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VOCABULARY & LANGUAGE ACTION SHEETS Kopiervorlagen mit Lösungen 4

VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

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Page 1: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

VOCABULARY & LANGUAGEACTION SHEETSKopiervorlagen mit Lösungen

4

Page 2: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

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

Page 3: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

VOCABULARY & LANGUAGEACTION SHEETSKopiervorlagen mit Lösungen

4

_14ZG3_9783060334964 Inhalt_S001 1 19.04.16 15:06

Page 4: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

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.

Page 5: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

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

Page 6: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

© 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

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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© 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

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

Page 8: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

© 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

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

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© 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

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© 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

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© 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

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

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© 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

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

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© 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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© 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

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

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

Page 15: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

© 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

Page 16: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

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.

Page 17: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

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.

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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.

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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.

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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 …

Page 21: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

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).

Page 22: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

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

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Die

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ser

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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.

Page 23: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

Unit 1 Language Action Sheet 1.2

English G Access | 4 Vocabulary & Language Action Sheets Illustration: Tobias Dahmen, Utrecht Niederlande, www.tobidahmen.de

© 2

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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.

Page 24: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

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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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.

Page 25: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

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

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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.

Page 26: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

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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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 …

Page 27: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

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

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Ver

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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).

Page 28: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

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

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rnel

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Ver

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. A

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Die

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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.

Page 29: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

Language Action Sheets – Lösungen

English G Access | 4 Vocabulary & Language Action Sheets

© 2

016

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rnel

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. A

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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.

Page 30: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

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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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.

Page 31: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

Unit 3 Language Action Sheet 3.3

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

.

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.

Page 32: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

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

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 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.

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Unit 4 Language Action Sheet 4.2

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

Ve

rlag

kei

ne

Ver

ant

wor

tung

.

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.

Page 34: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

Unit 4 Language Action Sheet 4.3

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

.

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 …

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Unit 4 Language Action Sheet 4.4

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

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rbeh

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n.D

ie V

ervi

elfä

ltigu

ng d

iese

r S

eite

ist

für

de

n ei

gen

en U

nte

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gebr

auch

ge

stat

tet.

F

ür in

haltl

iche

Ver

än

deru

ngen

dur

ch D

ritte

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rnim

mt d

er V

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era

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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.

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Unit 5 Language Action Sheet 5.1

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

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t der

Ver

lag

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ne

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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.

Page 37: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

Unit 5 Language Action Sheet 5.2

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

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imm

t der

Ver

lag

kei

ne

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tung

.

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) …

Page 38: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

Unit 5 Language Action Sheet 5.3

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

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imm

t der

Ver

lag

kei

ne

Ver

ant

wor

tung

.

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.

Page 39: VOCABULARY & LANGUAGE ACTION SHEETS€¦ · English G Access · Band 4 Vocabulary & Language Action Sheets Kopiervorlagen mit Lösungen Im Auftrag des Verlages herausgegeben von Jörg

© 2

016

Corn

else

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Gm

bH, B

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. Al

le R

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n.

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gung

die

ser S

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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

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Vocabulary Action Sheets – Lösungen

English G Access I 4 Vocabulary & Language Action Sheets

© 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

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nter

richt

sgeb

rauc

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Für i

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gen

durc

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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

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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

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Vocabulary Action Sheets – Lösungen

English G Access I 4 Vocabulary & Language Action Sheets

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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

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Language Action Sheets – Lösungen

English G Access | 4 Vocabulary & Language Action Sheets

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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.

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Language Action Sheets – Lösungen

English G Access | 4 Vocabulary & Language Action Sheets

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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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Language Action Sheets – Lösungen

English G Access | 4 Vocabulary & Language Action Sheets

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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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Language Action Sheets – Lösungen

English G Access | 4 Vocabulary & Language Action Sheets

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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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Language Action Sheets – Lösungen

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.