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VOCABULARY & LANGUAGEACTION SHEETSKopiervorlagen mit Lösungen
4
English G Access · Band 4 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 Shutterstock, New York (Skyline): meunierd; mauritius images, Mittenwald (Freiheitsstatue): imageBroker, Petra Wallner
Illustrationen Vocabulary Action Sheets: Roland Beier, BerlinLanguage Action Sheets:Tobias Dahmen, Utrecht/NL
Umschlaggestaltung kleiner & bold, Berlinhawemannundmosch, Berlinklein & halm, Berlin
Layout und technische Umsetzung zweiband.media, Berlin
www.cornelsen.de www.englishg.de/access
1. Auflage, 1. Druck 2016
Alle Drucke dieser Auflage sind inhaltlich unverändert undkönnen im Unterricht nebeneinander verwendet werden.
© 2016 Cornelsen Verlag GmbH, Berlin
Das Werk und seine Teile sind urheberrechtlich geschützt. Jede Nutzung in anderen als den gesetzlich zugelassenen Fällen bedarfder vorherigen schriftlichen Einwilligung des Verlages.Hinweis zu den §§ 46, 52 a UrhG: Weder das Werk noch seine Teile dürfen ohne einesolche 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 978-3-06-033496-4
_14CCC_9783060334964 Inhalt_S039 39 14.04.16 15:02
VOCABULARY & LANGUAGEACTION SHEETSKopiervorlagen mit Lösungen
4
_14ZG3_9783060334964 Inhalt_S001 1 19.04.16 15:06
Vorwort
English G Access | 4 Vocabulary & Language Action Sheets
Dieses Heft enthält 25 Kopiervorlagen: • 10 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 4 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 4 werden zwei bis vier LAS angeboten, mit denen die S die zentralen grammatischen Strukturen erarbeiten und/oder festigen können. Die LAS beginnen in der Regel mit einem Abschnitt, der die S auf eine oder mehrere Seiten im Schülerbuch English G • Access 4 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 | 4 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 The gerund as subject and object Unit 1, S. 20
1.2 The gerund after prepositions Unit 1, S. 20
2.1 REVISION Conditional sentences (types 1 and 2) Unit 2, S. 37
2.2 Conditional sentences (type 3) Unit 2, S. 42
2.3 Countable and uncountable nouns Unit 2, S. 47
3.1 The passive: different tenses Unit 3, S. 58
3.2 The passive of verbs with two objects Unit 3, S. 62
3.3 The to-infinitive Unit 3, S. 58
4.1 REVISION Indirect speech: statements Unit 4, S. 76
4.2 Indirect speech: questions Unit 4, S. 84
4.3 Indirect speech: commands, requests, advice, suggestions Unit 4, S. 90
4.4 The definite article Unit 4, S. 86
5.1 REVISION Relative clauses Unit 5, S. 97/110
5.2 The present participle (I) Unit 5, S. 97
5.3 The present participle (II) Unit 5, S. 104 Lösungen VAS Lösungen LAS
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Die
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ür d
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igen
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ritte
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Vocabulary Action Sheet
5English G Access I 4 Vocabulary & Language Action Sheets Illustrationen: Roland Beier, Berlin
1.11Bi
g ci
ties
Verb
sPi
ctur
esGe
rman
/ Eng
lish
Amer
ican
Engl
ish
wor
dsCo
ntex
t
1B
ig c
itie
s, li
ke N
YC
or
Lon
don
, are
div
ided
into
bs.
From
ou
r ca
mps
ite,
we
wer
e ab
le to
hea
r th
e w
ater
fall
r.
Au
fnah
me,
Fot
o;
Ein
stel
lun
g, S
zen
e
s
BE
: flat
AE
:
a
His
flat
is q
uit
e
c l,
n
ear
the
mai
n s
tati
on.
2T
he
fast
est w
ay to
go
arou
nd
is b
y
s
(BE
: un
derg
rou
nd)
.
Did
the
polic
e
a th
e th
ief?
s
kün
stlic
h, K
un
st-
m -
BE
: bis
cuit
AE
:
c
Th
e St
atu
e of
L is
n
ear
Man
hat
tan
.
3U
sual
ly, t
her
e is
a c
entr
al
s w
her
e pe
ople
m
eet.
If y
ou l
too
far
out o
f th
e w
indo
w, y
ou
mig
ht f
all!
klas
se, g
roß
arti
g
a
BE
: ru
bbis
h
AE
:
g
A s
poon
is u
sual
ly m
ade
of m o
r pl
asti
c.
4Pe
ople
live
in ta
ll ap
artm
ent
bs.
Oh
no!
Wh
y do
es th
is
prog
ram
alw
ays
c?
Zol
l (2,
54 c
m)
i
BE
: qu
eue
AE
:
l
Wh
en I
trav
el, I
hav
e al
l m
y th
ings
in m
y
b.
5So
me
of th
e bu
ildin
gs
hav
e tw
enty
or
mor
e
ss.
Th
is r
oof
mig
ht
c if
th
ere
is to
o m
uch
sn
ow
on it
.
Ich
sol
lte
liebe
r …
I’
…
BE
: tro
use
rs
AE
:
p
Life
u
be
har
der
two
hu
ndr
ed
year
s ag
o.
6T
hat
’s w
hy
they
all
hav
e
es
(BE
: lif
ts).
Do
you
m if
Joh
n
smok
es?
Ich
den
ke …
/
Ich
neh
me
an …
I g …
BE
: pav
emen
t
AE
:
s
Th
at b
aske
tbal
l pla
yer
is
alm
ost s
even
f ta
ll!
7So
me
stre
ets
are
big
as
wit
h s
hop
s an
d tr
ees.
Use
you
r m
ouse
to
c o
n th
e lin
k.
Spin
ner
/in
w
BE
: sh
op
AE
:
s
In w
inte
r w
e go
to th
e
i
swim
min
g po
ol.
8D
o yo
u li
ve in
the
cen
tre
or in
a
s o
f a
big
city
?
She
is g
oin
g to
b a
cak
e fo
r h
is
birt
hda
y.
Vor
sch
lag
s
BE
: hol
iday
AE
:
v
Wh
at is
the
d
betw
een
an
adv
erb
and
an a
djec
tive
?
_143CE_9783060334964 Inhalt_S005 5 13.04.16 14:24
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Corn
else
n Ve
rlag
Gm
bH, B
erlin
. Al
le R
echt
e vo
rbeh
alte
n.
Die
Ver
viel
fälti
gung
die
ser S
eite
ist f
ür d
en e
igen
en U
nter
richt
sgeb
rauc
h ge
stat
tet.
Für i
nhal
tlich
e Ve
ränd
erun
gen
durc
h D
ritte
übe
rnim
mt d
er V
erla
g ke
ine
Vera
ntw
ortu
ng.
Vocabulary Action Sheet
6 English G Access I 4 Vocabulary & Language Action Sheets Illustrationen: Roland Beier, Berlin
1.21Am
eric
an sp
ellin
gVe
rbs
Pict
ures
Germ
an/ E
nglis
hSm
all w
ords
Cont
ext
1B
E: c
entr
e
AE
:
I ca
n’t
p
com
pute
rs –
I o
nly
use
th
em.
s
Typ,
Ker
l
g
At t
he
wee
ken
d sh
e of
ten
han
gs
wit
h h
er
frie
nds
.
I fe
lt q
uit
e
i w
hen
he
said
I w
as s
tupi
d.
2B
E: c
olou
r
AE
:
Wh
at a
nic
e da
y.
Let’s
t a
wal
k!
lege
ndä
r, be
rüh
mt
l
Are
you
afr
aid
sh
arks
?
Her
mu
m p
uts
a lo
t of
p o
n
her
to d
o be
tter
at s
choo
l.
3B
E: t
rave
lled
AE
:
It lo
oks
nic
e w
hen
all
the
flow
ers
b in
sp
rin
g.
Mei
ne
/ Se
hr
geeh
rte
Dam
en u
nd
Her
ren
L
Wel
l, I
wou
ldn’
t lik
e to
get t
oo c
lose
a
sh
ark!
Th
at w
as a
cle
ver
m –
now
you
’ve
won
the
gam
e!
4B
E: m
etre
AE
:
How
wou
ld y
ou
a h
is
pres
enta
tion
? –
I th
ink
it
was
goo
d!
Zei
tmes
ser
t
Let’s
go!
I’m
not
very
kee
n
w
atch
ing
this
sh
ow.
Spai
n is
nic
e, b
ut I
can’
t s th
e h
ot te
mpe
ratu
res
in
sum
mer
.
5B
E: f
avou
rite
AE
:
Now
let’s
d th
e cl
ass
into
fou
r gr
oups
.
dess
en, d
eren
w
Th
e bu
ildin
g w
as s
o ol
d th
at th
ey d
ecid
ed to
tear
it
.
Don
’t tr
y to
cro
ss th
e
r
trac
ks h
ere
– it
’s r
eally
da
nge
rou
s!
6B
E: t
rave
llin
g
AE
:
Wh
ich
par
t of
the
text
do
es y
our
ques
tion
r to
?
Sam
en
s
Th
at m
use
um
has
lots
of
inte
rest
ingw
orks
art.
We
cou
ld e
at a
t my
plac
e –
I st
ill h
ave
som
e
f p
izza
.
7B
E: t
hea
tre
AE
:
She
liked
that
boy
, so
she
trie
d to
m e
ye c
onta
ct.
Au
ssch
uss
, Rat
c
Aft
er th
e di
scu
ssio
n
we
mov
ed
to th
e n
ext p
oin
t on
the
list.
Did
you
see
thei
r co
nce
rt
on T
V?
It w
as a
gre
at
p .
8B
E: n
eigh
bou
r
AE
:
If th
ings
go
wro
ng,
you
sh
ould
n’t t
ry to
k to
the
plan
.
Vor
trag
swei
se
d
Can
you
su
m
the
mai
n p
oin
ts o
f th
e di
scu
ssio
n?
On
som
e G
erm
an r
oads
th
ere
is n
o sp
eed
l.
_143CE_9783060334964 Inhalt_S006 6 13.04.16 14:24
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016
Corn
else
n Ve
rlag
Gm
bH, B
erlin
. Al
le R
echt
e vo
rbeh
alte
n.
Die
Ver
viel
fälti
gung
die
ser S
eite
ist f
ür d
en e
igen
en U
nter
richt
sgeb
rauc
h ge
stat
tet.
Für i
nhal
tlich
e Ve
ränd
erun
gen
durc
h D
ritte
übe
rnim
mt d
er V
erla
g ke
ine
Vera
ntw
ortu
ng.
Vocabulary Action Sheet
7English G Access I 4 Vocabulary & Language Action Sheets Illustrationen: Roland Beier, Berlin
2.1 2Ad
ject
ives
Cook
ing
Cont
ext
Defin
ition
sVe
rbs
Pict
ures
Amer
ican
Engl
ish
Germ
an/ E
nglis
h
1Yo
u w
ant t
o sw
im
from
Bri
tain
to
Fran
ce?
You
mu
st
be c
!
Wh
at’s
you
fa
vou
rite
d?
– Fi
sh a
nd
chip
s.
Th
is is
n’t j
ust
a
stor
m –
it’s
a
h!
very
wet
gro
un
d,
som
etim
es w
ith
w
ater
an
d pl
ants
:
s
Wh
en y
ou
f
wat
er, i
t tu
rns
to
ice.
BE
: cin
ema
AE
:
m
t
Kar
nev
alsf
eier
n in
N
ew O
rlea
ns
M
G
2T
his
toile
t is
so
dirt
y –
it’s
d!
I’d
love
to m
ake
a ca
ke, b
ut I
don
’t h
ave
all t
he
i s.
Mor
e th
an 2
00
year
s ag
o, A
mer
ica
was
a B
riti
sh
c.
info
rmal
En
glis
h
for
’kin
d of
’:
k
It’s
dif
ficu
lt to
c
a jo
b an
d a
fam
ily.
BE
: war
drob
e
AE
:
c
sow
ohl …
als
au
ch …
b …
a
…
3I
know
. Th
is is
w
hat
mos
t
p
toile
ts a
re li
ke.
Wat
er
b s
at
100
degr
ees
Cel
siu
s.
Th
e te
mpe
ratu
re
is f
orty
d s.
the
firs
t peo
ple
in
Am
eric
a:
N
A s
Th
e be
st w
ay to
co
ok th
is fi
sh is
to
f it
in h
ot
oil.
BE
: jew
elle
ry
AE
:
j
War
um
pro
bier
st
du n
ich
t …?
W n
t
…?
4N
o cr
eam
for
me,
pl
ease
. I’m
a to
da
iry
prod
uct
s.
Use
a n
orm
al
s
to b
oil t
he
pota
toes
fi
rst.
40°?
Do
you
mea
n
C o
r Fa
hre
nh
eit?
mea
t th
at c
omes
fr
om a
cow
:
b
Wh
y do
n’t y
ou
r
the
chic
ken
in th
e ov
en?
BE
: in
the
cen
tre
of N
YC
A
E: i
n
d N
YC
Ich
hät
te a
uch
ge
sch
rien
.
I w h
s
too.
5B
e ca
refu
l. T
hat
kn
ife
is v
ery
s.
Th
en f
ry th
e po
tato
es in
a g
ood
f
p.
She
was
so
tire
d sh
e w
ent
s
to b
ed.
my
gran
dfat
her
’s
fath
er is
my:
g –
g
I’m
hu
ngr
y.
Can
you
r
a go
od r
esta
ura
nt?
BE
: (pu
blic
) toi
let
AE
:
r
Hon
ig /
Sc
hät
zch
en
h
6N
ow, w
ait a
m
inu
te! D
on’t
be
so
i.
You
nee
d an
o to
bak
e th
e ca
ke.
Mos
t of
the
s s
in A
mer
ica
cam
e fr
om E
uro
pe.
sb. w
ho
spea
ks a
la
ngu
age
as th
eir
firs
t lan
guag
e:
n s
Do
you
f
com
ing
to th
e ci
nem
a w
ith
us?
BE
: (sm
all,
chea
p)
rest
aura
nt
AE
:
d
Er
hat
te e
s se
lbst
ge
töte
t.
He
had
kill
ed it
h
.
7O
ur
teac
her
is v
ery
s.
We’
re n
ot a
llow
ed
to ta
lk in
cla
ss.
Her
mea
ls a
lway
s ta
ste
grea
t. Sh
e’s
a ve
ry g
ood
c.
I w
ear
my
best
su
it o
nly
on
sp
ecia
l
o s.
mat
eria
l fro
m a
pl
ant t
hat
is u
sed
to m
ake
clot
hes
:
c
You
r gu
itar
so
un
ds te
rrib
le.
