)< 78\2a< 79\2c< 80\4,5<
83\1< 84\3,4< 85\1,2< 87\1,3< 88 (1. zgodba)< 89\1,3< 95< 96.
2. nivo> 57\2a< 58\4,5< 64\2< 66\3< 67\5< 74\3b< 77\3< 79\2d,3< 84\2a,b< 85\3,4< 88 (vse
zgodbe)< 94.
3. nivo> 55\IIb< 69\9b< 81\6< 87\2< 89\2< 90-93< 97-99.
IZGOVORJAVA – ameri[ka izgovorjava proti angle[ki< [tetje zlogov ter ume[;anje
poudarkov< pretvarjanje foneti;nega zapisa v povedi.
DODATNE DEJAVNOSTI – brezrepe ma;ke z otoka Man< katastrofe (Titanik, Pompeji,
Challenger)< ptice< sestavljeni glagoli< rime, uganke, [ale<
O. Wilde> Sre;ni princ.
PROJEKTI – priprava videoposnetka< izdelava sociograma za dolo;eno zgodbo<
kako napraviti glasbeno uspe[nico< izdelava razrednega ;asopisa\revije<
oblikovanje glasbene lestvice< klic v sili (opis pogre[ane osebe)< vodi; o
modnih obla;ilih ter glasbi, ki je IN oz. OUT.
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Unit 2> PEOPLE IN ACTION Dejavnosti ljudi
NASLOV U:NE URE> Kaj si delal(a) ves popoldan| (What Were You Doing All Afternoon|)
JEZIKOVNA ZNANJA> • Utrjevanje navadnega preteklika
• Predstavitev opisnega preteklika in rabe v praksi
CILJI> • U;enci utrjujejo rabo glagolov v preteklem ;asu
• Spoznajo opisni preteklik in ga znajo uporabljati
SPRETNOSTI> • Govor – povedo, kaj so ljudje delali oziroma kaj delajo v tem hipu< pogovarjajo se
o katastrofah, ki so pretresle svet
• Branje – razumejo besedila in znajo poiskati klju;ne povedi
• Poslu[anje – poslu[ajo predloge so[olcev
• Pisanje – zapi[ejo povedi z opisnim preteklikom in sedanjikom
POTEK U:NE URE>
1.
Uvod
Odprite Delovni zvezek na strani 40 in naredite vajo 1. Ob tem u;enci ugotovijo, za kateri ;as gre,
kdaj se uporablja in kako se tvori.
3. nivo> U;enci naredijo [e vajo 2.
2. Motivacija
Kot uvod v opisni preteklik je za motivacijo primeren razdelek F v U;beniku na strani 88.
1. nivo> Preberejo le prvo besedilo o Titaniku.
2. in 3. nivo> Preberejo vsa tri besedila.
Preden se lotite besedil, se z u;enci pogovorite o nekaterih ve;jih katastrofah.
U;enci preberejo zgodbo oziroma zgodbe in se razdelijo v skupine po tri. Vsaka skupina prejme
delovni list, na katerem je nekaj povedi o vsaki opisani katastrofi. Povedi je treba sestaviti>
1. nivo> Le povedi o Titaniku.
2. nivo> Vse tri zgodbe, vsaka v svojem snopi;u.
3. nivo> Pome[ane povedi vseh treh zgodb.
Vaja utrjuje tako bralno razumevanje kot prepoznavanje nove slovni;ne strukture – opisni preteklik.
3. Uvajanje in utrjevanje
Ko u;enci opazijo novo slovni;no strukturo, na 2. in 3. nivoju ugotovijo, da le ni tako nova, kajti
kon;nico -ing so /e uporabljali, pa tudi was in were nista neznanki.
Odprejo U;benik na strani 55 in si ogledajo zgornji niz sli;ic, ki predstavljajo, kaj ljudje delajo prav zdaj.
V zvezke zapi[ejo povedi (lahko tudi le ustno, odvisno od preostalega ;asa) (Glej RVU, stran 148).
U;enci primerjajo vpra[anja za spodnji niz sli;ic in ugotovijo, da je glagol ‘biti’ v pretekliku, prav tako
so dejanja definirana s to;no dolo;enim ;asom>
What were they doing yesterday at 4 o’clock| (Glej RVU, stran 148).
Hkrati zapi[ite nekatere glagolske oblike v kratki obliki, tako da u;enci ugotovijo, da so povedi identi;ne.
Na podlagi vzorca za opisni sedanjik (Present Continuous) ugotovijo tvorbo za nikalno in vpra[alno
obliko opisnega preteklika (Past Coninuous).
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4. Poglabljanje
Preberite kratko pesmico v U;beniku na strani 55, v kateri je uporabljena nikalna oblika.
U;enci v vseh nivojih sestavijo podobno pesem .
Npr.> I was at school this morning,
and the teacher was boring,
and my schoolfriends were noisy,
and everybody was making me nervous,
and I was so lonely and sad.
Then I remembered you –
you were at home,
playing with your cats,
I was mad –
why weren’t you here|||
3. nivo> U;enci kot dodatno vajo opi[ejo [e [tiri sli;ice smu;arja (Glej RVU, stran 148).
5. Doma;a naloga
1., 2. in 3. nivo> U;enci naredijo vaji 4 in 5 v Delovnem zvezku na strani 42.
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22
TITANIC
Titanic
was crossing the Atlantic.
The ship
was carrying the passengers.
It
was going very fast.
The passengers
were having fun aboard.
Everybody
was jumping into the icy sea.
The night in April 1912
was a great disaster.
VESUVIUS
was a town in Italy.
Pompei
In August AD 79, Vesuvius
was throwing ashes, mud and lava
all over the town.
When it erupted, the people
were sleeping, eating or cooking.
When archeologists in the 18th Century
discovered the city, the people
were the same as on the morning
of the disaster.
CHALLENGER
were waiting to go into space.
On January, 1986, seven astronauts
were watching the launch.
Millions of people
were checking the flight.
The launch team of Nasa
was piloting the shuffle.
Mike Smith
was falling into the Atlantic. It was
horrible.
With some still alive, it
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NASLOV U:NE URE> Kaj za bo/jo voljo si delal(a) tam| (What on Earth Were You Doing There|)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, slikovne kartice, Zgo[;enka
JEZIKOVNA ZNANJA> • U;enci uporabljajo opisni preteklik, zanikajo oziroma se spra[ujejo
CILJI> • U;enci poglabljajo rabo opisnega preteklika
SPRETNOSTI> • Govor – opi[ejo, kaj so v;eraj po;eli< izmenjujejo mnenja, se pogovarjajo
o preteklih dejanjih
• Branje – sledijo besedilu
• Poslu[anje – poslu[ajo posnetek
• Pisanje – znajo napisati, kaj je kdo ob dolo;eni uri po;el
POTEK U:NE URE>
1.
Uvodna motivacija
Igra> GUESS WHAT I WAS DOING YESTERDAY!
Delovni list> Sli;ice u;itelj obrne navzdol, tako da se narisano ne vidi. Vsak u;enec si izbere eno
in pride pred tablo. So[olce vpra[a> What was I doing yesterday (at 5 o’clock in the afternoon)|
Nato poka/e s pantomimo, kaj nakazuje njegova sli;ica. Kdor pravilno tvori poved, je na vrsti
za naslednji prikaz.What was I doing yesterday|
You were playing football.
2. Ponavljanje
U;enci poslu[ajo posnetek, hkrati pa sledijo besedilu v U;beniku na strani 56.
1. nivo> Posnetek predvajamo [e enkrat. U;itelj z izbranimi vpra[anji preveri razumevanje
sli[anega in prebranega.
2. in 3. nivo> Pogovor preberejo (lahko tudi odigrajo) posamezni u;enci, nato si po parih postavljajo
vpra[anja v vaji 2a v U;beniku na strani 57 in nanje odgovarjajo (Glej RVU, stran 148).
1., 2. in 3. nivo> Vaja 2b je primerna za vse u;ence. Glede na odgovor sestavijo ustrezno vpra[anje
(ustno) (Glej RVU, stran 148).
Vajo 3 u;enci naredijo v pisni obliki (Glej RVU, stran 149).
Vajo preverite, sami pregledajo [e predstavitev opisnega preteklika v okvirju REMEMBER BOX
na strani 56.
3. Doma;a naloga
1., 2. in 3. nivo> U;enci napi[ejo nekaj povedi o tem, kaj so v;eraj po;eli, tudi v nikalni obliki.
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NASLOV U:NE URE> Kaj se je dogajalo na zabavi (At the House Party)
JEZIKOVNA ZNANJA> • U;enec ponovi kratici, ki ozna;ujeta dopoldan oziroma popoldan
• Ob pomo;i opisnega preteklika opisuje sliko
CILJI> • U;enci ob urah ustrezno uporabijo am ali pm – dopoldan oziroma popoldan
• Utrjujejo opisni preteklik
SPRETNOSTI> •
•
•
•
Govor – znajo opisati preteklo dejanje ob dolo;enem ;asu
Branje – znajo izpeljati naloge ob kontekstu, navodilu ali kraj[em besedilu
Poslu[anje – poslu[ajo posnetek< poslu[ajo, kaj so po;eli so[olci
Pisanje – znajo napisati, kaj so delali sami in drugi
POTEK U:NE URE>
1.
Uvodna motivacija
Vaja 4 v U;beniku na strani 58 je zelo domiselna, saj u;ence spodbuja, da dobro napnejo mo/gane.
Dana so namre; opravila v navadnem pretekliku, ta pa morajo u;enci uporabiti v opisnem.
U;enci sami razvozlajo pomen kratic ob navedenih urah>
am – od polno;i do poldne
pm – od poldne do polno;i
Vajo naj naredijo ustno. Posamezni u;enci povedo, kaj je Daisy po;ela ob dolo;enih urah
Vajo 5 v U;beniku lahko zdru/imo z vajo 6 v Delovnem zvezku na strani 42. U;enci so organizirani
v pare in se spra[ujejo, kaj so po;eli v;eraj ob zapisanih urah. To tudi zapi[ejo [e zase.
Poslu[ajo posnetek za vajo 6 v U;beniku na strani 58. Ugotovijo, kaj so imenovani ljudje v;eraj
po;eli in kje so bili (Glej RVU, stran 149).
Potem si ogledajo sli;ico v U;beniku na strani 59 in preberejo uvodno besedilo. U;enci povedo,
zakaj se je tresla hi[a in kaj so mladi ob tem ;asu po;eli. Pomagajo si z besedami v okvir;ku.
Svoje ideje preverijo [e ob posnetku (Glej RVU, stran 149).
Vajo 8 v U;beniku na strani 59 u;enci naredijo v pisni obliki, tako da popravijo povedi soseda, ki je
v;eraj[nja dejanja glasne mladine malce pome[al (Glej RVU, stran 149).
3. Doma;a naloga
1., 2. in 3. nivo> Vaji 7a,b na strani 43.
2. in 3. nivo> {e vajo 8 na strani 44.
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NASLOV U:NE URE> Ponavljanje in utrjevanje (Past Continuous Tense)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, delovni list, prosojnice The Past
Continuous Tense, Zgo[;enka (zvo;ni zapis str. 187)
JEZIKOVNA ZNANJA>
CILJI>
●
●
Utrditev rabe preteklika
U;enci opisujejo sliko v pretekliku, se pogovarjajo o minulih dejanjih, povedo, kaj so po;eli
SPRETNOSTI>
●
●
●
●
Govor – opi[ejo sliko< pogovarjajo se in razmi[ljajo
Branje – razumejo vpra[anja in nanje odgovarjajo< berejo dalj[a besedila in re[ujejo vaje
Poslu[anje – poslu[ajo se med seboj in izmenjujejo mnenja< preverijo svoje odgovore
Pisanje – zapi[ejo, kaj se je dogajalo v parku med krajo
POTEK U:NE URE>
1.
Uvodna motivacija
Delovni list> U;enci se razdelijo v pare. Vsak od dvojice dobi listi; A oziroma B. Ugotoviti morata,
kaj jima manjka. Postavljata si ustrezna vpra[anja, odgovore vpi[eta na ;rto>
Npr.> What was there in your street yesterday|
Were you at home|
Where were you|
What were you playing|
Who was crying|
What was your sister doing|
2. Ponavljanje
Odprite U;benike na strani 60 in si oglejte vajo 9. U;enci jo lahko odigrajo v dvojicah ali trojicah.
Podobna je igri BINGO. Vsak u;enec v skupini oziroma paru si izbere eno dejavnost in si jo zapi[e
ali zapomni. Drugi spra[ujejo po podatkih ob pomo;i danih izto;nic.
Vajo je mogo;e opraviti tudi v dveh ali [tirih skupinah (odvisno od [tevila u;encev). Vsaka skupina
izbere iz vsakega stolpca dve dejavnosti. Skupine morajo ugotoviti, kaj so njihovi ‘nasprotniki’
v;eraj delali. Skupina, ki prva ugotovi vse dejavnosti, zmaga in zakli;e BINGO.
Vaja 10 v U;beniku na strani 60 je namenjena spodbujanju detektivskih sposobnosti.
1. nivo> Vajo u;enci naredijo ob odprtem u;beniku.
2. in 3. nivo> U;enci si ogledajo sliko v parku in si zapomnijo ;im ve; podrobnosti. Ko u;benik
zaprejo, odgovorijo na vpra[anja v vaji 10b.
Re[itve preverijo ob poslu[anju posnetka (Glej RVU, stran 149).
3. Utrditev snovi
Oglejte si tabelo GRAMMAR TIME OUT v U;beniku na strani 61, nato pa u;enci na strani 86 preverijo,
kaj so se nau;ili v razdelku A1. Tvorbo ;asa ponovite ob prosojnicah The Past Continuous Tense.
1. nivo> Vaja 11.
2. in 3. nivo> Znanje utrdijo z vajami 9–11 v Delovnem zvezku na straneh 45 in 46.
4. Doma;a naloga
1., 2. in 3. nivo> Dokon;ajo vaje, ki so jih za;eli v [oli.
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25
A
There was _______________ in our street yesterday. It happened very quickly.
I ____________ at home. We were in the park, playing _________________.
My sister was ________________ because she was afraid. My parents called
the police, and _____________________ was chasing __________________ down
the street. When he caught him, he was carrying him to the
__________________. He was ___________________ some video tapes and CDs.
B
There was a robbery in our street _______________. It happened very quickly.
I wasn't at home. We were __________________, playing football.
________________ was crying because she was afraid. ___________________
called the police, and our neighbour was ______________________ the robber
down the street. When he caught him, he was __________________ him to the
police station. He was holding __________________________________________.
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NASLOV U:NE URE> Potresi (Earthquakes)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, internet, Encarta, Zgo[;enka
JEZIKOVNA ZNANJA>
CILJI>
●
●
Razvijanje besedi[;a, potrebnega za pogovor o potresih
U;enci spoznajo besede, ki opisujejo nastanek in posledice potresa.
SPRETNOSTI>
●
●
●
●
Govor – pogovarjajo se o potresih in povedo svoje izku[nje oziroma kaj o tem vedo
Branje – berejo besedilo, ga razumejo in se nanj odzivajo
Poslu[anje – poslu[ajo se med seboj in izmenjujejo mnenja< poslu[ajo zvo;ne
posnetke in jih razumejo
Pisanje – zapi[ejo nekaj najbolj uni;ujo;ih potresov
POTEK U:NE URE>
1.
Uvodna motivacija
Delovni list
Za motivacijo si izberite temo, o kateri ste govorili v 22. uri, namre; najbolj odmevne katastrofe
(Titanik, izbruh Vezuva, Challenger). U;enci se naj spomnijo [e kak[ne podobne nesre;e, ki je pretresla
svet. Prav gotovo so jim [e najbolj v spominu posledice ru[ilnega cunamija v Aziji, saj je /ivljenje
izgubilo na sto tiso;e ljudi, rajske pla/e pa so izginile v besnenju narave.
Pogovor nave/ite na definicijo cunamija. U;enci pojav razlo/ijo v sloven[;ini, pomagajte jim
z angle[kimi izrazi>
Tsunami is a wave caused by undersea earthquakes or volcanic eruptions. It is a Japanese word, meaning ‘harbour
wave’. The tsunami waves can be up to 15 metres high with a tremendous energy.
Oglejte si slike, videoposnetke, dodatne razlage na internetu, uporabite pa lahko tudi enciklopedijo
Encarta. Beseda ‘potres’ naj bo rde;a nit, spomnite se tudi na slovenske potrese (Ljubljana, Poso;je).
Pogovor usmerjajte tako, da u;enci sproti spoznavajo besedi[;e, ki ga bodo potrebovali za
razumevanje besedila v u;beniku.
2. Ponavljanje besedi[;a o potresih
Ker bo uvod v uro trajal dalj ;asa, na;rtujte uro tako, da boste /e med motivacijo z u;enci preleteli
vpra[anja, navedena v U;beniku na strani 62, v vajah 1a,b (Glej RVU, stran 149).
U;enci odprejo U;benike na strani 62 in si ogledajo sliko potresa v Poso;ju.
1. nivo> U;itelj besedilo priredi glede na sposobnosti u;encev. Lahko pa predelate nespremenjeno
besedilo.
2. in 3. nivo> U;enci samostojno preberejo besedilo o potresu in o tem, kako nastane.
3. Utrjevanje
Vajo 2 na strani 63 v U;beniku u;enci naredijo v pisni obliki. Pri odgovorih si pomagajo s podatki
v razpredelnici (Glej RVU, stran 149-150).
4. Doma;a naloga
1. nivo> U;enci naredijo vajo 1b v U;beniku na strani 62 in odgovorijo samo na vpra[anja pod
zaporednimi [tevilkami> 1, 4, 11, 12, 14 in 15.
2. in 3. nivo> V pisni obliki odgovorijo na vsa vpra[anja.
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Ali ve[ Kaj pomeni|
1. EARTHQUAKE - _____________________________________________________
2. DAMAGE -
_____________________________________________________
3. BUILDING -
_____________________________________________________
4. PLATES -
_____________________________________________________
5. SURFACE -
_____________________________________________________
6. EARTH -
_____________________________________________________
7. FOCUS -
_____________________________________________________
8. SHAKING -
_____________________________________________________
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U:NA TEMA> Najljub[e ameri[ko mesto> San Francisco (San Francisco> America’s Favourite City)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, ra;unalnik, Encarta, Zgo[;enka
JEZIKOVNA ZNANJA>
●
●
CILJI>
●
Raz[irjanje besedi[;a o potresih
Uporaba navadnega preteklika
U;enci uporabljajo besedi[;e za potres in ga uporabijo za opis velike katastrofe v San Franciscu
SPRETNOSTI>
●
●
●
●
Govor – odgovarjajo na vpra[anja
Branje – berejo in razumejo opise poteka potresa
Poslu[anje – sledijo posnetku< poslu[ajo se med seboj in izmenjujejo stali[;a
Pisanje – pi[ejo odgovore na podlagi prebranega besedila
POTEK U:NE URE>
1.
Uvodna motivacija
Za;etek ure posvetite internetnemu iskanju informacij. Osredinite se na klju;ni besedi Kalifornija in
San Francisco. Poi[;ite ;im ve; informacij in slikovnega gradiva.
Odprite Delovne zvezke na strani 47 in se posvetite besedilu o San Franciscu.
1. nivo> Na prvi pogled zahtevna vaja za u;ence na 1. nivoju, vendar ji bodo ob pomo;i u;itelja
kljub temu kos. Najprej se posvetite slovar;ku neznanih besed, nato skupaj predelajte
besedilo in odgovorite na vpra[anja.
2. in 3. nivo> Berejo samostojno. Odgovore preverite skupaj.
Ta vaja je koristna za nadaljnje delo z u;benikom, hkrati pa je besedilo v u;beniku nadaljevanje
besedila iz delovnega zvezka.
2. Poglabljanje in raz[irjanje
U;enci dvakrat poslu[ajo posnetek o katastrofi v Kaliforniji, nato pisno odgovarjajo na vpra[anja
v vaji 2 v U;beniku na strani 64 (Glej RVU, stran 150).
3. Doma;a naloga
Sestavijo akrostih na katerokoli besedo, ki se nana[a na potres ali Kalifornijo.
Npr.> Dad
And
Mum
Are
Going
East
60
1. nivo
Fly away, dear
Albatross,
Until you reach my
Lover, and
Tell him about the disaster.
2.,3. nivo
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NASLOV U:NE URE> Potres v San Franciscu (A Terrible Earthquake Shakes San Francisco)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, prosojnici The Past Continuous Tense vs.
The Past Simple Tense, Zgo[;enka
JEZIKOVNA ZNANJA>
●
●
CILJI>
●
●
Raz[irjanje besedi[;a o potresih
Uporaba navadnega preteklika v kombinaciji z opisnim preteklikom
U;enci uporabljajo besedi[;e o potresu in se osredinijo na razli;na poimenovanja dejavnosti
Prepoznavajo razlike med navadnim in opisnim preteklikom ter ju zdru/ujejo v povedih
SPRETNOSTI>
●
●
●
●
Govor – izmenjujejo odgovore
Branje – berejo /ivljenjske zgodbe
Poslu[anje – poslu[ajo posnetek
Pisanje – dopolnjujejo besedilo< opi[ejo potek potresa in dejavnosti ljudi ob za;etku
potresa
POTEK U:NE URE>
1.
Uvodna motivacija
1. nivo> U;itelj pripravi delovno igro. U;enci i[;ejo pare (slovenska-angle[ka beseda). Igra lahko
poteka v skupinah. Zmaga tista, ki najhitreje zdru/i slovensko in angle[ko besedo.
Lahko jo igrate tudi kot igro ‘spomin’.
Delovni list – Dodajte [e kak[en par. Igra je namenjena ponovitvi besedi[;a in urjenju izgovorjave.
2. in 3. nivo> U;enci naredijo vajo 13 v Delovnem zvezku na strani 48 ter utrdijo besedi[;e o potresu
v Kaliforniji.
2. Uvajanje
Oglejte si stran 65 v U;beniku. U;enci povedo, kaj predstavljajo slike, nato se osredinijo na besedi[;e
v okvir;ku.
Poslu[ajte posneto besedilo zgodb ljudi, ki pripovedujejo, kaj so po;eli, ko se je za;el potres.
Z vajo 2 v U;beniku na strani 66 u;enci preverijo razumevanje posameznih zgodb (Glej RVU, stran 150).
2. in 3. nivo> U;enci sku[ajo ugotoviti slovni;ne strukture v posameznih povedih.
Uporabljene glagole pod;rtajo z razli;nima barvama>
Npr.>
RDE:E
went
trembled
started
crashed
started
lost
managed
did
collapsed
began
shook
went out
collapsed
happened
woke up
MODRO
were watching
was working
was painting
was driving
was preparing
was trying
was playing
U;enci ugotovijo, zakaj sta uporabljena dva preteklika.
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Na podlagi ugotovitev v zvezke napi[ejo preglednico o rabi obeh ;asov>
PAST SIMPLE AND PAST CONTINUOUS TENSE
1. Medtem ko je neko dejanje potekalo, se je zgodilo drugo>
PAST CONTINUOUS
PAST SIMPLE
We were watching the game when the earth trembled.
2. Dve dejanji sta potekali hkrati>
PAST CONTINUOUS + PAST CONTINUOUS
I was preparing dinner, and my daughter was playing with a dog.
3. Eno dejanje se je zgodilo za drugim.
PAST SIMPLE + PAST SIMPLE
When I crossed the bridge, it collapsed.
1. nivo> U;enci se osredinijo le na prvo rabo.
2. in 3. nivo> Uporabljajo vse tri.
1., 2. in 3. nivo> U;enci preberejo REMEMBER BOX na strani 65. Znanje utrdite [e s prikazom s
prosojnicama The Past Continuous Tense vs. The Past Simple Tense.
3. Utrjevanje in poglabljanje
Vaja 3 v U;beniku na strani 66 u;ence spodbuja k rabi obeh ;asov ob pomo;i diagrama.
U;enci vadijo kombiniranje obeh ;asov in v povedih zapi[ejo, kaj se je dogajalo oziroma zgodilo med
potresom (Glej RVU, stran 150).
Pri vaji 4 v U;beniku na isti strani se u;enci postavijo v vlogo poro;evalca in za odgovore poi[;ejo
ustrezna vpra[anja (Glej RVU, stran 150).
4. Doma;a naloga
1., 2. in 3. nivo> U;enci naredijo vajo 14 v Delovnem zvezku na strani 48, tako da pove/ejo obe povedi
z veznikom ‘when’.
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EARTHQUAKE
DAMAGE
PLATE
COLLAPSE
LANDSLIDE
POTRES
{KODA
PLO{:A
ZRU{ITI
PLAZ
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NASLOV U:NE URE> Navadni in opisni preteklik (Past Simple and Past Continuous Tense)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, slikovni karton;ki, Zgo[;enka
JEZIKOVNA ZNANJA>
CILJI>
●
●
Utrjevanje rabe navadnega preteklika v kombinaciji z opisnim preteklikom
U;enci navadni in opisni preteklik zdru/ujejo v povedih
SPRETNOSTI>
●
●
●
●
Govor – postavljajo vpra[anja in nanje odgovarjajo
Branje – berejo navodila in kratke povedi
Poslu[anje – poslu[ajo posnetek na zgo[;enki
Pisanje – napi[ejo, kaj se je zgodilo, medtem ko je neko dejanje trajalo
POTEK U:NE URE>
1.
Uvodna motivacija
Delovni list – slikovni karton;ki z mi[ko, ki opravlja razli;na dejanja. Vsak u;enec si izbere dva karton;ka
(ne sme videti, kaj je na njih narisano), nato ju mora povezati v poved tako, da pove, kaj je v;eraj
po [oli delal, ko ga je neko drugo dejanje prekinilo. Igra prinese veliko smeha ob nezdru/ljivih
dejavnosti, hkrati pa se u;enci nau;ijo pravilne rabe obeh ;asov.
Uporabite lahko tudi delovni list za 23. u;no uro.
2. Ponavljanje
Odprite U;benike na strani 67. U;enci pove/ejo obe polovici povedi v vaji 6 z veznikom ‘when’.
Vajo opravijo ustno, pred tem obnovite besedilo o potresu v Kaliforniji – kako so ga ljudje do/iveli
in kaj so tik pred potresom po;eli (Glej RVU, stran 150).
1., 2. in 3. nivo> Vaja 7 na strani 68 v U;beniku. U;enci si dobro ogledajo pare sli;ic in napisan primer.
Ugotoviti morajo, katero dejanje je trajalo nekaj ;asa in katero ga je nenadno prekinilo.
Vajo naredijo pisno v zvezke. Zapisano preverijo ob poslu[anju posnetka (Glej RVU,
stran 150).
3. Utrjevanje
U;enci na podoben na;in naredijo vajo 15 v Delovnem zvezku na strani 49.
1. nivo> U;enci tvorijo povedi ob pomo;i danih izto;nic.
2. nivo> Uporabijo nekatere izmed njih.
3. nivo> Zapi[ejo povsem druge dejavnosti.
4. Doma;a naloga
1. nivo> Dokon;ajo vajo 15.
2. in 3. nivo> Vaji 16 in 17 na straneh 49, 50.
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NASLOV U:NE URE> Ponavljanje in utrjevanje (Past Simple and Past Continuous Tense)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, Zgo[;enka (zvo;ni zapis str.. 188)
JEZIKOVNA ZNANJA>
CILJI>
●
●
Utrjevanje rabe navadnega preteklika v kombinaciji z opisnim preteklikom
U;enci uporabljajo oba preteklika v povedih
SPRETNOSTI>
●
●
●
●
Govor – opi[ejo dogajanje v cirkusu
Branje – razumejo spremljevalna besedila in navodila< berejo dalj[a besedila
Poslu[anje – poslu[ajo posnetek in zapi[ejo ustrezna dejanja
Pisanje – opi[ejo no;ne more
POTEK U:NE URE>
1.
Uvodna motivacija
Preglejte doma;o nalogo, ponovite rabo obeh preteklih ;asov, nato se u;enci osredinijo na sliko
cirku[ke arene v Delovnem zvezku na strani 51.
Opi[ejo jo v opisnem sedanjiku. What are these people doing|
Pod posamezne dejavnosti zapi[ejo ustrezno [tevilko.
And what were they doing when the tent collapsed|
Zapi[ejo odgovore, pri tem pa uporabljajo opisni preteklik.
2. Utrjevanje
Odprite U;benike na strani 69. U;enci poslu[ajo posnetek o Gordonovi dru/ini, vaja 8. Zvonec je
zazvonil in vsi so zelo zaposleni. U;enci zapi[ejo ali povedo, kaj so posamezni ;lani dru/ine v tem
;asu po;eli (Glej RVU, stran 150).
Dolo;ite psihiatra in pacienta za vajo 9a. Na podlagi izto;nic Mr. Durbin svojemu psihiatru opisuje
svoje vsakodnevne no;ne more (Glej RVU, stran 150).
1., 2. in 3. nivo> U;enci v zvezke povedi zapi[ejo.
3. Uporaba
1. nivo> Ponovite rabo obeh ;asov ob pomo;i vaj v Delovnem zvezku, in sicer z vajama 20 in 21 na
straneh 52 in 53.
2. nivo> Za pisanje samostojnega sestavka u;itelj pove kak[no izto;nico, lahko pa u;enci celo
napi[ejo zgodbo ob pomo;i karton;kov s klju;nimi dogodki>
walk along the street
murder
run home
somebody sees me
call the police
get arrested
cry
swim in a lake
see a lake monster
sink
see a castle
little monster loves you
mum gives you coffee
drive a car
a cat runs
see a dog
catch a mouse
stop
telephone rings
animals in the car
angry parents
3. nivo> Po zgledu vaje 9b napi[ejo lastno zgodbo.
4. Doma;a naloga
1. nivo> U;enci dokon;ajo, ;esar v [oli niso utegnili kon;ati.
2. in 3. nivo> U;enci naredijo vaji 20 in 21 v Delovnem zvezku na straneh 52 in 53.
3. nivo> Dodatno naredijo [e vajo 19 v Delovnem zvezku na strani 52.
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NASLOV U:NE URE> Preverjanje znanja (Past Simple and Past Continuous Tense)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, slikovne kartice, Zgo[;enka (zvo;ni
zapis str. 188, 189)
JEZIKOVNA ZNANJA>
CILJI>
●
●
Navadni preteklik v kombinaciji z opisnim
Oba ;asa pravilno uporabljajo tako lo;eno kot v kombiniranih povedih
SPRETNOSTI>
●
●
●
●
Govor – pripovedujejo o sanjah
Branje – razumejo dalj[e besedilo in ga dopolnijo z ustreznim ;asom
Poslu[anje – poslu[ajo posnetek in opisujejo sosledje dogodkov
Pisanje – zapi[ejo, kaj delajo in kaj se je zgodilo< besedilo dopolnijo z ustreznimi glagoli
POTEK U:NE URE>
1.
Uvodna motivacija
Uporabite slikovne karton;ke z mi[ko. Tokrat vsak u;enec izbere eno kartico, ki mu pove, kaj je delal,
ko so ga zmotila dejanja, zapisana v U;beniku na strani 70 v vaji 10. Vaja prina[a veliko sme[nih
situacij>
I was having a bath when the teacher arrived in class.
I slipped on a banana skin when I was driving a car.
2. Poglabljanje in utrjevanje
1., 2. in 3. nivo> Vaja 11 v U;beniku na strani 70. U;enci poslu[ajo posnetek, k sli;icam vpi[ejo ustrezne
[tevilke, nato pa v tabelo zapi[ejo, kaj je oseba delala, ko se je nekaj zgodilo, in kak[ne
so bile posledice (Glej RVU, stran 150–151).
1. nivo> Svoje znanje preverijo ob GRAMMAR TIME OUT v U;beniku na strani 72 in PARADE YOUR
KNOWLEDGE v U;beniku na strani 86. U;itelj dodatno pojasnjuje.
2. in 3. nivo> U;enci samostojno pregledajo GRAMMAR TIME OUT na strani 72, nato na strani 86
preverijo znanje, ki so ga pridobili v razdelku A2 – ustno.
Ko u;enci ponovijo oba ;asa, naredijo vajo 12a v U;beniku na strani 71 (Glej RVU, stran 151).
1. nivo> Zadostuje polovica primerov.
2. in 3. nivo> U;enci re[ijo vseh 11 primerov.
3. Doma;a naloga
2. in 3. nivo> Vaje 22, 23, 24.
3. nivo> Dodatno naredijo vajo 25.
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NASLOV U:NE URE> Nenavadne zgodbe (Strange Stories)
JEZIKOVNA ZNANJA>
●
●
CILJI>
●
Sosledje dogodkov
Razumevanje dalj[ih besedil
SPRETNOSTI>
●
●
●
●
Govor – pogovarjajo se o nad;utnem, nepojasnjenem, skrivnostnem ipd.
Branje – berejo zgodbe, jih razumejo in se o njih pogovarjajo
Poslu[anje – preverijo svoje rezultate
Pisanje – zapi[ejo povedi
POTEK U:NE URE>
1.
Uvodna motivacija
U;itelj pripravi listi;e z napisoma ODD \ EVEN (liho \ sodo [tevilo). Odredi prostor lihim oziroma
sodim [tevilom, tako da se u;enci razdelijo v dva tabora.
U;enci z lihimi [tevili za;nejo igro tako, da tvorijo poved s ;asom Present Continuous in veznikom
‘while’ oziroma ‘when’. U;enci s sodimi [tevili pa hitro dokon;ajo poved s ;asom Past Simple. Igra mora
biti hitra, da bo u;inkovita, zato dajte u;encem pred za;etkom mo/nost, da si zamislijo nekaj dejanj,
situacij. Tudi pri tej igri pri;akujte veliko sme[nih situacij, saj morajo u;enci zelo hitro odgovarjati.
Npr.> While I was having a shower, I met an old schoolfriend.
I was walking to school when I saw a chicken.
1. nivo> U;itelj lahko pripravi predloge dejavnosti, u;enci povedi le postavijo v pravilen ;as>
Npr.> ODD> go to the dentist
EVEN> bump into a bus
Priporo;am ;im ve; humornih situacij, saj humor u;ence tako zelo spodbudi k sodelovanju, da jim
tvorba struktur ne bo povzro;ala ve;jega miselnega napora.
2. Bralno razumevanje
Odprite U;benik na strani 73. U;enci si ogledajo slike in jih opi[ejo. Sklepajo, kaj se je ubogi gospe
Cross zgodilo. Glede na slike razvrstijo besedilo pod njimi v pravilno zaporedje.
Po kon;anem opravilu poslu[ajo posnetek in preverijo re[itve (Glej RVU, stran 151).
Razumevanje zgodbe preverijo z vajo 2 v U;beniku na strani 74 (Glej RVU, stran 151).
3. Prepoznavanje struktur
Vaja 3a v U;beniku na strani 74 je primerna za vse u;ence (Glej RVU, stran 151).
Ob pod;rtanih glagolih u;ence spodbudite, naj razmislijo, za kak[na dejanja gre pri posameznih
izrazih. Sli[ali so /e za dovr[ne in nedovr[ne glagole pri slovenskem jeziku, tako da jim to ne bo
prezahtevno. Pomagajo si lahko tudi (predvsem na 1. nivoju) z dol/ino trajanja nekega dejanja.
Nave/ite to dognanje na GRAMMAR TIME OUT v U;beniku na strani 75 in preglejte PARADE YOUR
KNOWLEDGE na strani 86. Tam u;enci preverijo, kaj so se nau;ili v razdelku A3.
Vaja 4 v U;beniku na strani 75 je namenjena razumevanju uporabe obeh ;asov.
1., 2. in 3. nivo> Preberite povedi, u;enci pa zapi[ejo pravilne re[itve (gre za dovr[na dejanja, ki so se
zgodila naenkrat) (Glej RVU, stran 151).
Preberite REMEMBER BOX v U;beniku na isti strani.
2. in 3. nivo> ;as za razgovor o neznanem, nad;utnem, neotipljivem, telepatiji, reinkarnaciji, usodi.
Vodite pogovor ob pomo;i vaje 3b v U;beniku na strani 74.
4. Doma;a naloga
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NASLOV U:NE URE> Prigode La/nivega Kljukca (Baron Munchausen’s Adventures)
U:NA GRADIVA IN PRIPOMO:KI> Delovni zvezek
JEZIKOVNA ZNANJA>
CILJI>
●
●
Dopolnjevanje zgodb z navadnim in opisnim preteklim ;asom
SPRETNOSTI>
●
●
Branje – u;enci razumejo dalj[e besedilo in ga dopolnijo z ustreznim ;asom
Pisanje – besedilo dopolnijo z ustreznimi glagoli v preteklem ;asu
POTEK U:NE URE>
Uro posvetite bralnemu razumevanju in utrjevanju rabe obeh preteklih ;asov.
V Delovnem zvezku na straneh 58–60 je pet zgodb.
1. nivo> Izberite tri zgodbe po lastni presoji (izpustite The Defeat of the Lion and Crocodile in The Baron’s
Horse Drinks in the Market Place). U;enci na tem nivoju potrebujejo ve; razlage, tako ;asov kot
tudi neznanih besed in fraz.
2. in 3. nivo> Priporo;ljive so vse zgodbe, vendar se tudi na 2. nivoju lahko odlo;ite le za [tiri (izpustite
lahko zgodbo The Defeat of the Lion and Crocodile).
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NASLOV U:NE URE> Dobrodelni koncerti (Solidays> Clap hands!)
JEZIKOVNA ZNANJA>
CILJI>
●
●
Spoznajo besedi[;e, povezano z dobrodelnimi koncerti oziroma koncerti
nasploh
Pogovor o solidarnosti, glasbi in koncertih
SPRETNOSTI>
●
●
●
●
Govor – izmenjujejo izku[nje o dobrodelnosti, glasbi
Poslu[anje – berejo ob poslu[anju
Branje – u;enci razumejo dalj[e besedilo in odgovarjajo na vpra[anja
Pisanje – tvorijo kraj[e besedilo ob podpornih klju;nih besedah
POTEK U:NE URE>
1.
Motivacija
Prej[njo uro ste posvetili bralnemu razumevanju zabavnih zgodb La/nivega Kljukca. Nave/ite
pogovor nanje in uro za;nite s humorjem, in sicer z razdelkom I v U;beniku na strani 95.
Zabavne rime niso prezahtevne, tako da jih preberite vsem u;encem (Glej RVU, stran 152).
Tudi nenavadne sli;ice jim bodo zabavne (Glej RVU, stran 152).
1., 2. in 3. nivo> Uganke u;enci na 2. in 3. nivoju preberejo sami, na 1. nivoju pa jih prebere u;itelj
in jih skupaj re[ite.
Preberite [e nekaj [al.
2. Dobrodelni koncerti
Ob pomo;i vpra[anj iz vaje 1 v U;beniku na strani 76 u;ence pripravite na temo, ki jo boste obravnavali.
Pogovorite se o njihovih priljubljenih skupinah, pevcih in ugotovite, ali obiskujejo koncerte in kje.
Predvajajte posnetek o dobrodelnem koncertu Solidays v Parizu.
Oglejte si miselni vzorec v U;beniku na strani 77.
1. nivo> U;enci ob pomo;i danih klju;nih besed obnovijo zgodbo.
2. in 3. nivo> U;enci glede na klju;ne besede postavljajo ustrezna vpra[anja so[olcem>
Npr.> Who founded a charity organization Solidarité sida| Luc Barruet.
What were the fans doing| They were happy and excited. Some were screaming …
Na podlagi miselnega vzorca u;enci zapi[ejo nekaj povedi o slovenskem (lahko izmi[ljenem)
dobrodelnem koncertu>
Npr.> MATI IN ?ENA \ MOTHER AND WIFE
Simona Weiss, Helena Blagne
For Slovenian mothers and wives
50.000 tickets sold
March 8th, 2001
Jasmin Stavros, Natalija Verboten, Atomic Harmonic
Dvorana Tabor
Crying, clapping and singing
V PARADE YOUR KNOWLEDGE (U;benik, str. 86) u;enci preverijo znanje, pridobljeno v razdelku B1.
3. Doma;a naloga
Za doma;o nalogo prinesejo slike, fotografije, razli;ne izrezke najljub[ih pevcev, igralcev, skupin ipd.
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NASLOV U:NE URE> Vzorniki mladih (The Fan Club> Who Likes Who|)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, slike in fotografije znanih oseb, prosojnica
Subject and Object Questions with WHO and WHAT, Zgo[;enka
(zvo;ni zapis str. 190)
JEZIKOVNA ZNANJA>
CILJI>
●
●
Izra/ajo svoj odnos do svojih vzornikov
U;enci pravilno uporabljajo vpra[alna zaimka who in what
SPRETNOSTI>
●
●
●
●
Govor – predstavijo svojega vzornika
Poslu[anje – poslu[ajo se med seboj in se pogovarjajo o skupnih vzornikih<
poslu[ajo posnetek
Branje – berejo dvogovor< razumejo navodila in se po njih ravnajo
Pisanje – zapi[ejo, koga ob;udujejo
POTEK U:NE URE>
1.
Motivacija
U;enci pripravijo slike, fotografije, ;lanke ipd. o svojih vzornikih in jih predstavijo pred razredom.
To lahko storijo na razli;ne na;ine>
I like ______. This is my favourite _________. His\Her name is ________. I admire _________.
I adore ___________. I love _________.
U;enci se morajo med seboj dobro poslu[ati, saj bo iz sli[anih podatkov sestavljena kasnej[a vaja.
2. Predstavitev
U;enci si ogledajo sliko v U;beniku na strani 78. Pogovorite se o njej, nato poslu[ajte posnetek.
Morda je kdo od u;encev v motivaciji omenil Avril in Williamsa ali Björk, tako da ta podatek uporabite
in hkrati predstavite vpra[alnici, ki ju boste v uri razvijali> Who likes …| Who does … like|
Zapi[ite ju na tablo, eno na levo, drugo na desno stran in med njima potegnite lo;nico. U;enci
ugotovijo razlike med obema vpra[alnicama in povedo njun pomen oziroma prevod.
Kadar vpra[a[ po osebku, vpra[alnici sledi glagol v 3. os. ed., kadar vpra[a[ po predmetu, vpra[alnici
sledi pomo/ni glagol DOES.
Pravilo preberejo v okvirju REMEMBER BOX v U;beniku na strani 79. Pravilo je podkrepljeno z nekaj
primeri. Za ponazoritev uporabite [e prosojnico Subject and Object Questions with WHO and WHAT.
3. Raba in utrjevanje
U;enci si ogledajo slike najstnikov z idoli na strani 78. Pogovorite se, ali koga od predstavljenih
zvezdnikov /e poznajo, ali je morda kateri od teh tudi njihov vzornik. Posamezniki povedo, kdo je
vzornik deklet in fantov, nato poslu[ajo [e posnetek.
1., 2. in 3. nivo> U;enci v dvojicah vadijo rabo vpra[alnic po osebku oziroma predmetu. U;itelj nadzoruje
in popravlja napake.
Na tabli sta napisani vpra[alnici Who likes…| in Who does …like|
Motivacijo s predstavitvijo idolov uporabite ob utrjevanju. U;enci bodo morali uporabiti spomin
in za vsakega zapisati, koga obo/ujejo oziroma kdo obo/uje koga.
Izvedite nalogo kot tekmovalno igro. Razred razdelite v dve skupini. U;enec iz skupine A pod ustrezno
kolono zapi[e vpra[anje za enega od so[olcev, u;enec iz skupine B pa mora pravilno odgovoriti.
Nato se vlogi zamenjata in skupina B postavlja vpra[anje, A pa odgovarja.
Npr.> WHO LIKES …|
Who likes Omar Naber|
Janja does \ Miha and Timi do.
WHO DOES …LIKE|
Who does ?an like|
He likes Siddharta.
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2. in 3. nivo> Kot dopolnilo naredijo vajo 2d v U;beniku na strani 79. Vsak u;enec na kratko pove, zakaj
dolo;eno osebo obo/uje.
4. Poglabljanje
Vaja 3 v U;beniku na strani 79 predstavi vpra[alni zaimek what. Zanj u;enci ugotovijo, da se uporablja
enako kot who.
3. nivo> U;enci se spra[ujejo v dvojicah o dobrodelnem koncertu. Sledijo 16. zapisanim trditvam
s someone in something. Izmenjaje si v dvojicah zastavljajo usrezna vpra[anja. V zvezke
zapi[ejo po dva primera za vsako vrsto vpra[anja (Glej RVU, stran 151).
U;encem bo v pomo; spoznanje, da v primerih, kjer je someone ali something na za;etku, za
vpra[alnico ne stoji pomo/ni glagol.
1. in 2. nivo> U;enci dajejo kratke odgovore brez glagola.
3. nivo> U;enci morajo prepoznati ustrezni pomo/ni glagol in ga dodati odgovoru>
Npr.> What went out| The lights did.
Who is infected with Aids| Many children are.
5. Doma;a naloga
1., 2. in 3. nivo> Vaji 29 in 31 na straneh 61 in 62.
3. nivo> Dodatno [e vajo 30 na strani 61.
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NASLOV U:NE URE> Vpra[anja po osebku in predmetu (Who \ What)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, sli;ice izumov in znanstvenikov
JEZIKOVNA ZNANJA>
CILJI>
●
●
●
U;enci se pogovarjajo o izumih
U;enci utrjujejo vpra[alna zaimka who in what
Uporabljajo besedi[;e za izume in spoznajo nekatere izumitelje
SPRETNOSTI>
●
●
●
●
Govor – povedo znane izume in izumitelje
Poslu[anje – poslu[ajo ideje so[olcev
Branje – berejo besedilo in i[;ejo potrebne podatke
Pisanje – zapi[ejo izume, avtorje in letnico
POTEK U:NE URE>
1.
Motivacija
Za motivacijo uporabite pove;ane sli;ice izumiteljev, izumov in letnic iz U;benika na strani 80.
Igrajte se igro sestavljanja (lahko tudi kot tekmovanje med skupinami).
Na prvem nizu listi;ev so imena izumiteljev, na drugem njihove fotografije, na tretjem izumi in
na zadnjem letnice.
Rezultate posameznih skupin ali razreda kot celote zabele/ite na tablo, saj jih boste uporabili za
primerjavo, ko bodo u;enci iz besedila v U;beniku razbrali re[itev.
2. Pridobivanje komunikacijskih spretnosti in raba ustreznih vpra[alnic
U;enci odprejo U;benike na strani 80 in se osredinijo na vajo 4a. V dvojicah zastavljajo vpra[anja,
kdaj je kdo kaj izna[el oziroma odkril (Glej RVU, stran 151).
Medtem preverjajte zapiske na tabli in skupaj odkrivajte, kako to;ni so bili u;enci v svojih predvidevanjih.
