Englisch Lernbausteine 1 und 2

Susanne Dinkelacker, Ursula Dinkelacker
Englisch
Lernbausteine 1 und 2
Rheinland-Pfalz
1. Auflage
Bestellnummer 11544
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Hinweis zu § 52a UrhG: Weder das Werk noch seine Teile dürfen ohne eine solche Einwilligung
eingescannt und in ein Netzwerk eingestellt werden. Dies gilt auch für Intranets von Schulen und
sonstigen Bildungseinrichtungen.
Vorwort
3
Vorwort
Dieses Lehrwerk richtet sich an Lernende, die einen mittleren Bildungsabschluss anstreben. Bei der Konzeption des Lehrbuchs waren den Autorinnen
folgende Aspekte wichtig:
ƒ Bei den Schülerinnen und Schülern ist bereits ein gewisses Maß an
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Sprachkompetenz vorhanden, muss aber erweitert werden, um in den verschiedensten Situationen richtig agieren und reagieren zu können. Schon
bekannte Grammatik wird systematisch wiederholt, neue Grammatik eingeführt und anhand von lebensnahen Aufgaben eingeübt. Die Vokabeln sind
mit phonetischer Schrift versehen, damit die korrekte Aussprache gewährleistet ist und damit sich die SchülerInnen, nach einer Einführung, die
Aussprache selber erschließen können.
Das Lehrwerk ist durchgehend in Englisch verfasst, damit geübt wird, komplexere Inhalte auf Englisch zu verstehen.
Die SchülerInnen müssen in der Mittelstufe lernen, ihre Meinung fundiert
und frei zu äußern. Aus diesem Grund sind in das Lehrbuch Aufgaben zu den
verschiedensten Themen (z. B. Landeskunde, Religion, Werte, soziale Interaktion, Berufsleben) integriert, die diese Fähigkeit stärken sollen.
Der Buchaufbau entspricht der modernen Fachdidaktik – speziell in Rheinland-Pfalz –, vermittelt eigenständiges Lernen und stärkt die Methoden- und
Projektkompetenz.
Am Ende jeder Unit wird eine Methode eingeführt, die es den Lernenden
erleichtert, Sachverhalte systematisiert darzustellen, um sie besser behalten
zu können. Diese Methoden werden kontinuierlich in den darauf folgenden
Aufgaben zur Festigung wiederholt und verbessern die Sprachfertigkeit.
Großer Wert wird außerdem darauf gelegt, dass die Lernenden dazu in der
Lage sind, sich eigenständig Informationen zu einem Thema zu beschaffen,
die dann in der Form von Projekten in Gruppen vorgestellt werden müssen.
Großbritannien und die USA sind stark durch Multikulturalismus geprägt.
Interkulturelle Umgangsformen und die soziale Interaktion zwischen Menschen, die unterschiedliche kulturelle Hintergründe haben, werden in der
Rahmenhandlung der acht Units dieses Lehrbuchs thematisiert.
Ausgewählte Sachtexte, Liedtexte und kleine literarische Textausschnitte sollen die landeskundlichen Themen vertiefen.
Die unterschiedlichen Aufgabentypen werden am Rand durch folgende
Icons gekennzeichnet, die zu einem schnellen Überblick verhelfen:
Sprechübung
Hörverständnisaufgabe
Rechercheaufgabe
Leseübung
Schreibaktivität
allgemeine Verständnisübung
Wir wünschen viel Erfolg und Freude mit diesem Englischbuch.
Die Autorinnen
three
Table of contents
4
Table of contents
Unit 1: The United Kingdom: A multicultural society
Chapter
Grammar
A Impressions of London . . . . . . . . . 7
B Londoners: Meet the Naipauls . . . 9
C
D
E
F
Big news . . . . . . . . . . . . . . . . . .
Paul’s job . . . . . . . . . . . . . . . . . .
Getting through London . . . . . .
The convention . . . . . . . . . . . . .
12
16
21
23
Methods
simple present,
present progressive, exceptions
simple past, past progressive
present perfect
How to prepare a presentation
Unit 2: Cultural differences
Chapter
Grammar
A Lunch at the convention . . . . . . 31
progressive forms,
present perfect progressive
past perfect
past perfect progressive
B
C
D
E
Food in Britain . . . . . . . . . . . . . .