You
sh
ould
t it
firs
t.
BE
: tra
m
AE
:
s
in d
er g
anze
n
Stad
t
a o
t
c
8T
he
lett
ers
wer
e
so t
that
sh
e co
uld
n’t r
ead
them
.
Mos
t ch
ildre
n lo
ve
spag
het
ti w
ith
to
mat
o
s.
It’s
bet
ter
to u
se
t
tom
atoe
s fo
r th
e so
up.
Th
ere
are
100
cs
in a
met
re.
Oh
yes
, I f
orgo
t to
t
the
stri
ngs
!
BE
: lif
t
AE
:
e
Mu
ster
p
_143CE_9783060334964 Inhalt_S007 7 13.04.16 14:24
© 2
016
Corn
else
n Ve
rlag
Gm
bH, B
erlin
. Al
le R
echt
e vo
rbeh
alte
n.
Die
Ver
viel
fälti
gung
die
ser S
eite
ist f
ür d
en e
igen
en U
nter
richt
sgeb
rauc
h ge
stat
tet.
Für i
nhal
tlich
e Ve
ränd
erun
gen
durc
h D
ritte
übe
rnim
mt d
er V
erla
g ke
ine
Vera
ntw
ortu
ng.
Vocabulary Action Sheet
8 English G Access I 4 Vocabulary & Language Action Sheets Illustrationen: Roland Beier, Berlin
2.22Th
e fo
urth
wor
dFo
odCo
ntex
tBl
acks
in A
mer
ica
Verb
sPi
ctur
esW
ritin
g a
text
Germ
an/ E
nglis
h
1fo
rmal
– d
olla
r
info
rmal
–
b
You
pu
t all
the
ingr
edie
nts
in o
ne
big
pot t
o m
ake
a
s.
Don
’t u
se to
o m
uch
cu
rry
p.
It’s
too
hot
!
1
960s
, bl
acks
did
n’t h
ave
the
sam
e ri
ghts
as
wh
ites
.
Doe
s th
is d
og
b to
yo
u?
Dog
s ar
e n
ot
allo
wed
in h
ere.
I lik
e th
at a
uth
or’s
s. H
is
stor
ies
are
alw
ays
fun
ny.
Pre
isel
beer
e
c
2n
ew –
fas
hio
n
old
–
t
I lo
ve p
arsl
ey. I
t’s
my
favo
uri
te
h.
Is r
ain
y w
eath
er
t
of W
ales
?
Bla
cks
cou
ldn’
t go
to s
ome
publ
ic
plac
es: t
her
e w
as
s.
Bu
llies
som
etim
es
b u
ot
her
stu
den
ts.
a o
f bo
oks
Don
’t re
peat
the
sam
e w
ord
too
ofte
n. U
se a
s.
Ver
stan
d, S
inn
, G
eist
m
3co
w –
bee
f
pig
–
p
Pep
per
is a
ver
y w
ell-k
now
n
s.
Toda
y is
Jill
’s
w d
ay.
She’
s m
arry
ing
Tom
.
Wh
ites
oft
en h
ad
p s
agai
nst
bla
cks.
He
trie
d to
m
his
wif
e, b
ut s
he
surv
ived
.
On
ly w
rite
dow
n
info
rmat
ion
that
is
r to
th
e to
pic.
ein
bis
sch
en,
etw
as
a l
4be
ef/p
ork
– m
eat
milk
/bu
tter
–d
p
If y
ou d
on’t
keep
fr
esh
milk
coo
l, it
tu
rns
s.
Don
’t sa
y
r f
ast.
It’s
mor
e co
rrec
t to
say
really
fas
t.
Res
tau
ran
ts a
nd
cin
emas
pra
ctic
ed
d
agai
nst
bla
cks.
Do
you
alw
ays
s o
if
you
don
’t ag
ree
wit
h s
omeo
ne?
Th
is s
ente
nce
is
too
diffi
cult
. I
wou
ld
p it
.
besc
hrä
nkt
, be
gren
zt
l
5ci
nem
a –
prog
ram
me
rest
aura
nt –
m
Dar
k ch
ocol
ate
does
not
rea
lly
tast
e sw
eet b
ut
b.
A lo
t of
ship
s h
ave
smal
l,
r
win
dow
s.
Som
etim
es b
lack
s
wer
e c
ed
n in
th
e st
reet
.
Som
e pe
ople
sti
ll
h
anim
als
to e
at
them
.
Peo
ple
shou
ld g
et
you
r m
ain
poi
nts
ev
en if
they
just
s y
our
text
.
Lede
r
l
6n
igh
t – d
ay
dark
blu
e –
l b
lue
Indi
an f
ood
is
ofte
n to
o
h f
or
Eu
rope
ans.
I do
n’t k
now
wh
at
to d
o. C
an y
ou
give
me
som
e
a?
Bu
t mor
e an
d m
ore
peop
le h
ad
the
c
to s
peak
ou
t.
Sudd
enly
an
idea
fed
th
rou
gh m
y m
ind.
Th
e h
of
ten
tells
you
w
hat
a te
xt is
ab
out.
mit
telg
roß
; mit
tel-
m
7ba
ll –
rou
nd
egg
– o
Th
is s
oup
isn’
t ve
ry
s. I
t ta
stes
like
wat
er.
You
nee
d of
fici
al
p
to h
un
t alli
gato
rs.
Man
y st
ude
nts
jo
ined
the
c r
pr
otes
ts.
Th
e po
lice
deci
ded
to s
th
e do
g be
cau
se it
h
ad b
itte
n p
eopl
e.
An
d th
e s
–
hs
give
you
mor
e de
tails
.
Tie
rwel
t, fr
ei
lebe
nde
Tie
re
w
8fr
eeze
at 0
° –
C
elsi
us
free
ze a
t 32°
–F
How
abo
ut s
ome
appl
e p
for
de
sser
t?
We
live
in a
sm
all
flat
. It’s
on
ly a
bou
t
fift
y s
m
etre
s.
Even
for
toda
y’s
g
ther
e ar
e st
ill s
ome
prob
lem
s.
Th
e br
idge
was
de
stro
yed
in th
e w
ar, s
o th
ey h
ad to
r it
.a
tr
cloc
k
Use
ph
otos
or
g
if s
th. i
s di
fficu
lt
to d
escr
ibe.
Dok
um
enta
rfilm
d
_143CE_9783060334964 Inhalt_S008 8 13.04.16 14:24
© 2
016
Corn
else
n Ve
rlag
Gm
bH, B
erlin
. Al
le R
echt
e vo
rbeh
alte
n.
Die
Ver
viel
fälti
gung
die
ser S
eite
ist f
ür d
en e
igen
en U
nter
richt
sgeb
rauc
h ge
stat
tet.
Für i
nhal
tlich
e Ve
ränd
erun
gen
durc
h D
ritte
übe
rnim
mt d
er V
erla
g ke
ine
Vera
ntw
ortu
ng.
Vocabulary Action Sheet
9English G Access I 4 Vocabulary & Language Action Sheets Illustrationen: Roland Beier, Berlin
3.13A
wild
fire
Pict
ures
Cont
ext
Opp
osite
sDe
finiti
ons
Verb
sGe
rman
/ En
glis
h
1La
st w
eek,
a fi
re
star
ted
in a
nat
ure
r in
C
alif
orn
ia.
d
Th
ey h
ad n
oth
ing
in
com
mon
– th
ey w
ere
c
diff
eren
t.
com
fort
able
–
u
a pi
ctu
re y
ou h
ave
in
you
r h
ead:
i
If y
our
back
hu
rts,
lie
dow
n a
nd
s.
die
Woc
he
zuvo
r
the
wb
2It
soo
n b
ecam
e an
e for
peop
le in
the
area
. s
Th
ere’
s al
way
s a
big
c
betw
een
ric
h a
nd
poor
peo
ple.
(to)
ask
for
di
rect
ion
s –
(to)
g
dire
ctio
ns
if s
th. i
s n
ot f
rom
yo
ur
cou
ntr
y, it
’s:
f
She
was
at t
he
part
y to
o, b
ut h
e di
dn’t
st h
er.
Wie
bit
te?
S?
3So
me
rs
had
to b
e ev
acu
ated
. (A
E)/
(BE
)
I lo
ve th
e se
a.
I w
ant t
o be
com
e a
m
scie
nti
st.
(to)
inte
rvie
w p
eopl
e to
geth
er –
(t
o) in
terv
iew
peo
ple
s
a pe
rson
you
don
’t kn
ow:
s
We
trie
d to
l o
for
yo
u in
the
crow
d, b
ut
we
cou
ldn’
t see
you
.
Ich
möc
hte
, das
s du
m
ir h
ilfst
.I’d
l y
help
me.
4A
t firs
t, th
e fi
re
seem
ed
u.
A lo
t of
you
ng
peop
le
use s
med
ia
to s
tay
in c
onta
ct.
lega
l –
i
a w
oman
wh
o in
vite
s gu
ests
:
h
Doe
s th
at c
har
ity
s
poor
peo
ple?
Spri
chw
ort,
Red
ensa
rt
s
5So
the
loca
lf
d
h
ad to
cal
l for
hel
p.
It w
as s
o da
rk y
ou
cou
ldn’
t see
an
yth
ing
a
.
(to)
let s
th. h
appe
n –
(to)
p
sth
.
12 o
’clo
ck in
the
mid
dle
of th
e da
y:
n
Th
e m
an w
ho
hel
ped
them
did
n’t w
ant t
o
r h
is
nam
e.
Öko
logi
e
e
6B
ut t
he
fire
is o
ut
now
, lea
vin
g h
uge
b a
reas
. (A
E)/
(BE
)
Mic
hae
l is
a
c
nam
e bo
th in
Bri
tain
an
d G
erm
any.
cau
se –
e
the
nat
ura
l wor
ld in
w
hic
h e
very
thin
g liv
es:
e
She’
s re
ally
goo
d at
m
ath
s, s
o sh
e
ts
oth
er s
tude
nts
.
Mir
ist s
chw
inde
lig.
I’m f
f.
7T
he
c o
f th
e fi
re is
not
yet
kn
own
.
Wh
at w
as h
er
r to
th
e n
ews?
– W
ell,
she
was
sh
ocke
d.
dan
gero
us
–
s
a pe
rson
wh
o kn
ows
a lo
t abo
ut a
spe
cial
to
pic:
e
Can
you
hel
p m
e to
s u
my
new
TV
?
obw
ohl
a
8In
Cal
ifor
nia
, th
ere
are
ofte
n w
ildfi
res
beca
use
of
ds.
An
au
diti
on f
or a
film
do
esn’
t go
fast
. It’s
ac
tual
ly a
lon
g
p.
impo
ssib
le –
p
an o
ffici
al d
ocu
men
t th
at a
llow
s yo
u to
do
sth
.:
p
If y
ou’r
e n
ot h
appy
at
wor
k, w
hy
don’
t you
s
jobs
?
Zit
at
q /
q
_143CE_9783060334964 Inhalt_S009 9 13.04.16 14:24
© 2
016
Corn
else
n Ve
rlag
Gm
bH, B
erlin
. Al
le R
echt
e vo
rbeh
alte
n.
Die
Ver
viel
fälti
gung
die
ser S
eite
ist f
ür d
en e
igen
en U
nter
richt
sgeb
rauc
h ge
stat
tet.
Für i
nhal
tlich
e Ve
ränd
erun
gen
durc
h D
ritte
übe
rnim
mt d
er V
erla
g ke
ine
Vera
ntw
ortu
ng.
Vocabulary Action Sheet
10 English G Access I 4 Vocabulary & Language Action Sheets Illustrationen: Roland Beier, Berlin
3.23Ho
llyw
ood
Pict
ures
Cont
ext
Adje
ctiv
esTh
e fo
urth
wor
dVe
rbs
Germ
an/
Engl
ish
1B
ever
ly H
ills
nea
r H
olly
woo
d is
the
hom
e of
man
y
cs.
ws
Ever
yth
ing
stay
s th
e sa
me
in m
y vi
llage
. T
her
e’s
just
no
c!
I lo
ve b
aby
seal
s.
Th
ey’r
e so
c!
BE
– q
ueu
e
AE
–
l
Som
e pa
ren
ts
p th
eir
child
ren
on
the
hea
d w
hen
th
ey’r
e do
ing
wel
l.
En
tdec
kun
g
d
2Yo
u m
igh
t see
a fi
lm
star
nea
r th
e
V lo
un
ge o
f a
Hol
lyw
ood
hot
el.
So h
ow a
re y
ou
enjo
yin
g yo
ur
s in
the
US?
He
gave
a c
alm
an
d
d
spee
ch a
t th
e fu
ner
al.
wri
tin
g –
(to)
spe
ll
spea
kin
g –
(to)
p
Toda
y, w
ith
Tw
itte
r an
d th
e in
tern
et,
new
s g
v
in a
few
min
ute
s.
das
Neu
este
the
l
3B
ut o
ften
you
can
’t be
cau
se th
ere
are
s
guar
ds.
Th
e su
n, s
ea a
nd
beac
h g
ive
Ibiz
a a
very
rel
axed
a.
I’m
su
re w
e w
ill w
in
ton
igh
t. I’
m q
uit
e
o
abou
t th
at.
Apr
il –
mon
th
autu
mn
–
s
Wh
en d
id C
olu
mbu
s
d
Am
eric
a? –
I th
ink
it
was
in 1
492.
Ble
ib(t
) au
f de
m
Lau
fen
den
!S
p
.
4In
Hol
lyw
ood,
the
film
team
set
up
the
nex
t
t.
Wh
at s
hal
l I s
ay?
Is s
he
a M
rs o
r a
M S
mit
h?
He
was
wea
rin
g h
is
best
su
it a
nd
s b
lack
sh
oes.
(to)
dec
ide
– de
cisi
on
(to)
exp
lain
–
e
Th
ere
was
a fi
re, s
o th
ey h
ad to
e
the
build
ing
Mei
len
pro
Stu
nde
m
p h
(m)
5T
he
acto
r re
ad th
e
s to
pr
epar
e fo
r th
e n
ext
scen
e.
Do
you
hav
e th
e
p to
sw
im m
ore
than
on
e ki
lom
etre
?
Th
e n
ew R
olls
-Roy
ce
is a
rea
lly
p
car.
win
d –
(to)
blo
w
rive
r –
(to)
f
Th
ey w
ere
brot
her
s,
but t
hey
did
n’t
h m
uch
in
com
mon
.
Ich
fü
hle
mit
/ M
ein
M
itge
füh
l gilt
…
M h
g
o to
…
6T
hey
wer
e fi
lmin
g th
e th
ird
s o
f a
fam
ous
sitc
om.
