/9789612710750

Joanne Collie

knjigarna.com swis721 CMYK 10/100/90/0

Dear Student,

2 aims to help you el ev L p U ay W is ted Workbook for th plex and sophistica m As at Level 1, the co y gl n si ea cr d nglish in in of the grammar an communicate in E h uc m d n fi l il w book , you ded. ways. In the work recycled and exten s, it un k oo B t’s n Stude over the vocabulary of the tend your control ex ou y lp he to ed nd sign es of text, understa ec The exercises are de pi ed lv vo in e or nger and m fferent language, read lo d in the many di an d ee sp al ur at n oken at write with greater ly al n fi English that is sp d an , ld or nd all over the w varieties that we fi ncy. accuracy and flue ion. The oken communicat sp e ov pr im to rs he with ot can listen to In class, you work our own pace. You y at k or w to ce our chan ou like and take y y workbook is your as n te of as os atch the vide ou are d the situations y the recordings or w an ts in po ar m reached t the gram time to think abou the level you’ve now at e ag gu n la e th nding concepts meeting. Understa ed to consider new k as be l il w u Yo . stage lenge sary at an earlier es is certainly a chal ec n em se ’t dn sier ions that di the material, the ea and make distinct ad re d an en st li e more you elings. of learning. But th n thoughts and fe ow r ou y s es pr ex to it will become . arning experience le r ou y on ck ba r own you can look unity to record you After each module, rt po op an , ly on your eyes et to let This section is for al aims. Don’t forg on rs pe f el rs ou y t and se ou! hard-won progress ppy to hear from y ha s ay w al e e’r w : back us have your feed to comfort in your “way up” ep st al n fi is th start on Good luck as you h. and ease in Englis hes, With our best wis

knjigarna.com swis721 e Rokus Klett team

th Joanne, Maja and

CMYK 10/100/90/0

Contents 1

Create your own space

4

2

Inventions and hoaxes

8

3

Foods that charm, foods that harm

14

4

All about art

18

5

Song and dance

24

Module 1 Skills enhancement

28

Blogs and logs

31

6

The internet and the media

32

7

The final frontier

36

8

Addictions

42

9

Learning outside the classroom

46

10

Bionics

52

Module 2 Skills enhancement

56

Blogs and logs

59

11

Linking school and work

60

12

Finding the right way forward

64

13

Soft sell

70

14

Entrepreneurs

74

15

University or work?

80

Module 3 Skills enhancement

84

Blogs and logs

87

16

Lifestyles

88

17

Gender agendas

92

18

Languages in the world

98

19

A rainbow world

20

Relationships

knjigarna.com swis721

Module 4 Skills enhancement

CMYK 10/100/90/0

102 108 112

Blogs and logs

115

Editing and writing skills

116

1 Create your own space 1 Write the correct tense of the verb.

1 My friend Julie (just move) to a new house and she and I (decide) to remodel her bedroom.

2 At the moment, we (study) examples in design magazines and (start) to draw plans for the bedroom.

3 It (be) quite a large room but the previous owners (use) it as a store room so we (decide) to redecorate it.

4 Yesterday we (go) online to find out about energy-efficient lighting.

5 This is important because Julie often (experience) headaches when she (do) her homework in the evening.

6 We (want) to find a good spot for her desk but for some time now we (have) some problems with the layout of the room.

7 We (want) to put her desk beneath the window, but we (find) there just (not be) enough space.

8 We (puzzle) over this problem for quite a while, but her dad (now solve) the problem by buying her a new desk.

2 A Read the a sentences and use the information to complete the b sentences. Use the Past Simple or the Past Simple Continuous.

1 a The school remodels its classrooms every five years. b Last year, it our classroom.

2 a While remodelling, the school sometimes tries new layouts. b While the school last . year, it 3 a Students are learning to use the whiteboard. b That was the time when .

4 a New windows provide better ventilation. b The old windows very good ventilation.

5 a We are starting to make storage space available to students. b In the past, students any storage space at all.

B Unscramble the questions, then answer them for yourself.

