VOCABULARY & LANGUAGEACTION SHEETSKopiervorlagen mit Lösungen

2

VOCABULARY & LANGUAGE ACTION SHEETSKopiervorlagen mit Lösungen

2

English G Access · Band 2 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)

Illustrationen Vocabulary Action Sheets: Roland Beier, BerlinLanguage Action Sheets:Tobias Dahmen, Utrecht/NL

Layout und technische Umsetzung zweiband.media, Berlin

Umschlaggestaltung kleiner & bold, Berlin

Titelbild Trevor Burrows Photography Ltd, Plymouth

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

1. Auflage, 2. Druck 2015

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

© 2014 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 978-3-06-033296-0

Vorwort

English G Access | 2 Vocabulary & Language Action Sheets

Dieses Heft enthält 27 Kopiervorlagen:

• 12 Vocabulary Action Sheets (+ Lösungen)

• 15 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 2 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 2 werden ein 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 2 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

English G Access | 2 Vocabulary & Language Action Sheets

Vocabulary Action Sheets:

VAS Einsatzort VAS Einsatzort

1.1 nach Unit 1 4.1 nach Unit 4

1.2 nach Unit 1 4.2 nach Unit 4

2.1 nach Unit 2 5.1 nach Unit 5

2.2 nach Unit 2 5.2 nach Unit 5

3.1 nach Unit 3 6.1 nach Unit 6

3.2 nach Unit 3 6.2 nach Unit 6

Language Action Sheets:

LAS Thema Einsatzort

1.1 REVISION The simple past: positive and negative statements Unit 1, S. 10

1.2 REVISION The simple past: questions Unit 1, S. 10

1.3 Subject and object questions Unit 1, S. 14

2.1 The going to-future Unit 2, S. 31

2.2 The comparison of adjectives (I) Unit 2, S. 34

2.3 The comparison of adjectives (II) Unit 2, S. 36

3.1 Relative clauses Unit 3, S. 50

3.2 Adverbs of manner Unit 3, S. 55

4.1 The present perfect: positive and negative statements Unit 4, S. 70

4.2 The present perfect: questions and short answers Unit 4, S. 72

4.3 Present perfect and simple past in contrast Unit 4, S. 76

4.4 some and any and their compounds Unit 4, S. 76

5.1 The will-future Unit 5, S. 86

5.2 Conditional sentences (type 1) Unit 5, S. 91

6 The past progressive Unit 6, S. 106

Lösungen VAS

Lösungen LAS

5

© 2

014

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Vocabulary Action Sheet 1.1

In th

e ho

liday

sCo

ntex

tPi

ctur

esW

hat p

eopl

e do

Defin

ition

sTh

e w

eath

erYe

ster

day

Germ

an/

Engl

ish

1W

e w

ent

c

by th

e se

a th

is

sum

mer

.

Th

e E

den

P is

a

gard

en w

ith

lots

of

plan

ts.

m

to a

diff

eren

t cit

y

a bi

g ar

ea w

ith

lots

of

tree

s:

f

Wh

at w

as th

e

w

like

in T

urk

ey?

–It

was

ver

y h

ot.

It w

as a

bor

ing

day,

so

I g

in

tou

ch w

ith

som

e of

my

frie

nds

.

Grü

ß S

ue

von

m

ir.

S

h

Su

e f

.

2I

mad

e lo

ts o

f n

ew f

rien

ds o

n

the

c.

Th

is is

not

hin

g n

ew

to le

arn

, it’s

just

r.

r

i

thei

r fr

ien

ds to

a

part

y

the

tim

e w

hen

you

ar

e n

ot a

t sch

ool o

r w

ork:

h

It is

oft

en v

ery

w

by t

he

Nor

th S

ea.

We

all m

dow

n b

y th

e ri

ver.

Ich

kan

n e

s ka

um

erw

arte

n,

zu …

I c

…

3Lo

ts o

f pe

ople

on

th

e ca

mps

ite

had

th

eir

own

c.

Do

you

wan

t to

hav

e

t w

ith

us

this

af

tern

oon

?

l a smal

l ch

ildre

n

som

e pa

per

for

not

es:

c s

I do

n’t l

ike

the

r, b

ut i

t’s

good

for

the

plan

ts.

Sam

br

a vo

lleyb

all.

Wie

war

es?

W

l?

4B

ut w

e st

ayed

in a

big

t.

Lucy

isn’

t

a to

st

ay a

t th

e pa

rty

till

twel

ve.

l f to th

eir

hol

iday

s

he

or s

he

lives

nex

t to

you

:

n

Yest

erda

y w

as a

s

day,

so

we

wen

t to

the

beac

h.

I m

som

e n

otes

on

th

e tw

o te

ams.

vor

zwei

Tag

en

a

5Ev

ery

day,

we

did

lots

of

o acti

viti

es.

We

don’

t hav

e to

bu

y ti

cket

s –

the

show

is f

.j

l u into

the

sky

you

get

it w

hen

you

w

in:

p s

Th

en S

am

h the

ball

real

ly

har

d.

Alle

s Li

ebe,

Ja

ck /

Lieb

e G

rüß

e, J

ack

L, J

ack

6T

her

e w

as a

lso

agr

eat f

p

nea

r th

e be

ach

.

“No

mob

ile p

hon

es!”

–

that

’s a

r a

t ou

r sc

hoo

l.

are

a at n

igh

t

a sc

hoo

l wh

ere

stu

den

ts li

ve:

b s

We

can’

t go

saili

ng

toda

y –

ther

e’s

no

w .

Th

e ba

ll

r into

the

rive

r.

Wem

has

t du

es

erzä

hlt

?

W

t ?

7A

nd

ther

e w

ere

som

e h

igh

m

n

ear

the

sea.

Last

yea

r I

stay

ed in

A

ust

ralia

wit

h a

ver

yn

ice

h f

.l

o

pizz

as in

re

stau

ran

ts

In B

rita

in it

is a

lso

calle

d ‘fl

at’:

a

Yest

erda

y w

as w

arm

an

d su

nn

y, b

ut t

oday

it’s

c an

d co

ld.

No

ball

– th

is

m

that

we

cou

ldn’

t pl

ay.

heu

te

Nac

hm

itta

g

t

8B

ut w

e di

d n

ot

c

them

– it

was

too

hot

!

Do

you

un

ders

tan

d

the

m

of

this

wor

d?s

t o

ff

thei

r T

Vs

som

eth

ing

that

you

re

mem

ber

from

the

past

:

m

Wh

at a

nic

e da

y!

Th

ere

are

no

clou

ds

in th

e s

.

Now

we

all

f real

ly b

ored

!

Du

Glü

cksp

ilz!

L .

1

6

© 2

014

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Vocabulary Action Sheet 1.2

The

four

th w

ord

Our

pla

net

Cont

ext

Smal

l wor

dsO

n th

e ph

one

Pict

ures

Adve

rbs a

nd

adje

ctiv

esGe

rman

/ En

glis

h

12

peop

le –

to

geth

er1

pers

on –

a

Ou

r pl

anet

is 7

0 %

se

a an

d 30

%

l.

You

did

n’t s

leep

la

st n

igh

t? T

hen

you

m

be r

eally

tire

d!

I do

lots

of

spor

t –

swim

min

g,

exa

mpl

e.

You

can

p m

e to

mor

row

. Her

e’s

my

nu

mbe

r.p

I ca

n’t d

o it

toda

y,

but m

aybe

t.

Bit

te s

ehr.

/ H

ier

bitt

e.

H

a.

2at

hom

e –

(to)

be

inn

ot a

t hom

e –

(to)

be

o

Th

ere

are

big

w in th

e oc

ean

wh

en it

’s

win

dy.

Ever

yon

e ca

n s

ee

that

they

’re

sist

ers

– th

ey lo

ok s

o

s.

Goo

dbye

, Mag

gie!

Le

t’s s

tay

tou

ch!

Tom

, can

you

a th

e ph

one,

ple

ase?

I’m

in

the

bath

room

.

A f

it w

as w

arm

, bu

t la

ter

it g

ot c

old.

…, n

ich

t wah

r?

…, r

?

3go

od –

bad

hap

py –

u

All

pn

eed

ligh

t an

d w

ater

.

Is th

at y

our

son

? H

e re

ally

look

s

j

l y

ou!

Wh

at a

nic

e da

y!

Let’s

go

for

a w

alk.

Can

I u

se y

our

mob

ile?

I h

ave

tom

ake

a p

.

It r

ain

ed e

very

da

y, b

ut w

e

s

had

a g

ood

tim

e.

das

Ges

chir

r ab

was

chen

, spü

len

(to)

w d

4ye

ster

day

– pa

stto

mor

row

–

f

In th

e m

oun

tain

s, th

e la

nd

is o

ften

ver

y

r.

Th

e sc

hoo

l yea

r in

B

rita

in h

as th

ree

t.

I do

n’t w

ant t

o si

t

nex

t h

im.

I do

n’t l

ike

him

.

I’m

sor

ry, b

ut J

o is

ou

t. D

o yo

u w

ant t

o

l

?

Don

’t te

ll m

e ag

ain

! I

a

know

that

sto

ry.

imm

er w

iede

r

a a

5lu

cky

– lu

cksu

rpri

sed

–

s

Th

ere

are

lots

of

plan

ts a

nd

anim

als

in

the

Am

azon

r.

I w

as s

o

sh wh

en I

hea

rd th

at

she’

s de

ad!

Wh

en h

e lo

oked

, he

saw

da

rk c

lou

ds in

the

sky.

Hel

lo?

Can

I s

peak

to

Am

y, p

leas

e? –

I’

m s

orry

, bu

t sh

e’s

not

.

s

Com

e on

, Abb

y!

I’m s

yo

u c

an d

o it

!

jn. u

mar

men

(to)

g s

b.

a h

6bo

y –

son

girl

–

d

You

can

see

lots

of

w anim

als

in A

fric

a.

Sorr

y, b

ut y

ou

hav

e to

leav

e yo

ur

dog

o

the

shop

.

He

wen

t ou

t ge

t som

e fo

od f

or

the

part

y.

Hel

lo, i

t’s T

im h

ere.

Is

Kat

y in

? –

H

, I

thin

k sh

e’s

ups

tair

s.

Do

I h

ave

to s

ay it

ag

ain

? D

o yo

u

e li

sten

to

me?

Wen

ken

nt S

am?

W

k?

7I

– su

bjec

tm

e –

o

Th

e U

SA is

a b

ig

c.

Do

it a

gain

, an

d

t t

be c

aref

ul.

Wh

en I

sai

d h

ello

, sh

e di

dn’t

stop

bu

t

just

wal

ked

.

Don

’t ph

one

me.

Se

nd

me

at

.

Sorr

y, I

hav

e n

o ti

me

r n

,bu

t may

be la

ter.

Glü

ck h

aben

(to)

l

8B

riti

sh –

ch

ips

Am

eric

an –

f

I’d

like

to tr

avel

ar

oun

d th

e

w!

Do

you

hav

e yo

ur

o

com

pute

r?

Ple

ase

say

hel

lo to

Abb

y i

you

se

e h

er.

