VOCABULARY & LANGUAGE€¦ · VOCABULARY & LANGUAGE ACTION SHEETS Kopiervorlagen mit Lösungen 3 _4XSG4_9783060332977 Inhalt_S001 1 30.03.15 11:10

VOCABULARY & LANGUAGEACTION SHEETSKopiervorlagen mit Lösungen

• Das Lehrwerksystem

Für Schüler und Schülerinnen

ÜBENVERTIEFENNACHSCHLAGEN

Für Lehrer und Lehrerinnen

DIAGNOSTIZIERENFÖRDERNPRÜFEN

UNTERRICHTENVORBEREITEN

English G | 3 Vocabulary and Language Action Sheets

Kopiervorlagen für Ihre Schülerinnen und Schüler (mit Lösungen) - zum Wiederholen, Festigen und Überprüfen des Wortschatzes - zum Erarbeiten und Festigen der zentralen grammatischen Strukturen

3

ISBN 978-3-06-033297-7

,!7ID0G0-ddcjhh!

_4YWFI_9783060332977 U1+U4_SIV 4-1 02.04.15 12:59

English G Access · Band 3 Vocabulary & Language Action Sheets

Kopiervorlagen mit Lösungen

Im Auftrag des Verlages herausgegeben von Jörg Rademacher, Mannheim

Erarbeitet von Dominik Eberhard, Bonn (Vocabulary Action Sheets) Uwe Tröger, Hannover (Language Action Sheets)

Titelbild F1online digitale Bildagentur, Frankfurt/Main (The Shard (M); mauritius images, Mittenwald (Big Ben (M): ImageBROKER)

Illustrationen Vocabulary Action Sheets: Roland Beier, BerlinLanguage Action Sheets:Tobias Dahmen, Utrecht, Niederlande, www.tobidahmen.de

Layout und technische Umsetzung zweiband.media, Berlin

Umschlaggestaltung kleiner & bold, Berlin hawemannundmosch, Berlin

www.cornelsen.de www.englishg.de/access

1. Auflage, 1. Druck 2015

Alle Drucke dieser Auflage sind inhaltlich unverändert undkönnen im Unterricht nebeneinander verwendet werden.

© 2015 Cornelsen Schulverlage GmbH, Berlin

Das Werk und seine Teile sind urheberrechtlich geschützt. Jede Nutzung in anderen als den gesetzlich zugelassenen Fällen bedarf der vorherigen schriftlichen Einwilligung des Verlages.Hinweis zu den §§ 46, 52 a UrhG: Weder das Werk noch seine Teile dürfen ohne eine solche Einwilligung eingescannt und in ein Netzwerk eingestellt oder sonst öffentlich zugänglich gemacht werden. Dies gilt auch für Intranets von Schulen und sonstigen Bildungseinrichtungen.

Druck: H. Heenemann, Berlin ISBN 978-3-06-033297-7

_4YTWK_9783060332977 Inhalt_S039 39 02.04.15 09:01

VOCABULARY & LANGUAGEACTION SHEETSKopiervorlagen mit Lösungen

3

_4XSG4_9783060332977 Inhalt_S001 1 30.03.15 11:10

Vorwort

English G Access | 3 Vocabulary & Language Action Sheets

Dieses Heft enthält 24 Kopiervorlagen:

• 10 Vocabulary Action Sheets (+ Lösungen)

• 14 Language Action Sheets (+ Lösungen)

Vocabulary Action Sheets (VAS): Sichere Wortschatzkenntnisse sind nur zu erreichen, wenn die eingeführten und „gelernten“ Wörter und Wendungen regelmäßig wiederholt, geübt und kontrolliert werden. Die VAS ermöglichen – unitweise – eine motivierende Beschäftigung mit dem erlernten Wortschatz: Die Schülerinnen und Schüler (S) entschlüsseln die einzusetzenden Vokabeln mithilfe von Kurzdefinitionen, vervollständigen kurze Beispielsätze, üben Wortschatz nach Wortfeldern, suchen Gegensatzpaare, versprachlichen Bilder. Auf diese Weise wird der zu beherrschende Wortschatz besser vernetzt und gespeichert, als es durch die alleinige Beschäftigung mit den Vokabellisten des Schülerbuches geschehen kann. Zu jeder Unit des Schülerbuches English G • Access 3 stehen jeweils zwei VAS mit dem größten Teil des produktiv zu beherrschenden Wortschatzes zur Verfügung. Language Action Sheets (LAS): Zu jeder Unit des Schülerbuches English G • Access 3 werden zwei bis vier LAS angeboten, mit denen die S die zentralen grammatischen Strukturen erarbeiten und/oder festigen können. Jedes LAS beginnt mit einem Abschnitt, der die S auf eine oder mehrere Seiten im Schülerbuch English G • Access 3 verweist. Mithilfe der genannten Stellen im Schülerbuch vervollständigen die S zunächst Sätze oder kurze Dialoge, die die zu erarbeitende grammatische Struktur enthalten. Je nach grammatischem Phänomen komplettieren die S anschließend Paradigmen, machen sich grammatische Bildungs- und Funktions-Regularitäten bewusst und vergleichen ggf. mit verwandten grammatischen Phänomenen. Dabei werden sie kleinschrittig angeleitet durch zweisprachige Arbeitsanweisungen zu den einzelnen LAS-Abschnitten. Jedes LAS endet mit einem Verweis auf den zugehörigen Grammar File-Abschnitt des Schülerbuches. Die LAS können im Rahmen des flexiblen Grammatikkonzepts von English G • Access anstelle der Looking at language-Abschnitte des Schülerbuches zum Einsatz kommen (zu den Einsatzorten der LAS siehe die Inhaltsübersicht auf der nächsten Seite). Am Ende des Schuljahres halten die S eine selbst erstellte Elementargrammatik in Händen, die sie auch dann noch zum Nachschlagen und Wiederholen nutzen können, wenn sie ihre ausgeliehenen Schülerbücher zurückgegeben haben.

Inhaltsübersicht


Vocabulary Action Sheets:

VAS Einsatzort VAS Einsatzort

1.1 nach Unit 1 4.1 nach Unit 4




3.1 nach Unit 3

3.2 nach Unit 3

Language Action Sheets:

LAS Thema Einsatzort

1.1 REVISION The simple past Unit 1, S. 12

1.2 REVISION The present perfect Unit 1, S. 12

1.3 REVISION Present perfect and simple past in contrast Unit 1, S. 13

1.4 The present perfect progressive Unit 1, S. 21

2.1 REVISION The will-future Unit 2, S. 31

2.2 REVISION Conditional sentences (type 1) Unit 2, S. 31

2.3 Conditional sentences (type 2) Unit 2, S. 36

3.1 REVISION Relative clauses Unit 3, S. 48

3.2 Contact clauses Unit 3, S. 49

3.3 The passive Unit 3, S. 54

4.1 Modals and their substitutes Unit 4, S. 72

4.2 The past perfect Unit 4, S. 76

5.1 Reflexive pronouns Unit 5, S. 85

5.2 Indirect speech Unit 5, S. 90

Lösungen VAS

Lösungen LAS

5English G Access I 3 Vocabulary & Language Action Sheets Illustrationen: Roland Beier, Berlin

© 2015

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Vocabulary Action Sheet 1.11Lo

ndon

Cont

ext

Pict

ures

Verb

phr

ases

Defin

ition

sO

ppos

ites

Yest

erda

yGe

rman

/ En

glis

h

1Lo

ndo

n is

the

capi

tal o

f th

e

U .

Spai

n is

a c

oun

try

in

w

Eu

rope

.

e a

film

/ a

hol

iday

/th

e su

n/

a h

ambu

rger

very

big

:

hn

orth

–

s

I r

to

my

frie

nds

’ em

ails

.

das

Bes

te a

n …

t b

t

a …

2T

hes

e ta

ll n

ew

build

ings

hav

e ch

ange

d Lo

ndo

n’s

s.

Th

e vi

ew f

rom

the

Shar

d is

a.[ˈpæləs]

s a

t a

hot

el/w

ith

fri

ends

(to)

like

sth

.:

(to)

be

i

sth

.

ligh

t –

d

Th

e fi

lm’s

sto

ry

and

the

mu

sic

w to

geth

er

real

ly w

ell.

Ah

a! /

Ver

steh

e.

I s

.

3T

he

big

chu

rch

on

the

Th

ames

is

calle

d St

Pau

l’s

C.

Lon

don

is b

igge

r th

an F

ran

kfu

rt –

that

’s a

f.

e visi

tors

/a b

aby/

a

lett

er

a bi

g fe

stiv

al w

ith

m

usi

c an

d da

nci

ng

in

the

stre

ets:

c

tru

e –

f H

e r

a ta

ble

in a

re

stau

ran

t.

Woh

er w

eiß

t/ke

nn

st d

u …

?

H d

…?

4Q

ueen

Eliz

abet

h II

liv

es in

a

p.

You

can

’t ph

one

you

r fr

ien

ds

d

the

less

on!

i you

r la

ngu

age

skill

s/yo

ur

qual

ity

of li

fe

a ro

om f

or s

how

ing

pict

ure

s or

art

:

g

mor

e m

oney

–

l m

oney

Joh

n b

the

wh

istl

e, a

nd

the

mat

ch b

egan

.

Nat

urk

un

de

n h

5B

ig B

en is

nex

t to

the

Hou

ses

of

P.

Can

you

tell

me

the

e ti

me?

–

It’s

two

min

ute

s pa

st n

ine.

r to

qu

esti

ons/

to n

ews

a lo

t of

peop

le

cele

brat

e it

on

25t

h

Dec

embe

r:

C

child

–

aT

he

littl

e gi

rl

h o

nto

her

fat

her

’s h

and.

übe

rein

ande

r, au

fein

ande

ro

t o

f e

o

6T

her

e ar

e a

lot o

f to

uri

st

a s

in L

ondo

n.

How

mu

ch is

you

r

bike

w?

– A

bou

t 80

pou

nds

.

h f

orh

ome/

for

the

pool

/for

the

pub

a w

ord

that

con

nec

ts

shor

t sen

ten

ces:

l w

(to)

be

fast

–

(to)

be

sI

s

the

crow

d fo

r m

y fr

ien

ds b

ut

cou

ldn’

t fin

d th

em.

ein

e vi

erkö

pfige

Fa

mili

ea

f

o f

7M

any

mu

seu

ms

in L

ondo

n o

ffer

fr

ee e.

I’m

sor

ry b

ut h

e’s

not

in

. Do

you

wan

t to

leav

e a

m?

r to

an

em

ail/

to a

lett

er/

to a

qu

esti

on

full

of p

eopl

e:

c (t

o) b

e off

–

(to)

be

oW

hen

sh

e lo

st h

er

fath

er in

the

crow

d,

the

littl

e gi

rl

p.

etw

as b

ehei

mat

en

(to)

be

h t

sth

.

8D

on’t

take

the

bus.

Th

e T

is

mu

ch f

aste

r.

I’ve

bee

n li

vin

g in

Lo

ndo

n

s 2001.

r a

fter

h

ard

wor

k/af

ter

a lo

ng

wal

k

the

way

you

take

fr

om o

ne

plac

e to

an

oth

er:

r

(to)

turn

the

radi

o u

p –

(to)

turn

the

radi

o d

A w

oman

b

dow

n to

talk

to th

e lit

tle

girl

.

Au

f ke

inen

Fa

ll! /

Kom

mt

nic

ht i

n F

rage

!

N w

!