“Oh dear, Paul!” . . . . . . . . . . . . .
Paul in trouble . . . . . . . . . . . . . .
Goodbye or farewell? . . . . . . . . .
35
40
44
46
Methods
How to create a mindmap
Unit 3: Pride and prejudice
Chapter
A
B
C
D
E
Under arrest . . . . . . . . . . . . . . . .
Guess who is coming to dinner .
The Shri Swamiarayan Mandir . .
Tea at the Naipauls’ . . . . . . . . . .
A trip to Brighton . . . . . . . . . . . .
Grammar
49
53
58
63
66
Methods
future tenses
present in the future
How to draw a cluster
How to create a poster
Unit 4: An American abroad
Chapter
A
B
C
D
How to get accommodation . . . .
Knowing your Australia . . . . . . .
Aboriginal culture . . . . . . . . . . . .
Goodbye to Australia . . . . . . . . .
Grammar
69
74
78
83
Methods
conditional sentences
modal verbs I
modal verbs II
How to describe things
Chapter
Grammar
Methods
A
B
C
D
passive I
passive II
Unit 5: A day at school
Basics of education . . . . . . . . . . . 89
The foreign exchange student . . 96
Lunch break . . . . . . . . . . . . . . . 100
The debating society . . . . . . . . 102
four
How to debate
Table of contents
5
Unit 6: Work and all that!
Chapter
Grammar
A Paul’s problem . . . . . . . . . . . . . 108
B Paul’s search for a placement . . 113
C Making it up with Kay . . . . . . . 117
adjectives, adverbs
adjectives or adverbs?
comparison of adjectives,
comparison of adverbs
D Success on all fronts . . . . . . . . . 123
Methods
How to spell
Unit 7: Back to the roots
Chapter
Grammar
A Welcome to … . . . . . . . . . . . . . 129
relative clauses I (introduction),
relative clauses II (whose and
whom)
relative clauses III (prepositions),
relative clauses IV (contact
clauses), relative clauses V
(shortened relative clauses)
B On the way to Cape Town . . . . 137
Methods
How to draw a flow chart
C The Safari Club . . . . . . . . . . . . . 145
Unit 8: In the United States
Chapter
Grammar
A New places . . . . . . . . . . . . . . . 149
B Volunteers . . . . . . . . . . . . . . . . 154
C Sports . . . . . . . . . . . . . . . . . . . 162
D Welfare . . . . . . . . . . . . . . . . . . . 164
Methods
reported speech I, reported
speech II, reported speech III
(questions)
reported speech IV
(orders and requests)
How to present
Appendix
Chapter
A
B
C
D
List of irregular verbs . . . . . . . .
List of phonetic signs . . . . . . . .
Vocabulary per unit . . . . . . . . .
Bildquellenverzeichnis . . . . . . .
169
173
174
195
five
30
Unit 2
Cultural differences
thirty
A
Lunch at the convention
B
Food in Britain
C
“Oh dear, Paul!”
D
Paul in trouble
E
Goodbye or farewell
A
Lunch at the convention
31
A
Lunch at the convention
Kay:
My, this buffet looks very nice! Look, they have a choice of meat,
fish and a vegetarian lasagna as main course with boiled and roasted
potatoes and chips to choose from! What do you fancy, Paul?
Paul:
I’d like some meat, but I think it is beef. I’m not allowed to eat that.
I am going to take fish, chips and two of the vegetable side dishes
they offer. I think the carrots and peas look nice. What are you having, Kay? Don’t forget – it’s an all-you-can-eat-buffet. So we can always come back and get more!
Kay:
Well, I will certainly come back for those delicious desserts over
there. Just look at all those different cakes, the puddings and the
fruit! I will only have some of this lasagna for now and some salad.
…
Come on, let’s find a free table. There is one, next to this big mirror
– hurry up, Paul. O bother, this guy got there before us. But maybe
he is alone. It’s a table for four.
Paul:
Let me ask. … I beg your pardon, are these seats taken?