Ko odkrijete vse letnice, si u;enci ogledajo portrete znanstvenikov v vaji 4b. Znova preverite, kako
so jih razvrstili. Popravite, kar je potrebno. Ob vsem tem nenehno poteka pogovor ob uporabi vpra[alnic,
kot so> When was the bicycle invented| Which one is John Baird| In nazadnje [e> Who invented
dynamite| Podatke za odgovore na to vpra[anje prav tako najdejo v tabeli 4b.
Naloga bo tako ne samo produktivna, temve; tudi zabavna, saj bodo ob pridobivanju nove snovi
preverjali svoje delo, ga popravljali, ob tem pa uporabljali ustrezne vpra[alnice in utrjevali besedi[;e.
3. Poglabljanje
1., 2. in 3. nivo> Vaja 5 v U;beniku na strani 80 v u;encih budi radovednost (Glej RVU, stran 152). U;enci
se razporedijo v dvojice. Eden iz para ima pred sabo tabelo na strani 80, drugi pa
tabelo na strani 196. Obema manjkajo nekateri podatki, ki jih morata pridobiti od
partnerja, seveda tako, da postavita ustrezno vpra[anje>
Who invented the telephone|
What did George Eastman invent|
Where did Benz and Daimler come from|
When did the Wright brothers invent the plane|
What did Sony invent|
Who invented the camera|
Where did the Wright brothers come from|
Who invented the CD player|
2. nivo> U;enci naredijo vajo 32 v Delovnem zvezku na strani 62 ter vajo 34 na strani 64.
3. nivo> Vaja 6. U;enci besedilo preberejo, razjasnite neznane besede in se pogovorite o vezeh med
posamezniki v zgodbi.
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Preberite GRAMMAR TIME OUT v U;beniku na strani 82 in se pogovorite o najstni[kih revijah
in pesmih. Uporabljajte vpra[anja na strani 82 (SPEAK OUT), u;enci pa ozna;ijo, kaj najraje preberejo
v revijah za najstnike.
V PARADE YOUR KNOWLEDGE na strani 86 u;enci preverijo, kaj so se nau;ili v razdelku B2.
4. Doma;a naloga
U;enci naredijo vaje v Delovnem zvezku>
1. nivo> Vajo 33 na strani 63 (brez tvorbe vpra[alnic).
3. nivo> Vaje 32–35 na straneh 62–65.
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NASLOV U:NE URE> Obla;ila (What Do Your Clothes Say about You|)
JEZIKOVNA ZNANJA>
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●
CILJI>
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Razli;ne vrste ptic
Sestavljeni glagoli
Obla;ila in opis oseb
U;enci spoznajo besedi[;e za razli;ne ptice
Seznanijo se z nekaterimi sestavljenimi glagoli
Spoznajo besedi[;e za obla;ila
Znajo opisati osebo
SPRETNOSTI> Govor – pogovarjajo se o pticah, osebah in njihovih obla;ilih
Poslu[anje – poslu[ajo se med seboj ter upo[tevajo ideje in mnenja drugih
Branje – berejo opise in jih pripi[ejo ustrezni osebi
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●
POTEK U:NE URE>
1.
Motivacija
Za motivacijo vseh u;encev predelajte razdelek G o pticah v U;beniku na strani 89 (Glej RVU, stran 152).
U;ence vodite skozi vpra[anja v vaji 1 in razjasnite neznane besede, kot so prey, migration, resident,
in imena posameznih ptic.
3. nivo> U;enci na kratko predstavijo osebnost ptic, ki so jim najbolj pri srcu.
Zanimiva je vaja 3, v kateri u;enci dolo;enim poklicem izberejo ptico kot simbol. U;enci utemeljijo
svojo izbiro.
2. in 3. nivo> U;encem ostane ve; ;asa za predelavo razdelka H v U;beniku na strani 90.
Tam so predstavljeni nekateri sestavljeni glagoli.
2. nivo> Zadostuje, da razumevanje in znanje u;encev preverite s kratkim testom na strani 94
(Glej RVU, stran 152). Veliko teh izrazov poznajo, tako da vaja ne bo prezahtevna.
3. nivo> U;enci preberejo razlago in posamezne primere za dane glagole.
Clothes make the man!
Ta pregovor naj vam bo izhodi[;e pri obravnavanju nove snovi – obla;ila in dolo;eni tipi ljudi.
Za pogovor uporabite vpra[anja in predloge v vaji 2b v U;beniku na strani 84. U;ence napeljite na
dolo;ene pridevnike (trendy, in, modern, flash, casual, interesting) in imena za obla;ila za dolo;ene
prilo/nosti.
Po pogovoru si u;enci ogledajo sli;ice oseb v U;beniku na strani 83. U;enci ozna;ijo obla;ila
Na podlagi obla;enja razvr[;amo ljudi v razli;ne tipe. U;enci dobro preberejo opise teh ljudi in jim
pripi[ejo ustrezno [tevilko (Glej RVU, stran 152).
2. in 3. nivo> U;enci po zgledu navodil za vajo 2a v U;beniku na strani 84 napi[ejo nekaj povedi o tipih
ljudi glede na slog obla;enja.
3. Doma;a naloga
3. nivo> Vaji 37 in 38 na strani 67.
3. nivo> Vajo 36 na strani 66 ter vaji 37 in 38 na strani 67.
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NASLOV U:NE URE> Opis pogre[ane osebe (Missing Person Announcement)
JEZIKOVNA ZNANJA>
CILJI>
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Opi[ejo ;lovekov videz in obla;ila
Znajo opisati ;loveka in razumejo vpra[alnice po videzu, zna;aju in po ne;em, kar imajo radi
SPRETNOSTI>
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●
Govor – opi[ejo osebo
Poslu[anje – poslu[ajo se med seboj in uganjujejo osebe< poslu[ajo posnetke
Branje – berejo in dopolnjujejo besedilo
Pisanje – dopolnijo besedilo< zapi[ejo opis osebe
POTEK U:NE URE>
1.
Motivacija
Za motivacijsko igro izberite vajo 3 v U;beniku na strani 84. Preberite zapisan primer in razlo/ite
potek vaje, ki bo vzela kar nekaj ;asa. Skupina u;encev pripravi kratek opis ene osebe iz vaje 1a na
strani 83. Pomagajo si z razpredelnico in danim besedi[;em. Drugi poslu[ajo in sku[ajo uganiti,
za katero osebo gre.
2. Pridobivanje slovni;nih struktur – glagol ‘like’
U;encem predstavite tri vrste vpra[anj o ;loveku z glagolom like.
Npr.> What does Miha’s person look like|
What is Mateja’s girl like|
What does Jure’s man like|
Bodite pozorni, da u;enci sli[ijo razli;ne tipe vpra[anj. Vodite jih k pravilnim odgovorom, nato pa
skupaj poglejte razlago v okvirju REMEMBER BOX na strani 84.
U;enci v zvezke napi[ejo opis ene izmed oseb iz u;benika, lahko pa tudi izberejo kak[nega so[olca
oziroma so[olko.
Npr.> MARIA
What does she look like|
She is tall and very attractive. Her hair is long and her face is round.
What is she like|
She is very nice and friendly but sometimes she can be rude.
What does she like|
She likes cats a lot. Her favourite food is fish and chips.
2. in 3. nivo> U;enci lahko pripravijo ve; opisov.
3. Utrjevanje
U;enci poslu[ajo obvestilo o pogre[ani osebi, vaja 4a v U;beniku na strani 84. Ob poslu[anju berejo
besedilo in vna[ajo manjkajo;e podatke. Nato poslu[ajo [e enkrat in preverijo re[itve (Glej RVU, stran 152).
3. nivo> Vaja 39 v Delovnem zvezku na strani 68.
4. Doma;a naloga
1. nivo> Vaji 40b,c na strani 69 ter vaji 41, 42 na strani 70.
2. in 3. nivo> Vaje 40–42 na straneh 69 in 70.
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NASLOV U:NE URE> Vaje iz fonetike (Pronunciation Practice), Sre;ni kraljevi; (The Happy Prince)
JEZIKOVNA ZNANJA>
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Lo;ijo med ameri[ko in britansko izgovorjavo
Ponovijo pojme, kot so naglas (poudarek), zlog in foneti;na transkripcija
Ponovijo opis oseb
CILJI> U;enci lo;ijo med ameri[ko in britansko izgovorjavo
Sli[ijo naglas (poudarek), znajo brati foneti;en zapis, [tejejo zloge v besedah
Razumejo dalj[a besedila
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SPRETNOSTI>
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●
Govor – vadijo izgovorjavo in naglas (poudarek)
Poslu[anje – razlikujejo med britansko in angle[ko izgovorjavo< v besedah [tejejo
zloge in znajo dolo;iti, kateri je nagla[en (poudarjen)
Branje – razumejo besedilo in ga dopolnijo
Pisanje – foneti;no transkripcijo pretvorijo v zapis< opi[ejo videz osebe< dopolnijo
zgodbo glede na dan kontekst
POTEK U:NE URE>
1.
Motivacija
Za motivacijo uporabite razdelek J v U;beniku na strani 97. Z u;enci na 1. nivoju predelajte samo
skraj[ano razli;ico zgodbe, z u;enci na 2. in 3. pa celotno besedilo.
Ko u;enci preberejo zgodbo, na zemljevidu poi[;ite imenovane kraje v vaji 2 na strani 99, ob pomo;i
vaje 4 pa naredite preprost miselni vzorec o zgodbi.
1. nivo> Besedilo preberite skupaj, ob va[i pomo;i naj u;enci izlu[;ijo pomembne podatke o lastovki,
potem pa jih vklju;ite v miselni vzorec.
2. in 3. nivo> U;enci preberejo [e sestavek o tej ptici.
2. Ponavljanje in bralno razumevanje
1., 2. in 3. nivo> Naredite vse vaje za izgovorjavo v U;beniku na strani 85. U;enci sledijo navodilom,
pri tem pa se osredinijo na britansko in ameri[ko izgovorjavo, na [tevilo zlogov in naglase
(poudarke) v besedah, hkrati pa sku[ajo razvozlati foneti;ni zapis (Glej RVU, stran 152).
V Delovnem zvezku je preostalo nekaj bralnih vaj, ki jih uporabite za ponavljanje in utrjevanje /e
predelane snovi.
1. nivo> U;enci naredijo vaje 43, 44a, 45, 46a (1 slika), b (1 oseba).
2. nivo> U;enci naredijo [e vajo 48.
3. nivo> U;enci naredijo vse vaje od 43 do 49.
3. Doma;a naloga
U;enci dokon;ajo vaje iz Delovnega zvezka, ki jih niso dokon;ali med uro.
Opozorite jih, da bo naslednja ura namenjena izdelavi projekta. Preberejo naj navodila za projekte
v Delovnem zvezku na straneh 76–78 in glede na izbrano temo naslednjo uro s seboj prinesejo
slikovni oziroma drug izbrani material.
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U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, slikovni material
JEZIKOVNA ZNANJA>
CILJI>
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Poka/ejo izvirnost v ustvarjanju ter izbiri besedi[;a in slovni;nih struktur
Predstavijo svoj video, zgodbo, ;asopis, novico …
SPRETNOSTI>
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Govor – znajo povedati nekaj o izbrani govorni temi
Poslu[anje – poslu[ajo se med seboj in sli[ano ocenijo
Branje – berejo navodila
Pisanje – zapi[ejo zgodbo, novico, reklamo …
POTEK U:NE URE>
Celotna ura je namenjena izdelavi projekta. U;enci imajo na voljo 7 razli;nih predlogov, za katere so
se odlo;ili doma. Glede na izbrano izhodi[;e dajte u;encem na voljo 25 minut za ustvarjanje, preostalih
20 pa naj bo namenjenih predstavitvi izdelkov. Ti morajo biti kratki in jedrnati.
1 – Odlo;ijo se lahko za izdelavo videa, dopustite pa tudi mo/nost stati;nih posnetkov, tako da le opi[ejo,
kaj /elijo z njimi pokazati.
2 – Zanimiva je izdelava sociograma (po vzoru Trojanske vojne v U;beniku na strani 81),
pri ;emer se lahko u;enci lotijo znanih zgodb, na primer iz U;benika ali Delovnega zvezka.
3 – Kot alternativo predlaganemu na;rtu predlagajte mened/erju, naj predstavi svojo glasbeno
skupino in pojasni, kako jo bo promoviral.
4 – Razredni \ [olski \ najstni[ki ;asopis je dobra ideja za predstavitev tem, ki jih bo zajemal.
5 – U;encem bo prav gotovo privla;na glasbena lestvica TOP 10.
6 – WANTED – kriminalke in vesterni, ki vedno pritegnejo. U;enci si naj izberejo razrednega kriminalca
(lahko tudi enega izmed u;iteljev ali znanih oseb), preostali pa naj na podlagi opisa uganejo, kdo
je ta, ki ga je treba spraviti za zapahe.
7 – U;enci, predvsem dekleta, veliko sledijo modnim smernicam. Zakaj se ne bi lotili te vaje in predstavili
na primer obla;ila, ki so IN oziroma OUT.
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NASLOV U:NE URE> Legende (Legends)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Du[ica Kunaver> Temelji angle[;ine ob miselnih vzorcih,
pripovedih in pesmih, Marjan Ratresen> 101 slovenska razpoznavnost, Zgo[;enka
JEZIKOVNA ZNANJA>
CILJI>
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Jezik legend in drugih kratkih zgodb
U;enci znajo poiskati bistvo zgodbe
SPRETNOSTI>
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Govor – delijo izku[nje in znanja o legendah in nastanku legend
Poslu[anje – poslu[ajo posamezne zgodbe
Branje – berejo kraj[a besedila
POTEK U:NE URE>
1.
Motivacija
Uvod v to u;no uro je razdelek E v U;beniku na strani 87, ki u;encem predstavi brezrepe ma;ke
z otoka Man.
Preden se lotite zgodbe, u;ence seznanite z lego otoka.
3. nivo> Vaja 2 na isti strani je primerna za najvi[ji nivo, saj u;enci /e obvladajo ve; besedi[;a
in ustrezne strukture. Zanimivo bo sli[ati izgovore posameznih /ivali, s katerimi bodo
/elele upravi;iti svojo navzo;nost na Noetovi barki.
2. Raz[irjanje teme
Vaja 3 razdelka E v U;beniku na strani 87 je namenjena dodatnemu [irjenju znanja o slovenskih
legendah in bajkah.
Primerna je za vse u;ence, u;iteljeva naloga je le ugotoviti, kako podati posamezne legende oziroma
priti do njih.
1. in 2. nivo> U;enci povedo, kaj o danih imenih /e vedo, u;itelj pa jih dopolnjuje in jim pomaga.
3. nivo> Umestno bi bilo iskati [e ve; podatkov o podanih legendah na svetovnem spletu.
If one is to believe the legend, then the founder of
Ljubljana was the Greek prince Jason, together
with his companions, the Argonauts. According
to the legend, Jason and the Argonauts, while
fleeing from King Aites, from whom they had
stolen the golden fleece, sailed from the Black
Sea up the Danube, from the Danube into the
Sava, and from the Sava into the Ljubljanica.
Around here Jason encountered a terrible monster, which he fought and slew. This monster was
the Ljubljana dragon, which now has its permanent abode on top of the castle tower on the
Ljubljana coat of arms.
(www.slovenia-tourism.si)
How giants build our rocky mountains|
No wonder this fairy land is the origin of many
legends and myths. On the main road to Mozirje
on the left bank of the river Savinja you can see a
stone obelisk resembling a needle with its 2-meter
crack. That gave it the name Needle. The legend
says that the pagan giantess sewed her husband’s
shirt with it, and washed it in the river Savinja.
(www.fishin2.net)
The name Vilenica is derived from the Slovenian
word vile, which means fairy. The locals believed
the cave was the home of good fairies.
(www.showcaves.com)
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This is Lake Cerknica – it shrinks and expands
every year, and sometimes it disappears
altogether. How come| You can see in
this picture that the lake shore is growing.
All across this landscape pools appear
and disappear in hollows. Long periods
of heavy rain produce pools.
This can be very close to houses and farms.
This is a model of the Cerknica basin
when the lake has disappeared.
You can see the villages on higher ground.
This is a model when the lake is almost
at its maximum extent.
Here is a depression with no water
in it, typical of the Karst landscape.
These are sink holes – Limestone type rocks
are made of Calcium Carbonate which
dissolves in water. Over many centuries,
a solution beneath the ground has dissolved
the rocks and then the roof has collapsed.
Water up-wells from depressions
and flows allong the valleys.
Lake Cerknica is a Karst Polje – this is
a depression in the ground. It is simple>
water in > water out = rising lake
water in < water out = shrinking lake
●
●
It can even disappear altogether. This is
Lake Cerknica when the rainfall is low –
the water table is below ground. If this
was in summer – you would be able to
pick up the fish by hand.
After a wet winter and prolonged rain,
Lake Cerknica is full of water.
(www.sln.org.uk)
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In Zlatorog’s Kingdom The Triglav National Park
is an area of outstanding beauty containing
rivers, lakes, waterfalls and the spectacular Julian
Alps. This trek leads us into the very heart of the
mountains while trekking along one of the most
beautiful trails in the Alps.
This is the kingdom of Zlatorog, the mysterious
white Chamois who used to rule the Julian Alps.
Guarding his treasure, Zlatorog lived in the
national park and protected its beauty. However,
greed caused a hunter to track and shoot the
chamois. Zlatorog’s magic powers helped him kill
the hunter before he disappeared from his mountain paradise forever, but left his treasures for all
to enjoy forever.
(www.humanfish.com)
There is a well known romantic story of the robber
knight (baron) at the end of the 15th century –
Erasmus who took refuge in inaccessible cave castle resisting openly his besiegers for one year.
According to the story the besieged knight received
his necessary food through the secret passage linking the Castle with the Vipava valley. Erasmus met
his death only after having been betrayed by someone in his service.
(www.slovenia.no)
Here was a site of a legend about the baptism at
Savica, which became a national myth. The temple of the ancient Slavic goddess ?iva once stood
in the place of the church, and the priest
Staroslav and his daughter Bogomila guarded it.
The temple disappeared during battles between
the followers of the pagan religion (among them
:rtomir who was in love with Bogomila) and
Christians, the latter winning the final battle.
Eventually, Bogomila stayed in the new church
with her father, while :rtomir, after his baptism
near the Savica waterfall, went to Aquilea and
became a missionary of the Aquilean patriarch
among the Slovenes. In 1836 a romantic versetale by France Pre[eren, Krst pri Savici Baptism at
the Savica, became and remained for over 150
years firmly set in the imagination of Slovene literature.
(www.culturalprofiles.org.uk)
Once upon a time there was a green meadow
where lake Bled lies today. In the middle there
was a little hill where sheep gazed on sunny
days and fairies danced on starry nights. But
when the sheep had grazed all the soft grass on
the hill, around the rock and its top, the fairies
asked the shepherds to fence in their hill so the
grass would grow again. The shepherds laughed
at the fairies’ request. “If you don’t fence our hill
in, we’ll do it ourselves!” warned the insulted
fairies. When even these threats did not help,
and the youngest and the most beautiful fairy
slipped and fell on the hard slippery ground on
the hill, the angry fairies called upon the mountain waters to cover the grassy meadow and to
fence their hill with guards of water. Thus the
fairy hill changed into the island in the middle
of the lake where one can still feel the magical
power of the fairies.
3. Poglabljanje
1. nivo> U;enci preberejo kraj[a besedila iz knjige Du[ice Kunaver> Temelji angle[;ine ob miselnih
vzorcih, pripovedih in pesmih> od kod izvirajo imena mesecev, dnevov in priimkov.
2. in 3. nivo> Predelajo zgodbo o Vilenici, ki raz[iri /e znano iz U;benika.
4. Doma;a naloga
1., 2. in 3. nivo> U;enci poi[;ejo [e kak[no legendo, anekdoto ali bajko.
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AWAY FROM HOME
V tej enoti bodo u;enci uporabljali besedi[;e za gospodinjska opravila ter ostala dela v hi[i in okoli nje. Znali bodo
povedati, kako pogosto se dolo;enih opravil doma tudi lotevajo. Od navadnega sedanjika, s katerim bodo opisovali vsakodnevne navade, bodo prehajali na navadni preteklik, ki ozna;uje zaklju;eno dejanje, in predsedanjik, s
katerim bodo povezovali preteklost s sedanjostjo. Seznanili se bodo z dejavnostjo taborov pri nas in v svetu, v
povezavi s tem pa se lotili problema ekolo[ke ogro/enosti narave. Dodatne dejavnosti jim ponujajo /ivljenjepisa
znanih legend Divjega Zahoda, Davyja Crocketta in Buffala Billa. Seznanili se bodo z okoli[;inami odprave na
Antarktiko, z vrstami dreves, negativnimi predponami, ponovno jih bodo razvedrile [ale in uganke, z literarnim
prispevkom Nekoga mora[ imeti rad pa bodo primerjali in analizirali slovenski oz. angle[ki zapis pesmi.
BESEDI{:E> dom\hi[a< vsakodnevna opravila< znana pravlji;na besedila< besedi[;e,
povezano z /ivljenjem v naravi in z njo< /ivljenje v mestu in na de/eli
SLOVNI:NE STRUKTURE> Present Perfect Tense< Present Simple Tense< Past Simple
Tense< should\ shouldn’t< must\mustn’t< izra/anje koli;ine>
a lot of\some\much\many\(a)little\(a)few
1. nivo> (stran\naloga) > 100\I, IIa< 102\2< 103\3a,b< 104\4< 105\5,6,7< 106\7,8< 109\2, 3a<
110\4< 110\6a< 111\7,8< 112\9,10< 113\11< 114\12< 115\13< 116\13c 118\1a,2a< 120\3< 121\4< 123\2<
124\3a,b< 125\4a< 126\4b< 127\5a,b< 129\C< 130\D,E< 131\1a,b< 132\3,4,5< 136 (prirejeni
zgodbi)< 139 (samo zanimivosti)< 140< 141(izbor)< 142 ([ale)< 143< 145.
2. nivo> 103\3c< 109\3b< 110\5, 6c< 118\1b,c< 124\3b< 125\3c,d< 127\5c< 128\B< 131\2b< 139.
3. nivo> 100\IIc< 119\2b< 120\2c< 128\A< 141\2< 144.
IZGOVORJAVA> izgovorjava ‘r’ v razli;nih besednih postavitvah in ;rkovnih dvojicah<
kratka oblika have\has.
PROJEKTI> opis sobe< oblikovanje novih slovenskih tolarjev< oblikovanje ‘zelene’ abecede<
opis ogro/enih /ivali in njihovega okolja< oblikovanje ko[ev za smeti z eko
zapisi< ‘govore;e’ majice z ‘zelenimi’ slogani< oblikovanje okoljskega plakata.
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Unit 3> AWAY FROM HOME Zdoma
NASLOV U:NE URE> Kaj je dom| (What is a home|)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, ra;unalnik
JEZIKOVNA ZNANJA>
●
●
CILJI>
●
Opredelijo razliko med hi[o in domom
Z ustreznim besedi[;em opisujejo razli;ne /ivljenjske in bivanjske razmere
doma in po svetu
U;enci uporabljajo besedi[;e, povezano z na[im /ivljenjem, na[imi pravicami in dol/nostmi
ter razmerami, v katerih /ivimo
SPRETNOSTI>
●
●
●
Govor – opisujejo /ivljenjske tegobe, razmi[ljajo o svetu, izmenjujejo stali[;a in
izku[nje
Branje – razumejo prebrano, odzivajo se na /go;e probleme
POTEK U:NE URE>
1.
Motivacija
U;itelj za motivacijo u;encem poka/e nekaj fotografij, ;lankov, ki prikazujejo tematiko, ki jo boste
predelali v tej uri. Vpra[anja v vaji I v U;beniku na strani 100 uporabite v uvodnem pogovoru. Vanj
se u;enci vklju;ujejo glede na svoje znanje in izku[nje.
U;enci v parih naredijo vajo 4 na isti strani – izpolnijo razpredelnico, ki prikazuje, katere ;lovekove
potrebe so zadovoljene v posameznih prostorih v stanovanju. Upo[tevajte razli;ne predloge, u;enci
pa naj svoja mnenja podkrepijo s primeri.
2. Razprava
Preostali del ure posvetite te/avam, ki tarejo sodobni svet.
3. nivo> Z u;enci se pogovorite o teh te/avah ob prebranih primerih v U;beniku na strani 101.
1., 2. in 3. nivo> U;enci glede na kartice BINGO (U;benik, str. 100) povedo svoje izku[nje oziroma
znanje o zapisanih problemih>
GENSKO SPREMENJENI
ORGANIZMI
IZDATKI ZA VOJSKO
NOBELOVA NAGRADA
ZA MIR
ONESNA?EVANJE
REV{:INA
VOJNE
RECIKLIRANJE
IN VNOVI:NA UPORABA
VLOGA SPOLOV
:LOVEKOVE PRAVICE
BEGUNCI
SMRTNA KAZEN
OGRO?ENI JEZIKI
NARAVNI VIRI
NASILNE IGRA:E
TERORIZEM
TRGOVANJE Z BELIM BLAGOM
:EZMERNA PORABA
TOVARNE\DELAVNICE S SLABO
PLA:ANIMI DELAVCI
U:INEK TOPLE GREDE
OZONSKA PLAST
NEPISMENOST
RASIZEM
DE?EVNI GOZD \ PRAGOZD
DELO OTROK
:e imate mo/nost obiska v ra;unalni[ki u;ilnici oziroma uporabe ra;unalnikov, ta del u;ne ure
pre/ivite z u;enci na internetu.
U;enci si izberejo nekaj klju;nih besed s kartic BINGO (prilagodite jih glede na preostanek ;asa
in sposobnosti u;encev) in jih razi[;ejo ob pomo;i svetovnega spleta. O izbranih temah poi[;ejo
definicijo ali razlago, vendar zapis ne sme presegati treh povedi.
:e nimate mo/nosti iskanja informacij z ra;unalnikom, u;enci zapi[ejo, kar pa; vedo o zapisanih
temah.
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Ob koncu ure vsak u;enec predstavi izbran problem, drugi pa se vklju;ijo v pogovor s svojimi predlogi
in re[itvami.
Vajo lahko zastavite tudi kot igro.
U;enci si od 24 tem na karticah izberejo 3-5. U;itelj kli;e teme v angle[kem ali slovenskem jeziku.
U;enec, ki prvi zbere vse izbrane teme, vzklikne ‘BINGO’ in je zmagovalec.
1. nivo> U;itelj imenuje teme v slovenskem jeziku.
2. in 3. nivo> U;itelj imenuje teme tako kot na 1. nivoju, vajo pa raz[iri z imenovanjem v angle[kem
jeziku. Pri tem morajo dvojice, katerih tema je omenjena, na hitro povedati razlago
problema>
Npr.> U;itelj> Poverty.
Dvojica A> Charity concerts fight poverty.
U;itelj> Pollution.
Dvojica B> The sea by Koper was polluted by oil.
3. Doma;a naloga
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NASLOV U:NE URE> Vsakodnevna gospodinjska opravila (Daily Chores)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, ra;unalnik, reklamne bro[ure, prosojnici
Frequency in Frequency Adverbs, Zgo[;enka
JEZIKOVNA ZNANJA>
●
●
CILJI>
●
●
●
Seznanijo se s hi[nimi opravili
Opisujejo, kako pogosto opravljajo doma;a opravila
Seznanijo se z delom au-pair
Opi[ejo drobna vsakdanja opravila
Uporabljajo razli;ne ;asovne prislove za navadni sedanjik
SPRETNOSTI>
●
●
●
●
Govor – pogovarjajo se o vsakodnevnih opravilih in opravilih au-pair
Poslu[anje – poslu[ajo pogovor na posnetku
Branje – sledijo besedilu, se nanj odzivajo, popravljajo napake
Pisanje – zapi[ejo doma;a opravila
POTEK U:NE URE>
1.
Motivacija
U;itelj poka/e nekaj reklamnih bro[ur in informacij, kako dobiti delo kot au-pair v tujini. :e imate
dostop do ra;unalnika, lahko podatke o tem poi[;ete prek spleta.
2. Pridobivanje besedi[;a in ponovitev slovni;nih struktur – prislovi pogostosti in Present Simple Tense
U;enci si ogledajo sliko na strani 102 v U;beniku in povedo, kaj jim predstavlja. Razlo/ite frazo
daily chores oziroma u;enci sami povedo, kaj pomeni njim. Sledijo besedilu ob hkratnem poslu[anju
zgo[;enke s tem besedilom v U;beniku na strani 102. Izlu[;ijo besede za gospodinjska opravila.
Ob pomo;i REMEMBER BOX na isti strani ponovijo vpra[anja za pogostost in prislovna dolo;ila,
ki ozna;ujejo frekventnost nekega dejanja. Za dodatno ponazoritev uporabite prosojnici Frequency
in Frequency Adverbs.
1., 2. in 3. nivo> U;enci preberejo skraj[ano besedilo v vaji 2 in ga popravijo (Glej RVU, stran 153).
Vaji 3a,b v U;beniku na strani 103 zdru/ite. U;enci se v dvojicah spra[ujejo o dolo;enih opravilih.
To lahko opravijo vsi hkrati, medtem ko u;itelj nadzoruje potek, lahko pa igro naredite zanimivej[o,
;e pred tablo povabite posamezne dvojice, ki si vnaprej pripravijo dvogovor o enem od opravil.
Vsi ju morajo dobro poslu[ati, saj bo iz sli[anega sestavljena naslednja vaja.
Npr.> Tina, who washes the car in your family|
I do.
How often do you wash it|
Always.
Marko, who makes your bed|
I do.
How often do you do it|
Sometimes.
Vsi u;enci morajo predstaviti en dvogovor, zajeta pa naj bodo vsa narisana opravila.
Ob koncu vaje naredite pisni preizkus spomina. V zvezke si u;enci napi[ejo naslov DAILY CHORES,
potem pa zapi[ejo povedi o vsakem u;encu – kaj dela oziroma kdo dela in kolikokrat. Na ta na;in
morajo biti miselno dejavni, uporabljati spomin, v mislih ponoviti sli[ano in nazadnje to zapisati.
{tevilo zapisanih povedi prilagodite posameznemu nivoju oziroma preostalemu ;asu.
Npr.> Tina always washes the car in her family.
Marko sometimes makes his bed.
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3. Utrjevanje
1., 2. in 3. nivo> Z vajo 3c u;enci ponovijo in utrdijo rabo HAVE TO. U;enci v parih uprizorijo nekaj
vzor;nih dvogovorov, pri ;emer navajajo opravila v Delovnem zvezku na strani 79, vaja 2a.
1. nivo> U;enci naredijo le vajo 2a.
2. in 3. nivo> Dodatno naredijo [e vajo 2b.
4. Doma;a naloga
1., 2. in 3. nivo> U;enci naredijo vaji 3 in 4 v Delovnem zvezku na straneh 80 in 81.
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NASLOV U:NE URE> Navadni sedanjik in prislovi pogostosti (Present Simple Tense and Adverbs
of Frequency)
JEZIKOVNA ZNANJA>
CILJI>
●
●
Opisujejo pogostost doma;ih opravil in drugih obveznosti
U;enci uporabijo ustrezne prislove ;asa glede na pogostost opravljanja dolo;enih del v dru/ini
SPRETNOSTI>
●
●
●
●
Govor – opisujejo svoje vsakodnevne obveznosti in povedo, kako pogosto jih morajo
opravljati
Poslu[anje – poslu[ajo se med seboj< poslu[ajo posnetek, izpolnjujejo razpredelnico
in preverijo, ali so jo pravilno izpolnili
Branje – razumejo navodila< iz posameznih delov tvorijo povedi
Pisanje – dopolnjujejo povedi
POTEK U:NE URE>
1.
Motivacija
U;itelj uro za;ne z navihanim nagovorom> I’ve heard a lot of funny things about you and your
off-school activities. I want you to share them with your school friends.
Delovni list> Vsak u;enec izbere listi; s prislovom ;asa in eno sli;ico, nato oboje zdru/i v poved,
ki jo glasno pove so[olcem. Igra prina[a veliko smeha, hkrati pa se u;enci ob njej veliko nau;ijo.
Npr.> I always iron my school bag.
I do my homework in the toilet twice a week.
I often water my notebooks.
2. Utrjevanje
Odprite U;benike na strani 104 ter preglejte tabelo z imeni in opravili v vaji 4a. U;enci poslu[ajo
posnetek in ozna;ijo, katere informacije izvedo o posameznih ljudeh (Glej RVU, stran 153).
Vaja 4b se nana[a na zgornjo tabelo.
1. nivo> U;encem pomagate, delate skupaj, zapisano pa prav tako preverite ob posnetku.
2. in 3. nivo> U;enci delajo samostojno, nato preverijo re[itve ob poslu[anju posnetka (Glej RVU,
stran 153).
Vajo 5 v U;beniku na strani 105 vsi u;enci naredijo samostojno, tako da za vsako osebo zapi[ejo,
kolikokrat opravi dolo;eno delo (Glej RVU, stran 145).
2. in 3. nivo> U;enci zapi[ejo tudi po dve razli;ici ene povedi (npr. pogosto ali petkrat na teden).
Vajo 6 naredite ustno, u;enci se spra[ujejo v dvojicah, kolikokrat osebe opravijo dolo;eno delo.
Za konec napi[ejo podobno tabelo, ki zajema podatke iz motivacijske igre>
Npr.>
WHO|
Miha
Maja
WHAT|
iron his school bag
water her notebooks
HOW OFTEN|
always
often
3. Doma;a naloga
2. in 3. nivo> Vaji 5 in 6 na stran 82.
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44
OFTEN
NEVER
SOMETIMES
USUALLY
ALWAYS
TWICE A WEEK
EVERY MONTH
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DELOVNI LIST WORKSHEET
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NASLOV U:NE URE> Utrjevanje navadnega sedanjika (Present Simple Tense)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, prosojnici The Present Simple Tense in
The Present Simple Tense Questions with WHERE, WHEN, HOW,
WHO, WHAT, WHY
JEZIKOVNA ZNANJA>
●
●
CILJI>
●
●
Ponavljanje navadnega sedanjika in ;asovnih prislovov
Dele/nik -ing za glagoli, ki izra/ajo veselje\nenaklonjenost do ne;esa
U;enci uporabljajo navadni sedanjik z ustreznimi ;asovnimi prislovi
Za glagoli, ki izra/ajo ljubezen do ne;esa, uporabljajo glagol s kon;nico -ing
SPRETNOSTI>
●
●
●
●
Govor – pogovarjajo se o svojih vsakodnevnih navadah
Poslu[anje – poslu[ajo se med seboj in izmenjujejo odgovore
Branje – berejo navodila in se ravnajo po njih< razumejo tvorbo navadnega sedanjika
Pisanje – zapi[ejo lastnosti dobrega in ne tako dobrega u;enca
POTEK U:NE URE>
1.
Motivacija
Vajo 7a v U;beniku na strani 105 u;enci naredijo kot ogrevalno motivacijsko vajo za ponovitev
vpra[anja How often do you …| Dane primere uporabijo kot smernice. U;enci poslu[ajo izbrane
dvojice in jim prisko;ijo na pomo;, ;e je potrebno.
2. Utrjevanje
Drugi del vaje (7b) u;enci naredijo v dvojicah, nato vsaka poro;a o slabih oziroma dobrih navadah
svojega so[olca \ -ke.
Vajo 8 u;enci naredijo v pisni obliki. V dveh stolpcih napi[ejo primere za dobrega oziroma ne tako
dobrega u;enca. Povedi preberejo, nakar se o njihovi (ne)resni;nosti pogovorite.
1. nivo> U;enci izberejo le nekaj primerov.
Npr.> A good student> - never (usually) gets up late on schooldays.
- is never (often) late for school.
- never (always) uses cribs in tests.
- never (often, always) cribs from another student or from a book.
- usually studies off and on (in spurts).
- always (never) swots for a test.
- never (sometimes) plays truant from school.
- always (sometimes) asks a lot of questions.
- never (usually) talks in class.
- always (rarely) listens to the teacher.
- always (sometimes) does homework.
- always (seldom) obeys the teacher.
- usually (never) has neat handwriting.
- never (sometimes) bullies schoolmates.
3. nivo> U;enci uporabljajo odgovore, ki izra/ajo stopnjo strinjanja s posamezno trditvijo> I (don’t) agree.
REMEMBER BOX v U;beniku na strani 104 je namenjen ponovitvi rabe -ing za glagoli, ki izra/ajo na[o
(ne)naklonjenost do ne;esa.
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3. Ponovitev
1., 2. in 3. nivo> U;enci v GRAMMAR TIME OUT v U;beniku na strani 107 preberejo definicijo navadnega
sedanjika, ki ga poznajo /e od prej. Spomnijo se na tvorbo vpra[anj z Wh- vpra[alnicami
ter uporabo pomo/nega glagola do\does. Obnovijo znanje o prislovih za izra/anje
pogostosti. Za dodatno ponazoritev uporabite prosojnici The Present Simple Tense
in The Present Simple Tense Questions with WHERE, WHEN, HOW, WHO, WHAT, WHY.
1., 2. in 3. nivo> PARADE YOUR KNOWLEDGE (U;benik, str. 135). U;enci preberejo osem trditev za
razdelek A1 in vsako ponazorijo s svojim primerom.
4. Doma;a naloga
1. nivo> Vaji 7a,b na straneh 84 in 85.
2. in 3. nivo> Vaje 7a,b,c na straneh 84 in 85.
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NASLOV U:NE URE> Preverjanje in utrjevanje (Present Simple Tense and Adverbs of Frequency)
U:NA GRADIVA IN PRIPOMO:KI> Delovni zvezek
JEZIKOVNA ZNANJA>
CILJI>
●
●
Navadni sedanjik
Raba navadnega sedanjika z ustreznimi vpra[alnicami in pomo/nim glagolom
SPRETNOSTI>
●
●
●
●
Govor – spra[ujejo se o manj[ih hi[nih opravilih
Poslu[anje – poslu[ajo se med seboj in se odzivajo
Branje – berejo navodila in kraj[a besedila ter jih ustrezno dopolnjujejo
Pisanje – vstavljajo glagole in vpra[alnice ter tvorijo vpra[anja v navadnem sedanjiku
POTEK U:NE URE>
1.
Motivacija
1., 2. in 3. nivo> Za motivacijo u;enci naredijo vajo 8 v Delovnem zvezku na strani 86. Sli;ice pove/ejo
s predmeti, nato pa za vsak predmet v dvojicah postavljajo vpra[anja, povezana z
doma;imi opravili, ki jih dolo;enemu pojmu lahko pripi[emo>
Npr.> Vase of flowers>
A> How often do you change water in the vase of flowers|
B> Twice a week.
Fireplace>
A> How often do you sit by the fireplace|
B> Never.
Bookcase>
A> How often do you do the dusting on the bookcase|
B> Sometimes.
Chest of drawers>
A> How often do you empty your chest of drawers|
B> Once a year.
Delovni zvezek ponuja kar nekaj vaj, ki jih lahko uporabite za utrjevanje rabe navadnega sedanjika.
Razporedite jih po va[i presoji.
Stran\vaja> 1. nivo> 87\10a< 89\12 in 90\13.
2. nivo> 86\9< 87+88\10a,b< 89\12< 90\13.
3. nivo> 86\9< 87+88\10a,b+11< 89\12< 90\13.
3. Doma;a naloga
Dokon;ajo vaje, za;ete v [oli.
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NASLOV U:NE URE> Si /e posesala| (Have you done the hoovering yet|)
JEZIKOVNA ZNANJA>
CILJI>
●
●
Uvajanje predsedanjika (Present Perfect)
U;enci povedo, kaj vse so postorili do zdaj oziroma kaj so storili v preteklosti in je imelo
posledice v sedanjosti
SPRETNOSTI>
●
●
●
●
Govor – opisujejo dela, ki so jih do zdaj opravili sami ali jih je opravil kdo drug
Branje – berejo pogovor< sledijo navodilom< s klju;nimi besedami tvorijo povedi
Pisanje – zapi[ejo, kaj je Nicoletta /e postorila, posledica pa je vidna sedaj
POTEK U:NE URE>
1.
Motivacija
Preglejte vaji 7a,b v Delovnem zvezku na straneh 84 in 85, ki sta bili za doma;o nalogo pred dvema
urama. U;ence uvedite v uro z vpra[anjem> Have you done exercise 7 in your workbook|
Pogovorite so o [olskih predmetih z vpra[anjem> What have you (already) learned at Biology \
Geography (so far)…|
Nave/ite pogovor na razvoj tehnologije in preberite MILES OF SMILES v U;beniku na strani 116.
Dolo;ite stopnjo sme[nosti in sporo;ilnosti posamezne sli;ice.
2. Uvajanje nove strukture
Spomnite u;ence na Nicolettino zgodbo> kdo je in od kod prihaja. Pogovorite se, kaj au-pair pri
dru/ini gostitelja dela oziroma kaj so njene zadol/itve.
Preidite na pogovor med Nicoletto in gospo Harrison v U;beniku na strani 108. U;enci berejo
in poslu[ajo posnetek.
U;enci povedo, kaj je Nicoletta postorila in ;esa ni. U;itelj popravlja in dopolnjuje uporabljene
strukture. V vaji 2 na strani 109 odkljukajo dejavnosti, ki jih je Nicoletta opravila (Glej RVU, stran 153).
U;enci najdejo novo strukturo, pod;rtajo povedi ter ugotovijo strukturo in ;as, na katerega se nana[a.
Na tablo zapi[ite tabelsko sliko, ki vsebuje poimenovanje ;asa in tvorbo. Pozornost usmerite na rabo
kratke in dolge oblike have\has.
Naredite vaji 14a,b v Delovnem zvezku na strani 90. U;enci /e vedo, kdaj uporabljati have\has,
zato se v vaji osredinijo le na osebne zaimke.
Ko vpi[ejo ustrezne pomo/ne glagole, v zvezke pod definicijo novega ;asa vpi[ejo [e glagole iz vaje,
in sicer tako, da vsakemu poi[;ejo primeren nedolo;nik>
bought – buy
gone – go
written – write
cleaned – clean
done – do
emptied – empty
locked – lock
tidied – tidy
U;enci ugotovijo, da se pravilni glagoli tvorijo enako kot v navadnem pretekliku, torej z dodajanjem -(e)d.
U;enci ugotovijo, da povedi v predsedanjiku zanikajo z nikalnico pomo/nega glagola HAVE\HAS,
vpra[alne povedi pa tvorijo z zamenjanima mestoma osebnega zaimka in pomo/nega glagola
HAVE\HAS.
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3. Utrjevanje
1., 2. in 3. nivo> Vaja 3a v U;beniku na strani 109. U;enci sledijo napisanemu primeru in za vsako
sli;ico zapi[ejo povedi.
3. nivo> U;enci zapi[ejo posledico in poved v Present Perfectu.
1. in 2. nivo> U;enci se osredinijo le na tvorbo predsedanjika (Glej RVU, stran 153).
U;enci si v dvojicah postavljajo vpra[anja iz vaje 3b, ki vklju;ujejo zgoraj narisana opravila.
Pojasnite ;asovne prislove – yet\already\still.
1. nivo> U;encem [e ni treba tvoriti povedi s temi prislovi, dovolj je, da usvojijo postavljanje vpra[anj
v predsedanjiku.
4. Doma;a naloga
1., 2. in 3. nivo> U;enci izpolnijo tabelo v Delovnem zvezku na strani 91, vaja 15.
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NASLOV U:NE URE> Predsedanjik (Present Perfect Tense)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, prosojnici The Present Perfect Tense,
Zgo[;enka
JEZIKOVNA ZNANJA>
●
●
CILJI>
●
Raz[irjanje besedi[;a za doma;a opravila
Utrjevanje rabe predsedanjika
U;enci znajo povedati, kaj so /e postorili oziroma ;esa [e niso
SPRETNOSTI>
●
●
●
●
Govor – pogovarjajo se o (ne)opravljenih obveznostih
Poslu[anje – poslu[ajo drug drugega< poslu[ajo posnetek
Pisanje – zapi[ejo povedi v predsedanjiku
POTEK U:NE URE>
1.
Motivacija
Preberite MILES OF SMILES na strani 109.
Odprite U;benike na strani 110 in preberite navodila za vajo 4, ki je namenjena ponavljanju
in utrjevanju predsedanjika.
Izvedete jo lahko na razli;ne na;ine> v dvojicah, skupinah ali pred tablo. Najprej razlo/ite, kaj /elite
dose;i. V vaji je navedenih veliko opravil. U;enci si jih izberejo pet. :e igrate igro v parih, mora partner
uganiti, katera opravila je njegov so[olec izbral in s tem tudi opravil. Pri tem sledijo danemu primeru.
Npr.> Have you watered the flowers yet|
No, I haven’t.
:e ugane opravilo, ga odkljuka. Ko odkljuka pet partnerjevih opravil, zmaga.
:e se igrate v skupinah, je pravilo enako, le da u;enci vpra[anja postavljajo med skupinami.
Pri frontalni izvedbi lahko vpra[anja postavlja u;itelj pred tablo, u;enci pa si ozna;ujejo opravila,
ki jih je u;itelj imenoval. Ko u;itelj imenuje vsa opravljena dela, ki jih je dolo;en u;enec opravil,
ta zakli;e BINGO. Razli;ica izvedbe pred tablo je, da vpra[anja celotnemu razredu postavljajo u;enci.
2. in 3. nivo> Vaja 5 v U;beniku na strani 110 kot nadgradnja motivacijske igre.
1., 2. in 3. nivo> Za vajo 6a v U;beniku na strani 110 izberite dve dekleti, /eni gospoda Lenobe in gospoda
Spretne/a. Svoja mo/a o[tevata oziroma hvalita glede na sli;ici, ki prikazujeta, kaj sta
in ;esa nista postorila. Dvojice menjavajte, vlogo naj prevzamejo tudi fantje, saj bo
to delu dodalo humorno notico. Uporabljajo lahko kratke ali dolge oblike, lahko se
razli;no odzivajo. Prepustite se domi[ljiji u;encev.
A> You still haven't pruned the tree.
B> Look at Mr. Handyman. He's already done it.
A> You haven't oiled the hinge yet.
B> Look at my husband. He's oiled it already.
A> You haven't replaced the plank.
B> But my dear has replaced it already.
A> You still haven't raked dry leaves.
B> My husband, Mr. Handyman, has already done it.
A> You haven't trimmed the hedge yet.
B> But my husband has.
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A> Why haven't you repaired the roof yet|
B> My husband has repaired it already.
A> Have you paved the path yet|
B> He hasn't. But my husband has done it already.
A> You still haven't watered the flowers.
B> My husband has watered them already.
A> You still haven't painted the wall.
B> My darling has done it already.
A> You haven't fixed the gutter yet.
B> Mr. Handyman has fixed it already.
A> Why haven't you weeded the garden bed yet|
B> My husband has done it already.