In th
e ra
info
rest
, we
wer
e co
mpl
etel
y
c o
fro
m
the
outs
ide
wor
ld.
His
wif
e of
ten
sta
rts
cryi
ng.
Sh
e’s
very
e.
BE
– y
ear
ten
AE
–
t g
Did
the
polic
e
i
the
cau
se o
f th
e fi
re?
Prä
fix,
Vor
silb
e
p
7T
hat
sit
com
is o
ne
of
man
y co
med
y
ps
on T
V.
It is
get
tin
g w
arm
er
beca
use
the
eart
h’s
c is
ch
angi
ng.
I’m
on
nob
ody’
s si
de.
I’m n
.
city
– s
kylin
e
cou
ntr
ysid
e –
l
Wh
en y
ou
c
thei
r st
orie
s, y
ou w
ill
fin
d bi
g di
ffer
ence
s.
Glie
deru
ng
o
8It
will
als
o be
sh
own
in
Bri
tain
on
C 4
.
Wh
at’s
the
o o
f go
od?
–
Bad
.
Th
e so
ng
is r
eally
c. I
just
ca
n’t g
et it
ou
t of
my
hea
d!
(to)
bu
rn –
bu
rnt
(to)
rel
ax –
r
Wh
en y
ou c
ross
ed
the
bord
er, d
id y
ou
e
any
prob
lem
s?
in K
ürz
e /
in
wen
igen
Wor
ten
b
_143CE_9783060334964 Inhalt_S010 10 13.04.16 14:24
© 2
016
Corn
else
n Ve
rlag
Gm
bH, B
erlin
. Al
le R
echt
e vo
rbeh
alte
n.
Die
Ver
viel
fälti
gung
die
ser S
eite
ist f
ür d
en e
igen
en U
nter
richt
sgeb
rauc
h ge
stat
tet.
Für i
nhal
tlich
e Ve
ränd
erun
gen
durc
h D
ritte
übe
rnim
mt d
er V
erla
g ke
ine
Vera
ntw
ortu
ng.
Vocabulary Action Sheet
11English G Access I 4 Vocabulary & Language Action Sheets Illustrationen: Roland Beier, Berlin
4.14
Holly
woo
dPi
ctur
esCo
ntex
tAd
ject
ives
The
four
th w
ord
Verb
sGe
rman
/ En
glis
h
1B
ever
ly H
ills
nea
r H
olly
woo
d is
the
hom
e of
man
y
cs.
ws
Ever
yth
ing
stay
s th
e sa
me
in m
y vi
llage
. T
her
e’s
just
no
c!
I lo
ve b
aby
seal
s.
Th
ey’r
e so
c!
BE
– q
ueu
e
AE
–
l
Som
e pa
ren
ts
p th
eir
child
ren
on
the
hea
d w
hen
th
ey’r
e do
ing
wel
l.
En
tdec
kun
g
d
2Yo
u m
igh
t see
a fi
lm
star
nea
r th
e
V lo
un
ge o
f a
Hol
lyw
ood
hot
el.
So h
ow a
re y
ou
enjo
yin
g yo
ur
s in
the
US?
He
gave
a c
alm
an
d
d
spee
ch a
t th
e fu
ner
al.
wri
tin
g –
(to)
spe
ll
spea
kin
g –
(to)
p
Toda
y, w
ith
Tw
itte
r an
d th
e in
tern
et,
new
s g
v
in a
few
min
ute
s.
das
Neu
este
the
l
3B
ut o
ften
you
can
’t be
cau
se th
ere
are
s
guar
ds.
Th
e su
n, s
ea a
nd
beac
h g
ive
Ibiz
a a
very
rel
axed
a.
I’m
su
re w
e w
ill w
in
ton
igh
t. I’
m q
uit
e
o
abou
t th
at.
Apr
il –
mon
th
autu
mn
–
s
Wh
en d
id C
olu
mbu
s
d
Am
eric
a? –
I th
ink
it
was
in 1
492.
Ble
ib(t
) au
f de
m
Lau
fen
den
!S
p
.
4In
Hol
lyw
ood,
the
film
team
set
up
the
nex
t
t.
Wh
at s
hal
l I s
ay?
Is s
he
a M
rs o
r a
M S
mit
h?
He
was
wea
rin
g h
is
best
su
it a
nd
s b
lack
sh
oes.
(to)
dec
ide
– de
cisi
on
(to)
exp
lain
–
e
Th
ere
was
a fi
re, s
o th
ey h
ad to
e
the
build
ing
Mei
len
pro
Stu
nde
m
p h
(m)
5T
he
acto
r re
ad th
e
s to
pr
epar
e fo
r th
e n
ext
scen
e.
Do
you
hav
e th
e
p to
sw
im m
ore
than
on
e ki
lom
etre
?
Th
e n
ew R
olls
-Roy
ce
is a
rea
lly
p
car.
win
d –
(to)
blo
w
rive
r –
(to)
f
Th
ey w
ere
brot
her
s,
but t
hey
did
n’t
h m
uch
in
com
mon
.
Ich
fü
hle
mit
/ M
ein
M
itge
füh
l gilt
…
M h
g
o to
…
6T
hey
wer
e fi
lmin
g th
e th
ird
s o
f a
fam
ous
sitc
om.
In th
e ra
info
rest
, we
wer
e co
mpl
etel
y
c o
fro
m
the
outs
ide
wor
ld.
His
wif
e of
ten
sta
rts
cryi
ng.
Sh
e’s
very
e.
BE
– y
ear
ten
AE
–
t g
Did
the
polic
e
i
the
cau
se o
f th
e fi
re?
Prä
fix,
Vor
silb
e
p
7T
hat
sit
com
is o
ne
of
man
y co
med
y
ps
on T
V.
It is
get
tin
g w
arm
er
beca
use
the
eart
h’s
c is
ch
angi
ng.
I’m
on
nob
ody’
s si
de.
I’m n
.
city
– s
kylin
e
cou
ntr
ysid
e –
l
Wh
en y
ou
c
thei
r st
orie
s, y
ou w
ill
fin
d bi
g di
ffer
ence
s.
Glie
deru
ng
o
8It
will
als
o be
sh
own
in
Bri
tain
on
C 4
.
Wh
at’s
the
o o
f go
od?
–
Bad
.
Th
e so
ng
is r
eally
c. I
just
ca
n’t g
et it
ou
t of
my
hea
d!
(to)
bu
rn –
bu
rnt
(to)
rel
ax –
r
Wh
en y
ou c
ross
ed
the
bord
er, d
id y
ou
e
any
prob
lem
s?
in K
ürz
e /
in
wen
igen
Wor
ten
b
Adje
ctiv
esSo
uth
Dako
taCo
ntex
tDe
finiti
ons
Verb
sPi
ctur
esAm
eric
an En
glis
hGe
rman
/ En
glis
h
1B
adla
nds
are
ver
y dr
y an
d
d.
Not
man
y pl
ants
gr
ow in
the
Sou
th
Dak
ota
B.
Wh
ere
are
my
keys
? I
mu
st h
ave
them
s!
the
sou
nd
you
h
ear
wh
en f
eet
tou
ch th
e gr
oun
d:
f
She
was
an
gry
and
s h
er
book
s do
wn
on
th
e ta
ble.
BE
: wor
ktop
AE
:
c
Kei
n W
un
der.
N w
.
2T
he
serv
ice
is n
ot
only
goo
d –
it’s
e!
A la
rge
area
of
Sou
th D
akot
a is
ju
st
p.
£10
is ju
st th
e m
eal.
We’
ll h
ave
to
pay
e
for
the
drin
ks.
the
way
you
fee
l in
a
situ
atio
n:
m
He
was
dri
vin
g ve
ry s
low
ly, s
o th
e ca
rs b
ehin
d st
arte
d
to h
.
BE
: dri
nki
ng
fou
nta
inA
E: w
f
spre
chen
d
t
3D
on’t
be s
o
g. I
t’s
not
the
end
of th
e w
orld
!
Th
ere
are
som
e
rs
for
Nat
ive
Am
eric
ans.
A th
ief
is a
per
son
w
ho
stea
ls o
ther
pe
ople
’s
p.
a w
ay o
f do
ing
som
eth
ing,
usi
ng
spec
ial s
kills
:
t
She
ted
th
e ba
g u
nde
r h
er
arm
an
d le
ft.
BE
: les
son
AE
:
p
es e
rfor
dert
Ü
bun
git
t
p
4T
he
Bla
ck H
ills
are
s to
th
e La
kota
.
Mos
t of
them
are
fr
om th
e La
kota
ts.
Stea
ling
thin
gs is
ag
ain
st th
e
l.
able
to s
peak
two
lan
guag
es li
ke a
n
ativ
e sp
eake
r:
b
Did
n’t y
our
doct
or
a
you
to s
top
smok
ing?
BE
: mar
k
AE
:
g
ob w
5T
hat
was
rea
lly
h
to le
ave
the
baby
cr
yin
g fo
r h
ours
.
C w
ith
th
e La
kota
sta
rted
w
hen
US
sett
lers
m
oved
wes
t.
Th
is is
the
only
th
ing
you
can
do.
Yo
u d
on’t
hav
e a
c.
the
pers
on w
ho
brin
gs y
ou a
m
essa
ge:
m
Com
e on
, we’
re
late
! Can
’t yo
u
s
a
bit?
BE
: dri
vin
g lic
ence
AE
:d l
in d
en le
tzte
n
Jah
ren
in r
y
6T
he
lan
guag
e of
th
is r
ap s
ong
is
quit
e
o.
Sou
th D
akot
a is
of
ten
su
nn
y w
ith
a
c
sky.
Th
at w
as q
uit
e an
i to
her
w
hen
you
sai
d sh
e w
as to
o st
upi
d.
to c
ome
back
or
go
back
:
(to)
r
We
lost
the
mat
ch,
so w
e di
dn’t
q
for
the
fin
als.
BE
: hea
d te
ach
er
AE
:
p
sow
ieso
a
7It
was
gre
at –
we
had
a
w
tim
e.
A p
opu
lar
even
t w
ith
hor
ses
is a
r.
Th
e fo
ur
pres
i -
den
ts’ g
fa
ces
are
on
Mou
nt R
ush
mor
e.
any
day
exce
pt
Satu
rday
an
d Su
nda
y:
w
Has
sh
e go
ne
hom
e? I
did
n’t
n
her
leav
e!
BE
: per
cen
t
AE
:
p
aus
dies
em G
run
d
f t
r
8I
wou
ldn’
t dri
nk
that
wat
er. I
t’s
f.
I lo
ve w
atch
ing
hor
ses
g.
Mos
t of
us
thin
k
that
the
tes
w
e h
ave
to p
ay a
re
too
hig
h.
the
acti
vity
of
telli
ng
stor
ies:
s
Sudd
enly
sh
e
c
to
him
an
d as
ked
him
to d
ance
.
BE
: (to
) giv
e sb
. a
lift
AE
: (to
) giv
e sb
. a
r
auch
wen
n;
obw
ohl
e
t
_143CE_9783060334964 Inhalt_S011 11 13.04.16 14:24
© 2
016
Corn
else
n Ve
rlag
Gm
bH, B
erlin
. Al
le R
echt
e vo
rbeh
alte
n.
Die
Ver
viel
fälti
gung
die
ser S
eite
ist f
ür d
en e
igen
en U
nter
richt
sgeb
rauc
h ge
stat
tet.
Für i
nhal
tlich
e Ve
ränd
erun
gen
durc
h D
ritte
übe
rnim
mt d
er V
erla
g ke
ine
Vera
ntw
ortu
ng.
Vocabulary Action Sheet
12 English G Access I 4 Vocabulary & Language Action Sheets Illustrationen: Roland Beier, Berlin
4.24Th
e fo
urth
wor
dM
ount
Rus
hmor
eCo
ntex
tSc
hool
in th
e US
AVe
rb p
hras
esSm
all w
ords
Verb
sGe
rman
/ En
glis
h
1n
oisy
– n
oise
sile
nt –
s
Th
e pr
esid
ents
’ h
eads
in th
e B
lack
H
ills
are
mad
e of
g.
Th
e s
is
rea
lly b
ad. T
he
wai
ters
are
so
un
frie
ndl
y!
Rea
din
g ou
t all
the
nam
es f
rom
the
r
is c
alle
d ro
ll-ca
ll.
l s
b. a
bo
ok /
a C
D /
m
oney
You
can
do
an
inte
rnet
sea
rch
mor
e in
form
atio
n.
Did
you
p
the
test
?
– Ye
s, I
got
Gra
de
A!
nic
ht l
änge
r; n
ich
t m
ehr
n (…
) a
l
2cl
ass
– te
ach
er
foot
ball
team
–
c
Wh
en d
id th
ey
c
thos
e h
eads
on
M
oun
t Ru
shm
ore?
I’m
so
tire
d I
can
h
keep
my
eyes
op
en.
If y
ou li
ke r
eadi
ng
book
s, a
cou
rse
in
l
is id
eal f
or y
ou.
c a
ki
ng
/ a
quee
nIt
’s a
sm
all t
own
–
you
oft
en r
un
peo
ple
you
kn
ow.
He
trie
d to
sta
y,
but t
he
polic
e
fed
h
im to
leav
e.
meh
r al
s an
jede
m
ande
ren
Ort
mor
e t in
a
oth
er p
lace
3go
od –
bad
(to)
pas
s –
(to)
f
Th
e m
emor
ial w
as
paid
for
wit
h
ts’
m
oney
.
Wh
ich
p
are
you
pla
yin
g in
ou
r sc
hoo
l pla
y?
Lear
n h
ow p
eopl
e liv
e to
geth
er in
s
s.
t c
of
a ch
ild /
a s
ick
pers
on /
you
r ol
d gr
andm
oth
er
It’s
not
ver
y ea
sy
to h
un
t hor
seba
ck.
At fi
rst s
he
wan
ted
to g
o, b
ut t
hen
sh
e
ced
h
er m
ind.
ziem
lich
f
4(t
o) h
elp
– h
elp
(to)
su
ppor
t –
s
It le
d to
bad
r
wit
h th
e La
kota
.
Th
ey h
ave
a go
od
r.
Th
ey g
et o
n q
uit
e w
ell.
In th
e U
S,
stu
den
ts a
re o
ften
gi
ven
as.
i
a n
ew s
yste
m /
a
new
law
/ a
new
pr
ogra
m
Do
you
like
the
Am
eric
an w
ay
life
?
It’s
not
allo
wed
to
s th
e w
alls
wit
h g
raffi
ti.
aber
; alle
rdin
gs;
jedo
ch
h
5n
ever
– a
lway
sat
no
tim
e –
at a
t
Mos
t of
them
fin
d th
e m
emor
ial
e
offen
sive
.