1 2 3 4 5

you this have books month What read? studying you been year What this subjects have? do research today online to you Have gone? ever you website Have designed a? been Where homework you your doing have?

My answers: 1 2 3 4 5

3 A Circle the right choices in these sentences.

1 When a UK educational psychologist first is starting / started, he was / wasn’t much interested.

2 Then a colleague from New Zealand went / is going with him to visit secondary schools in the UK. 3 Afterwardssh e is saying / said that she was being / had been shocked by the schools.

4 She was working in schools that had been designed / were designing for students.

5 The UK psychologist confirmed / is confirming that students still moved / had moved during the day.

6 He redesigned / redesigns a school that was being / was unsatisfactory.

7 The subject classrooms are / were being now much lighter, and the school also includes / was including a common room for students.

8 Hea lso intending / intended to replace the locker rooms in the basement, but didn’t have / had time to complete the job.

knjigarna.com swis721 CMYK 10/100/90/0

4

7 What is the common room like?

8 How has the locker room been changed?

9 What is the quiet room like?

4 A Match the adjectives 1–9 with their opposites a–i.

1 2 3 4 5 6 7 8 9

light roomy bored unsurprised uncomfortable noisy ample sensitive traditional

a b c d e f g h i

quiet harsh dark revolutionary cramped insufficient interested comfortable shocked

B Fill in the missing adjective form of the verbs and find an appropriate noun from the list or use your own. Some nouns can be used with different adjectives.

B www.srednja.net/gradiva/dijaki/anglescina Listen to an interview with an educational psychologist and check your answers to activity 3A.

parent example access

Verb

C Write short answers to these questions from memory. Then listen again to check and complete your answers.

1 distract

1 What was the educational psychologist not interested in, at first?

2 bemuse 3 learn

2 What were some of the UK schools like?

difficulties classroom committee

behaviour pathway student walk problem teacher trend teenager aspect Adjective (Past Participle)

Adjective (-ing form) distracting noise

learned/learnt behaviour

4 astonish 5 organise

3 What shocked the New Zealand psychologist?

6 motivate

knjigarna.com swis721

4 What were some of the impressive features about New Zealand schools?

7 remodel 8 forbid

5 Why do secondary school students still move from classroom to classroom?

6

remodelling urge

forbidden access

9 exist

CMYK 10 recur 10/100/90/0 Why was the school unsatisfactory in the past?

5

5 Find the words/expressions in each category. They are all in the Student’s Book. Add one more word/expression to each category.

1 Things needed in classrooms: w b , r b , b r m e , c u 2 Good aspects of well-designed classrooms: l h , v a , s t a n e 3 What you can post on a classroom website: a g e , s r s r , c t g p

6 A Read the text and circle the right choices for the gaps.

1 2 3 4 5 6 7 8 8 10

a a a a a a a a a a

changeable inspiration schools televisions pattern modules diets determined joint understanding

b b b b b b b b b b

harmonious animosity person health-care community houses funding sighted advanced height

c c c c c c c c c c

diverse well-being individuals new cars geography transport living tired admirable range

Partnerships with schools elsewhere Local communities in the UK are increasingly 1 , the food and clothes in our shops travel the world to reach us, the markets where we trade are global, the web that we surf has no passport control. Today children and young people draw influences and 2 from everywhere on earth – from the music they play to styles they adopt. And more and more of us find ourselves working overseas – in the future one in four jobs will relate to international trade.

Modern technology means that the everyday, humdrum decisions we make as 3 can make a difference to the lives of our neighbours thousands of miles away. Our energy choices can influence rainfall patterns or sea levels on another continent.

Our consumer choices may dictate what a poor family earns – and whether they can send their children to school or afford 4 . When we face challenges in this “interdependent” world we have to solve them together. Which means we have to understand each other – to know each other better – and we need the skills and techniques to build trust and establish equal relationships.