Sam

! To

you

r m

obile

an

d lis

ten

!

Lucy

is r

eally

b –

all t

he

boys

love

h

er!

(Tex

t-, S

atz-

)Z

usa

mm

enh

ang

c

1

7

© 2

014

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

The

mus

ical

Cont

ext

Pict

ures

Activ

ities

Punc

tuat

ion

Pron

ouns

Smal

l wor

dsGe

rman

/ En

glis

h

1T

hey

’re

hav

ing

an

a to

day

to c

hoo

se s

inge

rs

for

the

mu

sica

l.

Did

you

rea

d th

e

a

abou

t ou

r sc

hoo

l in

th

e pa

per?

I sa

w J

ohn

an

d

w ed

him

a

hap

py b

irth

day.

c

Sorr

y, w

hos

e do

g is

th

is?

– O

h, i

t’s

m. C

ome

her

e, S

kipp

er!

How

can

we

get

t th

e ot

her

si

de o

f th

e ri

ver?

Rat

hau

s

t h

2I

real

ly li

ke a

ctin

g.

Is th

ere

a

d clu

b at

this

sch

ool?

Th

is T

-sh

irt l

ooks

n

ice,

bu

t it’s

b e

xpen

sive

.l

Doe

s yo

ur

mob

ile

b w

hen

yo

u g

et a

text

?h

Look

, th

is is

my

pen

, an

d th

at’s

y.

– O

h, I

’m s

orry

.

Sam

, you

hav

e to

get u

! It

’s h

alf

past

se

ven

!

Was

kön

nte

be

sser

sei

n?

W c

b

b?

3A

re y

ou a

sin

ger

or

a d?

Th

e ca

stle

is o

n th

e

oth

er s

of

the

rive

r.

Ple

ase

be c

aref

ul

and

don’

t

d a

ny

food

on

the

floo

r.c

I th

ink

this

is L

eo’s

m

obile

. Let

me

see.

Yes,

it’s

h.

Hu

rry

up!

You

h

ave

to g

et

r f

or

sch

ool.

so (a

uf

dies

e W

eise

)l t

4In

the

audi

tion

you

h

ave

to r

ead

a te

xt

a.

Th

e vi

deo

is n

ot

very

lon

g –

only

f m

inu

tes.

Can

you

gfo

ur

tick

ets

for

us?

q m

Are

thes

e Lu

cy’s

su

ngl

asse

s? –

Yes

,

they

’re

h.

My

mu

m o

ften

ge

ts

a

wh

en I

’m la

te.

Lich

tblit

z

f

5I

ofte

n f

eel v

ery

n

wh

en I

spe

ak in

fr

ont o

f pe

ople

.

Th

e te

ach

er g

ave

us

a w

fo

r h

omew

ork.

It’s

rai

nin

g –

we

hav

e to

c o

ur

plan

s fo

r to

day.

e m

Sorr

y, b

ut w

e do

n’t

hav

e a

cat.

So it

can’

t be

o.

How

are

you

gett

ing

o

wit

h y

our

hom

ewor

k?

die

mei

sten

M

ensc

hen

m p

6I

hav

e to

rea

d a

d

toge

ther

wit

h L

eo.

You

mad

e a

m

her

e: it

’s 5

, not

50

.

Can

you

lal

l th

e la

kes

on

this

map

?f

s

Ou

r ca

rava

n is

ove

r th

ere.

An

d w

her

e is

y?

We

hav

e to

get

o a

t th

e th

ird

stop

.

ein

er n

ach

dem

an

dere

n

o b

o

7W

hen

you

rea

d,

don’

t for

get t

o

p in th

e ri

ght p

lace

s.

Can

you

hel

p m

e? I

ca

n’t d

o th

is

o m

o.

Doe

s yo

ur

teac

her

c

th

e n

ames

bef

ore

the

less

on s

tart

s?p

Th

e M

iller

s h

ave

a fu

nn

y ca

r lik

e th

is,

so th

is c

ar m

ust

be

t.

Is y

our

car

as b

ig

a o

urs

?

auß

er, b

is a

uf

e

8T

he

mu

sica

l has

a

lot o

f so

ngs

b

Qu

een

.

Th

e m

odel

s w

ore

desi

gner

clo

thes

in

the

f

show

.

Ple

ase

m

that

you

turn

of

f yo

ur

mob

ile o

n

the

plan

e.d

New

Yor

k is

a la

rge

city

, an

d i

bu

ildin

gs a

re r

eally

ta

ll.

Ou

r ca

r is

eve

n

bigg

er t

yo

urs

!

Jede

nfa

lls, …

; A

ber

egal

, …

A, …

’ -

km2

: ? !

Yes,

it is

.

1.5

ww

w.c

orn

else

n.d

e

8

© 2

014

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Vocabulary Action Sheet 2.22Ad

ject

ives

Cont

ext

Pict

ures

The

four

th w

ord

The

big

show

Yest

erda

yGe

rman

/ En

glis

h

1O

ur

clas

s is

ver

y

l.

Th

ere

are

40

stu

den

ts!

Wh

at s

is

the

T-sh

irt?

–

I th

ink

it’s

L o

r X

L.

(to)

sin

g –

sin

ger

(to)

ru

n –

r

Th

ere’

s a

grea

t

c b

y ou

r sc

hoo

l mu

sic

grou

p to

day.

Last

eve

nin

g I

was

a

bit t

ired

, so

I

l o

n m

y be

d.

das

dies

jäh

rige

M

usi

cal

t y

mu

sica

l

2Fi

ve h

ours

of

hom

ewor

k? T

hat

so

un

ds

a!

Nex

t yea

r I

wan

t to

trav

el r

th

e w

orld

.

yest

erda

y –

the

past

toda

y –

the

p

Th

ey a

re p

layi

ng

in

our

villa

ge

t.

I w

as a

lmos

t asl

eep

wh

en m

y m

obile

r.

Ich

wer

de e

in L

ied

sin

gen

.

I’ g

sin

g a

son

g.

3M

ike

is v

ery

t.

He’

s al

mos

t tw

o m

etre

s, I

thin

k.

Th

ere

wer

e lo

ts o

f

kids

– m

o t

w

ere

girl

s.

I –

wh

o?

min

e –

w?

Th

e vi

llage

thea

tre

has

a v

ery

big

s.

Th

e so

un

d of

it

w m

e a

gain

.

Du

sol

ltes

t au

fhör

en.

You

sst

op.

4T

hat

’s a

br

idea

! Let

’s d

o it

!

Som

e an

swer

s w

ere

c, b

ut

mos

t of

them

wer

e w

ron

g.

nob

ody

– ev

eryb

ody

not

hin

g –

e

Th

ey a

re v

ery

good

pl

ayer

s –

they

’re

all

very

t.

It w

as T

om. “

Sorr

y, I

sa

id to

mor

row

, bu

t I

m to

day!

W

e’re

at t

he

disc

o!”

sich

fer

tig

mac

hen

fü

r(t

o) g

r f

5It

’s w

arm

an

d su

nn

y,

and

the

bird

s ar

e si

ngi

ng:

Wh

at a

l d

ay!

I do

n’t l

ike

the

win

ter!

I w

it

was

su

mm

er!

hal

f –

hal

ves

knif

e –

k

I pl

ay th

e

r r.

I s

my

hea

d an

d go

t up.

un

gefä

hr

a

6H

is v

oice

is v

ery

c –

you

ca

n u

nde

rsta

nd

ever

y w

ord.

Th

ere

wer

e

a 1000

peo

ple

at th

e co

nce

rt.

big

– bi

gger

beau

tifu

l –

Do

you

pla

y an

i,

too?

Th

en I

s

som

e m

oney

into

my

pock

et a

nd

wen

t ou

t.

soga

r

e

7I

thin

k D

ave

real

ly

likes

Oliv

ia, b

ut

he’

s to

o s

to te

ll h

er.

Ever

ybod

y st

oppe

d da

nci

ng

–

e L

eo.

lon

g –

the

lon

gest

beau

tifu

l – m

It’s

gre

at w

hen

peop

le c

af

ter

a co

nce

rt.

I m

et T

om a

nd

Jan

e an

d w

e al

l

q

outs

ide

the

disc

o.

bis

jetz

t; bi

s h

ierh

er

s f

8W

ell,

of c

ours

e. O

livia

is

rea

lly

g,

or e

ven

bea

uti

ful.

You

look

tire

d. Y

ou

s g

o to

be

d.

bori

ng

– bo

red

scar

y –

s

Som

etim

es th

ey

even

c

if th

ey r

eally

like

d it

!

We

s

ther

e fo

r al

mos

t 30

m

inu

tes

befo

re w

e go

t in

!

Silb

e

s

9

© 2

014

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Vocabulary Action Sheet 3.13In

tow

nVe

rbs

Whi

ch w

ay?

The

four

th w

ord

Pict

ures

Cont

ext

1M

aya

is n

ot a

t hom

e.

She 

is

o a

a in

Ply

mou

th.

H y

g a

cat

?–

No,

I h

aven

’t.

Exc

use

me,

can

you

t m

t w

to th

e m

use

um

?

(to)

go

out –

(t

o) c

ome

hom

e

befo

re –

ap

o

E

, w

hic

h b

us

goes

to th

e st

atio

n, p

leas

e?

2I

wan

t to

sen

d th

is le

tter

. W

her

e is

the

p o?

Can

you

hel

p m

e w

ith

my

com

pute

r? –

No,

sor

ry. I

don’

t k a

co

mpu

ters

.

Firs

t, yo

u h

ave

to

t l

.

day

– n

igh

t

(to)

ope

n –

(to)

cc

S, I

don

’t kn

ow.

I’m

not

fro

m h

ere.

3s

You

don

’t h

ave

to r

ead

ever

y w

ord

–

just

s th

e te

xt.

Th

en w

alk

s o

.

(to)

die

– d

ead

(to)

bre

ak –

bf

I h

ave

to b

uy

a n

ew

s o

f pe

ns.

4c

Th

is n

ew fi

lm c

ould

m th

e ac

tor

a st

ar!

Wal

k p

the

stat

ion

an

d tu

rn le

ft

agai

n.

1,00

0 –

kilo

1 –

gs

Do

they

giv

e yo

u f

ree

p b

ags

for

you

r sh

oppi

ng?

5r

Mas

ter

Wu

has

to

f a

not

her

ku

ng

fu m

aste

r.

It’s

o t

c o

Ch

urc

h R

oad

and

Pri

nce

ss S

tree

t.

left

– r

igh

t

dow

n th

ere

–

u h

f p

Do

you

kn

ow th

e st

ory

of

Ala

ddin

an

d

his

m la

mp?

6Yo

u a

re n

ot a

llow

ed to

go

by c

ar in

to a

p z.

Let’s

h th

e po

ster

on

you

r be

droo

m

wal

l.

Th

ere

is a

pos

t offi

ce

o the

mu

seu

m.

lon

g –

the

lon

gest

far

– th

e f

t

Hav

e yo

u g

ot a

dog

?

– Ye

s, I

.

7Lo

ndo

n is

not

a to

wn

. It’s

a

big

c.