9783060332977 S005-014.indd 5 01.04.15 10:03

6 English G Access I 3 Vocabulary & Language Action Sheets Illustrationen: Roland Beier, Berlin

© 2015

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Vocabulary Action Sheet 1.21Th

e fo

urth

wor

dTh

e Tub

eCo

ntex

tSm

all w

ords

Verb

sPi

ctur

esAb

stra

ct n

ouns

Germ

an/

Engl

ish

1E

ngl

and

– E

ngl

ish

Wal

es –

WT

he T

ube

is a

not

her

n

ame

for

Lon

don’

s

u.

Th

e bo

ys lo

oked

at e

o

and

lau

ghed

.

I’ll

call

you

soon

as

I ar

rive

.

Th

e pe

ople

wh

o

g th

e To

wer

are

cal

led

Bee

feat

ers.

I do

n’t k

now

the

answ

er. C

an y

ou

give

me

a

c?

Un

d ü

berh

aupt

, …

a, …

2di

ary

– en

try

blog

– p

Let’s

look

at t

he

t to s

ee w

hen

the

nex

t tr

ain

is c

omin

g.

I’m

thir

sty.

Is

ther

e a

p n

ear

her

e?

Oh

, th

e w

ay, I

’ve

got a

n

ew b

ike!

A n

ew r

oad

will

l th

e tw

o vi

llage

s.

In th

e w

ord

idea

,

the s

is o

n th

e se

con

d sy

llabl

e.

Ges

chw

indi

gkei

t

s

3C

hin

a –

Asi

aG

erm

any

–

E

You

can

bu

y a

tick

et

at th

e t

o.

He

wai

ted

for

a

w,

but t

hen

he

left

.

I th

ough

t th

e te

st

wou

ld b

e di

fficu

lt,

but

fac

t it

was

eas

y.

Did

you

c the

scre

en to

the

com

pute

r?

Ch

rist

mas

is p

art

of w

este

rn

c

and

trad

itio

n.

Es

war

sch

ade,

da

ss …

It w

ap

t …

4“A

” –

lett

er

“3”

– f

Wh

ich

lgo

es to

Mar

ble

Arc

h?

I fe

lt a

t

on m

y sh

ould

er,

so I

turn

ed

arou

nd.

Wai

t a m

inu

te!

I ca

n’t d

o th

ree

thin

gs

on

e ti

me.

Let m

e p

ou

t th

at s

kati

ng

can

be

dan

gero

us.

I th

ink

ther

e is

a

fift

y-fi

fty

c o

f w

inni

ng th

e m

atch

.

erh

ältl

ich

, ve

rfü

gbar

; er

reic

hba

r

a

5do

g –

(to)

bar

k

lion

– (t

o) r

Take

the

Bak

erlo

o Li

ne

n from

Wat

erlo

o to

O

xfor

d C

ircu

s.

She

said

goo

dbye

an

d w

alke

d

t the

door

.

I lik

e to

cal

l peo

ple

inst

ead

se

ndi

ng

text

m

essa

ges.

I ca

n’t c

all h

im.

My

phon

e do

esn’

t

w a

ny

mor

e.

Ch

eck

our

web

site

fo

r m

ore

ds.

man

y

6(t

o) d

raw

–

draw

ing

(to)

spe

ll –

s

Th

en c

to th

e C

entr

al L

ine

wes

tbou

nd.

Wh

en h

e lo

st h

is

job,

he

was

in a

di

fficu

lt

s.

Tom

, you

r m

um

is

wai

tin

g!

you

go

now

.

How

lon

g di

d th

e

part

y g

on

? –

Un

til m

idn

igh

t.

You

can

lear

n a

lot

of th

ings

at o

ur

e

cen

tre.

Wen

n S

ie n

ich

ts

dage

gen

hab

en …

If y

d

m …

7si

nce

– 3

o’c

lock

f –

3 h

ours

Did

you

hea

r th

e

a?

Ou

r tr

ain

is la

te.

Th

e tw

o tw

ins

alw

ays

wea

r

e the

sam

e cl

oth

es.

She

cou

ldn’

t see

an

yth

ing

beca

use

th

ere

wer

e pe

ople

all

her

.

Wou

ld y

ou li

ke m

ore

wat

er?

Let m

e

f y

our

glas

s.

Wh

at w

as h

is

mes

sage

? H

is

spee

ch d

idn’

t hav

e

any

c!

kein

e Sp

ur

von

…

n s

of

…

8(t

o) li

ve –

life

(to)

try

– t

We’

re o

n th

e w

ron

g

p.

Th

is o

ne

is f

or

east

bou

nd

trai

ns!

Look

ing

from

rea

lly

high

bui

ldin

gs

mak

es m

e fe

el

d.

“Sill

y bo

y,”

he

said

his

br

eath

.

At H

allo

wee

n, k

ids

try

to s

each

oth

er.

Wh

en y

ou s

ay

yest

erda

y, y

ou h

ave

to u

se p

ast

t.

weg

ren

nen

(to)

r

o

9783060332977 S005-014.indd 6 01.04.15 10:03

7English G Access I 3 Vocabulary & Language Action Sheets

© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

A

lle R

echt

e vo

rbeh

alte

n.Vocabulary Action Sheet 2.1 2

Jobs

Verb

phr

ases

Opp

osite

sGe

rman

/ En

glis

hSm

all w

ords

Cont

ext

1H

e/sh

e m

akes

w

oode

n f

urn

itu

re:

c

r a

tow

n /

a

plac

e /

a h

igh

age

full

–

eW

erks

tatt

wW

ould

you

like

to c

ome

to E

ngl

and

in th

e h

olid

ays?

Star

t eac

h p

arag

raph

of

you

r te

xt w

ith

a

t s.

2H

e/sh

e dr

aws

plan

s fo

r n

ew b

uild

ings

:

a

g s

ome

food

/ th

e m

oney

/

a ch

ild’s

han

d

(to)

kee

p fi

ghti

ng

–

(to)

g

wah

rsch

ein

lich

pT

he

oth

er k

ids

mad

e fu

n

her

larg

e pi

nk

glas

ses.

Can

you

bu

y m

e a

b o

f ch

ocol

ate,

pl

ease

?

3H

e/sh

e tr

avel

s to

the

moo

n:

a

a

stu

den

ts to

use

mob

iles

/ st

h. b

ad to

hap

pen

Me

too.

–

Me

n.

nat

ürl

ich

nT

he

sun

wen

t dow

n, a

nd

lon

g it

was

da

rk.

Sorr

y, I

can

’t pl

ay w

ith

yo

u. I

’m r

eally

b.

4H

e/sh

e cu

ts o

ther

pe

ople

’s h

air:

h

c

a jo

urn

ey /

a c

onve

rsat

ion

clev

er –

sK

ohle

c W

hy

does

tim

e go

so f

ast w

hen

you

’re

hav

ing

fun

?

I on

ly s

aw a

f in

the

dark

, bu

t I d

on’t

know

w

ho

it w

as.

5H

e/sh

e pl

ays

a m

usi

cal

inst

rum

ent:

m

o

a pa

rty

/ a

trip

/ y

our

idea

s

uph

ill –

dB

eam

te(r

), B

eam

tin

oH

e re

ally

like

d th

e so

ng,

so h

e sa

ng

w

ith

the

oth

ers.

I re

ally

like

Em

ma.

She’

s s

a n

ice

girl

!

6H

e/sh

e pa

ints

pic

ture

s or

ro

oms:

p

p y

our

lips

toge

ther

/ y

our

face

ag

ain

st a

win

dow

easy

–

din

sges

amt,

alle

s in

alle

m

aIt

’s a

gre

at g

ame.

Wh

y do

n’t y

ou jo

in

w

ith

us?

She

gave

him

the

san

dwic

h, a

nd

he

took

a

larg

e b

.

7H

e/sh

e st

udi

es th

e n

atu

ral w

orld

:

s

c th

e ta

ble

/ yo

ur

desk

/ th

e ro

ad

(to)

get

up

–

(to)

l d

flu

ssab

wär

ts

dW

hen

he

wok

e u

p, h

e

sat

in h

is

bed

and

look

ed a

t th

e cl

ock.

Can

you

hel

p m

e w

ith

my

hom

ewor

k? I

don

’t kn

ow

h

do

it.

8H

e/sh

e is

the

dire

ctor

of

a sc

hoo

l:

h t

b

wel

l / s

tran

gely

/ li

ke a

ch

ild

a n

arro

w r

oad

–

a w

roa

d

Stoc

k

sI

don’

t bel

ieve

you

r st

ory.

You

just

mad

e it

!

She

was

gro

un

ded

for

two

wee

ks a

s a

p.

9783060332977 S005-014.indd 7 01.04.15 10:03


© 2015

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Vocabulary Action Sheet 2.22Le

arni

ng En

glis

hPi

ctur

esCo

ntex

t(t

o) lo

ok …

Defin

ition

sVe

rbs

Germ

an/

Engl

ish

1H

ow d

o yo

u b

est

s for

a cl

ass

test

?

She

wro

te d

own

her

ph

one

nu

mbe

r on

a

p

pa

per.

Joh

n h

as ju

st fi

nis

hed

st

udy

ing.

Now

he

is

look

ing

a jo

b.

thin

gs li

ke c

hai

rs,

beds

an

d ta

bles

:

f

If y

ou d

on’t

clea

n

you

r ro

om, I

’ll

g y

ou

for

two

wee

ks.

verb

un

den

sei

n

(to)

be

c

2W

ell,

try

to

r all t

exts

, gra

mm

ar

and

voca

bula

ry.

We

hav

e n

o fo

od, s

o le

t’s g

o ou

t for

din

ner

t.

I ca

n’t c

ome

ton

igh

t. I

hav

e to

look

my

littl

e br

oth

er.

like

a ch

eap

hot

el,

ofte

n f

or y

oun

g pe

ople

:

h

I h

aven

’t se

en h

im

for

two

wee

ks. I

rea

lly

w

wh

ere

he

is!

Au

fsti

eg, A

nst

ieg

c

3If

you

nee

d m

ore

hel

p, h

a

l a

t th

e sc

hoo

l lib

rary

.

Wor

ms

usu

ally

live

u.

We

alw

ays

look

to

our

hol

iday

s!

you

wat

ch it

at t

he

cin

ema,

or

on D

VD

:

m

List

en, D

ad’s

com

ing!

Let’s

p to

be

asl

eep!

En

ergi

e, K

raft

e

4Lo

ok u

p th

e G

erm

an

t

in a

bili

ngu

al

dict

ion

ary.

Wal

es h

as tw

o

o lan

guag

es: E

ngl

ish

an

d W

elsh

.

If y

ou d

on’t

know

the

wor

d, lo

ok it

in a

dic

tion

ary.

the

food

you

eat

at

one

tim

e, o

ften

wit

h

oth

ers:

m

My

pare

nts

are

like

te

ach

ers.

Th

ey a

lway

s

t m

e w

hat

to d

o.

ein

e G

esam

tsu

mm

e vo

n; i

nsg

esam

t

a t

5Fi

rst,

look

for

the

h

in th

e di

ctio

nar

y.

Look

, th

ere’

s th

e th

ief!

I’ll

cal

l th

e

p.

Oh

, don

’t lo

ok

m

e lik

e th

at!

wit

hou

t mak

ing

any

sou

nd:

s

I di

dn’t

m to

do

my

hom

ewor

k –

it

was

too

diffi

cult

.

Hel

d/in

h

6T

hen

ch

eck

wh

atp

of

s

the

wor

d is

.

Ru

gby

is th

e

“n spor

t” o

f W

ales

.