The Anderson High School in Shetland, for example, has a partnership with the South Peninsula High between School in South Africa. Shared 6 South African history students and Shetland modern studies students have explored the theme of “Sharing Pasts: Shaping Futures”. Discussions between year two biology students around shared videos of science experiments have highlighted the importance of avoiding HIV infection as part of healthy 7 .

The Dorton House School for the Blind in Sevenoaks has a partnership with the Milton Margai School for the Blind in Freetown, Sierra Leone. Pupils and staff in both schools are working to broaden the experiences of blind and partially 8 young people. Students have been exchanging Braille letters and some have formed lasting friendships.

The schools are developing a 9 scheme of work on Conflict Resolution, starting with a discussion on the meaning of conflict at a personal level, and broadening out to encompass conflict within the family, community and recent civil or international conflict.

knjigarna.com swis721

CMYK 10/100/90/0 School partnerships can provide a context for

Well planned school partnerships can help children from scores of countries learn more about the rich diversity of our global 5 . Many exciting partnerships between schools in the developed and developing countries already exist.

of rich and topical content across a 10 subjects, helping teachers and students understand development and global citizenship.

7 A Read the text again and find two more examples of:

1 nouns used as adjectives with a noun: passport control, 2 adjectives derived from nouns, ending in -al: globe/global, 3 adjectives ending in -ing: exciting (partnerships),

B Write a sentence to illustrate the following nouns used as adjectives. Number 1 is an example.

desk B Re-read the text and correct the seven false statements.

1 In the UK, the web is the only way of being in touch with other parts of the world.

2 Our leisure pastimes are global, but the way we dress is traditional.

3 Our use of energy can’t influence people in far-away places.

4 What we buy may have an impact on less wealthy people.

5 Developed countries have to understand developing countries because they are superior in skill and techniques.

6 In the future, partnerships will link schools in developed and developing countries.

7 A school in Scotland is sharing history and language classes with a South African school.

8 Shared lessons can be planned using the same medical videos.

9 Blind pupils can’t become pen pals because they all use different forms of writing.

10 Some schools teach ways of solving conflicts between people and communities.

1 2 3 4 5 6 7

family

school

website

world

1 I have a new bedroom layout and I need a new desk lamp.

2 3 4 5

C Derive adjectives from these nouns or verbs and find an appropriate noun for each of them. Number 1 is an example.

magic logic

fiction shock education plan drive finance

frighten win

1 a magical adventure 2 3 4 5 6 7 8 9 10

knjigarna.com swis721 CMYK 10/100/90/0

7

2 Inventions and hoaxes 1 Complete these sentences, using the correct form of the verb.

Read carefully: some of the verbs are negative.

1 Some Americans think that you can do anything if you (want) it enough.

2 If you want something, you (roll up) your sleeves and (get on with) it.

3 If you look at the lives of inventors, you (find) common features.

4 In our class, three or four students (be) good inventors if they (find) the right support.

5 Josh has already worked hard on his project and (complete) it if he can before the end of term.

6 He (get) some funding if he (apply) for it, because he’s got excellent references from his tutors.

7 Janice too (be) full of bright ideas and (come up with) interesting projects if only she (be) more determined to complete them.

8 Ellen (be) a good inventor even if she (try), because she hasn’t got any curiosity about how things work.

9 IfK eith (work) harder at school, he (achieved) better results, but he never (take) his science lessons seriously enough.

10 Mosti nventors (got) as far as they did if money (be) their main motivation.

2 Complete the advice or comments for Josh, Janice, Ellen or Keith, using one of these modal verbs.

can could may may not might not

might

can’t

couldn’t

1 Josh, if you apply now, you fail to get funding for research.

2 Janice, you have got talent. It you try harder, you definitely succeed.

3 Ellen, focus on your arts subjects. Even if you tried, you be a scientist.

4 Keith, if you took science more seriously, you certainly walk into a brilliant career.

5 Josh, keep trying. You always succeed at first, but you will in the end.

6 Janice, if you worked with a partner, this help you to complete your projects.

7 Ellen, don’t despair: think of your sister. If she hadn’t failed at science, she have found her perfect career in film-making.