Th
at c
ar is
mor
e po
wer
ful.
Its
e is
m
uch
big
ger.
You
hav
e to
kn
ow
the
rule
s if
you
wan
t to
a
a co
urs
e.
g a
co
un
try
/ a
trib
e /
a co
lon
y
Th
is s
ong
is
dedi
cate
d
my
mot
her
.
Wh
en s
he’
s sa
d,
she
gs
out o
f th
e w
indo
w
for
hou
rs.
Tota
le,
Tota
lau
fnah
me
l s
6Fr
ance
– c
oun
try
Eu
rope
–
c
Som
e pe
ople
see
it
as a
mon
um
ent t
o A
mer
ican
p.
Th
ey’r
e su
ch a
bad
te
am –
it’s
not
s
that
they
lost
.
Stu
den
ts w
ho
are
ofte
n la
te h
ave
to
atte
nd
extr
a
ss.
m
hou
se /
flat
Do
all A
mer
ican
s sh
ow s
o m
uch
prid
e th
eir
cou
ntr
y?
You’
re d
oin
g it
re
ally
wel
l. Ju
st
k u
p th
e go
od w
ork!
Hal
btot
ale
m s
7po
wer
ful –
pow
er
stro
ng
–
s
Th
ere’
s an
ev
enin
g
c
wit
h fl
oodl
igh
ts.
So th
e m
of
the
stor
y is
: al
way
s h
elp
oth
er
peop
le!
You
nee
d w
ritt
en
perm
issi
on to
le
ave
the
sch
ool
g.
c a
fire
/
a pr
oble
m /
tr
oubl
e
It’s
wei
rd to
see
yo
ur
own
fac
e in
clos
e- o
n T
V.
She
wan
ted
to
c th
e an
t wit
h h
er f
oot.
Geb
et
p
8(t
o) g
ive
– (t
o) le
nd
(to)
take
–
(to)
b
Th
ey a
lso
play
the
Am
eric
an
n
a.
Wh
at d
id th
e gi
rls
disc
uss
a
them
selv
es?
Aft
er h
igh
sch
ool,
stu
den
ts c
an g
o to
c.
a
tou
rist
s /
visi
tors
She
fin
ally
took
pity
th
e do
g an
d ga
ve h
im h
er
sau
sage
.
Man
y pe
ople
on
ly
p in
ch
urc
h.
drü
cken
(to)
s
_143CE_9783060334964 Inhalt_S012 12 13.04.16 14:24
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016
Corn
else
n Ve
rlag
Gm
bH, B
erlin
. Al
le R
echt
e vo
rbeh
alte
n.
Die
Ver
viel
fälti
gung
die
ser S
eite
ist f
ür d
en e
igen
en U
nter
richt
sgeb
rauc
h ge
stat
tet.
Für i
nhal
tlich
e Ve
ränd
erun
gen
durc
h D
ritte
übe
rnim
mt d
er V
erla
g ke
ine
Vera
ntw
ortu
ng.
Vocabulary Action Sheet
13English G Access I 4 Vocabulary & Language Action Sheets Illustrationen: Roland Beier, Berlin
5.15De
finiti
ons
Verb
sPi
ctur
esCo
ntex
tTh
e fo
urth
wor
dGe
rman
/ En
glis
h
1a
smal
l, di
rty
area
on
you
r cl
oth
es:
m
I al
way
s h
ave
tear
s in
my
eyes
wh
en I
c o
nio
ns.
Ou
r cl
ub’
s
s is
: „W
e’re
the
best
in th
e w
est“
.
(to)
exp
lain
– e
xpla
nat
ion
(to)
dec
lare
–
d
War
nu
r Sp
aß.
J
k.
2a
lon
g jo
urn
ey b
y ca
r:
r t
Th
at w
as th
e do
orbe
ll.
Can
you
a th
e do
or,
plea
se?
At t
he
age
of te
n h
e st
arte
d pl
ayin
g in
our
j
foot
ball
team
.
2 da
ys a
wee
k –
part
-tim
e jo
b 5
days
a w
eek
–
f–
j
Erk
enn
tnis
, Ein
sich
t
r
3w
ork
that
you
don
’t do
th
e w
hol
e w
eek:
p-
j
Oh
it’s
you
, Pau
l! I
didn
’t
r y
ou
at fi
rst.
Are
ther
e ot
her
pla
net
s lik
e th
e ea
rth
in th
e
u?
inte
rnet
– p
latf
orm
sch
ool –
b
b
Was
um
alle
s in
der
W
elt …
?
W
e
…?
4lo
w h
ills
in f
ron
t of
hig
her
mou
nta
ins:
f
Such
an
imal
s do
not
e in
ou
r co
un
try.
a o
f pa
per
In th
e 19
60s
ther
e
wer
e a
- se
greg
atio
n p
rote
sts
in
New
Orl
ean
s.
sch
ool –
hea
d te
ach
er
job
– b
Nu
r zu
, ih
r dr
ei.
Y t
g
a.
5al
mos
t blu
e:
bW
hen
I s
aw h
er r
eact
ion
,
I r
ed I
had
m
ade
a m
ista
ke.
A s
hip
slo
wly
app
eare
d on
the
h.
up
– do
wn
forw
ards
–
b
Ich
wü
rde
liebe
r …
I’d r
…
6A
sw
eet d
rin
k po
pula
r in
th
e U
S:
s
I do
n’t h
ave
a ph
one,
bu
t yo
u c
an a
lway
s
c m
e by
em
ail.
She
fin
ish
ed h
er d
rin
k
in o
ne
lon
g
s.
lon
g –
wh
ole
stor
y
shor
t –
s
glam
ourö
s
g
7a
part
of
a te
xt, b
ook,
ro
ad, e
tc.:
s
Beh
ave
you
rsel
f, T
om.
Don
’t
s y
our
tea
like
that
.
He
was a
to
hav
e a
show
er w
hen
the
phon
e ra
ng.
cen
tre
– ce
ntr
al
cult
ure
–
c
glü
cklic
her
wei
se, z
um
G
lück
l
8h
appe
nin
g or
don
e on
ce
ever
y ye
ar:
a
No
tea
for
me.
I
p c
offee
to
tea.
Wh
y do
clo
cks
actu
ally
t?
bag
– th
ief
hou
se –
b
Un
abh
ängi
gkei
t
i
_143CE_9783060334964 Inhalt_S013 13 13.04.16 14:24
© 2
016
Corn
else
n Ve
rlag
Gm
bH, B
erlin
. Al
le R
echt
e vo
rbeh
alte
n.
Die
Ver
viel
fälti
gung
die
ser S
eite
ist f
ür d
en e
igen
en U
nter
richt
sgeb
rauc
h ge
stat
tet.
Für i
nhal
tlich
e Ve
ränd
erun
gen
durc
h D
ritte
übe
rnim
mt d
er V
erla
g ke
ine
Vera
ntw
ortu
ng.
Vocabulary Action Sheet
14 English G Access I 4 Vocabulary & Language Action Sheets Illustrationen: Roland Beier, Berlin
5.25A
wild
ride
Verb
sPi
ctur
esCo
ntex
tSm
all w
ords
Germ
an/
Engl
ish
1La
st w
eek
we
wen
t dow
n
the
rive
r in
a
r.
If y
ou c
an’t
see
me,
I w
ill
w m
y h
and.
Th
ere
is a
new
an
d be
tter
v o
f th
at
prog
ram
.
the
tim
e w
e ar
rive
d,
he
had
alr
eady
left
.B
un
des-
f
2A
t firs
t we
didn
’t h
ave
to
p m
uch
.
It w
asn’
t me!
I
s I
did
n’t s
teal
th
e m
oney
!
I lik
e w
atch
ing
film
s in
th
e
o
vers
ion
.
Bef
ore
she
wen
t ou
t, sh
e
put
som
e lip
stic
k.
Gri
llpar
ty; G
rill
b
3W
e ju
st
fed
dow
n th
e pe
acef
ul r
iver
.
She’
s so
fu
nn
y. S
he
alw
ays
ms m
e la
ugh
.
Th
e se
a w
as to
o
r to
go
out
in a
boa
t.
We
didn
’t h
it it
a
t fi
rst,
but n
ow w
e’re
bes
t fr
ien
ds.
Kin
dhei
t
c
4Su
dden
ly w
e be
cam
e fa
ster
. We
had
hit
w.
You
can
now
t y
our
shee
ts
over
an
d st
art t
he
test
.
Wh
at I
say
offi
cial
ly is
of
ten
not
my
p o
pin
ion
.
Don
’t do
it to
mor
row
–
do it
rig
ht
!
Bay
ern
B
5T
he
wat
er w
as r
eally
t n
ow.
S c
of
you
r fa
ther
toda
y. H
e’s
pret
ty a
ngr
y w
ith
you
!
Is th
at p
arty
a m
ore
form
al o
r
i e
ven
t?
Wh
o’s
for
wat
chin
g th
e fo
otba
ll to
nig
ht?
Hal
t(et
) mic
h a
uf
dem
La
ufe
nde
n!
K
p!
6W
e h
ad to
ste
er th
rou
gh a
n
arro
w
s b
etw
een
th
e ro
cks.
Doe
s th
at p
rice
i ta
x?
c
3 O
ctob
er is
a
n d
in
Ger
man
y.
He
ran
all
the
way
to
sch
ool t
o ar
rive
just
tim
e fo
r th
e le
sson
.
Sekr
etär
/in
s
7T
hen
we
bed
aga
inst
a
rock
an
d fe
ll in
to th
e w
ater
.
Not
eve
ryon
e ca
n jo
in o
ur
clu
b. W
e
s o
ur
mem
bers
.
I lik
e
c m
usi
c,
espe
cial
ly M
ozar
t or
Sch
ube
rt.
Did
the
car
flip w
hen
it h
it
the
tree
?
(öff
entl
ich
er) P
latz
p
8It
was
dif
ficu
lt to
clim
b on
to th
e
o r
aft.
Wh
en d
id A
mer
ica
d it
self
in
depe
nde
nt?
We
hav
e tw
o T
Vs,
bu
t
n is
wor
kin
g.
Wh
at ty
pe
per
son
is
you
r n
ew te
ach
er?
Ch
ef/i
n
b
_143CE_9783060334964 Inhalt_S014 14 13.04.16 14:24
Unit 1 Language Action Sheet 1.1
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
016
Co
rnel
sen
Ver
lag
Gm
bH, B
erlin
. A
lle R
echt
e vo
rbeh
alte
n.
Die
Ver
viel
fälti
gung
die
ser
Sei
te is
t fü
r d
en
eige
nen
Un
terr
ich
tsge
brau
ch g
est
atte
t.
Für
inha
ltlic
he V
erä
nde
rung
en d
urch
Drit
te ü
bern
imm
t der
Ver
lag
kei
ne
Ver
ant
wor
tung
.
The gerund as subject and object pp. 18–21 Das Gerundium als Subjekt und als Objekt
1 a) Complete these sentences from 1
(pp. 18–19). Vervollständige diese Sätze aus 1 (S. 18–19).
Jasmine: “I love ing.”
Tyler: “ here was a great idea, Jaz!”
Tyler suggested Birdman.
Alex: “Pigeons are dirty! them like that can make you sick!”
Alex: “You only play against these guys if you
don’t mind your money.”
b) When an -ing form is used like a noun, it is called a gerund. Look at these two sentences. Is the gerund the subject or the object? Tick the right box.
Wenn eine -ing-Form wie ein Nomen verwendet wird,
dann wird sie Gerundium genannt.
Sieh dir diese zwei Sätze an. Ist das Gerundium das
Subjekt oder das Objekt? Kreuze das richtige Kästchen
an.
Alex likes playing chess.
Chilling in Washington Square Park is fun.
subject object
subject object
2 a) Some verbs are followed by a gerund, some
are followed by an infinitive, and some are followed by a gerund or an infinitive. Look at the chart.
Auf manche Verben folgt ein Gerundium, auf manche
ein Infinitiv, und auf manche folgt ein Gerundium oder
ein Infinitiv. Sieh dir die Tabelle an.
verb + gerund verb + gerund or infinitive verb + infinitive enjoy, finish
imagine, mind doing sth. miss, practise suggest
begin/start continue, hate doing sth. or to do sth. like, love, prefer
would like would love to do sth. would hate would prefer
b) Gerund or to-infinitive? Complete the
following sentences with the right form of the verb.
Gerundium oder to-Infinitiv? Vervollständige die
folgenden Sätze mit der richtigen Form des Verbs.
(live) Can you imagine in New York?
(live) My grandparents would like in the country.
(go – start) I don’t mind to school, but I’d prefer a bit later.
(cook – wash) I enjoy , but I can’t stand the dishes.
3 Now look at Grammar File 1.1–1.2
on p. 171. Schau dir jetzt Grammar File 1.1–1.2 auf S. 171 an.
Unit 1 Language Action Sheet 1.2
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
016
Co
rnel
sen
Ver
lag
Gm
bH, B
erlin
. A
lle R
echt
e vo
rbeh
alte
n.
Die
Ver
viel
fälti
gung
die
ser
Sei
te is
t fü
r d
en
eige
nen
Un
terr
ich
tsge
brau
ch g
est
atte
t.
Für
inha
ltlic
he V
erä
nde
rung
en d
urch
Drit
te ü
bern
imm
t der
Ver
lag
kei
ne
Ver
ant
wor
tung
.
The gerund after prepositions pp. 18–21 Das Gerundium nach Präpositionen
1 a) Complete these sentences from 1
(pp. 18–19). Vervollständige diese Sätze aus 1 (S. 18–19).
Tyler wanted some good shots, but Alex was afraid of too close.
Tyler: “You’re good at chess. How about with some of these guys?”
b) Draw red boxes round the gerunds and blue boxes round the prepositions in front of them.
Male rote Kästchen um die Gerundien und blaue
Kästchen um die Präpositionen vor ihnen.
2 a) Complete the following phrases with the
correct prepositions. (You can check your answers on p. 172 of your English book.)
Vervollständige die folgenden Ausdrücke mit den
richtigen Präpositionen. (Du kannst deine Antworten
auf S. 172 deines Englischbuchs überprüfen.)
(to) be afraid of doing sth.
(to) be excited doing sth.
(to) be good/bad doing sth.
(to) be interested doing sth.
(to) be tired doing sth.
the chance of doing sth.
the danger doing sth.
the idea doing sth.
the reason doing sth.
the way doing sth.
(to) believe in doing sth.
(to) dream doing sth.
(to) talk doing sth.
(to) think doing sth.
(to) worry doing sth.
b) Write about yourself. There are some ideas in the box at the bottom. Use gerunds. And remember to use the correct preposition.