Use

the

colo

ur

red

to h

im

port

ant w

ords

.

How

can

we

c th

e ri

ver?

Is

ther

e a

ferr

y?

good

– b

ad

regu

lar

–

it

I m

isse

d th

e bu

s.

T

I

was

late

.

8To

uri

sts

ofte

n b

uy

s s.

You

can

als

o

u a

wor

d to

sh

ow th

at it

is

impo

rtan

t.

Yes,

the

ferr

y is

dow

n

ther

e, o

t r

.

slow

– s

low

ly

good

– w

s

We

aren

’t h

ome

yet.

We

still

hav

e to

go

a

bit f

.

10

© 2

014

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Vocabulary Action Sheet 3.23Sh

oppi

ngPi

ctur

esPr

epos

ition

sVe

rbs

Defin

ition

sGe

rman

/ En

glis

h

1H

urr

y u

p! T

he

shop

s

c a

t 6 p

m

toda

y.w

Ever

ybod

y lik

ed th

e tr

ip

– th

anks th

e go

od w

eath

er.

Don

’t w

abo

ut

you

r da

ugh

ter

– sh

e’s

OK

.

(to)

spe

ak in

a v

ery

quie

t vo

ice:

(to)

w

Ich

sah

nac

h li

nks

.

I l l

.

2I

like

this

sh

op. T

he

s a s

are

alw

ays

frie

ndl

y.g

Th

e w

ater

was

to S

am’s

wai

st,

and

he

cou

ldn’

t mov

e.

You

bro

ke y

our

leg?

How

di

d th

at

h?

a pe

rson

wh

o go

es to

see

a

plac

e or

an

oth

er p

erso

n:

v

jn. n

ach

dem

Weg

fra

gen

(to)

a s

b.

t w

3H

ow m

uch

doe

s th

is f

elt

pen

c?

– It

’s £

1.99

.r

From

the

tow

er y

ou g

et a

gr

eat v

iew th

e ci

ty.

Wh

at d

oes

he

look

like

? C

an y

ou

d

him

to m

e?

a dr

ink

that

you

mak

e fr

om f

ruit

or

vege

tabl

es:

j

glei

ch n

ach

dem

;ku

rz n

ach

dem

j a

4Yo

u g

ave

me

£5,

so

her

e’s

you

r

c, £

3.01

s

Wai

t, I

can

des

crib

e th

e w

ay

you

.

Be

care

ful w

ith

that

kn

ife

– do

n’t c

you

rsel

f!

som

eth

ing

that

you

talk

, w

rite

or

lear

n a

bou

t:

t

als,

wäh

ren

d

a

5c

dh

Do

you

ng

peop

le

wor

ry

thei

r fu

ture

?

It g

ot a

bit

col

d w

hen

the

sun

d

beh

ind

a cl

oud.

a fi

rst t

ext o

r pi

ctu

re, b

ut

it’s

not

yet

fin

ish

ed:

d

gen

au in

dem

Mom

ent;

gera

de d

ann

j t

6Le

t’s g

et s

ome

flow

ers

from

the

flow

er

s a

t th

e m

arke

t.w

Ou

r te

ach

er o

ften

spe

aks

a lo

ud

voic

e.H

up!

Th

e fi

lm

star

ts in

ten

min

ute

s!

you

sh

out i

t wh

en y

ou

stop

film

ing

a sc

ene:

C!

ein

bra

ver

Jun

ge

a g

boy

7A

nd

we

nee

d a

p o

f co

rnfl

akes

.w

I liv

e th

e co

rner

of

Ch

urc

h S

tree

t an

d C

astl

e St

reet

.

Oh

Tom

, you

’re

real

ly

nic

e! L

et m

e

h y

ou!

a ve

ry b

ig to

wn

:

c

der/

die/

das

ein

zige

…;

die

ein

zige

n …

t o

…

8O

h y

es! A

nd

a

t o

f so

up.

l

Wh

at h

appe

ned

you

r je

ans?

T

hey

’re

wet

!

Sam

fel

l in

to th

e w

ater

. H

e co

uld

n’t s

wim

, so

we

had

to

r h

im!

the

top

part

of

a h

ouse

:

r

vera

ntw

ortl

ich

r

11

© 2

014

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Vocabulary Action Sheet 4.14In

the

coun

trys

ide

Anim

als

Cont

ext

Verb

sDe

finiti

ons

Pict

ures

Past

par

ticip

les

Germ

an/

Engl

ish

1W

hat

pla

nts

doe

s th

e fa

rmer

gro

w

on th

is

f?

Th

ere

was

som

e

m o

ver

the

fiel

ds, s

o yo

u

cou

ldn’

t see

mu

ch.

Doe

s yo

ur

fath

er’s

n

ame

b

wit

h a

‘D’?

the

lan

d ou

tsid

e to

wn

s an

d ci

ties

:

c

(to)

tell

–u

sw. (

un

d so

w

eite

r)

e. (

ec

)

2H

orse

s an

d co

ws

like

eati

ng

g.

Th

at’s

Tom

in th

is

phot

o, b

ut w

ho’

s th

at g

irl i

n th

e

b?

I do

n’t o

th

is c

ar –

it’s

my

brot

her

’s.

a gr

oup

of li

nes

in

a po

em o

r so

ng:

v

(to)

mak

e –

Ged

ich

t

p

3W

e st

ayed

in a

nic

e c

in

the

En

glis

h

cou

ntr

ysid

e.

How

oft

en h

ave

you

bee

n to

D

artm

oor?

–

On

ly o

.

Don

’t ea

t all

the

cake

– p

leas

e

l som

e fo

r To

m.

soft

an

d ve

ry w

et

grou

nd:

mb

(to)

be

– da

/dor

t drü

ben

o t

4Fr

om th

e m

oun

tain

you

can

se

e al

l of

the

v.

Do

you

wan

t to

eat

wit

h u

s? –

No

than

ks, I

hav

e

j e

aten

.

Rea

d th

e te

xt a

nd

m u

keyw

ords

an

d ph

rase

s in

it.

it w

eigh

s a

lot:

it’s

h

(to)

com

e –

zwei

mal

pro

W

och

et

w

5In

the

win

ter,

we

feed

ou

r co

ws

h f

rom

th

e fi

elds

.

Exc

use

me,

has

a

seen

my

keys

?

Wh

en th

ere

is n

ot

enou

gh w

ork,

peop

le l

th

eir

jobs

.

wh

en s

omet

hin

g do

es n

ot ta

ke lo

ng:

q

(to)

do

– do

rt e

ntl

ang;

in d

ie R

ich

tun

gt w

6A

lot o

f po

nie

s liv

e on

the

open

m

in D

evon

.

I h

ave

look

ed

e,

but I

can

’t fi

nd

my

keys

.

I ju

st c

an’t

d wh

at to

bu

y fo

r To

m’s

bir

thda

y.

wh

en s

omet

hin

g or

som

eon

e is

not

th

ere:

(to)

be

m

(to)

eat

–

bade

n, e

in B

ad

neh

men

(to)

h b

7Fa

rmer

s u

sual

ly

put t

hei

r h

ay in

a

b.

I h

ave

nev

er s

een

a to

r b

–

it lo

oks

inte

rest

ing!

How

lon

g do

es it

t to

w

alk

to th

e st

atio

n?

you

nee

d it

to

mak

e ch

ocol

ate:

c

(to)

go

– O

je!

O d

!

8D

on’t

clim

b ov

er

the

f

– m

aybe

ther

e’s

a do

g be

hin

d it

!

You

sh

ould

wea

r a

r –

it

ofte

n s

tart

s to

rai

n

sudd

enly

.

I ca

n’t w

alk

any

mor

e –

my

feet

h s

o m

uch

!

a sm

all w

ay th

at

peop

le c

an w

alk

on:

p

(to)

hav

e –

Has

t du

sch

on …

?

H y

… y

?

12

© 2

014

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Vocabulary Action Sheet 4.24O

ppos

ites

Adje

ctiv

esPi

ctur

esVe

rbs

Past

par

ticip

les

Prep

ositi

ons

Cont

ext

Germ

an/

Engl

ish

1ba

ckgr

oun

d –

f

Hm

m, v

ery

good

! T

his

sou

p ta

stes

d!

Wh

y di

d h

e

p y

ou in

th

e st

reet

wit

hou

t sa

yin

g h

ello

?

(to)

see

–T

her

e is

an

exer

cise

the

bott

om o

f th

e pa

ge.

I h

ave

sch

ool

u tw

o o’

cloc

k, s

o w

e ca

n

mee

t th

en.

Ich

wü

rde

seh

r ge

rn …

I’ l

t …

2at

the

top

–at

the

b

We

nee

d a

few

s m

en

to h

elp

us

wit

h

this

hea

vy b

ox.

Bab

ies

ofte

n

c w

hen

th

ey a

re h

un

gry.

(to)

bri

ng

–H

ave

you

eve

r be

en

Lon

don

?

We

cou

ldn’

t fin

d ou

r w

ay b

ack

from

th

e m

oor

– w

hat

an a

!

(irg

end)

etw

as?

a?

3(t

o) w

in –

(to)

lIc

e cr

eam

tast

es

s.

You

hav

e to

t a

h

orse

bef

ore

you

ca

n r

ide

it.

(to)

bu

y –

I n

eed

a n

ew p

air

soc

ks.

I h

ave

two

sist

ers.

B s

iste

rs

are

you

nge

r th

an

me.

noc

h e

in F

oto;

ein

wei

tere

s Fo

too

mp

4(t

o) s

hak

e yo

ur

hea

d –

(to)

nyo

ur

hea

d

My

frie

nd

is

h

– h

e n

eeds

a

doct

or!

You

sh

ould

n’t

w

arou

nd

the

moo

r on

you

r ow

n.

(to)

hea

r –

Are

you

inte

rest

ed

foo

tbal

l?

It w

as a

bea

uti

ful

cast

le 5

00

yea

rs

ago,

bu

t now

it’s

only

a r

.

mei

len

wei

t

f m

5(t

o) d

isap

pear

–

(to)

a

You

saw

me

in

tow

n?

Th

at’s

i

– I

was

at h

ome.

Th

at c

an’t

be tr

ue!

I do

n’t

b

you

!

(to)

mee

t –H

urr

y u

p! I

can

’t w

ait

eve

r!

It w

as a

gre

at

h f

or

me

to h

ave

tea

wit

h th

e Q

uee

n.

nic

ht m

ehr

n …

am

6ev

eryb

ody

– n

ot …

a

She’

s a

beau

tifu

l gi

rl, w

ith

a v

ery

p

face

.

It’s

too

cold

for

ba

nan

as to

g h

ere.

(to)

ru

n –

Let’s

hel

p th

at o

ld

wom

an

th

e st

reet

.

I do

n’t r

eally

like

m

eat.

Can

I h

ave

vege

tabl

es

i?

(Erd

-)B

oden

g

7st

ill –

not

…

a

You

wan

t to

hel

p m

e w

ith

my

bag?

T

hat

’s v

ery

k o

f yo

u.

We

are

goin

g to

p

mor

e tr

ees

in o

ur

gard

en.