Th

ey p

rom

ised

us

to

look

th

e pr

oble

m.

som

e w

ind,

bu

t not

ve

ry s

tron

g

b

She

wasn

't to

wor

k be

cau

se s

he

was

ill.

endl

ich

, sch

ließ

lich

f

7A

nd

kpr

acti

sin

g E

ngl

ish

in

you

r fr

ee ti

me.

We’

ll h

ave

to p

ush

ou

r bi

kes.

Th

is h

ill is

just

too

s!

She

ofte

n ju

st lo

oks

in s

hop

s bu

t doe

sn’t

buy

anyt

hin

g.

mad

e fr

om w

ood:

w

I ge

t on

wel

l wit

h m

y pa

ren

ts. W

e do

n’t

a m

uch

.

zau

berh

aft;

mag

isch

m

8Yo

u c

an a

lway

s

a n

ew w

ords

to

you

r vo

cabu

lary

.

Th

is is

my

last

w:

don’

t use

you

r m

obile

in

cla

ss!

She

sudd

enly

look

ed

fro

m h

er b

ook

and

saw

him

.

a ro

om, u

sual

ly w

ith

de

sks,

wh

ere

peop

le

wor

k:

o

She

scre

amed

wh

en

he

trie

d to

s h

er

wit

h w

ater

.

Stan

dpu

nkt

p

v

9783060332977 S005-014.indd 8 01.04.15 10:03


© 2015

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Vocabulary Action Sheet 3.13Li

verp

ool

Pict

ures

Cont

ext

The

four

th w

ord

Defin

ition

Verb

phr

ases

Germ

an/

Engl

ish

1T

her

e ar

e lo

ts o

f m

use

um

s an

d ga

lleri

es to

e.

You

sh

ould

giv

e al

l th

ese

deta

ils in

the

b o

f yo

ur

text

.

En

glan

d –

Eu

rope

nat

ion

al –

i

the

firs

t par

t of

a te

xt

that

giv

es y

ou a

n id

ea

of th

e to

pic:

i

i a

st

ory

/ a

new

pro

duct

Zeu

g, K

ram

s

2T

he

Inte

rnat

ion

al

S Mu

seu

m is

abo

ut t

he

slav

e tr

ade.

Tom

can

hel

p yo

u.

He

has

a lo

t of

e

wit

h c

ompu

ters

.

(to)

wal

k –

wal

k(t

o) p

rote

st –

p

a ti

me

plan

:

s

e m

oney

/

resp

ect

ziem

lich

; völ

lig, g

anz

q

3I’

d lik

e to

sta

rt o

ur

tou

r w

ith

a

c o

n

the

Riv

er M

erse

y.

Th

e fi

lm w

as a

big

s

– m

illio

ns

of p

eopl

e w

atch

ed it

.

bedr

oom

– (t

o) s

leep

kitc

hen

–

(to)

c

the

acti

vity

of

buyi

ng

and

selli

ng:

t

r

a n

ame

/ a

phon

e n

um

ber

eige

ntl

ich

; übr

igen

s;

tats

äch

lich

a

4Le

t’s v

isit

the

mu

seu

m fi

rst,

and

a

go

to G

reat

y.

As

the

team

l, h

e is

res

pon

sibl

e fo

r a

team

of

ten

peo

ple.

(to)

sta

rt –

in

trod

uct

ion

(to)

e –

co

ncl

usi

on

a pe

rson

fro

m y

our

fam

ily th

at li

ved

lon

g be

fore

you

:

a

c

a h

eavy

bag

/ a

bab

y

Inge

nie

ur/

in

e

5D

id S

ir G

iles

Scot

t

d th

e A

ngl

ican

cat

hed

ral?

She

mad

e a

cake

for

h

im in

the

s o

f a

hea

rt.

dru

mm

er –

mu

sici

anru

nn

er –

s

a co

mpe

titi

on:

c

l

a te

am /

a d

iscu

ssio

n

Sch

luss

(fol

geru

ng)

c

6D

o yo

u g

et m

ore

rain

th

an

s in

Li

verp

ool?

Th

e ca

ptiv

es h

ad to

u

se th

eir

b h

ands

to

bu

ild th

is w

all.

sch

ool –

stu

den

t

clu

b –

mth

e th

ings

you

nee

d fo

r an

act

ivit

y lik

e fo

otba

ll, s

ailin

g, e

tc.:

e

s

a te

xt /

you

r id

eas

meh

rere

, ve

rsch

iede

ne

s

7T

he

Bea

tles

are

a v

ery

w-k

ba

nd

from

Liv

erpo

ol.

It’s

c

to k

ill a

nim

als

just

fo

r fu

n.

Ger

man

y –

the

cou

ntr

yG

erm

ans

–

the

p

a de

ad p

erso

n:

b

s

a pr

oble

m /

a

cros

swor

d

Ich

bin

1998

gebo

ren

.

I b

in

1998.

8D

id J

ohn

Len

non

f th

e B

eatl

es, o

r w

as it

Pau

l M

cCar

tney

?

Is th

ere

enou

gh

r in

yo

ur

car

for

all o

f u

s?

trai

n –

sta

tion

plan

e –

ath

e jo

b or

jobs

you

do

in y

our

life:

c

b

pape

r /

woo

d /

coal

ein

ein

stü

ndi

ges

Kon

zert

a o

-

con

cert

9783060332977 S005-014.indd 9 01.04.15 10:03


© 2015

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Vocabulary Action Sheet 3.23Fo

otba

llVe

rbs

Smal

l wor

dsGe

rman

/ En

glis

hPi

ctur

esCo

ntex

t

1W

hat

’s th

e

s ?

–

5:0

for

Bay

ern

Mu

nic

h.

How

oft

en d

id th

e B

eatl

es

p in

the

Indr

a C

lub?

I do

n’t h

ave

to w

ork

tom

orro

w. I

hav

e a

day

.

Art

un

d W

eise

w

Wh

at k

ind

of

m is

th

is?

– It

’s c

lay.

2It

was

a f

oul,

but t

he

r

didn

’t se

e it

!

Peo

ple

can’

t

s

mor

e th

an tw

enty

min

ute

s in

ice-

cold

wat

er.

Max

spe

aks

very

goo

d E

ngl

ish

bec

ause

he

grew

in L

ondo

n.

Ton

, Leh

m

c

It’s

cal

led

Ch

inat

own

be

cau

se th

e C

hin

ese

c

lives

ther

e.

3O

nly

gs

can

tou

ch th

e ba

ll w

ith

th

eir

han

ds.

In w

inte

r, th

e gr

oun

d is

ced

w

ith

sn

ow.

“My

hom

e is

my

cast

le”,

th

ey s

ay in

E

ngl

and.

Gef

ange

ne(

r)

c

It w

as 2:0

at h

alf-

tim

e,

but t

he

f s

core

w

as 2:2

.

4D

ortm

un

d’s

s

is b

ig e

nou

gh f

or 80,000

peop

le.

It’s

so

mu

ch c

oole

r w

hen

th

e su

n d

oesn

’t

s.

I do

n’t k

now

th

is is

a

good

idea

or

not

.

Ver

häl

tnis

se,

Bed

ingu

nge

n

c

Th

is to

wn

look

s n

di

ffer

ent f

rom

all

the

oth

ers.

5A

ll pl

ayer

s ar

e on

the

p ,

so th

e m

atch

can

sta

rt.

Th

e sa

ilor

fell

into

the

sea

and

ded

.

m

y op

inio

n,

you

sh

ould

be

a bi

t mor

e ca

refu

l.

ordn

en; b

este

llen

(to)

o

You

cou

ld h

ear

the

child

ren’

s

l w

hen

th

e cl

own

app

eare

d.

6U

sual

ly, t

he

m

deci

des

wh

o pl

ays

in a

te

am.

He

wan

ts to

m h

er

and

hav

e ki

ds.

Jen

ny

is v

ery

popu

lar

the

boys

in

her

cla

ss.

(Sch

ul-)

Tyra

nn

/in

b

Mos

t of

the

eart

h’s

s is

co

vere

d w

ith

wat

er.

7It

was

a f

oul,

so th

e ot

her

te

am g

ot a

f

.

Th

e n

ews

s in

to

wn

like

a fi

re.

Sudd

enly

,

of n

owh

ere,

a li

ght

appe

ared

!

(zu

sei

n /

zu

tun

) sc

hei

nen

(to)

s

(to

be /

to d

o)

Th

ey o

ften

sh

ow a

rt fi

lms

at o

ur

l c

inem

a.

8T

hey

sh

owed

the

goal

on

T

V in

s

m.

Can

you

n th

ree

albu

ms

by th

e B

eatl

es?

Th

e se

a is

fan

tast

ic.

Com

e on

, let

’s d

ive

!

stat

tfin

den

(to)

tp

Wh

en h

e di

ed, a

lot o

f pe

ople

cam

e to

his

f.

9783060332977 S005-014.indd 10 01.04.15 10:03


© 2015

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Vocabulary Action Sheet 4.14

Foot

ball

Verb

sSm

all w

ords

Germ

an/

Engl

ish

Pict

ures

Cont

ext

1W

hat

’s th

e

s ?

–

5:0

for

Bay

ern

Mu

nic

h.

How

oft

en d

id th

e B

eatl

es

p in

the

Indr

a C

lub?

I do

n’t h

ave

to w

ork

tom

orro

w. I

hav

e a

day

.

Art

un

d W

eise

w

Wh

at k

ind

of

m is

th

is?

– It

’s c

lay.

2It

was

a f

oul,

but t

he

r

didn

’t se

e it

!

Peo

ple

can’

t

s

mor

e th

an tw

enty

min

ute

s in

ice-

cold

wat

er.

Max

spe

aks

very

goo

d E

ngl

ish

bec

ause

he

grew

in L

ondo

n.

Ton

, Leh

m

c

It’s

cal

led

Ch

inat

own

be

cau

se th

e C

hin

ese

c

lives

ther

e.

3O

nly

gs

can

tou

ch th

e ba

ll w

ith

th

eir

han

ds.

In w

inte

r, th

e gr

oun

d is

ced

w

ith

sn

ow.

“My

hom

e is

my

cast

le”,

th

ey s

ay in

E

ngl

and.

Gef

ange

ne(

r)

c

It w

as 2:0

at h

alf-

tim

e,

but t

he

f s

core

w

as 2:2

.

4D

ortm

un

d’s

s

is b

ig e

nou

gh f

or 80,000

peop

le.

It’s

so

mu

ch c

oole

r w

hen

th

e su

n d

oesn

’t

s.

I do

n’t k

now

th

is is

a

good

idea

or

not

.

Ver

häl

tnis

se,

Bed

ingu

nge

n

c

Th

is to

wn

look

s n

di

ffer

ent f

rom

all

the

oth

ers.

5A

ll pl

ayer

s ar

e on

the

p ,

so th

e m

atch

can

sta

rt.

Th

e sa

ilor

fell

into

the

sea

and

ded

.

m

y op

inio

n,

you

sh

ould

be

a bi

t mor

e ca

refu

l.

ordn

en; b

este

llen

(to)

o

You

cou

ld h

ear

the

child

ren’

s

l w

hen

th

e cl

own

app

eare

d.

6U

sual

ly, t

he

m

deci

des

wh

o pl

ays

in a

te

am.

He

wan

ts to

m h

er

and

hav

e ki

ds.

Jen

ny

is v

ery

popu

lar

the

boys

in

her

cla

ss.

(Sch

ul-)

Tyra

nn

/in

b

Mos

t of

the

eart

h’s

s is

co

vere

d w

ith

wat

er.

7It

was

a f

oul,

so th

e ot

her

te

am g

ot a

f

.

Th

e n

ews

s in

to

wn

like

a fi

re.

