9783464311271 Gesamt PDF - Cornelsen
Transcript of 9783464311271 Gesamt PDF - Cornelsen
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GO AHEAD 5 | Handreichungen für den UnterrichtGrafik: Tobias Dahmen, Utrecht
KV 1 Book rally
Die Spielregeln
1 Arbeite mit einem Partner.2 Ihr habt 15 Minuten Zeit. Beginnt bei
Frage 1, folgt der Straße bis Frage 10.3 Schreibt eure Antworten auf ein Blatt Papier.4 Nach 15 Minuten korrigiert ein anderes Paar
eure Ergebnisse und notiert die Punktzahl. Das Paar mit den meisten Punkten hat gewonnen!
F I N I S H
Jede Unit enthält mindestens einen Text zum Thema der Unit. Wie heißt der erste Text in Unit 3?
2
3
Wie heißen die Seiten, wo du sprachliche Strukturen nachschlagen kannst?
Auf den ersten beiden Seiten von Unit 6 siehst du eine Geburtstagsfeier. Welche Farben haben die Luftballons auf dem Tisch?
4
Welche Seiten des Buches enthalten die Wörter, die du von Unit 1 lernen sollst? Schreib die Seitenzahlen auf.
Can you help me?
6
Wie heißt der Teil des Buches, der dir z. B. viele Aufgaben zum Hören, Lesen, Sprechen oder Sehen anbietet?
7
In jeder Unit kannst du dir einen Film ansehen. Wie heißen die drei Kinder, die dort meistens mitspielen?
8
Auf einer Seite des Buches findest du Redewendungen für den Unterricht. Welche Seite ist das?
9
What page are we on?
Am Ende jeder Unit findest du eine Seite, mithilfe derer du überprüfen kannst, was du in der Unit gelernt hast. Wie heißen die Seiten?
10
What? Wrong? Oh, well - start again!
Welcome to the book rally! Schnallt euch an – jetzt geht’s los!
Aber lest zuerst die Spielregeln. S T A R T
AW: Morph on the front seat of his sports car, with speech bubble:
Auf der Study Skills-Seite jeder Unit geht es darum, wie du etwas lernen kannst. Was lernst du auf dieser Seite in Unit 2?
5
I can spell “car ”. Can you?
AW: Morph with appendages on the wheel, car rearing up on back wheels as if about to speed off.
Die Kapitel deines Englischbuches heißen „Units“. Wieviele Units hat dieses Buch?1
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GO AHEAD 5 | Handreichungen für den Unterricht
KV 2 Colours
1 Find the words for the colours and write them down.
2 Then colour the splashes1.
o l y e l w = e n e r g =
d r e = w o r n b =
k a l b c = u e l b =
e l p r u p = y r e g =
w e h t i = k n i p =
g a r o n e = my favourite colour =
1 splashes Farbspritzer
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GO AHEAD 5 | Handreichungen für den UnterrichtGrafik: Eva Muszynski, Berlin
KV 3 School things in my room
1 Look at the picture. Find the school things and colour them. How many school things are there?
Thing school bag
ruler book pencil case
pen pencil rubber exercise book
Colour red green blue yellow orange purple pink brown
How many?
2 Can you find more things you know in English?
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GO AHEAD 5 | Handreichungen für den UnterrichtFotos/Grafik: Shutterstock (Mädchen: Africa Studio; Radiergummi: Picsfive; Bleistift: Ruslan Ivantsov; Lineal: ewa bj; Tisch; Adrew Mayovskyy; Stuhl: Rafael Broseta Gandisa; Uhr: Luis Carlos Torres; Tafel: ermess; Schule: Irina Qiwi)
KV 4 Our first day at school
1 Talk about your first day at school in your group.
2 Make a word web about school.
The teachers are …
greatnicecool
fineOK
horribleboring
My school is …My friends are …
Our classroom is …
My school bag is …
in my pencil caseschool
teacher
in the classroom
people at school
hello
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GO AHEAD 5 | Handreichungen für den Unterricht
KV 5 Quiz
Quiz about your school1 Who is the principal of our school?
a b
c d
2 How many students are in our class?
a b
c d
3 How many students are at our school?
a b
c d
4 Who is your class teacher?
a b
c d
Quiz about Eggy1 How many students are in one class at Eggy?
a 10 b 20
c 25 d 30
2 Who is the school principal?
a Ms Borowski b Mr Borowski
c Mr Biberowski d Ms Biborski
3 Who is Li’s class teacher?
a Mr Taylor b Ms Taylor
c Mr Sailor d Ms Sailor
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GO AHEAD 5 | Handreichungen für den UnterrichtGrafik: Eva Muszynski, Berlin (Junge und Kleidungsstücke); Shutterstock (Icon Kleber: Panptys)
Look at my school uniform.