Ob koncu poslu[ajo [e posnetek in se preverijo (Glej RVU, stran 153).
V zvezke zapi[ejo vsaj pet povedi in primerjajo oba mo[ka.
2. in 3. nivo> U;enci si zastavljajo vpra[anja iz vaje 6c v U;beniku na strani 111.
Skupaj predelajte REMEMBER BOX v U;beniku na strani 108 in si oglejte prosojnici s tvorbo
‘predsedanjika’ The Present Perfect Tense.
3. Doma;a naloga
2. in 3. nivo> Vajo 17 na strani 92.
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NASLOV U:NE URE> Rezultat preteklega dejanja v sedanjosti (The Result of the Past Action
in the Present)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, delovni list, prosojnica Past Participle,
Zgo[;enka (zvo;ni zapis str. 191)
JEZIKOVNA ZNANJA>
CILJI>
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●
U;enci utrjujejo znano besedi[;e in ga nadgrajujejo
Znajo opisati posledice preteklega dejanja
SPRETNOSTI>
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●
Govor – opisujejo posledice preteklosti v sedanjosti
Poslu[anje – poslu[ajo drug drugega< poslu[ajo posnetek
Branje – berejo dvogovore, razumejo navodila
Pisanje – dopolnjujejo povedi< zapi[ejo posledico, ki so jo imela pretekla dejanja
POTEK U:NE URE>
1.
Motivacija
Delovni list> Mi[ke in hi[na opravila>
U;itelj pokli;e pred tablo enega izmed u;encev in mu na hrbet pripne pove;ano sliko enega od opravil
na delovnem listu. So[olci vidijo, kaj je u;enec naredil, sam pa mora to uganiti. Razredu postavlja
vpra[anja>
Have I done the hoovering yet|
No, you haven’t.
Have I watered the flowers yet|
No, not yet.
Igra utrjuje besedi[;e za doma;a opravila, hkrati pa tudi rabo predsedanjika.
2. Utrjevanje in poglabljanje
U;enci se osredinijo na vajo 7a v U;beniku na strani 111. Ogledajo si sli;ice, ki prikazujejo preteklo
in sedanjo dejanje oziroma stanje. Povedo, kaj se je zgodilo. Povedi tudi zapi[ejo v zvezke.
Spoznajo [e nekaj novih glagolov v preteklem dele/niku, hkrati pa tudi nekaj novega besedi[;a.
Ponovite pretekli dele/nik ob prosojnici Past Participle.
1. in 2. nivo> Zadostuje opis posledice preteklega dejanja.
3. nivo> U;enci povedo, kaj je na sli;ici BEFORE, pri tem pa morajo uporabiti navadni preteklik
3. Ponavljanje
Za rabo predsedanjika nikoli ni dovolj utrjevanja in ponavljanja. Z u;enci naredite nekaj vaj iz
Delovnega zvezka.
1. nivo> Vaji 19, 20a na straneh 92, 93.
2. in 3. nivo> Vaje 18–21, s tem da je 20c le za 3. nivo.
Vaje dokon;ajo za doma;o nalogo.
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NASLOV U:NE URE> Utrjevanje predsedanjika (Present Perfect Tense)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, prosojnica The Present Perfect Tense
Adverbs ALREADY, YET, JUST, EVER, NEVER, Zgo[;enka (zvo;ni zapis
str. 192, 193)
JEZIKOVNA ZNANJA>
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●
CILJI>
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Utrjevanje rabe predsedanjika
Spoznavanje novih glagolov v preteklem dele/niku
U;enci znajo povedati, kaj se je pravkar zgodilo
SPRETNOSTI>
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Govor – opisujejo slike
Poslu[anje – poslu[ajo posnetek< poslu[ajo se med seboj in preverjajo (ne)pravilnost
odgovorov
Branje – berejo navodila, razumejo zapisane dejavnosti
Pisanje –glede na sliko zapi[ejo, kaj se je /e zgodilo oziroma se ([e) ni
POTEK U:NE URE>
1.
Motivacija
Odprite U;benike na strani 134 in usmerite pozornost u;encev na vajo 3. V zapisanih povedih dolgo
obliko predsedanjika spreminjajo v kratko. Poslu[ajo posnetek. Preberejo MILES OF SMILES na isti
strani. Razlo/ite pomen pass – pre;kati oziroma narediti izpit.
U;enci se razporedijo v dvojice. Preglejte nov niz glagolov v preteklem dele/niku v vaji 8 v U;beniku
na strani 111. Eden izmed dvojice prebere zapisan ukaz v vaji, partner pa mora povedati, da je opozorilo
pri[lo prepozno, saj je dano nalogo /e izpolnil. Vlogi izmeni;no zamenjujeta. U;itelj nadzira rabo
predsedanjika (Glej RVU, stran 154).
U;enci ob poslu[anju posnetka preverijo svoje odgovore. Ponovite prislove, ki se uporabljajo
v ‘predsedanjiku’. Uporabite prosojnico The Present Perfect Tense Adverbs ALREADY, YET, JUST,
EVER, NEVER.
2. Ponavljanje
1., 2. in 3. nivo> Vaja 9 v U;beniku na strani 112. U;enci povedo, kaj vse so otroci naredili za [olsko zabavo
oziroma kaj [e morajo postoriti (Glej RVU, stran 154).
Vaja 10 na isti strani je namenjena ustnemu re[evanju. U;enci so razporejeni v dvojice. Eden izmed
dvojice si izbere sliko A na strani 112, partner pa sliko B, na strani 196. Izmeni;no si postavljata
vpra[anja glede na sliko, ki jo imata pred seboj. Uporabljata dane klju;ne besede v okvir;ku (Glej
RVU, stran 154).
1. nivo> U;itelj kopira sliki obeh sob, u;enci pa i[;ejo razlike med obema. Spodbuja jih k rabi predsedanjika.
Preberite MILES OF SMILES v U;beniku na straneh 109 in 113 ter se zamislite.
Po humornem predahu u;enci pozornost usmerijo na sli;ice v vaji 11a v U;beniku na strani 113.
1. nivo> U;enci posamezne sli;ice le opi[ejo. Pomagajo si z danimi glagoli in spoznajo nekaj novih
preteklih dele/nikov.
2. in 3. nivo> U;enci se spra[ujejo v dvojicah, kaj posamezni dogodek predstavlja.
1. A> What has he done|
B> He’s just blown a bubble.
2. What have they done|
The children have just made a snowman.
3. What has happened|
He’s just caught a shark.
It has just started to rain.
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5. What has she done|
She’s just bought a new dress.
6. What have they done|
They’ve just got married.
7. What has he done|
He’s just got up. \ He’s just got out of bed.
He’s just delivered the mail.
9. What has she done|
She’s just done her nails.
The balloon has just burst.
11.What has happened|
He’s just won an Oscar.
12. What has he done|
He’s just had a shower.
Svoje ideje preverijo ob poslu[anju posnetka (Glej RVU, stran 154).
3. Utrjevanje
Skupaj naredite nekaj vaj v Delovnem zvezku.
1. nivo> U;enci naredijo vajo 22a na strani 95.
2. in 3. nivo> U;enci re[ijo vaje 22–24 na straneh 95 in 96.
4. Doma;a naloga
1., 2. in 3. nivo> Vaji 25a in 26 na straneh 97 in 98.
2. in 3. nivo> Vaja 25b na strani 97 in vaja 27 na strani 98.
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NASLOV U:NE URE> Pravljice (Fairy-tales)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, slikanica The Magic Apple
JEZIKOVNA ZNANJA>
CILJI>
●
●
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Raba predsedanjika v pravljicah
U;enci spoznajo pravlji;ne junake
S predsedanjikom opisujejo risbe
SPRETNOSTI>
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Govor – sodelujejo pri pogovoru o pravljicah in njihovih junakih
Poslu[anje – poslu[ajo pravljico
Branje – berejo opise pod sli;icami
Pisanje – zapi[ejo imena nekaterih junakov iz pravljic
POTEK U:NE URE>
1.
Motivacija
Za motivacijo izberite vpra[anja v U;beniku na strani 114, vaja 12b. U;enci na[tejejo nekaj znanih
pravljic, njihove zna;ilnosti in junake.
U;itelj prebere slovensko ljudsko pravljico The Magic Apple (Zdravilno jabolko).
1. nivo> U;enci povedo kratek povzetek zgodbe ob sli;icah. Nato ob ilustracijah iz slikanice u;ence
spodbudite k opisovanju slik s predsedanjikom>
What has happened here|
- They’ve called the best doctors from all over the kingdom.
- A beggar has come to the king’s bed.
- The king has talked to his three sons.
- The three sons have gone to find the magic apple.
- The beggar has asked for some money.
- The oldest son has found the apple.
- The prince has turned into a raven.
- The youngest prince has heard two ravens crying out.
- The prince has escaped.
- The beggar and the youngest prince have started flying.
- The king has eaten the apple.
- The youngest prince has touched the two ravens with the magic twig.
- He has become the king-to-be.
2. Utrjevanje
Po podobnem vzoru naredite [e vajo 12a v U;beniku na strani 114. Tudi v njej so podani prizori iz
posame-znih pravljic. U;enci si sli;ice ogledajo in z rabo predsedanjika opi[ejo, kaj prikazujejo
3. Raz[irjanje
Odprite Delovni zvezek na strani 113 in skupaj naredite vajo 45. V njej u;enci spoznajo [e nekaj
pravlji;nih /ivalskih junakov, prav tako v vaji 44.
Z vajo 46 ponovite ogla[anje nekaterih /ivali.
4. Doma;a naloga
U;enci v zvezke prepi[ejo naslove vseh 12 pravljic iz Delovnega zvezka, vaja 45 na strani 113, (1. nivo le
[est) in za vsako zapi[ejo po en prizor z uporabljeno strukturo predsedanjika. :e pravljic ne poznajo,
lahko prepi[ejo povedi, za katere predvidevajo, da opisujejo dogodek v zgodbi.
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Npr.>
The Frog-Prince – The frog has turned into a handsome prince.
The Hare and the Tortoise – The Tortoise has won the race.
The Fox and the Grapes – The Fox has seen juicy grapes.
The Ugly Duckling has become a beautiful swan.
The Little Mermaid has fallen in love with the Prince.
Goldilocks and the three bears have met in the bears’ house.
Beauty and the Beast have lived in the woods.
Peter and the Wolf – Peter has scared the Wolf away.
The three little pigs have built houses for themselves.
The Wolf and the Seven Little Goats – The wolf has chased poor goats. \ The Little Goat has hidden into the clock.
Puss in Boots has made its master a king.
The Lion King has talked to the animals.
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NASLOV U:NE URE> :asovna kapsula iz preteklosti (The Time Capsule from the Past)
JEZIKOVNA ZNANJA>
CILJI>
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U;enci opisujejo tehnolo[ki napredek ;love[tva
Primerjati znajo preteklost in sedanjost
Uporabljajo navadni sedanjik in predsedanjik
SPRETNOSTI>
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Govor – pogovarjajo se, v ;em so se dolo;ene stvari spremenile in katere so izginile
Poslu[anje – poslu[ajo se med seboj in prispevajo svoje ideje
Branje – berejo pismo, sledijo navodilom, uporabljajo klju;ne besede
Pisanje – zapi[ejo razlike med preteklostjo in sedanjostjo ter posledice teh sprememb
POTEK U:NE URE>
1.
Motivacija
U;itelj prinese, ;e je mogo;e, v razred nekaj predmetov, ki so /e ‘iz mode’ (gramofonska plo[;a,
avdio- in videokaseta, kotalke, star telefon ipd.). U;enci jih prepoznavajo in opi[ejo, v ;em se predmeti
razlikujejo od sodobnih. Tudi sami na[tejejo podobne predmete, ki jih [e zasledijo pri babicah ali
star[ih, sami pa jih ne uporabljajo. Pogovor lahko poteka tudi sloven[;ini, saj bodo najbr/ poimenovali pripomo;ke, predmete ipd., katerih angle[kih poimenovanj ne bodo poznali (/rmlje, lojtrnik,
pe; na trdo gorivo …).
2. Pridobivanje besedi[;a in ponovitev slovni;nih struktur – Past Simple Tense, Present Simple
Tense, Present Perfect Tense
Odprite U;benik na strani 115. Preberite uvod v vajo 13a.
1. nivo> Pismo preberite skupaj in na glas ter sproti pojasnjujte neznane besede.
2. in 3. nivo> U;enci pismo samostojno preberejo in izvedo, kaj je v ;asovni kapsuli.
V vaji 13b u;enci izvedo nekaj ve; o /ivljenju in tehnologiji v 50-ih letih prej[njega stoletja. Pogovorite
se o tem, nato pa u;enci zapi[ejo razlike med predmeti danes – pred 50-imi leti (Glej RVU, stran 154).
1., 2. in 3. nivo> Ponovijo navadni preteklik in sedanjik (Things were different then as they are now),
nato pa naredijo vajo 13c v U;beniku na strani 116. V njej vse napisano pretvorijo
v predsedanjik. S tem povedo, kako so se stvari spremenile in kak[ne so posledice
Preberite GRAMMAR TIME OUT (U;benik, str. 116 in 117) in dopolnite manjkajo;e (Glej Re[itve vaj
v u;beniku, ki so v prilogi Priro;nika).
1., 2. in 3. nivo> V PARADE YOUR KNOWLEDGE (U;benik , str. 135) preverijo, koliko so se nau;ili v
razdelku A2.
3. Doma;a naloga
1., 2. in 3. nivo> U;enci dopolnijo tabelo z glagoli (vaja 28) v Delovnem zvezku na strani 99 (na 1. nivoju
izberejo 8 glagolov).
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NASLOV U:NE URE> Literarna delavnica (Literature Workshop)
U:NA GRADIVA IN PRIPOMO:KI> U;benik
JEZIKOVNA ZNANJA>
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CILJI>
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?ivljenje na Antarktiki
Jezik literature
U;enci spoznajo Antarktiko, ukvarjajo se z literarnimi vsebinami
SPRETNOSTI>
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Govor – pogovarjajo se o Antarktiki
Branje – berejo kraj[a besedila, razumejo [ale in pesmi, berejo kraj[e pesnitve in uganke
POTEK U:NE URE>
Celotna u;na ura je namenjena pisani besedi, predvsem branju, vendar tudi govorjenju.
U;itelj u;encem poka/e sliko severnega medveda, pingvina ali pokrajine ve;nega snega in ledu.
S tem jih uvedete v temo ‘Antarktika in /ivljenje na njej’.
Razdelek F v U;beniku na strani 139 ponuja dodatno branje o tej temi.
1. nivo> Zadostuje, ;e se z u;enci pogovorite o zapisanih zanimivostih te pokrajine.
2. in 3. nivo> Z u;enci se pogovorite o zanimivostih Antarktike, nato pa samostojno preberejo besedilo
o tem delu sveta. Glede na vpra[anja pod besedilom u;enci povedo svoje mnenje o tej celini.
Resno temo obrnite na [alo in se lotite razdelka I v U;beniku na strani 142. U;enci preberejo za;etke [al
in sku[ajo najti za vsako ustrezno nadaljevanje (Glej RVU, stran 156).
Enako naredite z ugankami, ki vsebujejo veliko nesmislov, a za u;ence so tak[ne [e bolj privla;ne in
stimulativne> seveda jim bo treba razlo/iti, zakaj so dolo;eni odgovori sme[ni, oziroma jim razlo/iti, da so
ti sme[ni /e zato, ker so nesmiselni (Glej RVU, stran 156).
Macs – mackintoshes< weeping – jokanje + willow – vrba /alujka< RIP – rest in peace< loo – toilet.
1., 2. in 3. nivo> Razdelek J v U;beniku na strani 144 je primeren za vse tri nivoje, vendar pesem
v angle[;ini NEKOGA MORA{ IMETI RAD in vaji 1c,d obravnavajte le na 3. nivoju.
Drugi del tega razdelka, vajo 2, pa lahko izvedete z vsemi u;enci. Preberejo zapisani pesmici in po tem
vzoru naredijo svojo literarno umetnino.
Doma;a naloga
1., 2. in 3. nivo> U;enci dokon;ajo pesmico, ;e je med uro niso uspeli dokon;ati.
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NASLOV U:NE URE> Taborni[ke dejavnosti (Being a Scout)
JEZIKOVNA ZNANJA>
CILJI>
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Prosto;asne dejavnosti, konji;ki, /ivljenje v taboru
U;enci se seznanijo z nekaterimi dejavnostmi na prostem in drugimi prosto;asnimi dejavnostmi
SPRETNOSTI>
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Govor – govorijo o dejavnostih, ki jih radi po;nejo oziroma se z njimi ukvarjajo
Branje – berejo informacije in jih ume[;ajo v kontekst
POTEK U:NE URE>
1.
Motivacija
U;enci preberejo zapisane pesmice, ki so jih ustvarili v prej[nji u;ni uri oziroma za doma;o nalogo.
2. Uvajanje in pridobivanje besedi[;a
U;itelj za vsako dejavnost, ki je obravnavana v razdelku B1 (U;benik, str. 118–121), poi[;e sli;ico (na
internetu, v revijah in ;asopisih) oziroma jo izdela sam. Ob vsaki zapi[e dejavnosti, ki jo posamezna
slika prikazuje.
U;enci i[;ejo pare> Npr.> Slika kolesa – CYCLING
Slika [otora – CAMPING
Tako predstavite potrebno besedi[;e za obravnavo snovi v nadaljevanju.
U;enci odprejo U;benike na strani 118. Pregledajo prikazane dejavnosti. K tistim, ki jih radi opravljajo,
zapi[ejo kljukice, k tistim, ki jih opravljajo dobro, pa zvezdice.
Vaji 1b in 1c na isti strani sta namenjeni delu v dvojicah. U;enci se med seboj spra[ujejo o vpra[alniku
iz vaje 1a – kaj delajo radi in v ;em so dobri.
3. Poglabljanje
1., 2. in 3. nivo> U;enci preberejo besedilo v vaji 2a in ugotovijo, katere dejavnosti ponuja tabor
Tawonga (Glej RVU, stran 155).
3. nivo> Preberejo [e besedilo v vaji 2b v U;beniku na strani 119 in zapi[ejo vpra[anja k danim
odgovorom v vaji 2c na strani 120 (Glej RVU, stran 155).
Pove/ite besedi[;e o kampiranju z razdelkom G v U;beniku na strani 140. Tega uvedite z MILES OF
SMILES. Leaf (namesto leave) – namiguje, naj mu odstrani le listje, veje pa naj pusti.
U;enci si ogledajo sli;ice in spoznajo angle[ke besede za nekaj najbolj znanih dreves. Na prvem
nivoju predstavite le nekaj dreves.
Skupaj naredite mini kviz o drevesih (vaja1) (Glej RVU, stran 156).
3. nivo> Vaja 2 v U;beniku na strani 141 je primerna le za najvi[ji nivo. Slovensko ljudsko pesem
sku[ajo prevesti ob pomo;i danih izto;nic.
4. Doma;a naloga
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NASLOV U:NE URE> Poletni tabori (Summer Camps)
JEZIKOVNA ZNANJA>
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CILJI>
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Besedi[;e, povezano s taborjenjem
Razli;ne glagolske strukture
U;enci ponovijo razli;ne glagolske strukture v razli;nih ;asih
Znajo povedati nekaj o organizaciji taborjenja
SPRETNOSTI>
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Govor – popravljajo povedi
Branje – berejo kraj[e besedilo in popravljajo napa;ne povedi
Pisanje – zapi[ejo povedi v razli;nih ;asih
POTEK U:NE URE>
1.
Motivacija
Za motivacijo uporabite vajo 3 v U;beniku na strani 120. U;enci opi[ejo posamezne sli;ice,
opisujejo dejanja ;lanov Zelenega kluba (Glej RVU, stran 155).
Pogovorite se o povedih in postavljajte vpra[anja, ki u;ence napeljejo k rabi razli;nih ;asov>
Have you ever planted a tree|
When did you plant it|
Is it still there in your garden|
How often do you water it|
Are you going to water it when you come home|
Will you cut it down when you’re old|
Tako izpeljana motivacija predstavlja prehod na vaje v Delovnem zvezku, ki so namenjene utrjevanju
in ponavljanju do zdaj znanih angle[kih ;asov.
1., 2. in 3. nivo> Vaja 30a na strani 100 in vaja 31 na strani 102. Vaji delajte skupaj.
2. in 3. nivo> Naredijo [e vajo 30b. :e je potrebno, pomagajte.
3. nivo> Kot dodatno vajo naredijo [e vajo 32 (lahko tudi za doma;o nalogo). Vaje naredijo samostojno.
3. Poglabljanje
Po naporni slovnici u;ence ‘povabite’ v mednarodni otro[ki tabor v U;beniku na strani 121. U;enci
preberejo besedilo, ki je v slovenskem jeziku, nato pa v vaji pod besedilom popravijo napa;ne povedi
v angle[kem jeziku (Glej RVU, stran 155).
Na koncu v U;beniku na strani 135 preverijo, kaj so se nau;ili v razdelku B1.
4. Doma;a naloga
1., 2. in 3. nivo> Vajo 33a na strani 103.
2. in 3. nivo> Tudi vajo 33b na strani 104.
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NASLOV U:NE URE> Nasveti, zapovedi in prepovedi (Giving Advice with Should\Shouldn’t,
Expressing Commands and Prohibitions with Must\Mustn’t)
JEZIKOVNA ZNANJA>
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●
CILJI>
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Okoljevarstvena vpra[anja
Should\shouldn’t – nasveti, odsvetovanja
Must\mustn’t – prepovedi, zapovedi
U;enci odkrivajo, v koliki meri skrbijo za naravo
Znajo uporabiti naklonska glagola should in must
SPRETNOSTI>
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Govor – predlagajo re[itve za ohranitev okolja
Branje – berejo definicije ‘eko’ frajerjev< znajdejo se pri odgovarjanju na vpra[anja
v kvizu< razvr[;ajo ‘zelene’ dejavnosti v skupine
Pisanje – zapi[ejo, kako se trudijo za bolj ;isto okolje
POTEK U:NE URE>
1.
Motivacija
Uro za;nite z igro barvnih asociacij. U;itelj si pripravi kola/ papir razli;nih barv. Ko u;encem poka/e
dolo;eno bravo, morajo ob pogledu nanjo najti ;im ve; stvari, dejanj, ljudi, ki so po njihovem povezani
z njo. Zeleno barvo prihranite za konec.
2. Pridobivanje besedi[;a in komunikacijskih spretnosti
Glede na asociacije, ki so jih u;enci navedli ob zeleni barvi, preberite besedilo v razdelku B2 v U;beniku
na strani 122.
2. in 3. nivo> U;enci samostojno re[ijo kviz v U;beniku na strani 123, nato se o posameznih vpra[anjih
pogovorite, sami pa ugotovijo, koliko so ekolo[ko osve[;eni.
3. Uporaba
Vaja 3a v U;beniku na strani 124 uvede slovni;ni strukturi should in must. U;enci se zamislijo nad
uvodnim besedilom k vaji, ki v urah in minutah ka/e katastrofalno uni;evanje narave.
Postavite vpra[anje> What should\shouldn’t we do| What must\mustn’t we do|
U;enci povedo, kaj bi od danem predlogu morali narediti oziroma ;esa ne bi smeli.
Vaja 3b na isti strani je nadaljevanje povedanega. U;enci razvrstijo dejanja na [tiri podro;ja,
hkrati pa /e prej povedano zapi[ejo.
1. nivo> U;enci naredijo nekaj osnovnih primerov.
2. nivo> U;enci naredijo vsaj polovico primerov.
3. nivo> U;enci upo[tevajo ve;ino klju;nih besed. Dodajo lahko [e svojo kategorijo, ki velja za vsa
[tiri podro;ja (npr. SAVE THE NATURE!) (Glej RVU, stran 155).
SAVE THE NATURE!
You shouldn’t pollute the environment.
We mustn’t throw away glass bottles.
We should buy drinks in returnable bottles.
We shouldn’t buy products in plastic containers.
We should put cans in can banks.
We must take batteries to a battery bank.
We should take plastic containers to the recycling bank.
We should sort and recycle our rubbish.
We should reuse carrier bags.
We should refuse a carries bag if something is already in a wrapping.
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2. in 3. nivo> Pogovorite se o tem, kaj sami od na[tetih stvari lahko uresni;ijo. Ob tem se opirajte
na vaji 3c,d v U;beniku na strani 125.
4. Doma;a naloga
2. in 3. nivo> U;enci dopolnijo pesem na strani 105 v Delovnem zvezku (vaja 34).
Za naslednjo uro u;enci priskrbijo nekaj slik, ilustracij, znakov, ki so povezani z ekologijo
in varstvom okolja.
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NASLOV U:NE URE> Projektno delo
JEZIKOVNA ZNANJA>
CILJI>
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Besedi[;e, povezano z varstvom okolja
U;enec zna povedati in zapisati, kaj lahko vsak posameznik stori za ;istej[e okolje
SPRETNOSTI>
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Govor – navedejo predloge za ohranitev narave
Branje – berejo kraj[a besedila
Pisanje – zapi[ejo svoje zamisli
POTEK U:NE URE>
1.
Motivacija
Delo se bo v tej u;ni uri razlikovalo glede na nivoje.
1. in 2. nivo> U;itelj poka/e slovenske kovance. Pogovorite se o /ivalih na njih.
U;itelj prav tako poi[;e nekaj sloganov na temo okoljevarstva (lahko si jih izmisli). S tem jih popeljete
v uro projektnega dela, v katerem bodo predstavljali svoje ideje.
3. nivo> Nave/ite pogovor na okoljevarstvo, saj bo tudi na tem nivoju delo potekalo v povezavi z njim.
2. Projektno delo
1. in 2. nivo> U;ence pripravite na projektno delo. Odprite delovne zvezke na strani 119. Osredinite
se na vajo 2. Naloga u;encev bo oblikovati svoj kovanec z /ivaljo ali kak[no drugo podobo
po lastni izbiri. Svojo izbiro morajo pojasniti.
Po kon;ani vaji si izberejo eno izmed mo/nosti – vajo 5 ali 6. Preberejo navodila in izdelajo ‘zgovorno’
majico ali slogan na ko[u za smeti. Pomagajo si z U;benikom na strani 130 (D).
Pri delu si pomagajo z U;benikom. Izdelki naj bodo izdelani estetsko, saj bodo razstavljeni v u;ilnici.
3. nivo> U;enci naredijo vaje v Delovnem zvezku, ki so te/je in zahtevajo samostojne re[itve in zamisli.
Na strani 106 naredijo vaje 35 in 36a,b. Uporabijo asociacije in domi[ljijo ter to vklju;ijo
v kratek sestavek. V njem zapi[ejo svoja videnja. Nato naredijo [e vajo 37 na strani 107.
{ele po tem uvodu se tudi sami lotijo projektnega dela, in sicer vaje 7 v Delovnem zvezku na strani 120.
Izdelajo naslovno stran ‘zelenega’ ;asopisa ali ;lanek z ‘zeleno’ temo.
3. Doma;a naloga
1., 2. in 3. nivo> Vajo 38 na strani 108 (na 1. nivoju le tri povedi).
3. nivo> Tudi vajo 39 na strani 108.
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NASLOV U:NE URE> Projekt Zelena abeceda (Green Alphabet)
JEZIKOVNA ZNANJA>
CILJI>
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Ekolo[ke vsebine, okoljevarstvena problematika
U;enci znajo na[teti, kaj onesna/uje okolje in zakaj je okolje ogro/eno
SPRETNOSTI>
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Govor – pogovarjajo se o te/avah zaradi onesna/evanja in ogro/anja okolja. Predlagajo
re[itve
Poslu[anje – poslu[ajo drug drugega
Branje – berejo kraj[e definicije
Pisanje – zapi[ejo gesla zelene abecede
POTEK U:NE URE>
1.
Motivacija
U;ence uvedite v uro z ‘zelenimi’ vpra[anji, nato si oglejte zeleno abecedo v U;beniku na strani 125.
K tabeli preberite zapise k posamezni ;rki.
2. Raz[irjanje
Glede na predelani model u;enci sami izdelajo svojo ‘zeleno abecedo’.
Ta mini projekt u;enci naredijo v zvezke in za vsako izbrano geslo zapi[ejo kraj[o razlago.
Pri delu si pomagajo z u;benikom in delovnim zvezkom, uporabljajo lahko tudi slovarje, priskrbite
si tudi kak[en plakat ali literaturo na temo skrb za okolje.
Izdelane abecede si skupaj oglejte, vsak bo s svojo izvirno domi[ljijo zagotovo prispeval dragocen
kamen;ek v mozaiku.
3. Doma;a naloga
1. nivo> Dokon;ajo, dopolnijo oziroma dodelajo svojo ‘zeleno abecedo’.
3. nivo> Vaje 40–42 na straneh 109–111.
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NASLOV U:NE URE> Ogro/ene /ivali (Endangered Animals)
JEZIKOVNA ZNANJA>
CILJI>
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Opisi ogro/enih /ivali in njihovega okolja
U;enci znajo povedati, zakaj so /ivali in njihov /ivljenjski prostor ogro/eni
SPRETNOSTI>
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Govor – pogovarjajo se o /ivalih, ki jih ogro/a ;lovek s svojim nevestnim ravnanjem
Poslu[anje – poslu[ajo posnetek in drug drugega
Branje – berejo klju;ne besede in opise
Pisanje – zapi[ejo, zakaj so nekatere /ivali ogro/ene
POTEK U:NE URE>
1.
Motivacija
Preberite MILES OF SMILES v U;beniku na strani 132 in dolo;ite stopnjo sme[nosti (oziroma resnosti).
Pozornost u;encev usmerite na onesna/enost voda in na to, kaj vse najdemo v njih, v gozdovih ipd.
Oglejte si predstavljene /ivali v U;beniku na strani 127 in jih imenujte, nato pa za vsako povejte,
zakaj je ogro/ena. U;enci si pomagajo z opisi nevarnosti (vaja 5b), ki /ivalim grozijo.
Svoje ideje preverijo ob pomo;i vaje 43 v Delovnem zvezku na strani 112. V njej dopolnijo ;lanek
o ogro/enosti severnega medveda.
Poslu[ajte posnetek k vaji 5c v U;beniku na strani 127. Med poslu[anjem u;enci zapi[ejo /ivali,
ki so ogro/ene (Glej RVU, stran 155).
Zamislite se nad ‘[alo’ MILES OF SMILES v U;beniku na strani 129.
1. nivo> U;enci ogro/ene /ivali na kratko opi[ejo in navedejo, zakaj so ogro/ene.
2. in 3. nivo> U;enci preberejo navodila v vaji 5d ( U;benik, str. 128), nato glede na izto;nico sami
povedo, katero /ival bi bilo po njihovem treba re[iti pred izumrtjem.
Npr.>
Tigers are big cats. They are brown and orange and black. People hunt them for their skin.
Pandas are big, too. They are black and white. They are friendly animals. Children like them but
they are endangered because people have destroyed their habitat.
3. nivo> Z u;enci naredite kraj[o raziskavo in se pogovorite o te/avah, ki se jim zdijo najbolj /go;e
(SPEAK OUT – U;benik, str. 128).
Za konec preglejte [e vaji B in C (U;benik , str. 128 in 129) ter se pogovorite o danih problemih.
U;enci povedo svoja mnenja in izku[nje.
3. Doma;a naloga
3. nivo> Trditvam o (ne)koristnosti /ivalskih vrtov (vaja C, U;benik, str. 129) dodajo kak[no svojo zamisel.
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NASLOV U:NE URE> Divji zahod (Wild West)
JEZIKOVNA ZNANJA>
CILJI>
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?ivljenje na Divjem Zahodu
U;enci se seznanijo z /ivljenjem neko; in spoznajo, kako trdo je bilo otro[tvo v preteklosti
SPRETNOSTI>
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Govor – pojasnijo, kako razumejo pregovore in reke
Branje – berejo pregovore in reke ter dalj[a besedila
POTEK U:NE URE>
1.
Motivacija
Za motivacijo kon;ajte razdelek B2 v U;beniku na strani 130. Preberite pregovore in reke velikih
mo/ in razlo/itev njihov pomen. Na strani 135 u;enci preverijo, kaj so se nau;ili v razdelku B2.
2. Bralno razumevanje
Razdelek E (U;benik, str. 136) z Davyjem Crockettom in Buffalo Billom prikazuje /ivljenje neko;,
dotakne se tudi trdega otro[tva na Divjem Zahodu.
Vesterni sodobne mladine ne privla;ijo ve; tako, kot so jo nekdaj. Indijanci in kavboji tonejo v pozabo,
zato jih najprej sku[ajte obuditi s kratkim insertom kak[nega vesterna ali pa prinesite izvode
knjig Karla Maya, najbolje pa dela Deana Blackmoorja in Davida Hamiltona, saj sta prav ta dva
avtorja ovekove;ila Buffala Billa in Davyja Crocketta.
Preden se u;enci lotijo besedil, v razpredelnici ozna;ijo, koliko o teh dveh junakih /e vedo (morda
jim v uvodu namignite kak[no re[itev) (Glej RVU, stran 156).
1. nivo> U;enci delajo po odsekih, skupaj izpeljite re[itve.
2. in 3. nivo> Besedili obdelajo samostojno.
3. Doma;a naloga
3. nivo> U;enci na spomenik obeh junakov napi[ejo, kdo sta bila, da bi vsak mimoido;i vedel,
kdo je ta mo/ bil. Naredijo [e vaji 47a,b v Delovnem zvezku na straneh 114 in 115.
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NASLOV U:NE URE> V Londonu je vsega preve; (London> Too Much and Too Many of Everything)
JEZIKOVNA ZNANJA>
CILJI>
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Opis mesta in vasi
U;enci z ustreznimi koli;inskimi izrazi opi[ejo mesto ali vas
Ponovijo [tevne in ne[tevne samostalnike
SPRETNOSTI>
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Govor – opisujejo razlike med ve;jimi in manj[imi mesti oziroma vasmi
Branje – berejo kraj[e opise in dane primere
POTEK U:NE URE>
1.
Motivacija
U;itelj prinese sliki velemesta in vasi. U;enci ju primerjajo med seboj. Pri tem ne opisujejo le, kaj je na
slikah, ampak pose/ejo v splo[ne razlike, ki jih poznajo iz izku[enj. U;itelj jih pri tem vodi k uporabi
koli;inskih pridevnikov>
There are a lot of cars in the streets of New York.
There are many tractors in the country.
2. Pridobivanje besedi[;a in slovni;nih struktur – [tevni in ne[tevni samostalniki, koli;inski pridevniki
Preberejo besedilo o Londonu v U;beniku na strani 131, nato glede na prebrano dopolnijo razpredelnico
o Londonu (Glej RVU, stran 154).
1., 2. in 3. nivo> Ob pomo;i okvirja REMEMBER BOX v U;beniku na strani 131 ponovite [tevne in ne[tevne
samostalnike ter ustrezne koli;inske pridevnike, v vaji 2a pa u;enci to znanje uporabijo
2. in 3. nivo> U;enci naredijo [e vajo 2b na isti strani. Spra[ujejo se po navedenih stvareh iz zgornje
razpredelnice.
1., 2. in 3. nivo> Vaja 3 v U;beniku na strani 132. U;enci se odlo;ajo med pravilnimi izrazi za koli;ino,
glede na to, ali gre za [tevne ali ne[tevne samostalnike (Glej RVU, stran 155).
3. Utrjevanje
U;itelj na tablo nari[e tabelo s koli;inskimi izrazi (vaja 4 v U;beniku na strani 132)>
SOME
LITTLE
MANY
A FEW
A LOT OF
FEW
ANY
A LITTLE
MUCH
Nari[ite dva hladilnika in ju ozna;ite s ;rko A oziroma B.
Igrajte se igro kri/cev in krogcev. Cilj igre je, da skupina dobi tri kri/ce oziroma krogce v treh razli;nih
smereh> vodoravno, navpi;no ali diagonalno. Razred razdelite v dve skupini (A in B). Vsaka skupina
ima 20 sekund ;asa, da si izbere katerikoli kvadratek iz razpredelnice. Z besedo s polja, ki ga izberejo,
tvorijo pravilno poved, ki pove, kaj se skriva v njihovem hladilniku. Nasprotna skupina preveri pravilnost
povedi. :e je poved pravilna, si skupina pribojuje kri/ec oziroma krogec na izbranem mestu. Ko se
igra razvija, so u;enci prisiljeni tvoriti povedi tudi z besedami, ki jih ne morejo izbirati po lastni volji.
Zmaga skupina, ki ji je uspelo v katerikoli smeri zbrati tri kri/ce oziroma krogce.
Dopolnilna dejavnost k vaji pa je ‘polnitev’ hladilnikov. U;itelj ali izbrani u;enec jedi, ki so jih skupine
imenovale v svojih povedih, ri[e v ustrezen hladilnik in ga polni. Skupina z najve; stvarmi si tako
lahko pridobi [e eno zmago.
4. Doma;a naloga
1., 2. in 3. nivo> U;enci naredijo vajo 48 v Delovnem zvezku na strani 116 (3. nivo le tri povedi).
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NASLOV U:NE URE> Izra/anje koli;ine (Some, a Lot of, Lots of, Much, Many, Few, Little)
JEZIKOVNA ZNANJA>
CILJI>
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Opis okolja, v katerem u;enci /ivijo
u;enci opi[ejo svoje mesto in uporabljajo ustrezne koli;inske pridevnike
za opis uporabljajo there is\are
SPRETNOSTI>
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Govor – pogovarjajo se o kraju, v katerem /ivijo
Branje – berejo navodila in slovni;ne razlage
Pisanje – opi[ejo svoj kraj
POTEK U:NE URE>
1.
Motivacija
Za motivacijo uporabite vajo 5 v U;beniku na strani 132. Ob pomo;i dane razpredelnice vsak u;enec
opi[e kraj, mesto oziroma vas, v kateri /ivi.
2. Uporaba
Motivacijsko nalogo raz[irite.
Vsak u;enec v pisni obliki predstavi kraj, v katerem /ivi. U;itelj izdelavo predstavitve omeji na
dolo;en ;as, na primer 20 minut. Po tem ;asu vsak u;enec prebere, kaj se mu zdi, da je treba povedati
o njegovem kraju.
Opozorite u;ence na rabo koli;inskih pridevnikov.
1., 2. in 3. nivo> GRAMMAR TIME OUT (U;benik , str. 133) u;encem omogo;a ponovitev rabe
koli;inskih izrazov. Te izraze [e dodatno utrdijo v PARADE YOUR KNOWLEDGE
( U;benik , str. 135), predvsem pa jih utrdijo z vajama 49 in 50 v Delovnem zvezku
na straneh 116 in 117 (na 1. nivoju le vajo 50).
4. Doma;a naloga
1., 2. in 3. nivo> U;enci dokon;ajo vaje, ki jim jih med uro ni uspelo kon;ati.
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NASLOV U:NE URE> Vaje iz fonetike, nikalne predpone (Pronunciation Practice, Negative Prefixes)
JEZIKOVNA ZNANJA>
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Besedotvorje
Izgovorjava
Dopolnjevanje kraj[ih zgodb
U;enci se seznanijo z izgovorjavo za;etnih, sredinskih in kon;nih r-jev
Spoznajo nikalne predpone
Ponovijo koli;inske pridevnike
SPRETNOSTI>
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Govor – dajejo predloge in mnenja
Branje – berejo kraj[a besedila in razlage
Pisanje – dopolnjujejo besedilo
POTEK U:NE URE>
1.
Motivacija
U;itelj se poigrava s ;rko r v slovenskem in angle[kem jeziku ter imenuje razli;ne besede, ki jo vsebujejo
v obeh jezikih. U;enci morajo ugotoviti razliko med njima. Nato poslu[ajo izgovorjavo na posnetku.
{e prej odprejo U;benik na strani 134, vaja 1.
V vaji 2a na isti strani pa r-ju dodajo [e soglasnike k, t in d ter ponovijo besede, ki jih sli[ijo na posnetku.
1. nivo> Z u;enci ponovite koli;inske izraze z igrico ‘namiznega tenisa’ – frontalno, v skupinah
ali dvojicah.
Npr.> u;itelj pove besedo, skupina A pa ji mora dodati ustrezen koli;inski pridevnik.
Skupina A se odlo;i za eno besedo, skupina B mora hitro poiskati koli;inski izraz zanjo.
Podobno se lahko u;enci igrajo v dvojicah>
Traffic light – some, a few, a lot of, many…
Soup – some, much, a lot of, little…
2. in 3. nivo> U;enci naredijo preostale vaje v Delovnem zvezku, in sicer vaji 51 in 52 na straneh 117
in 118, vajo 52 le na 3. nivoju.
3. Besedotvorje
U;itelj u;encem priskrbi dvojezi;ne slovarje oziroma jih u;enci prinesejo s seboj ob predhodnem
obvestilu.
U;itelj se pripravi na predstavitev uporabe nikalnih predpon, zato si dobro pogleda razdelek H
oziroma uporabljene besede v U;beniku na straneh 141 in 142.
U;ence spodbudite, da vam povedo ;im ve; pridevnikov, ki jih poznajo. Zapi[ite jih na tablo.
Posku[ajte jih razvr[;ati v skupine. Va[a naloga je, da u;ence usmerjate k imenovanju ;im ve;
pridevnikov, h katerim sodijo razli;ne predpone.
Potem u;enci imenujejo te pridevnike v zanikani obliki in poi[;ejo ustrezne angle[ke izraze v slovarjih.
Nad vsako skupino zapi[ite predpono, ki so jo u;enci na[li v slovarjih.
U;enci ugotovijo, da obstajajo razli;ne vrste nikalnih predpon in morda ob tem dobijo [e kak[no
idejo in se spomnijo novih primerov.
1., 2. in 3. nivo> Skupaj predelajte primere v razdelku H (U;benik, str. 141 in 142). Ob danih pridevnikih
poimenujejo le nekaj samostalnikov, ki jih ti pridevniki lahko opi[ejo.
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1. in 2. nivo> Izberite jih le nekaj.
3. nivo> Ob danih pridevnikih poimenujejo samostalnike, ki bi jih lahko z njimi opisali.
Npr.> unhappy – prince
untidy – Anja’s room
inexpensive – last minute holiday booking
disappear – water bubble
nonhuman – killers
4. Doma;a naloga
1. nivo> U;enci opi[ejo stvar ali osebo z desetimi pridevniki (s predponami in brez njih) iz razdelka
H v U;beniku.
2. nivo> Uporabijo 15 pridevnikov.
3. nivo> Za opis uporabijo 20 pridevnikov.
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LIFE IS (NOT) A FILM
Zadnja enota u;encem ponuja osupljive akcije kaskaderjev in druga nenavadna dejanja. Opisati bodo znali
svojo izku[njo, ki jo imajo zaradi nekega preteklega dejanja, hkrati pa tudi povedati, kdaj so si jo pridobili.
Brali bodo /ivljenjepise znanih oseb in se o njih pogovarjali. {e enkrat se bodo sprehodili po otoku Man in se
spomnili brezrepih ma;k, ob tem opisovali svoje idealne po;itnice ter opremo, ki bi jim na po;itnikovanju
pri[la prav. Razumeli bodo oglase in njihovo turisti;no ponudbo ter sami sestavili turisti;ni prospekt o
svojem najljub[em kraju.
Dodatne enote jih bodo seznanile s Pre[ernovim Krstom pri Savici in zgodovinskim ozadjem pokristanjevanja,
pritegnila jih bo zgodba o poti 66, za katero so se Ameri;ani zelo borili, a zaman, sre;ali se bodo z glasbili,
uporabljali (ne)znane kolokacije, se nasmejali ob [alah in urili ob ugankah, literarni prispevek o Materi
Terezi pa jim bo dodatno raz[iril obzorje o humanitarnem delovanju posameznikov.
BESEDI{:E> neverjetni podvigi in kaskaderske dejavnosti< /ivljenjepis znane osebnosti<
po;itni[ke dejavnosti in oprema.
SLOVNI:NE STRUKTURE> Present Perfect in Past Simple< can< pripona -less< must\have
to< svojina s ‘s ali s’.
1. nivo (stran\naloga)> 149\2< 150\3a,4< 151\5b< 152\7< 154\2,5< 155\6a,7< 156\8< 158\1,2a<
159\3< 160\5< 161\1< 162\3< 163\4,5,6< 164\7< 165\8a< 168\1< 169\3, 4a,b< 170\5< 171\6,7<
172\7b,d< 173\7g,h,8< < 174\A< 176\1b< 177\2b,c,d< 178\3,4< 180\1,2,3< 183\1a< 184\2< 187\2<
188\1< 189\2,3< 190< 191< 192< 193< 194\1.
2. nivo> 150\3b< 151\5a 152\6< 154\3,4< 155\7< 160\4< 168\1b< 169\4c< < 172\7f< 185\3< 194\3.
3. nivo> 159\2b< 165\kri/i[;e ;asov< 166< 175< 183\1b< 189\4< 194\2.
IZGOVORJAVA> rimanje besed< izgovorjava sklopa ‘th’< medmeti in vzkliki.
DODATNE DEJAVNOSTI> pokristjanjevanje in Krst pri savici< Route 66< glasbila< kolokacije<
[ale, uganke< Mati Tereza. Pregovori in reki.
PROJEKTI> predstavitev najljub[ega igralca\pevca< opis najljub[ega filma< moje sanjske
po;itnice< izdelava turisti;nega prospekta< nenavadne oblike de/el.
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Unit 4> LIFE IS (NOT) A FILM ?ivljenje (ni) kot v filmu
NASLOV U:NE URE> Izku[nje (Experiences)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, Guinessova knjiga rekordov
JEZIKOVNA ZNANJA>
CILJI>
●
●
●
Zanimive izku[nje in pripetljaji
U;enci znajo povedati, kaj so do zdaj /e do/iveli
Seznanijo se z nekaterimi svetovnimi rekordi
SPRETNOSTI>
●
●
●
●
Govor – povedo, kaj vse so do/iveli< pripovedujejo o zanimivih dogodkih
Branje – berejo klju;ne besede in jih povezujejo s sli;icami, berejo kraj[a besedila
Pisanje – dopolnjujejo dano besedilo
POTEK U:NE URE>
1.
Motivacija
U;itelj poka/e u;encem Guinessovo knjigo rekordov. Pogovorite se o nekaterih rekordih.
1. nivo> U;itelj se omeji na znano besedi[;e in glagole, predvsem tiste, ki bodo zajeti v nadaljevanju
u;ne ure (U;benik, str. 147).
2. in 3. nivo> U;itelj predstavi raz[irjeno besedi[;e, ki zajema ve; podro;ij, na katerih so bili dose/eni
rekordi.
Npr.> Have you ever eaten a hamburger|
Of course.
How many did you eat at a time|
Only one| Now listen to this one> Johnny Reitz put three hamburgers at a time in his
mouth. Can you do this|
Have you ever had an operation|
How many times|
Doctor Murugapa Chenaverapa makes about 12,211 eye operations a year.