Schreibe über dich selbst. Im Kästchen unten stehen
ein paar Ideen. Verwende Gerundien. Und denk daran,
die richtige Präposition zu verwenden.
I’m dreaming
I’m good
I’m bad
I’m worried
I’m keen
tell jokes • visit Australia • play the guitar • skate • go to the dentist • change school • write poems • move to another town • surf • solve computer problems • give presentations • …
3 Now look at Grammar File 1.3
on pp. 172–173. Schau dir jetzt Grammar File 1.3 auf S. 172–173 an.
Unit 2 Language Action Sheet 2.1
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
016
Co
rnel
sen
Ver
lag
Gm
bH, B
erlin
. A
lle R
echt
e vo
rbeh
alte
n.
Die
Ver
viel
fälti
gung
die
ser
Sei
te is
t fü
r d
en
eige
nen
Un
terr
ich
tsge
brau
ch g
est
atte
t.
Für
inha
ltlic
he V
erä
nde
rung
en d
urch
Drit
te ü
bern
imm
t der
Ver
lag
kei
ne
Ver
ant
wor
tung
.
REVISION Conditional sentences (types 1 and 2) pp. 34–35, 37 WIEDERHOLUNG Bedingungssätze (Typ 1 und 2)
1 a) Complete these sentences from 1
(pp. 34–35). Vervollständige diese Sätze aus 1 (S. 34–35).
You wouldn’t cold if you here with me.
It sounded awful. If he that thing again, I’ll crazy!
If I ever back, I’ straight for Bourbon Street.
I alligator if you me a hundred bucks.
If you me one hundred dollars, I’ it again.
b) Three of the conditional sentences in 1a are type 1, two of them are type 2. Write “1” or “2” in the boxes in front of the sentences.
Drei der Bedingungssätze in 1a sind vom Typ 1, zwei
sind Typ 2. Schreibe „1“ oder „2“ in die Kästchen vor
den Sätzen.
c) Which tenses are normally used in conditional sentences types 1 and 2? Complete:
Welche Zeiten werden normalerweise in
Bedingungssätzen vom Typ 1 und 2 verwendet?
Vervollständige:
Type 1 if-clause: simple main clause:
Type 2 if-clause: main clause: w +
2 Look at the sentences and complete the rule. Sieh dir die Sätze an und vervollständige die Regel.
If you like fast food, you can/could/should/must try our cheeseburger.
If we went to New Orleans, I could/might try gator on a stick.
Type 1: Instead of will, you can use in the main clause.
Type 2: Instead of would, you can use in the main clause.
3 Who is fairly sure that the Walkers will not fly to
the US in March? Tick the right box. Wer ist ziemlich sicher, dass die Walkers im März nicht
in die USA fliegen werden? Kreuze das richtige
Kästchen an.
Ava: “If the Walkers have the money, they will fly to the US in March.”
Ella: “If the Walkers had the money, they would fly to the US in March.”
4 Now look at Grammar File 2.1–2.2
on pp. 173–174.
Schau dir jetzt Grammar File 2.1–2.2
auf S. 173–174 an.
Unit 2 Language Action Sheet 2.2
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
016
Co
rnel
sen
Ver
lag
Gm
bH, B
erlin
. A
lle R
echt
e vo
rbeh
alte
n.
Die
Ver
viel
fälti
gung
die
ser
Sei
te is
t fü
r d
en
eige
nen
Un
terr
ich
tsge
brau
ch g
est
atte
t.
Für
inha
ltlic
he V
erä
nde
rung
en d
urch
Drit
te ü
bern
imm
t der
Ver
lag
kei
ne
Ver
ant
wor
tung
.
Conditional sentences (type 3) pp. 40–43 Bedingungssätze (Typ 3)
1 a) Complete these sentences from 1 and 3
(pp. 40–41). Vervollständige diese Sätze aus 1 und 3 (S. 40–41).
“I mean, you wouldn’t the earrings if you liked him.”
Life for their children very different if they up the fight.
b) Underline the if-clauses in 1a with a green pen and the main clauses with a red pen. Then complete the rule:
Unterstreiche die if-Sätze in 1a mit einem grünen Stift
und die Hauptsätze mit einem roten Stift. Dann
vervollständige die Regel.
Type 3
if-clause: p p main clause: w + + past pa
2 a) Read these sentences. Underline the correct
verb forms. Cross out the wrong verb forms. Lies die folgenden Sätze. Unterstreiche die richtigen
Verbformen. Streiche die falschen Verbformen durch.
(1) If it hadn’t rained, they had gone / would have gone swimming.
(2) His father would have been angry if he had dropped / would have dropped the glasses.
b) Look again at your sentences from 2a. What is correct for sentence (1), what is correct for sentence (2)? Tick the right boxes.
Sieh dir deine Sätze in 2a noch einmal an. Was ist
korrekt für Satz (1), was ist korrekt für Satz (2)? Kreuze
die richtigen Kästchen an.
(1) It rained, so they didn’t go swimming.
It didn’t rain, so they went swimming.
(2) His father was angry because he dropped the glasses.
He didn’t drop the glasses so his father wasn’t angry.
3 Read sentence (1a). Then complete the
conditional sentence (1b). Lies den Satz (1a). Dann vervollständige den
Bedingungssatz (1b).
(1a) It was nice and warm that day, so we had a barbecue in the garden.
(1b) If it hadn’t that day we a barbecue in the garden.
4 Now look at Grammar file 2.3
on pp. 174–175. Schau dir jetzt Grammar file 2.3 auf S. 174–175 an.
Unit 2 Language Action Sheet 2.3
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
016
Co
rnel
sen
Ver
lag
Gm
bH, B
erlin
. A
lle R
echt
e vo
rbeh
alte
n.
Die
Ver
viel
fälti
gung
die
ser
Sei
te is
t fü
r d
en
eige
nen
Un
terr
ich
tsge
brau
ch g
est
atte
t.
Für
inha
ltlic
he V
erä
nde
rung
en d
urch
Drit
te ü
bern
imm
t der
Ver
lag
kei
ne
Ver
ant
wor
tung
.
Countable and uncountable nouns pp. 46–47 Zählbare und nicht zählbare Nomen
1 a) Complete these sentences from 1 (p. 46). Vervollständige diese Sätze aus 1 (S. 46).
Tyler had never seen so much : there were large oval plates … and a huge .
The porch was right on the .
And here’s some – make sure he’s dead before you pull him into your .
“I say it’s for a little !” Eugene took a from his pocket and played a
few .
b) All the words you needed to complete the sentences in 1a are nouns. Five of them are uncountable. Draw a red box round the uncountable nouns.
Alle Wörter, die du brauchtest, um die Sätze in 1a zu
vervollständigen, sind Nomen. Fünf von ihnen sind
nicht zählbar. Male ein rotes Kästchen um die nicht
zählbaren Nomen.
c) There are four quantifiers in the sentences in 1a. Mark them with a highlighter.
Es gibt vier Mengenangaben in den Sätzen in 1a.
Markiere sie mit einem Textmarker.
d) Now complete the chart below with the quantifiers from the box.
Vervollständige nun die Tabelle unten mit den Mengen-
angaben aus dem Kästchen.
some • many • much • a lot of • a little • a few
quantifier + plural of countable noun quantifier + uncountable noun
2 Please translate. Use a lot of, a few, a little. Bitte übersetze. Verwende a lot of, a few, a little.
viele Möbel ein paar Stühle etwas Milch ein paar Gläser
viele Hausaufgaben viel Musik einige Übungen ein bisschen Geld
3 Now look at Grammar file 4
on pp. 176–177. Schau dir jetzt Grammar file 4 auf S. 176–177 an.
food, water, advice, information, money, experience, …
plates, turkeys, notes …
Unit 3 Language Action Sheet 3.1
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
016
Co
rnel
sen
Ver
lag
Gm
bH, B
erlin
. A
lle R
echt
e vo
rbeh
alte
n.
Die
Ver
viel
fälti
gung
die
ser
Sei
te is
t fü
r d
en
eige
nen
Un
terr
ich
tsge
brau
ch g
est
atte
t.
Für
inha
ltlic
he V
erä
nde
rung
en d
urch
Drit
te ü
bern
imm
t der
Ver
lag
kei
ne
Ver
ant
wor
tung
.
The passive: different tenses pp. 56, 58 Das Passiv: verschiedene Zeiten
1 a) REVISION Complete these sentences
from 1 (p. 56). Vervollständige diese Sätze aus 1 (S. 56).
“The bathroom wasn’t great. I’m sure it n’t before we moved in.”
“I’m really sorry …,” Hailey began, but she by the woman.
b) Now find these sentences in 1 (p. 56) and complete them.
Nun finde diese Sätze in 1 (S. 56) und vervollständige
sie.
“Seals can get very angry. People bitten, you know.”
“I to L.A. next weekend – to interview Brandon Williams.”
2 Complete the chart. Vervollständige die Tabelle.
The passive
simple present am/are/is + past
Example: The bathrooms are (clean) every morning.
simple past
Example: In 2011, the hotel (destroy) in a fire.
present perfect
Example: These windows (not clean) for years.
3 Read these sentences. Underline the correct
verb forms. Cross out the wrong verb forms. Lies die folgenden Sätze. Unterstreiche die richtigen
Verbformen. Streiche die falschen Verbformen durch.
Thousands of visitors have been welcomed / have welcomed at Moss Beach since it was made / were made a state reserve in 1969.
The marine reserve supports / is supported by volunteers from all over the US.
Someone was bitten / was biting by a seal last Sunday.
4 Now look at Grammar file 5.1–5.2
(p. 178). Schau dir jetzt Grammar file 5.1–5.2 (S. 178).
Unit 1 Language Action Sheet 1.1
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
016
Co
rnel
sen
Ver
lag
Gm
bH, B
erlin
. A
lle R
echt
e vo
rbeh
alte
n.
Die
Ver
viel
fälti
gung
die
ser
Sei
te is
t fü
r d
en
eige
nen
Un
terr
ich
tsge
brau
ch g
est
atte
t.
Für
inha
ltlic
he V
erä
nde
rung
en d
urch
Drit
te ü
bern
imm
t der
Ver
lag
kei
ne
Ver
ant
wor
tung
.
The gerund as subject and object pp. 18–21 Das Gerundium als Subjekt und als Objekt
1 a) Complete these sentences from 1
(pp. 18–19). Vervollständige diese Sätze aus 1 (S. 18–19).
Jasmine: “I love ing.”
Tyler: “ here was a great idea, Jaz!”
Tyler suggested Birdman.
Alex: “Pigeons are dirty! them like that can make you sick!”
Alex: “You only play against these guys if you
don’t mind your money.”
b) When an -ing form is used like a noun, it is called a gerund. Look at these two sentences. Is the gerund the subject or the object? Tick the right box.
Wenn eine -ing-Form wie ein Nomen verwendet wird,
dann wird sie Gerundium genannt.
Sieh dir diese zwei Sätze an. Ist das Gerundium das
Subjekt oder das Objekt? Kreuze das richtige Kästchen
an.
Alex likes playing chess.
Chilling in Washington Square Park is fun.
subject object
subject object
2 a) Some verbs are followed by a gerund, some
are followed by an infinitive, and some are followed by a gerund or an infinitive. Look at the chart.
Auf manche Verben folgt ein Gerundium, auf manche
ein Infinitiv, und auf manche folgt ein Gerundium oder
ein Infinitiv. Sieh dir die Tabelle an.
verb + gerund verb + gerund or infinitive verb + infinitive enjoy, finish
imagine, mind doing sth. miss, practise suggest
begin/start continue, hate doing sth. or to do sth. like, love, prefer
would like would love to do sth. would hate would prefer
b) Gerund or to-infinitive? Complete the
following sentences with the right form of the verb.
Gerundium oder to-Infinitiv? Vervollständige die
folgenden Sätze mit der richtigen Form des Verbs.
(live) Can you imagine in New York?
(live) My grandparents would like in the country.
(go – start) I don’t mind to school, but I’d prefer a bit later.
(cook – wash) I enjoy , but I can’t stand the dishes.
3 Now look at Grammar File 1.1–1.2
on p. 171. Schau dir jetzt Grammar File 1.1–1.2 auf S. 171 an.
Unit 1 Language Action Sheet 1.2
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
016
Co
rnel
sen
Ver
lag
Gm
bH, B
erlin
. A
lle R
echt
e vo
rbeh
alte
n.
Die
Ver
viel
fälti
gung
die
ser
Sei
te is
t fü
r d
en
eige
nen
Un
terr
ich
tsge
brau
ch g
est
atte
t.
Für
inha
ltlic
he V
erä
nde
rung
en d
urch
Drit
te ü
bern
imm
t der
Ver
lag
kei
ne
Ver
ant
wor
tung
.
The gerund after prepositions pp. 18–21 Das Gerundium nach Präpositionen
1 a) Complete these sentences from 1
(pp. 18–19). Vervollständige diese Sätze aus 1 (S. 18–19).
Tyler wanted some good shots, but Alex was afraid of too close.
Tyler: “You’re good at chess. How about with some of these guys?”
b) Draw red boxes round the gerunds and blue boxes round the prepositions in front of them.
Male rote Kästchen um die Gerundien und blaue
Kästchen um die Präpositionen vor ihnen.
2 a) Complete the following phrases with the
correct prepositions. (You can check your answers on p. 172 of your English book.)
Vervollständige die folgenden Ausdrücke mit den
richtigen Präpositionen. (Du kannst deine Antworten
auf S. 172 deines Englischbuchs überprüfen.)
(to) be afraid of doing sth.
(to) be excited doing sth.
(to) be good/bad doing sth.
(to) be interested doing sth.
(to) be tired doing sth.
the chance of doing sth.
the danger doing sth.
the idea doing sth.
the reason doing sth.
the way doing sth.
(to) believe in doing sth.
(to) dream doing sth.
(to) talk doing sth.
(to) think doing sth.
(to) worry doing sth.
b) Write about yourself. There are some ideas in the box at the bottom. Use gerunds. And remember to use the correct preposition.
Schreibe über dich selbst. Im Kästchen unten stehen
ein paar Ideen. Verwende Gerundien. Und denk daran,
die richtige Präposition zu verwenden.
I’m dreaming
I’m good
I’m bad
I’m worried
I’m keen
tell jokes • visit Australia • play the guitar • skate • go to the dentist • change school • write poems • move to another town • surf • solve computer problems • give presentations • …
3 Now look at Grammar File 1.3
on pp. 172–173. Schau dir jetzt Grammar File 1.3 auf S. 172–173 an.
