Your Turn 4 Teacher`s Guide

Transcription

Your Turn 4
Teacher’s Guide
Unit 11 – Believe it or not
Schwerpunkt:
Hören/Sprechen: April-Geschichten, über Geheimnisvolles sprechen, über ein
Radio-Hörspiel sprechen, seine Meinung äußern
Lesen/Schreiben: eine Umfrage machen, April-Geschichten und über
Geheimnisvolles lesen
Grammatik: Modalverben (can’t be, could be, might be, must be)
Aussprache: Wortbetonung
Unit 11, warm-up, Textbook S. 87
((Ex 1)) Word warm-up
((Ex 1a))
((Audioscript: TB CD 2 Track 13))
allergic – ancestor – burial site – fire alarm – float – fold – gravity
hamburger – hoax – irresponsible – irrigation – left-handed – legend – outer space
panic – penguin – petrol – planet – space – statue
((Hörtext endet))
((Ex 1b)) In Partnerarbeit befragen die Schüler/innen einander und vergleichen ihren
Wissenstand.
((Ex 1c)) Die Wörter, die nicht erkannt wurden, werden im Warm-up dictionary (TB S. 152154) nachgeschlagen. Achten Sie dabei auch darauf, dass sich die Schüler/innen die
phonetische Transkription genau ansehen und überprüfen Sie stichprobenartig, ob sie auch
wirklich die richtige Aussprache gefunden haben.
((Ex 1d)) Zur Erleichterung können Sie auch einzelne Buchstaben bzw. die Wortlänge
angeben lassen.
((Ex 2)) Pronunciation corner
((Ex 2a))
1 allergic – 2 ancestor – 3 irrigation
((Hörtext endet))
((Schlüsselsymbol))
1 allergic – 2 ancestor – 3 irrigation – © 2012 Langenscheidt KG, Berlin und München
Vervielfältigung zu Unterrichtszwecken gestattet.
Autor: Georg Hellmayr
Seite 1
Your Turn 4
Teacher’s Guide
((Ex 2b))
1 – left-handed
2 – gravity, hamburger
((Ex 3)) Getting-ready grammar
1
2
3
4
5
6
He can’t be 18! – (d) He looks much younger.
Might I win the lottery? – (f) Well, it’s possible, but I don’t think you will.
She must have missed the bus. – (e) We had arranged to meet at 10, and it’s 10.15.
That was a silly thing to do! You could have hurt yourself. – (b) But I didn’t. Look, I’m OK!
Nothing bad happened.
They can’t have seen aliens because – (a) aliens don’t exist.
You shouldn’t have cheated in the exam, – (c) but you did, so you will have to take it
again.
Unit 11A, A joke, surely?, Textbook S. 88-89
((Ex 1)) April fool
((Ex 1a)) Zuerst werden die einzelnen Texte leise gelesen, dann können die Sechsergruppen
darüber diskutieren, welche dieser Geschichten am plausibelsten ist. Die entsprechenden
Phrasen finden Sie in der Grammar-Box oben rechts. Sollten Vokabelprobleme auftreten, so
verweisen Sie Ihre Schüler/innen auf das Glossar am Ende des Textbuches.
((Ex 1b)) Die Ergebnisse dieser Einschätzung schreiben Sie an die Tafel, damit die
Schüler/innen später sehen können, wie sie getippt haben.
((Ex 1c)) Mithilfe der angegebenen Seiten im Buch müssen die Schüler/innen herausfinden,
welche der Geschichten auch wirklich richtig war. Wenn ein/e Schüler/in herausgefunden
hat, ob eine Geschichte auch tatsächlich stattgefunden hat, wird an der Tafel ein Haken zu
dieser Geschichte gesetzt. Das Team, das die meisten Geschichten erraten hat, wird zum
Sieger erklärt.
In guten Gruppen lassen Sie erklären, warum die eine oder andere Geschichte als
unwahrscheinlich eingeschätzt wurde.
((Ex 1d)) ((Schlüsselsymbol))
1 The American word for petrol is gas.
2 The Arctic region is at the top (north) of the world. The icy area at the bottom (the south)
is called the Antarctic.
3 We call clothes, gloves, goggles, etc protective clothing when we want them to stop
bad things touching our skin.
4 The theory that animals and plants change over time is called evolution.
5 We call the place where we keep a car a garage.
6 We call the part of the car where we put petrol a tank.
7 When something is so interesting that we think about it or study it we call it a
phenomenon.
8 When something or someone is not unusual or special we call it/them ordinary.
9 When we can’t explain things we call them mysteries.
© 2012 Langenscheidt KG, Berlin und München
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10 When we have little places on our skin that are unusual and bigger than normal we call
them lumps.