Sudd

enly

,

of n

owh

ere,

a li

ght

appe

ared

!

(zu

sei

n /

zu

tun

) sc

hei

nen

(to)

s

(to

be /

to d

o)

Th

ey o

ften

sh

ow a

rt fi

lms

at o

ur

l c

inem

a.

8T

hey

sh

owed

the

goal

on

T

V in

s

m.

Can

you

n th

ree

albu

ms

by th

e B

eatl

es?

Th

e se

a is

fan

tast

ic.

Com

e on

, let

’s d

ive

!

stat

tfin

den

(to)

tp

Wh

en h

e di

ed, a

lot o

f pe

ople

cam

e to

his

f.

Coun

trie

sCo

ntex

tPi

ctur

esVe

rb p

hras

esDe

finiti

ons

Opp

osite

sIre

land

Germ

an/

Engl

ish

1In

an

othe

r co

untr

y,

you

usua

lly p

ay in

a

diff

eren

t

c.

You

m a

s w

ell s

tay

wit

h u

s if

yo

u li

ke.

f

a qu

eue

/ a

gove

rnm

ent /

th

e pa

st te

nse

an a

nim

al y

ou

hav

e at

hom

e:

p

sou

ther

n –

n

In th

e 19

th c

entu

ry,

a d

de

stro

yed

the

pota

toes

in I

rela

nd.

Her

ausf

orde

run

g

c

2If

you

trav

el to

a

anot

her

cou

ntr

y,

don’

t for

get y

our

p.

It’s

n s

ix

o’cl

ock.

Let

’s g

o, o

r w

e’ll

mis

s th

e tr

ain.

c

euro

s /

pou

nds

/

mon

ey

the

plac

e w

her

e G

od a

nd

ange

ls

live:

h

polit

e –

i

Thi

s le

d to

a g

reat

f –

pe

ople

had

not

hing

to

eat

and

die

d.

Pol

izei

wac

he

p

3Fo

r so

me

cou

ntr

ies,

you

ev

en n

eed

a

v.

I’m

sti

ll h

un

gry.

Is

ther

e an

y fo

od

l?

s

mon

ey /

som

ebod

y’s

bike

/ so

met

hing

fr

om a

sho

p

a pe

rson

that

you

h

ave

invi

ted:

g

war

–

p

Man

y pe

ople

left

Ir

elan

d an

d

eed

, es

peci

ally

to th

e U

S.

En

tsch

eidu

ng

d

4B

ut i

n th

e E

U, y

ou

usu

ally

just

nee

d yo

ur

I

.

Th

at b

ox lo

oks

hea

vy.

S I

hel

p yo

u?

m

frie

nds

/ th

e tr

ain

like

a fi

ght,

but

only

wit

h w

ords

:

a

hea

ven

–

h

In 1949,

sou

ther

n

Irel

and

beca

me

a

r.

Un

d er

so:

…

He w

: …

5T

he

UK

has

a

p

of m

ore

than

60

mill

ion

.

Hu

rry

up!

It l

ooks

l it

’s

goin

g to

rai

n.

w

gues

ts /

the

audi

ence

boyf

rien

d an

d gi

rlfr

ien

d:

a c

(to)

be

dead

–

(to)

be

a

Toda

y, I

rela

nd

is a

m

embe

r of

the

E.

(sic

h) d

usc

hen

(to)

h

6A

lask

a is

the

larg

est

s o

f th

e U

SA.

Let’s

get

som

ethi

ng

to e

at. I

’m

s!

t

red

/ br

own

/ c

old

a pa

th th

rou

gh th

e co

un

trys

ide:

t

(to)

pac

k –

(to)

u

But

onl

y so

uthe

rn

Irel

and

has

the

e

as a

cur

renc

y.

Ges

ich

tsau

sdru

ck,

Mim

ik

f

7T

he

lead

er o

f th

e U

SA is

the

p.

I re

ally

like

her

. D

o yo

u k

now

if

she’

s al

read

y go

t a

b?

p

a ca

r /

a va

n

selli

ng

thin

gs to

ot

her

cou

ntr

ies:

e

(to)

like

–

(to)

d

The

re is

stil

l a

b

betw

een

the

nort

h

and

the

sout

h.

Inte

rakt

ion

, U

mga

ng

i

8So

met

imes

, the

pr

esid

ent s

peak

s to

the

n

on T

V.

Peo

ple

do n

ot

real

ly s

peak

s

Engl

ish

in S

cotla

nd.

b

a de

ad b

ody

/ a

dead

pet

/ a

n id

ea

the

grou

p of

pe

ople

wh

o le

ad a

co

un

try:

g

end

of a

film

–

b

of a

film

In I

rela

nd,

peo

ple

spea

k E

ngl

ish

wit

h

a re

gion

al

a.

hie

r in

der

Geg

end

r

9783060332977 S005-014.indd 11 01.04.15 10:03


© 2015

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.


e fo

urth

wor

dM

akin

g a

broc

hure

Cont

ext

Smal

l wor

dsVe

rbs

Pict

ures

Adje

ctiv

esGe

rman

/ En

glis

h

1sc

hoo

l – le

sson

chu

rch

–

s

Wri

ters

do

r to

fin

d th

e in

form

atio

n

they

nee

d.

Th

at s

oun

ds r

eally

ex

citi

ng!

So,

wh

at

hap

pen

ed

n?

Th

e sw

imm

ing

pool

is n

ot f

ar. Y

ou

mig

ht

w

ell w

alk

ther

e.

Th

e cl

iffs

of D

over

r

a

hu

ndr

ed m

etre

s fr

om th

e se

a.

Th

is b

roch

ure

has

so

me

good

p

tips

for

tou

rist

s.

Got

t

G

2co

ffee

– (t

o) d

rin

kpi

pe –

(to)

s

An

e

chec

ks th

at a

ll th

e te

xts

are

corr

ect.

Th

ere

is a

lway

s so

mu

ch t

on

the

road

s on

M

onda

y m

orn

ings

.

Gre

at r

esu

lt! I

’m

real

ly p

rou

d

you

!

We’

re a

ll ti

red.

I

s

that

we

hav

e a

brea

k.

th

e

Oh

, tel

l me

all

abou

t it!

I’m

so

c!

Kn

all

b

3(t

o) in

vite

–

invi

tati

on(t

o) a

rriv

e –

a

A c

ch

ecks

that

all

jobs

ar

e do

ne

at th

e ri

ght t

ime.

Wh

en th

e fi

re b

ell

rin

gs, y

ou h

ave

to

leav

e th

e bu

ildin

g

i.

Can

I c

hal

len

ge

you

a

m

atch

of

tabl

e te

nn

is?

Com

e on

, ope

n

you

r m

outh

! Don

’t

just

s a

t m

e!

I th

ink

it’s

p to

op

en th

e do

or f

or

a la

dy.

Freu

ndi

n

g

4bo

at –

cru

ise

hor

se –

r

Arr

angi

ng te

xts

and

pict

ures

on

a pa

ge

is c

alle

d do

ing

the

l.

My

cam

era

is

g!

Som

eon

e m

ust

h

ave

stol

en it

!

Ch

eck

my

new

web

site

on

w

ww

.me.

co.u

k.

Tim

e se

ems

to

p m

ore

quic

kly

wh

en

you’

re b

usy

.

Did

you

kn

ow th

at

emai

l sta

nds

for

e

mai

l?

Ost

ern

E

5on

the

road

– c

aron

the

pave

men

t –

p

Ofte

n th

ere

is a

team

d

befo

re s

omet

hin

g is

dec

ided

.

Th

ere

was

a lo

ng

l o

f tr

ees

nex

t to

the

path

.

You

can

go

to th

e pa

rty,

bu

t you

m

ust

be

back

ten

o’c

lock

.

Tom

, don

’t fo

rget

to w

th

e do

g be

fore

you

go

to b

ed.

She

look

s lik

e a

vam

pire

! – Y

ou’r

e ri

ght,

she

look

s a

bit w

.

Sire

ne

s

6h

and

– (t

o) h

itfo

ot –

(to)

k

You

may

als

o h

ave

a s

for

selli

ng

thin

gs in

th

e br

och

ure

.

At t

he

fun

eral

they

bu

ried

her

a.

Ever

yon

e sh

ould

care

anim

al r

igh

ts.

Wat

ch o

ut,

kids

! A

lot o

f ca

rs o

ften

r

dow

n th

is s

tree

t.

Peop

le s

peak

with

a

r

acce

nt in

my

area

.

Leu

te

f

7ev

eryb

ody

– al

l (of

…

)n

obod

y –

n (o

f …)

If e

very

one

wor

ks

wel

l, th

e

r

shou

ld lo

ok g

ood.

Do

all r

elig

ion

s be

lieve

in li

fe a

fter

d?

Joh

n, w

e n

eed

you

! – W

hy?

Wh

at’s

?

Can

you

s a

roun

d qu

ickl

y on

ska

tes

wit

hou

t fal

ling?

Be

care

ful!

Th

e fl

oor

is w

et a

nd

s.

Jetz

t, w

o …

/

Nu

n, d

a …

N

…

8(t

o) la

ugh

–

lau

ghte

r(t

o) th

ink

–

t

The

broc

hure

sho

uld

give

peo

ple

a go

od

im

of it

s to

pic.

Th

e w

eath

er is

qu

ite

war

m h

ere,

e

in th

e su

mm

er.

the

old

days

, th

ere

was

no

inte

rnet

. We

only

h

ad b

ooks

.

Wh

en s

he

hea

rd

the

new

s, s

he

took

a

deep

bre

ath

an

d

sed

.

Oh

, I’m

so

g th

at

not

hin

g h

appe

ned

to

you

!

bis

(spä

test

ens)

8

Uh

r

8 a

m

9783060332977 S005-014.indd 12 01.04.15 10:03

13English G Access I 3 Vocabulary & Language Action Sheets

© 2015

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.


eatr

eVe

rbs

Defin

ition

sGe

rman

/ En

glis

hSm

all w

ords

Cont

ext

1A

ctor

s ge

t rea

dy

b

befo

re th

ey g

o on

sta

ge.

Th

e ba

nd

play

ed in

a T

V

show

to

p

thei

r n

ew a

lbu

m.

area

of

hig

h m

oun

tain

s in

Sco

tlan

d:

the

H

auß

erge

wöh

nlic

h

eH

ow m

any

peop

le w

ere

boa

rd th

e T

itan

ic?

L o

! T

he

pave

men

t is

quit

e sl

ippe

ry o

ver

her

e!

2Yo

u h

ave

to g

o on

sta

ge

wh

en y

ou h

ear

you

r

c.

She

wan

ted

to

c

in th

e B

erlin

mar

ath

on.

Scot

tish

En

glis

h f

or s

mal

l or

litt

le:

w

Turn

ier,

Wet

tkam

pf

tSo

me

com

pute

rs c

an

iden

tify

you

you

r ey

es.

Th

e sh

eph

erd

had

a

s

that

hel

ped

him

to lo

ok

afte

r th

e sh

eep.

3W

e n

eed

anot

her

v

to h

elp

us

wit

h th

e lig

hts

.

He

had

a c

amer

a to

p

the

Loch

Nes

s m

onst

er.

the

plac

e or

pos

itio

n o

f so

met

hin

g:

l

(Um

wel

t-)

Ver

sch

mu

tzu

ng

p

If y

ou w

ant t

o sa

y so

met

hin

g, p

ut y

our

han

d .

Mos

t of

the

inte

rnet

co

mm

un

ity

use

s m

to

sta

y in

tou

ch.

4T

his

is o

ur

last

r

befo

re th

e sh

ow.