Unit 2 Language Action Sheet 2.1
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
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Die
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die
ser
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Drit
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kei
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REVISION Conditional sentences (types 1 and 2) pp. 34–35, 37 WIEDERHOLUNG Bedingungssätze (Typ 1 und 2)
1 a) Complete these sentences from 1
(pp. 34–35). Vervollständige diese Sätze aus 1 (S. 34–35).
You wouldn’t cold if you here with me.
It sounded awful. If he that thing again, I’ll crazy!
If I ever back, I’ straight for Bourbon Street.
I alligator if you me a hundred bucks.
If you me one hundred dollars, I’ it again.
b) Three of the conditional sentences in 1a are type 1, two of them are type 2. Write “1” or “2” in the boxes in front of the sentences.
Drei der Bedingungssätze in 1a sind vom Typ 1, zwei
sind Typ 2. Schreibe „1“ oder „2“ in die Kästchen vor
den Sätzen.
c) Which tenses are normally used in conditional sentences types 1 and 2? Complete:
Welche Zeiten werden normalerweise in
Bedingungssätzen vom Typ 1 und 2 verwendet?
Vervollständige:
Type 1 if-clause: simple main clause:
Type 2 if-clause: main clause: w +
2 Look at the sentences and complete the rule. Sieh dir die Sätze an und vervollständige die Regel.
If you like fast food, you can/could/should/must try our cheeseburger.
If we went to New Orleans, I could/might try gator on a stick.
Type 1: Instead of will, you can use in the main clause.
Type 2: Instead of would, you can use in the main clause.
3 Who is fairly sure that the Walkers will not fly to
the US in March? Tick the right box. Wer ist ziemlich sicher, dass die Walkers im März nicht
in die USA fliegen werden? Kreuze das richtige
Kästchen an.
Ava: “If the Walkers have the money, they will fly to the US in March.”
Ella: “If the Walkers had the money, they would fly to the US in March.”
4 Now look at Grammar File 2.1–2.2
on pp. 173–174.
Schau dir jetzt Grammar File 2.1–2.2
auf S. 173–174 an.
Unit 2 Language Action Sheet 2.2
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
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Co
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Ver
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bH, B
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. A
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Die
Ver
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fälti
gung
die
ser
Sei
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t fü
r d
en
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Un
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t.
Für
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Drit
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Ver
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.
Conditional sentences (type 3) pp. 40–43 Bedingungssätze (Typ 3)
1 a) Complete these sentences from 1 and 3
(pp. 40–41). Vervollständige diese Sätze aus 1 und 3 (S. 40–41).
“I mean, you wouldn’t the earrings if you liked him.”
Life for their children very different if they up the fight.
b) Underline the if-clauses in 1a with a green pen and the main clauses with a red pen. Then complete the rule:
Unterstreiche die if-Sätze in 1a mit einem grünen Stift
und die Hauptsätze mit einem roten Stift. Dann
vervollständige die Regel.
Type 3
if-clause: p p main clause: w + + past pa
2 a) Read these sentences. Underline the correct
verb forms. Cross out the wrong verb forms. Lies die folgenden Sätze. Unterstreiche die richtigen
Verbformen. Streiche die falschen Verbformen durch.
(1) If it hadn’t rained, they had gone / would have gone swimming.
(2) His father would have been angry if he had dropped / would have dropped the glasses.
b) Look again at your sentences from 2a. What is correct for sentence (1), what is correct for sentence (2)? Tick the right boxes.
Sieh dir deine Sätze in 2a noch einmal an. Was ist
korrekt für Satz (1), was ist korrekt für Satz (2)? Kreuze
die richtigen Kästchen an.
(1) It rained, so they didn’t go swimming.
It didn’t rain, so they went swimming.
(2) His father was angry because he dropped the glasses.
He didn’t drop the glasses so his father wasn’t angry.
3 Read sentence (1a). Then complete the
conditional sentence (1b). Lies den Satz (1a). Dann vervollständige den
Bedingungssatz (1b).
(1a) It was nice and warm that day, so we had a barbecue in the garden.
(1b) If it hadn’t that day we a barbecue in the garden.
4 Now look at Grammar file 2.3
on pp. 174–175. Schau dir jetzt Grammar file 2.3 auf S. 174–175 an.
Unit 2 Language Action Sheet 2.3
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
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Ver
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. A
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Die
Ver
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fälti
gung
die
ser
Sei
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t fü
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en
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Un
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Countable and uncountable nouns pp. 46–47 Zählbare und nicht zählbare Nomen
1 a) Complete these sentences from 1 (p. 46). Vervollständige diese Sätze aus 1 (S. 46).
Tyler had never seen so much : there were large oval plates … and a huge .
The porch was right on the .
And here’s some – make sure he’s dead before you pull him into your .
“I say it’s for a little !” Eugene took a from his pocket and played a
few .
b) All the words you needed to complete the sentences in 1a are nouns. Five of them are uncountable. Draw a red box round the uncountable nouns.
Alle Wörter, die du brauchtest, um die Sätze in 1a zu
vervollständigen, sind Nomen. Fünf von ihnen sind
nicht zählbar. Male ein rotes Kästchen um die nicht
zählbaren Nomen.
c) There are four quantifiers in the sentences in 1a. Mark them with a highlighter.
Es gibt vier Mengenangaben in den Sätzen in 1a.
Markiere sie mit einem Textmarker.
d) Now complete the chart below with the quantifiers from the box.
Vervollständige nun die Tabelle unten mit den Mengen-
angaben aus dem Kästchen.
some • many • much • a lot of • a little • a few
quantifier + plural of countable noun quantifier + uncountable noun
2 Please translate. Use a lot of, a few, a little. Bitte übersetze. Verwende a lot of, a few, a little.
viele Möbel ein paar Stühle etwas Milch ein paar Gläser
viele Hausaufgaben viel Musik einige Übungen ein bisschen Geld
3 Now look at Grammar file 4
on pp. 176–177. Schau dir jetzt Grammar file 4 auf S. 176–177 an.
food, water, advice, information, money, experience, …
plates, turkeys, notes …
Unit 3 Language Action Sheet 3.1
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
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Co
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Ver
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. A
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Die
Ver
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fälti
gung
die
ser
Sei
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t fü
r d
en
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Un
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The passive: different tenses pp. 56, 58 Das Passiv: verschiedene Zeiten
1 a) REVISION Complete these sentences
from 1 (p. 56). Vervollständige diese Sätze aus 1 (S. 56).
“The bathroom wasn’t great. I’m sure it n’t before we moved in.”
“I’m really sorry …,” Hailey began, but she by the woman.
b) Now find these sentences in 1 (p. 56) and complete them.
Nun finde diese Sätze in 1 (S. 56) und vervollständige
sie.
“Seals can get very angry. People bitten, you know.”
“I to L.A. next weekend – to interview Brandon Williams.”
2 Complete the chart. Vervollständige die Tabelle.
The passive
simple present am/are/is + past
Example: The bathrooms are (clean) every morning.
simple past
Example: In 2011, the hotel (destroy) in a fire.
present perfect
Example: These windows (not clean) for years.
3 Read these sentences. Underline the correct
verb forms. Cross out the wrong verb forms. Lies die folgenden Sätze. Unterstreiche die richtigen
Verbformen. Streiche die falschen Verbformen durch.
Thousands of visitors have been welcomed / have welcomed at Moss Beach since it was made / were made a state reserve in 1969.
The marine reserve supports / is supported by volunteers from all over the US.
Someone was bitten / was biting by a seal last Sunday.
4 Now look at Grammar file 5.1–5.2
(p. 178). Schau dir jetzt Grammar file 5.1–5.2 (S. 178).
Unit 3 Language Action Sheet 3.2
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
016
Co
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Ver
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Gm
bH, B
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. A
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Die
Ver
viel
fälti
gung
die
ser
Sei
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t fü
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en
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Un
terr
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Für
inha
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Drit
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Ver
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The passive of verbs with two objects pp. 60–62 Das Passiv von Verben mit zwei Objekten
1 a) Look at these two active sentences: Sieh dir diese beiden Aktivsätze an:
(1) Three months later they offered him the role.
(2) They gave him one week to learn his lines.
(1) Drei Monate später boten sie ihm die Rolle an.
(2) Sie gaben ihm eine Woche, seinen Text zu lernen.
The sentences each have an indirect object (‘person object’) and a direct object (‘thing object’). Underline the objects with two different colours.
Die Sätze haben jeweils ein indirektes Objekt
(„Personenobjekt“) und ein direktes Objekt
(„Sachobjekt“). Unterstreiche die Objekte mit zwei
verschiedenen Farben.
b) Now complete these two passive sentences from p. 61 and translate them.
Nun vervollständige diese beiden Passivsätze von S. 61
und übersetze sie.
(3) Brandon: “Three months later was the role.”
„Drei Monate später wurde .“
(4) Brandon: “I just one week to learn all my lines.”
„ , meinen gesamten Text zu lernen.“
c) Look at this German sentence. How would you say that in English? Cross out the wrong sentence. (You can find the correct English sentence on p. 60.)
Sieh dir diesen deutschen Satz an. Wie würdest du
das auf Englisch sagen? Streiche den falschen Satz
durch. (Du kannst den richtigen englischen Satz auf
S. 60 finden.)
Ihr werden eine Menge Fragen gestellt … . a) She is asked lots of questions … . b) Her is asked lots of questions … .
2 Make passive sentences (in the simple past). Bilde Passivsätze (im simple past).
(She / offer / a menu)
(They / pay / a lot of money for the job)
(He / promise / a TV role)
3 Now look at Grammar file 5.3
on pp. 179–180. Schau dir jetzt Grammar file 5.3 auf S. 179–180 an.
Language Action Sheets – Lösungen
English G Access | 4 Vocabulary & Language Action Sheets
© 2
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. A
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die
ser
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LAS 4.2 1 a) (1) I asked him whether I would make the team.
(2) He asked why mom and I lived in Mobridge. (3) He asked me what I was doing on the weekend. (4) He asked if I could go to Mount Rushmore with him.
b) (1) Kaya: “Will I make the team?” (2) Cody: “Why do you and your mom live in Mobridge?” (3) Drew: “What are you doing on the weekend?” (4) Drew: “Can you come with us?”
2 wh-questions “Where’s Kaya?” ► He asked where Kaya was. “When do you usually have dinner?” ► She asked when we usually had dinner. Yes/No questions “Are you OK?” ► She wanted to know if (or: whether) I was OK. “Do you like cats?” ► He wanted to know if (or: whether) I liked cats.
– When you report wh-questions, you keep the question word from the direct question. – When you report yes/no questions, you need if or whether.
3 Jodi: “How long have you known him, Kaya?” Jodi wanted to know how long Kaya had known Drew.
LAS 4.3 1 (1) Kaya: “My Aunt Jodi says Mount Rushmore is an insult to the Lakota people. She told me not to go there.”
(2) Drew: “I asked you to come because I thought it would be fun.”
– When you report commands (e.g. “Don’t go there.”), you use tell sb. to do sth. – When you report requests (e.g. “Can you come with us?”), you use ask sb. to do sth.
2 Coach: “You should try to speed up a bit if you want to qualify, Kaya.” Coach advised Kaya to speed up if she wanted to qualify.
– When you report advice, you use advise sb. to do sth.
3 Bobby came up and suggested going for a pizza. Bobby: “Hey Drew, let’s go for a pizza.”
When you want to report suggestions, you can use … a X suggested doing sth. b X suggested that I/we do sth. d X suggested I/we should do sth.
LAS 4.4 1 b) – Nouns used in a general sense are used without the definite article.
– Nouns used in a specific sense are used with the definite article.
2 b) The nouns church, hospital, prison, school, college, university are used … – without the definite article when we are talking about the purpose („Zweck“ ) of the building. – with the definite article when we are talking about the building itself.
Unit 3 Language Action Sheet 3.2
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
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Co
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die
ser
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Un
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The passive of verbs with two objects pp. 60–62 Das Passiv von Verben mit zwei Objekten
1 a) Look at these two active sentences: Sieh dir diese beiden Aktivsätze an:
(1) Three months later they offered him the role.
(2) They gave him one week to learn his lines.
(1) Drei Monate später boten sie ihm die Rolle an.
(2) Sie gaben ihm eine Woche, seinen Text zu lernen.
The sentences each have an indirect object (‘person object’) and a direct object (‘thing object’). Underline the objects with two different colours.
Die Sätze haben jeweils ein indirektes Objekt
(„Personenobjekt“) und ein direktes Objekt
(„Sachobjekt“). Unterstreiche die Objekte mit zwei
verschiedenen Farben.
b) Now complete these two passive sentences from p. 61 and translate them.
Nun vervollständige diese beiden Passivsätze von S. 61
und übersetze sie.
(3) Brandon: “Three months later was the role.”
„Drei Monate später wurde .“
(4) Brandon: “I just one week to learn all my lines.”
„ , meinen gesamten Text zu lernen.“
c) Look at this German sentence. How would you say that in English? Cross out the wrong sentence. (You can find the correct English sentence on p. 60.)
Sieh dir diesen deutschen Satz an. Wie würdest du
das auf Englisch sagen? Streiche den falschen Satz
durch. (Du kannst den richtigen englischen Satz auf
S. 60 finden.)
Ihr werden eine Menge Fragen gestellt … . a) She is asked lots of questions … . b) Her is asked lots of questions … .
2 Make passive sentences (in the simple past). Bilde Passivsätze (im simple past).
(She / offer / a menu)
(They / pay / a lot of money for the job)
(He / promise / a TV role)
3 Now look at Grammar file 5.3
on pp. 179–180. Schau dir jetzt Grammar file 5.3 auf S. 179–180 an.
Unit 3 Language Action Sheet 3.3
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
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Co
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Ver
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Gm
bH, B
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. A
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Die
Ver
viel
fälti
gung
die
ser
Sei
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t fü
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eige
nen
Un
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The to-infinitive pp. 56, 58 Der Infinitiv mit to
1 a) Complete the sentence from 1 (p. 56).
Then complete the translation too. Vervollständige den Satz aus 1 (S. 56).
Dann vervollständige auch die Übersetzung.
Mrs Miller: “So with your father.”
„Daher möchte ich, mitfährst.“
b) Look at this German sentence. How would you say that in English? Cross out the wrong sentence. (You can find the correct English sentence on p. 181.)
Sieh dir diesen deutschen Satz an. Wie würdest du
das auf Englisch sagen? Streiche den falschen Satz
durch. (Du kannst den richtigen englischen Satz auf
S. 181 finden.)
Haileys Mutter wollte, dass Hailey mit ihrem Vater mitfährt.
a) Hailey’s mother wanted Hailey to go with her father.
b) Hailey’s mother wanted that Hailey went with her father.
2 Now complete and translate these sentences. Vervollständige und übersetze jetzt diese Sätze.
(expect – me – be home) My parents to be home by 9 pm.