Have you ever knitted a pullover| Or a shawl| No| Old ladies from Great Britain made
a 32,2 km long shawl. Amazing!
2. Pridobivanje besedi[;a in slovni;nih struktur – Present Perfect Tense
Odprite U;benike na strani 147. U;enci si ogledajo sli;ice in se v dvojicah spra[ujejo po danem
zgledu. Uporabljajo dane klju;ne besede, ob katere vpisujejo [tevilke sli;ic (Glej RVU, stran 156).
3. Utrjevanje slovni;ne strukture – Present Perfect Tense
1., 2. in 3. nivo> Vaji 2a,b v Delovnem zvezku na strani 122.
2. in 3. nivo> U;enci naredijo vajo 1 v Delovnem zvezku na strani 121. Besedilo dopolnijo z glagoli
v Present Perfect Tensu. Delajo samostojno ter poro;ajo po kon;anih vajah.
4. Poglabljanje
Razdelek J v U;beniku na strani 194 je namenjen poglabljanju teme o do/ivetih izku[njah.
Pogovorite se o /ivljenjskih preizku[njah in preberite pesem o /ivljenju, ki jo je napisala mati Tereza.
5. Doma;a naloga
1. nivo> U;enci izberejo tri vrstice iz pesmi matere Tereze v U;beniku na strani 194 in jih ilustrirajo
glede na to, kaj jim povedo (vaja 1b).
2. nivo> U;enci ilustrirajo le eno vrstico, naredijo [e vajo 3, v kateri si izberejo eno dejavnost>
pesem prevedejo, se jo na pamet nau;ijo ali napi[ejo podobno o ljubezni.
3. nivo> Enako velja za sposobnej[e u;ence, s tem da preberejo tudi pregovore v vaji 2 in jih sku[ajo
na kratko razlo/iti (lahko tudi v slovenskem jeziku).
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NASLOV U:NE URE> Predsedanjik za izra/anje izku[enj (Present Perfect Tense for Expressing Experience)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, Guinessova knjiga rekordov, Zgo[;enka
JEZIKOVNA ZNANJA>
●
●
CILJI>
●
●
●
?ivljenje kaskaderja
Nenavadne spretnosti
U;enci se seznanijo z nekaterimi glagoli, ki so povezani z ‘adrenalinskimi’ dejavnostmi
Poimenujejo nenavadne dose/ke kaskaderjev oziroma ekstremistov
Uporabljajo Present Perfect s prislovoma ever\never
SPRETNOSTI>
●
●
●
●
Govor – imenujejo dejanja kaskaderja Davea Formana in povedo, kaj so /e sami
nenavadnega po;eli
Poslu[anje – poslu[ajo posnetek o /ivljenju kaskaderja
Branje – berejo kraj[e besedilo in klju;ne fraze
Pisanje – zapi[ejo osupljiva po;etja kaskaderja
POTEK U:NE URE>
1.
Motivacija
U;itelj uporabi Guinessovo knjigo rekordov in iz nje naniza nekaj spretnosti.
Npr.>
Have you ever done an amazing stunt in your life|
Michael Kettman has turned 20 balls at a time.
Bastien Lecomte has tried frog leaps.
Wim Hof has lain among ice cubes for more than 1 hour.
John Cassidy has made 494 balloon figures in only 1 minute.
U;enci poslu[ajo besedilo [e enega izjemnega mo/a, kaskaderja Davea Formana (U;benik, str. 148).
U;itelj po dvakratnem poslu[anju usmeri pozornost u;encev na REMEMBER BOX na isti strani ter
na tablo zapi[e EVER in NEVER. Pod oba prislova u;enci zapi[ejo, kaj je Dave v svojem /ivljenju /e po;el
in ;esa [e ni.
U;itelj u;ence seznani z vzkliki, ki bi jih ob takih vratolomnostih izustili. Preglejte seznam razli;nih
medmetov in jih poslu[ajte (U;benik, str. 180, vaja 3)
3. Utrjevanje
1., 2. in 3. nivo> Vaja 2 v U;beniku na strani 149.
1. nivo> Naredijo le nekaj primerov (v pisni obliki) (Glej RVU, stran 156).
4. Poglabljanje
U;enci si ogledajo tabelo v vaji 3a v U;beniku na strani 150 in povedo, kaj vse je Ethel po;ela v svojem
/ivljenju (Glej RVU, stran 156).
2. in 3. nivo> Vaja 3b na isti strani. U;enci glede na tabelo spra[ujejo o do/ivetjih Ethel.
5. Doma;a naloga
1., 2. in 3. nivo> U;enci naredijo vaji 3a,b v Delovnem zvezku na strani 123 (1. nivo le 3a).
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NASLOV U:NE URE> Utrjevanje predsedanjika (Present Perfect tense)
JEZIKOVNA ZNANJA>
CILJI>
●
●
●
Razli;ni dogodki, pripetljaji in do/ivetja
U;enci znajo vpra[ati po izku[njah, ki so jih do/ivali
Lo;ijo med been in gone
SPRETNOSTI>
●
●
●
●
Govor – spra[ujejo se po do/ivetih izku[njah in jih opisujejo
Branje – berejo kraj[a besedila in navodila s klju;nimi frazami
Pisanje – zapi[ejo, kaj vse so /e po;eli
POTEK U:NE URE>
1.
Motivacija
U;itelj za motivacijo uporabi vajo 4 v U;beniku na strani 150, v kateri se u;enci v dvojicah pogovarjajo
o izku[njah, ki jih /e imajo. Uporabijo dane izto;nice in sledijo primeru.
Preglejte REMEMBER BOX na isti strani, u;enci ugotovijo rabo glagolov been in gone.
1. nivo> Naredijo vajo 5b v U;beniku na strani 151.
2. in 3. nivo> Vaja 5a, v kateri u;enci sklepajo stave. Pomagajo si z danimi primeri. Naredijo [e
podobne primere iz vaje 5b.
U;enci preberejo MILES OF SMILES v U;beniku na strani 151 in se odlo;ijo, kako sme[na se jim zdi [ala.
Vajo 6 v U;beniku na strani 152 naredite v pisni obliki. U;enci si med sabo izmenjajo vpra[anja in
odgovore.
1. nivo> U;itelj prebere vpra[anja, na katera odgovorijo (nato pa skupaj naredite vajo 4 v Delovnem
zvezku na strani 124).
2. nivo> U;enci zapi[ejo pet odgovorov zase in za svojega prijatelja.
3. nivo> U;enci zapi[ejo odgovore na vsa vpra[anja.
Npr.>
The best-dressed person I have ever seen is Britney.
The best-dressed person Matej has ever seen is Eminem.
Vajo 7 v U;beniku na strani 152 naredite v ustni obliki (Glej RVU, stran 156).
Preglejte GRAMMAR TIME OUT v U;beniku na strani 152 in PARADE YOUR KNOWLEDGE na strani 182.
Tam u;enci preverijo, kaj so se nau;ili v razdelku A1.
3. Doma;a naloga
1., 2. in 3. nivo> Vajo 5 na strani 125 (na 1. nivoju vna[ajo Etheline izku[nje).
2. in 3. nivo> Vajo 4 na strani 124 (Motivacijska vaja je bila ustna, za doma;o nalogo pa napi[ejo,
kaj bi po njihovem odgovoril so[olec).
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NASLOV U:NE URE> Si to /e kdaj poskusil(a)| Kdaj| (Have You Ever Tried It| When did You Do It|)
vs. Past Simple Tense, Zgo[;enka (zvo;ni zapis str. 193)
JEZIKOVNA ZNANJA>
●
●
CILJI>
●
Razli;na vsakodnevna dejanja
Razli;ne izku[nje
U;enci lo;ijo med dejanji, ki imajo posledico v sedanjosti, ter preteklimi dejanji, ki s sedanjostjo
nimajo nobene zveze
SPRETNOSTI>
●
●
●
●
Govor – povedo, kaj vse so /e do/iveli in kdaj nata;no se je to zgodilo
Poslu[anje – poslu[ajo posnetek v restavraciji< ob poslu[anju i[;ejo potrebne informacije
Branje – berejo pogovor in razumejo navodila
Pisanje – zapi[ejo vpra[anja ter iskane informacije
POTEK U:NE URE>
1.
Motivacija
U;itelj pripravi kartice FIND SOMEONE WHO … Pomagajte si z vajo 6a v Delovnem zvezku
na strani 125. Ko u;enci najdejo osebe, poro;ajo razredu.
2. Pridobivanje besedi[;a in ponovitev slovni;nih struktur – Past Simple Tense, Present Perfect Tense
Pogovorite se o vrstah restavracij, kaj ponujajo, kaj u;enci od tega najraje jedo, nato se osredinite
na pice in imenujte nekaj vrst pic.
2. in 3. nivo> Pogovorite se o hranjenju v restavracijah, pri tem pa uporabljajte dana vpra[anja iz
U;benika, vaja 4 na strani 154.
U;enci sledijo pogovoru v piceriji (U;benik, str. 153), potem naredijo vajo 2 in zapi[ejo, ali so trditve
napa;ne ali ne. Re[itve (Glej RVU, stran 157).
Oglejte si REMEMBER BOX na isti strani ter razlo/ite razliko med ;asoma Past Simple in Present
Perfect Tense. U;encem poka/ite prosojnico The Present Perfect Tense vs. Past Simple Tense.
3. Utrjevanje
2. in 3. nivo> U;enci naredijo vajo 3 v U;beniku na strani 154. Prepoznavajo glagole v razli;nih ;asih
in temu primerno zapi[ejo vpra[anja (Glej RVU, stran 157).
Vajo 5 na isti strani naredite ustno. Uporabite dane izto;nice.
Poslu[ajte posnetek za vajo 6 v U;beniku na strani 155, izpolnite tabelo in nato zapi[ite dobljene
rezultate v povedih (Glej RVU, stran 157).
4. Doma;a naloga
2. in 3. nivo> Dodatno [e vaji 8 in 9 na strani 126.
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NASLOV U:NE URE> Navadni preteklik in predsedanjik (Past Simple Tense and Present Perfect Tense)
JEZIKOVNA ZNANJA>
●
●
CILJI>
●
●
Tedenski pripetljaji
Po;itni[ke prigode
U;enci opi[ejo pretekla dejanja in jih pove/ejo s sedanjostjo
Lo;ijo med predsedanjikom in preteklikom
SPRETNOSTI>
●
●
●
●
Govor – opisujejo do/ivetja, navedejo, kdaj se je tisto zgodilo in kak[ne posledice
ima to na sedanjost
Poslu[anje – poslu[ajo posnetek in i[;ejo informacije
Branje – berejo grafi;ne prikaze in slikovne opise
Pisanje – zapi[ejo prigode Ethel
POTEK U:NE URE>
1.
Motivacija
Uro za;nite z MILES OF SMILES (U;benik, str. 157). U;enci razlo/ijo pomen uporabljenih glagolov.
Obnovite rabo ;asov Present Perfect in Past Simple Tense.
2. Utrjevanje
Vaja 7 v obliki grafi;nega prikaza opisuje, kak[en teden je imela Megan. U;enci razberejo, kak[ne
posledice je imel ta teden zanjo oziroma kdaj so se ji posamezna dejanja zgodila. Vajo naredijo ustno
1., 2. in 3. nivo> Vajo 8 v U;beniku na strani 156 u;enci naredijo v pisni obliki ob poslu[anju posnetka
3. Ponavljanje
GRAMMAR TIME OUT v U;beniku na strani 157 je primeren za ponovitev rabe obeh ;asov, v PARADE
YOUR KNOWLEDGE na strani 182 pa u;enci preverijo, kaj so se nau;ili v razdelku A2.
4. Doma;a naloga
1. in 2. nivo> Vajo 13 na strani 129.
3. nivo> Vaje 11, 12 in 13 na straneh 127–129.
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NASLOV U:NE URE> ?ivljenje igralca (Gael García Bernal – Rise to Fame of Che Guevara Actor)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, izrezki iz ;asopisa, internet, Zgo[;enka
JEZIKOVNA ZNANJA>
●
●
CILJI>
●
●
Filmske zvrsti
?ivljenjepis znane osebnosti
U;enci lo;ijo med razli;nimi filmskimi /anri
Razumejo dalj[e besedilo
SPRETNOSTI>
●
●
●
●
Govor – pogovarjajo se o razli;nih zvrsteh filma< opisujejo /ivljenje slavnega igralca
Poslu[anje – poslu[ajo se med seboj< poslu[ajo posnetek in i[;ejo informacije
Branje – berejo dalj[e besedilo, /ivljenjepis
Pisanje – zapi[ejo povedi v razli;nih ;asih (predsedanjik in preteklik)
POTEK U:NE URE>
1.
Motivacija
Vaja 14 v Delovnem zvezku na strani 129 – Vzponi in padci v mojem tednu. Pogovorite se o zapisanih
primerih.
1. nivo> Povedi oblikujte skupaj in se o njih pogovarjajte, jih raz;lenjujte in pojasnjujte.
V U;beniku na strani 158 si oglejte nekaj naslovnic filmov razli;nih zvrsti in jih uvrstite v ustrezen
/anr (Glej RVU, stran 145).
Poskusite poiskati naslove filmov za preostale zvrsti (tudi v slovenskem jeziku).
Npr.> a musical – Cats< a western – Buffalo Bill’s Wild West< a horror film – Chucky< a gangster film – Godfather<
a historical drama – Pearl Harbour< a war film – Platoon< an art film – The Lord of the Rings.
Pogovorite se o razli;nih filmih in igralcih, nato poslu[ajte besedilo oziroma opis /ivljenja mladega
latino igralca Gaela Garcíe Bernala. U;enci se odlo;ijo, ali so trditve v vaji 3 v U;beniku na strani 159
glede na poslu[ano biografijo resni;ne ali ne oziroma v besedilu niso navedene (Glej RVU, stran 157).
3. nivo> U;enci v vaji 2b na isti strani nadgradijo igral;evo filmografijo.
3. Utrjevanje
2. in 3. nivo> Ob vaji 4 v U;beniku na strani 160 u;enci ponovijo rabo ;asov Past Simple in Present Perfect
Tense. V miselni vzorec napi[ejo nekaj trditev o slavnem igralcu (Glej RVU, stran 157).
1., 2. in 3. nivo> Naredite vajo 5 v U;beniku na strani 160, ob kateri ponovite rabo obeh ;asov (Glej RVU,
stran 157).
U;enci v PARADE YOUR KNOWLEDGE preverijo, kaj so se nau;ili v razdelku A3 (U;benik, str. 182),
nato pa preberejo MILES OF SMILES (U;benik, str. 160).
4. Doma;a naloga
1. nivo> Vajo 17 na strani 130 (pet primerov).
2. nivo> Vaji 16 in 17 na strani 130.
3. nivo> Vaje 15, 16 in 17 na straneh 130 in 131.
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NASLOV U:NE URE> Krst pri Savici> Legenda o :rtomiru in Bogomili (The Babtism at the Savica
Fall> The :rtomir and Bogomila Legend)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, France Pre[eren> Krst pri Savici, Zgo[;enka
JEZIKOVNA ZNANJA>
●
●
CILJI>
●
●
●
Krst pri Savici
?ivljenjepis Franceta Pre[erna
U;enci znajo povedati nekaj o Francetu Pre[ernu
Poznajo zgodovino pokristjanjevanja
Ponovijo Krst pri Savici
SPRETNOSTI>
●
●
●
Govor – pogovarjajo se o kr[;anski veri in pokristjanjevanju v preteklosti
Poslu[anje – poslu[ajo odlomek iz Krsta pri Savici
Branje – berejo dalj[e besedilo
POTEK U:NE URE>
1.
Motivacija
Ponovite Past Simple in Present Perfect z vajama 18 in 19 v Delovnem zvezku na straneh 131 in 132.
Preberite odlomek iz Krsta pri Savici (U;benik, str. 184) in se pogovorite o pesnitvi, saj jo u;enci
najbr/ /e poznajo.
Vpra[anja v vaji 1a na strani 183 uporabite kot vodilo k nadaljnji obravnavi. :im bolj iz;rpno odgovorite
na dana vpra[anja.
1. in 2. nivo> Zadostuje slovenska razlaga pokristjanjevanja v zgodovini.
3. nivo> U;enci preberejo zgodovinsko ozadje pokristjanjevanja v angle[;ini.
Preberite legendo o Bogomilu in :rtomiru, nato vsakemu nivoju pripravite vaje o prebranem besedilu.
1. nivo> Delovni list FIND WHO> Pripravite razrezanko – listi;e z imeni in listi;e z dejanji. Oboje
u;enci nato zdru/ujejo>
2. nivo> Delovni list CONTINUE THE SENTENCES>
3. nivo> Zapi[ejo Krst pri Savici skozi o;i :rtomirja kot duhovnika, pri tem pa uporabljajo Past
Simple Tense in Present Perfect Tense.
Npr.> My name is :rtomir. I was a famous soldier, I have won many battles but the one for love I lost.
Bogomila has been the love of my life, and I’ve loved her since I met her for the first time. When
I was baptised, our roads went in different directions. I became a priest. I’ve turned many
pagans into Christians. Etc.
3. Doma;a naloga
1. nivo> – Povedi v vaji 19 na strani 132 prepi[ejo v zvezke.
2. nivo> – Vaji 22 in 23 na straneh 134 in 136.
3. nivo> – Vaje 21–23 na straneh 132–136.
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70
MONKS
were teachers.
:RTOMIR AND BOGOMILA
fell in love.
:RTOMIR
united Slovenians.
:RTOMIR AND VALJHUN
met in a battle.
A FISHERMAN took
:rtomir to Lake Bohinj.
BOGOMILA
accepted a new God.
:RTOMIR
decided to be baptised,
and became a priest.
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Irish and Scottish monks (were the teachers of Christianity).
:rtomir believed in goddess (?iva).
:rtomir fought against (the Bavarians and the Franks).
The battle was (bloody), and (:rtomir) was the only one who survived.
:rtomir survived only because of (his love for Bogomila).
A Christian priest (baptised :rtomir).
Although they loved each other, they (never met again).
Paganism was (defeated).
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unit4 1\ \711
NASLOV U:NE URE> For\Since (Present Perfect Tense> for and since)
Adverbs FOR, SINCE, Zgo[;enka
JEZIKOVNA ZNANJA>
CILJI>
●
●
Ljubezen in zaljubljenost
U;enci uporabljajo since in for v Present Perfect Tensu
SPRETNOSTI>
●
●
●
●
Govor – pogovarjajo se o ljubezni ter slavnih /enskah in ljubezenskih parih
Poslu[anje – poslu[ajo posnetek o mladih zaljubljencih
Branje – berejo kraj[e besedilo in iz njega izlu[;ijo zahtevane podatke
Pisanje – zapi[ejo, kako dolgo neko stanje traja
POTEK U:NE URE>
1.
Motivacija
Preverite doma;o nalogo in se pogovorite o opisanih slavnih osebnostih – Tini Turner, Bradu Pittu
in jordanski kraljici Ranii. Ponovite legendo o Bogomili in :rtomirji ter njuni ljubezni.
V U;beniku na strani 161 preberite angle[ke pregovore in jih pove/ite s slovenskimi (Glej RVU, stran 157).
U;enci povedo, v kolik[ni meri se s pregovori strinjajo, nato naredite (ustno) [e vajo 24 v Delovnem
zvezku na strani 137. Pogovorite se [e o teh citatih in jih razlo/ite.
Pove/ite znane zaljubljence v vaji 1c v U;beniku na strani 161 (Glej RVU, stran 157).
Poslu[ajte posnetek o ljubezni med Julio in Robertom ter se odlo;ite, ali so zapisane trditve v vaji 3
v U;beniku na strani 162 resni;ne ali ne oziroma iz besedila niso razvidne (Glej RVU, stran 157).
Na podlagi okvirja REMEMBER BOX na isti strani u;enci ugotovijo, kdaj uporabiti for in kdaj since.
3. Utrjevanje
Z vajo 4 v U;beniku na strani 163 u;enci utrdijo prebrano (Glej RVU, stran 157).
Utrdite rabo since\for ob prosojnici The Present Perfect Tense Adverbs FOR, SINCE.
V dvojicah vadijo dvogovor iz vaje 5. V njem povedo, kako dolgo imajo neko stvar oziroma kako
dolgo /e traja neko stanje.
V zvezke zapi[ejo poved s since ali for>
I’ve lived in ____________ for 14 years \ since 1991.
I’ve known ___________ for 8 years.
Vajo 6 v U;beniku na strani 163 naredite ustno in prevedite napisane povedi (Glej RVU, stran 157).
Uro sklenite z MILES OF SMILES (U;benik, str. 163).
4. Doma;a naloga
1., 2. in 3. nivo> U;enci naredijo vaji 25a,b v Delovnem zvezku na strani 137 (na 1. nivoju le 25a).
Za naslednjo uro naj priskrbijo nekaj sli;ic o svojih najljub[ih filmskih in glasbenih zvezdah ter
razmislijo o svojem najljub[em filmu.
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NASLOV U:NE URE> Projektno delo
U:NA GRADIVA IN PRIPOMO:KI> Delovni zvezek, sli;ice slavnih osebnosti, prizori iz filmov
JEZIKOVNA ZNANJA>
CILJI>
●
●
Najljub[i film, filmski igralec, glasbena zvezda
U;enci znajo opisati svojega vzornika in predstaviti film, vreden ogleda
SPRETNOSTI>
●
●
●
●
Govor – pogovarjajo se o vzornikih in priljubljenih filmih
Pisanje – opi[ejo vzornika in vsebino filma
POTEK U:NE URE>
1.
Motivacija
Pogovorite se o idolih u;encev ter preglejte fotografije in izrezke iz ;asopisov in revij, ki so jih prinesli.
2. Projektno delo
U;enci preberejo navodila za izdelavo projektov I in II v Delovnem zvezku na strani 161.
Zapi[ejo podatke o izbranem zvezdniku, nato pa opi[ejo svoj najljub[i film.
1. nivo> U;enci lahko uporabijo zapis iz projekta I>
Npr.>
Title> _______________________
Actors> _____________________
Characters> ____________________________
Story> _________________________________
2. in 3. nivo> U;enci opi[ejo film na podlagi opisa Jurskega parka.
3. Doma;a naloga
1., 2. in 3. nivo> Opi[ejo [e kak[no znano filmsko uspe[nico.
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NASLOV U:NE URE> Ponavljanje in utrjevanje rabe navadnega preteklika in predsedanjika (Past
Simple Tense and Present Perfect Tense)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, zemljevid sveta, Zgo[;enka
JEZIKOVNA ZNANJA>
CILJI>
●
●
Neodvisnost nekaterih dr/av
U;enci ponovijo rabo since in for v Present Perfect Tensu
SPRETNOSTI>
●
●
●
●
Govor – pogovarjajo se o neodvisnosti dr/av
Poslu[anje – poslu[ajo se med seboj, poslu[ajo besede in i[;ejo rime
Branje – berejo navodila in kraj[a besedila< i[;ejo pravilne re[itve
Pisanje – zapi[ejo, kako dolgo so dolo;ene dr/ave neodvisne
POTEK U:NE URE>
1.
Motivacija
Oglejte si projekt V na strani 162 v Delovnem zvezku. U;enci si ogledajo narisane dr/ave, pogovorite
se o njihovi obliki. Ob pomo;i zemljevida sveta poi[;ite [e kak[no zanimivo obliko dr/ave in jo opi[ite.
Oglejte si zemljevid Zdru/enih dr/av Amerike v U;beniku na strani 164. U;encem razlo/ite, da so
posamezne dr/ave vstopale v Unijo v obdobju 172-ih let.
Po danem vzoru naredite vajo 7. U;enci o vsaki dr/avi povedo, kako dolgo je /e ;lanica te zveze,
nato pa zapi[ejo podatke o dr/avah v obeh ;asih. Izberejo si le nekaj dr/av (Glej RVU, stran 158).
1., 2. in 3. nivo> Vaja 8a v U;beniku na strani 165 je namenjena razlikovanju ;asov Past Tense in
Present Perfect Tense (Glej RVU, stran 158).
2. in 3. nivo> Naredijo [e vajo 8b na isti strani, v kateri parafrazirajo dane povedi (Glej RVU, stran 158).
3. nivo> U;enci preberejo predstavitev preteklih ;asov v povezavi s sedanjostjo ob pomo;i cestnih kri/i[;
(U;benik, str. 165). V ustni obliki naredijo vajo 9 v U;beniku na strani 166 (Glej RVU, stran 158).
Preberite GRAMMAR TIME OUT (U;benik, str. 167) in ponovite predelano snov, nato pa se u;enci
preverijo [e ob pomo;i PARADE YOUR KNOWLEDGE (U;benik, str. 182).
Uro kon;ajte z iskanjem rim (U;benik, str. 180, vaja 1) (Glej RVU, stran 160).
4. Doma;a naloga
1., 2. in 3. nivo> Vajo 26 na strani 138 in vajo 30 na strani 140.
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NASLOV U:NE URE> Kaj lahko dela[ med po;itnicami (Modal Verbs can\be able to)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, turisti;ni katalogi, prosojnica Modal
Verbs CAN \ BE ABLE TO, Zgo[;enka (zvo;ni zapis str. 194)
JEZIKOVNA ZNANJA>
●
●
CILJI>
●
●
Opis otoka Man
Besedi[;e, povezano s po;itnicami
U;enci znajo opisati kraj pre/ivljanja oddiha in dejavnosti v ;asu bivanja tam
Uporabljajo naklonski glagol can\be able to
SPRETNOSTI>
●
●
●
●
Govor – pogovarjajo se o po;itnicah in razli;nih na;inih pre/ivljanja oddiha
Poslu[anje – poslu[ajo se med seboj, poslu[ajo posnetek
Branje – berejo kraj[a besedila, klju;ne besede in navodila
Pisanje – zapi[ejo ideje za pre/ivljanje po;itnic
POTEK U:NE URE>
1.
Motivacija
1., 2. in 3. nivo> U;enci naredijo vaji 27 in 28 v Delovnem zvezku na straneh 138 in 139.
1. nivo> Vajo 28 naredite skupaj in ponovite strukturo Present Perfect Tensa ter rabo since\for.
2. Pridobivanje slovni;nih struktur – ‘can \ be able to’
Pogovorite se o po;itnicah in dejavnostih, ki jih u;enci najve;krat izvajajo v ;asu oddiha. Uporabite
vpra[anja v vaji 1c v U;beniku na strani 168.
V vaji 1a u;enci ozna;ijo postavke, ki so zanje pomembne za prijetno pre/ivljanje po;itnic, u;enci
2. in 3. nivoja poro;ajo o zapisanem (1b).
Poslu[ajte posnetek o otoku Man in naredite vajo 3 v U;beniku na strani 169, v kateri se u;enci
odlo;ajo o (ne)pravilnosti trditev (Glej RVU, stran 158).
S podvpra[anji vodite u;ence k naklonskemu glagolu can in njegovi sopomenki be able to. Ponovite
preteklo obliko can, u;enci pa naj pobrskajo po spominu in najdejo ustrezen izraz za prihodnjik.
Pomagajo si z vajama 4a,b na isti strani, za kateri napi[ite nekaj primerov (Glej RVU , stran 158),
s tabelo GRAMMAR TIME OUT na strani 170 in s prosojnico Modal Verbs CAN \ BE ABLE TO.
Npr.> I’ll be able to have a lot of holiday entertainment.
I’ll be able to climb Snaefell and visit museums.
Last year, I could visit Douglas, the capital of Man.
I could enjoy the beautiful countryside.
1., 2. in 3. nivo> U;enci izpolnijo tabelo v vaji 45 v Delovnem zvezku na strani 150.
2. in 3. nivo> V vaji 4c v U;beniku na strani 169 u;enci predlagajo izletni[ke kraje, ki bi jih obiskali,
in navedejo razlog obiska.
Posnetek k vaji 5 v U;beniku na strani 170 je namenjen odkrivanju predstavljenih dr/av (Glej RVU,
stran 158).
3. Doma;a naloga
U;enci ponovijo Present Perfect, in sicer z vajami v Delovnem zvezku na straneh 139–146>
1. nivo> Vaje 29 (samo vstavljanje for\since brez tvorbe vpra[anj), 35, 36 in 38.
2. nivo> Vaje 29, 34, 36, 38 in 39.
3. nivo> Vaje 29–40.
Do naslednje ure priskrbijo kataloge s po;itni[kimi paketi, slike turisti;nih krajev ipd.
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U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, katalogi po;itnic, slike, fotografije
turisti;nih krajev
JEZIKOVNA ZNANJA>
●
●
CILJI>
●
●
Dejavnosti med po;itnicami
Kako in kje pre/iveti dopust
U;enci opi[ejo po;itnice, kakr[ne bi si /eleli
Znajo predstaviti svoj kraj turistu
SPRETNOSTI>
●
●
●
●
Govor – opisujejo po;itnice< izmenjujejo izku[nje
Branje – berejo navodila in jim sledijo
Pisanje – opi[ejo idealne po;itnice< sestavijo mini turisti;no bro[uro
POTEK U:NE URE>
1.
Motivacija
Izdelajte miselni vzorec po navodilu v vajah 41 in 42a v Delovnem zvezku na straneh 146 in 147.
U;enci navajajo izraze, ki jih asociirajo na (idealne) po;itnice.
2. Projektno delo
U;enci pripravijo prine[eno gradivo, ki prikazujejo rajske pla/e, gore, kopali[;a ipd., in v zvezkih
naredijo mini plakate. Ob sli;icah odgovarjajo na zastavljena vpra[anja v Delovnem zvezku na
strani 161\III.
1. nivo> U;enci imajo na voljo vso uro.
2. in 3. nivo> Vaja je le ogrevalna vaja za izdelavo mini turisti;ne bro[ure v projektu IV na strani 162.
V prospektu predstavijo svoj kraj, lahko pa si izberejo tudi kakega drugega, o vsaki znamenitosti
pa zapi[ejo nekaj povedi.
Izdelane projektne naloge si skupaj oglejte in jih razstavite.
3. Doma;a naloga
2. in 3. nivo> U;enci naredijo vajo 42b v Delovnem zvezku na strani 147.
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NASLOV U:NE URE> Sopojavljanke (Collocations)
JEZIKOVNA ZNANJA>
CILJI>
●
●
Po;itni[ke dejavnosti
U;enci ponovijo rabo naklonskega glagola can\be able to
SPRETNOSTI>
●
●
●
●
Govor – predlagajo re[itve
Branje – berejo kraj[a besedila in sledijo navodilom
Pisanje – naklonskeglagole uporabljajo v povedih
POTEK U:NE URE>
1.
Motivacija
Preglejte bro[ure in plakate, izdelane v prej[nji uri, in na[tejte nekaj dejavnosti, ki so jih u;enci navedli.
Preidite na po;itnice v Bohinju in odprite delovne zvezke na strani 148, vaja 43. U;enci vpi[ejo, kaj
je dru/ina Brown na po;itnicah v Bohinju lahko po;ela in ;esa ne. Podobna je vaja 44 z glagolom
be able to.
2. in 3. nivo> U;enci naredijo [e vajo 50 v Delovnem zvezku na strani 153.
3. Poglabljanje
U;enci si ogledajo samostalnike v vaji 51 v Delovnem zvezku na strani 153 ter jih zdru/ijo in prevedejo.
Pogovorite se o razlikah in podobnostih med obema jezikoma.
Odkrijte [e nekaj podobnih zvez v razdelku H v U;beniku na straneh 190–192 in se o njih pogovorite.
Predvsem si dobro oglejte miselne vzorce in na tej podlagi tvorite nekaj fraz>
To direct a black and white film< to star in a documentary film<
To have wonderful holiday< to book summer holiday<
To fall in eternal love< to find great love.
Razpredelnico v U;beniku na strani 192 namenite ponavljanju za vse u;ence, s tem da odlo;itev o
koli;ini tvorjenih povedi sprejmite glede na preostali ;as oziroma sposobnost skupine. Posamezne
fraze lahko tudi zdru/ujete (Glej RVU, stran 160).
4. Doma;a naloga
3. nivo> Dodatno [e vajo 59 na strani 158.
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NASLOV U:NE URE> Izra/anje namena (Going to Future Tense)
JEZIKOVNA ZNANJA>
CILJI>
●
●
●
Oprema na po;itnikovanju
U;enci se seznanijo z glagolom have to v pretekliku, sedanjiku in prihodnjiku
Ponovijo strukturo going to za bli/njo prihodnost
SPRETNOSTI>
●
●
●
●
Govor – pogovarjajo se o stvareh, ki bi jih odnesli s seboj na po;itnice
Poslu[anje – poslu[ajo se med seboj in predlagajo re[itve
Branje – berejo povedi in klju;ne besede
Pisanje – zapi[ejo po;itni[ko opremo za razli;ne vrste oddiha
POTEK U:NE URE>
1.
Motivacija
1. nivo> Predstavite igro za utrjevanje naklonskega glagola can\be able to. U;itelj imenuje kraje,
v katerih je bil\je\bo. U;enci morajo prepoznati ;as in povedati, kaj je tam lahko po;el,
kaj tam lahko po;ne in kaj bo lahko po;el tam.
Npr.>
I am staying in Bled. – You can go swimming. \ You are able to climb mountains.
Last year, I spent my holidays in Switzerland. – You could ski. \ You were able to visit museums.
I will go to Africa this summer. – You’ll be able to see their rituals. \ You’ll be able to go through the
Sahara Desert.
2. in 3. nivo> Pogovorite se o po;itnicah, ki jih nameravate pre/iveti med poletjem. Za vzorec
uporabite vajo 60a v Delovnem zvezku na strani 159.
3. nivo> V vaji 60b svoje po;itnice na kratko opi[ejo.
3. nivo> U;enci preberejo doma;o nalogo – napisano razglednico s sanjskih po;itnic.
Preberite REMEMBER BOX v U;beniku na strani 171. U;enci v povedi v vaji 6a vstavijo pripono -less
in jih prevedejo (Glej RVU, stran 158). Na svetu je preve; brezdomnih otrok.
U;enci ugotovijo, da se v sloven[;ini najve;krat uporablja izraz brez. Povedi [e prevedejo (Glej
RVU, stran 145).
V vaji 7a si oglejte nove besede in sli;ice nekaterih predmetov. U;itelj pove dolo;en letovi[ki kraj,
u;enci pa na[tejejo opremo, ki bi jo vzeli s seboj.
Npr.> KOPER – I’m going to take a fishing rod, a rucksack, binoculars, a tent, a sleeping bag, money, bathsuit
and my favourite books.
POHORJE – I’m going to take a map, a torch, a rucksack, an insect repellent, some food and a coat.
Na podoben na;in naredite vajo 7b v U;beniku na strani 172 (Glej RVU, stran 158), vendar v pisni
obliki. K vsaki sli;ici u;enci zapi[ejo stvari, ki bi jih vzeli s seboj.
3. Utrjevanje
Igrajte se igro BINGO. U;enci bodisi uganjujejo kraj, kamor greste (primeri iz U;benika), ali stvari
(dogovorite se za [tevilo), ki jih boste vzeli v dolo;en kraj.
U;itelj (ali izbrani u;enec, lahko tudi v dvojicah) I’m going to go to Ko;evje.
U;enci (izbrani partner)> Are you going to take a map|
- Yes.
- Are you going to take binoculars|
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- Yes.
- Are you going to take some food|
- Yes.
- BINGO (:e ste se odlo;ili za tri stvari).
4. Doma;a naloga
1. in 2. nivo> U;enci imenujejo dva turisti;na kraja (oziroma pet) in zapi[ejo, kaj bodo odnesli s
seboj na 14-dnevne po;itnice.
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NASLOV U:NE URE> Naklonski glagol morati (Have to\must)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, prosojnica Modal Verb MUST \ HAVE TO,
Zgo[;enka (zvo;ni zapis str. 194)
JEZIKOVNA ZNANJA>
CILJI>
●
●
Pre/ivljanje dopusta na razli;nih krajih
U;enci uporabljajo naklonski glagol have to za preteklost, sedanjost in prihodnost
SPRETNOSTI>
●
●
●
●
Govor – pogovarjajo se o pre/ivljanju po;itnic na razli;nih krajih
Branje – berejo oglase, navodila in vpra[alnik
Pisanje – zapi[ejo povedi z naklonskim glagolom have to v treh ;asih
POTEK U:NE URE>
1.
Motivacija
U;itelj u;ence motivira z na[tevanjem razli;ne opreme za razli;ne vrste po;itnikovanja. Za;ne z
vpra[anji, ki zahtevajo strukturo going to, nato pa preide na have to>
What are you going to take with you to Bled|
What do you have to take with you on Triglav|
2. Pridobivanje slovni;nih struktur - ‘have to’
Na tablo zapi[ite tabelo in izpolnite le primer za sedanjik>
Had to
HAVE TO \ HAS TO
Will have to
(I had to take a tent to Bled.)
I have to take some water
and good shoes on Triglav.
(I will have to take
un umbrella to London.)
PRETEKLOST
SEDANJOST
PRIHODNOST
U;enci posku[ajo ugotoviti, kaj sodi v preostala prostora. Nato si ogledajo prosojnico Modal Verbs
CAN \ BE ABLE TO. Pogovorite se o danih primerih in oblikujte pravilo.
Naredite vajo 7d v U;beniku na strani 172 in v tabelo zapi[ite podatke, ki jih najprej podajo u;enci,
nato pa poslu[ajte [e posnetek in vpi[ite podatke (Glej RVU, stran 159).
Na podoben na;in naredite vajo 46 v Delovnem zvezku na strani 150.
1., 2. in 3. nivo> U;enci naredijo vajo 7g v U;beniku na strani 173. Utrdite nikalno obliko – po en primer
zapi[ete v tabelo in jo dopolnite.
2. in 3. nivo> Ustno vadijo dvogovore v vaji 7f v U;beniku na strani 172.
Pogovorite se o robinzonskem /ivljenju ob pomo;i vpra[anj v vaji 7h v U;beniku na strani 173, nato
poslu[ajte posnetek k vaji 8 na isti strani in dopi[ite manjkajo;e podatke (Glej RVU, stran 159).
Preberite GRAMMAR TIME OUT (U;benik, str. 174) in ponovite naklonske glagole.
3. Utrjevanje
Preberite tabelo v vaji 47a na strani 150 v Delovnem zvezku, nato se pogovorite o pomenu
uporabljenega naklonskega glagola v vaji 47b.
V vaji 48 vstavite ustrezen naklonski glagol v dane povedi.
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4. Doma;a naloga
Ob pomo;i kviza v U;beniku na strani 174 u;enci ugotovijo, ali jim je potovanje v veselje ali ne.
3. nivo> U;enci odgovorijo na zastavljena vpra[anja (v kratki obliki) (Glej RVU, stran 159), prav tako
preberejo besedilo o vrstah po;itnic in zapi[ejo odgovor na vpra[anja.
1., 2. in 3. nivo> Pregledajo trditve v PARADE YOUR KNOWLEDGE (U;benik, str. 182) in ugotovijo, kaj
so se nau;ili v razdelku B1.
2. nivo> U;enci naredijo vajo 49 b v Delovnem zvezku na strani 152.
3. nivo> U;enci naredijo vajo vaji 49a,b v Delovnem zvezku.
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NASLOV U:NE URE> Turizem v Bledu in okolici (Tourism at Bled)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, razne slike, bro[ure in knjige o Bledu,
Zgo[;enka
JEZIKOVNA ZNANJA>
CILJI>
●
●
Turisti;na ponudba Bleda z okolico
U;enci znajo povedati, kaj vse lahko po;nejo na Bledu
SPRETNOSTI>
●
●
●
●
Govor – opisujejo Bled
Branje – berejo kraj[e besedilo
Pisanje – opi[ejo ponudbo Bleda in okolice
POTEK U:NE URE>
1.
Motivacija
U;itelj prinese razne bru[ure, monografije ali slike Bleda. Ob njih se pogovorite o tem kraju in okolici.
Uporabite lahko tudi internet oziroma preberete vajo 50 v Delovnem zvezku na strani 153.
2. Pridobivanje in poglabljanje slovni;nih struktur – Present Continuous Tense, Going To Future Tense
Vajo 1a v U;beniku na strani 176 uporabite za ponavljanje ;asa Present Continuous Tense, za utrjevanje
naklonskega glagola can, pa tudi za strukturo going to (Glej RVU, stran 159).
Ustavite se pri glagolu sunbathe. Vsi u;enci naj ga poskusijo izgovoriti. Poi[;ite [e nekaj primerov,
v katerih se pojavlja glas th, nato poslu[ajte izgovorjavo nekaterih besed (U;benik, str. 180, vaja 2)
Preberite besedilo o Bledu v U;beniku na straneh 176 in 177 ter ga poslu[ajte na zgo[;enki.
Razlo/ite predloga in\at ob pomo;i pojasnila v REMEMBER BOX na strani 177.
U;enci poi[;ejo pridevnike, ki opisujejo Bled v besedilu (U;benik, str. 177, vaja 2b) (Glej RVU, stran 159).
Zdru/ite vaji 2c in d na isti strani. U;enci na podlagi danih izto;nic napi[ejo nekaj o Bledu – kak[en
kraj je, kaj v njem najdemo in kaj lahko tam po;nemo (Glej RVU, stran 159).
3. Doma;a naloga
Na podoben na;in napi[ejo nekaj o Portoro/u ali kraju po lastni izbiri.
1. in 2. nivo> U;enci naj se zgledujejo po besedilu o Bledu.
3. nivo> U;enci naj bodo pri opisovanju bolj izvirni.
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NASLOV U:NE URE> Glasbeni in[trumenti (Musical Instruments)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, pravljica Peter in volk (knjiga, avdio
kaseta ali zgo[;enka)
JEZIKOVNA ZNANJA>
●
●
CILJI>
●
Glasba in glasbila
Izra/anje ;ustev
U;enci poznajo izraze za nekaj zvrsti glasbe in glasbenih instrumentov
SPRETNOSTI>
●
●
●
●
Govor – pogovarjajo se o glasbi
Poslu[anje – poslu[ajo pravljico Peter in volk< poslu[ajo mnenja in stali[;a drugih
Branje – berejo kraj[e sestavke, vpra[anja in navodila s klju;nimi frazami
Pisanje – zapi[ejo imena glasbil
POTEK U:NE URE>
1.
Motivacija
U;enci preberejo doma;o nalogo – opis izbranega turisti;nega kraja (ali Portoro/a).
U;enci vseh treh nivojev se seznanijo z razli;nimi vrstami glasbil in glasbe v razdelku G (U;benik,
str. 188). Izmenjajte stali[;a, mnenja in izku[nje ob opornih vpra[anjih v vaji 1.
V vaji 2 pod ustrezne skupine glasbil na[tejte glasbila (Glej RVU, stran 145).
3. Poglabljanje
U;itelj priskrbi zvo;ni posnetek pravljice Peter in volk (v slovenskem jeziku), pa tudi v knji/ni obliki.
Preberite povzetek zgodbe (U;benik, str. 189, vaja 3a), nato v vaji 3b zapi[ite, s katerimi instrumenti
so predstavljeni posamezni junaki (Glej RVU, stran 160).
U;enci se spomnijo [e kak[ne zgodbe, filma ali pravljice, v kateri imajo glasbila pomembno vlogo.
3. nivo> U;enci se razdelijo v skupine in si zamislijo scenarij za razli;ne pouli;ne glasbene skupine>
katere instrumente bodo igrali, katero zvrst glasbe, v katerem mestu in kako se bodo imenovali.
4. Doma;a naloga
1., 2. in 3. nivo> U;enci sestavijo orkester z najljub[imi glasbili > lahko ga nari[ejo ali pa napi[ejo,
katera glasbila bi v svojem orkestru uporabili in koliko.
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unit 4 \ 81
NASLOV U:NE URE> Izra/anje ;ustev (Expressing Emotions)
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, prosojnica Joining Two Nouns.
JEZIKOVNA ZNANJA>
CILJI>
●
●
●
Izra/anje za;udenja in o;aranosti
U;enci znajo izraziti za;udenje in o;aranje nad nekom ali ne;im
Zdru/ujejo dva samostalnika v pomensko zvezo
SPRETNOSTI>
●
●
●
●
Govor – izra/ajo ;ustva in mnenja
Poslu[anje – poslu[ajo mnenja in stali[;a drugih
Branje – berejo fraze in navodila
Pisanje – zapi[ejo zveze dveh samostalnikov z uporabljenim sa[kim rodilnikom
POTEK U:NE URE>
1.
Motivacija
Preberite doma;o nalogo – zanimive orkestralne sestave.
2. Pridobivanje in ponavljanje slovni;nih struktur – izra/anje svojine
U;itelj nadaljuje uro z vzklikom> What interesting orchestras you have thought of!
Nato si poglejte nekaj zanimivosti, povezanih z zdru/evanjem dveh samostalnikov. Tak[no tvorjenje
je v sloven[;ini zelo redko.
V U;beniku na strani 178 prevedite primere v vaji 3 (Glej RVU, stran 159).
Prika/ite [e nekaj primerov zdru/evanja dveh samostalnikov na prosojnici Joining Two Nouns.
Izra/ajte navdu[enje, o;aranost in druga ;ustva ali mnenja v vaji 4 v U;beniku na strani 179.
U;enci pazijo na rabo a\an (Glej RVU, stran 160).
Preberite GRAMMAR TIME OUT (U;benik, str. 178 in 179). Pri tem u;enci ponovijo sa[ki rodilnik
za izra/anje svojine in poglobijo svoje znanje z razli;nim izra/anjem svojine za ;loveka oziroma
pojmov, stvari.
V PARADE YOUR KNOWLEDGE (U;benik, str. 182) preverijo, kaj so se nau;ili v razdelku B2.
1., 2. in 3. nivo> U;enci naredijo vaje 52–56 v Delovnem zvezku na straneh 154-156. Namenjene so
utrjevanju svojine, izra/anju mnenj in zapisovanju kratkih glagolskih oblik (Na 1.
nivoju le vaji 52 in 55).
2. in 3. nivo> U;enci dopolnijo povedi v vaji 57 na strani 157.
3. Doma;a naloga
1., 2. in 3. nivo> Dokon;ajo vaje, ki so jih za;eli v [oli ter zapi[ejo tri vzklike odobravanja in tri vzklike
neodobravanja.
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unit 4 \ 82
NASLOV U:NE URE> Ameri[ke sanje (American dream) NASLOV U:NE URE
U:NA GRADIVA IN PRIPOMO:KI> U;benik, Delovni zvezek, posnetek ‘Get Your Kicks on Route 66’,
internet
JEZIKOVNA ZNANJA>
●
●
CILJI>
●
●
Ameri[ke sanje
{ale in uganke
U;enci se sre;ajo z izrazom ‘ameri[ke sanje’
Razumejo bistvo [al in ugank
SPRETNOSTI>
●
●
●
Govor – pogovarjajo se o ‘slovenskih sanjah’
Poslu[anje – poslu[ajo posnetek pesmi
Branje – berejo dalj[e besedilo ter [ale in uganke
POTEK U:NE URE>
1.