I s

m

ost o

f m

y m

oney

on

bo

oks

and

clot

hes

.

wh

at m

any

peop

le

beco

me

on a

boa

t in

ro

ugh

sea

:

s

Bew

egu

ng

m P

leas

e ca

lm

. Ev

eryt

hin

g is

OK

.

Toda

y h

e go

t up

late

r

than

u.

5M

ove

a bi

t. Yo

ur

p

on s

tage

is o

ver

ther

e.

Th

is f

ence

sh

ould

p

us

from

the

wild

an

imal

s.

real

ly d

iffi

cult

:

tFl

uch

t

e Sh

e re

ach

ed

an

d to

ok a

ch

ip f

rom

my

plat

e.

Last

wee

k th

ere

was

a

s o

f a

UF

O. L

ots

of p

eopl

e sa

w

it!

6Sh

e’s

so g

ood

at te

llin

g jo

kes.

Sh

e’s

a br

illia

nt

c.

Ou

r dr

um

mer

cou

ld

t y

ou to

pl

ay th

e dr

um

s.

a pi

ece

of p

aper

wit

h

info

rmat

ion

on

a

pres

enta

tion

:

h

nie

man

d an

ders

/n

iem

and

son

st

n o

e

Sudd

enly

, th

e lit

tle

boy

burs

t te

ars.

Don

’t pa

nic

! You

hav

e to

stay

c .

7It

’s s

uch

an

exc

itin

g pl

ay

– re

ally

fu

ll of

t!

Wh

en a

nd

wh

ere

did

the

Bea

tles

r th

eir

last

alb

um

?

an a

nim

al th

at k

ills

oth

er

anim

als:

p

auf

jm. h

eru

mh

acke

n

(to)

p o

sb.

Jen

ny

is a

lway

s

jeal

ous

her

old

er

sist

er.

Th

e fi

lm h

as a

s s

to

sh

ow tw

o ac

tion

s at

the

sam

e ti

me.

8D

oes

the

play

hav

e a

mes

sage

, or

is it

just

e?

We

use

cam

eras

to

m h

ow

the

anim

als

in th

e zo

o be

hav

e.

the

area

wh

ere

an a

nim

al

or p

lan

t liv

es:

h

jm. d

as L

eben

sch

wer

m

ach

en

(to)

g sb

. a

h t

Jerr

y w

as th

e w

inn

er a

nd

Tom

was

s

econ

d pl

ace.

You

wen

t to

bed

late

, so

it’s

you

r ow

n f

if

you

’re

tire

d n

ow.

The

four

th w

ord

Mak

ing

a br

ochu

reCo

ntex

tSm

all w

ords

Verb

sPi

ctur

esAd

ject

ives

Germ

an/

Engl

ish

1sc

hoo

l – le

sson

chu

rch

–

s

Wri

ters

do

r to

fin

d th

e in

form

atio

n

they

nee

d.

Th

at s

oun

ds r

eally

ex

citi

ng!

So,

wh

at

hap

pen

ed

n?

Th

e sw

imm

ing

pool

is n

ot f

ar. Y

ou

mig

ht

w

ell w

alk

ther

e.

Th

e cl

iffs

of D

over

r

a

hu

ndr

ed m

etre

s fr

om th

e se

a.

Th

is b

roch

ure

has

so

me

good

p

tips

for

tou

rist

s.

Got

t

G

2co

ffee

– (t

o) d

rin

kpi

pe –

(to)

s

An

e

chec

ks th

at a

ll th

e te

xts

are

corr

ect.

Th

ere

is a

lway

s so

mu

ch t

on

the

road

s on

M

onda

y m

orn

ings

.

Gre

at r

esu

lt! I

’m

real

ly p

rou

d

you

!

We’

re a

ll ti

red.

I

s

that

we

hav

e a

brea

k.

th

e

Oh

, tel

l me

all

abou

t it!

I’m

so

c!

Kn

all

b

3(t

o) in

vite

–

invi

tati

on(t

o) a

rriv

e –

a

A c

ch

ecks

that

all

jobs

ar

e do

ne

at th

e ri

ght t

ime.

Wh

en th

e fi

re b

ell

rin

gs, y

ou h

ave

to

leav

e th

e bu

ildin

g

i.

Can

I c

hal

len

ge

you

a

m

atch

of

tabl

e te

nn

is?

Com

e on

, ope

n

you

r m

outh

! Don

’t

just

s a

t m

e!

I th

ink

it’s

p to

op

en th

e do

or f

or

a la

dy.

Freu

ndi

n

g

4bo

at –

cru

ise

hor

se –

r

Arr

angi

ng te

xts

and

pict

ures

on

a pa

ge

is c

alle

d do

ing

the

l.

My

cam

era

is

g!

Som

eon

e m

ust

h

ave

stol

en it

!

Ch

eck

my

new

web

site

on

w

ww

.me.

co.u

k.

Tim

e se

ems

to

p m

ore

quic

kly

wh

en

you’

re b

usy

.

Did

you

kn

ow th

at

emai

l sta

nds

for

e

mai

l?

Ost

ern

E

5on

the

road

– c

aron

the

pave

men

t –

p

Ofte

n th

ere

is a

team

d

befo

re s

omet

hin

g is

dec

ided

.

Th

ere

was

a lo

ng

l o

f tr

ees

nex

t to

the

path

.

You

can

go

to th

e pa

rty,

bu

t you

m

ust

be

back

ten

o’c

lock

.

Tom

, don

’t fo

rget

to w

th

e do

g be

fore

you

go

to b

ed.

She

look

s lik

e a

vam

pire

! – Y

ou’r

e ri

ght,

she

look

s a

bit w

.

Sire

ne

s

6h

and

– (t

o) h

itfo

ot –

(to)

k

You

may

als

o h

ave

a s

for

selli

ng

thin

gs in

th

e br

och

ure

.

At t

he

fun

eral

they

bu

ried

her

a.

Ever

yon

e sh

ould

care

anim

al r

igh

ts.

Wat

ch o

ut,

kids

! A

lot o

f ca

rs o

ften

r

dow

n th

is s

tree

t.

Peop

le s

peak

with

a

r

acce

nt in

my

area

.

Leu

te

f

7ev

eryb

ody

– al

l (of

…

)n

obod

y –

n (o

f …)

If e

very

one

wor

ks

wel

l, th

e

r

shou

ld lo

ok g

ood.

Do

all r

elig

ion

s be

lieve

in li

fe a

fter

d?

Joh

n, w

e n

eed

you

! – W

hy?

Wh

at’s

?

Can

you

s a

roun

d qu

ickl

y on

ska

tes

wit

hou

t fal

ling?

Be

care

ful!

Th

e fl

oor

is w

et a

nd

s.

Jetz

t, w

o …

/

Nu

n, d

a …

N

…

8(t

o) la

ugh

–

lau

ghte

r(t

o) th

ink

–

t

The

broc

hure

sho

uld

give

peo

ple

a go

od

im

of it

s to

pic.

Th

e w

eath

er is

qu

ite

war

m h

ere,

e

in th

e su

mm

er.

the

old

days

, th

ere

was

no

inte

rnet

. We

only

h

ad b

ooks

.

Wh

en s

he

hea

rd

the

new

s, s

he

took

a

deep

bre

ath

an

d

sed

.

Oh

, I’m

so

g th

at

not

hin

g h

appe

ned

to

you

!

bis

(spä

test

ens)

8

Uh

r

8 a

m

9783060332977 S005-014.indd 13 01.04.15 10:03


© 2015

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Vocabulary Action Sheet 5.25Ve

rbs

Pict

ures

Cont

ext

Opp

osite

sGe

rman

/ En

glis

h

1I

don’

t nee

d m

y bo

ok b

ack.

You

can

k it

.

Let’s

do

som

eth

ing

else

. I’m

real

ly t

of

this

ex

erci

se!

usu

al –

u

wan

n (a

uch

) im

mer

, ega

l wan

n

w

2H

e m

anag

ed to

e f

rom

pr

ison

.

He

gave

the

polic

e a

d

of th

e th

ief.

calm

sea

–

r s

ea

Pla

ttfo

rm; B

ahn

stei

g, G

leis

p

3Is

it O

K w

ith

you

? I

don’

t wan

t

to t

on

you

r to

es.

She

put t

he

mai

n p

oin

ts o

f h

er

pres

enta

tion

on

a

t.

(to)

con

cen

trat

e –

(to)

r

Säu

geti

er

m

4P

leas

e tu

rn th

e T

V o

ff. I

can

’t

c on m

y w

ork.

Par

t of

this

for

est i

s th

e ly

nx’

s

t.

dire

ct –

in

otw

endi

g, n

ötig

n

5D

o yo

u h

ave

any

hob

bies

, or

thin

gs th

at i

yo

u?

Th

e po

lice

are

look

ing

for

the

m c

hild

.

belo

w –

a

Hei

de(k

rau

t)

h

6In

the

fin

al, B

ayer

n M

un

ich

b M

anU

five

nil.

She

trie

d to

sta

y

b th

e su

rfac

e of

the

wat

er a

s lo

ng

as

she

cou

ld.

wet

–

d

Pfi

ff; P

feif

e

w

7Yo

u h

ave

to te

ll m

e w

hat

you

wan

t . I

can

’t r

yo

ur

min

d!

It’s

a n

ice

flat

, bu

t you

get

a

lot o

f n

fro

m th

e ro

ad n

earb

y.

(to)

love

–

(to)

h

ents

etzt

i h

8 H

e k

ed o

n h

er

door

, bu

t sh

e di

dn’t

open

.

Th

ere’

s a

m to

all

the

sold

iers

wh

o di

ed in

the

war

.

asle

ep –

a

beh

uts

am, s

anft

gy

9783060332977 S005-014.indd 14 01.04.15 10:03

Unit 1 Language Action Sheet 1.1


Illustration: Tobias Dahmen, Utrecht, Niederlande, www.tobidahmen.de

© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

REVISION The simple past pp. 10–12 WIEDERHOLUNG Die einfache Form der Vergangenheit

1 a) Complete the sentences from 1 (p. 10). Write

the infinitives of the verbs in the table on the right.

Vervollständige die Sätze aus 1 (S. 10). Schreib die

Infinitive der Verben in die Tabelle rechts.

“Here we are,” Mo said to his friend Luke and

to a huge glass building.

“And what language is that, Mo?” Luke.

Mo n’t .

The girl was quiet. A man up from a map.

Mo his head. “It’s much too expensive.”

Infinitive (Grundform)

(to)

(to)

(to)

(to)

(to) be (to)

(to)

b) Three of the verbs in 1a) are regular. Draw a green box around their simple past endings.

Drei der Verben in 1a) sind regelmäßig. Male ein

grünes Kästchen um ihre Simple past-Endungen.

2 There is one negative statement in 1a).

Mark it in yellow. Which is the correct rule for negative statements in the simple past – a, b or c?

Es gibt einen verneinten Aussagesatz in 1a).

Markiere ihn gelb.

Was ist die richtige Regel für verneinte Aussagesätze

im simple past – a, b oder c?

a didn’t + ed-form of the verb.

b didn’t + infinitive.

c doesn’t + ed-form of the verb.

3 Complete the following question.

Which is the correct rule for questions in the simple past – a, b or c?

Vervollständige die folgende Frage.

Was ist die richtige Regel für Fragen im

simple past – a, b oder c?

Mo a video on the roof? – No, he didn’t. He took some photos.

a did + subject + infinitive.

b did + subject + ed-form of the verb.

c do + subject + ed-form of the verb.