((Ex 2)) Discussion
Lassen Sie hier die Schüler/innen darüber diskutieren, was sie lustig finden bzw. was sie
nicht lustig finden.
((Ex 3)) Three things – but which is false?
1 is true, the others are not true.
Unit 11B, Stones, lines and spacecraft?, Textbook S. 90-91
((Ex 1)) Mysteries of the world
((Ex 1a)) Alle drei Bilder wurden bereits auf der Warm-up-Seite verwendet. Vielleicht kennen
die Schüler/innen aber die Bilder bereits und können darüber etwas erzählen.
1C – 2B – 3A
((Ex 1b))
Mary:
Jack:
Mary:
Jack:
Mary:
Jack:
Mary:
Jack:
Mary:
Jack:
Mary:
Jack:
Mary:
Jack:
Mary:
Jack:
Mary:
Jack:
Mary:
Jack:
Hey Jack!
Hello Mum. We say hello.
All right. Hello Jack. How was school?
Fine.
What are you reading?
It’s a book called Chariots of the Gods, by a guy called Erich von Däniken.
Oh, him!
Yeah, Mum. Him. He says that we have been visited by creatures from outer space.
You don’t believe that rubbish, do you?
Why not? He says the Nazca Lines in Peru were designed as landing strips – like
airports – for creatures from outer space.
Yes, but –
They might have designed them for spaceships. You can see them from space!
What other reason can there be?
Well, some people –
And he says that creatures from outer space must have built Stonehenge as a
model of the solar system.
Jack, look, I just don’t bel- ...
And he says those fantastic standing figures on Easter Island –
The Moai?
– must have been built by aliens – by creatures from outer space.
But there’s no science in anything he says. It’s all just made up.
So? That’s just what you say. I think there are people on other planets, don’t you?
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Teacher’s Guide
Mary:
Jack:
Well, that’s not easy, you see –
No, come on Mum. Do you believe there are creatures out there, creatures in outer
space?
((Hörtext endet))
1... that Stonehenge was built by creatures from outer space as a model of the solar system.
... that the Nazca Lines in Peru were designed as landing strips or spaceships.
... that the Moai must have been built by aliens.
2 Jack thinks von Däniken is right.
3 Mary Robinson thinks he is wrong.
((Ex 1c)) ((Schlüsselsymbol))
1 Stonehenge might have been (a) burial site, (b) a calendar or (c) a model of the solar
system.
2 The Nazca Lines might have been (a) part of an irrigation system, (b) a tool to measure the
moon and the stars, (c) signs to ask the gods for health and happiness or (d) landing strips
for spaceships.
3 The Moai were (a) the faces of dead ancestors, (b) statues of the gods or (c) they might
have been built by aliens.
((Ex 2)) Roll the dice
Der Würfel ergibt die Aussage des Gesprächspartners. Die genaue Anleitung finden Sie in
der Lee-Box. Es ist wichtig, dass sich die Schüler/innen an diese Vorgaben halten.
((Ex 3)) Pronunciation corner: another way of showing certainty
1
Man:
Woman:
Stonehenge was built by creatures from outer space.
It was built by creatures from outer space?? (= That’s totally ridiculous.)
2
Man:
Woman:
Stonehenge was a burial ground.
It was a burial ground? (= I might just possibly believe that.)
3
Man:
Woman:
The Nazca Lines were landing strips for creatures from outer space?
They were landing strips for creatures from outer space? (= I might just
possibily believe that.)
4
Man:
Woman:
The Nazca lines were for irrigation.
They were for irrigation. (= Yes, I believe that.)
5
Man:
Woman:
The Moai were built by aliens.
They were built by aliens?? (= That’s totally ridiculous.)
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Teacher’s Guide
6
Man:
Woman:
The Moai were the faces of dead ancestors.
They were the faces of dead ancestors. (= Yes, I believe that.)
((Hörtext endet))
Your turn
Lassen Sie diese Aufgabe mithilfe des Internets vorbereiten. Dazu empfiehlt es sich, dass
die Schüler/innen Ereignisse, bei denen sie dabei gewesen sein möchten, in der deutschen
Version von Wikipedia nachschlagen und dann die englische Version der Seite durchlesen.
Damit lernen sie auch die originalen englischen Bezeichnungen für die historischen
Ereignisse.