Motivacija in uvajanje
U;itelj spomni u;ence na zveze dveh samostalnikov v angle[kem jeziku ter jim poda [e eno zvezo
– American Dream.
Wikipedia izraz razlaga takole>
The origin of the American dream s tems from the departure in government and economics. The development of the Industrial
Revolution defined the mineral and land wealth which was there in abundance, contrary to the environmental riches such as huge
herds of bison and diversity of forests, for the original Native Americans.
Many early American prospectors headed west of the Rocky Mountains to buy acres of cheap land in hopes of finding deposits of
gold. The American dream was a driving factor not only in the Gold Rush of the mid to late 1800s, but also in the waves of immigration throughout that century and the following.
Impoverished western Europeans escaping the Irish potato Famines in Ireland, and the aftermath of Napoleon in the rest of Europe
came to America to escape a poor quality of life at home. They wanted to embrace the promise of financial security and constitutional freedom they had heard existed so widely in the United States.
During the mid-to-late ninteenth century prolific dime novel writer Horatio Alger, Jr. became famous for his novels that idealized
the American dream. His novels about down-and-out bootblacks who were able to achieve wealth and success helped entrench the
dream within popular culture.
Nearing the twentieth century, major industrialist personalities became the new model of the American dream, many beginning life
in the humblest of conditions but later controlling enormous corporations and fortunes.
This acquisition of great wealth appeared to demonstrate that if you had talent, intelligence, and a willingness to work extremely
hard, you were likely to be a success in life as a result.
Settlement in the new world provided hope for egalitarianism. Martin Luther King invoked the American Dream in what is perhaps
his most famous speech>
“Let us not wallow in the valley of despair, I say to you today, my friends. And so even though we face the difficulties of today and
tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.”
(vir> wikipedia.org)
U;enci povedo [e kaj o ‘slovenskih sanjah’.
U;itelj pove, da je del ameri[kega sna tudi cesta, naj se sli[i [e tako ;udno – Route 66. Ob pomo;i
interneta poi[;ite nekaj podatkov o njej, nato pa preberite besedilo v razdelku F (U;benik, str. 186 in
187) ter zapi[ite, ali so trditve pravilne ali ne oziroma besedilo ne daje informacij (Glej RVU, stran 160).
Razdelek I v U;beniku na straneh 192 in 193 namenite smehu in sprostitvi ob koncu u;ne ure.
Razlo/ite smisel [al in nesmiselne rime, v katerih je veliko besed, ki imajo dvojni pomen.
U;enci poi[;ejo ustrezne dvojice (Glej RVU, stran 160).
Poi[;ejo odgovor k ugankam (Glej RVU, stran 160).
1. nivo> Zapi[ejo ‘sanjske besede’ - besede, ki jim predstavljajo smisel /ivljenja.
2. in 3. nivo> Zapi[ejo kratek sestavek o sanjah, ki se jim ([e) niso uresni;ile.
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Janez Skela in Simona Napast
re[itve vaj
v u;beniku
9/19/05
14:18
Page 142
A) Po[evnica (\) ozna;uje dodatno mo/nost.
B) Oklepaj ( ) ozna;uje tiste besede, ki jih lahko izpustimo.
Na primer>
He is washing the car \ his car pomeni, da sta pravilni
obe povedi, in sicer He is washing the car in He is
washing his car. Kjer je bilo smiselno, smo dodali ve;
mo/nih re[itev, vendar to ne pomeni,
da so pravilni samo dani odgovori. Marsikje nismo
iz;rpali vseh mo/nosti, zato se naj u;enci o svojih
re[itvah posvetujejo z u;iteljem.
Na primer>
She is riding (a horse) pomeni, da je pravilno She is riding
in She is riding a horse.
Pri vajah, ki zahtevajo prosto dopolnjevanje, smo lahko
dodali samo predloge re[itev, ki se seveda lahko mo;no
razlikujejo od u;en;evih.
Pri tistih vajah, kjer u;enci izra/ajo svoje lastne
izku[nje, re[itev seveda nismo mogli navesti.
UNIT 1 - SHOPPING> The Call of the Mall
Str. 9, I.>
Str. 12, vaja 4>
Baker’s> brown bread, pastry, rolls.
Newsagent’s> postcards, magazines, stamps, matches.
Grocer’s> eggs, pasta, cheese, flour, crisps, tea, rice, butter,
chewing gum, cornflakes, bottled water, vinegar,
paper hankies, olive oil.
Fishmonger’s> fish, shrimps.
Florist’s> flower seeds, clay pots.
Stationer’s> highlighters, writing paper, Sellotape,
envelopes, drawing pins.
Bookshop> svoje ideje, lahko tudi postcards.
Clothes shop> T-shirts.
Butcher’s> ham, chicken, steak, sausages, meat.
Greengrocer’s> oranges, new potatoes, cherries, lettuce,
onions, peppers.
Chemist’s> soap, aspirins, toothpaste, shampoo.
Shoe shop> shoe polish, shoelaces.
1.
4.
7.
10.
13.
16.
Str.10, vaja 1
THINGS TO BUY
bread ✓
milk
eggs ✓
grapes
oranges ✓
apples
butter ✓
tea
rice ✓
wine ✓
coffee
pasta ✓
orange juice
oil ✓
salt (✓)
Str. 10, vaja 2a
1. They’re running out of bread (and eggs).
2. Yes, he must. He must go to the grocer’s because they’re
running out of eggs too.
3. Yes, they did.
4. Yes, they did.
5. It’s Mr Hughes’ birthday tomorrow.
6. Because he\they didn’t put it on the shopping list.
7. No, they didn’t. They didn’t put it on the shopping list.
8. They can borrow it from their neighbour’s.
Str. 11, vaja 3>
drawing pin - C
pepper - C
clay pot - C
envelope - C
roll - C
cheese - U
washing powder - U
142
shoelace - C
pasta - U
ham - U
steak - C\U
onion - C\U
bread - U
flour - U
shrimp - C
highlighter - C
soap - C\U
cherry - C
tea - U
water - U
cucumber - C
a \ some
some
some
some
a
some
2.
5.
8.
11.
14.
17.
some
a \ some
a
a
some
a
3.
6.
9.
12.
15.
18.
some
some
some
a \ some
a
some
Str. 12, vaja 5>
1a) a
2a) a
3a) an
4a) a
5a) an
6a) a
7a) a
8a) a
9a) an
10a) a
1b) some
2b) some
3b) some
4b) some
5b) some
6b) some
7b) some
8b) some
9b) some
10b) some
7c) some
8c) some
9c) some
10c) some
Str. 12, vaja 6>
1.
2.
3.
4.
5.
6.
7.
8.
There is some flour and some milk on the table.
There is some salt but there isn’t any pasta.
There is some water but there isn’t any juice.
There is some wine but there aren’t any cherries.
There are some lemons but there aren’t any rolls.
There isn’t any honey and there aren’t any onions.
There is some oil but there isn’t any mayonnaise.
There are some olives but there isn’t any beer.
Str. 13, vaja 7a>
1 - any
4 - any
7 - some
2 - some
5 - some
8 - any
Str. 13, vaja 8>
Picture A (str. 13)
grapes
sausages
mustard
pepper
paper plates
onions
salt
cherries
Picture B (str. 195)
lettuce
milk
olives
rolls
pizza
hot dog
oranges
strawberries
3 - some
6 - some
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Str. 14, vaja 10>
Str. 24, vaja 2a>
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
1.
2.
3.
4.
5.
We need some washing powder. - How much do we need|
We need some sausages. - How many do we need|
We need some cheese. - How much do we need|
We need some sandwiches. - How many do we need|
We need some flowers. - How many do we need|
We need some shampoo. - How much do we need|
We need some birthday cards. - How many do we need|
We need some sugar. - How much do we need|
We need some flour. - How much do we need|
We need some stamps. - How many do we need|
We need some films. - How many do we need|
We need some olive oil. - How much do we need|
We need some highlighters. - How many do we need|
We need some mayonnaise. - How much do we need|
Str. 17, vaja 3>
1. Sue, Andy, Dave and Patsy are. \ Some pupils from class 7A
at Blackpool Comprehensive School.
2. At a supermarket.
3. They need five packets of crisps.
4. Eight. \ Andy put eight packets of crisps in the trolley.
5. They need five bottles of lemonade.
6. They bought 3 pounds of cheese. (Maybe they bought 6
pounds of cheese because Andy wanted to double everything on the list.)
7. They bought 6 loaves of bread. (Maybe they bought 12
loaves of bread because Andy wanted to double everything on the list.)
8. It was £84.42.
9. Yes, they did. They had enough money to pay.
10. They forgot to buy mayonnaise.
11. The cashier forgot to charge a packet of crisps.
12. She saw store detectives\shoplifters. (In fact she saw two
shoplifters - Matteo and Sylvie. See exercise 8, page 34)
Str. 18, vaja 4>
BREAD - a loaf of brown bread
CHEESE - half a kilo of Gorgonzola
ICE-CREAM - they don’t sell it
HAM - some ham
TOMATOES - a kilo of tomatoes
POTATOES - two kilos of potatoes
ORANGES - there aren’t any today
APPLES - she hasn’t got enough money< she puts them back
Str. 18, vaja 5>
2 - Butcher’s
6 - Grocer’s
1 - Baker’s
5 - Sweet shop
3 - Newsagent’s
4 - Greengrocer’s
He wants to buy her a T-shirt.
He’s looking for a green one.
Because it’s too big.
He suggests a sports bag.
He buys one. \ He decides to buy one.
Str. 24, vaja 3>
Dave wants to buy something nice to give his sister. At the
shop the shop assistant shows him some T-shirts. He would
like to get a green T-shirt but they haven’t got one in a smaller
size. Dave thinks the colourful bag with lots of pockets is really
smart and unusual. \ He thinks that the price of the colourful
bag with lots of pockets is right\not bad. There is something
in the shop that he likes (a sports bag with lots of pockets).
He buys it.
Str. 25, vaja 5>
1.
4.
7.
10.
one
one
ones
one
2.
5.
8.
11.
one
ones
one
one
3.
6.
9.
12.
ones
ones
ones
one
Str. 25, vaja 6>
1. Dress
4. Scooter.
7. Hat.
2. Watermelon.
5. Shoes.
8. Glasses.
3. Glasses.
6. Boat.
Str. 25, vaja 7a>
1. That’s a bit too big. Have you got a smaller one|
2. That’s a bit too expensive. Have you got a cheaper one|
3. They’re a bit too old. \ These are a bit too old. Have you got
any newer ones|
4. That’s a bit too soft. Have you got a harder one|
5. They’re a bit too heavy. \ These are a bit too heavy. Have you
got any lighter ones|
6. That’s a bit too short. Have you got a longer one|
Str. 27, vaja 11a>
1.
3.
5.
7.
9.
11.
13.
15.
17.
myself
ourselves
herself
yourself
itself
herself
myself
themselves
himself
2. itself
4. himself
6. yourselves
8. themselves
10. itself
12. itself
14. yourselves
16. yourself
18. yourself
Str. 27, vaja 12a>
Str. 20, vaja 9>
1. GRAPES - £2.85 a kilo
STRAWBERRIES - £3.45 a kilo
2. PEARS - £2.35 a kilo
CHERRIES - £3.75 a kilo
3. BANANAS - £1.65 a kilo
PLUMS - £1. 85 a kilo
4. RASPBERRIES - £5.00 a kilo
APRICOTS - £2.25 a kilo
5. ORANGES - £1.3 a kilo
LEMONS - £1.20 a kilo
1.
3.
5.
7.
9.
yourself
themselves
yourself\yourselves
ourselves
myself
2. herself
4. ourselves
6. themselves
8. himself
10. himself
Str. 28, vaja 13a>
1. myself
3. ourselves, yourself
5. yourself
2. myself
4. himself, himself, himself
6. yourself
143
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Str. 31, vaja 1b>
• They are in a clothes shop. \ They are in a big department
store in London. They are shopping for clothes\dresses. \
They are looking (closely) at the dresses. \ They are looking
over the dresses.
• They need new dresses.
• They are both slim and (very) pretty. Patricia has got long
curly blonde hair. Claire has got long straight brown hair.
• Patricia is wearing a blue (pullover, dress, blouse). Claire is
wearing a light blue (pullover, dress, blouse). In the end,
Patricia is wearing a maxi, and Claire is wearing a mini.
Str. 32, vaja 3>
1F 2| 3F 4F 5T 6F 7T 8F 9T 10| 11|\F 12T
Str. 32, vaja 5a>
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Patricia doesn’t look pretty. \ doesn’t
Her friend Claire isn’t fat. \ isn’t
Patricia and Claire weren’t in a department store. \ weren’t
Patricia and Claire aren’t shopping for dresses. \ aren’t
Patricia didn’t look at the long dresses. \ didn’t
Patricia didn’t buy two dresses. \ didn’t
She isn’t going to keep both. \ isn’t
Her father doesn’t like the cheaper one better. \ doesn’t
Patricia won’t have a date. \ won’t
Patricia didn’t go shopping by herself. \ didn’t
Patricia hasn’t got a lot of dresses. \ hasn’t
Patricia and Claire don’t hate shopping. \ don’t
Patricia didn’t fool her dad. \ didn’t
Claire doesn’t need a new pair of jeans. \ doesn’t
Patricia’s father isn’t very rich. \ isn’t
Str. 33, vaja 6a>
1.
4.
7.
10.
13.
16.
19.
isn’t it
do I
was it
am I
couldn’t he
have we
aren’t they
2. are you
5. won’t he
8. is he
11. didn’t she
14. isn’t there
17. mustn’t you
20. won’t they
3.
6.
9.
12.
15.
18.
don’t you
wasn’t he
did she
doesn’t she
does he
can’t you
• Your wife distracted the shop assistant, didn’t she| - Yes,
she did.
• You often steal, don’t you| - Yes, we do.
• You are professional shoplifters, aren’t you| - Yes, we are.
➔ They were arrested for shoplifting. \ The police arrested
them for shoplifting.
Str. 37, vaja 2>
1. It’s got four entrances.
2. Victoria Street, Adelaide Street, Sheppard Street, Corporation
Street, Tower Street, Temple Street, Bank Hey Street and
Coronation Street.
3. Yes, there is. There is a multi-storey car park. It’s for 1,500 cars.
4. No, you can’t.
5. It’s from Coronation Street.
6. Yes, there are. They are in Corporation St., Victoria St.,
Bank Hey St., and Adelaide St.
7. Yes, there are. They are on the ground floor.
8. It’s got 5 floors.
9. It’s open every day. Yes, it is.
Str. 37, vaja 3>
1. a pair of men’s
trousers
2. a television
3. some aspirins
4. a postcard
5.
6.
7.
8.
9.
a dress
a bed
a pair of sandals
a suitcase
a pair of skis
10. a roll of film
11. some plates
12. a present for
a 3-year-old boy
13. a tent
14. an alarm clock
15. some insect cream
Str. 33, vaja 7>
1. wasn’t it| - D
3. don’t you| - A
5. aren’t you| - C
2. are you| - E
4. do you| - B
Str. 34, vaja 8 (nekaj primerov)>
•
•
•
•
•
•
•
•
•
•
You come from Rome, don’t you. - Yes, we do.
You are married, aren’t you| - Yes, we are.
You got married last year, didn’t you| - Yes, we did.
Your wife comes from France, doesn’t she| - Yes, she does.
She is 31 years old, isn’t she| - Yes, she is.
You are five years older than your wife, aren’t you| - Yes, I am.
You both work as models, don’t you| - Yes, we do.
You travel a lot, don’t you| - Yes, we do.
Your wife likes expensive clothes, doesn’t she| - Yes, she does.
You were at a department store yesterday at 6 pm, weren’t
you| - Yes, we were.
• You were shoplifting, weren’t you| - Yes, we were.
• You were putting some things in your bag, weren’t you|
- Yes, I was.
144
3rd floor - Men’s wear
5th floor - TV & electrical
ground floor - Chemist’s &
Cosmetics
ground floor - Newsagent’s &
Stationery
2nd floor - Ladies’ wear
4th floor - Furniture
4th floor - Shoes
2nd floor - Handbags & Luggage
5th floor - Sports articles &
Camping
3rd floor - Photographic
2nd floor - Kitchenware & China
4th floor - Toys & Models
5th floor - Camping & Sports articles
3rd floor - Clocks & Watches
ground floor - Chemist’s &
Cosmetics
Str. 38, vaja 5a>
1.
3.
5.
7.
Ladies’ wear
Sports articles
Toys and models
Chemist’s and cosmetics
2.
4.
6.
8.
Str. 38, vaja 6>
3. The children’s airbed
4. The neighbours’ cats
5. The farmer’s rack wagon
6. The girls’ school
7. The policewomen’s uniforms
8. The wolves’ eyes
9. The Scotsman’s kilt
10. The thief’s outfit
Str. 39, Grammar time out>
’s \ ’s ali ’ \ nepravilna
Records
Photographic
Young fashion
Photographic
9/19/05
14:18
Page 145
Str. 41, vaja 2b>
A - wood polish
B - fruit juice \ juice \ soft drink
C - shampoo \ conditioner \ cosmetics
D - a Toyota \ cars made by Toyota \ a make of car
Str. 42, vaja 3a>
Od zgoraj navzdol si [tevilke sledijo>
7, 8, 6, 12, 1, 10, 2, 4, 3, 5, 11, 9.
Str. 50, Riddles and absurd riddles>
Od zgoraj navzdol si [tevilke sledijo>
4, 6, 11, 8, 10, 2, 3, 9, 5, 1, 7.
Str. 52, vaja II - prevod pesmi
Veleblagovnica v Kaliforniji
Kak[ne misli imam nocoj o tebi, Walt Whitman, kajti
sprehajal sem se pod drevesi po stranskih ulicah< z
glavobolom, zavedal sem se samega sebe, opazoval
polno luno.
V svoji la;ni utrujenosti in zaradi kupovanja prizorov sem
zavil v neonsko veleblagovnico s sadjem in sanjaril
o tvojih na[tevanjih!
Kak[ne breskve in kak[ne polsence! Cele dru/ine, na no;nih
nakupih! Prehodi, polni soprogov! ?ene med
avokadom, otroci med paradi/niki in ti, Garcia
Lorca, kaj si po;enjal tam pri lubenicah|
Videl sem te, Walt Whitman, osamljen stari iskalec brez
otrok, kako stika[ med mesom v hladilniku in
opazuje[ mlade prodajalce.
Sli[al sem te vsakega od njih spra[evati> Kdo je ubil kotlete|
Koliko so banane| Ali si ti moj Angel|
Sprehajal sem se med ble[;e;imi skladi konzerv in ti sledil,
v domi[ljiji me je zasledoval varnostnik.
Odkorakala sva po odprtih hodnikih, skupaj sva osamljena
sanjarila, oku[ala arti;oke, prila[;ala sva si vsako
zamrznjeno dobroto in vedno sva zaob[la blagajno.
Kam odhajava, Walt Whitman| Vrata se zaprejo ;ez kak[no
uro. Katero pot bo nocoj ubrala tvoja brada|
(Dotaknem se tvoje knjige in sanjarim o najini odiseji v
veleblagovnici in se po;utim absurdno.)
Bova celo no; hodila po samotnih ulicah| Drevesa dodajajo
senco k senci, lu;i po hi[ah so ugasnjene, oba bova
osamljena.
Se bova potepala in sanjala o izgubljeni Ameriki ljubezni,
bova [la mimo modrih avtomobilov na dovozih,
domov v najino tiho ko;o|
Ah, dragi o;e, sivobradec, samotni stari u;itelj poguma,
kak[na je bila tvoja Amerika, ko je Haron prenehal
voziti svoj brod in si se izkrcal na zadimljeni obali
in opazoval, kako ;oln izginja v ;rnih vodah Lete|
Prevedel> Primo/ Ku[trin, 1997,
Zalo/ba KUD France Pre[eren
Str. 53, vaja 2>
"I Bought My
Mom an Apple"
✓
… talks about
unusual fruit|
… has only two
people in it|
… happens at night|
… has many people in it|
… is written in the first
person (i.e. by a poet
talking about himself)|
… is about late-night
shopping|
… happens indoors
and outdoors|
… talks about two poets
shopping for food|
… is more optimistic
than pessimistic|
"A Supermarket
in California"
✓
✓
✓
✓
✓
✓
✓
✓
✓
UNIT 2 - PEOPLE IN ACTION
Str. 55, vaja I>
Str. 57, vaja 2a>
WHAT ARE THEY DOING NOW|
1. He is making a sculpture. 2. She is painting her nails.
3. He is carrying a child.
4. They are kissing.
5. They are reading.
6. He is changing the bulb.
7. She is playing the guitar.
1. In Cornwall. They are on holiday in Cornwall.
2. They spent the afternoon in Penzance. \ They were cycling
in Penzance. \ It was exciting.
3. They saw Robbie Williams.
4. He was making a pop video.
5. A horse and an eagle.
6. They were cycling along (when they suddenly saw him).
7. No, he didn’t. He came out of an empty warehouse.
8. Yes, there were. Lots of people were watching.
9. They were cheering.
10. He came to Laura and spoke to her but she couldn’t say
a word.
11. They needed two children for a scene and they chose them.
WHAT WERE THEY DOING YESTERDAY AT 4 O’CLOCK|
1. He was holding a rabbit. 2. She was biting her nails.
3. He was cooking.
4. They were going out.
5. They were playing table football.
6. He was repairing his car. 7. She was washing her hair.
Str. 55, Downhill skiing (primer)>
A skier was skiing down the slope. Suddenly a black cat crossed
his way\path. Was this good luck or bad luck| He was thinking
about being lucky or unlucky, and soon after that he fell in the
snow. And there he found a four-leaved clover. He was lucky
after all!
Str. 57, vaja 2b>
2.
3.
4.
5.
What was he\Robbie Williams making in Penzance|
Who was working on the film|
What were Laura and Darren doing|
What were the people doing|
145
9/19/05
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Str. 57, vaja 3>
2. Tim was skiing.
3. The tourists were doing sightseeing.
4. Diana was having a shower.
5. The bride and the bridegroom were pushing their car.
6. Carla was singing at a talent show.
7. The Browns were swimming.
8. The girls were taking a computer-training course.
5. Ricky wasn’t eating crisps. He was drinking (beer).
6. Lucky wasn’t barking. It\He was pulling down a curtain.
7. Julie wasn’t playing the guitar. She was talking on the
phone.
8. Matthew wasn’t sitting on the stairs. He was sitting on
the floor watching TV\a film.
9. Their food wasn’t getting cold. It was burning.
10. Mike and Annie weren’t lying on the floor. She was sitting
on the sofa, and he was running upstairs.
Str. 58, vaja 4>
b.) At 7.45 am she was having a shower.
c.) At 8.00 am she was having breakfast.
d.) At 8.25 am she was going to school. \ … she was on her
way to school.
e.) At 12.15 pm she was having (her) lunch \ was eating (her) lunch.
f.) At 4 pm she was playing the piano.
g.) At 5.30 pm she was washing her hair and listening to music.
h.) At 6.45 pm she was having dinner.
i.) At 7.20 pm she was watching TV.
j.) At 8.45 pm she was reading a book.
Str. 58, vaja 6>
SIMON
He was in\at the park.
He was taking his dog for a walk.
BOB
He was at the swimming pool.
He was swimming.
BARBARA She was at school. She was learning French.
PETER
He was at the Italian restaurant.
He was eating spaghetti.
FRANK
He was at the sports centre.
He was playing basketball.
JANE
She was at the clothes shop.
She was buying a blouse.
LYNN
She was at the baker’s.
She was buying bread.
MAGGIE
She was at the cinema.
She was watching a film.
Str. 59, vaja 7a>
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Sarah was sitting on the stairs.
Lucky was pulling down a curtain.
Ricky was drinking beer.
Matthew was sitting on the floor and watching a film.
Ron and Brenda were hugging and kissing.
Janet and Debby were dancing wildly.
Annie was sitting on the sofa.
Mike was running upstairs.
Julie was talking on the phone.
Bob was standing on the table.
Their dinner\food was burning.
Joe was playing the guitar.
Steve was standing on the sofa.
Brian was eating pizza and looking at some magazines.
Str. 59, vaja 8>
1. Debbie and Janet weren’t watching a film. They were dancing.
2. Joe wasn’t looking at some magazines. He was playing
the guitar.
3. Bob and Steve weren’t playing cards. They were standing
(on the sofa and on the table) and talking.
4. Sarah wasn’t preparing dinner. She was sitting on the stairs.
146
Str. 60, vaja 10b
1. She was sitting on a bench in the park.
2. She was wearing a blue dress and a blue hat.
3. She was carrying an umbrella and a handbag.
4. She was feeding the pigeons.
5. They were sitting at a table and having ice cream.
6. He was flying a kite.
7. He was playing the guitar.
8. He was standing on the pavement in front of the café.
9. He was reading a newspaper and smoking.
10. He was standing behind Mrs Kingsley. \ He was standing
behind the bench on which Ms Kingsley was sitting. He was
stealing her purse.
11. A woman was driving the car.
12. No, he wasn’t. He wasn’t wearing a hat.
13. She was wearing a yellow raincoat.
14. A man was crossing the street.
15. Two children were standing in the queue.
16. Two people were looking out of the window above the café.
Str. 62, vaja 1b>
1. It can damage buildings, bridges, dams, and other structures,
as well as many natural features.
2. Yes, they can.
3. It causes great damage and loss of life.
4. They flood coasts for many miles.
5. Because buildings, bridges, and other structures fall or
collapse.
6. They can break out as electric wires break, and gas
pipelines explode.
7. They move slowly and continuously.
8. They cause faults.
9. Most earthquakes occur along a fault.
10. They usually begin deep in the ground.
11. The focus or the hypocentre of the quake.
12. Less than 70 kilometres.
13. The epicentre of the quake.
14. Stand under a doorframe or crouch under a table or chair
until the shaking stops.
15. Move away from tall trees, steep slopes, buildings, and
power lines.
Str. 63, vaja 2>
• The world’s worst earthquake happened in China in 1556.
• The 20th century’s worst earthquake happened in China,
too, namely in 1976, 420 years later.
• Most of the earthquakes happened in December,
September and January.
• Earthquakes happened in>
Europe> Romania \ Bulgaria< Italy< Portugal
Asia> Indonesia, India, Turkey, Iran, The Soviet Union,
China, Japan, Syria
South America> Mexico, Guatemala, Nicaragua, Peru, Chile
• In earthquakes in India, Indonesia, Iran, The Soviet Union,
9/19/05
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Page 147
China, Guatemala, Peru, Chile, Japan, Italy, Portugal, and
Syria there were more than 20,000 dead.
• There were three major earthquakes in Italy, four in Iran,
China and India, two in The Soviet Union, one in Turkey etc.
• The most earthquakes were in Iran, China and India.
Str. 64, vaja 2>
1. It looks like a cracked eggshell.
2. The plates slide up and down and cause earthquakes.
3. The Californian line between two such plates is called
’the San Andreas Fault’.
4. San Francisco lies on the above-mentioned fault.
5. In 1906 there were 350,000 people in the city.
6. One morning in the year 1906, there was a terrible
earthquake.
7. It hit the city at 5.13 am.
8. At least 3,000 people died.
9. You can recognize San Francisco by its world-famous
bridges.
10. World-famous Slovenian buildings\places\bridges>
Ljubljansko tromostovje (The Tripple Bridge), the :rni kal
viaduct, etc.
Str. 66, vaja 2>
1F - It happened in October, 1989.
2T
3F - Its epicentre was not in San Francisco.
It was 95 km from San Francisco Bay.
4F - It lasted for 15 seconds.
5T
6F - Californians were very frightened.
They were panic-stricken.
7F - He was watching a baseball match at the stadium of
Candlestick Park.
8T
9F - She didn’t lose control of her car.
She almost lost control of her car.
10F - He was painting the ceiling in the bedroom.
Str. 66, vaja 3 (primer)>
Miss J. Webster was driving a car. She was crossing the bridge
when the earthquake began.
Mr. D. Raymond was in his bedroom when the earthquake
started. He was painting the ceiling when it crashed down.
On October 17, 1989, there was an earthquake in California.
It started at 5>04 pm, 95 km from San Francisco. It lasted for
15 seconds.
Str. 66, vaja 4>
2. C
7. F
3. K
8. G
4. H
9. L
5. J
10. A
6. B
11. D
12. I
Str. 67, vaja 6>
1. Californians were watching a baseball match when
the earthquake happened \ the earth trembled.
2. Miss Webster was driving along a bridge when her car
started to dance.
3. Mrs Morris was preparing dinner when the earthquake
happened \ the earth trembled.
4. Ivy was playing with her dog in the garden when the house
collapsed.
5. Mrs Morris was lying in hospital when she woke up.
6. Mr Raymond was painting his bedroom when the ceiling
crashed down on him.
7. Mrs Morris was trying to get out of the house when the
lights went out \ the house collapsed.
Str. 68, vaja 7a>
2. Harry was cutting the bread when he cut his finger.
(or> While Harry was cutting the bread, he cut his finger.)
3. A group of youngsters were having a beach barbecue
when it started to rain. (or> While a group of youngsters
were having a beach barbecue, it started to rain.)
4. We were having supper when the lights went out. (or> While
we were having supper, the lights went out.)
5. Mrs Morgan was getting on the train when she dropped
her ticket onto the railway line. (or> While Mrs. Morgan
was getting on the train, she dropped her ticket onto the
railway line.)
6. Rachel was cleaning the attic when she found some old
love letters. (or> While Rachel was cleaning the attic, she
found some old love letters.)
7. The Taylors were watching TV when a burglar broke in.
8. Ian was climbing down a tree when he fell and cut his chin.
9. The priest was hearing Angelina’s confession when his
mobile phone rang.
10. John was scuba diving when he found a treasure chest.
11. Boris was picking mushrooms when he met a bear.
12. Indy was crossing a rope footbridge when the bridge
broke\collapsed.
Str. 69, vaja 8>
RON was cleaning the floor.
MOTHER was making a cake.
FATHER was watching a football match.
PEGGY was having a bath.
Str. 69, vaja 9a>
2.
3.
4.
5.
6.
7.
8.
I was sleepwalking when I woke up in a cemetery.
I was driving a car when a wheel came off.
I was digging in the garden when I found a dead body.
I was swimming in the sea when I saw a shark’s fin.
I was skating on a frozen lake when the ice cracked.
I was shaving when I saw a ghost.
I was doing the shopping when the store detective put
his hand on my shoulder.
Str. 70, vaja 11>
What was the person doing|
What happened|
What was the result|
STORY 1 - picture 4
• He was sitting in the living room and watching TV.
• The lights went out.
• There was a scream in the kitchen.
It was dark, he was scared.
STORY 2 - picture 2
• They were having a picnic.
They were putting things on the fire.
• Someone put an empty hair-spray
canister on the fire.
• The canister exploded and hurt him.
147
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Page 148
STORY 3 - picture 5
• He was driving to work.
• A dog ran across the road.
• He crashed into a lamp-post.
STORY 4 - picture 1
• She was swimming in the sea.
• She lost her watch.
• She was upset.
Str. 74, vaja 3a>
Past Continuous> was working, was snowing, was reading,
was working, was watching, was watching
Past Simple> was, heard, looked out, couldn’t see, went back,
had, felt, thought, turned (around), saw, was,
turned (back), wasn’t, was, stayed, worked,
looked (at), were, saw, was
Str. 75, vaja 4>
STORY 5 - picture 3
• He was shopping. He was going up in a lift.
• The lift stopped.
• They were trapped in the lift for half an hour.
An engineer repaired it.
Str. 71, vaja 12a>
1.
2.
3.
4.
5.
6.
7.
was looking for \ reached
was transporting \ came \ stopped \ sat
was whitewashing \ came
were hiding \ took \ were sleeping \ climbed \ opened
was filming \ surrounded \ didn’t have \ had
was sailing \ crashed \ went down
erupted \ were sleeping \ were eating\ drinking \
were cooking
8. were riding \ came up \ surfaced
9. were sleeping \ were having \ were going \ dropped \ killed
10. was cruising \ exploded \ sank \ died \ suggested \
was playing \ heard \ decided
11. were working \ crashed \ crashed \ collapsed \ collapsed
Str. 73, vaja 1b>
1
2
3
4
5
6
7
- It was a warm Saturday morning.
The birds were singing and ∂…]
- At 10 o’clock I went shopping. I was walking down the
street ∂…]
- Then I stopped at a café, and I met my friend Rosy there.
We were talking about ∂…]
- Then I saw my bus was coming. I was running to catch it ∂…]
- And there was this man. I was trying to pick up the heel, ∂…]
- He was carrying a lot of boxes and bags and couldn’t see ∂…]
- The man telephoned for an ambulance. The ambulance
took me to - Dr Brisk’s hospital! ∂…]
3
8, 9
7
4
5
1, 2
6
Str. 74, vaja 2>
1F
2T
3T
4F
5F
6T
7F
- It was a warm Sunday morning.
- She did answer the telephone.
- A stranger called her.
- No, she didn’t. She didn’t know where
the hospital was.
8T
9F - The waiter spilled a cup of hot coffee
on Ms Cross’s new dress and burnt her arm.
10F - Ms Cross had a new dress.
11T
12T
148
1. cut
4. did \ break
7. spilt
2. knocked
5. saw
8. dropped
3. crashed
6. phoned
9. broke
Str. 79, vaja 3>
1. Who was very excited at the concert|
- Young people were.
2. What was full of fans|
- The concert hall was.
3. What went out| - The lights did.
4. Who came on stage|
- Robbie Williams did. \ Some famous singers did.
5. Who did the fans want to touch|
- They wanted to touch Avril Lavigne.
6. Who came to support the concert|
- Many fans did. \ Some famous singers did. \ Young
people did.
7. What was very expensive|
- The tickets were.
8. Who did Luc Barruet want to help|
- He wanted to help the victims of Aids in Africa.
9. What started at 9 pm|
- The concert did.
10. Who was screaming|
- Many fans did.
11. What do Roger and his friends like very much|
- They like pop music very much.
12. What did Paul Simon sing|
- He sang his famous hits.
13. Who did Luc mobilize in a fight against Aids|
- He mobilized young people in a fight against Aids.
14. What did Luc Barruet give|
- He gave a moving speech.
15. Who is infected with Aids|
- Many children are.
16. What did the artists record|
- They recorded an album.
Str. 80, vaja 4b>
1. What did Alfred Nobel invent|
- He invented dynamite.
2. What did Michael Faraday discover|
- He discovered electricity.
3. What did Kirkpatrick Macmillan invent|
- He invented the bicycle.
4. What did Thomas Edison invent|
- He invented the electric light bulb.
5. What did John Baird invent|
- He invented television.
6. What did Hans Lippershey invent|
- He invented the microscope.
7. What did László Bíró invent|
- He invented the ball-point pen (the biro).
8. What did Howard Aiken construct|
- He constructed the computer.
9/19/05
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Str. 80, vaja 5 (primeri vpra[anj)>
Str. 89, vaja 1>
Chart 1 (str. 80)
Who invented the telephone|
What did George Eastman invent|
Where did Benz and Daimler come from|
When did the Wright brothers invent\construct the plane|
What did Sony invent|
• The ostrich and the penguin cannot fly.
• The biggest bird is the ostrich, the smallest is the hummingbird.
• Migratory birds are> the stork, the swallow< (the blackbird)
• Resident birds are> the capercaillie, the sparrow, the raven,
the swan, the pheasant, the eagle, the pigeon, the turtledove, (the blackbird), the cuckoo, the crow, the owl, the
robin, the kingfisher, the magpie, the black grouse.
• Birds of prey> the eagle.
• Pet\cage birds> the turtledove, the magpie.
• Singing birds are> the blackbird, the cuckoo, the robin, the
sparrow.
• Water birds are> the penguin, the swan, the seagull, the
pelican, the kingfisher.
• Seabirds are> the pelican, the penguin, the seagull.
• The cuckoo doesn’t build its own nest.
• The magpie steals small bright objects.
• The stork often builds its nest on chimneys.
• The owl hunts at night.
Chart 2 (str. 196)
When did Alexander Bell invent the telephone|
Who invented the camera|
What did Benz and Daimler invent\construct|
Where did the Wright brothers come from|
Who invented the CD player|
Str. 83, vaja 1a>
trousers, jeans, shoes, high-heeled shoes, trainers, boots,
scarf, skirt, shirt, hooded T-shirt, sweatshirt, belt, dress,
shorts, suit, glasses, sunglasses, jacket, coat, pullover, leggings, vest, tie.
Str. 94, stavki>
Str. 83, vaja 1b>
5
1
6
3
Flash
Casual
Individual
Traditional
8
2
7
4
Trendy
Intellectual
Respectable
Physical
Str. 84, vaja 4a>
two, 1.47, 37, straight, brown, glasses, leggings, white, shoes,
school bag, 999
1.
3.
5.
7.
9.
11.
13.
15.
B - look up
A - let down
B - go off
D - take off
A - blow up
A - drop out
B - turn up
D - get up
2.
4.
6.
8.
10.
12.
14.
C - make up
D - turn down
D - blow up
B - get off
C - see off
D - look forward
C - show off
Str. 95, As I was going to St. Ives>
Str. 85, vaja 1a>
a)
d)
g)
j)
no
yes
yes
yes
There were 2,403 going to St. Ives.
b) yes
e) no
h) yes
c) no
f) no
i) yes
Str. 85, vaja 2> Naj preveri Klementina!
1.) 3
4.) 3
7.) 5
10.) 3
2.)
5.)
8.)
11.)
3
5
4
3
3.)
6.)
9.)
12.)
2
2
3
3
Str. 95, Nonsense rhyme>
’Twas in the city of Liverpool
In the month of July,
The rain was falling heavily,
The streets were very wet,
The flowers were in full bloom,
The birds were sweetly singing,
As I went down the (cellar) stairs \ or> As I went downstairs
To sweep a cellar room. \ or> To sweep a downstairs room.
Str. 85, vaja 3c>
Str. 95, Strange pictures>
1.
2.
3.
4.
F, C, B, J, H, A, D, E, G, I
Adam is completely naked.
Peter is wearing a scarf, a jacket and trousers.
Sally is wearing sunglasses, a vest, shorts and trainers.
Jeff is wearing a beret, a coat and gloves.
If God created Adam, why does Adam have a NAVEL|
Str. 85, vaja 4a
a)
d)
g)
j)
we
word
future
boring, home
b)
e)
h)
k)
much
joking
off
special, million
c)
f)
i)
l)
doing
directly
happen, much
wallet, else
149
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Page 150
UNIT 3 - AWAY FROM HOME
Str. 101, vpra[anje4> C
Str. 102, vaja 2>
18 yrs
Florence
au pair
Leicester
4 yrs old
kindergarten
noisy, cheeky
11 yrs old
primary school
nice
engineer
doctor
prepare breakfast
housework
take dog out for a walk
do the shopping
cook dinner
a day off
go to bed early
Mrs. Harrison
Lucy
Timothy
Nicoletta
Str. 104, vaja 4a>
Mr. Harrison
Her brother never helps with the cleaning. ∂…] he always
washes his father’s car and he gets pocket money for it.
Nicoletta’s father usually cuts the grass.
✓
✓
✓
often
never
always
seldom
✓
✓
✓
✓
✓
✓
✓
A> You still haven’t pruned the tree.
B> Look at Mr. Handyman. He’s already done it.
A> You haven’t replaced the plank.
B> But my dear has replaced it already.
A> You still haven’t raked the dry leaves.
B> My husband, Mr. Handyman, has already done it.
✓
✓
✓
A> You haven’t trimmed the hedge yet.
B> But my husband has.
✓
✓
✓
✓
✓
✓
✓
✓
✓
A> Why haven’t you repaired the roof yet|
B> My husband has repaired it already.
A> Have you paved the path yet|
B> He hasn’t. But my husband has done it already.
A> You still haven’t watered the flowers.
B> My husband has watered them already.
✓
✓
✓
✓
A> You still haven’t painted the wall.
B> My darling has done it already.
A> You haven’t fixed the gutter yet.
B> Mr. Handyman has fixed it already.
2.
5.
8.
11.
always
always
once a week
always
3.
6.
9.
12.
never
usually
sometimes
rarely
Str. 105, vaja 5>
2.
3.
4.
5.
6.
Mrs. Brown goes shopping three times a week.
Bob goes to the cinema once a week \ every Sunday.
The Greens go cycling four times a week (often).
Lucy has got Geography twice a week.
Terry cleans his shoes five times a week. \ Terry cleans his
shoes every day (during the week).
7. The Smiths take their dog out for a walk seven times a week
(every day).
8. Mr. Black plays tennis four times a week.
9. Lara has got clarinet lessons twice a week.
A> Why haven’t you weeded the garden bed yet|
B> My husband has done it already.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Felix still hasn’t mown the grass.
He still hasn’t fixed the gutter.
He still hasn’t weeded the garden bed.
He still hasn’t trimmed the hedge.
He still hasn’t painted the door.
He still hasn’t pruned the tree.
He still hasn’t watered the flowers.
He still hasn’t oiled the hinge.
He still hasn’t sprayed the bush.
He still hasn’t raked the dry leaves.
He still hasn’t replaced the plank in the fence.
He still hasn’t paved the path.
He still hasn’t repaired the roof.
Str. 109, vaja 2>
Str. 111, vaja 7a>
1Y 2N 3N 4Y 5N 6N 7N 8N 9N 10Y
1.
2.
3.
4.
5.
6.
7.
Str. 109, vaja 3a>
3. (The shoes are dirty.) She hasn’t cleaned the shoes yet. \
She still hasn’t cleaned the shoes.
4. (The beds are made\neat.) She has made the beds.
5. (The rubbish bin is full.) She hasn’t emptied the rubbish
bin yet. \ She still hasn’t taken the rubbish out.
6. (The washing is in the washing machine.) She has put the
washing in the washing machine. \ She hasn’t hung out
the washing yet. \ She still hasn’t hung out the washing.
150
Str. 110, vaja 6a (predlogi)>
A> You haven’t oiled the hinge yet.
B> Look at my husband. He’s oiled it already.
Str. 104, vaja 4b>
1.
4.
7.
10.
7. (The shirts are creased\unironed.) She hasn’t ironed the
shirts yet. \ She still hasn’t ironed the shirts.
8. (The suitcases are packed.) She has packed the suitcases.
9. (The floor is dirty\unhoovered.) She hasn’t hovered\cleaned
the floor yet. \ She still hasn’t hovered\cleaned the floor.
10. (The shopping is in the bags.) She hasn’t unpacked the
shopping yet. \ She still hasn’t unpacked the shopping.
(She was fat.) She’s lost weight.
(She had an apple.) She’s eaten an apple.
(He drove a dirty car.) He’s washed the\his car.
(He wanted to score a goal.) He’s scored a goal.
(The window was open.) She’s closed the window.
(He played football.) The boy’s broken a\the window.
(Little Red Riding Hood came to visit Grandma.)
The Wolf’s eaten up Little Red Riding Hood.
8. (They flew in a plane.) He’s jumped from the plane.
9. (A lion chased an antelope.)
The lion’s killed (caught) the antelope.
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10. (She felt tired.) She’s written a letter.
11. (The caterpillar ate a leaf.) The caterpillar’s turned into a
butterfly.
12. (They fought.) He’s knocked him out.
Str. 111, vaja 8a>
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Don’t eat that cake. - Too late. I’ve already eaten it.
Do you want to hear this song| - No, I’ve already heard it.
Don’t water the flowers. - Too late. I’ve already watered them.
Do you want to read this book| - No, I’ve already read it.
Don’t invite George to the party. - Too late. I’ve already
invited him.
Do you want to see this video film| - No, I’ve already seen it.
Don’t buy the tickets. - Too late. I’ve already bought them.
Don’t drink that water. - Too late. I’ve already drunk it.
Don’t tell her the secret. - Too late. I’ve already told her.
Do you want to have a cup of tea| - No, I’ve already had one.
Don’t post that letter. - Too late. I’ve already posted it.
Do you want to visit the museum| - No, I’ve already visited it.
Don’t press that button. - Too late. I’ve already pressed it.
Do you want to meet Prince William| - No, I’ve already
met him.
Little Red Riding Hood> The wolf has just eaten Grandma
and put on Grandma’s nightdress.
Snow White and the Seven Dwarfs> Snow White has just taken
a bite of the poisoned apple. She’s fallen into a deep sleep.
Goldilocks and the Three Bears> Mother Bear says> Someone
has eaten my porridge. Father Bear says> Someone has slept
in my bed. Baby Bear says> Someone has sat in my chair.
Sleeping Beauty> Sleeping Beauty has just pricked her finger
on a sharp spindle. She’s fallen into a deep, deep sleep.
The Three Little Pigs> The wolf has just blown down Piggy’s
house of straw.
The Emperor’s New Clothes> The two impostors have just
made ’invisible’ clothes for the Emperor.
The Golden Bird> The golden bird has just stolen a golden apple.
The youngest son has shot off three of the bird’s feathers.
The Little Mermaid> The Little Mermaid has just saved the
young Prince from the deep sea.
The Frog-Prince> The Princess’s golden ball has just fallen
into the well.
Str. 115, vaja 13b>
Str. 112, vaja 9>
•
•
•
•
•
•
•
•
•
They’ve already booked the School Hall.
They haven’t hired a DJ yet.
They’ve already got the tombola prizes.
They’ve already bought food and drink.
They haven’t decorated the Hall yet.
They’ve already invited the teachers and the headmaster.
They haven’t put up posters yet.
They’ve already prepared some sketches.
They haven’t prepared the tickets yet.
Str. 112, vaja 10 (primeri vpra[anj)>
Has the burglar\intruder left a message|
Has he eaten the sandwich|
Has he used the computer|
Has he found the safe|
Has he lost his watch|
Has he opened the wardrobe|
Has he opened the drawers|
Has he knocked over the plant|
Has he broken the vase|
Has he left some footprints on the carpet|
Str. 113, vaja 11a>
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
He’s just blown a bubble.
The children have just made a snowman.
He’s just caught a shark.
It has just started to rain.
She’s just bought a new dress.
They’ve just got married.
He’s just got up. \ He’s just got out of bed.
He’s just delivered the mail.
She’s just done her nails.
The balloon has just burst.
He’s just won an Oscar.
He’s just had a shower.
Str. 114, vaja 12a>
Hansel and Gretel> Gretel has just pushed the witch into the
oven.
Cinderella> Cinderella has just lost one of her glass slippers.
• 50 years ago, children were roller-skating, now we are
skateboarding and roller-blading.