(to)

take

–Lo

ndo

n is

alw

ays

full

tou

rist

s.

Mat

hs

is a

wfu

l! –

I ag

ree

wit

h y

ou. I

do

n’t l

ike

it

e.

ein

es T

ages

o d

8cl

ean

–

d

She

lives

in a

n v

illag

e –

only

ten

min

ute

s fr

om h

ere.

Let’s

la

the

tow

n

– m

aybe

ther

e’s

a n

ice

shop

.

(to)

wri

te –

We

nee

d to

pu

t a

fen

ce

ou

r ga

rden

.

It n

ever

get

s w

arm

h

ere

–

n e

in

the

sum

mer

.

gen

au h

insc

hau

en

(to)

lc

13

© 2

014

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Vocabulary Action Sheet 5.15Ce

lebr

atio

nsCl

othe

sCo

ntex

tTw

o-pa

rt v

erbs

Defin

ition

sVe

rbs

Germ

an/

Engl

ish

1C

arn

ival

is a

big

f in

so

me

cou

ntr

ies.

You

r bi

rth

day

is a

s d

ay, s

o yo

u s

hou

ld c

eleb

rate

it

.

You

hav

e to

blo

w

all

the

can

dles

on

the

cake

.

a gr

oup

of p

eopl

e w

ho

sin

g to

geth

er:

c

Can

we

use

a c

andl

e

to l

th

e fi

rew

orks

?

Bü

rger

mei

ster

/in

m

2T

her

e is

oft

en a

p in

to

wn

then

.

Som

e pe

ople

giv

e lo

ts

of m

oney

to

c.

He

dres

sed

as

a m

onke

y fo

r C

arn

ival

.

a tr

ip f

rom

on

e pl

ace

to a

not

her

:

j

Ou

r cl

ass

wan

ts

to r

m

oney

for

ch

arit

y.

erst

um

dre

i,n

ich

t vor

dre

i

n t

thre

e

3A

nd

a lo

t of

peop

le

wea

r si

lly

c s

at C

arn

ival

.

We’

ll h

ave

pizz

a be

cau

se th

e

t o

f th

e pa

rty

is ‘I

taly

’.

Can

you

hel

p gr

andm

a to

get

of

the

car,

plea

se?

a sh

ort f

orm

of

a w

ord:

a

Did

you

t

part

in y

our

sch

ool’s

th

eatr

e pl

ay?

wah

rsch

ein

lich

p

4N

Y

E is

on

31st

Dec

embe

r.

a pa

ir o

f

A h

eart

is u

sual

ly

the

s o

f lo

ve.

Pu

t y

our

coat

. It

’s c

old

outs

ide.

a fr

ee r

ide

in a

car

:

l

I’ll

nev

er te

ll an

ybod

y w

hat

you

hav

e to

ld

me.

I !

z. B

. (zu

m B

eisp

iel)

5T

hat

’s th

e da

y w

hen

w

e h

ave

f s

at

mid

nig

ht.

a pa

ir o

f

Are

you

goi

ng

to

wat

ch th

e ku

ng

fu

d

at th

e fe

stiv

al?

Ple

ase

take

you

r sh

oes

befo

re y

ou

com

e in

.

very

bad

wea

ther

wit

h

stro

ng

win

ds a

nd

rain

:

s

Can

you

t

this

text

into

En

glis

h?

zum

inde

st,

wen

igst

ens

a l

6G

avin

is g

oin

g to

c h

is

birt

hda

y on

Sat

urd

ay.

No,

I’m

goi

ng

to ta

ke

part

in th

e ar

t

w.

Th

e ju

ggle

r pa

ssed

a h

at

afte

r th

e sh

ow.

the

air

that

goe

s in

an

d co

mes

ou

t of

you

r n

ose

or m

outh

:

b

Did

an

ybod

y

t n

otes

in

cla

ss to

day?

bess

er a

ls je

zu

vor

b t e

7T

her

e ar

e fo

urt

een

c s

on G

avin

’s b

irth

day

cake

.

Th

ere

is a

sm

all

para

de a

t 10,

bu

t th

e

m p

arad

e is

at

12.

Can

you

pic

k m

e

fro

m s

choo

l th

is a

fter

noo

n?

wh

at w

e th

row

aw

ay:

rC

an I

o

you

a d

rin

k? T

her

e’s

cola

, ju

ice

and

wat

er.

…, w

eiß

t du

.

…, y

s.

8D

id y

ou li

sten

to th

e Lo

rd M

ayor

’s

s ?

He

spok

e la

st n

igh

t. j

Th

e fo

od is

del

icio

us

– re

ally

t !

On

e ca

ndl

e is

not

en

ough

to li

ght

the

wh

ole

room

.

a ta

lk w

ith

som

eon

e:

cC

an a

pla

ne

f

to A

ust

ralia

wit

hou

t a

stop

?

Wet

tbew

erb

c

14

© 2

014

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Vocabulary Action Sheet 5.25Th

e ju

ggle

r’s sh

owPa

st p

artic

iple

sPi

ctur

esVe

rbs

Sir F

ranc

is D

rake

The

four

th w

ord

Cont

ext

Germ

an/

Engl

ish

1T

he

jugg

ler’

s sh

ow w

as a

big

e f

or

all t

he

child

ren

.

(to)

beg

in –

Did

n’t M

ich

ael

i

you

to J

enn

y at

the

part

y?

Eliz

abet

h I

was

Q of E

ngl

and

from

15

58 to

160

3.

Ger

man

y –

Ger

man

Indi

a –

I

Fish

an

d ch

ips

is

t

Bri

tish

food

.

Kan

n ic

h S

ie k

urz

sp

rech

en?

Can

Ih

a w

w y

?

2T

her

e w

ere

stre

et

a s

like

jugg

lers

an

d cl

own

s.

(to)

cat

ch –

I w

ould

like

to

p o

ur

hou

se w

hit

e.

She

mad

e Si

r Fr

anci

s D

rake

a

k.

stu

den

ts –

teac

her

acto

rs –

di

It’s

har

d to

say

th

is p

hra

se –

it’s

are

al t

-

t !

aus

etw

as

(gem

ach

t) s

ein

(to)

be

mo

sth

.

3T

her

e w

as a

larg

e

c

arou

nd

Joh

n, t

he

jugg

ler.

(to)

cu

t –C

ould

you

r

that

, ple

ase?

I

didn

’t h

ear

you

.

Sir

Fran

cis

Dra

ke

was

a

f seam

an.

100

– a

hu

ndr

ed

1,00

0,00

0 –

a m

Do

you

kn

ow h

ow

to m

ake

scon

es?

– Ye

s, I

can

giv

e

you

the

r.

selb

st w

enn

e i

4Fi

rst h

e tr

ied

to

j five

torc

hes

.

(to)

fee

l –Sh

e le

ft s

choo

l an

d

b a

fa

mou

s ac

tor.

He

d ed

En

glan

d ag

ain

st

Spai

n.

lip –

lips

toot

h –

t

Did

you

hea

r th

e

t ?

Th

ere’

s a

stor

m

com

ing.

um

etw

as b

itte

n

(to)

af

sth

.

5La

ter,

Leo

hel

ped

him

wit

h s

even

gold

r s.

(to)

figh

t –I’

ve d

ropp

ed m

y pe

n. C

ould

you

p it

for

me,

ple

ase?

In 1

588,

130

S ship

s sa

iled

to

En

glan

d.

bike

– (t

o) r

ide

car

–

(to)

d

You’

re r

igh

t, it

is a

st

orm

. I’v

e ju

st

seen

som

e

l !

Ref

rain

c

6T

he

a

clap

ped,

sh

oute

d an

d w

his

tled

.

(to)

for

get –

Oh

dea

r, I

hav

e n

o m

oney

. Cou

ld y

ou

p f

or

the

drin

ks to

day?

Th

e sh

ips

trie

d to

i En

glan

d.

(to)

pla

n –

pla

n

(to)

pre

sen

t –

p n

I h

ad a

p

face

at C

arn

ival

.I

look

ed li

ke a

lio

n!

star

ker

Reg

en,

hef

tige

r R

egen

h r

7W

hen

the

show

w

as o

ver,

Joh

n

b ed

.

(to)

get

–P

leas

e do

n’t

i m

e w

hen

I’m

talk

ing.

Bu

t th

e E

ngl

ish

n

avy

a ed

the

ship

s.

(to)

sw

im –

wat

er

(to)

fly

–

a

You

hav

e to

sw

im

– th

e w

ater

is to

o

d h

ere.

gan

ze(r

,s),

gesa

mte

(r,s

)

w

8B

ut t

wo

min

ute

s la

ter,

he

gave

an

e.

(to)

giv

e –

Ple

ase

p

som

e m

ore

wat

er

into

thos

e gl

asse

s.

Aft

er a

lon

g fi

ght,

they

d ed

th

em.

milk

– g

lass

corn

flak

es –

b

Th

ere

are

60

s s

in

a m

inu

te.

Ein

trag

, E

intr

agu

ng

e

15

© 2

014

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Vocabulary Action Sheet 6.16Ti

ntag

el C

astle

Part

s of t

he b

ody

Verb

s Co

ntex

tPa

st p

artic

iple

sGe

rman

/ En

glis

h

1T

inta

gel C

astl

e is

on

a

hig

h

c in

C

orn

wal

l.

We

hav

e to

h i

the

answ

ers

to th

e qu

iz o

n

Mon

day.

Th

is is

Mas

ter

Wu

.

His

r n

ame

is S

am B

enn

ett.

(to)

hol

d –

Frem

den

füh

rer/

in,

Rei

sele

iter

/in

g

2In

123

3, H

enry

III

was

k o

f E

ngl

and.

Th

ey w

ant t

o

b a

new

ro

ad a

rou

nd

the

tow

n.

I lik

e yo

ur

CD

.C

an I

mak

e a

c o

f it

?

(to)

kn

ow –

jede

(r,s

) (ei

nze

lne)

e

3H

enry

’s b

roth

er,

P R

ich

ard,

bu

ilt th

e ca

stle

.

Did

you

wd

wh

at th

e te

ach

er

wro

te o

n th

e bo

ard?

Th

is s

tree

t is

too

n f

or th

e bi

g bu

s.

(to)

pu

t –D

u m

uss

t es

nic

ht t

un

.

You

ndo

it.

4Yo

u o

nly

nee

ded

thre

e g

s to

de

fen

d th

e ca

stle

gat

e.

He

didn

’t h

ear

me,

so I

t ed

him

on

the

shou

lder

.

Is th

ere

a

r w

hy

you

are

late

?

(to)

rin

g –

Du

dar

fst e

s n

ich

t tu

n.

You

mdo

it.

5T

he

cast

le h

as a

n U

pper

an

d a

Low

er M

ain

lan

d

C.

n

If I

hav

e a

prob

lem

, I c

an

alw

ays

tu to

my

pare

nts

.

Th

e t

be

twee

n B

rita

in a

nd

Fran

ce is

abo

ut

50 k

ilom

etre

s lo

ng.

(to)

say

–W

as is

t los

mit

dir

?