Unit 11C, Radio creates panic!, Textbook S. 92-93
((Ex 1)) A radio programme
((Ex 1a)) ((Schlüsselsymbol))
war: 3x
radio: 2x
Matt:
Akiko:
Matt:
Akiko:
Mat:
Akiko:
Matt:
Akiko:
Matt:
Akiko:
Matt:
Akiko:
Matt:
Akiko:
Matt:
Akiko:
Matt:
Akiko:
Matt:
Akiko:
Matt:
Akiko:
Hi Akiko
Matt! It’s so great to have you back again.
Hey thanks. But you’ve managed fine without me!
Well, yes. I mean no. Well, er...
Akiko?
Nothing. Did you have a good time in South Africa?
Yes, it was fantastic. You should have been there.
I, er... I should have... but I couldn’t have, I mean...
Relax Akiko. Only kidding.
Oh. Oh OK.
What are you doing anyway?
I was looking for information about “The War of the Planets” but I can’t find it.
The war of what?
Of the planets. It was a book about an invasion from outer space.
Oh yes, they made a film, right? Recently.
Yes, but in school our teacher told us this story about a radio programme – like
from the 1960s or something. On the radio they told the story of the book, but it was
really clever. Instead of just reading the book, they had news broadcasts.
But the story wasn’t real!
No, but they had broadcasts, like real news bulletins – as if it was real. And people
believed it! They thought that the creatures from Jupiter really were invading earth.
They panicked. It was so realistic. They were sure it was true. The next day it was
in all the papers.
And?
Everyone was very very angry with the programme makers.
Why?
Well, people said that the actors shouldn’t have pretended it was real. They should
have told people it was just a drama. Because people might have died of heart
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Teacher’s Guide
Matt:
Akiko:
Matt:
Akiko:
Matt:
attacks and things like that – old people, you know.
But they didn’t, did they?
I don’t know. Our teacher didn’t tell us, and I was thinking...
So what was the fuss about...
And I was thinking that we could do our own programmes, you know, ‘news
bulletins from history’, something like that.
Hey, that’s a great idea!
((Hörtext endet))
((Ex 1b)) Lassen Sie den Text leise vorbereiten und erarbeiten Sie dann mit Ihren
Schülerinnen/Schülern, welche Fehler gemacht wurden.
1 The title was “The War of the Worlds“.
2 The radio show was produced in 1938.
3 The aliens came from Mars.
((Ex 2)) Your opinion
((Ex 2a)) Lassen Sie hier die Kleingruppen über diese Fragen diskutieren. Nach einigen
Minuten fasst jeweils ein/e Schüler/in die Ergebnisse der Gruppe zusammen und präsentiert
sie.
((Ex 2b)) ((Schlüsselsymbol))
1 You should have been there.
2 The actors should not have pretended it was real.
3 They should have told people it was just a drama.
4 People might have died of heart attacks.
Which sentences (1–4) mean …
a good idea in the past, now not possible. – 1, 3
a bad idea in the past, but you can’t change it now. – 2
a possibility in the past, but it didn’t happen. – 4
((Ex 3)) Who, what, why?
1 You could have hurt yourself. – (d) No, I was fine. I knew exactly what I was doing!
2 You could have missed the bus and then we would have gone without you. – (a) I know. I
should have left the house earlier.
3 You should have been here half an hour ago. – (b) I’m sorry. The bus was late.
4 You shouldn’t have shouted at me. – (c) I’m sorry. I just got angry for a second.
((Ex 3b)) Lassen Sie hier Situationen beschreiben, in denen diese Sätze gefallen sein
könnten.
Beispiel:
A boy has just climbed down from a tree unhurt. His mother says, “You could have hurt
yourself.” The boy answers, “No, I was fine. I knew exactly what I was doing!”
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((Ex 4)) A good idea?
1 I couldn’t play my new music piece. My teacher wasn’t happy! – B
2 I cycled along the edge of the cliff. It was very windy. I nearly fell off! – A
3 I set off the fire alarm at school as a joke. Nobody knows it was me. – D
4 We jumped off the bridge into the river. Scary, but fun! – C
((Ex 4b)) Mit schwächeren Gruppen besprechen Sie die notwendigen Vokabeln:
fall off a cliff
practise the piano
drown in the river
be caught and suspended from the school
Unit 11D, Tasks plus, Textbook S. 94
Bevor Sie die Umfrage machen, besprechen Sie in der Klasse den Wert des Radios und
seine Vor- und Nachteile.
((Ex 1)) Survey
((Ex 1a)) Lassen Sie den Fragebogen einzeln ausfüllen. Stehen Sie für Vokabelfragen zur
Verfügung.
((Ex 1b)) Bei dieser Diskussion werden sich speziell bei den letzten beiden Antworten (the
most important news stories) Unterschiede ergeben. Schreiben Sie daher die einzelnen
Ereignisse an die Tafel und bewerten Sie sie dann in der Gruppe.