Meine Eltern erwarten, .
(told – her – wait outside) The policewoman . Die Polizistin .
(wanted – us – sing along) The singer with him.
Der Sänger .
3 REVISION Complete and translate these
sentences. Wiederholung Vervollständige und übersetze diese
Sätze.
(how / install this program) Can you show me this program?
Kannst du mir zeigen, .
(where / put her dirty boots) She asked me . Sie fragte mich, .
4 Now look at Grammar file 6
on pp. 180–181. Schau dir jetzt Grammar file 6 auf S. 180–181 an.
Unit 4 Language Action Sheet 4.1
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
016
Co
rnel
sen
Ver
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Gm
bH, B
erlin
. A
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echt
e vo
rbeh
alte
n.
Die
Ver
viel
fälti
gung
die
ser
Sei
te is
t fü
r d
en
eige
nen
Un
terr
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tsge
brau
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Für
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Drit
te ü
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Ver
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kei
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Ver
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wor
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.
REVISION Indirect speech: statements p. 76 WIEDERHOLUNG Die indirekte Rede: Aussagesätze
1 a) Look at the sentences and complete them.
(You can check the indirect speech on p. 76.) Sieh dir die Sätze an und vervollständige sie.
(Du kannst die indirekte Rede auf S. 76 überprüfen.)
direct speech indirect speech
(1) Coach: “Your times are really good.”
(2) Coach: “You are too slow.”
(3) Dad: “You can use it while I’m gone.”
Coach told me my times really good.
He said I too slow.
Dad said I use it while he was gone.
b) If you report what someone said, the verb forms usually move back one step into the past (‘backshift of tenses’). Complete the chart.
Wenn man berichtet, was jemand gesagt hat, dann
verschieben sich in der Regel die Zeitformen um eine
Stufe in die Vergangenheit. Vervollständige die Tabelle.
present ► past “You are” ► … said I
can ► “You can” ► … said I
past ► p p “You went” ► … said I had
present perfect ► p p “You’ve done” ► … said I had
will-future ► w + infinitive “You’ll see” ► … said I + see
2 Report what these people said. Berichte, was diese Leute gesagt haben.
(1) Drew: “It’s Dad’s truck.”
Drew said that
(2) Drew: “Hey! Kaya! I watched you during practice.”
Drew told Kaya that he her during practice.
(3) Kaya: “I don’t have a car.”
Kaya told Drew that
(4) Drew: “I can drive you.”
Drew answered that
3 Now look at Grammar file 8.1 on p. 183. Schau dir jetzt Grammar file 8.1 auf S. 183 an.
Unit 4 Language Action Sheet 4.2
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
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Co
rnel
sen
Ver
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Gm
bH, B
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. A
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Die
Ver
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fälti
gung
die
ser
Sei
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t fü
r d
en
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Un
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Für
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urch
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te ü
bern
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t der
Ve
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kei
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Ver
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wor
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.
Indirect speech: questions pp. 82–85 Die indirekte Rede: Fragen
1 a) Find these sentences in the second half
of 1 (p. 82) and complete them. Finde diese Sätze in der zweiten Hälfte von 1 (S. 82)
und vervollständige sie.
(1) I asked him I make the team.
(2) He asked mom and I in Mobridge.
(3) He asked me I on the weekend.
(4) He asked I to Mount Rushmore with him.
b) What did they say in direct speech? (Look at the first half of p. 82 if you need help.)
Was haben sie in direkter Rede gesagt? (Schau in der
ersten Hälfte von S. 82 nach, wenn du Hilfe brauchst.)
(1) Kaya: “ I make the team?”
(2) Cody: “ you and your mom in Mobridge?”
(3) Drew: “ you on the weekend?”
(4) Drew: “ you come with us?”
2 Complete the following four examples. Then
complete the rules below. Vervollständige die folgenden vier Beispiele. Dann
vervollständige die Regeln darunter.
wh-questions “Where’s Kaya?” ► He asked Kaya was.
“When do you usually have dinner?” ► She asked we usually had dinner.
Yes/No questions “Are you OK?” ► She wanted to know (or: ) I was OK.
“Do you like cats?” ► He wanted to know (or: ) I liked cats.
– When you report wh-questions, you use the from the direct question.
– When you report yes/no questions, you need or .
3 Report what Jodi wanted to know. Berichte, was Jodi wissen wollte.
Jodi: “How long have you known him, Kaya?”
Jodi wanted to know how long Kaya Drew.
4 Now look at Grammar file 8.2 on p. 184. Schau dir jetzt Grammar file 8.2 auf S. 184 an.
Unit 4 Language Action Sheet 4.3
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
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Die
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Indirect speech: commands, requests, advice, suggestions pp. 88, 90 Die indirekte Rede: Aufforderungen, Bitten, Ratschläge, Vorschläge
1 Complete these sentences from 1 (p. 88) and
the rules below. Vervollständige diese Sätze aus 1 (S. 88) und die
Regeln darunter.
(1) Kaya: “My Aunt Jodi says Mount Rushmore is an insult to the Lakota people.
She me there.”
(2) Drew: “I asked because I thought it would be fun.”
– When you report commands (e.g. “Don’t go there.”), you use sb. to do sth.
– When you report requests (e.g. “Can you come with us?”), you use
2 Look at what Coach said to Kaya one day: Sieh dir an, was Coach eines Tages zu Kaya sagte:
Coach: “You should try to speed up a bit if you want to qualify, Kaya.”
Report what he said. Use the verb advise: Berichte, was er gesagt hat. Verwende das Verb advise:
Coach Kaya if she wanted to qualify.
Now complete the rule. Jetzt vervollständige die Regel.
– When you report advice, you use sb. to do sth.
3 Complete this sentence from 1 (p. 88). Vervollständige diesen Satz aus 1 (S. 88).
Bobby came up and for a pizza.
This is what Bobby said to Drew. Complete it. Dies hat Bobby zu Drew gesagt. Vervollständige es.
Bobby: “Hey Drew, for a pizza.”
How can you report what someone suggested? Here are four alternatives – three are correct, one is wrong.
Wie kann man berichten, was jemand vorgeschlagen
hat? Hier sind vier Alternativen – drei sind richtig, eine
ist falsch.
a X suggested doing sth. b X suggested that I/we do sth. c X suggested to do sth. d X suggested I/we should do sth.
4 Now look at Grammar file 8.3 on
pp. 184–185. Schau dir jetzt Grammar file 8.3 auf S. 184–185 an.
When you want to report suggestions, you can use …
Unit 4 Language Action Sheet 4.4
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
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für
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en U
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F
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haltl
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Ver
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The definite article pp. 83, 86 Der bestimmte Artikel
1 a) Compare these sentence pairs: Vergleiche diese Satzpaare:
In the 1960s, life began to improve for the Lakota. Horses are important in the life of the Lakota.
We can learn a lot from history. Through storytellers, Native American children learned the history of their communities.
Sport is healthy, and sport can be fun. But the sport we did at school was boring.
You need oil if you want to fry potatoes in a frying pan.
The oil that they used for the chips was old and smelled disgusting.
Kids usually like ice cream. Have you heard about the kids who saved a baby whale?
b) Tick the right box: Kreuze das richtige Kästchen an:
– Nouns used in a general sense are used with the definite article
without the definite article.
– Nouns used in a specific sense are used with the definite article
without the definite article.
2 a) Now compare these sentence pairs: Jetzt vergleiche diese Satzpaare:
A boy got hurt and was taken to hospital. We live right next to the hospital.
We always go to church on Sundays. Don’t miss the concert in the church.
Let’s go for an ice cream after school. Let’s meet behind the school as usual.
Some of the protesters were sent to prison. He works in the factory behind the prison.
b) Complete the rule: Vervollständige die Regel:
The nouns church, hospital, prison, school, college, university are used …
– the definite article when we are talking about the purpose („Zweck”) of the building.
– the definite article when we are talking about the building itself.
3 Now look at Grammar file 10 onpp. 186–187.
Schau dir jetzt Grammar file 10 auf S. 186–187 an.
Unit 5 Language Action Sheet 5.1
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
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REVISION Relative clauses pp. 96–97, 108–110 WIEDERHOLUNG Relativsätze
1 a) Look at these sentences: Sieh dir diese Sätze an:
A woman who was wearing high heels answered the door.
Two teenagers that were carrying big suitcases walked up behind Dan and David.
Where are the pictures of Hailey and Tyler which were lying on my desk?
He washed off the marks that her lipstick had left on his shirt.
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.
banjo • city • guard • magazine • national park • people • person • protests • stranger • teenager • visitors • whale
“who”-words: guard,
“which”-words: banjo,
3 a) One of the following four sentences is wrong.
Which one? Cross it out. Einer der vier folgenden Sätze ist falsch. Welcher?
Streiche ihn durch.
(1) “Here’s a photo that shows me and your grandma at the concert.”
(2) “Here’s a photo shows me and your grandma at the concert.”
(3) “What’s that big announcement that Mark is going to make?”
(4) “What’s that big announcement Mark is going to make?”
b) Can you complete the rules now? Kannst du jetzt die Regeln vervollständigen?
When the relative pronoun is the of the relative clause as in sentence , you can leave it out. A relative clause without a relative pronoun is called “contact clause”.
When the relative pronoun is the of the relative clause as in sentence , you mustn’t leave it out.
4 Now look at Grammar file 13
on pp. 190–192. Schau dir jetzt Grammar file 13 auf S. 190–192 an.
Unit 5 Language Action Sheet 5.2
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
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The present participle (I) pp. 96–97 Das Partizip Präsens (I)
1 a) Complete the sentences from 1 (p. 96). Vervollständige die Sätze aus 1 (S. 96).
When I rang the bell, a woman high heels answered the door.
Two teenagers big suitcases walked up behind them.
b) Rephrase the sentences from 1a. Use who … .
Schreibe die Sätze aus 1a um. Verwende who … .
When I rang the bell, a woman answered the door.
Two teenagers walked up behind them.
2 Here are four statements about participle
clauses – three are correct, one is wrong. Tick the correct ones, cross out the wrong one.
Hier sind vier Aussagen über Partizipialsätze – drei
sind richtig, eine ist falsch. Kreuz die richtigen an,
streiche die falsche durch.
a come directly after a noun.
b contain who, which or that.
c can tell us what is or was happening.
d can be used instead of a relative clause.
3 Complete these sentences. Use participle
clauses. Vervollständige diese Sätze. Verwende Partizipialsätze.
Do you know the boy playing ? (he’s playing the guitar)
The dogs are really cute. (they’re fighting over the ball)
Whose are all the shoes ? (they’re lying around in the living room)
The photo shows a woman . (she’s entering a bank)
They picked up the rubbish . (it was lying on the ground)
4 Now look at Grammar file 12.1 and 12.2
on p. 189. Schau dir jetzt Grammar file 12.1 und 12.2
auf S. 189 an.
Participle clauses (e. g. a woman wearing high heels) …
Unit 5 Language Action Sheet 5.3
English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de
© 2
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The present participle (II) pp. 103–104 Das Partizip Präsens (II)
1 a) Complete the sentences from 3 (p. 103). Vervollständige die Sätze aus 3 (S. 103).
We watched a family of beavers in the river.
And Tyler a mule deer a drink.
I tightening on the paddle.
I heard our names.
Then I Julie onto the overturned raft.
b) Draw red boxes round the verbs and blue boxes round the present participles. Then complete the rule:
Male rote Kästchen um die Verben und blaue Kästchen
um die present participles.
Dann vervollständige die Regel:
If you want to say that you feel, hear, notice, see, … something that is (or was) going on,
you can use a verb of perception + o + p p .
2 Look at the verbs in the box. Which of them are
verbs of perception? Mark them in yellow. Sieh dir die Verben im Kasten an. Welche von ihnen
sind Verben der Wahrnehmung? Markiere sie gelb.
(to) ask • (to) feel • (to) finish • (to) gaze • (to) hear • (to) help • (to) listen to • (to) look at • (to) miss • (to) notice • (to) see • (to) shout • (to) smell • (to) spend • (to) spot • (to) watch
3 Complete these sentences. Use participle
clauses. Vervollständige diese Sätze. Verwende Partizipialsätze.
(hear/bark) There are a couple of dogs outside. I can them barking.
(smell/burn) Can you something ? Is there a fire?
(hear/ring) Can you our neighbour’s phone ? It makes me want to scream.
(notice/shout) When we walked past the football pitch, we a man at some kids.
4 Now look at Grammar file 12.3
on pp. 189–190. Schau dir jetzt Grammar file 12.3 auf S. 189–190 an.
© 2
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Vocabulary Action Sheets – Lösungen
English G Access I 4 Vocabulary & Language Action Sheets
Big cities Verbs Pictures German/English American English words Context
1 boroughs roar statue shot apartment central
2 subway arrest lockers man-made cookie Liberty
Unit 1.1
3 square lean railing awesome garbage metal
4 blocks crash newspaper inch line backpack
5 storeys (BE) / stories (AE)
collapse rose I'd (I had) better pants used to
6 elevators mind cemetery I guess sidewalk feet
7 avenues click observation deck weirdo store indoor
8 suburb bake pigeon suggestion vacation difference
American spelling Verbs Pictures German/English Small words Context
1 center program tracks guy out insulted
2 color take factory legendary of pressure
Unit 1.2
3 traveled bloom turkeyLadies and gentlemen
to move
4 meter assess roller coaster timer on stand
5 favorite divide shrub whose downrailway (BE) / railroad (AE)
6 traveling refer lawn seed of frozen
7 theater make sheet council on performance
8 neighbor keep diagram delivery up limit
Adjectives Cooking Context Definitions Verbs Pictures American English German/ English
1 crazy dish hurricane swamp freezebrass band
movie theater
Mardi Gras
2 disgusting ingredients colony kinda combine alligator closet both … and …
Unit 2.1
3 public boils degreesNative Americans
fry palm tree jewelry Why not try …?
4 allergic saucepan Celsius beef roast sausages downtownI would have screamed too.
5 sharp frying pan straightgreat-grandfather
recommend shrimp restroom honey
6 impatient oven settlersnative speaker
fancy chicken dinerHe had killed it himself.