It’s blue / green / black / yellow /…The jacket / shirt / sweatshirt / tie is
black / orange / green.The trousers / shoes are …
I like / don’t like …My uniform is really nice /
great / cool.
KV 6 Design your school uniform
Be a school uniform designer!
a Colour the parts of the school uniform you like.b Cut them out and glue them to
the paper doll.c Give a short talk about your uniform.
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GO AHEAD 5 | Handreichungen für den UnterrichtFotos: Cornelsen / Rockfinch / Claire Cunningham
KV 7 Where are the kids from Harbour Road?
1 Cut out the photos. Then match the place names to the photos and write them under the photos.
2 Watch the film. Put the photos in the right order. Check with a partner.
3 Glue the photos into the boxes below. Complete the sentences under the photos.
1. First we see the kids in
2. Then they’re in
3. And then
4.
5.
6. In the end, they’re back in
4 What else can you see in the photos? Find as many English words as you can. Talk to a partner like this:
the sports hall • assembly • a maths lesson • the canteen • Harbour Road (2x)
Yes, and I can see a chair /… in the canteen /…I can see students / a teacher /
… in photo 1 /…
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GO AHEAD 5 | Handreichungen für den UnterrichtFotos: Cornelsen/Rockfinch/Claire Cunningham
KV 8 Meet the kids from Harbour Road: Profiles
1 What information do you get about Sarah, Paul and Anna? Watch the first episode and fill in the first part of the table.
UN
IT 1
Name:
Address:
School:
School uniform: (problems?)
Favourite lesson / teacher:
My favourite kid from Harbour Road:
2 Add more information after each episode. Here are some ideas:
character (funny, cool, nice, quiet, mean, messy, boring, friendly, …) • family (brothers or sisters, …) • favourite clothes / outfit • favourite food • favourite football team • hobbies / sports • likes / doesn’t like (animals, places, things, …) • talents (good at …) • …
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Family
KV 9 Family
Look at the people and write the words. Who are they?
_ _ _
O DG9
_ _ _
AT C3
_ _ _ _ _ _
OS I
CN
U
6_ _ _ _ _ _
TE
RA FH
7 _ _ _ _ _ _ _
OE
RR
H
B T
5
_ _ _ _ _ _ _ _ _ _
TTE
E
RSS
S PI
8
_ _ _ _ _ _
OH
TE
R
M
1
_ _ _ _
AT N U
4
2
_ _ _ _ _ _ _
DD
AAN
R
G
GO AHEAD 5 | Handreichungen für den UnterrichtFotos: Fotolia (Mutter und Schwester: iko; Opa: Dan Kosmayer; Katze: P. Wollinga; Tante: ZoneCreative S.r.l.; Bruder: Max Topchii; Cousin: Gelpi; Vater: lev dolgachov); Shutterstock (Hund: Eric Isselee)
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1 Quiz: Who is who?