4 Now look at Grammar File 1.1 on p. 155. Schau dir jetzt Grammar file 1.1 auf S. 155 an.

You make questions in the simple past with …

You make negative statements in the simple past with …




© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

REVISION The present perfect pp. 10–12 WIEDERHOLUNG Das present perfect

1 Look at these three present perfect sentences: Schau dir diese drei Present perfect-Sätze an:

Luke has been at the shopping centre before.

“So, have you been up on the roof too?”

“We haven’t seen much yet.”

The present perfect has two parts. Draw a red box round the first part (= a form of have) and a blue box round the second part (= the past participle).

Das present perfect hat zwei Teile. Male ein rotes

Kästchen um den ersten Teil (= eine Form von have)

und ein blaues Kästchen um den zweiten Teil (= das

Partizip Perfekt, die 3. Form des Verbs).

2 Complete the table. Be careful – three of the

verbs are irregular. (Look at pp. 246–247 in your English book.)

Vervollständige die Tabelle. Sei vorsichtig – drei der

Verben sind unregelmäßig. (Sieh dir S. 246–247

deines Englischbuches an.)

Infinitive Simple past Past participle

(to) do

(to) eat

(to) enjoy

Infinitive Simple past Past participle

(to) have

(to) rain

(to) visit

3 Which is the correct rule for negative

statements and questions in the present perfect – a, b or c?

Was ist die richtige Regel für verneinte Aussagesätze

und für Fragen im present perfect – a, b oder c?

a haven’t/hasn’t + infinitive.

b haven’t/hasn’t + past participle.

c hadn’t + past participle.

a have/has + subject + past participle.

b have/has + subject + infinitive.

c had + subject + past participle.

4 Which sentence on the right goes best with the

sentence on the left – a, b or c? Welcher von den Sätzen rechts passt am besten zum

Satz links – a, b oder c?

a I can’t eat any more.

b Breakfast is over.

c I’m hungry.


You make negative statements in the present perfect with …

You make questions in the present perfect with …

I haven’t had breakfast yet.




© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

REVISION Present perfect and simple past in contrast pp. 10, 13 WIEDERHOLUNG Present perfect und simple past im Vergleich

1 a) Look at 1 (p. 10) and complete these

sentences. Sieh dir 1 (S. 10) an und vervollständige diese Sätze.

“Oh – you here before?”

“Yeah, I with Dad a few months ago. We mum’s birthday present here.”

“But we only yesterday evening, …

… so we n’t much yet.”

b) Colour the boxes in front of the sentences. Use a red pen for present perfect sentences and a blue pen for simple past sentences.

Male die Kästchen vor den Sätzen farbig aus.

Verwende einen roten Stift für Present perfect-Sätze

und einen blauen Stift für Simple past-Sätze.

c) There are four “signal words or phrases” in 1a). Draw a blue box around the signal words/phrases for the simple past. Draw a red box around the signal words/phrases for the present perfect.

Es gibt vier „Signalwörter oder -wendungen“ in 1a).

Male ein blaues Kästchen um die Signalwörter/-

wendungen für das simple past.

Male ein rotes Kästchen um die Signalwörter/-

wendungen für das present perfect.

2 Look at the words and phrases in the box and

write them in the right group. Sieh dir die Wörter und Ausdrücke im Kasten an und

schreib sie in die richtige Gruppe.

already • a few weeks ago • before • ever • in 2012 • just • last Friday • last year • never • not … yet • often • on 5th May, 2003 • when I was born • yesterday afternoon • yet

often in present perfect sentences: already, often in simple past sentences: a few weeks ago,





© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

The present perfect progressive pp. 20–21 Die Verlaufsform des present perfect

1 a) Complete the sentences from 1 (p. 20). Vervollständige die Sätze aus 1 (S. 20).

“You’ve ing TV for hours,” Mo said.

“No, I haven’t,” his sister said. “I’ since 10.”

“I’ here for five minutes, boys. Do you think I can go in now?”

“The English team much better since the break.”

b) The present perfect progressive has three parts. Look at the sentences in 1a) and draw a red box round the first part, a green box round the second part, and a blue box round the third part.

Then complete the rule:

Die Verlaufsform des present perfect hat drei Teile.

Sieh dir die Sätze in 1a) an und male ein rotes

Kästchen um den ersten Teil, ein grünes Kästchen um

den zweiten Teil und ein blaues Kästchen um den

dritten Teil.

You make the present perfect progressive with /has + + form.

2 a) Go back to the sentences in 1a). Mark the

time phrases with since and for in yellow. When do you use since? When do you use for? Can you complete the rule?

Geh noch einmal zurück zu den Sätzen in 1a). Markiere

die Zeitangaben mit since und for gelb.

Wann verwendet man since? Wann verwendet man

for? Kannst du die Regel vervollständigen? a since

b for

a since

b for b) Which of the phrases in the box do you use

with since? Which do you use with for? Welche der Angaben im Kasten verwendet man mit

since? Welche mit for?

ten years • three weeks • four o’clock • a long time • last week • Monday • 2012 • five minutes • three hours • October 2014 • Christmas • hours

since + for +

3 Now look at Grammar File 1.4 on

pp. 157–158. Schau dir jetzt Grammar file 1.4 auf S. 157–158 an.

German ‘seit’ Zeitpunkt: ‘seit wann?’ (When did it start?)

German ‘seit’ Zeitraum: ‘wie lange?’ (How long?)




© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

REVISION The will-future pp. 30–31 WIEDERHOLUNG Das Futur mit will

1 a) Complete these sentences from 1 (p. 30). Vervollständige diese Sätze aus 1 (S. 30).

“When Mum be back?”

– “She n’t back till tomorrow. So I’ my famous vegetable curry for dinner.” b) Look again at the sentences in 1a). There’s

a positive sentence, a negative sentence and a question. Now complete this table:

Sieh dir die Sätze in 1a) noch einmal an. Es gibt einen

bejahten Aussagesatz, einen verneinten Aussagesatz

und eine Frage.

Vervollständige jetzt diese Tabelle:

+ – ?

I/You/He/She/It’ll see

We/You/They

Long form:

I/You/He/She/It

We/You/They

I/You/He/She/It see

We/You/They see

Long form:

I/You/He/She/It see

We/You/They see

I/you/he/she/it see …?

we/you/they see …?

What she/they see …?

2 Look at the German sentence. Then complete

the English translation. What mistake do German learners often make?

Sieh dir den deutschen Satz an. Dann vervollständige

die englische Übersetzung. Welchen Fehler machen

deutsche Lerner oft?

Bald sprichst du genauso gut Walisisch wie die anderen.

You soon Welsh as well as the others.

3 Be careful with will and want to!

Which translation is correct – a or b? Sei vorsichtig mit will und want to!

Welche Übersetzung ist richtig – a oder b?

a Ich will ein Gemüsecurry … kochen.

b Ich werde ein Gemüsecurry … kochen.

a Ich will ein Gemüsecurry … kochen.

b Ich werde ein Gemüsecurry … kochen.

4 Now look at Grammar file 2.1 on p. 159. Schau dir jetzt Grammar file 2.1 auf S. 159 an.

I want to make a vegetable curry for dinner.

I will make a vegetable curry for dinner.




© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

REVISION Conditional sentences (type 1) pp. 30–31 WIEDERHOLUNG Bedingungssätze (Typ 1)


“If I one more word of Welsh, I’ .”

“But if you about it, you’ better.”

“Well, if you with the others, you n’t so bad.”

“You’ soon Welsh as well as the others if you n’t up.”

“If you n’t , Dad, I’ tonight.”

b) Underline the if-clauses with a red pen and

the main clauses with a blue pen. Then draw a red box round the verb forms in the if-clauses and a blue box round the verb forms in the main clauses.

Unterstreiche die if-Sätze mit einem roten Stift und die

Hauptsätze mit einem blauen Stift.

Dann male ein rotes Kästchen um die Verbformen in den

if-Sätzen und eine blaue Box um die Verbformen in den

Hauptsätzen. c) Now complete the rule. Vervollständige jetzt die Regel. tense (Zeitform) in the if-clause: s

tense (Zeitform) in the main clause: w

2 Look at this sentence from 1 (p. 30). Sieh dir diesen Satz aus 1 (S. 30) an.

“That’s silly, Dad. How can I laugh at their jokes if I don’t understand them?”

Now complete the rule. Vervollständige jetzt die Regel. In the main clause, you can also use a modal verb like or must + infinitive.

3 Read this sentence. Underline the correct verb

forms and cross out the wrong verb forms. Lies diesen Satz. Unterstreiche die richtigen Verbformen

und streiche die falschen Verbformen durch.

Mr Evans: “If you don’t like / won’t like my curry, we have / will have pizza instead.”





© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Conditional sentences (type 2) pp. 34–37 Bedingungssätze (Typ 2)


“If you me a pound for every trip, I rich.”

“If I a kayak, I’ right down from the top to this pool.”

“If you that, you die. If I you, I’ down inside a beach ball.”

“If Philip it, he the wrong idea.” b) Underline the if-clauses with a red pen and

the main clauses with a blue pen. Which tense do you use in the if-clause? And in the main clause?

Unterstreiche die if-Sätze mit einem roten Stift und die

Hauptsätze mit einem blauen Stift.

Welche Zeit verwendet man im if-Satz?

Und im Hauptsatz? tense (Zeitform) in the if-clause: s p

tense (Zeitform) in the main clause: w or c + in

2 Look at this sentence again: Sieh dir diesen Satz noch einmal an:

“If I were you, I’d go down inside a beach ball.”

Now complete the rule. Vervollständige jetzt die Regel. Instead of If I was, we often say If I .

3 Read this sentence. Underline the correct verb

forms and cross out the wrong verb forms. Lies diesen Satz. Unterstreiche die richtigen Verbformen

und streiche die falschen Verbformen durch.

“If I had / would have a video camera, I filmed / would film all our family holidays.”

4 Who is quite sure that Emma will not buy a new

computer in the near future – Oliver or Benjamin? Tick the right box.

Wer ist ziemlich sicher, dass Emma sich in naher

Zukunft keinen neuen Computer kaufen wird – Oliver

oder Benjamin? Kreuze das richtige Kästchen an.

Oliver: “If Emma has enough money, she will buy a new computer.”

Benjamin: “If Emma had enough money, she would buy a new computer.”

5 Now look at Grammar file 3.2

on pp. 161–162. Schau dir jetzt Grammar file 3.2 auf S. 161–162 an.




© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

REVISION Relative clauses pp. 46–48 WIEDERHOLUNG Relativsätze


“Mathew Street? The street ’s full of tourist shops?”

“For tourists like the Beatles – like me!”

“So you see all the Beatles stuff you want to.”

“It’s a market sells food and clothes.” b) Complete the rule. Vervollständige die Regel. You use • for people • for things • for people and things

2 “who”-words or “which”-words? Write the

nouns from the box in the right group. „who“-Wörter oder „which“-Wörter? Schreib die

Nomen aus dem Kasten in die richtige Gruppe.

architect • carpenter • clothes • hammer • hero • office • police officer • scientist • slave • summit • whiteboard • workshop

“who”-words: architect,

“which”-words: clothes,

3 a) Complete the German relative clause. Then

look at the verbs in the English relative clause and the German translation. What is different?

Vervollständige den deutschen Relativsatz. Dann sieh

dir die Verben im englischen Relativsatz und in der

deutschen Übersetzung an. Was ist der Unterschied?

For tourists who like the Beatles.

Für Touristen, die . b) Complete the German relative clause. Then

look at the prepositions in the two relative clauses. What is different?

Vervollständige den deutschen Relativsatz. Dann sieh

dir die Präpositionen in den beiden Relativsätzen an.