• Bottle caps in the 1950s were metal, now they are screw
off and plastic. \ In the 1950s, there were metal bottle caps,
nowadays there are screw off and plastic caps.
• 50 years ago, people had music on vinyl records, nowadays
we have it on CDs.
• Record players in the 1950s were big and heavy, now they
are small and light.
• Housewives used electric irons 50 years ago, now they use
steam irons.
• Secretaries used typewriters 50 years ago, now they use
computers.
• 50 years ago, everything was cooked on a cooker, now we
can use a microwave.
• You had to dial numbers on old phones in the 1950s, now
you can just push buttons. \ Phones were just for calling
then, now you can also see the caller’s phone number on
the screen, you can send messages, some even have an
answering machine. \ 50 years ago, a telephone had a
cord, now we have cordless phones, too.
• 50 years ago, people used glass bottles only, now we use
plastic ones primarily.
• In the 1950s, they knew only electric bulbs, today we use
energy-saving and halogen light bulbs.
• 50 years ago, a men’s shaving set included a razor, blades
and a shaving brush, modern men use electric razors
nowadays.
Str. 116, vaja 13c>
• Bottle caps have become plastic and screw off.
• Record players have become smaller and lighter.
• Computers have replaced typewriters. \ We have started
to use computers instead of typewriters.
• Electric cookers have developed into microwaves.
• Telephones have become cordless.
• Bottles have become plastic. \ Ring-pull cans have replaced
glass bottles.
• Irons have turned into steam irons.
• Light bulbs have become energy-saving.
• Shaving sets have become smaller and more efficient.
151
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Str. 116 in 117, GRAMMAR TIME OUT>
Str. 124, vaja 3b (predlogi)>
str. 116> -(e)d \ Nepravilni
str. 117> vpra[alnih \ nikalnih \ vpra[alnih \ trdilnih \ nikalnih
\ trdilnih
SAVE THE FORESTS
We should collect and recycle newspapers.
We shouldn’t burn old newspapers on the fire.
We should use recycled paper.
We should use both sides of writing paper.
We should reuse envelopes.
We shouldn’t pollute the environment.
You should reuse carrier bags.
Str. 118, vaja 2a>
a) Yes, you can. You can learn something about animals
(horse trips, animal care, animal tracking).
b) Yes, you can.
c) Yes, they do. They offer water sports (fishing, canoeing,
water trampoline).
d) Yes, it is (environmental education, recycling, water testing).
e) Yes, there are.
f) They get up at 7.30 am.
g) They lower the flag and enjoy the evening programmes.
Str. 120, vaja 2c>
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Where do millions of kids in the USA go in the summer|
What kinds of summer camps can kids in the USA go to|
Where is the holiday camp|
What sports do they offer|
Do campers sleep in tents|
Do boys and girls share the cabins|
Can anybody cross to the other side after they’ve gone
to bed|
Do bears come into camp|
What is the food like|
What do the campers do before and after every meal|
Where do the campers go every year|
What did they have to do when they went on a four-day
hike into the mountains|
SAVE WATER
You shouldn’t throw rubbish into rivers \ into the sea.
We should take showers, not baths.
We must turn off the taps when possible.
SAVE THE AIR
We should walk or cycle, and not use cars.
We should share cars when we can.
We must use lead-free petrol.
We should use public transport.
SAVE ENERGY
You must be careful with the Earth’s resources.
We mustn’t use up all our coal and oil.
We must turn off the lights when we leave a room.
We mustn’t leave the TV on all the time.
We mustn’t waste electricity.
We should use energy-saving light bulbs.
We should use energy carefully.
We must use less energy.
We should use energy from the sun.
We should build nuclear power stations.
We mustn’t throw away everything. We can re-use old things.
We must save glass bottles and put them in bottle banks.
Str. 120, vaja 3>
1.
2.
3.
4.
5.
6.
Ann, Tom and Kevin have cleaned the local pond.
Tina has helped a hedgehog.
Pamela, Linda and Marcus have collected waste paper.
Geoffrey, Dick and David have made litter bins for the camp.
Lisa, Nicola, Brandon and Brian have planted some trees.
Mark, Daniel, Gary and Ian have made some birdhouses.
Str. 121, vaja 4>
1. This children’s camp is at the seaside.
2. It is an international holiday camp because all the campers
come from different countries (Slovenia, Latvia, Slovakia,
Hungary and Italy).
3. They have the camp supervisor and 9 instructors.
4. All instructors don’t come from Slovenia. Suzana
Bartalska comes from Slovakia.
5. The communication between the children and the
instructors is easy because the children can speak
English very well.
6. Every morning, before they start work, the campers read
a poem in English and Slovene.
7. At the camp, you can have astronomy instruction.
8. The programme includes exploring and finding out
about nature.
9. There are 40 campers at the camp.
10. The campers are going to deal with different topics in four
different workshops.
11. This is an environmental (i.e. ecological) camp.
12. The campers will produce a camp newspaper.
152
Str. 127, vaja 5c>
ANIMAL
•
•
•
•
•
•
•
•
•
We have cut down their forests.
gorillas, pandas
We have hunted them for their horn.
rhinos
We have killed them for their fur \ skin.
tigers, grizzly bears
We have destroyed their rivers.
otters
Their number has fallen to 600,000.
African elephants
We have hunted them for profit.
whales
We have killed more than 6 million of them.
dolphins
We have polluted the sea.
sea plants and animals
We have polluted their food sources.
bald eagles
Str. 131, vaja 1a>
too much
people
pollution
dirt
sights
lights
cars
bars
noise
life
shops
too many
lots of
X
X
X
X
X
X
X
X
X
X
9/19/05
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Str. 136, vaja 1>
Str. 131, vaja 2>
a lot of \ (a)
some lots of few
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
(a)
little
+
+
+
+
-
much many
+
books
+
money
+
water
+
CDs
+
milk
+ sandwiches
+
free time
+
friends
DAVY
CROCKETT
X
BUFFALO
BILL
X
X
X
X
X
X
X
X
X
X
Str. 132, vaja 3>
1.
3.
5.
7.
9.
many
any
any
many
a lot of
2. few
4. many
6. many
8. much
10. a lot of
X
X
was born to…
once killed…
became one of…
was working…
went hunting…
once killed…
learned early how…
wore his pioneer…
supplied buffalo…
served as a scout…
organized his Wild
West Show…
is probably best known…
was one of the heroes…
Str. 140, vaja 1>
Vsi odgovori so true (T).
Str. 142-143, Jokes>
A-5 B-8 C-2 D-6 E-1 F-9 G-3 H-4 I-7
Str. 143, Riddles and absurd riddles>
Od zgoraj navzdol> 2, 7, 5, 11, 9, 1, 3, 13, 6, 12, 4, 8, 10.
UNIT 4 - LIFE IS (NOT) A FILM
Str. 147, Speak out>
16
3
18
1
8
14
10
15
4
17
5
7
13
19
11
6
2
12
20
9
… seen a ghost|
… visited a country outside Europe|
… hitch-hiked|
… written a poem|
… been in love|
… had an operation|
… eaten frogs’ legs|
… swum in a river|
… broken an arm|
… been\ridden on a roller coaster|
… ridden a horse|
… travelled by plane|
… won a medal|
… played bowls|
… been to a big carnival|
… had measles|
… driven a tractor|
… been in a cable car|
… seen an eclipse of the sun|
… said to yourself "This has happened before"| \
… had a strong sense of déjà vu|
Str. 149, vaja 2>
He’s leapt off a 10-storey building and crashed through a glass
ceiling of a greenhouse.
He’s done a lot of fight scenes.
He’s done lots of stair falls. \ He’s fallen down some stairs.
He’s fought tigers and sharks.
He’s been engulfed in flames.
He’s hung from the Empire State Building. \ He’s hung from
tall buildings.
He’s been in a cage with poisonous snakes.
He’s jumped from speeding cars.
He’s done many car crashes. \ He’s been in many crashing cars.
He’s done rodeo riding.
He’s done many horse falls.
He’s dived onto moving trains.
He’s climbed\scaled cliffs.
He’s done many dangerous air stunts. \ He’s done wing walking.
He’s moved between two jets at an altitude of 4,500 m.
Str. 150, vaja 3a>
She’s been to almost everywhere in Europe.
She’s been to Brazil, South Africa and Egypt.
She’s lived in several countries.
She’s worked in a bar.
She’s played in a band.
She’s ridden an elephant and a camel.
She’s made a parachute jump.
She’s climbed Mt Everest.
She’s flown a plane.
She’s broken an arm, a leg and a nose.
She’s fallen off a horse.
She’s had many operations.
She’s been in prison.
She’s been married five times.
She’s made a lot of money.
She’s done many funny and crazy things in her life.
Str. 152, vaja 7>
Mike has already been to> Slovenia, Portugal, Italy, Ireland,
Norway, Spain, Turkey, Belgium, Great Britain, France,
Bulgaria and Switzerland.
But he hasn’t been to Austria, Germany, Denmark,
Greece, Hungary and Poland yet.
153
9/19/05
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Str. 154, vaja 2>
Str. 158, vaja 1a>
1T 2F 3F 4T 5F 6F 7T
1
2
3
4
5
Str. 154, vaja 3>
be to Mexico
play the bagpipes
be to China
have an operation
try parachuting
do karate
jump from speeding cars
break an arm
fight a crocodile
When|
Mr. Kung Fu
Mr. Deed
Str. 155, vaja 6a>
Mrs. Globetrotter
1. Where are Daniel and Megan|
2. How does Megan like this place|
3. How many different pizzas do they offer| \ … are there on
the menu|
4. Does Megan know this\the place|
5. Has she ever been here| \ Has she already\ever been to
this pizza-restaurant|
6. Has Daniel been here before|
7. When was he here|
8. What do they order|
9. Has Megan seen the film Proof yet|
10. When did she see it|
x
x
x
4 years ago
3 months ago
x
x
x
- a comedy, a detective film
- an action film, a sci-fi film
- a cartoon
- an adventure film
- a love story
Str. 159, vaja 3>
1F 2T 3F 4T 5T 6NG 7F 8NG\T 9T 10NG 11F
12F 13F 14F 15F 16T
Str. 160, vaja 4>
PAST SIMPLE>
He began acting when he was a child.
He performed in plays with them.
He left Mexico when he was 17.
He studied in London.
He stayed in London for two years.
He starred in a soap opera when he was 12.
He acted with his best friend.
He was at Cannes Festival in 2004.
PRESENT PERFECT
He has made several films.
Most of his films have been box office blockbusters.
His films have won many awards.
He’s played revolutionary Che Guevara twice.
He’s become one of the most famous LatinAmerican actors.
He hasn’t made a film in Hollywood yet.
10 years ago
Str. 160, vaja 5>
Str. 155, vaja 7>
Megan’s had a quarrel with her best friend. She had it on
Tuesday.
She’s gone to a pizza-restaurant with Daniel. They went there
on Wednesday.
Her dog has fallen ill. It fell ill on Thursday.
She’s bought herself a new dress. She bought it on Friday.
She’s lost her mobile phone. She lost it on Friday.
She’s been to the circus. She went there on Sunday.
Her computer has broken down. It broke down on Saturday.
1.
3.
5.
7.
9.
has made
made
acted
have been
studied
2.
4.
6.
8.
10.
Has Gael ever appeared
has been
hasn’t made
When did Gael star
opened
Str. 161, vaja 1a (od zgoraj navzdol)>
7, 10, 11, 12, 8, 2, 5, 1, 3, 4, 6, 9
Str. 161, vaja 1c>
Str. 156, vaja 8a,b,c>
1. She’s been in prison.
She was in prison in 2002.
2. She’s played the drums in a band.
She played the drums in a band in 2000.
3. She’s ridden an elephant.
She rode an elephant in 1996.
4. She’s climbed Mount Everest.
She climbed Mt. Everest in 2004.
5. She’s broken her arm.
She broke her arm in 1997.
6. She’s got married.
She got married for a fifth time in 2005.
7. She’s seen the pyramids.
She saw the pyramids in 1998.
8. She’s worked in a bar.
She worked in a bar in 2001.
9. She’s flown a plane.
She flew a plane in 2003.
10. She’s tried parachuting.
She made a parachute jump in 1999.
154
5 10 8 9 1 2 (Iztok in Irena, junaka iz romana "Pod svobodnim soncem") 11 4 3 7 6
Str. 162, vaja 3>
1F 2T 3NG 4F 5F 6NG 7T 8T 9F 10T 11T 12T
Str. 163, vaja 4>
1. for
2. since
5. for
6. since
9. since
10. for
13. since
14. since
3. for
7. since
11. since
Str. 163, vaja 6>
1.
2.
3.
4.
5.
6.
?e dve leti imam ta pulover.
Ma;ko sem imel\a eno leto.
?e eno uro smo tukaj.
Tam smo bili eno uro.
Robert /e vse /ivljenje /ivi v Neathu.
Julia je v Shrewsburyju /ivela 14 let.
4. since
8. for
12. for
9/19/05
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Str. 164, vaja 7 (primeri)>
Activities
Delaware entered the Union in 1787. It has been in the Union
for 218 years.
Pennsylvania has been the member of the Union since 1787.
It entered the Union on 12 December 1787.
New York entered the Union as the 11th state. It has been its
member since 1788.
Mississippi joined the Union as the 20th state. It has been its
member for 188 years.
I’ll be able to …
• … sunbathe on sandy beaches.
• ... climb Snaefell.
• … visit many interesting museums.
• … go to the cinema.
• … have picnics in the beautiful countryside.
• … go \ do canoeing.
• … go \ do windsurfing.
• … do horse riding.
• … play golf \ tennis.
• … do clay shooting.
• … go hiking.
Str. 165, vaja 8a>
1. Alive
2. Dead
3. In Neath
4. She is not living in Shrewsbury any more. \ In Neath
5. No.
6. Yes.
7. Morning.
8. Afternoon.
9. No, she hasn’t returned yet.
10. Yes, she is back.
Str. 165, vaja 8b>
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
They aren’t (a part of the Germanic world) any more.
It still is. \ It is still in the Union.
It doesn’t have them any more (now, any longer).
It is still independent.
He isn’t any more.
They still are.
She is still Great Britain’s Queen.
It is still independent. This still is its name.
She isn’t any more.
He is not in prison any longer. He’s free now.
A1 B5 C3 D2 E4
Str. 171, vaja 6a>
1.
3.
5.
7.
9.
11.
13.
15.
17.
19.
21.
Picture B (str. 197)
Libya - 1951
Namibia - 1990
Mozambique - 1975
Tanzania - 1961
Ethiopia - 1941
Str. 169, vaja 3>
1T 2F 3T 4T 5T 6F 7F 8T 9F 10T
Str. 169, vaja 4a>
Resort highlights
I’ll be able to …
• … walk on beautiful beaches.
• … have a great time because there is a lot of holiday
entertainment \ go to a lot of entertainment.
• … get \ enjoy beautiful views from Snaefell.
• … climb to the top of Snaefell by mountain railway.
• … see \ photograph the Manx cat and the four-horned
sheep.
• … do lots of interesting things in Douglas.
• … go on long hikes in Wildlife parks.
• … go on picnics \ go cycling in the beautiful countryside.
homeless
jobless
childless
priceless
effortless
hopeless
meaningless
nameless
speechless
sleepless
treeless
2.
4.
6.
8.
10.
12.
14.
16.
18.
20.
skinless, boneless
helpless
heartless
sleeveless
harmless
lifeless
motherless
restless
useless
thoughtless
Str. 171, vaja 6b>
1.
2.
3.
Str. 166, vaja 9>
Picture A (str. 166)
Algeria - 1962
Egypt - 1922
Angola - 1975
South Africa - 1994
Kenya - 1963
Str. 170, vaja 5>
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Na svetu je preve; brezdomnih otrok. \ Na svetu je preve;
otrok brez doma.
To so sardine brez ko/e in kosti v olivnem olju.
Gospod Black je brezposeln. \ brez (stalnega) dela \ brez
zaposlitve.
Otroci so pogosto nemo;ni.
Gospod in gospa Hill nimata otrok. \ Gospod in gospa Hill
sta brez otrok.
Kako si lahko tako brezsr;en(a) \ neusmiljen(a)|
Ta slika je neprecenljive vrednosti.
Rad(a) bi brezrokavnik, prosim.
Ple[e z milino in brez napora.
Te bakterije za ljudi niso [kodljive. \... so ljudem ne[kodljive.
Ve;ina u;encev lepo napreduje, Robert pa je brezupen
primer.
Venera je planet brez /ivljenja.
Na televiziji je vse preve; nesmiselnega nasilja.
Suzana je otrok brez matere.
Za cerkvijo je bil grob brez napisa\imena.
Ob;instvo je postajalo nemirno.
Veliko ljudi je jokalo in skoraj brez besed so bili \ skoraj
onemeli so.
To nalivno pero je neuporabno.
Zadnje ;ase nekaj no;i nisem mogla\mogel spati \ sem
nekaj no;i prebedel(a). \ Zadnje ;ase sem imel(a) nekaj
pre;utih no;i.
To tvoje dejanje je bilo zelo nepremi[ljeno\lahkomiselno\
nespametno.
Ko smo prispeli, smo zagledali planjavo brez dreves.
155
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Page 156
Str. 172, vaja 7d>
HAD TO Sharon and William had to take a sleeping bag,
a tent, a stove and a torch.
HAVE TO \ HAS TO Nancy has to take a map, a camera,
an umbrella and enough money.
WILL HAVE TO Mark will have to take a backpack, binoculars,
a map and a compass.
Str. 173, vaja 8>
1. Name> John
What was the holiday like| Active.
What did the person do| All sorts of sports.
2. Name> Judy
What was it like| Great.
How often does the person go to Greece| Every summer.
How did the person travel| By air.
3. Name> Mrs. Walker
Did they have a good time| Yes, wonderful.
Was the holiday expensive| Not really - £95 per person.
4. Name> Mr. Ward
What was the holiday like| Okay.
What was the sea like| A bit cold.
How did they travel| By coach.
warm
water
giant
skating rink
fairy-tale
castle
beautiful
view
alpine
landscape
little, romantic
island
small
church
interesting
paintings
new
shopping centre
live
music
The water is warm enough for
swimming in summer.
In winter the lake becomes
a giant skating rink.
There is a fairy-tale castle
on top of a rock cliff.
From the castle you can get
a beautiful view of the alpine
landscape round Bled.
There is a little romantic
island on the lake.
On the island there is
a small church.
You can see some interesting
paintings in the church.
There is a new shopping
centre at Bled.
In the evening you can
dance to live music.
clean mountain air
You can enjoy the clean mountain air
(Triglav) national park
of the Triglav National Park.
Str. 177, vaja 2d>
Str. 174, Speak out> QUESTIONNAIRE - Do you like travelling|
6. Switzerland 7. Dublin
Str. 176, vaja 1a (primeri)>
1. The man with a camera is taking photos.
2. The man carrying a rucksack is hiking \ walking.
3. The boy\man in the top right corner is climbing a peak\
mountain\rock\cliff.
4. The girls with rackets are playing tennis.
5. The man with a golf club \ in red shorts is playing golf.
6. The boy dressed in blue shorts and a green T-shirt is rowing
(a boat).
7. The man standing on the jetty is fishing.
8. The boy\man in the sea is swimming.
9. The woman with long brown hair is riding (a horse).
10. The man wearing a red T-shirt and orange shorts is jogging.
11. The boy wearing a green cap and yellow shorts is cycling\
riding a bike.
12. The girls\women sitting on the ground\on the blanket
are having a picnic.
13. The man with a bowling ball \ The man stripped to the
waist is playing bowls \ is bowling.
14. The woman wearing a (two-piece black) swimsuit is
sunbathing.
15. The man with a rifle is doing clay pigeon shooting.
16. The boy\man on a sailboard is windsurfing.
str. 177, vaja 2b>
Resort Highlights
1. There’s a (beautiful) lake in Bled.
2. There’s a (fairly-tale) castle with a museum.
3. There’s a beautiful view from the castle.
4. There’s a little island with a small church.
5. There’s a ’Wishing Bell’ in the church.
6. There are some interesting church paintings.
7. There’s a wonderful alpine landscape round Bled.
8. There’s the Triglav National park.
9. There’s Vintgar Gorge.
What you can do - activities
1. You can swim. \ You can go swimming.
2. You can skate.
3. You can go cycling.
4. You can row across the lake.
5. You can play tennis \ table tennis.
6. You can play golf.
7. You can go bowling.
8. You can fish. \ You can go fishing.
9. You can go shopping.
10. You can dance to live music.
11. You can go to the cinema or casino.
12. You can watch a folklore performance.
13. You can go hiking in the Triglav National Park. \ You can
go for a walk in the Triglav National Park.
14. You can climb the peaks of the Julian Alps.
15. You can visit Vintgar Gorge.
Str. 177, vaja 2c (primeri)>
Str. 178, vaja 3>
old, popular
holiday resort
beautiful< (mountain)
lake
156
Bled is an old and
popular holiday resort.
There is a beautiful
mountain lake there \ at Bled.
… of …
1. naslov knjige
2. na vrhu skalne
pe;ine
noun + noun
1. televizijski program
2. [olski avtobus
3. nogometna tekma
9/19/05
14:18
3.
4.
5.
6.
7.
8.
;isti zrak TNP
vrhovi Julijskih Alp
konec filma
film leta
drevesni listi
dnevna juha
(na jedilniku)
9. za;etek zgodbe
10. ime te ulice
11. drevesno deblo
Page 157
4.
5.
6.
7.
8.
9.
10.
11.
filmski igralec
najvi[ja temperatura
zbiranje odpadkov
veleblagovnica
doma;e\rojstno mesto
/epnina
avtobusna postaja
odmor\premor za slovnico<
slovni;ni premor
12. vremenska napoved
13. vrtna cvetlica - cvetli;ni vrt
14. filmska zvezda
Traditional\folk instruments> accordion, castanets, harmonica,
zither, gusle, ocarina, bagpipes
Electronic instruments> synthesizer
Str. 189, vaja 3b>
1.
2.
3.
4.
5.
6.
7.
Peter - a string quartet
The Bird - the flute
The Duck - the oboe
The Cat - the clarinet
Grandfather - the bassoon
The Wolf - three horns
The Hunters’ shots - the timpani and the bass drum
Str. 179, vaja 4>
Str. 192, English observed (primeri)>
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
What a beautiful lake!
What cold water!
What a giant skating rink!
What an interesting museum!
What a wonderful castle!
What a beautiful landscape!
What a romantic island!
What a big church!
What awful paintings!
White nice gondolas!
What funny tourists!
What a big shopping centre!
What lovely music!
What an interesting folklore performance!
What clean air!
What high peaks!
What beautiful mountains!
I always do my homework in the evening.
My mum makes dresses.
Last year I made friends with a French girl.
I can’t make a cake, and I always make excuses.
We can do aerobics and crosswords well.
I usually do my mum a favour and make coffee for her and
her friends.
Stop making faces and make a will.
Do your duty and make a fire or you’ll make another mistake.
Don’t make all that noise. What an impression will we make
on the headmaster|
She wanted to make just one copy but she made a real mess
here.
Have you made the decision yet to make your bed|
Do the dishes and you’ll make some money.
Did she do it| Make a guess.
Str. 193, Jokes>
Str. 180, vaja 1a>
1. pear
4. lower
2. height
5. home
3. build
6. work
1
2
3
4
-4
-2
-3
-1
Str. 180, vaja 2>
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
teeth
thriller
father
birthday
Thursday
clothes
earthquake
month
weather
with
sixteenth
sunbathe
unvoiced \q\
✓
✓
voiced \d\
✓
✓
✓
✓
✓
✓
(✓)
✓
Str. 193, Absurd riddles>
1
2
3
4
5
6
7
8
- China.
- A bagpipe.
- In Finland.
- To Hungary.
- A lyre.
- They sell onions to them.
- Sit on your set (another expression for TV).
- Because it’s in the middle of water.
✓
✓
✓
Str. 187, Extra reading>
1F 2F 3F 4T 5T 6T 7T 8T 9T 10F\NG 11T
Str. 189, vaja 2>
Strings> violin, guitar, harp, zither, gusle
Woodwind> clarinet, flute, whistle, saxophone
Brass> trumpet
Percussion> xylophone, drums, tambourine,
Keyboard instruments> organ, piano, synthesizer, accordion
Jazz and pop instruments> saxophone, piano,drums, synthesizer
157
9/19/05
14:18
Page 158
9/14/05
12:16
Page 159
Janez Skela in Simona Napast
re[itve vaj
v delovnem zvezku
9/14/05
12:16
Page 160
UNIT 1 SHOPPING – The Call of the Mall
8
1a
4.
7.
10.
13.
some \ U
some \ U
some \ C
an \ C
5.
8.
11.
14.
an, some \ C, U
some \ C
some \ U
some \ U
6.
9.
12.
15.
a\C
some \ U
some \ C
some \ U
1.
4.
7.
10.
13.
some
some
any
some
some
2.
5.
8.
11.
14.
any
some
some
some
any
3.
6.
9.
12.
15.
any
some
any
any
any
1b (predlogi)
1.
3.
5.
7.
9.
cheese \ milk \ butter itd.
milk
apples
grapes
water
2.
4.
6.
8.
10.
orange \ an onion
doughnut
mayonnaise
doughnut
doughnut
There is some cheese.
There is some olive oil.
There is some rice.
There is some butter.
There are some peppers.
There is some chocolate.
There is some fruit.
4. There is some honey.
6. There are some eggs.
8. There is some vinegar.
10. There is some flour.
12. There are some onions.
14. There is some salad \ lettuce.
2
3.
5.
7.
9.
11.
13.
15.
9
A
B
A
B
A
B
A
B
Has the tree got any branches and flowers|
It has got some branches but it hasn’t got any flowers.
How many branches has it got|
It’s got four branches.
Is there any fruit on the tree|
No, there isn’t any fruit on the tree.
Are there any leaves|
Yes, there are many leaves on the tree.
10 (predlogi)
1.
Have some some biscuits. \ Would you like some biscuits|
\ Would you like a biscuit| - No, thanks. I’m on a diet.
2. Would you like some fish| - Mmm, that smells delicious!
3. Can I have some juice (water, milk), please| - Yes, here
you are.
3
1.
4.
7.
10.
How much
How much
How much
How many
2.
5.
8.
11.
How many
How many
How many
How much
3.
6.
9.
12.
How many
How many
How much
How many
4
1. Is < is
4. Are < are
2. Are < aren’t
5. Is < isn’t
3. Is < isn’t
6. Are < aren’t
5
2.
3.
4.
5.
6.
7.
8.
Can I have some sugar, please|
Can I have some biscuits, please|
I’m afraid we haven’t got any cucumbers.
Can I have some butter, please|
I’m afraid we haven’t got any yoghurts.
Can I have some crisps, please|
I’m afraid we haven’t got any tomatoes.
6 (predlogi)
2. In picture A there is a pineapple.
In picture B there isn’t.
3. In picture A there is some milk.
In picture B there isn’t any milk.
4. In picture A there is some cheese.
In picture B there isn’t any cheese.
5. In picture A there is some bread.
In picture B there isn’t any bread.
6. In picture B there are some eggs.
In picture A there aren’t any eggs.
7
1.
2.
3.
4.
5.
6.
7.
160
He wants some cake.
He doesn’t want any tea.
He wants some stamps.
She doesn’t want any biscuits.
He doesn’t want any coke.
He wants a book.
She doesn’t want any crisps.
11
1.
2.
3.
4.
5.
some - any
some - any
any - some
a - some
some - any
There isn’t any honey.
We haven’t got any olive oil.
There are some knives on the table.
There is some butter in the fridge.
Is there any milk|
12
QUESTIONS AND
NEGATIVE STATEMENTS
1. any < any
2. any
3. a
4. any
POSITIVE
1. some
2. a
3. an
4. some
1.
2.
3.
4.
1.
2.
3.
4.
any < any
any
any
any
some
some
some
some
13
2 tins\cans\kilos\pounds of tomatoes
1 bottle of mineral water
5 packets of crisps
3 loaves of bread
3 packs\pounds of cheese
3 packets of peanuts
14
GREENGROCER’S - apples, carrots, bananas, tomatoes, onions
FISHMONGER’S - fish, shrimps
FLORIST’S - clay pots
BUTCHER’S - ham, meat, sausages, chicken, steak
GROCER’S - chewing gum, vinegar, rice, eggs, pasta
BAKER’S - cakes, bread, rolls
NEWSAGENT’S - newspapers, matches, comics, stamps,
chewing gum
CHEMIST’S - toothpaste, aspirins, medicines, paper hankies
STATIONER’S - book, Sellotape, writing paper
9/14/05
12:16
Page 161
15
20b (predlogi, poljubno)
DAIRY PRODUCTS - ice-cream, butter, yoghurt, cheese, milk
DRINKS - lemonade, Coca-Cola, orangeade, tea, juice
SWEETS - chocolate, biscuits, cake
FRUIT - apples, pears, cherries
VEGETABLES - potatoes, carrots, peas, cucumber, peppers
MEAT - chicken, ham, steak
a bottle of milk
a create of mineral water
a bag of peas
a pint of yoghurt
a kilo of bread
a tin of tomatoes
a tube of toothpaste
21
1.
16
2.
4.
6.
8.
10.
12.
a jar of honey
3.
a packet \ a bag of rice
5.
a carton of apple juice
7.
a packet of sugar
9.
a packet\a pack of butter 11.
a packet \ a pack of spaghetti
two loaves of bread
a bottle of ketchup
a crate of mineral water
a tube of toothpaste
a box of eggs
a carton of
a jar of
a box of
a bottle of
a loaf of
a tin\can of
a packet of
a bag of \ a packet of
a crate of
a kilo\pound of
a tube of
a packet\pack of
17
1.
3.
5.
7.
9.
11.
2.
4.
6.
8.
10.
12.
22a
0.
1.
2.
3.
4.
5.
6.
7.
One man’s meat is another man’s poison.
You can’t make an omelette without breaking eggs.
Bread is the stuff of life.
Salt seasons all things.
It’s no use crying over spilt milk.
Don’t put all your eggs in one basket.
Honey catches more flies than vinegar.
A cherry year, a merry year< plum year, a dumb year<
a pear year, a dear year.
8. Plant pears for your heirs.
18
packet< loaf< packets< bottle< cartons< packet< jar<
tins< box
19
tins< bananas (cigarettes, peanuts)
twenty-six packets
crates
seventy-nine tubes< any
bags of flour
How many bags
Does< any< one thousand two hundred and fifty packs
There are< eggs
Is there
Does< have< there are fifty-two
(poljubno) There are 24 cartons of pineapple juice in
warehouse A.
20a
jam
eggs
orange juice
crisps
sardines
mineral water
milk
peas
bread
matches
mayonnaise
tomatoes
cheese
coke
biscuits
butter
cigarettes
sugar
yoghurt
toothpaste
22b
box
bottle
packet
pack
bag
kilo\pound
jar
litre\pint
tin\can
carton
tube
crate
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
2.
3.
4.
5.
6.
7.
8.
9.
(Sainsbury’s Portuguese skinless and boneless) sardines
(in pure olive oil).
Nuts & fruit.
Skinned and boned sardines, olive oil and salt.
Peanuts, Brazil nuts, raisins, hazelnuts and almonds.
The second one.
In Portugal.
In more than one country.
No.
There are two pieces of information> (1) Best before (2)
Precaution notice> Remember small children can choke
on nuts.
2. :e /eli[ kaj dose;i, mora[ tudi kaj /rtvovati. \ Kdor /eli
veliko, mora /rtvovati malo. \ Vsaka stvar ima svojo ceno. \
Brez muje se [e ;evelj ne obuje.
3. Brez kruha ni /ivljenja.
4. Na vse je treba gledati s kan;kom humorja.
5. Po to;i zvoniti je prepozno.
6. Ne stavi vse na eno karto.
7. Na /lico medu se ujame ve; muh kot v sod kisa. \ Z lepimi
besedami ve; dose/e[ kot z jedkimi. \ Lepa beseda lepo
mesto najde.
8. Sedem suhih krav, sedem debelih krav. \ Sedem suhih
let, sedem debelih let.
9. Poskrbi za potomce.
X
X
23
(X)
X
X
X
X
X
X
X
X
X
X
X X X
X
X
X
X
2.
3.
4.
5.
6.
7.
8.
I’d like the green\yellow one, please.
I’d like a large\small one, please.
I’d like Italian\Slovenian ones, please.
I’d like the English\Slovene one, please.
I’d like a big\small one, please.
I’d like the green\red ones, please.
I’d like an expensive\a cheap one, please.
X
X
X
X
X
X
X
24
X
X
X X
X
X
X X
X X
X
X X
1. one< one
4. one(s)< one(s)
7. ones
2. one< one
5. one(s)< one(s)
8. ones< ones
3. one
6. one
9. one
25 (predlogi)
X
X
X
2.
3.
4.
5.
I’d like the light\dark ones.
I’d like the long\short ones.
I’d like the metal\porcelain one.
I’d like the bigger\smaller ones.
161
6.
7.
8.
9.
9/14/05
12:16
Page 162
I’d like the wooden\stone one.
I’d like the unusual\classic ones.
I’d like the leather\straw ones.
I’d like the one with a clock on it\the one with Shrek.
26
0.
1.
3.
4.
5.
6.
T-shirts (napa;no) - T-shirt (pravilno)
one (napa;no) - ones (pravilno)
these (napa;no) - this (pravilno)
these (napa;no) - this (pravilno)
one (napa;no) - ones (pravilno)
this (napa;no) - these (pravilno)
himself
herself
herself
themselves
2. yourself\yourselves
4. himself
6. yourself
27
2.
4.
6.
8.
32
1.
4.
7.
10.
13.
16.
did he
do you
aren’t we
didn’t they
am I
can’t she
2.
5.
8.
11.
14.
17.
isn’t it
doesn’t she
were they
do you
shouldn’t they
aren’t I
3.
6.
9.
12.
15.
are you
does she
aren’t
didn’t you
wasn’t he
33
enjoyed< was< ’s got< looks< had< acts< were< wasn’t crying< am
34
27
1.
3.
5.
7.
14. isn’t it| \ Yes, it is. \ No, it isn’t.
enjoy yourself\yourselves 3. hurt himself
burnt myself
5. Help yourself\yourselves!
make ourselves
7. cut himself
turn itself
SPORTSWEAR - tracksuits
TV & ELECTRICAL - TV sets, DVD players
RECORDS - records
TOYS & MODELS - Barbie dolls, balls, Lego sets, toy cars
MEN’S WEAR - men’s trousers, T-shirts
LADIES’ WEAR - skirts, blouses
CHILDREN’S WEAR - T-shirts
NEWSAGENT’S & STATIONERY - magazines, newspapers
FOOD - bread, salami
35
29a
yourself< (by) ourselves< himself< (by) himself<
(by) themselves< (by) herself< myself< yourself
29b
1.
Because it gives a lot of information about how to do
things around the house, and everything is explained
in a simple way.
2. They repaired the roof.
3. He repaired the ceiling of their bedroom.
4. No, they didn’t. They decorated their house.
5. Because she doesn’t have anyone to help her. Now she can
fix a lot of things herself.
THE ODD ONE OUT + STORE DEPARTMENT>
1. gas cooker - 4
2. bed - 7
3. bread - 5
4. drawing pins - 6
5. skirt - 3
6. suntan oil - 1
7. video camera - 2
NAMES OF DEPARTMENTS>
1. chemist’s & cosmetics
3. ladies’ wear
5. food
7. furniture
2. TV & electrical
4. sports articles & camping
6. newsagent’s & stationery
36
37
1.
30
2.
3.
4.
5.
6.
7.
8.
9.
10.
I (don’t) pack my schoolbag (by) myself.
I (don’t) iron my clothes (by) myself.
I (don’t) choose my clothes (by) myself.
I (don’t) clean my room (by) myself.
I (don’t) make my bed (by) myself.
I (don’t) make my breakfast (by) myself.
I (don’t) cut my hair (by) myself.
I (don’t) do my homework (by) myself.
I (don’t) cut my nails (by) myself.
child’s
2. Mr. Brown’s
3. rabbit’s
upstairs
on the third floor
down
downstairs
on the second floor
on the first floor
on the ground floor
up
31 (predlogi)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
162
aren’t you| \ Yes, I am.
don’t you| \ No, I don’t. \ Yes, I do.
haven’t you| \ Yes, I have \ No, I haven’t.
isn’t she| \ Yes, she is. \ No, she isn’t.
doesn’t he| \ Yes, he does. \ No, he doesn’t.
don’t you| \ Yes, I do. \ No, I don’t.
didn’t you| \ No, I didn’t. \ Yes, I did.
aren’t you| \ Yes, I am. \ No, I’m not.
were you| \ Yes, I was. \ No, I weren’t.
won’t you| \ Yes, I will. \ No, I won’t.
can’t you| \ Yes, I can. \ No, I can’t.
didn’t you| \ Yes, I did. \ No, I didn’t.
don’t you| \ Yes, I do. \ No, I don’t.
4. sister’s
7. uncle’s
10. Bill’s
5. brother’s
8. Mateja’s
6. Jane’s
9. friend’s
38
1.
3.
5.
7.
9.
boys’
pupils’
teachers’
my parents’
my grandparents’
2.
4.
6.
8.
our neighbours’
tigers’
girls’
my friends’
9/14/05
12:16
Page 163
2 - The second advertisement advertises Dove soap.
3 - The third advertisement advertises Ivalon sponge.
4 - The fourth advertisement promotes Poppy Week
39
2.
3.
4.
5.
6.
These are women’s earrings.
Those are men’s trousers.
Are these children’s toys|
Are these women’s coats|
These are children’s TV programmes.
47
40a
her uncle’s< my friends’< the dog’s< his parents’< my mother’s<
the teachers’< men’s< our neighbours’< my grandparents’<
a postman’s< the cats’< my brothers’< the teacher’s<
the children’s< women’s< a doctor’s< the lions’
40b
1.
4.
7.
10.
dog’s
rabbit’s
ladies’
girl’s \ boy’s
2.
5.
8.
11.
children’s
teachers’
men’s
women’s
3.
6.
9.
12.
girls’ \ boys’
lions’
neighbours’
men’s
41
The boy’s bag< The boys’ bags< The boy’s bags
The girl’s shoe< The girls’ shoes< The girl’s shoes
The rabbit’s ear< The rabbits’ ears< The rabbit’s ears
42a
0. Kate’s
3. brother’s
6. \
1. Bob’s
4. fishmonger’s
2. father’s
5. Carol’s
2. F
5. T
7. T
10. T
8. T
11. NG
48
Charles - lives close to Niagara Falls< would tattoo a company’s
name on an arm only< is renting his body space for
advertising
Veronica - is very social and always has a lot of people
around< is renting her body space for advertising
Stan - travels a lot< is a professional dancer< is willing to
wear an add in the form of a sticker or temporary
tattoo< is renting his body space for advertising
49
1. uncountable
2. because of the letter U after the word
3. do shopping< go shopping< shopping for fun< all-day
shopping< shopping list< weekend shopping< internet
shopping itd.
SHOPPING + NOUN
There is Kate’s hat on the table.
Bob’s sister has got a dog.
It is my father’s umbrella.
My brother’s name is Tim.
Where is your mother| She is at the fishmonger’s.
Carol’s car is red.
He is at home. He is watching football.
shopping centre
shopping expedition
shopping bag
shopping list
shopping mall
43
2.
5.
8.
11.
14.
17.
1. T
4. NG
50
42b
1.
2.
2.
3.
4.
5.
7.
0. F
3. F \ T (in 2007
this will be true)
6. F
9. NG
John’s
3. What’s
neighbours’
6. That’s
hasn’t
9. There’s
isn’t
12. Where’s< don’t
brother’s< name’s 15. They’ve
doesn’t
18. aren’t
44a
day< dreams< work< man< go< game
4. haven’t
7. What’s< It’s
10. We’re
13. I’m
16. She’s
19. They’re<
o’clock
ADJECTIVE\NOUN\VERB
+ SHOPPING
last-minute shopping
christmas shopping
do shopping
the shopping
go shopping
internet shopping
late-night shopping
sunday shopping
window-shopping
daily shopping
51
1.
2.
3.
4.
5.
6.
penny (slika 3)
bottle of milk (slika 5)
cream cheese< cheese< cheese (slika 1)
tomcat< cat< cat (slika 4)
piece of meat (slika 6)
donkey< donkey (slika 2)
45
52
a< Governor’s< him< an< son’s< people
46
1
2
3
4
- from right to left
- dries … creams
- sponge
- as much as
2 - a brand of soap
3 - a sponge
4 - Poppy Week promotion
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
In 1922.
West Edmonton Mall, Canada.
More than 800.
Wire baskets and wheels.
In 1954.
In 1952.
’Incorruptible Cashier’.
’Dream books’.
A travelling salesman.
First modern price tags, in-store restaurant, money-back
guarantees, newspaper ads.
163
9/14/05
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53
56 (primer)
0. need
3. can’t
6. don’t
1. together
4. before
2. saw
5. at
1.
4.
7.
10.
2. one
5. of
8. it
54
0.
3.
6.
9.
took
them
do
expensive
for
into
turned
offer
55 (primer)
On Saturday morning, the inhabitants of Kranj were surprised
when they saw an exhibition of funeral wreaths along
Pre[ernova Street. Each of them carried a name of one of
the shops that have disappeared from the town centre
recently. The exhibition was made by Matja/ Begu[ who
has had his florist’s shop in the centre of the Old Town for
17 years. The passers-by wrote some words in the book of
condolences> One of them wrote> "Kranj. The town centre.
A cemetery."
Two tourists from Italy were surprised that the shopkeepers
were leaving the town> "It’s a pity for such a beautiful
town."
Midge’s mum wanted some eggs. Midge went to the grocer’s.
The shop assistant gave him some eggs. Midge put the eggs
in a bag. On his way home Midge saw his friends. "Come
and play," they said. Midge put the bag down. They played
football. Midge played in goal. He fell on the eggs. "Oh no!"
said Midge. When he got home his mum looked at the eggs.
She was cross. Midge went to the grocer’s again. The shop
assistant gave him some eggs. Midge put the eggs in a bag.
Then he saw a friend. The friend had a go-kart. Midge wanted
a go. He put the bag down, next to some dustbin and refuse
sacks. He went on the go-kart. His friend gave him a push.
A dust-cart arrived. The binman put the bag with the eggs
in the dust-cart. "Oh, no!" said Midge. When he got home,
his mum was very cross. Now Midge’s mum went to the
grocer’s herself. The shop assistant gave her some eggs.
She put the eggs in a bag. On her way home she met a friend.
She put the basket down. They chatted away. Midge’s baby
brother was in a pram. He got bored, and took the box of
eggs from the basket. He started to play with the eggs. Oh no!
He broke them.
UNIT 2 – PEOPLE IN ACTION
5
1
A
B
A
B
A
B
A
B
A
B
+ \
- He wasn’t waiting for the bus.
| Was he waiting for the bus|
- did< go
- went
- Did< go
- didn’t< went
- did< travel
- travelled
- did< stay
- stayed
- was
- had< was
+ We were crying.
- \
| Were we crying|
+ She was standing outside.
- She wasn’t standing outside.
| \
2
lived< laughed< called< asked< answered< tried< couldn’t<
walked< went< reached< was< turned< looked< was< laughed<
sat< was< became< didn’t stop< passed< didn’t stop< reached<
became< looked up< saw< began< woke up< remembered< ran<
could< reached< did see< was< asked< was< couldn’t< won< got
3
playing
lie
travelling
sit
crying
shine
swimming
shaking
make
having
carry
writing
jog
dying
4
were< was< were< weren’t< were< was< weren’t< was< were<
was< were
164
+ \
- You weren’t biting your nails.
| Were you biting your nails|
+ They were swimming in the sea.
- They weren’t swimming in the sea.
| \
+ It was snowing.
- \
| Was it snowing|
6 (primer)
MY NEIGHBOUR
(S)he was sleeping.
(S)he was having breakfast.
(S)he was having Slovene.
(S)he was doing
her\his homework.
(S)he was reading a book.
ME
I was getting out of my bed.
I was walking to school.
I was having lunch.
I was writing a test.
I was having a chat on
the phone with my friend.
I was having a shower.
9/14/05
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11
7a
2.
3.
4.
5.
6.
Tommy and Dan were playing the trumpets.
Grandma and grandpa were watching TV.
Mr. Ford was repairing the car.
Samantha was studying and listening to music.
The dog was in the garage with Mr. Ford. It was barking.
7b
2. No, they weren’t. They were watching TV.
3. No, she wasn’t. She was preparing dinner and listening
to the radio.
4. No, she wasn’t. She was studying and listening to music.
5. No, they weren’t. They were playing the trumpets.
6. No, it wasn’t. It was barking.
2a) Tim is playing football (now).
2b) Yesterday at 4 pm he was playing the guitar.
3a) Mr. and Mrs. Gordon are having breakfast \are having a
snack.
3b) Yesterday at 10 am they were cycling \ were riding their
bikes.
4a) Daisy is listening to music.
4b) Yesterday at 1 pm she was making\baking a (birthday)
cake.
5a) Claire and Kelly are playing tennis.
5b) Yesterday at 5.30 pm they were playing\practising the
piano.
6a) Jack is sleeping.
6b) Yesterday at 9 pm he was watering the flowers.
8
12
Mrs Ford
Mrs Green
Mrs Ford
Mrs Green
Mrs Ford
Mrs Green
Mrs Ford
Mrs Green
Mrs Ford
Mrs Green
Mrs Ford
Mrs Green
Mrs Ford
Mrs Green
Mrs Ford
Mrs Green
Mrs Ford
A burglar broke into our house.
Oh dear! What time did it happen|
We don’t know exactly. We think it happened
between 5-6 pm.
Were you at home|
Yes we were, but we didn’t hear anything
because we were all busy.
What were you doing|
I was preparing dinner and listening to the
radio.
Where was your husband|
In the garage. He was repairing the car.
And your sons| Were they in the garden|
No, they weren’t. They were in their room.
They were playing the trumpets.
What about your parents| What were they
doing|
They were watching TV. And the TV set was
very loud because they don’t hear well.
I see. And where was your daughter|
Well, Samantha was in her room. She was
studying and listening to music.
What about Rex| Isn’t he a good watchdog|
Not really. He only likes playing. He was in
the garage with my husband.
9
1.
2.
3.
4.
5.
6.
7.
Where was he standing|
What was he pulling down|
What were they drinking|
How were they dancing|
Who was hugging and kissing|
When was the house shaking|
Why wasn’t he sleeping|
10 (primeri)
1.
2.
3.
4.
She is working. He is cooking lunch.
She was sleeping. He was reading a newspaper.
She was climbing a hill. He was visiting her parents.
I’m wearing jeans and a T-shirt \ a skirt and a blouse \
a top and trousers.
5. I was wearing my pyjamas \ jeans and a sweatshirt \
trousers and a coat.