My dad’s sister
My dad’s mum
My mum’s brother
My mum’s mum
My brother’s sister
My mum’s dad
My sister’s uncle
My mum and my dad
My cousin’s dad
2 Find the English words.
W S I S T E R X K L A Y G
S P L B C F C V N G B D R
A D F B M U M H J K R E A
G W E R T Z U I F Z O H N
R M N B V C X Y U O T I D
A E U N C L E K D F H N P
N V B N M H G S A Y E Z A
D L K J H G F E D Z R V R
M E R T Z U W K I S X B E
A O P A R E N T S Q W C N
Y X C V B B N M P O I F T
A A S D F G H J K L M L S
R G R A N D A D S U M O H
S T U N P B A C L H J Q X
A U N T R W C O U S I N V
Mama
Papa
Eltern
Schwester
Bruder
Oma
Opa
Großeltern
Kusine
Onkel
Tante
KV 10 QUIZ
GO AHEAD 5 | Handreichungen für den Unterricht
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1 Complete your (dream) family tree. Fill in the names and add pictures of your …
a grandparents:
b parents / aunts / uncles /…:
c brothers / sisters / cousins / stepbrothers /…:
2 Add boxes with names and photos of: step-parents, aunts, uncles, …
3 Then talk about your family tree.
fold here
More ideas:
Me:
aunt • uncle • grandfather • grandmother • parents • are / aren’t together • cousin • (step)father • (step)mother • (step)brother • (step)sister • halfbrother • partner
KV 11 My (dream) family tree
GO AHEAD 5 | Handreichungen für den Unterricht
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KV 12 What time is it?
Teil 1 Teil 2
01 05
02 10
03 15
04 20
05 25
06 30
07 35
08 40
09 45
10 50
11 55
12
1 a Schneide Teile 1–3 aus. b Teil 3: Schlitze die gestrichelten Linien mit einer Schere ein. c Ziehe Teile 1–2 durch die Schlitze.
Teil 3
What time is it?
:
2 a Schneidet die Dialogkarte aus und stellt sie zwischen euch.Führt den Dialog. Dann dreht die Karte um.
Partner A 1 What’s the time, please? 2 Thanks.
Partner B 1 It’s … 2 You’re welcome.
GO AHEAD 5 | Handreichungen für den Unterricht
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. KV 13 Animal pairs
1 Look at the pictures and write the English words for the animals on the empty cards.
2 Then cut out the cards and play the Animal pairs game.
Glue your own animal picture on
this card!
Glue your own animal picture on
this card!
3 Make your own animal cards: Draw or glue a picture of an animal on a card. Then write the name on another card.
horse
GO AHEAD 5 | Handreichungen für den UnterrichtFotos: Shutterstock (Pferd: foaloce; Katze: Ivan Milankovic; Krebs: Jan-Niklas Keltsch; Maus: CreativeNature R. Zwerver; Frettchen: jurra8; Vogel: Ian Duffield; Schildkröte; Willyam Bradberry; Spinne: Peter Waters; Hund: Micimakin; Meerschweinchen; xstockerx; Fisch: cynoclub; Hase: Leena Robinson; Hamster: Alexruss)
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KV 14 The Watson family’s pets
1 M
ake
a w
ord
web
abo
ut t
he p
ets
and
anim
als
in t
he s
tory
.
Dan
ny •
fish
• s
pide
r •
Ben’
s pe
t •
Tige
r •
does
n’t l
ike
Ben
• M
att’s
dog
• i
t sm
ells
• Sh
ark
• Ru
by’s
cat
• H
oudi
ni •
lik
es th
e Co
ol C
ats
• fe
rret
• Sc
ooby
• b
ig a
nd b
lack
• i
s un
der B
en’s
bed
• Be
n’s
siste
r’s h
amst
er •
sle
eps
in B
en’s
bed
• Li
’s co
usin
’s pe
t •
does
n’t l
ike
his
cage
pet
or a
nim
al
GO AHEAD 5 | Handreichungen für den Unterricht
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. KV 15 A checklist for posters
1 Look at the checklist and check if your poster is OK or what you can do better.
2 Then look at the posters of your classmates and complete the checklist for their posters.
Fill in:
Great Good OK not very good
Checklist My poster _________________’s poster
_________________’s poster
_________________’s poster
Texts
The poster has a good title.
The title is big.
The texts are funny / interesting.
The sentences are easy to understand.
The spelling is right.
The poster has a good plan.
Design
The pictures and photos are good.
There are different colours for different ideas.
There aren’t too many texts or pictures on the poster.
The design is cool.
3 Tell the class.
I like …’s poster best (because …).
The photos are great / cool / fantastic / funny / interesting.
GO AHEAD 5 | Handreichungen für den UnterrichtGrafik: Shutterstock: Memo Angeles
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GO AHEAD 5 | Handreichungen für den UnterrichtGrafik: Dorina Tessmann, Berlin
KV 16 What’s different?
Partner A
Look at room A. Talk about your room to your partner. You start.Find six different things or more.Make notes about the different things.