Was ist der Unterschied?

That’s the cathedral that we went to yesterday.

Das ist die Kathedrale, gestern gegangen sind.





© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Contact clauses pp. 46–47, 49 Relativsätze ohne Relativpronomen

1 a) Look at sentences (1) and (2): Sieh dir die Sätze (1) und (2) an:

(1) There’s the boy who loves Ava. (2) There’s the boy who Ava loves. Which of the following statements is correct for

sentence (1)? Which is correct for sentence (2)? Welche der folgenden Aussagen stimmt für Satz (1)?

Welche stimmt für Satz (2)?

The boy loves Ava. Correct for sentence No.

Ava loves the boy. Correct for sentence No. b) Compare and complete: Vergleiche und vervollständige: subject object

(1) ... the boy who loves Ava. (2) ... the boy who Ava loves. ... der Junge, der Ava liebt. ... der Junge, den Ava liebt.

Relative pronouns can be the or the of the relative clause.

2 Now look at these three sentences and

complete the rule: Sieh dir jetzt diese drei Sätze an und vervollständige die

Regel:

There’s the boy Ava loves.

“John is the Beatle I like best.”

“Remember the plan we made.”

Da ist der Junge, den Ava liebt.

„John ist der Beatle, den ich am liebsten mag.“

„Denk an den Plan, den wir gemacht haben.“ When the relative pronoun is the of the relative clause, you can leave it out.

Relative clauses without a relative pronoun are called “contact clauses”.

3 Can you find these contact clauses in the

picture story on pp. 46–47? Complete them. Kannst du diese contact clauses in der Bildgeschichte

auf S. 46–47 finden? Vervollständige sie.

“Is that the camera birthday?”

“This is the gate guidebook.”

“That’s the cathedral yesterday.”





© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

The passive pp. 52–55 Das Passiv


“This museum was to tell the story of slavery.”

“This mask is a goat’s face. It in West Africa a long time ago.”

“Similar masks in Nigeria today.”

“Udus of clay, not wood … first they to carry water.”

“It has a great sound, probably because it’ with bare hands, not with sticks.”

“It’ at special events, like family celebrations.” b) Draw a red box round the verb forms and

complete the rule. Zeichne ein rotes Kästchen um die Verbformen und

vervollständige die Regel. You make the passive with a form of (to) + participle.

2 Which sentence tells us who wears the masks –

sentence (1) or sentence (2)? Tick the right box. Welcher Satz sagt uns, wer die Masken trägt – Satz (1)

oder Satz (2)? Kreuze das richtige Kästchen an.

(1) (active) Boys and young men wear masks with animal faces at festivals and parties.

(2) (passive) Similar masks are worn in Nigeria today.

3 Look at this passive sentence. Draw a blue box

round the words that tell you who does the action. Then complete the rule.

Sieh dir diesen Passivsatz an. Zeichne ein blaues

Kästchen um die Wörter, die dir sagen, wer die

Handlung ausführt. Vervollständige dann die Regel.

Usually, Udus are played by women.

Normalerweise werden Udus von Frauen gespielt. If you want to say who does (or did) something, you can add ... to a passive sentence.

4 Now look at Grammar file 5

on pp. 164–165. Schau dir jetzt Grammar file 5 auf S. 164–165 an.




© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Modals and their substitutes pp. 70–72 Modale Hilfsverben und ihre Ersatzverben

1 a) Complete these sentences from 1

(pp. 70–71). Vervollständige diese Sätze aus 1 (S. 70–71).

We n’t to take photos inside.

They’re to miss lessons because they sing at two services every day!”

I’ll wait till I’m 18.

When I’m 18, I’ll ride my brother’s motorbike.

Looks like she climb onto the chair! – I help her.

So you buy any cool souvenirs! b) Look again at the sentences in 1a) and

complete the table. Sieh dir die Sätze in 1a) noch einmal an und

vervollständige die Tabelle.

Modal (Modales Hilfsverb) Substitute (Ersatzverb)

„können“ can (to)

„dürfen“ can, may (to)

„müssen“ must (to) c) Now complete this table. Vervollständige jetzt diese Tabelle.

Simple present Simple past will-future

„können“ I can, I’m to I to I will to

„dürfen“ I can, I may,

I’ to I to I to

„müssen“ I must, I to I to I to






© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

The past perfect pp. 74, 76 Die past perfect

1 a) Complete the sentences from 1 (p. 74). Vervollständige die Sätze aus 1 (S. 74).

I ed to ride Raven down to the beach.

When the last guests arrived, Mum already to bed.

They were starving because they n’t anything to eat since lunch.

They all the way from Dublin.

b) Draw a red box round the verb forms and complete the rule.

Zeichne ein rotes Kästchen um die Verbformen und

vervollständige die Regel.

You make the past perfect with + participle.

c) Look again at this sentence: Sieh dir diesen Satz noch einmal an:

When the last guests arrived, Mum had already gone to bed.

Als die letzten Gäste eintrafen, war Mutter schon ins Bett gegangen.

Which statement is correct – (1) or (2)? Tick the right box.

Welche Aussage ist korrekt – (1) oder (2)?

Kreuze das richtige Kästchen an.

(1) The guests arrived, then Mum went to bed.

(2) Mum went to bed, then the guests arrived.

2 Simple past or past perfect? Use the verbs in

the box and complete the sentences. Simple past oder past perfect? Verwende die Verben im

Kasten und vervollständige die Sätze. (to) be • (to) go home • (to) leave • (to) look

I couldn’t find Emma. She .

Nobody got hurt because everyone the building when the roof collapsed.

The music stopped when she turned on the lights, and everyone at her.

I to London before, so I knew which bus to take.

3 Now look at Grammar File 1.5

on pp. 158–159. Schau dir jetzt Grammar file 1.5 auf S. 158–159 an.




© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Reflexive pronouns pp. 84–85 Reflexivpronomen


“Pollution is a huge problem for dolphins. … They can’t protect from us.”

“You have to look after at sea.”

“But I tell it’s worth it to protect these beautiful animals.” b) Now complete this table: Vervollständige jetzt diese Tabelle:

-self German

I mir/mich

you

he himself

she sich

it itself

-selves German

we uns

you yourselves

they

2 a) Now complete this sentences from 1 (p. 84). Vervollständige jetzt diese Sätze aus 1 (S. 84).

“We phone first before we go out in boats.” b) When do you use a -selves-pronoun?

When do you use each other? Wann benutzt du ein -selves-Pronomen?

Wann benutzt du each other?

a (we) ourselves / (you) yourselves / (they) themselves

b (we) each other / (you) each other / (they) each other

a (we) ourselves / (you) yourselves / (they) themselves

b (we) each other / (you) each other / (they) each other



(wir) uns (selbst) (ihr) euch (selbst) (sie) sich (selbst)

(wir) uns (gegenseitig) (ihr) euch (gegenseitig) (sie) sich (gegenseitig)




© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Indirect speech pp. 88–91 Indirekte Rede


(1) Skye started to cry. She said she to be in the play any more.

(2) Our director. She said we’d never it right.

(3) Skye said it too noisy backstage, so she the cue.

(4) Then Sandra told her that she concentrate. b) What did they say in direct speech?

Complete the sentences. (You can check on p. 88.) On the right, note down how the verb changes.

Was haben sie in wörtlicher Rede gesagt?

Vervollständige die Tabelle. (Du kannst auf S. 88

nachsehen.) Notiere in der rechten Spalte, wie sich das

Verb verändert.

direct speech direct speech indirect speech

(1) Skye: “I don’t want to be in this play any more!” don’t want want

(2) Sandra: “We’ never get this right.” get get

(3) Skye: “It’ too noisy backstage.

So I the cue.” hear hear

(4) Sandra: “You concentrate.” to to

2 If you report what somebody said, the verb

forms usually change – they move back a step into the past (“backshift of tenses”). Complete the table:

Wenn man berichtet, was jemand gesagt hat, dann

verändern sich in der Regel die Zeitformen – sie

verschieben sich um eine Stufe in die Vergangenheit.

Vervollständige die Tabelle:

simple present → simple

will-future → w + infinitive

can / can’t → c / c



© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

A

lle R

echt

e vo

rbeh

alte

n.Vocabulary Action Sheets – Lösungen

English G Access I 3 Vocabulary & Language Action Sheets

London Context Pictures Verb phrases Definitions Opposites Yesterday German/ English

1 United Kingdom

western lift enjoy huge south repliedthe best thing about …

2 skyline amazing stress mark stay into darkness went I see.

Unit 1.1

3 Cathedral fact steps expect carnival false reservedHow do you know …?

4 palace during tortoise improve gallery less blewnatural history

5 Parliament exact raven react Christmas adult heldon top of each other

6 attractions worth blood head linking word slow scanneda family of four

7 entry message jewels reply crowded on panicked(to) be home to sth.

8 Tube since queue rest route down bent No way!

The fourth word The Tube Context Small words Verbs Pictures Abstract

nounsGerman/ English

1 Welsh underground each other as guardremote control

clueAnd anyway, …

2 post timetable pub by link pavement stress speed

Unit 1.2

3 Europe ticket office while in connect whistle cultureIt was a pity that …

4 figure line tap at point rope chance available

5 (to) roar northbound towards of work wing details you

6 spelling change situation Off go rainbow educationIf you don’t mind ...

7 forannounce- ment

exactly around fill hip content no sign of

8 try platform dizzy under scare loudspeaker tense (to) run off

Jobs Verb phrases Opposites German/ English Small words Context

1 carpenter reach empty workshop over topic sentence

2 architect grab (to) give up probably of bar

Unit 2.1

3 astronaut allow Me neither. natural before busy

4 hairdresser continue stupid coal by figure

5 musician organize downhill official along such

6 painter press difficult altogether in bite

7 scientist clear (to) lie down downstream up how to

8 head teacher behave a wide road stick up punishment

_4Y6XJ_9783060332977 Inhalt_S029 29 31.03.15 11:42

© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

A

lle R

echt

e vo

rbeh

alte



Learning English Pictures Context (to) look … Definitions Verbs German/ English

1 study oil piece of for furniture ground(to) be connected

2 revise edge tonight after hostel wonder climb

Unit 2.2

3 have a look summit underground forward movie pretend energy

4 translation carrot official up meal tell a total of

5 headword corridor police at silently manage hero

6 part of speech star national into breeze be able to finally

7 keep notes steep around wooden argue magical

8 add mop warning up office splash point of view

Liverpool Pictures Context The fourth word Definition Verb phrases German/ English

1 explore slave body international introduction invent stuff

2 Slavery guidebook experience protest schedule earn quite

Unit 3.1

3 cruise banana success (to) cook trade remember actually

4 after that soldier leader (to) end ancestor carry engineer

5 design crossword shape sportsperson contest lead conclusion

6 sunshine monument bare member equipment structure several

7 well-known mask cruel people body solve was born

8 found horn room airport career burn one-hour

Football Verbs Small words German/ English Pictures Context

1 score perform off way pot material

2 referee survive up clay plantation community

Unit 3.2

3 goalkeepers covered as captive triangle final

4 stadium shine if conditions goal net no

5 pitch drowned In (to) order mosque laughter

6 manager marry with bully scarf surface

7 free kick spread out (to) seem canal local

8 slow motion name in (to) take place sailor funeral

_4Y6XJ_9783060332977 Inhalt_S030 30 31.03.15 11:42

© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

A

lle R

echt

e vo

rbeh

alte



Countries Context Pictures Verb phrases Definitions Opposites Ireland German/ English