Wh

at’s

ww

you

?

6K

ing

Art

hu

r an

d P

rin

ce

Ric

har

d w

ere

not

fro

m

the

sam

e

fam

ily.

th

All

the

girl

s

s ed

lou

d w

hen

th

ey s

aw J

ust

in B

iebe

r.

Let’s

go

out t

o ge

t

som

e f

air

.

(to)

sen

d –

wäh

ren

d

w

7T

he

l s

ays

that

Kin

g A

rth

ur

lived

in

Tin

tage

l.

Som

e pe

ople

k a

nim

als

and

colle

ct th

eir

hea

ds a

s tr

oph

ies.

Ou

r fl

at is

on

the

thir

d f

of

the

build

ing.

(to)

sh

ake

–H

ör a

uf!

/ L

ass

das!

S i

!

8A

kin

g of

ten

wea

rs

a c

on

his

h

ead.

Just

in g

ed

beca

use

his

sto

mac

h h

urt

so

mu

ch.

I’ve

wri

tten

a

r f

or o

ur

sch

ool m

agaz

ine.

(to)

sin

g –

ein

lau

tes

Stöh

nen

a lo

ud

g

16

© 2

014

Corn

else

n Sc

hulv

erla

ge G

mbH

, Ber

lin.

Alle

Rec

hte

vorb

ehal

ten.

Vocabulary Action Sheet 6.26Th

e fo

urth

wor

dPa

st p

artic

iple

sPi

ctur

esVe

rbs

Wha

t’s w

rong

w

ith y

ou?

Cont

ext

Germ

an/

Engl

ish

1u

nde

r th

e ri

ver

– tu

nn

elov

er th

e ri

ver

–

b

(to)

sit

–

Wh

y ar

e yo

u

fr in

g?A

re y

ou w

orri

ed?

Or

angr

y?

I th

ink

I n

eed

som

e fr

esh

air

– I

hav

e a

very

bad

h.

Th

e sw

eets

hav

e be

com

e re

ally

st in th

e su

n.

liebe

(r,s

)

d

2ou

t of

the

room

–

(to)

 lea

vein

to th

e ro

om –

(to)

e

(to)

spe

ak –

To

m is

ver

y sh

y. H

eal

way

s g

r w

hen

he

wan

ts to

talk

to a

gir

l.

I’ve

cu

t my

fin

ger

– do

you

hav

e a

p for

me?

Wh

ich

r

are

you

goi

ng

to p

lay

in th

e fi

lm?

Ich

neh

me

ein

en T

ee.

I’ h

a te

a.

3ki

ng

– qu

een

prin

ce –

p

(to)

sta

nd

– D

id y

our

mu

m

g a

ngr

y w

hen

you

cam

e h

ome

late

?

Th

e th

erm

omet

er

says

that

you

h a

t.

He

know

s h

ow to

te

ach

– h

e h

as

wor

ked

a a

te

ach

er b

efor

e.

Wie

gro

ß s

oll d

er T

ee

sein

?W

hat

s te

aw

you

like

?

4I

was

sad

. – N

ow I

’m

hap

py a

gain

.

I w

as i

. – N

ow

I’m

wel

l aga

in.

(to)

sti

ck –

La

ter

she

b il

l an

d di

ed a

t th

e ag

e of

52.

I ca

n o

nly

wh

ispe

r be

cau

se I

hav

e a

s thro

at.

p, t

and

k ar

e

c s.

bei O

ma

a G

5co

un

trys

ide

– qu

iet

big

city

–

n

(to)

sw

im –

A

tall

man

in a

fu

nn

y co

stu

me

e ed

the

room

.

I go

t wet

in th

e ra

in

– n

ow I

ha

c.

a, e

an

d i a

re

v s.

Bes

etzu

ng,

M

itw

irke

nde

(Film

ode

r T

hea

ter)

c

6go

od –

bad

frie

nd

–

e

(to)

thin

k –

All

the

snow

will

m w

hen

it

get

s w

arm

er.

My

cold

is b

ette

r n

ow,

but I

sti

ll h

ave

a

c.

I do

n’t e

at m

eat –

I’m

a

v.

adop

tier

t, A

dopt

iv-

a

7da

nge

rou

s –

dan

ger

tru

e –

t

(to)

un

ders

tan

d –

Peo

ple

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k w

hen

th

ey m

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If y

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a to

oth

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go to

the

d.

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b o

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sch

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tbar

t

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(to)

bar

k

snak

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(to)

h

(to)

wea

r –

s

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had

to

k in

fro

nt

of th

e qu

een

to

beco

me

a kn

igh

t.

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hu

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badl

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had

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.

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ask

my

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REVISION The simple past: positive and negative statements pp. 10–11

WIEDERHOLUNG Die einfache Form der Vergangenheit:

bejahte und verneinte Aussagesätze

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.

Sam phon Justin’s home. Mrs Skinner .

“We a race and I .”

“Oh, right. You your dad in America.”

“We camping and I a bear.”

Infinitive (Grundform)

(to) phone (to)

(to) (to)

(to)

(to) (to)

b) Three of the verbs in 1a) are regular. Draw

a green box around their simple past endings.

The other four verbs in 1a) are irregular.

Mark them in yellow.

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

Kästchen um ihre Simple past-Endungen.

Die anderen vier Verben in 1a) sind unregelmäßig.

Markiere sie gelb.

2 Look at the verbs in the box.

Write their simple past forms in the right group. Sieh dir die Verben im Kasten an.

Schreib ihre Simple past-Formen in die richtige Gruppe.

arrive • buy • copy • hide • hurry • leave • move • plan • shop • smile • stop • try

arrive + -ed = arrived

plan + -ed = planned

copy + -ed = copied

buy – bought (irregular)

3 Look at these two sentences. Which is the

correct rule for negative statements in the

simple past – a, b or c?

Sieh dir die beiden Sätze an. Was ist die richtige

Regel für verneinte Aussagesätze im simple past –

a, b oder c?

Sam didn’t talk to Mr Skinner, he talked to Mrs Skinner.

Justin didn’t go to New York in the summer holidays, he went to Boston.

a didn’t + infinitive.

b didn’t + ed-form of the verb.

c doesn’t + ed-form of the verb.

4 Now look at Grammar File 1a and 1b on

p. 157. Schau dir jetzt Grammar File 1a und 1b auf S. 157 an.

You make negative statements

in the simple past with …

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REVISION The simple past: questions pp. 10–12

WIEDERHOLUNG Die einfache Form der Vergangenheit: Fragen

1 Find the sentences in 1 (p. 10). Complete them. Finde die Sätze in 1 (S. 10). Vervollständige sie.

you see the Empire State Building? – I wasn’t in New York, Sam. My dad lives in Boston.

Thanks for the cool picture. Where you it? – In Weston-super-Mare.

Later it was cloudy and cold. – you do then? – We went to the pier.

Oh, right. You visited your dad in America. you back? – Two days ago.

2 a) Which is the correct rule for questions in

the simple past – a, b or c?

Was ist die richtige Regel für Fragen im simple past –

a, b oder c?

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

b did + subject + infinitive.

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

b) Look at the dialogue and complete partner

B’s questions.

Sieh dir den Dialog an und vervollständige Partner Bs

Fragen.

A: Sam went to Weston-super-Mare in the summer holidays.

B: And Justin? he there too? – A: No, he didn’t. – B: Justin go?

A: He went to America. – B: What he there? – A: He visited his dad.

3 Complete and compare.

Use a green pen for the simple present and

a red pen for the simple past.

Vervollständige und vergleiche.

Verwende einen grünen Stift für das simple present

und einen roten Stift für das simple past.

SIMPLE PRESENT Sam likes basketball. Which sport Justin do? he play

basketball too? And what about you? Which sport you like?

SIMPLE PAST Sam liked his holiday in Weston-super-Mare. Where Justin go?

he like his holiday too? And you? Where you go?

4 Now look at Grammar File 1c and 1d on

p. 158. Schau dir jetzt Grammar File 1c und 1d auf S. 158 an.

You make questions in the simple past

with …

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Subject and object questions pp. 14, 17

Subjekt- und Objektfragen

1 a) Complete the sentences from 1 (p. 14).

Then complete the translations on the right.

Vervollständige die Sätze aus 1 (S. 14).

Dann vervollständige die Übersetzungen rechts.

Who you tell? Not me!

Who me about Grandpa’s party?

Who me? – Leo Cooper, her son.

Who Sam know? – Leo!

W hast du es erzählt?

W hat mir von Opas Party erzählt?

W kennt mich?

W kennt Sam?

b) Draw a red box around the forms of do.

Draw a blue box around the English and German

question words. Then complete the rule.

Male ein rotes Kästchen um die Formen von do.

Male ein blaues Kästchen um die englischen und

deutschen Fragewörter. Dann vervollständige die Regel.

Subject question: who = German “wer” → question w a form of do

Object question: who = German “wen” or “wem” → question w a form of do

2 Which translation is correct – a or b? Welche Übersetzung ist richtig – a oder b?

a Wer liebt Silky?

b Wen liebt Silky?

a Wer liebt Abby?

b Wen liebt Abby?

3 Look at the sentences on the right.

The underlined word is the answer.

What was the question?

Sieh dir die Sätze rechts an.

Das unterstrichene Wort ist die Antwort.

Was war die Frage?

Who ? – Lucy found a note on the table.

Who ? – Lucy called her mum.

Who ? – Lucy wanted to meet Sam.

Who ? – The Coopers moved into number 37.

4 Now look at Grammar File 3 on

pp. 160–161. Schau dir jetzt Grammar File 3 auf S. 160–161 an.

Who loves Silky? (answer: Abby)

Who does Abby love? (answer: Silky)

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The going to-future pp. 30–31

Das Futur mit going to

1 a) Look at 1 (p. 30) and complete these

sentences.

Sieh dir 1 (S. 30) an und vervollständige diese Sätze.

I’ sing a Queen song at the audition today.

They’ to a musical this year.

Which club you join?

– I’ not a new club. I’ stay with basketball.

And Justin basketball too.

your mum be at home this afternoon?

b) Draw a red box round the negative sentence.

Draw a blue box round the questions. Male ein rotes Kästchen um die verneinte Aussage.

Male ein blaues Kästchen um die Fragen.

c) Now complete this table. Vervollständige jetzt diese Tabelle.

+ – ?

I’m going to

He’

She’

It’

We’

They’

I’m not

He isn’t

She

It

We

They

Am I ?

Is ?

she ?

it ?

we ?

they ?

2 a) One of these translations is wrong. Cross it

out. Eine dieser Übersetzungen ist falsch. Streiche sie durch.

a Ich werde am Strand Fußball spielen.

b Ich habe vor, am Strand Fußball zu spielen.

c Ich bin dabei, zum Strand zu gehen, um Fußball

zu spielen.

b) You use the going to-future for … a, b or c?

Mark the correct answer in yellow. Man verwendet das Futur mit going to für … a, b oder

c? Markiere die richtige Antwort gelb.

a hobbies b plans c activities

3 Now look at Grammar file 5 on

pp. 162–163. Schau dir jetzt Grammar file 5 auf S. 162–163 an.