You: There’s a bed in my room.B: There’s a bed in my room too.You: On the bed there’s a pullover.B: In my room isn’t a pullover on the bed.
Partner B
Look at room B. Talk about your room to your partner. He / She starts.Find six different things or more.Make notes about the different things.
A: There’s a bed in my room.You: There’s a bed in my room too.A: On the bed there’s a pullover.You: In my room isn’t a pullover on the bed.
A
B
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GO AHEAD 5 | Handreichungen für den UnterrichtGrafik: Shutterstock, Pixsooz
a Find the words and match them with the rooms in this house.
b Now design your dream house. Where is your bedroom / living room /…? Label the rooms.
c Draw (or glue) things in your house / rooms.
d Label the things in your house.
netchki • gniliv moor • lahl • redboom (3x) • robomath • gindin moro
KV 17 Rooms in a house
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KV 18 Food
1 Find the words for the food.
S U R H
E S H I A V S
K D S E A E
E S E A
E A F N
O U
2 What do you often / sometimes / never eat or drink? Make three lists and tell your partner: I often eat . . .
often sometimes never
GO AHEAD 5 | Handreichungen für den UnterrichtGrafik: Shutterstock (Salat, Butter, Obst, Schokolade, Hühnchen, Nudeln, Gemüse, Brot, Pommes Frites, Fleisch, Kuchen, Orangensaft: Olegtoka; Eier: GraphicsRF; Milch: Sulovsky; Süßigkeiten: pichayasri; Kartoffeln: Sabelskaya; Käse: pretty vectors; Apfel: pyramis; Tee: vixenkristy; Fischstäbchen: Zern Liew)
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GO AHEAD 5 | Handreichungen für den UnterrichtGrafik: Roland Beier, Berlin
KV 20 Where are the aliens?
Partner A: Don’t show your picture to your partner! There are seven aliens (= Außerirdische) in your picture. Colour them red. Your partner has a picture with green aliens.
1 Tell your partner where the red aliens are. Your partner adds them to his / her picture.
My red alien number 1 / 2 /… is …
behind • between • in • in front of • next to • on • on the left • on the right • under
bed • chair • desk • cupboard
2 Now your partner tells you where the green aliens are. Listen and add them to your picture.
3 Check your pictures. Are there 14 aliens in the two pictures? Are they in the same places?
Partner B: Don’t show your picture to your partner! There are seven aliens (= Außerirdische) in your picture. Colour them green. Your partner has a picture with red aliens.
1 Your partner tells you where the red aliens are. Listen and add them to your picture.
2 Now tell your partner where the green aliens are. Your partner adds them to his / her picture.
My red alien number 1 / 2 /… is …
behind • between • in • in front of • next to • on • on the left • on the right • under
bed • chair • desk • cupboard
3 Check your pictures. Are there 14 aliens in the two pictures? Are they in the same places?
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GO AHEAD 5 | Handreichungen für den Unterricht
1 a Write about your week. b Ask a partner and write his or her answers.
at the cinema • at the shops • at the swimming pool • at my friend’s house • at my art class • at football training • at school • at home • in town
2 Write your questions in the table. Use the words from 1. Then walk around and talk to different people. The first student who has five different names is the winner.
KV 21 My week
Where were you on …?
My week
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
I was …
Were you … on …? No, I wasn’t. Yes, I was.
Questions Name
1 Were you at school on Tuesday?
2 Were you at the cinema on Friday?
3 Were you
4 Were you
5
6
7
My partner’s weekMonday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
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GO AHEAD 5 | Handreichungen für den Unterricht
KV 22 In a shop
blazer • fish • cheese • Tshirt • pullover • shirt • bread • basketball • orange juice • egg • cage • football • guinea pig • dress • ball • bird
1 Make a list of things you can buy in these shops.
2 Write two dialogues and talk to a partner. You can use words from 1.
In a clothes shop
Kinga: These are nice . They’re , my favourite colour.
Li: Yes, but they’re very expensive. They’re pounds.
Kinga: Really? Oh.
Li: What about these brown ?
Kinga: Oh Li, they’re horrible!
Li: OK. What about these shoes, do you like them? How much
are they?
Kinga: pounds ninetynine.