1 currency might brochure form pet northern disease challenge

2 passport nearly coffee change heaven impolite faminepolice station

Unit 4.1

3 visa left giant steal guest peace emigrated decision

4 ID card Shall column miss argument hell republicHe was like: …

5 population like bank welcome couple aliveEuropean Union

(to) have a shower

6 state starving angel turn trail (to) unpack eurofacial expression

7 president boyfriend motorbike park export (to) dislike border interaction

8 nation standard suit bury government beginning accent round here

The fourth word

Making a brochure Context Small words Verbs Pictures Adjectives German/

English

1 service research next as rise up pipe practical God

2 (to) smoke editor traffic of suggestAtlantic (Ocean)

curious bang

Unit 4.2

3 arrival coordinator immediately to stare junction polite girlfriend

4 ride layout gone out passtraffic light(s)

electronic Easter

5 pedestrian discussion line by walk van weird siren

6 (to) kick adverts ashes about race ditch regional folk

7 none (of …) result death up spin around gravestone slippery Now that …

8 thought impression especially In sighed stream glad by

Theatre Verbs Definitions German/ English Small words Context

1 backstage promote the Highlands extraordinary on Look out

2 cue compete wee trials by sheepdog

Unit 5.1

3 volunteer photograph location pollution up social media

4 rehearsal spend seasick movement down usual

5 position protect tough escape over sighting

6 comedian teach handout no one else into calm

7 tension record predator (to) pick on sb. of split screen

8 entertainment monitor habitat(to) give sb. a hard time

in fault

_4Y6XJ_9783060332977 Inhalt_S031 31 31.03.15 11:42

© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

A

lle R

echt

e vo

rbeh

alte



Verbs Pictures Context Opposites German/ English

1 keep bagpipes tired unusual whenever

2 escape yacht description rough platform

Unit 5.2

3 tread isle transparency (to) relax mammal

4 concentrate dolphin territory indirect necessary

5 interest dorsal fin missing above heather

6 beat lynx below dry whistle

7 read coat noise (to) hate in horror

8 knocked shepherd memorial awake gently

_4Y6XJ_9783060332977 Inhalt_S032 32 31.03.15 11:43

Language Action Sheets – Lösungen


© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

LAS 1.1 “Here we are,” Mo said to his friend Luke and pointed to a huge glass building. “And what language is that, Mo?” asked Luke. Mo didn’t know. The girl was quiet. A man looked up from a map. Mo shook his head. “It’s much too expensive.”

(to) say (to) point (to) ask (to) know (to) be (to) look (to) shake

regular: pointed, asked, looked

Lösung b ist korrekt: You make negative statements in the simple past with didn’t + infinitive.

Did Mo make a video on the roof? – No, he didn’t. He took some photos. Lösung a ist korrekt: You make questions in the simple past with did + subject + infinitive.

LAS 1.2 Luke has been at the shopping centre before. “So, have you been up on the roof too?” “We haven’t seen much yet.”

Infinitive (to) do (to) eat (to) enjoy

Simple past did ate enjoyed

Past participle done eaten enjoyed

Infinitive (to) have (to) rain (to) visit

Simple past had rained visited

Past participle had rained visited

Lösung b ist korrekt: You make negative statements in the present perfect with haven’t + past participle. Lösung a ist korrekt: You make questions in the present perfect with have/has + subject + past participle.

Lösung c ist korrekt: I haven’t had breakfast yet. I’m hungry.

LAS 1.3 (present perfect) “Oh – have you been here before?” (simple past) “Yeah, I came with Dad a few months ago. We bought Mum’s birthday present here.”(simple past) “But we only arrived yesterday evening, ... (present perfect) ... so we haven’t seen much yet.”

signal words/phrases simple past: a few months ago – yesterday evening signal words/phrases present perfect: before – (not ...) yet

often in present perfect sentences: already – before – ever – just – never – not ... yet – often – yet often in simple past sentences: a few weeks ago – in 2012 – last Friday – last year – on 5th May, 2003 – when I was born – yesterday afternoon

LAS 1.4 “You’ve been watching TV for hours,” Mo said. “No, I haven’t,” his sister said. “I’ve been watching since 10.” “I’ve been waiting here for five minutes, boys. Do you think I can go in now?“ “The English team has been playing much better since the break.”

You make the present perfect progressive with have/has + been + -ing form.

1 a)

2

1 a)

2

1 a)

1

c)

2

b)

3

3

4

b)



© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

2 a) German ‘seit’ – Zeitpunkt: ‘seit wann?’ (When did it start?): a since German ‘seit’ – Zeitraum: ‘wie lange?’ (How long?): b for

b) since + four o’clock – last week – Monday – 2012 – October 2014 – Christmas for + ten years – three weeks – a long time – five minutes – three hours – hours

LAS 2.1 “When will Mum be back?” – “She won’t be back till tomorrow. So I’ll make my famous vegetable curry for dinner.”

+ I/You/He/She/It’ll see We/You/They’ll see Long form: I/You/He/She/It will see We/You/They will see

– I/You/He/She/It won’t see We/You/They won’t see Long form: I/You/He/She/It will not see We/You/They will not see

? Will I/You/He/She/It see …? Will we/you/they see …? What will she/they see …?

Bald sprichst du genauso gut Walisisch wie die anderen. You will soon speak Welsh as well as the others.

(What mistake ...?) German learners often use the simple present to talk about the future. (Welchen Fehler ...?) Deutsche Lerner verwenden oft das simple present, um über die Zukunft zu sprechen.

I will make a vegetable curry for dinner. b Ich werde ein Gemüsecurry ... kochen. I want to make a vegetable curry for dinner. a Ich will ein Gemüsecurry ... kochen.

LAS 2.2 “If I hear one more word of Welsh, I’ll scream.” “But if you talk about it, you’ll feel better.” “Well, if you laugh with the others, you won’t feel so bad.” “You’ll soon speak Welsh as well as the others if you don’t give up.” “If you don’t mind, Dad, I’ll cook tonight.”

tense in the if-clause: simple present tense in the main clause: will-future

In the main clause, you can also use a modal verb like can or must + infinitive.

If you don’t like my curry, we will have pizza instead.

LAS 2.3 “If you gave me a pound for every trip, I would be rich.” “If I had a kayak, I’d paddle right down from the top to this pool.” “If you did that, you would die. If I were you, I’d go down inside a beach ball.” “If Philip read it, he could get the wrong idea.”

tense in the if-clause: simple past tense in the main clause: would or could + infinitive

Instead of If I was, we often say If I were.

If I had a video camera, I would film all our family holidays.

Benjamin is quite sure that Emma will not buy a new computer in the near future.

b)

c)

1 a)

b)

2

1 a)

2

3

1 a)

2

3

3

4



© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

LAS 3.1 “Mathew Street? The street that’s full of tourist shops?” “For tourists who like the Beatles – like me.” “So you see all the Beatles stuff that you want to.” “It’s a market which sells food and clothes.”

You use • who for people • which for things • that for people and things. “who”-words: architect – carpenter – hero – police officer – scientist – slave “which”-words: clothes – hammer – office – summit – whiteboard – workshop

For tourists who like the Beatles. Für Touristen, die die Beatles mögen. In German, the verb comes at the end of the relative clause. Im Deutschen steht das Verb am Ende des Relativsatzes.

That’s the cathedral that we went to yesterday. Das ist die Kathedrale, zu der wir gestern gegangen sind. In German, the preposition comes at the beginning of the relative clause. Im Deutschen steht die Präposition am Anfang des Relativsatzes.

LAS 3.2 “The boy loves Ava.” = Correct for sentence No. 1 (“There’s the boy who loves Ava.”) “Ava loves the boy.” = Correct for sentence No. 2 (“There’s the boy who Ava loves.”)

Relative pronouns can be the subject or the object of the relative clause. When the relative pronoun is the object of the relative clause, you can leave it out.

“Is that the camera you got for your birthday?” “This is the gate I saw in the guidebook.” “That’s the cathedral we went to for the concert yesterday.”

LAS 3.3 “This museum was founded to tell the story of slavery.” “This mask is a goat’s face. It was made in West Africa a long time ago.” “Similar masks are worn in Nigeria today.” “Udus are made of clay, not wood ... first they were used to carry water.” “It has a great sound, probably because it’s played with bare hands, not with sticks.” “It’s used at special events, like family celebrations.”

You make the passive with a form of (to) be + past participle.

The active sentence (1) tells us who wears the masks: “Boys and young men wear masks with animal faces ...”. 3 Usually, Udus are played by women. If you want to say who does (or did) something, you can add by ... to a passive sentence.

1 a)

b)

2

1 a)

b)

2

3 a)

b)

1 a)

b)

2

3

1 a)



© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

LAS 4.1 We weren’t allowed to take photos inside. They’re allowed to miss lessons because they have to sing at two services every day! I’ll have to wait till I’m 18. When I’m 18, I’ll be allowed to ride my brother’s motorbike. Looks like she wasn’t able to climb onto the chair! – I had to help her. So you won’t be able to buy any cool souvenirs!

Modal Substitute können can (to) be able to dürfen can, may (to) be allowed to müssen must (to) have to

Simple present Simple past will-future können I can, I’m able to I was able to I will be able to dürfen I can, I may, I’m allowed to I was allowed to I will be allowed to müssen I must, I have to I had to I will have to

LAS 4.2 I had planned to ride Raven down to the beach. When the last guests arrived, Mum had already gone to bed. They were starving because they hadn’t had anything to eat since lunch. They had travelled all the way from Dublin.

You make the past perfect with had + past participle.

“When the last guests arrived, Mum had already gone to bed.” Statement (2) is correct: Mum went to bed, then the guests arrived. I couldn’t find Emma. She had gone home. Nobody got hurt because everyone had left the building when the roof collapsed. The music stopped when she turned on the lights, and everyone looked at her. I had been to London before, so I knew which bus to take.

LAS 5.1 “Pollution is a huge problem for dolphins. ... They can’t protect themselves from us.” “You have to look after yourself at sea.” “But I tell myself it’s worth it to protect these beautiful animals.”

-self German -selves German I myself mir/mich we ourselves uns you yourself dir/dich you yourselves euch he himself sich they themselves sich she herself sich it itself sich “We phone each other first before we go out in boats.”

(wir) uns (selbst) (ihr) euch (selbst) → a (we) ourselves / (you) yourselves / (they) themselves (sie) sich (selbst)

(wir) uns (gegenseitig) (ihr) euch (gegenseitig) → b (we) each other / (you) each other / (they) each other (sie) sich (gegenseitig)

1 a)

1 a)

2 a)

b)

c) b)

1 a)

c)

2

b)

b)



© 2

015

Cor

nels

en S

chul

verla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

LAS 5.2 (1) Skye started to cry. She said she didn’t want to be in the play any more. (2) Our director. She said we’d never get it right. (3) Skye said it was too noisy backstage, so she couldn’t hear the cue. (4) Then Sandra told her that she had to concentrate.

direct speech direct speech → indirect speech (1) Skye: “I don’t want to be in this play any more.” don’t want → didn’t want (2) Sandra: “We’ll never get this right.” will get → would get (3) Skye: “It’s too noisy backstage. it’s → it was So I can’t hear the cue.” can’t hear → couldn’t hear (4) Sandra: “You have to concentrate.” have to → had to

simple present → simple past will-future → would + infinitive can/can’t → could/couldn’t

1 a)

2

b)

Documents

VOCABULARY & LANGUAGE€¦ · VOCABULARY & LANGUAGE ACTION SHEETS Kopiervorlagen mit Lösungen 3 _4XSG4_9783060332977 Inhalt_S001 1 30.03.15 11:10