Timmy:
No, they are not. Go ahead, have a seat. I’m Timmy and I have come
here from the States, Maryland to be exact, for this convention.
Kay:
Nice to meet you, Timmy. My name is Kay and that is Paul. We are
both from London. What do you think of the convention so far?
Timmy:
Well, the first two items were quite interesting. I went to the lecture
on the Klingons and the discussion on Darth Vader’s heavy breathing.
I think, the ideas this Mr Hopkins has are quite refreshing. I never
connected the Klingons with something positive for the federation.
Paul:
I thought I recognised your face! Weren’t you the one, who asked Mr
Hopkins about his opinion on the plot of the episode with the tribbles?
Timmy:
Yes, that was me. This episode is one of the funniest in the original
series and the Klingons are shown as idiots and warmongers, exactly
the opposite of what he tried to show in his lecture.
Kay:
Sorry to interrupt, but I am going to get some dessert, now. Should I
get something for you two, too? I could get a tray and load a selection onto it. Then you’d have time to go on with your discussion on
the Klingons.
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Unit 2 – Cultural differences
32
Paul:
Yes, please do, Kay! But I’ll get the teas and we can have the discussion together. Could you please keep us the seats, Timmy? And how
do you like your tea?
Timmy:
If you don’t mind, then get me a coffee, please, with milk and two
sugars. I’ve got a sweet tooth.
Paul:
Fine, will do. Excuse us for a moment.
…
Your turn 1
Listen to the conversation and answer the questions in whole sentences.
1. What kind of lunch is offered at the convention?
2. What are Kay and Paul going to have for their main courses?
3. Why does Kay only take a bit of lasagna and a salad?
4. What is the name of the guy at the table?
5. Where is he from?
6. Why is he in London?
7. Which events did he go to in the morning?
8. Why does Paul recognise his face?
9. Why does Kay leave the table?
10. What kind of drinks does Paul get to go with dessert?
Your turn 2
Look at the pictures with the different desserts
which Kay brings to the table. Describe what
you can see in the pictures and then ask your
teacher for the names of the desserts. Use
whole sentences to write down the descriptions and the names.
1
3
2
4
7
6
5
thirty-two
A
Lunch at the convention
33
Your turn 3
Timmy is fascinated by the desserts. He would like to try all of them. How can he ask
Kay?
Write down sentences with:
Could I have ... ?
Is it allowed to take ... ?
Would you give me ... ?
Do you mind if I take … ?
Your turn 4
Kay is happy that she can show Timmy some typical English desserts. How does Kay
answer?
Write down answers for the questions. Choose from:
Yes, of course. Have some.
You are welcome.
Why not? Allow me to put this on your plate.
Of course, (Timmy). Would you like to have some of this, as well?
Of course. It’s a pleasure to see that you like this.
Yes, have some.
No, I don’t mind at all. Go ahead.
Your turn 5
1. Choose a partner and ask politely for the different desserts and let your partner answer.
2. Move about the room and ask for thing that are on other people’s desks and let them
answer. Be prepared to answer politely when you are asked by other people.
Your turn 6
Write sentences in the present perfect progressive with the following words:
1. Paul/read/for two hours/at the market stall.
2. How long/Kay/wait/for Paul/at the hotel?
3. Timmy/travel/on the continent/for two months.
4. Timmy/talk/to them/without taking a break/till now.
5. How long/Kay/wait/at the buffet/for food?
6. “You/not wait/for me all this time?”, Paul asked.
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Unit 2 – Cultural differences
34
Grammar
Revision: The progressive forms
ß The progressive forms for the present and the past tenses were used to describe a
period of time in the present or past:
e.g.: Paul is working at the market today/Sarah isn’t going to school this week.
e.g.: He was still collecting Postman Pat figures then.
The present perfect progressive
Statement:
… have/has + been + verb + -ing
Negation:
… have/has not + been + verb + -ing
Question:
Have/has + … + been + verb + -ing …?
ß You need the present perfect progressive for something that started in the past and
goes on until now. It tells you how long something has been going on:
e.g.: Paul has been working for a long time at the market today. (and he is still working)
e.g.: It’s been raining since I left the house this morning. (and it is still raining)
thirty-four