I’m going to play football on the beach.

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When you want to say that people or

things are the same, you use

old/big/fast/…

The comparison of adjectives (I) pp. 32–34

Die Steigerung der Adjektive (I)

1 Find the sentences in 1 (p. 32) and complete

them. Then complete the table on the right.

Finde die Sätze in 1 (S. 32) und vervollständige sie.

Dann vervollständige die Tabelle rechts.

I think Loch Lomond is than Loch Ness.

Loch Lomond is the lake in Britain.

Let’s look for lakes on the map.

– So what is the lake?

How is the River Severn? – 354 kilometres.

– OK, so it’s than the Thames!

All the other groups are than ours.

– And Lucy wants to be the , of course.

Komparativ Superlativ

big (the)

larger (the)

(the) longest

fast (the)

2 Write the adjectives in the right group. Schreib die Adjektive in die richtige Gruppe.

angry • fat • friendly • late • nice • sad • scary • strange • wet

large – larger big – bigger easy – easier

3 Look at these sentences. Complete the rules. Sieh dir diese Sätze an. Vervollständige die Regeln.

Lucy is as old as Maya. Holly is older than Maya.

4 Now look at Grammar file 6a and 6d on

pp. 163–164. Schau dir jetzt Grammar file 6a und 6d auf S. 163–164

an.

When you want to say that people or

things are different, you use

older/bigger/faster/…

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The comparison of adjectives (II) pp. 36–38

Die Steigerung der Adjektive (II)

1 a) Find the sentences in 1 (p. 36) and complete

them.

Finde die Sätze in 1 (S. 36) und vervollständige sie.

Lovely voice! – Yes, it’s even the first girl’s!

This girl has the voice so far.

Not the best voice! – No, but it’s the voice, I think.

b) Now complete the table. Vervollständige jetzt die Tabelle.

Komparativ Superlativ

beautiful (the)

interesting (the)

nervous (the)

2 Look at the adjectives in the box and write them

in the right group.

Sieh dir die Adjektive im Kasten an und schreib sie in die

richtige Gruppe.

boring • careful • cheap • dangerous • dark • exciting • expensive • funny • happy • important • mad • silly

-er/-est more/most

cheap

boring

3 a) Compare: Vergleiche:

taller than me – größer als ich not as old as her – nicht so alt wie sie

more excited than them – aufgeregter als sie not as clever as us – nicht so schlau wie wir

b) Now complete these sentences. Vervollständige jetzt diese Sätze.

My mother is not very tall. I’m taller than . (größer als sie)

My brother is older than , but I’m cleverer than . (älter als ich … schlauer als er)

4 Now look at Grammar file 6 on

pp. 163–164. Schau dir jetzt Grammar file 6 auf S. 163–164 an.

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Relative clauses pp. 48–51

Relativsätze

1 a) Complete the sentences from 1 (pp. 48–49). Vervollständige die Sätze aus 1 (S. 48–49).

Lucy and Maya had to do some shopping, so they took a bus stopped in Royal Parade.

“Footloose Shoes – for boys and girls want to have fun.”

It’s your grandma likes chocolates, right?

Well, there’s the little shop makes its own chocolates.

b) Look at these examples: Sieh dir diese Beispiele an:

There aren’t any shops which sell school things.

Now go back to the sentences in 1a):

Which words do the relative pronouns who,

which, that refer to? Underline them.

Yes, those plastic things that look like a triangle.

Jetzt gehe zurück zu den Sätzen in 1a):

Auf welche Wörter beziehen sich die Relativpronomen

who, which, that? Unterstreiche sie.

c) Now complete the rule. Nun 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.

assistant • building • dancer • felt pens • holiday • neighbours •

person • plant • project • race • son • visitor

“who”-words: assistant,

“which”-words: building,

3 Complete the German relative clause. Then

mark the verbs in the English and the German

relative clause in yellow. What is different?

Vervollständige den deutschen Relativsatz. Dann

markiere die Verben im englischen und im deutschen

Relativsatz gelb. Was ist der Unterschied?

For boys and girls who have lots of money. Für Jungen und Mädchen, die .

4 Now look at Grammar File 7 on p. 165. Schau dir jetzt Grammar File 7 auf S. 165 an.

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Adverbs of manner pp. 54–55

Adverbien der Art und Weise

1 Look at 1 (p. 54) and complete these sentences.

Then complete the table on the right.

Sieh dir 1 (S. 54) an und vervollständige diese Sätze.

Dann vervollständige die Tabelle rechts.

Sam shook his head slowly.

He looked at Sam and Justin and laughed .

You do that Spiderman trick very , Leo.

Leo looked at his mother .

Leo danced up and down.

Mrs Cooper took her son by the arm.

Adjektiv

happy

Adverb

slowly

2 Look at the adjectives in the box and make adverbs.

Then write the adjective / adverb-pairs in the right

group.

Sieh dir die Adjektive im Kasten an und bilde

Adverbien. Dann schreib die Adjektiv/Adverb-

Paare in die richtige Gruppe.

angry • bad • comfortable • easy • excited • happy • noisy • quiet • sad • responsible • terrible

bad – badly angry – angrily comfortable – comfortably

3 Adjective or adverb? Look at the following

sentences. Underline the correct word. Cross

out the wrong word.

Adjektiv oder Adverb? Sieh dir die folgenden Sätze an.

Unterstreiche das richtige Wort. Streiche das falsche

Wort durch.

“I’m so sad/sadly,” she said quiet/quietly.

“Be quiet/quietly,” he shouted angry/angrily.

Stella answered the e-mail quick/quickly.

Here’s a quick/quickly answer to your e-mail.

4 Now look at Grammar file 8 on

pp. 166–167.

Schau dir jetzt Grammar file 8 auf S. 166–167 an.

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The present perfect: positive and negative statements pp. 68–71

Das present perfect: bejahte und verneinte Aussagesätze

1 a) Look at 1 (p. 68) and complete these

sentences. Then complete the table on the right.

Sieh dir 1 (S. 68) an und vervollständige diese Sätze.

Dann vervollständige die Tabelle rechts.

I’ve you the time that we arrive.

No, Mum n’t phoned me. Why?

Yes, we’ve the times of the bus back.

I’ve just some scones – they’re still warm.

I anything today.

I breakfast yet.

I’ never on a tractor before.

Infinitive (Grundform)

(to) text

(to)

(to)

(to)

(to)

(to)

(to)

b) The present perfect has two parts. Look at

the sentences in 1a) and 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. Sieh dir die Sätze in

1a) an und 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 – four of the

verbs are irregular. (Look at pp. 248–249 in your

English book.)

Vervollständige die Tabelle. Sei vorsichtig – vier der

Verben sind unregelmäßig. (Sieh dir S. 248–249 deines

Englischbuches an.)

Infinitive Simple past Past participle Infinitive Simple past Past participle

(to) arrive

(to) do

(to) fall

(to) finish

(to) see

(to) stop

(to) tell

(to) try

3 Which is correct – a, b or c? Was ist richtig – a, b oder c?

a Breakfast is over.

b Breakfast is ready.

c Breakfast isn’t ready yet.

4 Now look at Grammar file 9a–c on

pp. 167–168.

Schau dir jetzt Grammar file 9a–c auf S. 167–168 an.

I’ve made breakfast.

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The present perfect: questions and short answers pp. 72–73

Das present perfect: Fragen und Kurzantworten

1 Complete the questions and short answers

from 1 (p. 72).

Vervollständige die Fragen und Kurzantworten aus 1

(S. 72).

you ever sheep’s milk, Maya? – No, I .

Maya, you ever to Tavistock Abbey? – No, .

you our new lambs yet? – No, .

you any other shoes with you, Maya?

2 a) Which is the correct rule for questions in

the present perfect – a, b or c?

Was ist die richtige Regel für Fragen im present

perfect – a, b oder c?

a have/has + subject + past participle.

b have/has + subject + infinitive.

c had + subject + past participle.

b) Look at the dialogue and complete the

questions.

Sieh dir den Dialog an und vervollständige die Fragen.

Lucy been to Tavistock Abbey before? – Yes, she has.

And Maya? she to Tavistock Abbey? – No, she hasn’t.

And Sam and Justin? they there ? – I don’t know.

3 Now complete these questions and answer

them.

Jetzt vervollständige diese Fragen und beantworte sie.

(be) you ever been to England? – Yes, I . / No, I .

(do) you your homework yet? –

(make) you ever a video film? –

(clean) you your room yet? –

4 Now look at Grammar File 9d–e on

pp. 168–169.

Schau dir jetzt Grammar File 9d–e auf S. 168–169 an.

You make questions in the

present perfect with …

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Present perfect and simple past in contrast pp. 76, 78

Present perfect und simple past im Vergleich

1 a) Look at 1 (p. 76) and complete these

dialogues.

Sieh dir 1 (S. 76) an und vervollständige diese Dialoge.

you ever that way before?

– Of course. I was there last summer. I right to the top of that hill.

I never wild goats before.

– Yes, you have. We some yesterday.

Look at those sheep over there. We them yet.

– Yes, we have. We them an hour ago.

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) In simple past sentences you often find time

phrases like “last summer”. Draw a blue box

around them.

Then draw a red box around the words “ever”,

“never”, “yet” in your present perfect

sentences.

In Simple past-Sätzen findet man oft Zeitangaben wie

„last summer“. Male ein blaues Kästchen um sie

herum.

Dann male ein rotes Kästchen um die Wörter „ever“,

„never“, „yet“ in deinen Present perfect-Sätzen.

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 • always • an hour ago • before • ever • in 2012 • just • last summer • last year • never •

not … yet • often • on 5th May, 2003 • when I was born • yesterday • yet

often in present perfect sentences: already,

often in simple past sentences: an hour ago,

3 Now look at Grammar File 10 on p. 169. Schau dir jetzt Grammar File 10 auf S. 169 an.

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some and any and their compounds pp. 76, 78

some und any und ihre Zusammensetzungen

1 a) Complete these sentences from 1 (p. 76). Vervollständige diese Sätze aus 1 (S. 76).

The moor goes on for ever and I can’t see sheep.

I’ve never seen wild goats before. – Yes, you have. We saw yesterday.

Wait a minute. I can hear . It’s crying.

I can’t hear , Lucy … just the rain.

b) Complete these questions. (They’re all from

unit 4.) Compare them with the sentences in 1a):

Are questions more like positive statements

(some, something, …) or negative statements

(any, anything, …)?

Vervollständige diese Fragen. (Sie stammen alle aus

Unit 4.) Vergleiche sie mit den Sätzen in 1a):

Sind Fragen mehr wie bejahte Aussagesätze (some,

something, …) oder wie verneinte Aussagesätze (any,

anything, …)?

Have you brought other shoes with you, Maya?

Can you see thing, Lucy?

Does body want to feed the rabbits with me?

2 Which are the correct rules – a or b? Was sind die richtigen Regeln – a oder b?

a in positive statements.

b in negative statements and questions.

a in positive statements.

b in negative statements and questions.

3 Look at the German sentences. Then complete

the English translations. What mistake do

German learners often make?