((Ex 2)) Here is the radio news
((Ex 2a)) In einem ersten Schritt werden das Thema und die wichtigsten Aspekte des
Interviews festgelegt.
((Ex 2b)) Im zweiten Schritt werden die genauen Formulierungen aufgeschrieben.
((Ex 2c)) Bevor die Nachrichten aufgenommen werden, geben Sie Ihren
Schülerinnen/Schülern die Möglichkeit, eine echte englischsprachige Nachrichtensendung
anzusehen. Das dient dazu, den Schülerinnen/Schülern den Tonfall, aber auch die für
Nachrichten typische Sprache etwas näherzubringen.
Diese Nachrichten können leicht mithilfe eines Computers aufgenommen werden.
Unit 11, warm-up, Workbook Achieve S. 87
((Ex 1)) Word check
1
2
We can’t have a pet because I’m allergic to animal hair.
If a newspaper makes up an unbelievable story, it’s called a hoax.
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Teacher’s Guide
3
4
5
6
7
In a spaceship things don’t fall to the floor because there’s no gravity in space. The
astronauts don’t walk around, they float.
Do you think there’s life on other planets?
If you don’t write with your right hand, you’re left-handed.
My parents’ new car is good for the environment because it uses very little petrol.
A system that waters plants is called an irrigation system.
((Ex 2)) Explanations
1A – 2B – 3A – 4B – 5C – 6C
((Ex 3)) Reactions
1 She can’t still be hungry! – (f) You wouldn’t think so – she’s eaten five pieces of cake and a
muffin.
2 Oh dear … I think I might have forgotten to feed the cat. – (c) Why don’t you go and check?
3 Where is she? She’s never late! – (a) Ben might have told her the wrong time.
4 Are you crazy! You shouldn’t have climbed up there. You might have hurt yourself. – (d)
But I didn’t. And look here’s your ball. I got it down for you!
5 I think there might be aliens who live on other planets. – (b) That’s possible, but I don’t
think that they ever come to Earth.
6 You shouldn’t have taken my pullover without asking. – (e) I’m sorry. It won’t happen again.
Unit 11, Exercises, Workbook Achieve S. 88-94
((Ex 1)) We’re not babies, Mum!
Ähnlich WB E Unit 11/1.
Tim:
Mum:
Molly:
Mum:
Molly:
Mum:
Molly:
Mum:
Molly:
Mum:
Look, that’s me wearing a harness. We climbed up a really high wall.
Oh no, you might have fallen off the wall!
No, actually we couldn’t have fallen, because we were wearing harnesses. Look,
that’s a picture of me standing on our raft on the river. We built it ourselves.
You shouldn’t have stood up on the raft. You might have fallen in.
Actually, I did fall in! Maybe I should have worn a swimsuit. I had to run around in my
wet jeans all day.
Oh Molly, you should have changed your clothes, you might have caught a cold.
But I didn’t, Mum. Look this is a picture of Tim cooking on our campfire.
You shouldn’t have let Tim cook!
Why not? You always go on about how boys and girls are the same.
Boys maybe, but Tim? He might have poisoned you all!
((Ex 2)) True or not true?
Identisch mit WB E Unit 11/2.
Molly:
Tim:
Have you read that story? They say they have to move Stonehenge to another
place.
Yes, I’ve read it. But it can’t be true.
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Your Turn 4
Teacher’s Guide
Molly:
Tim:
Molly:
Tim:
Molly:
Why not? This is a serious newspaper – they never lie – it must be true.
But that’s ridiculous. You can’t move Stonehenge.
But it could/might be true. Lots of things have been moved. Whole castles have
been moved to different places.
Yes, it could be true, but … ah! Look at the date, Molly! Today is April the 1st. This
must be a hoax.
Oh! That explains it.
((Ex 3)) The magic show
((Audioscript: WB CD Track 33))
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
Did you see that magic show yesterday evening?
Yeah, that was way cool. How did he make that lion appear?
I don’t know. He put the woman into the cage and then – poof – the lion was there
and she was gone. He must have used a trick.
Of course it was a trick. But how did he do it? Maybe…. He might have hidden the
lion under the cage.
Maybe. I can’t remember if there was space under the cage…. But where did the
woman go? Did she stay inside the cage?
No, she can’t have hidden inside the cage. He took away all the curtains, so you
could see the whole cage.
Well, she could have gone under the cage, where the lion was before.
Yeah, she could have, but I wouldn’t want to squeeze past a lion.
It must have been a very tame lion.
Sure, but still …
Did you see his last show, the one he did last year?
No, I didn’t. Was it any good?