7 strict cook occasions cotton tunewaiter/ waitress
streetcar all over the city
8 tiny sauce tinned centimetres tighten string elevator pattern
_14C1T_9783060334964 Inhalt_S030 30 14.04.16 14:41
Vocabulary Action Sheets – Lösungen
English G Access I 4 Vocabulary & Language Action Sheets
© 2
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The fourth word Food Context Blacks in
America Verbs Pictures Writing a text
German/ English
1 buck stew powder In the 1960s belong porch style cranberry
2 tradition herb typical segregation beat up pile synonym mind
Unit 2.2
3 pork spice wedding prejudices murder counter relevant a little
4 dairy products
sour real discrimination speak out pumpkin paraphrase limited
5 menu bitter round called names hunt line skim leather
6 light hot advice courage flashed hook heading medium
7 oval spicy permission civil rights shoot harmonicasub-headings
wildlife
8 Fahrenheit pie square generation rebuild triangular graphics documentary
A wildfire Pictures Context Opposites Definitions Verbs German/ English
1 reserve desert completely uncomfortable image stretchthe week before
2 emergency skyscrapers contrast (to) give foreign spot Sorry?
Unit 3.1
3 residentsparking lot / car park
marine separately stranger look outI'd like you to help me.
4 unstoppable shell social illegal hostess support saying
5 fire department
sunset at all (to) prevent noon reveal ecology
6 burnttrash can / rubbish bin
common effect environment tutorsI'm feeling faint.
7 cause fumes reaction safe expert set up although
8 droughts ID process possible permit switchquote/quotation
Hollywood Pictures Context Adjectives The fourth word Verbs German/
English
1 celebrities wildfire change cute line pat discovery
2 VIP limousine stay dignified pronounce go viral the latest
Unit 3.2
3 security receptionist atmosphere optimistic season discover Stay posted.
4 take microphone Ms / Ms. shiny explanation evacuatemiles per hour (mph)
5 script flame power powerful (to) flow haveMy heart goes out to …
6 season campfire cut off emotional tenth grade investigate prefix
7 programs firefighter climate neutral landscape compare outline
8 Channel helicopter opposite catchy relaxed experience briefly
_14C1T_9783060334964 Inhalt_S031 31 14.04.16 14:41
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Vocabulary Action Sheets – Lösungen
English G Access I 4 Vocabulary & Language Action Sheets
Adjectives South Dakota Context Definitions Verbs Pictures American English
German/ English
1 dusty Badlands somewhere footstep slap sculpture counter(top) No wonder
2 excellent prairie extra mood honk enginewater fountain
talking
Unit 4.1
3 glum reservations property technique tucked track periodit takes practice
4 sacred tribes law bilingual advise(steering) wheel
grade whether
5 heartless Conflict choice messenger speed up buffalodriver's license
in recent years
6 offensive cloudless insult (to) return qualify graffiti principal anyway
7 wonderful rodeo giant weekday notice floodlights percentfor this reason
8 filthy gallop tax storytelling came up dam ride even though
The fourth word
Mount Rushmore Context School in the
USA Verb phrases Small words Verbs German/
English
1 silence granite service register lend for passnot (…) any longer
2 coach carve hardly literature crown into forcedmore than in any other place
Unit 4.2
3 (to) fail taxpayers' partsocial studies
take care of on changed fairly
4 support relations relationship assignments introduce of spray however
5 at any time extremely engine attend govern to gazes long shot
6 continent patriotism surprising sessions move in keep up medium shot
7 strength ceremony moral grounds cause up crush prayer
8 (to) borrownational anthem
among college attract on pray (to) squeeze
Definitions Verbs Pictures Context The fourth word German/English
1 mark chop high heels slogan declaration Just kidding
2 road trip answer lipstick junior full-time job realization
Unit 5.1
3 part-time job recognize suitcase universe bulletin board What on earth …?
4 foothills exist stack anti- bossYou three go ahead.
5 blu(e)ish realized raft horizon backwards I'd rather …
6 soda contact apron slurp summary glamorous
7 section slurp paddle was about to cultural luckily
8 annual prefer beaver tick burglar independence
_14C1T_9783060334964 Inhalt_S032 32 14.04.16 14:41
Vocabulary Action Sheets – Lösungen
English G Access I 4 Vocabulary & Language Action Sheets
© 2
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A wild ride Verbs Pictures Context Small words German/English
1 raft wave bull version By federal
2 paddle swear balloon original on barbecue
Unit 5.2
3 floated makes pier rough off childhood
4 whitewater turn trap personal away Bavaria
5 turbulent Steer clear squirrel informal up Keep me posted!
6 space include crutch national day in secretary
7 bumped select scales classical over plaza
8 overturned declare kettle neither of boss
_14C1T_9783060334964 Inhalt_S033 33 14.04.16 14:41
Language Action Sheets – Lösungen
English G Access | 4 Vocabulary & Language Action Sheets
© 2
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Co
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Ver
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Gm
bH, B
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. A
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Die
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ser
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Un
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LAS 1.1 1 a) Jasmine: “I love drawing.”
Tyler: “Coming here was a great idea, Jaz!” Tyler suggested visiting Birdman. Alex: “Pigeons are dirty! Touching them like that can make you sick!” Alex: “You only play against these guys if you don’t mind losing your money.”
b) Alex likes playing chess. object Chilling in Washington Square Park is fun. subject
2 b) Can you imagine living in New York? My grandparents would like to live in the country. I don’t mind going to school, but I’d prefer to start a bit later. I enjoy cooking, but I can’t stand washing the dishes.
LAS 1.2 1 a) Tyler wanted some good shots, but Alex was afraid of getting too close.
Tyler: “You’re good at chess. How about playing with some of these guys?”
2 a)
(to) be afraid of doing sth. (to) be excited about doing sth. (to) be good/bad at doing sth. (to) be interested in doing sth. (to) be tired of doing sth.
the chance of doing sth. the danger of doing sth. the idea of doing sth. the reason for doing sth. the way of doing sth.
(to) believe in doing sth. (to) dream of/about doing sth. (to) talk about/of doing sth. (to) think of doing sth. (to) worry about doing sth.
b) I’m dreaming of visiting Australia/… I’m good at telling jokes/… I’m bad at surfing/… I’m worried about giving presentations/… I’m keen on playing the guitar/…
LAS 2.1 1 a, b) 2 You wouldn’t be cold if you were here with me.
1 It sounded awful. If he plays that thing again, I’ll go crazy! 1 If I ever come back, I’ll head straight for Bourbon Street. 2 I wouldn’t eat alligator if you gave me a hundred bucks. 1 If you give me one hundred dollars, I’ll eat it again.
1 c) Type 1 if-clause: simple present main clause: will-future Type 2 if-clause: simple past main clause: would + infinitive
2 Type 1 Instead of will, you can use can, could, should or must in the main clause. Type 2 Instead of would, you can use could or might in the main clause.
3 Ella is fairly sure that the Walkers will not fly to the US in March.
Language Action Sheets – Lösungen
English G Access | 4 Vocabulary & Language Action Sheets
© 2
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Co
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LAS 2.2 1 a) “I mean, you wouldn’t have kept the earrings if you hadn’t liked him.”
Life for their children would have been very different if they had given up the fight.
b) Type 3 if-clause: past perfect main clause: would + have + past participle
2 a) (1) If it hadn’t rained, they would have gone swimming. (2) His father would have been angry if he had dropped the glasses.
b) (1) It rained, so they didn’t go swimming. (2) He didn’t drop the glasses so his father wasn’t angry.
3 If it hadn’t been nice and warm that day we wouldn’t have had a barbecue in the garden
LAS 2.3 1 a) Tyler had never seen so much food: there were large oval plates … and a huge turkey.
The porch was right on the water. And here’s some advice – make sure he’s dead before you pull him into your boat. “I say it’s time for a little music!” Eugene took a harmonica from his pocket and played a few notes.
b) uncountable: food; water; advice; time; music
c) quantifiers: much; some; a little; a few
d) quantifier + plural of countable noun: quantifier + uncountable noun:
some / many / a lot of / a few some / much / a lot of / a little
plates, turkeys, notes, … food, water, advice, information, money, experience, …
2 viele Möbel a lot of furniture viele Hausaufgaben a lot of homework ein paar Stühle a few chairs viel Musik a lot of music etwas Milch a little milk einige Übungen a few exercises ein paar Gläser a few glasses ein bisschen Geld a little money
LAS 3.1 1 a) “The bathroom wasn’t great. I’m sure it wasn’t cleaned before we moved in.”
“I’m really sorry …,” Hailey began, but she was interrupted by the woman.
b) “Seals can get very angry. People have been bitten, you know.” “I’ve been invited to L.A. next weekend – to interview Brandon Williams.”
2 The passive simple present am/are/is + past participle (The bathrooms are cleaned every morning.) simple past was/were + past participle (In 2011, the hotel was destroyed in a fire.) present perfect have/has been + past participle (These windows haven’t been cleaned for years.)
3 Thousands of visitors have been welcomed at Moss Beach since it was made a state reserve in 1969. The marine reserve is supported by volunteers from all over the US. Someone was bitten by a seal last Sunday.
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LAS 3.2 1 a) (1) Three months later they offered him the role.
indirect object (‘person object’): him (ihm) direct object (‘thing object’): the role (die Rolle) (2) They gave him one week to learn his lines. indirect object (‘person object’): him (ihm) direct object (‘thing object’): one week (eine Woche)
b) (3) Brandon: “Three months later I was offered the role.” „Drei Monate später wurde mir die Rolle angeboten.“
(4) Brandon : “I was given just one week to learn all my lines.” „Mir wurde nur eine Woche gegeben, meinen gesamten Text zu lernen.“
c) Ihr werden eine Menge Fragen gestellt … . She is asked lots of questions … .
2 She was offered a menu. They were paid a lot of money for the job. He was promised a TV role.
LAS 3.3 1 a) Mrs Miller: “So I’d like you to go with your father.”
„Daher möchte ich, dass du mit deinem Vater mitfährst.“
b) Haileys Mutter wollte, dass Hailey mit ihrem Vater mitfährt. Hailey’s mother wanted Hailey to go with her father.
2 My parents expect me to be home by 9 pm. Meine Eltern erwarten, dass ich bis 9 Uhr / um 9 Uhr zu Hause bin.
The policewoman told her to wait outside. Die Polizistin sagte ihr, dass sie draußen warten sollte / forderte sie auf, draußen zu warten.
The singer wanted us to sing along with him. Der Sänger wollte, dass wir mitsingen.
3 Can you show me how to install this program? Kannst du mir zeigen, wie man dieses Programm installiert?
She asked me where to put her dirty boots. Sie fragte mich, wo sie ihre schmutzigen Stiefel hinstellen sollte.
LAS 4.1 1 a) (1) Coach told me my times were really good.
(2) He said I was too slow. (3) Dad said I could use it while he was gone.
c) present ► past “You are” ► … said I was can ► could “You can” ► … said I could past ► past perfect “You went” ► … said I had gone present perfect ► past perfect “You’ve done” ► … said I had done will-future ► would + infinitive “You’ll see” ► … said I would see
3 (1) Drew said that it was his dad’s truck / his father’s truck. (2) Drew told Kaya that he had watched her during practice. (3) Kaya told Drew that she didn’t have a car. (4) Drew answered that he could drive her.
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LAS 4.2 1 a) (1) I asked him whether I would make the team.
(2) He asked why mom and I lived in Mobridge. (3) He asked me what I was doing on the weekend. (4) He asked if I could go to Mount Rushmore with him.
b) (1) Kaya: “Will I make the team?” (2) Cody: “Why do you and your mom live in Mobridge?” (3) Drew: “What are you doing on the weekend?” (4) Drew: “Can you come with us?”
2 wh-questions “Where’s Kaya?” ► He asked where Kaya was. “When do you usually have dinner?” ► She asked when we usually had dinner. Yes/No questions “Are you OK?” ► She wanted to know if (or: whether) I was OK. “Do you like cats?” ► He wanted to know if (or: whether) I liked cats.
– When you report wh-questions, you keep the question word from the direct question. – When you report yes/no questions, you need if or whether.
3 Jodi: “How long have you known him, Kaya?” Jodi wanted to know how long Kaya had known Drew.
LAS 4.3 1 (1) Kaya: “My Aunt Jodi says Mount Rushmore is an insult to the Lakota people. She told me not to go there.”
(2) Drew: “I asked you to come because I thought it would be fun.”
– When you report commands (e.g. “Don’t go there.”), you use tell sb. to do sth. – When you report requests (e.g. “Can you come with us?”), you use ask sb. to do sth.
2 Coach: “You should try to speed up a bit if you want to qualify, Kaya.” Coach advised Kaya to speed up if she wanted to qualify.
– When you report advice, you use advise sb. to do sth.
3 Bobby came up and suggested going for a pizza. Bobby: “Hey Drew, let’s go for a pizza.”
When you want to report suggestions, you can use … a X suggested doing sth. b X suggested that I/we do sth. d X suggested I/we should do sth.
LAS 4.4 1 b) – Nouns used in a general sense are used without the definite article.
– Nouns used in a specific sense are used with the definite article.
2 b) The nouns church, hospital, prison, school, college, university are used … – without the definite article when we are talking about the purpose („Zweck“ ) of the building. – with the definite article when we are talking about the building itself.
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English G Access | 4 Vocabulary & Language Action Sheets
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LAS 5.1 1 b) You use • who for people • which for things • that for people and things.
2 “who”-words: guard, people, person, stranger, teenager, visitors “which”-words: banjo, city, magazine, national park, protests, whale
3 a) correct: sentences (1), (3), (4) wrong: sentence (2)
b) When the relative pronoun is the object of the relative clause as in sentence 3, you can leave it out. A relative clause without a relative pronoun is called “contact clause”. When the relative pronoun is the subject of the relative clause as in sentence 1, you mustn’t leave it out.
LAS 5.2 1 a) When I rang the bell, a woman wearing high heels answered the door.
Two teenagers carrying big suitcases walked up behind them.
b) When I rang the bell, a woman who was wearing high heels answered the door. Two teenagers who were carrying big suitcases walked up behind them.
2 Participle clauses (e.g. a woman wearing high heels) … a come directly after a noun. c can tell us what is or was happening. d can be used instead of a relative clause.
3 Do you know the boy playing the guitar? The dogs fighting over the ball are really cute. Whose are all the shoes lying around in the living room? The photo shows a woman entering a bank. They picked up the rubbish lying on the ground.
LAS 5.3 1 a) We watched a family of beavers swimming in the river.
And Tyler spotted a mule deer taking a drink. I felt my grip tightening on the paddle. I heard Dan calling out our names. Then I saw Julie climbing onto the overturned raft.
b) If you want to say that you feel, hear, notice, see, … something that is (or was) going on, you can use a verb of perception + object + present participle.
2 Verbs of perception: (to) feel • (to) gaze • (to) hear • (to) listen to • (to) look at • (to) notice • (to) see • (to) smell • (to) spot • (to) watch
3 There are a couple of dogs outside. I can hear them barking. Can you smell something burning? Is there a fire? Can you hear our neighbour’s phone ringing? It makes me want to scream. When we walked past the football pitch, we noticed a man shouting at some kids.