In a sports shop
Ben: This is a great , Dad. And I like this . Excuse me,
how much is this ? There isn’t a price.
Assistant: Let’s check. It’s .
Ben: That’s OK. (to Dad) I have pounds at home. Can we buy it, please, Dad?
Dad: OK. I can buy the and you can give me the money at home.
Ben: Great. Thank you.
clothes shop
sports shop
food shoppet shop
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GO AHEAD 5 | Handreichungen für den Unterricht
KV 23A Language dice*
1 Complete the sentences. Pick the right word.
1 These trousers are horrible!
I don’t like . (it / them)
7 Your clothes are everywhere! Please put
in the wardrobe. (them / us)
2 Excuse . (me / them)
Where’s the station?
8 My sister Luisa is 14.
I share a room with . (her / me)
3 This is my grandma, Prunella. We all love
very much. (her / it)
9 Dad, we’d like to build a treehouse in the
garden. Can you help ? (us / me)
4 Smeaton’s Tower is on the Hoe. You can
see from the harbour. (it / him)
10 Can you say that again, please?
I couldn’t hear . (you / him)
5 Mum, I can’t find my skating shoes. Where
can I find ? (it / them)
11 This is my grandma Ruth.
She lives with . (us / it)
6 My room looks horrible.
I have to tidy . (it / him)
12 My brother is very clever.
Let’s ask . (him / me)
2 Complete the sentences with:
1 This rap is great.
I love .
7 I made this chocolate cake yesterday.
Try !
2 You can bring your sister to my party.
I really like .
8 My friend Lukas loves Coldplay. We could buy
their new CD for ?
3 I’d like to go to Drake Circus tomorrow.
Do you want to come with ?
9 Tom Daley is a famous British swimmer.
Do you know ?
4 The photos on your mobile are great.
Can I see again?
10 This film is so boring!
I don’t like .
5 My homework is so difficult, Mum.
Can you help ?
11 We often go to Tenpin Bowling on Saturdays.
Come with !
6 Are you hungry?
I have a sandwich for .
12 Dad, I’m busy.
Can I talk to later?
me • you • him • her • it • us • them
* dice Würfel
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GO AHEAD 5 | Handreichungen für den UnterrichtGrafik: Yvonne Thron, Berlin
KV 23B Language dice*
* dice Würfel
him/her
you meus
it
them
Lösung:
1me: Satz 2 • you: Satz 10 • him / her: Sätze 3, 8 und 12 • it: Sätze 4 und 6 • us: Sätze 9 und 11 • them: Sätze 1, 5 und 7
2me: Sätze 3 und 5 • you: Sätze 6 und 12 • him / her: Sätze 2, 8 und 9 • it: Sätze 1, 7 und 10 • us: Satz 11 • them: Satz 4
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KV 24 Free-time activities
Which activities
do you do in your
free time? Write
them down.
−go
to th
e cin
ema.
− − − −
Think about free-time activities. Outside I …
−play football.
−
−
−
−
−
Think about free-time activities. When I’m alone I …
− play the piano.
−
−
−
−
−
−watch TV.
− − − −
Think about free-time activities.
At hom
e I …Th
ink
abou
t fr
ee-t
ime
acti
viti
es.
In to
wn
I …
GO AHEAD 5 | Handreichungen für den Unterricht
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GO AHEAD 5 | Handreichungen für den Unterricht
Part 1: The kids from Harbour Road: What‘s your talent?
1 Cut out the sentences and put them in the right order. Then watch part 1 of the film again and check. Add the names of the speakers: Anna. Sarah. Paul, waitress.
A: Waitress That’s four pounds for you, and four pounds for you, please.
B: I’m hungry! Can I have a muffin, and … a hot chocolate, please?
C: Hi!
D: Thanks. / Thank you!
E: Chocolate or blueberry?
F: Hi, Anna!
G: I‘ll have chocolate muffin, please.
H: And yourself?
I: A hot chocolate and a blueberry muffin, please.
J: We’re here!
Part 2: Make your own dialogue in a cafe.
Look at the role cards and act a dialogue with your partner. Write down your dialogue in your exercise book.
Partner A (customer): You start!You’re in a cafe in England. You’re hungry. Tell the waiter / waitress what you want.