Sieh dir die deutschen Sätze an. Dann vervollständige

die englischen Übersetzungen. Welchen Fehler machen

deutsche Lerner oft?

Haben wir Kekse? Do we have biscuits?

Gibt es Orangensaft? Is there orange juice?

4 Now look at Grammar File 11 on p. 170. Schau dir jetzt Grammar File 11 auf S. 170 an.

You use some, somebody,

something …

You use any, anybody, anything …

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The will-future pp. 86–87

Das Futur mit will

1 a) Complete these sentences from 1 (p. 86). Vervollständige diese Sätze aus 1 (S. 86).

I hope you’ all at Lord Mayor’s Day next Saturday.

You’ some tricks that I’ve never done before.

OK. Maybe he’ us something about his new tricks!

What about Maya then? – She probably n’t without Lucy.

Let’s go to the front – the view better there.

Now, this be easy.

Come on, Sam! Hurry, or we’ miss the girls.

When the rehearsal over?

b) Draw a red box round the negative

sentences. Draw a blue box round the question.

Male ein rotes Kästchen um die verneinten Sätze.

Male ein blaues Kästchen um die Frage.

c) Now complete this table. Vervollständige jetzt diese Tabelle.

I/You/He/She/It‘ll 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

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 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 Er will uns sicherlich etwas … erzählen.

b Er wird uns sicherlich etwas … erzählen.

a Er will uns sicherlich etwas … erzählen.

b Er wird uns sicherlich etwas … erzählen.

3 Now look at Grammar file 12 on p. 171. Schau dir jetzt Grammar file 12 auf S. 171 an.

+ – ?

I’m sure he will tell us something

about his new tricks.

I’m sure he wants to tell us something

about his new tricks.

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Conditional sentences (type 1) pp. 90–92

Bedingungssätze (Typ 1)

1 a) Complete these sentences from 1 (p. 90). Vervollständige diese Sätze aus 1 (S. 90).

If I hard, I’ be better than ever.

If you at 10:30, you’ me in a really cool demonstration.

You mean if Mukesh at two, you’ free.

If I Abby on Saturday, I her till the summer holidays.

But it the same if you come. 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.

if-clause: If I practise hard, main clause: I’ll be better than ever.

tense (Zeitform): s p w

2 Read these sentences. Underline the correct

verb forms and cross out the wrong verb forms.

Lies die folgenden Sätze. Unterstreiche die richtigen

Verbformen und streiche die falschen Verbformen durch.

If Lucy goes / will go to Sam’s demonstration, she is / will be late for the children’s parade.

Justin: “If you like / will like, I film / will film it all.”

Your English is / will be better if you do / will do this exercise.

3 What will you do if …? – Complete these

sentences. You can use the ideas in the box.

Was machst du, wenn …? – Vervollständige diese

Sätze. Du kannst die Ideen im Kästchen verwenden.

be late for school • buy a new DVD • have a big ice cream • miss the bus

If mum gives me some money, I’ll

If I get up too late tomorrow, I’ll

4 Now look at Grammar file 14 on

p. 172–173.

Schau dir jetzt Grammar file 14 auf S. 172–173 an.

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The past progressive pp. 105–107

Die Verlaufsform der Vergangenheit

1 Look at 3 (p. 105) and complete these

sentences.

Sieh dir 3 (S. 105) an und vervollständige diese Sätze.

Lucy and Sam sit together. They the King Arthur play.

Leo and Justin were behind them, but they weren’t .

Leo sweets. Justin n’t anything.

While Sam and Lucy , Leo called from behind.

“We the lambs when we heard a funny sound.”

When he came back a few minutes later he a bit.

2 a) Which translation is best: a, b or c? Welche Übersetzung passt am besten: a, b oder c?

a … Leo wollte gerade Süßigkeiten essen.

b … Leo hatte gerade Süßigkeiten gegessen.

c … Leo aß gerade Süßigkeiten.

b) You make the past progressive with … a, b

or c? Mark the correct answer in yellow.

Man bildet das past progressive mit … a, b oder c?

Markiere die richtige Antwort gelb.

a being + verb b was/were + verb + ing c verb + ing

3 a) What were they doing when …?

Complete the sentences. Was taten sie gerade, als …?

Vervollständige die Sätze.

(talk) Luy to Sam when Leo tapped him on the shoulder.

(listen) Sam to Lucy’s story when suddenly there was a loud groan.

(work) Grandma and Lucy in the barn when they saw a snake.

b) Simple past or past progressive? Underline

the correct forms and cross out the wrong forms.

Simple past oder past progressive? Unterstreiche die

richtigen Formen und streiche die falschen Formen

durch.

Yesterday afternoon we played / were playing football when suddenly it started / was starting to rain.

We just had / were just having dinner when grandma called / was calling.

A big black dog attacked / was attacking me while I walked / was walking down the road.

4 Now look at Grammar file 15 on

pp. 173–174.

Schau dir jetzt Grammar file 15 auf S. 173–174 an.

It was 4 pm. Leo was

eating sweets.

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n.Vocabulary Action Sheets – Lösungen

In the holidays Context Pictures What people do Definitions The weather Yesterday German/

English

1 camping Project stop move forest weather gotSay hello to … for me.

2 campsite revision race invite holiday windy metI can’t wait to …

Unit 1.1

3 caravan / caravans

tea building(s) look after crib sheet rain broughtWhat was it like?

4 tent allowed tear look forward neighbour sunny made two days ago

5 outdoor free jacket look up prize clouds hit Love, …

6 fun park rule pocket asleepboarding school

wind rolledWho did you tell?

7 mountains host family litter bin order apartment cloudy meantthis afternoon

8 climb meaning screen turn memory sky felt Lucky you.

The fourth word Our planet Context Small words On the phone Pictures Adverbs and

adjectivesGerman/ English

1 alone land must for phone pancake tomorrowHere you are.

2 out waves similar in answer shadow At first …, right?

Unit 1.2

3 unhappy plants just like out phone call fire still(to) wash the dishes

4 future rocky terms toleave a message

torch alreadyagain and again

5 surprise rainforest shocked up in mountains sure(to) give sb. a hug

6 daughter wild outside to Hold on wave everWho does Sam know?

7 object country this time on text message caravan right now (to) be lucky

8 fries world own if Turn off tent beautiful context

The musical Context Pictures Activities Punctuation Pronouns Small words German/ English

1 audition article earphones wished comma mine to town hall

2 drama a bit label beep hyphen yours upWhat could be better?

Unit 2.1

3 dancer sidesquare kilometre

drop colon his ready like this

4 aloud a few (the) earth getquestion mark

hers angry flash

5 nervous worksheet plane changeexclamation mark

ours on most people

6 dialogue mistake snow label full stop yours off one by one

7 pause on my own glasses call out point theirs as except

8 by fashion paw make sure dot its than Anyway, …

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Adjectives Context Pictures The fourth word The big show Yesterday German/ English

1 large size recorder runner concert laythis year’s musical

2 awful round stairs present theatre rangI’m going to sing a song

Unit 2.2

3 tall most of them fork whose stage woke … upYou should stop.

4 brilliant correct knife everything talented meant(to) get ready for

5 lovely wish spoon knives recorder shook about

6 clear about gel more beautiful instrument stuck even

7 shy except sunglassesthe most beautiful

clap queued so far

8 good-looking should arm scared cheer stood syllable

In town Verbs Which way? The fourth word Pictures Context

1 out and about Have you got tell me the way after post office Excuse me

2 post office know about turn left (to) close chocolate Sorry

Unit 3.1

3 station scan straight on broken flower set

4 church make past gram stall plastic

5 roundabout fight on the corner of up here felt pen magic

6 pedestrian zone hang opposite the furthest tin have

7 city highlight cross irregular tomato That’s why

8 souvenirs underline on the right well sock further

Shopping Pictures Prepositions Verbs Definitions German/ English

1 close wall to worry (to) whisper I looked left.

2 shop assistants gate up happen visitor(to) ask sb. the way

Unit 3.2

3 cost roof of describe juice just after

4 change shore to cut topic as

5 cash desk hole about disappeared draft just then

6 stall waist in Hurry Cut! a good boy

7 packet wood on hug city the only …

8 tin lip(s) to rescue roof responsible

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In the countryside Animals Context Verbs Definitions Pictures Past participles German/

English

1 field pony mist begin countryside foot toldetc. (et cetera)

2 grass cow background own verse key made poem

Unit 4.1

3 cottage sheep once leave mud bacon been over there

4 valley goat just mark up heavy egg come twice a week

5 hay lambanybody/anyone

lose quick boot done that way

6 moor otter everywhere decide(to) be missing

glass eaten(to) have a bath

7 barn deer before take cocoa waterfall gone Oh dear!

8 fence adder raincoat hurt path train hadHave you … yet?

Opposites Adjectives Pictures Verbs Past participles Prepositions Context German/

English

1 foreground delicious footprint pass seen at until I’d love to …

2 at the bottom

strong stamp cry brought to adventure anything?

Unit 4.2

3 (to) lose sweet coat train bought of Bothone more photo

4 (to) nod your head

hurt jigsaw wander heard in ruin for miles

5 (to) appear impossible tulip believe met for honournot … any more

6 not … anybody

pretty fireplace grow run across instead ground

7 not … any more

kind mug plant taken of either one day

8 dirty nearby grave look around written around not even(to) look closely

Celebrations Clothes Context Two-part verbs Definitions Verbs German/ English

1 festival caps special out choir light mayor

2 parade skirt charity up journey raise not till three

Unit 5.1

3 costumes hat theme out abbreviation take probably

4 New Year’s Eve trousers symbol on lift promise e.g.

5 fireworks gloves demonstration off storm translate at least

6 celebrate pullover workshop around breath takebetter than ever

7 candles shirt main up rubbish offer …, you see.

8 speech jacket tasty up conversation fly competition

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The juggler’s show

Past participles Pictures Verbs Sir Francis

DrakeThe fourth

word Context German/ English

1 event begun bucket introduce Queen Indian traditionalCan I have a word with you?

2 artists caught flags paint knight directortongue-twister

(to) be made of sth.

Unit 5.2

3 crowd cut torch repeat famous million recipe even if

4 juggle felt puppet became defended teeth thunder (to) ask for sth.

5 rings fought mirror pick … up Spanish (to) drive lightning chorus

6 audience forgotten heart pay invade presentation painted heavy rain

7 bowed got circle interrupt attacked air deep whole

8 encore given shoulder pour destroyed bowl seconds entry

Tintagel Castle Parts of the body Verbs Context Past participles German/ English

1 cliff back hand in real held guide

2 king chest build copy known each

Unit 6.1

3 Prince finger write down narrow put you needn’t do it

4 guards knee tapped reason rung you mustn’t do it

5 Courtyard neck turn to tunnel saidWhat’s wrong with you?

6 royal throat screamed fresh sent while

7 legend toe kill floor shaken Stop it!

8 crown tongue groaned report sung groan

The fourth word Past participles Pictures Verbs What’s wrong with you? Context German/

English

1 bridge sat cave frowning headache sticky dear

2 (to) enter spoken stomach goes red plaster role I’ll have a tea.

