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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
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_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
English G Access | 3 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
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
8 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 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
9English 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 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
10 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 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
11English 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 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
12 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 4.24Th
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.
Vocabulary Action Sheet 5.15Th
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
14 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 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
English G Access | 3 Vocabulary & Language Action Sheets
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 …
Unit 1 Language Action Sheet 1.2
English G Access | 3 Vocabulary & Language Action Sheets
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 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.
5 Now look at Grammar File 1.2 on p. 156. Schau dir jetzt Grammar file 1.2 auf S. 156 an.
You make negative statements in the present perfect with …
You make questions in the present perfect with …
I haven’t had breakfast yet.
Unit 1 Language Action Sheet 1.3
English G Access | 3 Vocabulary & Language Action Sheets
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 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,
3 Now look at Grammar File 1.3 on p. 156. Schau dir jetzt Grammar file 1.3 auf S. 156 an.
Unit 1 Language Action Sheet 1.4
English G Access | 3 Vocabulary & Language Action Sheets
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.
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?)
Unit 2 Language Action Sheet 2.1
English G Access | 3 Vocabulary & Language Action Sheets
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 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.
Unit 2 Language Action Sheet 2.2
English G Access | 3 Vocabulary & Language Action Sheets
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 Conditional sentences (type 1) pp. 30–31 WIEDERHOLUNG Bedingungssätze (Typ 1)
1 a) Complete these sentences from 1 (p. 30). Vervollständige diese Sätze aus 1 (S. 30).
“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.”
4 Now look at Grammar file 3.1 on p. 161. Schau dir jetzt Grammar file 3.1 auf S. 161 an.
Unit 2 Language Action Sheet 2.3
English G Access | 3 Vocabulary & Language Action Sheets
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.
Conditional sentences (type 2) pp. 34–37 Bedingungssätze (Typ 2)
1 a) Complete these sentences from 1 (p. 34). Vervollständige diese Sätze aus 1 (S. 34).
“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.
Unit 3 Language Action Sheet 3.1
English G Access | 3 Vocabulary & Language Action Sheets
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 Relative clauses pp. 46–48 WIEDERHOLUNG Relativsätze
1 a) Complete these sentences from 1 (p. 46). Vervollständige diese Sätze aus 1 (S. 46).
“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.
4 Now look at Grammar file 4.1 on p. 162. Schau dir jetzt Grammar file 4.1 auf S. 162 an.
Unit 3 Language Action Sheet 3.2
English G Access | 3 Vocabulary & Language Action Sheets
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.
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.”
4 Now look at Grammar file 4.2 on p. 163. Schau dir jetzt Grammar file 4.2 auf S. 163 an.
Unit 3 Language Action Sheet 3.3
English G Access | 3 Vocabulary & Language Action Sheets
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.
The passive pp. 52–55 Das Passiv
1 a) Complete these sentences from 1 (p. 52). Vervollständige diese Sätze aus 1 (S. 52).
“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.
Unit 4 Language Action Sheet 4.1
English G Access | 3 Vocabulary & Language Action Sheets
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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 Now look at Grammar file 6
on pp. 165–166. Schau dir jetzt Grammar file 6 auf S. 165–166 an.
Unit 4 Language Action Sheet 4.2
English G Access | 3 Vocabulary & Language Action Sheets
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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.
Unit 5 Language Action Sheet 5.1
English G Access | 3 Vocabulary & Language Action Sheets
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Reflexive pronouns pp. 84–85 Reflexivpronomen
1 a) Complete these sentences from 1 (p. 84). Vervollständige diese Sätze aus 1 (S. 84).
“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
3 Now look at Grammar file 7
on pp. 167–168. Schau dir jetzt Grammar file 7 auf S. 167–168 an.
(wir) uns (selbst) (ihr) euch (selbst) (sie) sich (selbst)
(wir) uns (gegenseitig) (ihr) euch (gegenseitig) (sie) sich (gegenseitig)
Unit 5 Language Action Sheet 5.2
English G Access | 3 Vocabulary & Language Action Sheets
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Indirect speech pp. 88–91 Indirekte Rede
1 a) Complete these sentences from 3 (p. 89). Vervollständige diese Sätze aus 3 (S. 89).
(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
3 Now look at Grammar file 8
on pp. 168–169. Schau dir jetzt Grammar file 8 auf S. 168–169 an.
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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
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n.Vocabulary Action Sheets – Lösungen
English G Access I 3 Vocabulary & Language Action Sheets
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
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n.Vocabulary Action Sheets – Lösungen
English G Access I 3 Vocabulary & Language Action Sheets
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
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n.Vocabulary Action Sheets – Lösungen
English G Access I 3 Vocabulary & Language Action Sheets
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
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Language Action Sheets – Lösungen
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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)
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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
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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)
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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)
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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)