6. I was reading a book \ writing a letter.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
3 million.
40.
Steep and high.
Cable cars.
In the north \ On the northern tip of a peninsula.
Alcatraz.
A straight.
The City by the Golden Gate.
Two.
The population increased.
An earthquake.
13
earthquake< epicentre< trembled< collapsed< medical attention<
panic-stricken< thousands< baseball< stadium< suddenly<
along< control< managed< bridge< ceiling.
14
2. Mr. Raymond was working in the bedroom when the
ceiling crashed down on him.
3. Californians were watching the game when the earthquake happened \ everything shook.
4. Mrs. Morris was preparing dinner when everything
shook \ the earthquake happened \ the house collapsed
\ the lights went out.
5. Ivy and her dog were playing in the garden when the
house collapsed \ the earthquake happened.
6. Mrs. Morris was trying to get out when the lights went
out \ the house collapsed.
15 (primeri)
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
I was doing the shopping when I met a friend \ the lights
went out \ a fire broke out.
We were having a picnic when a spaceship landed.
Mr. Robinson was reading a newspaper when the phone
rang.
We were having a party when the parents got home.
Barbara was having a shower when the postman arrived.
We were playing in the city park when it started to rain.
Bill was washing his hair when the ceiling crashed down.
We\She were\was skiing when she fell and broke her leg.
We were having dinner when the lights went out.
We\He were\was going to school when he found an old
diary.
Tim was cutting bread when he cut himself.
We were fighting when the teacher arrived in class.
165
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16
1.
What were you doing when the lights went out|
- I was having a bath.
What was Mr. Jackson doing when the window broke|
- He was sleeping.
What were you doing when the accident
happened| - We were driving to the station.
What was Linda doing when her parents came home|
- She was having a party.
What were they doing when the fire started|
- They were doing the shopping.
What were you doing when it started to rain|
- We were having a picnic.
2.
3.
4.
5.
6.
17
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
arrived< was preparing<(prepared)
was having< went out
did you break
woke up< was raining
lost
were singing< (sang)
were driving< saw
met
didn’t hear< was working
was repairing
didn’t go out< was raining
were sitting< started
was playing< cut
was doing< came
was climbing< broke
18a
4
5
2
8
3
6
7
1
- Bruna> ride an elephant
- Rico> slide down the pole
- the lion> jump through a hoop
- Galeno> climb a ladder
- Gino and Delmar> do cartwheels
- Alma> ride a horse
- Olinda> swing on the trapeze
- Tadeo> juggle
18b
Bruna was riding an elephant.
Alma was riding a horse.
Tadeo was juggling.
Olinda was swinging on the trapeze.
Gino and Delmar were doing cartwheels.
Galeno was climbing a ladder.
Rico was sliding down the pole.
The lion was jumping through a hoop.
19
was preparing< rang< were talking< ran< saw< went off< was
cleaning< rang< answered< brought< gave< closed< called
back< was telling< rang< was, were standing< asked.
20
0.
1.
2.
3.
4.
5.
166
arrived< were sleeping
was writing< heard
was blowing< crashed
called< was chatting
was playing< broke into
were dancing< started
6.
7.
8.
9.
was laughing< fell off
was window-shopping< knocked
were talking about< came in
was looking for< discovered
21 (primeri)
shake - shook> In 1895, an earthquake shook Ljubljana.
wake up - woke up> He woke up with a start when the alarm
clock rang.
lose - lost> My father lost his lottery ticket.
fall down - fell down> She slipped and fell down.
steal - stole> Someone stole 100,000 SIT from the office
yesterday.
cut - cut> I took a knife and cut the cake.
burn - burnt\burned> I touched the iron and burnt\burned
myself.
run - ran> She ran upstairs and threw herself on the bed.
22
1a) Drevo je padalo.
1b) Drevo je padlo.
2a) Pre;kal(a) sem ulico, ko sem ga zagledal(a). Ko sem (ravno)
pre;kal(a) ulico, sem ga zagledal(a). Medtem ko sem
pre;kal(a) ulico, sem ga zagledal(a).
2b) Ko sem (/e) pre;kal(a) ulico, sem ga zagledal(a). Ko sem
pri[el\pri[la na drugo stran ulice, sem ga zagledal(a).
3a) Vincent je rezal kruh.
3b) Urezal se je.
4a) Tekli so po cesti. \ Tekli so vzdol/ ulice.
4b) Hitro so stekli ;ez cesto.
5a) Fantje so kradli v trgovini.
5b) Ukradli so veliko denarja.
6a) Telefon je zvonil.
6b) Telefon je zazvonil.
7a) Gospa Robinson je pripravljala\kuhala ve;erjo\kosilo.
7b) Gospa Robinson je pripravila\skuhala ve;erjo\kosilo.
23
No, he doesn’t. He doesn’t see a spaceship every night.
No, he wasn’t. He wasn’t sleeping (at 11 o’clock).
No, they weren’t. They weren’t listening to music.
No, they don’t. They don’t like him very much.
No, she isn’t. She’s not in love with Sam.
No, it won’t. It won’t rain tomorrow.
No, I’m not. I’m not lying.
No, he isn’t. He isn’t clever (at all).
No, I didn’t. I didn’t break a vase.
No, he can’t. He can’t stand on his head.
24
Past Continuous
David was writing a letter.
The earth was shaking.
We weren’t swimming.
Were you having a bath|
I wasn’t reading a book.
Why was she crying|
The girls were cleaning
their room.
Past Simple
David wrote a letter.
The earth shook.
We didn’t swim.
Did you have a bath|
I didn’t read a book.
Why did she cry|
The girls cleaned
their room.
1. David je pisal pismo. David je napisal pismo.
2. Tla so se tresla. Tla so se zatresla.
3. Nismo plavali. \ Nismo plavali.
4.
5.
6.
7.
9/14/05
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Page 167
Ali si se (ravno takrat) kopal(a)| Ali si se skopal(a)|
Nisem bral(a) knjige. Nisem (pre)bral(a) knjige.
Zakaj je jokala| \ Zakaj je (za)jokala|
Dekleti(a) sta\so pospravljali\;istili sobo. Dekleti\a sta\so
pospravili\po;istili sobo.
25
It was late in the evening. I was walking through a forest.
The snow was falling. It was dangerously quiet. There was
no noise. Only some birds were singing and flying from one
tree to another. Suddenly, I heard a rustling noise behind
me. I turned around. What did I see| A big brown bear was
standing right next to me, making horrible noises. I was
frightened. I was running away but the bear was running
after me. I was screaming> "Help, help me!"… Then I woke
up. Oh, thank goodness, it was only a dream.
26
Yesterday< On the first of April< woke up< noise< house<
screaming< door< time< morning< barking< window< people<
firemen< looked< ringing< answered< couldn’t< didn’t<
opened< saw< were< lift< them< bomb< second< life< things<
building< house< came< panic< joke
31
1.
2.
3.
4.
5.
6.
7.
8.
Who works in a hospital|
Who does Daisy often telephone|
Who often goes to the funfair|
Who do you know very well|
Who often visits their grandparents|
Who does Mark love|
Who do you see every morning|
Who often helps his mother with the housework|
32
1. What do Bob and Jim like|
2. What uses unleaded petrol| \ (Whose car uses unleaded
petrol|)
3. What starts at 9 o’clock|
4. What costs more than sugar|
5. What do the Blacks have at 6 pm|
6. What lasts about an hour and a half|
7. What does your cat like very much|
8. What makes a lot of noise|
9. What do children use every day|
10. What does Angela wear when it rains|
33
27
was< were< went out< remained< stopped< were travelling<
couldn’t< had to< became< lasted< stopped< stopped< had to<
was< were< became< was playing< were talking< were playing<
was singing< were singing< was serving< went out< dropped<
wanted< cut< was screaming< screamed< was crying< didn’t
mind< came back.
1.
2.
3.
4.
28
7.
8.
THE ASTONISHING AFFECTS OF A STORM>
lay< tore up< carried< passed< fell< took
5.
6.
What does Bob like| He likes (playing) football.
Barbara likes skiing. Who likes skiing| Barbara does.
What does Mrs. Waters like| She likes cats.
Steve and Tim like computers. Who likes computers|
Steve and Tim do.
What does Angela like| She likes horses \ riding.
Judy and Betty like painting. Who likes painting| Judy and
Betty do.
What does Mr. Hill like| He likes music.
Jack’s girlfriend likes cycling. Who likes cycling| Jack’s
girlfriend does.
What does Lucy’s boyfriend like| He likes (playing) tennis|
THE DEFEAT OF THE LION>
was walking< heard< saw< appeared< fell< sprang<
were struggling< took< cut off< pushed
9.
A HORSE AND A STEEPLE>
was travelling< overtook< fastened< lay down< slept< woke
up< was lying< heard< took< melted< sank down< shot<
brought down
What seems wrong|
Who laughs|
Who was laughing|
What frightens you|
Who was trying to kill you|
34
THE BARON’S HORSE>
stopped< led< let< drank, drank, drank< was missing< ran out<
came in< saw< rushed< was, running about< brought< sewed<
grew up
THE BARON ESCAPES>
was swimming< fell< had< played< were sailing< opened<
heard< told< swam< lay< (were lying)
29
0.
3.
6.
9.
12.
Who
What
Which
What
Who
1.
4.
7.
10.
13.
Who
Who
What
Which
Who
30
1.
2.
3.
4.
5.
When were you born|
Where were you born|
Where did you go to school|
How long did you live in Paris|
Where do you live now|
2.
5.
8.
11.
14.
Which
What
What
What
What
What do you hear|
Who did you hear|
What is wrong|
Who wants to kill you|
35
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Where did the fire break out|
What happened in 1989|
How long \ For how long were the buildings shaking|
Who does Mark love|
What was his name|
What was his nationality| \ What nationality was he| \
Where was he from|
Who did the police catch|
What did the thief steal|
How long will it take me to get there (by car)|
What does Sheila look like|
Who does Bob adore|
Why does he like her|
What does Peggy need|
How were they laughing|
What were you doing when you heard the news|
How much does Mr. Smith earn a year|
How often does Martha go shopping|
167
9/14/05
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Page 168
18. How do {pela and Petra speak English|
19. What is Matthew like|
20. Who doesn’t speak Slovene|
36
call< dying< life< day< change< family< need< children< giving<
lives< heart\ bread< hand< hope< one
37
10
2
3
22
7
11
20
1
4
9
16
- bell-bottoms
- high-heeled shoes
- trainers
- scarf
- wrap-around skirt
- sweatshirt
- braces
- beret
- dress
- suit
- jacket
13
6
17
8
19
15
14
21
18
5
12
- gloves
- platform shoes
- polo-neck sweater
- shirt
- hooded T-shirt
- belt
- blouse
- cap
- shorts
- tracksuit
- bow tie
- a pair of stockings
- a pair of socks
- a pair of tights
- slip
- panties
1
5
7
2
- bra
- underpants
- vest
- a pair of "Long Johns"
- trousers
- scarf
- sweatshirt
- dress
- pullover
2
4
6
9
38
6
3
8
9
4
39
1
3
5
8
10
- boots
- skirt
- trainers
- tights
1. Good clothes open all doors.
2. Home is where the heart is.
3. War is the sport of kings.
40c
Linda bought the jeans.
Henry bought the T-shirt.
Ian bough the jacket.
Gary bought the pullover.
May bought the boots.
41
Fugure\size> thin, tall, short, fat, slim
Hair> blond(e), grey, fair, long, short, curly, straight, dark,
black, beautiful
General> cute, ugly, pretty, nice, good-looking, handsome,
beautiful, attractive
42
tall \ short
fat \ slim, thin
slim \ fat
short \ long
dark \ fair< blond(e)
straight \ curly
ugly \ beautiful<
young \ old
pretty< good-looking
atrractive \ ugly< unattractive
168
43
They didn’t meet in front of the theatre. They met in front
of the cinema.
Luke and Frank didn’t arrive there at 6 pm. They arrived at
6.10 pm.
There wasn’t a long queue (of people waiting for the tickets).
There wasn’t a queue at all. They didn’t wait for the tickets
for an hour. \ In fact, they didn’t have to wait for the tickets
at all.
Nancy, the girl with long curly blonde hair, wasn’t wearing
leggings and a white blouse. She was wearing jeans and a
jacket.
Tina isn’t very tall \ is short and she has long black hair. She
was wearing a miniskirt and a blouse.
The boys weren’t wearing dark suits and ties. They were
wearing trousers\jeans and shirts.
44b
2. How old is she|
3. How tall is she|
4. How much does she weigh|
5. What colour is her hair|
6. What colour are her eyes|
7. What is\was she wearing.
44c (primer)
A nine-year-old boy, Tom Smith, was reported missing
yesterday. He is 1.5 metres tall and weights 32 kilos. He’s got
short fair hair and blue eyes.
He doesn’t wear glasses. When he disappeared, he was
wearing a white T-shirt, red shorts, a red cap and black
shoes. He also had a blue school bag with him. Should you
have any useful information about Tom, please call the
police at 113.
45
1.
2.
3.
4.
5.
6.
What is he like|
What does he like|
What is she like|
What does he look like|
What does he like|
What does she look like|
46a (primer)
This is Sonia. She is tall and very attractive. Her hair is long
and blonde. She’s got a pretty face. She’s wearing sunglasses,
big earrings, an orange T-shirt and a miniskirt.
This is David. He’s tall and handsome. He’s got short fair
hair. He’s wearing sunglasses, a black jacket, a white T-shirt
and blue jeans with a belt.
47
0. had
3. began
6. man’s
1. saw
4. cold
7. turn
2. could
5. strong
8. threw
48
closed< went out< began< was< shone< came out< followed<
stayed< kicked< looked< stopped< turned< said< are doing< are
going to hurt
(or> are hurting).
9/14/05
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Page 169
49 (primer)
In the first picture two workmen were cleaning a secondstorey window of a large building. They were standing in a
cradle. One of the ropes was frayed and suddenly broke.
lowered on a rope from the third storey. He helped the
workman in the cradle to climb onto the window-ledge.
Someone called an ambulance.
One of the workmen fell to the ground and got injured. The
workman in the cradle shouted for help. Two other workmen
came to help the workman in the cradle. One of them was
The ambulance arrived. The ambulance men put the injured
workman on a stretcher and covered him with a blanket.
They took him to hospital where he was treated for shock.
UNIT 3 - AWAY FROM HOME
1 (mo/ni odgovori)
6
HOME - love \ bedroom \ parents \ brothers and sisters \
warmth \ hug \ kiss \ living room \ emotions \ arguments
1. We’ve got English three times a week.
2. Roger often plays the guitar.
3. Nicoletta has a day off once a week. \ Once a week
Nicoletta has a day off.
4. Timothy goes to kindergarten every day.
5. The Harrisons usually go to bed early.
6. Nicoletta never goes to bed before midnight.
7. Roger sometimes goes to the supermarket for Mr. Nelson.
\ Sometimes Roger goes to the supermarket for Mr Nelson.
8. My father gets home at 5 pm. \ At 5 pm, my father gets
home.
9. Tim is sometimes late for school.
10. Mr. Black will come in December.
11. Peggy goes swimming once in a while.
12. Jim had a pizza two hours ago.
13. The Browns seldom go to the countryside.
14. We go on holiday twice a year.
2b (primer)
1. I have to do the hoovering.
\ (S)he doesn’t have to do the hoovering.
2. I have to make my bed.
\ (S)he has to make her\his bed.
3. I needn’t do the shopping.
\ (S)he doesn’t have to do the shopping.
4. I have to do the washing-up.
\ (S)he has to do the washing-up.
5. I don’t have to clean my shoes.
\ (S)he needn’t clean her\his shoes.
3 (primer)
1.
3.
5.
7.
My dad does.
My brother does.
My mum does.
My sister does.
2.
4.
6.
8.
We all do.
I do.
My dad does.
My dad does.
4b (primer)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
I sometimes do the cooking.
I usually do the washing.
I seldom do the shopping.
I never do the ironing.
I always do the washing-up.
I always do the hoovering.
I never do the dusting.
I always make my bed.
I often make breakfast.
I never clean my shoes.
I sometimes tidy up my room.
I rarely empty the rubbish bin.
I often water the flowers.
I never hang out the washing.
I usually dry the dishes.
5 (primer)
1.
2.
3.
4.
5.
6.
7.
8.
9.
I go to a disco from time to time.
I always tidy my room.
I take a shower every evening.
I go to the cinema three times a month.
I am late for school once in a while.
I never go skiing.
I go to the dentist’s regularly.
I seldom cry.
I never play truant.
7a
SCHOOL SUBJECT
SCHOOL SUBJECT
(English)
Slovene\Slovenian
Maths
Chemistry
English
Physics
Geography
Mechanics and
Technology
Art
PE (physical education)
History
Biology
Music
Civil Education and Ethics
\Moral Philosophy
extra (Maths, English …)
class hour, form hour
(Slovene)
sloven[;ina
matematika
kemija
angle[;ina
fizika
geografija
tehnika in
tehnologija
likovna vzgoja
telesna vzgoja
zgodovina
biologija
glasbena vzgoja
dr/avljanska vzgoja in etika
8
22
19
5
24
16
14
12
10
8
6
3
2
- fireplace
- chest of drawers
- (Welsh) dresser
- curtains
- table
- sofa
- shower
- door
- cooker
- bed
- washbasin
- washing machine
dopolnilni in dodatni pouk
razredna ura
20
23
18
17
15
13
11
9
7
4
1
- bookcase
- carpet
- wardrobe
- window
- stairs
- sink
- fridge
- cupboard
- chair
- bath
- armchair
169
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12
9
2. from
5. called
8. children
11. words
14. different
hospital
20. ironing
23. off
26. alone
3.
6.
9.
12.
15.
18.
21.
24.
27.
town
live
goes
eleven
both
does
evening
pocket
write
4.
7.
10.
13.
16.
19.
22.
25.
28.
working
north-east
cheeky
primary
engineer 17.
makes
Once
best
midnight.
2.
5.
8.
11.
Where
How
Why
What
3.
6.
9.
12.
How often
4. What \ like
When \ What time 7. Who
How long
10. When
What \ like
does
do
work
do
2. live
5. use
8. come
3. doesn’t
6. cleans \ do
9. has to
2. has
5. have
8. have
3. has
6. have
9. has
2. Nicoletta’s
5. I’ve
8. We’ve
3. Lucy’s
6. You’ve
9. She’s
13
1.
4.
7.
10.
10a
1.
2.
3.
4.
5.
6.
7.
8.
9.
She doesn’t come from Rome.
They don’t live in Edinburgh.
He doesn’t go to primary school.
They haven’t got three children.
He isn’t six years old.
She doesn’t use swear words a great deal.
They don’t work in a computer company.
She doesn’t do the hoovering in the evening.
The family don’t give \ doesn’t give her £25 pocket
money a week.
10. She doesn’t like her afternoons best.
11. She hasn’t got three days off a week.
12. They don’t go to bed at midnight.
10b
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
15.
16.
17.
18.
19.
20.
21.
22.
23.
170
1. have
4. has
7. have
14b
1. They’ve
4. Peter’s
7. They’ve
15
+ \
- Bill hasn’t washed the car.
| Has Bill washed the car|
Does Nicoletta come from Rome|
Do the Harrisons live in Edinburgh|
Does Timothy go to primary school|
Have Mr. and Mrs. Harrison got three children|
Is Timothy six years old|
Does Lucy use swear words a great deal|
Do Mr. and Mrs. Harrison work in a computer company|
Does Nicoletta do the hoovering in the evening|
Do \ Does the family give her £25 pocket money a week|
Does Nicoletta like her afternoons best|
Has she got three days off a week|
Do the Harrisons go to bed at midnight|
+ Lucy has made her bed.
- \
| Has Lucy made her bed|
Where is Aberdeen situated|
What is it like|
Why does Jack like it|
Where does he live (with his parents and his two brothers)|
What kind of school does he go to|
What does he like very much|
What are his favourite school subjects|
What does he take to school|
What time does he (usually) get home|
What does he do from five to six|
What does he have at 6 o’clock|
Who does he help after dinner| \ Who does he help with
the housework|
How much pocket money does he get a week| \ Where
does he often go|
What does he like very much|
Where does he go three times a month|
How often does he go to the cinema|
What does he like playing|
What does he collect|
How does he make friends|
Who likes him|
What is he like|
+ Mr. Black has had a shower.
- Mr. Black hasn’t had a shower.
| \
11
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
14a
+ Tim has broken his leg.
- Tim hasn’t broken his leg.
| \
+ They have gone to the shops.
- \
| Have they gone to the shops|
+ \
- You haven’t made a mistake.
| Have you made a mistake|
16
1. She’s brushed her hair.
3. He’s won the cup.
5. He’s made a cake.
2. She’s cut herself.
4. He’s bought a new car.
6. They’ve had a meal.
17 (primeri)
2.
3.
4.
5.
6.
7.
I haven’t combed my hair.
I’ve written a poem.
I’ve read my favourite magazine.
I’ve kissed my loved one.
I haven’t sent a love letter.
I haven’t drunk my herbal tea.
18
I’ve (already) called him\her.
I’ve listened to music.
I’ve already cleaned my room \ it.
I’ve read a comic.
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I’ve played a computer game.
I’ve emptied the rubbish bin \ it.
I’ve watched TV.
19
2.
3.
4.
5.
6.
7.
8.
9.
10.
I’ve already made them.
I’ve just cleaned them.
I’ve made it already. \ I’ve just made some.
I’ve taken it out already.
I’ve just swept it.
I’ve already written it.
I’ve just put it up.
I’ve already bought it.
I’ve just had it.
20a
1.
3.
5.
7.
has had
hasn’t fed \ yet
has locked
has done
2. has washed
4. has closed
6. hasn’t turned out \ yet
20b
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Have you had your supper yet|
Have you washed the dishes yet|
Yes, I’ve already washed them.
Have you fed the cat|
Oh, no, not yet.
Have you closed them|
I’ve already closed them.
Have you locked the doors|
I’ve locked the doors.
Have you turned out the lights yet|
No, not yet.
No, I haven’t.
20c
1.
2.
3.
4.
5.
Has she washed the dishes yet| Yes, she has.
Has she fed the cat yet| No, not yet. \ No, she hasn’t.
Has she closed the windows yet| Yes, she has.
Has she locked the door yet| Yes, she has.
Has she turned out the lights yet| No, not yet. \ No, she
hasn’t.
6. Has she done her homework yet| Yes, she has.
23 (predlogi)
3. eaten (up)
5.
7.
9.
11.
13.
15.
scored
done
visited
hurt \ broken
had
taken
4. opened \ cleaned \ broken
\ closed
6. lost \ put on
8. prepared \ performed
10. eaten \ had
12. made
14. bought
24 (predlogi)
2. I’ve made my bed. \ I’ve made a mistake.
3. I’ve done a crossword \ my homework \ the cleaning \
my hair \ something stupid.
4. I’ve tidied up my bedroom.
5. I’ve broken a plate. \ I haven’t broken this chair. \ I’ve
broken my watch.
6. I’ve watered the flowers. \ I’ve just watered the garden \
the roses.
7. I’ve read a book. \ I haven’t read the instructions yet. \
I’ve read a story to my baby sister.
8. I’ve eaten my lunch.
9. I’ve written a letter. \ I haven’t written the address on
the envelope yet. \ I’ve written this letter in ink.
10. I’ve washed my hair. \ I’ve washed my hands with soap
and water. \ I haven’t washed behind my ears.
11. I’ve opened the door. \ Look! I’ve opened my umbrella. \
I haven’t opened your present yet.
12. I’ve put up a message. \ I’ve put up a large sign outside
our house. \ I’ve put up some posters in the classroom.
\ (I’ve put up the collar of my jacket.)
13. I’ve bought new jeans. \ I’ve bought these jeans very
cheap \ for 8,000 SIT.
14. I’ve drunk some water. \ I think I’ve drunk too much
wine. \ I haven’t drunk my tea yet.
15. I’ve had my dinner. \ I’ve had a shock. \ I’ve just had a
nice swim \ a walk \ a run.
25a
6 - She is in pain.
5 - She is crying with joy.
3 - He feels sick.
2 - He looks frightened.
1 - They look worried.
4 - They look very happy.
25b
21
1.
2.
3.
4.
5.
6.
7.
Yes, Mum has prepared it.
No, I haven’t done it yet.
Yes, we have bought them.
No, he hasn’t brought them yet.
Yes, he’s read it.
No, Nicoletta hasn’t emptied it yet.
Yes, I’ve opened it.
22a
3.
4.
5.
6.
They still haven’t collected firewood.
He hasn’t cut the grass yet.
They’ve already climbed the hill.
They still haven’t collected water. \ They have already
collected water.
1.
2.
3.
4.
5.
6.
She’s in pain because she’s broken her leg.
He looks frightened because he’s seen a ghost.
She’s crying with joy because she’s won a gold medal.
They look worried because their son hasn’t come home yet.
He feels sick because he’s eaten too much dinner.
They look very happy because they’ve won in a lottery.
26
2.
3.
4.
5.
6.
He’s been to the newsagent’s.
They’ve been to the butcher’s.
They’ve been to the chemist’s.
She’s been to the grocer’s.
He’s been to the greengrocer’s.
22b
2. already< already
4. yet< yet
6. yet< already
3. yet< yet< still
5. already< already
171
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27
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
nedolo;nik
steal
like
buy
come
look
fall
make
climb
shake
go
clean
want
water
do
empty
wash
write
read
close
break
pravilni
nepravilni
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
28
PRETEKLIK
NEDOLO:NIK
do
make
empty
come
go
wash
take
sweep
write
eat
read
break
catch
buy
kill
get
put
drink
see
tell
have
listen
PREVOD
PRET. DELE?NIK
did
made
emptied
came
went
washed
took
swept
wrote
ate
read
broke
caught
bought
killed
got
put
drank
saw
told
had
listened
done
made
emptied
come
gone
washed
taken
swept
written
eaten
read
broken
caught
bought
killed
got
put
drunk
seen
told
had
listened
storiti, narediti
narediti, napraviti
izprazniti
priti
iti
umiti
vzeti
pomesti
pisati
jesti
brati
zlomiti
ujeti
kupiti
ubiti
dobiti
polo/iti
piti
videti
povedati
imeti
poslu[ati
3. Past simple>
She cooked dinner yesterday.
V;eraj je skuhala kosilo.
4. Past continuous>
She was cooking dinner yesterday from 4 to 6 pm.
V;eraj med 4. in 6. uro popoldne je kuhala kosilo.
5. Future simple>
She will cook dinner tomorrow.
Jutri bo skuhala kosilo.
6. Present perfect simple>
She has just\already cooked dinner.
Pravkar je skuhala kosilo. \ Kosilo je /e skuhala.
7. Future with ’going to’>
She is going to cook dinner tomorrow.
Jutri bo skuhala kosilo. \ Jutri namerava skuhati kosilo.
30b
1. Bob and Jack have had (their) dinner.
Bob and Jack haven’t had (their) dinner (yet).
Have Bob and Jack had (their) dinner (yet)|
- Yes, they have. \ No, they haven’t.
2. Mrs Rogers will go to Spain next year.
Mrs Rogers won’t go \ will not go to Spain next year.
Will Mrs Rogers go to Spain next year|
- Yes, she will. \ No, she won’t.
3. Californians were watching a baseball match yesterday
at 5 pm.
Californians weren’t watching a baseball match yesterday
at 5 pm.
Were Californians watching a baseball match yesterday
at 5 pm|
- Yes, they were. \ No, they weren’t.
4. Brenda washed her hair yesterday.
Brenda didn’t wash her hair yesterday.
Did Brenda wash her hair yesterday|
- Yes, she did. \ No, she didn’t.
5. The Browns are watching TV (now).
The Browns aren’t watching TV (now).
Are the Browns watching TV (now)|
- Yes, they are. \ No, they aren’t.
6. Nicoletta comes from Italy.
Nicoletta doesn’t come from Italy.
Does Nicoletta come from Italy|
- Yes, she does. \ No, she doesn’t.
7. James and Daisy are going to visit their grandparents at
the weekend.
James and Daisy aren’t going to visit \ are not going to
visit their grandparents at the weekend.
James and Daisy going to visit their grandparents at
the weekend|
- Yes, they are. \ No, they aren’t.
29
1.
4.
7.
10.
reading
the hoovering
alarm clock
curtains
2. friend
5. day
8. fridge
30a
1. Present simple>
She cooks dinner every day.
Vsak dan s\kuha kosilo.
2. Present continuous>
She is cooking dinner now.
(Pravkar \Ta hip\Zdajle) kuha kosilo.
172
3. au-pair
6. lunch
9. oval
31
3, 9
13
6
4, 12
2, 10
5, 8, 11, 14
1, 7
PRESENT SIMPLE
PRESENT CONTINUOUS
PAST SIMPLE
PAST CONTINUOUS
PRESENT PERFECT
FUTURE with WILL
FUTURE with GOING TO
G, K
J
A, I
D
C
B, E, L
F, H
9/14/05
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Page 173
32 (predlogi)
37
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
useful< roots< leaves
cut down< cities< water
branches< names< fires
Have they cleaned their shoes yet|
What do you do every morning|
What did you do at the weekend|
How often do you go to the cinema|
What’s your favourite food|
What are you going to do this Saturday|
What is your astrological sign|
What is dad doing|
Was he wearing a hat|
What will the weather be like tomorrow|
33a
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
study English
put up a notice
go home \ to kindergarten
use swear words \ English \ a car
work in a car factory \ at a museum \ at home \ at a
kindergarten
prepare breakfast \ a room
stay at home
do the washing-up
make the beds \ breakfast
visit a museum \ a car factory
watch TV
empty the rubbish bin
tidy up the room \ the kitchen
sweep the kitchen \ the room
eat the apples \ breakfast
wash the car \ the apples
score a goal
33b (primeri)
1. I don’t prepare breakfast by myself. \ Zajtrka ne pripravljam
sam(a).
2. Were you tidying up your room yesterday afternoon| \
Si v;eraj popoldne pospravljal(a) sobo|
3. I’m going to wash the car tomorrow. \ Jutri nameravam
oprati avto.
4. I haven’t emptied the rubbish bin yet. \ Nisem [e
izpraznil(a) ko[a za smeti.
5. Will you work in a car factory when you grow up| \ Bo[
delal v tovarni avtomobilov, ko odraste[|
6. He doesn’t go to kindergarten. \ Ne hodi v vrtec.
7. We visited a museum last month. \ Prej[nji mesec smo
obiskali muzej.
34
girls< girls< men< men< soldiers< soldiers< graveyards<
graveyards< flowers.
38 (predlogi)
2.
3.
4.
5.
6.
7.
We must not cut down trees with a chain saw.
We mustn’t drop\leave litter in the forest.
We must not make fires in the woods.
We mustn’t play loud music.
We must not use\ride a motorbike in the forest.
We must not pour oil into rivers.
39 (primer)
One day Mr. Granger was walking along the coast when he
saw a bottle in the sea. He took the bottle and there was a
message in it. He opened the bottle, took the message out
and read it. Then he took the bottle and the message and
went back to town. He looked for a bottle bank and threw
the bottle into it. Why| The message in the bottle read>
"Whoever finds this message please recycle this bottle and
take it to a bottle bank. Thank you.
John Green - a nature lover."
40
were travelling< put< threw< thought< received< write< have
decided< will cost< will, travel
41
0.
3.
6.
9.
12.
NG
T
NG
F
T
1.
4.
7.
10.
T
T
F
NG
2.
5.
8.
11.
T
T
F
F
42
0.
2.
4.
6.
8.
10.
12.
14.
16.
18.
came
discovered
heated
put
went
was raining
caught
bought
said
I’ll be
1.
3.
5.
7.
9.
11.
13.
15.
17.
19.
wanted
managed
caught
could
sent
went
had
caught
returned
I’m starving
43
has< length< Arctic< fish< friendly< hungry< hunt< fur
35
0.
2.
4.
6.
8.
glass
tree
consumer
natural
deforestation
1.
3.
5.
7.
9.
cycle path
ruin
walk
solar power
water pollution
36a (primer)
ocean - wide - fish - dolphins - whales - ships - deep
36b (primer)
44
C
N
O
M
H
G
E
B
D
- Bambi - 5
- Pegasus - 7
- Laika - 11
- the Minotaur - 8
- Nessie - 9
- Tom and Jerry - 13
- a unicorn - 1
- Lassie - 4
- a werewolf - 12
K
L
Q
F
J
I
A
P
- a dragon - 3
- King Kong - 2
- a sphinx - 15
- Moby Dick - 16
- Bucephalus - 17
- Snoopy - 14
- Winnie the Pooh - 6
- Rosinante - 10
An ocean is deep and wide. It’s the home of many fishes and
mammals, like dolphins and whales. A lot of ships transport
different goods all over the world.
173
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45
0. The Frog-Prince
1. The Hare and
the Tortoise
2. The Fox and
the Grapes
3. The Ugly Duckling
4. The Little Mermaid
5. Goldilocks and
the Three Bears
6. Beauty and the Beast
7. Peter and the Wolf
8. The Three Little Pigs
9. The Wolf and
the Seven Little Goats
10. Puss in Boots
11. The Lion King
/abji princ
Zajec in /elva
Lisica in kislo grozdje
Grdi ra;ek
Mala morska deklica
Zlatolaska in
Trije medvedki
Lepotica in zver
Peter in volk
Trije pra[i;ki
Volk in sedem kozli;kov
Obuti ma;ek
Levji kralj
• There’s a lot of milk left.
• There are (very) few apples left. \ There are hardly any
apples left.
• There are some cans of beer left. \ There’s some beer left.
\ There’s a lot of beer left.
• There’s (very) little orange juice left. \ There’s not much
orange juice left. \ There’s hardly any orange juice left. \
There’s only a little orange juice left.
• There’s some wine left.
• There are some crisps left.
• There’s some butter left.
49 (primer)
There’s a lot of fresh air, few factories, many trees, lots of
playgrounds, there isn’t any noise or litter, there are many
litter bins, there’s a lot of clean water and many parks.
50
46
0.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Sound
Which animal makes the sound|
woof-woof< bow-wow
dog
miaow< meow meow meow
cat
hee-haw
donkey
baa< baa-a baa-a
sheep
moo< mooo-o mooo-o
cow
quack quack
duck
cluuuuck-cluck-cluck-cluck
hen, chicken
cock-a-doodle-doo
cock, rooster
coo-coo
pigeon, dove
whoo-o-o-ooo whoo-o-o-ooo<
towit-towoo
owl
oink oink oink
pig
buzzzzz buzzzzz
bee
gobble-gobble-gobble
turkey
caw-caw-caw-caw
crow, raven
clip-clop-clip-clop< clippety-clop
horse
chirp chirp chirp
bird
47a (primer)
The Canadian Government has recently decided to allow
hunting the seals living in the north of the country. The
hunters have already begun carrying out appalling massacres
of seals. Canada obviously shows itself as an uncivilised
country. The whole world should be against such actions
because all mankind is responsible for the animal world.
The Association of Slovene Societies Against Animal Cruelty
demands from the Slovenian Government to send a note of
protest to the Canadian Government. We are civilised people with feelings and such killings should not be allowed.
What we need is just pity and a bit of generosity.
48 (predlogi)
• There are some\a few\a lot of sandwiches left.
• There’s a lot of pizza and bread left.
• There’s some\little cheese left. \ There’s not much cheese
left. \ There’s only a little cheese left.
• There are not many peanuts left. \ There are only a few
peanuts left. \ There are (very) few peanuts left. \ There
are hardly any peanuts left.
• There are not many biscuits left. \ There are only a few
biscuits left. \ There are (very) few biscuits left. \ There are
hardly any biscuits left.
• There’s (very) little cake left. \ There’s not much cake left.
\ There’s hardly any cake left.
174
2.
3.
4.
5.
6.
7.
8.
9.
10.
much \ any
a lot of \ lots of
any \ much
some \ lots of \ many \ a few \ few
any \ many
few \ many, (any)
a lot of \ some \ a few \ few
some \ a few
much
51
little< fewer< a lot of< fewer< little< fewer< loads of< fewer
52 (primer)
Carol Allen and her brothers were fishing in the River Ash.
They were fishing for hours but they didn’t catch anything.
They got bored but then Carol finally caught a fish. Then she
cooked it and ate it. Her brothers didn’t want any because
they don’t like fish very much. So Carol ate it all. Some time
later Carol didn’t feel well. She had an awful stomach-ache.
She told her parents. They sent her to bed. Her mother phoned
the doctor. Half an hour later the doctor came and examined
her. Carol was seriously ill. He said it was food poisoning.
He phoned for an ambulance that took Carol to hospital.
Then Carol’s brothers remembered the fish. The next day
Carol’s family came to visit her in the hospital. She got better
quickly. They told her that she was in the newspaper that
day. There is a paper mill near the place where they were
fishing last week. They had a problem in the mill and it
started to pollute the river. That’s why they couldn’t catch
any fish. They were all dead. Carol had eaten a poisoned fish.
9/14/05
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UNIT 4 – LIFE IS (NOT) A FILM
1
12a
1.
2.
3.
4.
0.
3.
6.
9.
12.
has smoked< drunk
have travelled< have met< have eaten
has made< hasn’t been< has been< has been< has had
has been< has recorded< have become< has shot< has
received
5. has done< has flown< has made< has driven< has done
6. has hung< has ridden< has been< has fought
4
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Have you ever written a poem|
Have you ever visited a country outside Europe|
Have you ever been in hospital|
Have you ever broken an arm|
Have you ever swum in a lake|
Have you ever had an operation|
Have you ever phoned abroad|
Have you ever used a computer|
Have you ever eaten frogs’ legs|
Have you ever cut your finger|
Have you ever met\phoned a famous person|
Have you ever played bowls|
Have you ever dreamt\dreamed in a foreign language|
7 (primeri)
1.
2.
3.
4.
5.
I’ve always wanted to have a chat with a prime minister.
I’ve always wanted to win an Olympic medal.
I’ve always wanted to make friends with Liz Taylor.
I’ve always wanted to do karate.
I’ve always wanted to be a famous pop star.
8 (primeri)
1.
2.
3.
4.
5.
I’ve never had a real friend, but I’d like to.
I’ve never climbed Triglav, but I’d like to.
I’ve never seen a shark, but I’d like to.
I’ve never met a celebrity, but I’d like to.
I’ve never played rugby, but I’d like to.
9 (primeri)
1.
2.
3.
4.
5.
6.
The most boring book I’ve ever read is
__________________
The best pop group I’ve ever heard is
__________________
The most beautiful place I’ve ever visited is
__________________
The most frightening film I’ve ever seen is
__________________
The highest mountain I’ve ever climbed is
__________________
The most horrible food I’ve ever eaten is
__________________
11
1. Haven’t you had (enough for) supper|
2. Haven’t you read it yet|
3. Haven’t you seen this film already| \ Haven’t you had
(the) time to do the dishes|
4. Have you never played volleyball|
5. Haven’t you been there yet|
6. Haven’t you ever learned English|
\ Have you (n)ever learned English|
7. Haven’t you received my invitation|
175
girlfriend
different
order
coke
already
1.
4.
7.
10.
13.
window
know
good
cinema
went
2.
5.
8.
11.
14.
menu
been
Tuesday
would
ago
12b
2. Where are they sitting|
3. What did they want to have| \ What do they want to
have first|
4. How many different pizzas does the restaurant offer| \
How many different pizzas can they choose from| \
How many different pizzas are there on the menu|
5. Who has already been there| \ Who doesn’t know the
place| \ Who wants to order a Fresh Vegetable pizza| \
Who knows the place| \ Who was here last Tuesday|
6. When was he here| \ When was Daniel here \ at this
pizza-restaurant|
7. Where does Daniel want to go later| \ Where would
Daniel like to go later|
8. What film does he want to see| \ What would he like to
see| \ What film would he like to see|
9. When did Megan see Proof| \ When did Megan see the
film| \ When did Megan go to the cinema|
13 (primeri)
1.
I’ve travelled to Canada.
I travelled there three years ago.
2. I’ve read Harry Potter.
I read it last week.
3. I’ve had a bath.
I had it an hour ago.
4. I’ve seen Terminator already.
I saw it in June.
5. I’ve seen a ghost.
I saw it last summer.
14 (primeri)
1.
1.
I’ve been to a nice restaurant with my friend.
I’ve broken my glasses.
2. I’ve got a kiss.
2. I’ve had a nightmare.
3. I’ve received a love letter.
3. I’ve hurt my finger.
15
You>
Barbara>
You>
Barbara>
You>
Barbara>
You>
Barbara>
Barbara, have you travelled a lot|
Yes, I have.
Have you been to Great Britain (yet)| \ Have you
(ever) been to Great Britain|
Yes, I have.
When did you go there| \ When were you there|
I went there five months ago. \ I was there five
months ago.
Have you (ever) been to the USA| \ Have you
been to the USA (yet)|
No, I haven’t. \ No, never. \ No, not yet, but I’d
like to \ I’d love to.
9/14/05
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Page 176
16
21b
comes< has travelled< has had< has worked< has worked< got<
is working
Table A
Year (When|)
1939
as a child
17
2. Have you ever done karate|
When did you begin it|
I began it when I was twelve.
3. Have you read this book|
Yes, I read it last month.
4. Yes, very much. I’ve seen five of his films.
5. Yesterday I saw a house on fire.
6. Last winter was very cold.
7. No, she isn’t. I met her on Monday.
8. Elizabeth Taylor has won two Oscars.
9. When Bob was a child, he didn’t like school.
10. Have you ever travelled by plane|
When did you travel by plane|
11. I’ve seen that film twice.
18
1.
3.
5.
7.
9.
napa;no \ pravilno
pravilno \ napa;no
napa;no \ pravilno
pravilno \ napa;no
napa;no \ pravilno
2.
4.
6.
8.
10.
napa;no \ pravilno
pravilno \ napa;no
pravilno \ napa;no
pravilno \ napa;no
napa;no \ pravilno
19
Michaela sem /e videl(a).
\ Michaela sem videl(a) prej[nje poletje.
2. Brad je posnel veliko filmov.
\ Brad je svoj prvi film posnel leta 1989.
3. Roger je to knjigo /e prebral.
\ Roger je to knjigo prebral prej[nji mesec.
4. Daisy je /e jedla /abje krake.
\ Daisy je jedla /abje krake prej[nji teden.
1955
1955
the 60s & 70s
1976
1984
1985
1988
1993
1999
Event (What|)
was born
picked cotton in the fields
(of Tennessee)
moved to St Louis
met Ike, started singing,
performed in nightclubs
Ike and Tina had a string of hits
their marriage finished<
Tina left Ike
succeeded, ’Private Dancer’ became
an international hit
sang at the Live Aid Concert
played in Rio de Janeiro (182,000
people)
her autobiography was filmed
returned to the UK Top Ten
Table B
• She has travelled to many parts of the world.
• She has won three Grammys.
• Her dream has come true.
• She has become an international star.
• She has recorded more than 40 singles and albums.
• Nobody has had a life like hers. \ She has had a very active
(difficult, hard, exciting, full, interesting, stormy) life.
• Many have criticised her one-dimensional approach.
1.
20
3. Have you ever played volleyball \ football \ baseball| \
Have you ever done any karate \ horse riding|
4. I wonder why Monica couldn’t come. Did you talk to her|
5. Have you ever seen a lion \ a tiger \ an elephant|
6. Did you go to Abba Mania| \ Did you go to the (Bon
Jovi) concert yesterday|
7. Have you been overseas yet| \ Have you ever been to
the USA| \ Have you been to the USA (yet)|
8. Have you ever played an instrument| \ Have you ever
played the piano \ the guitar \ the violin|
21a
spent< picked< wasn’t< had< moved< performed< met<
changed< made< had< was< left< tried< had< succeeded<
became< sold< has become< has travelled< accepted< won<
sang< contributed< gave< played< came (had come)< became
(has become)< has recorded< returned< have criticised< has had
176
22 (primer)
In 1982, he graduated from high school and enrolled at the
University of Missouri where he studied journalism and
advertising. He dropped out of college and went to Hollywood
in 1986 because he decided to become an actor. At the
beginning of his career he worked as an extra and took various
jobs to get by. He shot his first film in 1989. His big hit was
in 1991, and he became famous overnight. Since then his
career has begun to take off. In the 1990s he played many
key roles in different movies. In 1994 he was crowned ’The
Sexiest Man Alive’.
A year later he received a Golden Globe and an Oscar nomination for his role in Terry Gilliam’s 12 Monkeys. In 1990 he
dated actress Juliette Lewis. They broke up three years later.
Then he got engaged to Gwyneth Paltrow but they broke
up in 1998. When he met Jennifer Aniston in 2000, they got
married. In 2004, they split up.
23
0.
3.
6.
9.
T
T
F
T
1. F
4. NG
7. F
2. F
5. F
8. F
25a
FOR> two hours \ five years \ ten minutes \ a long time \
three months
SINCE> 1993 \ September 30 \ last week \ Monday \ 10.45 \
last summer \ Christmas \ February
9/14/05
12:16
Page 177
25b (primeri)
30
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Opomba> Nekatere re[itve v tej vaji so odvisne
od tega, katerega leta u;enci uporabljajo delovni zvezek.
U;enci naj temu prilagodijo svoje odgovore. Na[e izhodi[;e je
bilo maj l. 2006.
since last summer.
I’ve had it since September 30.
since 1993
since last summer.
for a long time.
since Christmas
for three months
for two hours
since February
since Monday
26 (primeri)
Opomba>
v vseh primerih morajo u;enci izhajati iz ;asa, ko re[ujejo to
vajo (leto, mesec, dan, ura, svoj rojstni dan), zato lahko
podamo samo predlog re[itev.
Date (datum re[evanja vaje)> 30 May 2006
Day> Tuesday
Time> 2 pm
My birthday> 30 September
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
for three (four, five) months
since 2001
since (last) Saturday
since noon \ twelve o’clock
for six months
for five months
since the 19th century
for eight months
for 21 years
for six hours
1. He has lived in London for five years \ since 2001.
2. She has been Great Britain’s Queen for 53 years \ since
1953.
3. She has had her present for three years \ since 2003.
4. He has had his pullover for five months \ since last winter
\ December.
5. They have been married for 15 years \ since 1991.
6. I have learned English for 5 years \ since 2001.
7. She hasn’t seen him for five months \ since Christmas.
8. They have known each other for 21 years \ since 1985.
31 (Mo/ni odgovori)
Alice>
Peggy>
Alice>
Peggy>
Alice>
Peggy>
Have you got a (new) camera \ a bike \ a watch \
a walkman \ a tennis racket|
Yes, I have.
How long have you had it|
I’ve had for five months.
How much did it cost| \ How much did you pay for it|
It cost £54.
32
You>
Roger>
You>
Roger>
Roger, where do you live|
I live in Liverpool.
How long have you lived here \ there \ in
Liverpool|
I’ve lived here \ there for five years.
28 (primeri)
33
1.