8 Keith, if you can find a good job in a lab, this give you the incentive you need.

3 A Use the drawings to complete the sentences that express present results of a past event.

1 If the zipper hadn’t been invented, we would still .

2 If light bulbs hadn’t been invented, we .

3 If Josephine Cochrane had given up trying to make her bright idea work, we .

4 If Levi Strauss had been happy with traditional clothes, women .

5 If Alexander Graham Bell had failed to market his discovery, we .

1

knjigarna.com swis721 2

CMYK 10/100/90/0

8

B Match the events in the past with the ongoing condition that caused them.

3

1 2 3 4 5 6

I would have passed if If I weren’t always so disorganised If this country had more snow My computer’s still out of order, otherwise If only the competition was in the winter If my parents were richer

a b c d e f

I could have trained as a skier.

I could have entered it last year.

I’d have gone to summer camp.

I weren’t so nervous in exams.

I’d have emailed you yesterday.

I wouldn’t have lost my mobile.

4 Write sentences about yourself.

1 If I have enough money at the end of this month, .

2 If I had just a bit more energy, I .

3 If I had been able to travel to Australia last year,

4

.

4 If I weren’t always so very busy, I .

5 If I had had more opportunities to watch Englishlanguage films, I .

5 Find the mistakes in verb tenses in seven sentences, and correct them.

5

1 I would like to play a practical joke on my friend Jem, but I failed.

2 I wish I study more about the technology of mobile phones before I began.

3 If only I listen to Chris, the number one techie in my class!

4 He suggested changing Jem’s mobile number, which would be excellent but I wasn’t clever enough to do it.

5 I wish I hadn’t tried to switch Jem’s number for the local pizza house.

6 It would work but I made a terrible mistake.

7 I stupidly linked the pizza house to my own phone number at home.

8 My parents would find it funny, but the pizza house complained.

9 I wish Jem and my other classmates could just forget the whole incident.

10 Most of all, though, I wish I know how to switch the numbers successfully.

knjigarna.com swis721 CMYK 10/100/90/0

9

6 Read the clues and do the crossword puzzle. The answers are the final words in multi-word expressions, all in Unit 2.

1

2

3

4 5

Across 1 alarming arrivals: flying ...

7 unprofitable: poorly ...

9 unexpected, but nice: weird and ...

11 used when removing hair: shaving ...

12 helps hearing: bionic ...

13 learning to do things: skills ...

15 useful tools: everyday ...

6 7

8

9

10

Down 2 a film extract: video ...

3 a black box in airplanes: flight ...

4 the least possible: barest ...

5 where you find things: source ...

6 controlling emotions: self ...

8 urban inhabitants: city ...

10 a painting con: art ...

14 similar aspects: common ...

16 the reach of the police: the long ...

11

12 13

14

15

16

7 A Choose the right word for the gaps.

a b c d e f

in apart into to from up with

g h i j k l

out of for on up at after out

B Match the sentence beginnings (1–6) with the right endings (a–f).

1 Inventors were always good at taking things to see how they work.

2 They weren’t happy accept off-the shelf solutions. new inventions.

3 This is why they came 4 They wanted to change the world the better.

5 A scientist disappeared finding some flying penguins.

6 He wished he had not been led crime.

7 Inhabitants were frightened when the volcano belched smoke.

8 He put old tires in the volcano and set them fire.

9 Peoples pilled their homes onto the streets to gaze the volcano.

10 A ship appeared Sydney Harbour towing a giant iceberg.

11 The business man promoted his scheme to tow an iceberg Antarctica.

1 2 3 4 5 6

I am clumsy and break things easily but ....

My brother’s usually not satisfied with ....

For every successful invention, there are many that ...

I sometimes wonder whether technology ...

The rescue helicopter dropped huge bags of water to ...

A tugboat managed to ...

a b c d e f

prove to be failures. put out a fire raging on board the ship. finding partial solutions to problems. changes our lives for the worse. tow the damaged boat into harbour. always manage to put them together again.

knjigarna.com swis721 CMYK 10/100/90/0

10