Unit 6.2

3 princess stood seat gethave a temperature

asWhat size tea would you like?

4 ill stuck apple became sore consonants at Grandma’s

5 noisy swum strawberry entered have a cold vowels cast

6 enemy thought sweets melt cough vegetarian adopted

7 truth understood stone kiss dentist battle terrible

8 (to) hiss worn beard kneel hospital wise danger

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LAS 1.1

Sam phoned Justin’s home. Mrs Skinner answered.

“We had a race and I won.”

“Oh, right. You visited your dad in America.”

“We went camping and I saw a bear.”

(to) phone (to) answer

(to) have (to) win

(to) visit

(to) go (to) see

arrived planned

moved shopped

smiled stopped

copied buy – bought hurried hide – hid tried leave – left

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

LAS 1.2

Did you see the Empire State Building? – I wasn’t in New York, Sam. …

Thanks for the cool picture. Where did you take it? – In Weston-super-Mare.

Later it was cloudy and cold. – What did you do then? – We went to the pier.

Oh, right. You visited your dad in America. When did you get back? – Two days ago.

Lösung b ist korrekt: You make questions in the simple past with did + subject + infinitive.

A: Sam went to Weston-super-Mare in the summer holidays. – B: And Justin? Did he go there too? –

A: No, he didn’t. – B: Where did Justin go? – A: He went to America. – B: What did he do there? –

A: He visited his dad.

SIMPLE PRESENT Sam likes basketball. Which sport does Justin do? Does he play basketball too?

And what about you? Which sport do you like?

SIMPLE PAST Sam liked his holiday in Weston-super-Mare. Where did Justin go? Did he like his

holiday too? And you? Where did you go?

LAS 1.3

Who did you tell? Not me! Wem hast du es erzählt?

Who told me about Grandpa’s party? Wer hat mir von Opas Party erzählt?

Who knows me? – Leo Cooper, her son. Wer kennt mich?

Who does Sam know? – Leo! Wen kennt Sam?

Subject question: who = German “wer” question without a form of do

Object question: who = German “wen” or “wem” question with a form of do

Who loves Silky? a Wer liebt Silky?

Who does Abby love? b Wen liebt Abby?

Who found a note on the table? – Lucy found a note on the table.

Who did Lucy call? – Lucy called her mum.

Who did Lucy want to meet? – Lucy wanted to meet Sam.

Who moved into number 37? –The Coopers moved into number 37.

LAS 2.1

I’m going to sing a Queen song at the audition today.

They’re going to do a musical this year.

Which club are you going to join?

I’m not going to join a new club. I’m going to stay with basketball.

And Justin is going to start basketball too.

Is your mum going to be at home this afternoon?

1 a)

2 a)

1 a)

3

1 a)

1

b)

3

b)

2

2

3

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+ – ?

I’m going to

He’s going to

I’m not going to

He isn’t going to

Am I going to?

Is he going to?

She’s going to She isn’t going to Is she going to?

It’s going to It isn’t going to Is it going to?

We’re going to We aren’t going to Are we going to?

They’re going to They aren’t going to Are they going to?

2 a) Lösung c ist falsch: Ich bin dabei, zum Strand zu gehen, um Fußball zu spielen.

b) Lösung b ist korrekt: You use the going to-future for plans.

LAS 2.2

I think Loch Lomond is bigger than Loch Ness.

Loch Lomond is the biggest lake in Britain.

Let’s look for large lakes on the map.

– So what is the largest lake?

How long is the River Severn? – 354 kilometres.

– OK, so it’s longer than the Thames!

All the other groups are faster than ours.

– And Lucy wants to be the fastest, of course.

big bigger (the) biggest

large larger (the) largest

long longer (the) longest

fast faster (the) fastest

large – larger

late – later

nice – nicer

strange – stranger

big – bigger

fat – fatter

sad – sadder

wet – wetter

easy – easier

angry – angrier

friendly – friendlier

scary – scarier

When you want to say that people or things are

the same, you use as old/big/fast/… as.

When you want to say that people or things are different,

you use older/bigger/faster/… than.

LAS 2.3

Lovely voice! – Yes, it’s even more beautiful than the first girl’s!

This girl has the most beautiful voice so far.

Not the best voice! – No, but it’s the most interesting voice, I think.

beautiful more beautiful (the) most beautiful

interesting more interesting (the) most interesting

nervous more nervous (the) most nervous

-er/-est

cheap happy

dark mad funny silly

more/most

boring exciting

careful expensive

dangerous important

My mother is not very tall. I’m taller than her.

My brother is older than me, but I’m cleverer than him.

LAS 3.1

Lucy and Maya had to do some shopping, so they took a bus which stopped in Royal Parade.

“Footloose shoes – for boys and girls who want to have fun.”

It’s your grandma that likes chocolates, right?

Well, there’s the little shop that makes its own chocolates.

You use – who for people – which for things – that for people and things.

2

3 b)

1

2

3

1 a)

b)

1 a)

c)

c)

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“who”-words: assistant, dancer, neighbours, person, son, visitor

“which”-words: building, felt pens, holiday, plant, project, race

For boys and girls who have lots of money. Für Jungen und Mädchen, die viel Geld haben.

LAS 3.2

Sam shook his head slowly.

He looked at Sam and Justin and laughed loudly.

You do that Spiderman trick very nicely, Leo.

Leo looked at his mother sadly.

Leo danced happily up and down.

Mrs Cooper took her son carefully by the arm.

slow slowly

loud loudly

nice nicely

sad sadly

happy happily

careful carefully

bad – badly

excited – excitedly

quiet – quietly

sad – sadly

angry – angrily

easy – easily

happy – happily

noisy – noisily

comfortable – comfortably

responsible – responsibly

terrible – terribly

“I’m so sad,” she said quietly.

“Be quiet,” he shouted angrily.

Stella answered the e-mail quickly.

Here’s a quick answer to your e-mail.

LAS 4.1

I’ve texted you the time that we arrive. (to) text

No, Mum hasn’t phoned me. Why? (to) phone

Yes, we’ve checked the times of the bus back. (to) check

I’ve just made some scones – they’re still warm. (to) make

I haven’t eaten anything today. (to) eat

I haven’t had breakfast yet. (to) have

I’ve never been on a tractor before. (to) be

Infinitive

(to) arrive

(to) do

(to) fall

(to) finish

Simple past

arrived

did

fell

finished

Past participle

arrived

done

fallen

finished

Infinitive

(to) see

(to) stop

(to) tell

(to) try

Simple past

saw

stopped

told

tried

Past participle

seen

stopped

told

tried

3 Lösung b ist korrekt: I’ve made beakfast. Breakfast is ready.

LAS 4.2

Have you ever tried sheep’s milk, Maya? – No, I haven’t.

Maya, have you ever been to Tavistock Abbey? – No, I haven’t.

Have you seen our new lambs yet? – No, we haven’t.

Have you brought any other shoes with you, Maya?

Lösung a ist korrekt: You make questions in the present perfect with have/has + subject + past participle.

Has Lucy been to Tavistock Abbey before? – Yes, she has.

And Maya? Has she been to Tavistock Abbey? – No, she hasn’t.

And Sam and Justin? Have they been there? – I don’t know.

3 Have you ever been to England? – Yes, I have. / No, I haven’t.

Have you done your homework yet? – Yes, I have. / No, I haven’t.

Have you ever made a video film? – Yes, I have. / No, I haven’t.

Have you cleaned your room yet? – Yes, I have. / No, I haven’t.

1 a)

1

3

2

1

2

3

2

2 a)

b)

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LAS 4.3

Have you ever gone that way before? (present perfect)

– Of course. I was there last summer. I went right to the top of that hill. (simple past)

I’ve never seen wild goats before. (present perfect)

– Yes, you have. We saw some yesterday. (simple past)

Look at those sheep over there. We haven’t checked them yet. (present perfect)

– Yes, we have. We passed them an hour ago. (simple past)

often in present perfect sentences: already, always, before, ever, just, never, not … yet, often, yet

often in simple past sentences: an hour ago, in 2012, last summer, last year, on 5th

May, 2003,

when I was born, yesterday

LAS 4.4

The moor goes on for ever and I can’t see any sheep.

I’ve never seen wild goats before. – Yes, you have. We saw some yesterday.

Wait a minute. I can hear something. It’s crying.

I can’t hear anything, Lucy … just the rain.

Have you brought any other shoes with you. Maya?

Can you see anything, Lucy?

Does anybody want to feed the rabbits with me?

You use some, somebody, something … a in positive statements.

You use any, anybody, anything … b in negative statements and questions.

Haben wir Kekse?

Gibt es Orangensaft? Do we have any biscuits?

Is there any orange juice?

German learners often forget to use the

word “any” in questions like these.

LAS 5.1

I hope you’ll all be at Lord Mayor’s Day next Saturday.

You’ll see some tricks that I’ve never done before.

OK. Maybe he’ll tell us something about his new tricks!

What about Maya then? – She probably won’t come without Lucy.

Let’s go to the front – the view will be better there.

Now, this won’t be easy.

Come on, Sam! Hurry, or we’ll miss the girls.

When will the rehearsal be over?

c) +

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 …?

I’m sure he will tell us something about his new tricks. b Er wird uns sicherlich etwas … erzählen.

I’m sure he wants to tell us something about his new tricks. a Er will uns sicherlich etwas … erzählen.

LAS 5.2

If I practise hard, I’ll be better than ever.

If you come at 10:30, you’ll see me in a really cool demonstration.

You mean if Mukesh comes at two, you’ll be free.

If I don’t meet Abby on Saturday, I won’t see her till the summer holidays.

But it won’t be the same if you don’t come.

if-clause: If I practise hard, main clause: I’ll be better than ever.

tense (Zeitform): simple present will-future

1 a)

1 a)

2

1 a)

2

2

b)

3

1 a)

c)

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If Lucy goes to Sam’s demonstration, she will be late for the children’s parade.

Justin: “If you like, I will film it all.”

Your English will be better if you do this exercise.

If mum gives me some money, I’ll buy a new DVD / I’ll have a big ice cream.

If I get up too late tomorrow, I’ll be late for school / I’ll miss the bus.

LAS 6

Lucy and Sam were sitting together. They were reading the King Arthur play.

Leo and Justin were behind them, but they weren’t listening.

Leo was eating sweets. Justin wasn’t doing anything.

While Sam and Lucy were talking, Leo called from behind.

“We were feeding the lambs when we heard a funny sound.”

When he came back a few minutes later he was smiling a bit.

Lösung c ist korrekt: … Leo was eating sweets. … Leo aß gerade Süßigkeiten.

Lösung b ist korrekt: You make the past progressive with was/were + verb + ing.

Lucy was talking to Sam when Leo tapped him on the shoulder.

Sam was listening to Lucy’s story when suddenly there was a loud groan.

Grandma and Lucy were working in the barn when they saw a snake.

Yesterday afternoon we were playing football when suddenly it started to rain.

We were just having dinner when Grandma called.

A big black dog attacked me while I was walking down the road.

1

3 a)

3

2

2 a)

2 b)

b)

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