2.
3.
4.
5.
6.
7.
8.
hours< night< choose< restaurant< lonely< bird< tears< arms<
remind< fool< flowers< hard
I’ve known him\her for nine years.
I’ve had it since 2002.
I’ve been at my school for 8 years.
I’ve lived here since I was a baby.
I’ve learned English for 5 years.
I’ve known her\him for 5 years.
I’ve had it since 2005.
I’ve had it for one month.
34
0.
2.
4.
6.
just< already
for
never
already \ ever
1.
3.
5.
7.
ever< already \ yet
ago
since
ever< already \ never
29
35
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
How long have you known Peter|
- I’ve known him for two years.
How long has Yvonne lived in Ljubljana|
- She’s lived in Ljubljana since July.
How long have you had your DVD player|
- We’ve had it since Christmas.
How long has Charlie been married|
- He \ She’s been married since 1995.
How long have Bob and Mary dated each other| They’ve dated each other for three months.
How long have you learned English|
- We’ve learned English for five years.
How long has Paul played basketball|
- He’s played basketball for a long time.
How long has your sister collected stamps|
- She’s collected stamps since 2000.
How long has Mrs Rogers had a headache|
- She’s had a headache for three hours.
How long has Slovenia been independent|
- It’s been independent since 1991.
0.
1.
2.
3.
4.
twice< in April
an hour ago< for an hour
yesterday< yet
-< on holiday
and I want it back now< last week
36
came< come
wrote< written
took< taken
ate< eaten
made< made
told< told
read< read
saw< seen
broke< broken
found< found
knew< known
went< gone
had< had
37
0. How long has he been in Poland|
1. How long did you have it|
2. How long has he been dead|
177
3.
4.
5.
6.
7.
8.
9/14/05
12:16
Page 178
How long did he collect them|
How long has he been in love with her|
How long has she lived in Neath|
How long have they dated each other|
How long have you had it|
How long did she have it|
45
Robert /e vse /ivljenje /ivi v Neathu.
Julia je v Shrewsburyju /ivela deset let.
Robert pozna Julio eno leto.
(Ta\Na[) avto imamo od lani \ od lanskega leta.
Kako dolgo si /e tu(kaj)|
Koliko ;asa si imel(a) psa| \ Kako dolgo si imel\a psa|
To [olsko torbo imam /e dve leti.
Gospa King /ivi v Ljubljani /e dvanajst let.
Tim je imel fotoaparat le mesec dni.
38
1.
2.
3.
4.
5.
6.
7.
8.
9.
+
|
\
You couldn’t do any sports.
Could you do any sports|
+
|
We’ll be able to help you.
\
Will we be able to help you|
+
|
Alice can sing.
Alice can’t sing.
\
+
\
|
She could play the piano when she was seven.
Could she play the piano when she was seven|
+
|
\
I won’t be able to visit you.
Will I be able to visit you|
39
I
A> I’ve got a bicycle \ a bike.
B> How long have you had it|
A> I’ve had it for two years.
46
+
|
She has to study English.
\
Does she have to study English|
II
A> Do you know Roger|
B> Yes, I do. \ Yes, I know him.
A> When did you meet him| \ When did you meet| \ When
did you get to know him|
B> I met him a month ago. \ We met a month ago. \ I got
to know him a month ago.
A> Really| \ Did you| You’ve known him for a month!
+
|
\
You won’t have to do the washing up.
Will you have to do the washing up|
+
|
Tim had to help his father.
Tim didn’t have to help his father.
\
+
|
\
She mustn’t go now.
Must she go now|
+
|
We had to wait.
\
Did we have to wait|
+
|
We’ll have to take a gas cooker.
We won’t have to take a gas cooker.
\
40
0.
3.
6.
9.
12.
1a
3
3
1b
3
1.
4.
7.
10.
13.
2
1b
2
1a
1a
2.
5.
8.
11.
14.
1a< 1b
3
1a
1a< 1b
2
42b (primer)
I like parties \ reading \ making new friends \ taking pictures \
buying souvenirs
I don’t like sailing \ surfing \ sunbathing \ tents \ lying on a
beach
43
2.
5.
8.
11.
14.
17.
could
could
could
could
could
could
3. could
6. couldn’t
9. could
12. could
15. could
4. couldn’t
7. couldn’t
10. could
13. couldn’t
16. couldn’t
44 (primeri)
2.
3.
4.
5.
6.
7.
178
I’ll be able to see dinosaurs.
I’ll be able to see beautiful castles.
I’ll be able to camp.
I’ll be able to go fishing.
I’ll be able to see\visit a showcave.
I’ll be able to see Dylan Thomas’ Boathouse.
47b
7-A
8-D
4-G
7-K
2-B
1-E
9-H1-I
2-L
5-C
6-F
4-J
48
0. will have to
2. can
1.
3.
4.
6.
8.
10.
12.
5.
7.
9.
11.
13.
should
can (may)
will \ be able to
Could
Did \ have to
14. will \ have to
15.
mustn’t
must \ don’t have to<
needn’t
had to
couldn’t
can’t< cannot
shouldn’t
will be able to<
’ll be able to
don’t have to< needn’t
-
9/14/05
12:16
Page 179
49a
A1
A2
A3
A4
B1
B2
B3
B4
C1
C2
C3
C4
- I won’t be able to come tomorrow.
- She didn’t have to take an alarm clock.
- Could you speak English five years ago|
- Can Barbara ski|
- Do you have to do the washing-up|
\ Do you have to wash the dishes|
- They couldn’t find the library.
- You won’t have to make your bed.
- Jack doesn’t have to get up early.
- Will we be able to ski|
- Peggy can’t swim.
- I had to wait for him.
- Did Tim have to study History|
49b
+
|
Peggy can swim.
\
Can Peggy swim|
+
|
Peggy could swim.
Peggy couldn’t swim.
Could Peggy swim|
+
|
Peggy will be able to swim.
Peggy won’t be able to swim.
Will Peggy be able to swim|
+
|
Peggy has to swim.
Peggy doesn’t have to swim.
Does Peggy have to swim|
+
|
Peggy had to swim.
Peggy didn’t have to swim.
Did Peggy have to swim|
+
|
Peggy will have to swim
Peggy wont’ have to swim.
Will Peggy have to swim|
50
resort \ famous \ lake \ north-west \ castle \ view \ island \
church \ tourists \ family \ sports \ walk
51
13< 7< 15< 12< 8< 3< 5< 10< 11< 1< 2< 6< 9< 4< 14
bus driver - voznik avtobusa
pocket money - /epnina
town centre - mestno sredi[;e\jedro
land animal - kopenska /ival
ice-cream - sladoled
bottle bank - zabojnik\zbiralnik za steklo
weather forecast - vremenska napoved
summer Olympics - poletne olimpijske igre
soap opera - sentimentalna nadaljevanka< limonadasta TV
nadaljevanka, limonada
love film - ljubezenski film
computer game - ra;unalni[ka igrica
shop assistant - prodajalec, prodajalka
factory worker - tovarni[ki delavec \ delavka
apple juice - jabol;ni sok
52
1. my uncle’s car - stri;ev avto \ avto mojega strica
2. Mrs. Black’s glasses - o;ala gospe Black
3. The Smiths’ cats - ma;ke Smithovih \ ma;ke dru/ine Smith
4.
5.
6.
7.
8.
Jack’s jeans - Jackove kavbojke
the men’s trousers - mo[ke hla;e \ hla;e tistih mo[kih
my parents’ bedroom - spalnica mojih star[ev
her brother’s satchel - [olska torba njenega brata
a children’s TV channel - otro[ki televizijski
program
9. the pupils’ books - knjige (tistih) u;encev
10. the child’s apples - otrokova jabolka
53
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
the door of the room
the end of the story
a policeman’s hat
the name of this street
Mr. Hill’s daughter
the peaks of the Julian Alps
the film of the year
Jack’s sister
the second floor of this building
my sister’s jeans
the price of the skirt
the temperature of the water \ (the water temperature)
the Rogers’ car
in the corner of the room
54
2.
4.
6.
8.
10.
has
possession \ is
is
has
is
3.
5.
7.
9.
us
has
is \ us
possession
55 (primeri)
1. What high \ beautiful mountains!
2. What lovely \ beautiful \ boring \ funny \ noisy \ stupid
music!
3. What a beautiful \ large \ old \ lovely church!
4. What funny \ boring \ noisy \ stupid people!
5. What a beautiful \ lovely landscape!
6. What a funny \ boring \ horrible \ stupid programme!
7. What cheap \ funny \ old \ beautiful \ expensive \ lovely \
horrible dresses!
8. What a funny \ cute \ stupid boy!
9. What large \ beautiful \ cheap \ funny \ old \ expensive
stamps!
10. What cold \ smelly water!
11. What a horrible \ an ugly \ a large snake!
12. What a large \ an expensive department store!
13. What smelly \ expensive cheese!
14. What cheap \ funny \ expensive jeans!
15. What a noisy \ an ugly street!
56
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
It was not cold yesterday.
He has got two sisters.
I will not be able to come.
She has lived in Koper for ten years.
She would like new skis for Christmas.
The Browns do not live here.
We cannot help you.
They will watch TV.
We have got a nice house.
You must not park here.
They are from France.
179
12.
13.
14.
15.
16.
17.
18.
19.
20.
9/14/05
12:16
Page 180
Cottage first. It was by the shore of the lake. It’s the house
where Wordsworth lived with his sister Dorothy. The view
of the lake and the hills was beautiful. It’s easy to understand
that Nature here was a constant source of inspiration to the
Lake Poets. If you lived there, you’d also write poetry.
Who is your favourite film star|
She did not travel by plane.
Bob is my best friend.
There is a beautiful lake in Bled.
I am American.
They have dated each other for a month.
You should not drink alcohol.
We were not at home yesterday.
He would like to go to Italy.
57
1.
4.
7.
10.
13.
famous
bowls
time
highest
go
2.
5.
8.
11.
14.
on
sunbathe
by
sandy
tourists
3.
6.
9.
12.
15.
have
for
sports
countryside
castle
58
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Terry and Alan. \ Terry and Alan did. \ Terry and Alan
wrote it.
It’s for Judy.
In Slovenia. \ They’re in Slovenia. \ They’re in\at Bled. \
They’re sitting in a cafe in\at Bled.
For five days. \ They’ve been in Slovenia for five days.
Yes, they have.
They think it’s a lovely country.
In a café. \ They’re writing it in a cafe in\at Bled.
To Bohinj. \ They went to Bohinj and up to Vogel.
By cable car. \ They went up to Vogel by cable car.
It was wonderful.
They are going to go to (visit) Ljubljana.
59 (primera)
Dear friend,
I’m sitting in a nice restaurant in Monaco. We’ve been here
for a week and we’ve already seen a lot of interesting things.
There are beautiful gardens and the nautical museum is great.
Yesterday, we were at the Casino. We spent quite a lot of
money there. I’ve made some new friends. They’re from the
USA. We’re going to go downtown tomorrow evening and
later to a disco. It’s fun but the weather hasn’t been sunny
all the time. Despite this, we enjoy it here.
Dear Michael,
Here I am in sunny Spain! We’re having a wonderful time.
The weather’s lovely. We went to the beach this morning.
There wasn’t a cloud in the sky. I think I spent too long in
the sun because I’m a bit sunburnt - my nose hurts.
Tomorrow I’m going windsurfing and I can’t wait. I’ve been
in Spain for a week now but I haven’t been to a bullfight
yet \ … seen any bullfighting yet \ … been to the bullfights
yet. Maybe we’ll go next Friday.
Wish you were here.
61 (primer)
The girls were standing by the side of the road.
It was a busy road. Cars and lorries passed but not one of
them stopped. They were near Lancaster now. They couldn’t
take a bus there because they needed money to pay board
and lodging at Grasmere. After some time a car pulled up.
The two girls got to Grasmere in the evening and spent the
night at a Youth Hostel there. The next morning they set
off on a walk round Lake Grasmere. They went to Dove
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Janez Skela
zvo;ni zapisi
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UNIT 1 SHOPPING - The Call of the Mall
A1 NO BREAD AND NO EGGS!
A2 AT THE SUPERMARKET
TRACK 3 - Unit 1, page 13, activity 7b
Complete this dialogue with some and any.
Listen and check.
TRACK 6 - Unit 1, page 18, activity 4
Listen to the conversation in the shop and look at
the shopping list. Tick what the girl buys.
Why doesn’t she buy the other things|
Amanda
Susan
Amanda
Susan
Amanda
Susan
Amanda
Susan
Amanda
I’m really thirsty. Have you got any
orange juice|
No, but there’s some lemonade here.
Would you like some|
Oh, yes, please!
I’m hungry, too. Is there anything to
eat| Have you got any biscuits|
No, but there’s some bread here.
Mmm. What can I have with it|
Well, I’ve got some cheese.
And I think there are some tomatoes.
Have you got any ham|
Er, yes.
Great! A ham, cheese and tomato
sandwich. My favourite!
Grocer
Joyce
Grocer
Joyce
Grocer
Joyce
Grocer
Joyce
Grocer
Joyce
Grocer
Listen. Ask the questions.
1. We need some washing powder.
- How much do we need|
2. We need some sausages.
- How many do we need|
3. We need some cheese.
4. We need some sandwiches.
5. We need some flowers.
6. We need some shampoo.
7. We need some birthday cards.
8. We need some sugar.
9. We need some flour.
10. We need some stamps.
11. We need some films.
12. We need some olive oil.
13. We need some highlighters.
14. We need some mayonnaise.
182
Joyce
Grocer
Joyce
Grocer
Joyce
Grocer
Joyce
Grocer
Morning.
Good morning.
How can I help you|
I’d like a loaf of brown bread and half
a kilo of cheese.
What sort of cheese do you want|
There’s Cheddar and Cheshire.
Have you got any Gorgonzola|
Yes, we have. There you are.
Now, some ice-cream.
A packet of ice-cream, please.
Sorry. I don’t sell ice-cream.
Really| That’s strange. What about ham|
Have you got any ham|
Certainly! Here you are. What else|
Do you need any vegetables| Any fruit|
Yes, I want a kilo of tomatoes, two kilos
of potatoes and some oranges.
Er … sorry, there aren’t any oranges
today. What about some apples|
They’re excellent.
All right. A kilo of apples then, and
that’s all.
So, that’s £1.50 … £1.90 … £2.00 …£5.40.
Oh no! I haven’t got enough money.
I’ve only got £5. Can I put some things
back|
Yes, of course.
I’ll put the apples back.
That’s £4.60 then.
Look at the fruit stall below, then listen and write
in the missing prices.
Dialogue 1>
g Can I help you|
c Yes. How much are the grapes|
g £2.85 a kilo. They’re excellent, from Macedonia.
c All right. A kilo of grapes, please.
g What about some strawberries|
They’re only £3.45 a kilo.
c Er … right. Half a kilo of strawberries then, and
that’s all.
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Dialogue 2>
g Yes, love|
c Have you got any pears|
g Yes, love. They’re very sweet.
c Where are they from|
g France.
c I see. And how much are they|
g £2.35 a kilo.
c Right. Give me a kilo of pears, please.
g Certainly! Here you are. What else|
Do you need any cherries|
c How much are they|
g £3.75 a kilo.
c Half a kilo of cherries then, and that’s all.
Dialogue 3>
g Good morning.
c Good morning. I want a kilo of bananas, please.
g
c
g
c
g
c
g
c
g
c
Sure.
How much are they|
£1.65 a kilo.
Okay.
Here you are. Anything else|
Those plums look great.
Yes, they’re excellent, from Bosnia.
I see. How much are they|
£1.85 a kilo.
Give me a kilo, please.
Dialogue 4>
g Can I help you|
c Yes, please. Have you got any blueberries|
g Er … sorry, there aren’t any blueberries today.
What about some raspberries| They’re excellent.
c All right. Half a kilo of raspberries then, and that’s
all.
g That’s £2.50. Do you need any apricots|
They’re only £2.25 a kilo.
c No, thank you.
Dialogue 5>
g Can I help you|
c Yes, how much are the oranges|
g They’re £1.3 a kilo.
c And how much are the lemons|
g They’re £1.20 a kilo. Here you are.
c Oh, no. No, thank you. I’m just looking.
A3 AT THE SHOP> The price is right
The shop assistant shows you the wrong thing.
Listen and check.
3.
4.
5.
6.
Have you got a cheaper one|
They’re a bit too old. \These are a bit too old.
Have you got any newer ones|
That’s a bit too soft. Have you got a harder one|
They’re a bit too heavy. \These are a bit too
heavy. Have you got any lighter ones|
That’s a bit too short. Have you got a longer one|
Fill in the correct reflexive pronoun. Listen and check.
1.
2.
3.
4.
5.
6.
7.
Let me introduce myself. I’m Ellen’s husband.
My dog hurt itself.
The party was great. We really enjoyed ourselves.
Mr Hill cut himself badly with a knife.
Peggy bought herself a new polo-neck sweater.
Father said> “Children, get yourselves a drink.”
Be careful! Don’t burn yourself \yourselves on the
fire.
8. Can they see themselves in the mirror|
9. The computer can’t programme itself.
10. The cat cleans itself after it has eaten.
11. Betty weighs 70 kg. She shouldn’t eat sweets
but she can’t help herself.
12. History repeats itself.
13. When I see myself in this photo, I have to laugh.
14. She said to her guests> “Make yourselves at home.”
15. Both children hurt themselves when they
played with the knives.
16. I can’t help you. You really must try and help
yourself.
17. How can I understand him if he does not
understand himself|
18. Who is it| Show yourself.
Complete the sentences using a pronoun with self\-selves after a preposition. Listen and check.
1. Are you buying this T-shirt for yourself|
- No, it’s for a friend.
2. My granny talks to herself when she is alone.
3. Bob and Roger looked at themselves in the mirror.
4. Sometimes we should laugh at ourselves.
5. Take care of yourself \yourselves.
6. Lucy and Tim are only seven, but they can take
care of themselves.
7. We can pay for ourselves.
8. Roger should be ashamed of himself.
9. I did the homework by myself.
10. Jonathan only talks about himself.
He is not interested in other people.
1. That’s a bit too big. Have you got a smaller one|
2. That’s a bit too expensive.
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Complete the sentences with a reflexive pronoun.
Listen and check.
1.
g
c
2.
g
c
3.
g
c
g
Have some rice salad, Susan. It’s delicious.
I made it myself.
Yuk! No, thanks. I’d like some pie.
Can I carry that for you|
No, it’s OK. I can carry it myself.
Let’s warm ourselves up with some tea.
Thanks, Gary. Ow! It’s boiling!
Be careful, Rachel. Don’t burn yourself.
4. He is looking at himself in the water.
He loves himself.
He is in love with himself.
5.
g
c
6.
g
c
g
Can I have some lemonade, please|
Yes, help yourself.
What’s that you’re putting up, Daniel|
It’s my latest invention - a shower!
Brilliant! How did you manage all by yourself|
A4 ALWAYS IN FASHION
Complete these sentences with a tag question.
Listen and check.
1. Patricia looks pretty, doesn’t she|
2. Her friend Claire is fat, isn’t she|
3. Patricia and Claire were in a department store,
weren’t they|
4. Patricia and Claire are shopping for dresses,
aren’t they|
5. Patricia looked at the long dresses, didn’t she|
6. Patricia bought two dresses, didn’t she|
7. She is going to keep both, isn’t she|
8. Her father likes the cheaper one better, doesn’t he|
9. Patricia will have a date, won’t she|
10. Patricia went shopping by herself, didn’t she|
11. Patricia has got a lot of dresses, hasn’t she|
12. Patricia and Claire hate shopping, don’t they|
13. Patricia fooled her dad, didn’t she|
14. Claire needs a new pair of jeans, doesn’t she|
15. Patricia’s father is very rich, isn’t he|
184
For tag questions. Listen and check.
1. It’s a beautiful day, isn’t it|
2. You aren’t hungry, are you|
3. You enjoy school, don’t you|
4. I don’t have to go, do I|
5. Terry will come, won’t he|
6. He was ill, wasn’t he|
7. It wasn’t a very good film, was it|
8. Tim isn’t having a shower, is he|
9. Linda didn’t cut herself, did she|
10. I’m not late, am I|
11. Carol came by bus, didn’t she|
12. Your mother likes roses, doesn’t she|
13. Alan could swim underwater when he was
four, couldn’t he|
14. There is a globe in your classroom, isn’t there|
15. Roger doesn’t get £50 pocket money a week,
does he|
16. We haven’t got English once a week, have we|
17. You must wear a life jacket, mustn’t you|
18. You can use a knife to cut yourself free, can’t you|
19. They’re going to play cards, aren’t they|
20.Computers will be able to think for us, won’t
they|
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UNIT 2> PEOPLE IN ACTION
A1 What on earth were you doing there|
TRACK 5 - Unit 2, page 60, activity 10c
Pickpockets at work. Listen and check.
Listen. What were these people doing this time
yesterday| Write their names into the empty
boxes next the place where they were.
1. Where was Mrs Kingsley sitting|
- She was sitting on a bench in the park.
1. Peter, what were you doing this time yesterday|
- I was eating spaghetti.
3. What was she carrying|
- She was carrying an umbrella and a handbag.
2. Barbara, what were you doing this time yesterday|
- I was learning French.
4. What was she doing|
- She was feeding the pigeons.
5. What were the girls in front of the café doing|
- They were sitting at a table and having ice cream.
3. Simon, what were you doing this time yesterday|
- I was taking my dog for a walk.
4. Maggie, what were you doing this time yesterday|
- I was watching a film.
5. Frank, what were you doing this time yesterday|
- I was playing basketball.
6. Lynn, what were you doing this time yesterday|
- I was buying bread.
7. Jane, what were you doing this time yesterday|
- I was buying a blouse.
2. What was she wearing|
- She was wearing a blue dress and a blue hat.
6. What was the boy in the park doing|
- He was flying a kite.
7. Which instrument was the man in front of the
café playing|
- He was playing the guitar.
8. Where was the police officer standing|
- He was standing on the pavement in front of
the café.
8. Bob, what were you doing this time yesterday|
- I won’t tell you. Try and guess.
9. What was the man at a table in front of the
café doing|
- He was reading a newspaper and smoking.
Home alone> Why was the house shaking|
Listen and check.
10. What was the pickpocket doing|
- He was standing behind Mrs Kingsley. \He was
standing behind the bench on which Ms Kingsley
was sitting. He was stealing her purse.
1.
2.
3.
4.
Sarah was sitting on the stairs.
Lucky was pulling down a curtain.
Ricky was drinking beer.
Matthew was sitting on the floor and watching
a film.
5. Ron and Brenda were hugging and kissing.
6. Janet and Debby were dancing wildly.
7. Annie was sitting on the sofa.
8. Mike was running upstairs.
9. Julie was talking on the phone.
10. Bob was standing on the table.
11. Their dinner\food was burning.
12. Joe was playing the guitar.
13. Steve was standing on the sofa.
14. Brian was eating pizza and looking at some
magazines.
11. Who was driving the car> a woman or a man|
- A woman was driving the car.
12. A man was buying a newspaper at a news-stand.
Was he wearing a hat|
- No, he wasn’t. He wasn’t wearing a hat.
13. A woman was standing at the beginning of the
queue at the bus stop. Was she wearing a yellow
or a blue raincoat|
- She was wearing a yellow raincoat.
14. Who was crossing the street> a man or a woman|
- A man was crossing the street.
15. How many children were standing in the queue
at the bus stop|
- Two children were standing in the queue.
16. How many people were looking out of the window
above the café|
- Two people were looking out of the window
above the café.
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A2 - ∂3] A TERRIBLE EARTHQUAKE SHAKES
SAN FRANCISCO
Say what these people were ding when something
suddenly happened. Listen and check.
1. Alice was having a bath when the doorbell rang.
2. Harry was cutting the bread when he cut his finger.
3. A group of youngsters were having a beach
barbecue when it started to rain.
4. We were having supper when the lights went out.
5. Mrs Morgan was getting on the train when she
dropped her ticket onto the railway line.
6. Rachel was cleaning the attic when she found
some old love letters.
7. The Taylors were watching TV when a burglar
broke in.
8. Ian was climbing down a tree when he fell and
cut his chin.
9. The priest was hearing Angelina’s confession
when his mobile phone rang.
10. John was scuba diving when he found a treasure
chest.
11. Boris was picking mushrooms when he met
a bear.
12. Indy was crossing a rope footbridge when
the bridge broke\collapsed.
At the Gordons’ the doorbell is ringing. Everyone
is busy. Listen to the recording first, and then
write down what the family members were doing
when the doorbell rang.
Father
Ron
Father
Ron
Peggy
Ron
Mum
Ron
Mum
186
Ron, the doorbell’s ringing.
Can you answer it, please|
I can’t. I’m cleaning the floor.
Where’s Peggy|
I think she’s in her room. Peggy! Peggy!
Where are you|
In the bathroom. I’m having a bath.
What is it|
Oh, nothing. It’s OK.
Mum, can you answer the door| Peggy’s
having a bath.
No. Can’t you see that I’m making a cake|
Why can’t Dad answer the door|
He’s watching a football match.
Watching a football match|! Tell him to
answer the door at once.
You will hear five short descriptions of sudden
events. Listen to each description, write the
appropriate number next to each picture, and fill
in the table.
1 (B)
It was almost midnight and I was alone at home.
I was sitting in the living room and watching TV.
All of a sudden the lights went out. It was very dark,
and I was scared to death. The wind was blowing
and it was raining heavily. Then, there was a
scream in the kitchen.
2 (B)
I was with some friends in the country. We went
for a picnic, we had sandwiches and things. We were
having a really good time, and we decided to make
a fire, just for fun. We put things on the fire, wastepaper and things, and someone put an empty hairspray canister on the fire. I was standing near the
fire when suddenly the hair-spray canister exploded. It shot from the fire like a bullet and cut my leg.
You live and learn.
3 (M)
This morning I left home later than usual, so I had to
drive to work very fast. When I was going round a
corner, a dog ran across the road. I stamped on the
brakes, but the car skidded across the road. Luckily,
no car was coming the other way. I lost control of
my car and crashed into a lamp-post.
4 (G)
Yesterday I went swimming with my best friend.
We were having a good time in the sea when I
noticed that I didn’t have my watch. How stupid of
me! I forgot about my watch and I didn’t take it off
before swimming. It came off in the water and I
lost it. It wasn’t a cheap watch. I was so upset.
5 (B)
One day, when I was in a department store, I got
into a lift on the ground floor with a lot of other
people. When we got to the fifth floor, there was
a loud noise. Then, halfway between there and the
sixth floor, the lift stopped. Someone pushed the
emergency button and an alarm bell rang. After
about half an hour, an engineer managed to repair
the lift. Next time I go shopping there I’ll use the
stairs.
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Past simple and past continuous. Listen and check.
1. In 1492, Columbus was looking for a new way
to India when his ships reached America.
2. Martin Krpan was transporting heavy sacks
of salt on his mare when a beautiful carriage
came jingling in the opposite direction, and
stopped. In the carriage sat the Emperor
Johann, who was on his way to Trieste.
3. When Tom Sawyer was whitewashing a long
board fence, the free boys came to jeer, but
remained to whitewash.
4. While the Greek ships were hiding, the Trojans
took the wooden horse into their city. That same
night, while the Trojans were sleeping, the Greek
soldiers climbed out of the wooden horse and
opened the city gate.
5. Jacques Cousteau was a famous underwater
explorer. Once he was filming underwater when
some sharks surrounded him. He didn’t have
a knife, he only had a camera.
6. On the night of 14 April 1912, the Titanic, a luxury
cruiser, was sailing from Southampton to New
York when, near Newfoundland, it crashed into
an iceberg> 1,513 passengers went down with
the ship.
7. When Vesuvius erupted many people in Pompeii
were sleeping. Some were eating and drinking,
and some were cooking.
8. In October, 1954, some passengers were riding
by Loch Ness on a bus when a monster came up
to the surface of the lake. It surfaced 100 metres
away and they could observe it for 10 minutes.
9. On 6 August 1945, at 8.15 am, many people in
Hiroshima were sleeping, some were having
breakfast, and some were going to work or
school when Americans dropped a nuclear
bomb on the city. The bomb killed more than
200,000 people. This was the first nuclear
bomb ever dropped on a populated area.
10. On 12 August 2000, the Kursk submarine was
cruising in the Barents Sea when a torpedo inside
the submarine exploded. The submarine sank
and all 118 sailors aboard died. Officials suggested
several possible reasons for the Kursk sinking>
a collision with a foreign submarine, a World War
II mine, a missile from a Russian navy warship,
etc.
Vanessa Redgrave, a famous British actress,
was playing in “The Tempest” at the Globe
Theatre in London when she heard of the Kursk
submarine disaster and decided to raise money
to help the families.
11. On 11 September 2001, at 8.45 am, many businessmen and secretaries were working in the
World Trade Center towers when suddenly a
hijacked airplane crashed into the north tower
with 92 people on board. At 9.03 am, a second
hijacked plane crashed into the south tower
with 64 people on board. At 10 am the south
tower collapsed. The north tower collapsed less
than an hour later. 3,000 people were killed.
A 3 STRANGE STORIES
Put the paragraphs of this story in the right order.
Listen and check.
It was a warm Saturday morning. The birds were
singing and the sun was shining. I was lying in my
bed when the phone rang. I got up and answered it.
A strange voice asked> “Is this Dr Brisk’s hospital|”,
and I said> “Sorry, you’ve got the wrong number”.
At 10 o’clock I went shopping. I was walking down
the street when a stranger stopped me and asked>
“Excuse me, can you tell me the shortest way to
Dr Brisk’s hospital|” I was so surprised. This was the
second time that morning that someone asked me
about Dr Brisk’s hospital. I didn’t know where the
hospital was.
Then I stopped at a café, and I met my friend Rosy
there. We were talking about the good old days.
The waiter was serving coffee when someone came
by and pushed him. He spilled a cup of hot coffee
on my new dress and burnt my arm. What a mess!
Then I saw my bus was coming. I was running to
catch it when my heel came off.
And there was this man. I was trying to pick up
the heel, when he bumped into me.
He was carrying a lot of boxes and bags and couldn’t
see where he was going. Because he didn’t see me,
he tripped over me and fell. In fact, he fell on me
and knocked me down. I fell and broke my leg.
The man telephoned for an ambulance.
The ambulance took me to - Dr Brisk’s hospital!
I was thinking to myself> “At least, now I know
the shortest way to Dr Brisk’s hospital, if someone
asks me again.” What an awful day! Accidents
happen, but that was really too much!
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B2 THE FAN CLUB> WHO LIKES WHO|
Do you know any of the people in the photos
below. Listen and check.
• John Lennon (1940-1980), British songwriter and
singer. He composed some of the most popular
songs of his era. In 1959 he formed The Beatles
with Paul McCartney. He played an important
role in persuading the youth of America to protest
against the Vietnam War. In 1980 a 25-year-old
fan shot him dead in front of his apartment in
New York.
• Tina Turner (1938-), popular American singer,
known for her beautiful voice and her dynamic
stage performance. She started singing when
she was sixteen. She and her husband Ike had a
string of hits in the 1960s and 1970s. In 1987 she
performed to over 3.5 million people in a world
tour of 25 countries.
TRACK 18 - Unit 2, page 84, activity 4a
Listen to this newsflash and fill in the missing words.
MISSING PERSON ANNOUNCEMENT
An eleven-year-old girl, Ann Richardson, was reported
missing two days ago. She is 1.47 metres tall and
weighs 37 kilos. She’s got long straight brown hair
and brown eyes. She wears glasses and has a beauty
spot on her face. When she disappeared, she was
wearing dark green leggings, a long white pullover
and green shoes. She also had a black school bag
with her. Should you have any useful information
about Ann, please call the police at 999.
C PRONUNCIATION
• Elvis Presley (1935-1977), American singer and film
actor, popularly known as the “King of Rock’n’Roll”.
In the 1950s, people began hearing a new kind of
music. It was called rock ’n’ roll, and young people
loved the sound of it. To them, Elvis Presley was
the king of rock ’n’ roll. During his life, he made
33 movies. 45 of his records sold over one million
copies, and he helped change American music
forever. He built his dream house in Memphis.
It was called “Graceland”.
Listen and check.
• Janis Joplin (1943-1970), American singer, often
called the first female superstar of rock music.
She was the star of several major music festivals
of the 1960s, such as the Woodstock Music and
Art Fair (1969).
I BITS AND BOBS
• Bob Dylan (1941-), American singer and composer.
His songs (e.g. “Blowin’ in the Wind”) expressed
the hopes and angers of his generation, and
became anthems of anti-war protest. He travelled
widely throughout the United States and sang
about the poor and downtrodden.
• Barbra Streisand (1942-), American singer, actor,
director, and producer. She impressed both the
film world and the public with her acting and
directing talent. In 1968 she won an Oscar. In 1987
she was awarded a Grammy award for best female
pop vocalist.
188
B3 WHAT DO YOUR CLOTHES SAY ABOUT
YOU|
1. Adam is completely naked.
2. Peter is wearing a scarf, a jacket and trousers.
3. Sally is wearing sunglasses, a vest, shorts and
trainers.
4. Jeff is wearing a beret, a coat and gloves.
TRACK 26 - Unit 2, page 95
NONSENSE RHYME
The following rhyme is nonsense.
Rewrite it so that it will make sense.
A
’Twas in the month of Liverpool
In the city of July,
The snow was raining heavily,
The streets were very dry,
The flowers were sweetly singing,
The birds were in full bloom,
As I went down the cellar
To sweep an upstairs room.
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UNIT 3> AWAY FROM HOME
A1 DAILY CHORES
Listen. What information do you find in the text
about the following people| Tick the appropriate
box(es).
A day in the life of an au pair
Nicoletta Rossi is eighteen years old and she comes
from Florence, a beautiful town in Italy. She is a student of English and she has decided to go to Britain to
learn the language. She is working as an au pair with a
family called Harrison. This is her story>
“My host family are the Harrisons. They live in
Leicester, an old town north-east of Birmingham.
Mr and Mrs Harrison have got two children - Timothy
and Lucy. Timothy is only four and he goes to
kindergarten. He is a noisy little devil. He is very
cheeky and uses swear words a great deal. His sister
Lucy is eleven and she goes to primary school. She
is very different from her brother and I like her very
much because she is a very nice girl. Mr and Mrs
Harrison both work. Mr Harrison is an engineer
and works in a car factory. Mrs Harrison is a doctor
in the local hospital.
I get up at 7.30 am and help Mrs Harrison prepare
breakfast. We have breakfast at 8 o’clock. The family leave home at 8.30. I stay at home and do some
housework> I make the beds, do the washing up,
the hoovering, the ironing, and the like. At 10 o’clock
I usually take my family’s dog out for a walk. On my
way home I do the shopping, too. In the afternoon
I cook and when the family come home, dinner is
ready. In the evening I sometimes watch TV. Once
a week I have a day off, and I go out with my friends.
The family give me £20 pocket money a week. The
family go to bed early. I like my evenings best. I can
be alone in my room and I can read and think and
write in peace. I usually go to bed at midnight.”
Listen and complete, using these adverbs.
1. Timothy is very cheeky and often uses swear
words.
2. The Harrisons always have breakfast at 8
o’clock.
3. The family never leave home before 8.30 am.
4. Nicoletta never takes Timothy to kindergarten.
5. Mr and Mrs Harrison always go to work by car.
6. At 10 o’clock Nicoletta usually takes her family’s
dog out for a walk.
7. When the family come home, dinner is always
ready.
8. Once a week Nicoletta has a day off, and she
goes out with her friends.
9. In the evening Nicoletta sometimes watches TV.
10. Nicoletta seldom spends her evenings with her
friends.
11. The Harrisons always go to bed early.
12. Nicoletta rarely goes to bed before midnight.
A2 HAVE YOU DONE THE HOOVERING YET|
Mr Lazyman and Mr Handyman. Listen and check.
1. Felix still hasn’t mown the grass.
2. He still hasn’t fixed the gutter.
3. He still hasn’t weeded the garden bed.
4. He still hasn’t trimmed the hedge.
5. He still hasn’t painted the door.
6. He still hasn’t pruned the tree.
7. He still hasn’t watered the flowers.
8. He still hasn’t oiled the hinge.
9. He still hasn’t sprayed the bush.
10. He still hasn’t raked the dry leaves.
11. He still hasn’t replaced the plank in the fence.
12. He still hasn’t paved the path.
13. He still hasn’t repaired the roof.
Look at the pictures and say what has happened.
Listen and check.
1.
2.
3.
4.
5.
6.
She’s lost weight.
He’s written a letter.
She’s eaten an apple.
He’s washed the/his car.
He’s scored a goal.
The lion’s killed the antelope.
\The lion’s caught the antelope.
7. The boy’s broken a\the window.
8. He’s knocked him out.
9. The wolf’s eaten up Little Red Riding Hood.
10. He’s jumped from the plane.
11. She’s closed the window.
12. The caterpillar has turned into a butterfly.
189
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Listen and repeat.
B 2 PAINT THE TOWN GREEN
1. Don’t eat that cake.
- Too late. I’ve already eaten it.
Now listen and find out why each animal is in
danger. What have we done to the animals|
Match the animals and the dangers. Write the
animals in the table.
2. Do you want to hear this song|
- No, I’ve already heard it.
3. Don’t water the flowers.
- Too late. I’ve already watered them.
4. Do you want to read this book|
- No, I’ve already read it.
5. Don’t invite George to the party.
- Too late. I’ve already invited him.
6. Do you want to see this video film|
- No, I’ve already seen it.
7. Don’t buy the tickets.
- Too late. I’ve already bought them.
8. Don’t drink that water.
- Too late. I’ve already drunk it.
9. Don’t tell her the secret.
- Too late. I’ve already told her.
10. Do you want to have a cup of tea|
- No, I’ve already had one.
11. Don’t post that letter.
- Too late. I’ve already posted it.
12. Do you want to visit the museum|
- No, I’ve already visited it.
13. Don’t press that button.
- Too late. I’ve already pressed it.
14. Do you want to meet Prince William|
- No, I’ve already met him.
Look at the pictures and say what has just happened. Listen and check.
1. He’s just blown a bubble.
2. The children have just made a snowman.
3. He’s just caught a shark.
4. It has just started to rain.
5. She’s just bought a new dress.
6. They’ve just got married.
7. He’s just got up. \He’s just got out of bed.
8. He’s just delivered the mail.
9. She’s just done her nails.
10. The balloon has just burst.
11. He’s just won an Oscar.
12. He’s just had a shower.
190
Animals in danger
These animals are in danger. People are their
enemies. For hundreds of years people have killed
tigers and grizzly bears for their skin and fur, they
have hunted rhinos for their horn and they have
cut down the forests which are the home of gorillas
and pandas. They have destroyed the clean rivers
where otters swim. Today people are still hunting
these beautiful animals and destroying their home.
Because of this there are very few of these animals in
the world. Thousands of animals are in danger now.
In the 1970s African elephants numbered in millions<
today there are only about 600,000. Along with
gorillas, elephants are the gardeners of the African
forests.
Before the 18th century people only hunted whales
for food. Since the 18th century men have hunted
whales for profit. In 1900 there were 140,000 blue
whales in the oceans, today there are only 6,000.
Also, the tuna industry has put dolphins at risk.
When fishermen are fishing for tuna, they put out
really big nets, and quite often they catch dolphins
in the nets. In the past 30 years the tuna-fishing
industry has killed more than 6 million dolphins.
Sometimes the sea is used as a rubbish dump.
Pollution like this harms the plants and animals
that live there.
The bald eagle is the national bird and symbol of
the USA. By the 1960s their number fell to less than
500 nesting pairs. This was because people shot so
many of them, destroyed their habitat, and polluted
their food sources.
We should protect animals in danger by law, plant
new forests and cut down pollution. If this doesn’t
happen, many wild animals will soon have just one
habitat> the zoo.
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C PRONUNCIATION
Contracted forms with have and has. Read out the
following sentences using the short form. Then
listen and repeat after the recording.
1. I’ve packed my suitcases.
2. Nicoletta’s ironed Mr Harrison’s shirts.
3. You’ve cleaned the bathroom.
4. She’s lost weight.
5. Robert’s eaten an apple.
6. They’ve washed their car.
7. The lion’s killed the antelope.
8. The boy’s broken the window.
9. The caterpillar’s turned into a butterfly.
10. Somebody’s left a pair of slippers in the bedroom.
UNIT 4> LIFE IS (NOT) A FILM
A2 AT THE PIZZA-RESTAURANT
Listen and complete the chart.
Dialogue 1
Interviewer Mr Deed, you’re a stunt man, aren’t you|
Mr Deed
That’s right.
Interviewer What’s the most dangerous stunt
you’ve ever done|
Mr Deed
It’s hard to say. I’ve done lots of dangerous stunts. I’ve jumped from speeding
cars, and I’ve fought a crocodile.
Interviewer Wow! Really|! When did you fight a
crocodile|
Mr Deed
About 10 years ago, in the film Crocodile
Dundee.
Dialogue 2
Interviewer
Mrs Globetrotter, you like
travelling very much, don’t you|
Mrs Globetrotter Yes, I do. I’m absolutely crazy
about travelling.
Interviewer
I bet you’ve been all over
the world.
Mrs Globetrotter Not quite, but I’ve been to Mexico
and China, and I’ve been to
almost everywhere in Europe.
Interviewer
When did you visit China|
Mrs Globetrotter I went there four years ago.
Interviewer
Did you like it|
Mrs Globetrotter Of course I did. China’s an
extremely interesting country.
Dialogue 3
Interviewer Mr Kung Fu, you’re very good at sports,
aren’t you|
Mr Kung Fu Well, yes, I think so. I’ve done lots of
different sports.
Interviewer Have you ever tried parachuting|
Mr Kung Fu No, I haven’t, but I’ve done karate.
I’m really good at it.
Interviewer Isn’t karate a dangerous sport|
Mr Kung Fu Yes, it can be. I’ve already had an
operation.
Interviewer Oh, have you| What happened|
Mr Kung Fu It was three months ago. My partner
wasn’t careful, he hit me and broke
my nose.
Ethel’s Personal Experience Chart. Listen and
note down when Ethel did something, using the
pictures and the chart below.
1.
2.
3.
4.
5.
6.
7.
In 2002, she was in prison.
In 2000, she played the drums in a band.
In 1996, she rode an elephant.
In 2004, she climbed Mt. Everest.
In 1997, she broke her arm.
In 2005, she got married for a fifth time.
In 1998, she saw the pyramids. \In 1998, she
went to Egypt. \In 1998, she rode a camel.
8. In 2001, she worked in a bar.
9. In 2003, she flew a plane.
10. In 1999, she made a parachute jump.
191
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B1 HOLIDAYS WITH A DIFFERENCE
Listen and try to guess the country. Write the
appropriate number next to each advertisement.
Listen to four people talking about their holidays.
Note down the holidaymaker’s name under each
advertisement, and write short answers to the
questions.
Dialogue 1
Country 1
This country is very large. It’s a continent too.
The official language is English. The symbol of the
country is the kangaroo.
Country 2
This is a European country. It is situated north of
Spain. It is famous for good wines, especially champagne. Its capital is known for the Eiffel Tower.
Country 3
This country is not in Europe. It is a very large and
rich country. Jeans, hamburgers and Coca-cola have
their origins in this country. A big city on the east
coast is famous for the Statue of Liberty.
Country 4
This country is situated in the south of Europe. It’s a
bit smaller than France and is famous for bullfights.
Picasso was born in this country.
Country 5
This is a very large country with the largest population in the world. It is not in Europe. Its language
is very difficult to learn. It’s famous for the Great
Wall, which is about 2,450 kilometres long, and 16
metres high.
TRACK 10 - Unit 4, page 172, activity 7e
Which four items (a) Sharon and William had to
take on a camping holiday< (b) Nancy has to take
on a sightseeing holiday< (c) Mark will have to
take on a backpacking holiday| Listen and check.
Sharon and William
We like holidays that our children enjoy as well.
That’s why we go camping. We went on a camping
holiday last summer too. Among other things, we
had to take a sleeping bag, a tent, a stove and a torch.
Nancy
I like going to museums and galleries - at my age
sightseeing is my favourite activity. I go on a sightseeing holiday every summer. Among other things,
I have to take a map, a camera, an umbrella and
enough money.
Mark
I like somewhere off the beaten track - you know,
places that aren’t full of tourists. I’m going on
a backpacking holiday this summer as well.
Among other things, I will have to take a backpack,
binoculars, a map and a compass.
192
Mrs Rich
Mrs Walker
Mrs Rich
Mrs Walker
Mrs Rich
Mrs Walker
Mrs Rich
Mrs Walker
Mrs Rich
Mrs Walker
Good morning, Mrs Walker.
Good morning, Mrs Rich.
I haven’t seen you for a long time.
Well, we’ve been on holiday.
We came back only yesterday.
Oh, really!| Where did you go|
We went to Bulgaria, near the Black
Sea.
Bulgaria! What was it like|
Oh, we had the most wonderful time.
Bulgaria’s one of the most beautiful
countries we’ve ever visited.
Yes, I can imagine. But it was quite
an expensive holiday, wasn’t it|
Not really. It was only £95 per person.
Dialogue 2
Bob
John
Bob
John
Bob
John
Bob
John
Bob
Hello, John! Welcome back.
Hi, Bob.
You look great. Where did you spend your
holiday|
Well, this year I went to Scotland,
Drimsynie Village.
I’ve never been there. What was it like|
I liked it very much. You know, I prefer to
be active when I’m on holiday.
Yes, I know.
And in Drimsynie Village there’s a wonderful
leisure centre, and I could do all sorts of
sports - swimming, golf, bowling, …
Yeah, but what I really want to do is lie on
a beach somewhere with a good book.
Dialogue 3
Mrs Hood
Mr Ward
Mrs Hood
Mr Ward
Mrs Hood
Mr Ward
Mrs Hood
Mr Ward
Mrs Hood
Good evening, Mr Ward.
Good evening, Mrs Hood.
How was your holiday in Cornwall|
It was okay. The weather was fine, and
we could sunbathe and swim.
Wasn’t the sea a bit cold|
Yes, but we didn’t mind that. We could
use a heated pool. And we could do lots
of water sports.
Did you go there by car|
No, this year we travelled by coach and
it was very comfortable.
That’s good.
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Dialogue 4
Bruce Hi, Judy. You’re beautifully suntanned.
Where have you been|
Judy Greece.
Bruce Oh, Greece again.
Judy Yes. I love everything about Greece - the
language, the food, the climate, the people
- everything. That’s why I go to Greece
every summer.
Bruce Yes, I know. But why don’t you go to Spain
or Italy for a change|
Judy No, I’ve been to Spain and Italy. I went there
two years ago, but I didn’t like it very much.
Bruce How did you travel to Greece| You’ve sold
your car, haven’t you|
Judy Yes, that’s right. I went by air.
193

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