Partner B (waiter / waitress): Your partner starts.You’re a waiter / waitress in a cafe in England. Help the customers. Ask them what they want.
– Hello/Good morning! – Hello, how can I help you?
– Can I have …, please? – Sure, would you like …?
– I’ll have …, please. – OK. Something to drink, too?
– Yes, I’ll have …, please. – Here you are. Anything else?
– No thanks, that’s all. – That’s ₤…, please.
− a muffin − some scones − a sandwich − an omelett − a salad
− a chocolate or a blueberry muffin − cream and jam with your scones − a chicken or a cheese sandwich − chips with your omelette − potato salad or green salad
− a hot chocolate − a cup uf tea / coffee − a glass of orange juice / cola
KV 25 In a cafe – Dialogues
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GO AHEAD 5 | Handreichungen für den Unterricht
KV 26 Last week
1 a What did you do last week? Read and tick ( ). b Write the questions. Then ask a partner and tick ( ) his or her answers.
YOU Mon Tues Wed Thurs Fri
go to the cinema
go to the library
phone a friend
go to a sports club
watch TV
1 you go to the last ?
2 you go to the last ?
3 you last ?
4 ?
5 ?
2 Write about your partner’s last week.
Name: Mon Tues Wed Thurs Fri
go to the cinema
go to the library
phone a friend
go to a sports club
watch TV
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GO AHEAD 5 | Handreichungen für den UnterrichtGrafik: Eva Muszynski, Berlin
1 Reading, writing and running (ing forms) a Look at the table. What is different about the spelling of the ing form in groups 2 and 3?
b Add these words to the right group:
come • get • give • go • play • sit • sleep • swim • take • work
Group 1 Group 1 Group 3
read reading write writing run running
2 You need some paper. Colour the picture and write down what the people are doing. Check your spelling.
fold here
Lösung 1
Group 1: going, playing, sleeping, working • Group 2: coming, giving, taking • Group 3: getting, sitting, swimming
KV 27 In the park
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GO AHEAD 5 | Handreichungen für den UnterrichtFoto: Shutterstock, Sylwia Nowik
KV 28 Viewing: A normal day at school
a Watch the film. Then talk about how Emily feels in different scenes. The words in the table can help you.
Emily feels
excitedgreathappygoodOK
when she can’t do things alone.
when her friends help her too much.
when people don’t listen to her.
when Laura invites her to go to town with her.
when a boy helps her with her wheelchair in the street.
when her friends help her when she really needs it.
badangrystupid
sad
when people don’t think.
when people are normal with her to go to town with her.
when people don’t ask her, but ask her friends, “Does Emily …?”
when people don’t talk to her but talk about her.
when she can speak for herself.
when her friends think of her.
What could Emily say to her friends? Write down as many sentences as you can.
be normal with me. • help me when I need it. • help me too much. • invite me
to do sth. with you. • let me speak for myself. • listen to me. • talk to me. •
talk about me. • think of me. • …
Please …
Please don’t …
b Is it a good or bad day for Emily? Collect good and bad parts of Emily’s day in two lists.
Good parts Bad parts
I think it’s a day for Emily because
… a boy helps her with her wheelchair in the street. … Sally tells all the students to move.
… two students say hello and are normal with her. … Chloe and a boy help Emily buy a drink.
… Chloe and the boy don’t listen to her but speak for her.
… Laura invites her to go to town with her.
fold here
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GO AHEAD 5 | Handreichungen für den UnterrichtGrafik: Eva Muszynski, Berlin
KV 29 Are you fighting?
dance • drink • eat • fight • listen • play the guitar • rap •
read • run • sing • sleep • swim • take photos • talk • think • walk •
watch TV • write
Yes, I am. / No, I’m not.
Are you …ing?
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GO AHEAD 5 | Handreichungen für den UnterrichtGrafik: Roland Beier, Berlin
KV 30 What are they doing?
Partner A Partner B
You start. Ask your partner questions about his / her pictures. Check your partner’s answers.Yes, you’re right.No, you’re wrong. It’s … / They’re …
You answer your partner’s questions:No, it isn’t … / No, they aren’t …Then say what the animals are doing:It’s … / They’re …
Is the horse riding a bike?(No, it isn’t riding a bike. It’s skateboarding.)
cat – sleeping(No, it isn’t sleeping. It’s listening to music.)
spiders – playing football(No, they aren’t playing football. They’re playing tennis.)
hamsters – eating apples(No, they aren’t eating apples. They’re dancing.)
Change. Now you answer your partner’s questions (No, it isn’t … / No, they aren’t …)and say what the animals are doing.It’s … / They’re …
Change. Now you ask questions and check your partner’s answers. Yes, you’re right.No, you’re wrong. It’s … / They’re …
Is the rabbit eating salad?(No, it isn’t eating salad. It’s playing the guitar.)
turtles – having breakfast(No, they aren’t having breakfast. They’re swimming.)
bird – singing(No, it isn’t singing. It’s cooking.)
dogs – watching TV(No, they aren’t watching TV. They’re rapping.)
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GO AHEAD 5 | Handreichungen für den UnterrichtGrafik: Shutterstock (Teens: Denis Cristo; Lineal: Studio_G; Hefte: Sergej Razvodovskij; Katze/Füller: johavel; Hund: www.iostephy.com; Auto: SVStudio; Haus: rmarc; Vogelkäfig: oculooculo; Bücher: Trikona; Hamster: Sarawut Padungkwan)
KV 31 Whose is it?
1 Whose are the things in the maze* – the boy’s or the friends’? Fill in the box.
2 Complete the sentences. Use ’s, s’ or of.
My neighbours are a family of four. That’s my (neighbours / car).
That’s a (picture / our house).
.
That’s my (bird / cage).
.
These are the (books / my school).
.
That’s Buster. He’s my (sister / pet).
.
* maze Labyrinth
That’s my neighbours’ car.
We use -‘s /-s’ for people or animals. We use of for things.
It’s the dog.
It’s the ruler.
It’s the cat.
We use -‘s with a singular noun.
They’re the exercise books.
It’s the pen.
We use -s’ with a plural noun.
But: If a plural noun does not end in -s, we use -’s.
For example: the children’s clothes the men’s sandwiches
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GO AHEAD 5 | Handreichungen für den UnterrichtGrafik: Shutterstock (gehen: Darq; Fahrrad: puruan; Tram: Rvector; Zug: SAHAS2015; Bus: Agatus; Fähre: Marushchak Olha; Roller: Pause; Fernbus: Pylypchuck; Auto: megasja; Flugzeug: Charles Whitefield)
KV 32 Pairs
1 Look and write the words. Then cut out the cards and play “Pick a pair”.
_________ _________ _________ _________ _________
_________ _________ _________ _________ _________
_________ _________ _________ _________ _________
_________ _________ _________ _________ _________
2 Write good and bad things of each type of transport into the table.
type of transport good bad
walking
by bike
by train
by tram
by bus
by coach
by ferry
by car
by plane
by scooter
cheap / expensive • fast / slow • green / bad for the air • good for sport / short trips /…
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GO AHEAD 5 | Handreichungen für den Unterricht
1 Listen and write what’s missing.Interviewer: Hi, can I ask you some questions about ?
Jalen: Er, I don’t know … we’re going on a trip … on the .
Interviewer: Please? Only two questions – it’s about transport to .
Kinga: It’s OK, Jalen, we have time.
Jalen: OK then.
Interviewer: Right, … er Jalen? Can you look at this card and tell me how you go to school?
Jalen: By . I live two kilometres away from school.
Interviewer: So, number five, by , thanks. What about your friends?
Li: I’m Li. I . Number one. … I live far from school.
Ben: My name’s Ben. I go by . I love .
Matt: Hi, I’m Matt. I have a new . So I go to school by now.
Interviewer: Thanks. So that’s , number two … good, that’s … and
, number eight, erm, fast, but not green. And you? Sorry, what’s your name?
Kinga: Kinga. Er … I go by . My mum takes me.
Interviewer: By … number nine. Mmm, cars aren’t very green. Do you live far from school?
Jalen: No, she doesn’t. She doesn’t like !
Kinga: Hey! My mum only wants me to be safe.
Ben: But you like .
Kinga: OK, I don’t like , but …
2 Read number 1 and fill in who goes by which form of transport.
forms of transport name
1
2
5
8
9
KV 33 How do you go to school?