It was great. I don’t know how he did it but the magician made the Statue of Liberty
disappear.
No way, that must have been a TV trick.
No, it can’t have been a TV trick. They had a huge live audience. And there were
interviews afterwards and the people couldn’t understand how he did it.
Well, he might have put up a black screen somehow that people couldn’t see through.
No, I don’t think so. You could still see the boats and the lights.
Hmm, I don’t know … maybe he did something completely different. I know! He might
have turned the whole theatre around, you know, rotated it so that the audience saw
a different part of the river, but not the Statue of Liberty. I’ve seen something like that
before.
That would be really difficult. Wouldn’t people notice that they are being moved? And
wouldn’t it be really expensive to build that … all for one trick?
I don’t know. But that’s how I would do it.
((Hörtext endet))
The magician must have used a trick to make the woman disappear and the lion appear. He
(1) might have hidden the lion under the cage. But the woman (2) can’t have hidden inside
the cage. She (3) could have gone under the cage. The lion (4) must have been very tame.
The magician made the Statue of Liberty disappear. The boy thinks it (5) must have been a
TV trick but the girl says that it (6) can’t have been a TV trick because there was a big
audience. The boy thinks that the magician (7) might have put up a black screen but the girl
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Your Turn 4
Teacher’s Guide
doesn’t think so. The boy thinks he knows the trick. The magician (8) might have turned the
whole theatre around so that the audience saw a different part of the river.
((Ex 4)) Strange theories …
1 The person might have – (b) climbed the tree outside the window.
2 The person could have taken the cat – (f) because it was very expensive.
3 The person might have written – (c) a letter, asking for money.
4 But maybe the cat hasn’t – (e) been stolen at all.
5 It might have seen – (g) a bird outside the window.
6 It could have tried – (a) to catch the bird.
7 It might have jumped into – (d) the tree outside the window.
((Ex 5)) Pronunciation joke
Identisch mit WB E Unit 11/5.
How am I?
((Ex 6)) Could they be true?
((Ex 6a)) Ähnlich WB E Unit 11/6a.
(a) aliens – (2) Teenager spent six hours in alien spacecraft!!!
(b) hypnosis – (3) Hypnotist robs supermarkets!!!!
(c) communication with the dead – (1) Message from a dead friend!!!!
((Ex 6b)) Ähnlich WB E Unit 11/6b.
Lassen Sie die entsprechenden Sätze auch jeweils suchen und vorlesen.
1 checkout – (b) where you pay for what you buy in a supermarket
2 wax – (c) what you use to make candles
3 séance – (d) people sit around a round table and believe they are talking to the dead
4 hypnotist – (e) someone who can make you do what he or she says
5 X-ray – (a) a picture of somebody’s bones taken with a special machine
((Ex 6c)) Ähnlich WB E Unit 11/6c.
1 What appeared in a séance with Lucius X live on TV? – (b) a message from his dead friend
2 What did Albert’s message say? – (a) that he lives on in nature
3 What did aliens put into Dan Green’s leg? – (c) a piece of metal
4 How did a man in Italy rob several supermarkets? – (a) He used hypnosis.
((Ex 6d)) Hier geht es in erster Linie um die Meinungen der Schüler/innen. In
leistungsstarken Gruppen lassen Sie die Aussagen jeweils auch begründen. Daraus kann
sich eine Diskussion unter den Jugendlichen entwickeln.
((Ex 6e)) Ähnlich WB E Unit 11/6d.
Mithilfe der angegebenen Phrasen lassen Sie Aussagen zu den Geschichten bilden. Achten
Sie auch hier wieder auf die Begründungen.
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Your Turn 4
Teacher’s Guide
((Ex 7)) Shipwrecked
check – checked
go – went
drown – drowned
stay – stayed
sink – sunk
kill – killed
tell – told
forget – forgotten
die – died
((Ex 7b)) Ähnlich WB E Unit 11/7a.
((Ex 7c)) Ähnlich WB E Unit 11/7b.
Mithilfe der farblichen Kodierung sollte die Zuordnung auch weniger begabten Schüler/innen
gelingen.
Naomi:
Ethan:
Naomi:
Ethan:
Noah:
Ethan:
Naomi:
Noah:
We (1) shouldn’t have gone out on that yacht in the first place.
Well, Noah, you (2) should have checked the weather forecast before we went.
Yes, that’s true. And I think we (3) should have stayed on the yacht. It didn’t sink
after all. Noah, you (4) should’t have told us to get into that tiny lifeboat. I was
frightened to death in that boat.
And I was hungry. I really (5) should have gone back to the yacht to get some
food.
Well, but the yacht (6) could have sunk. It was badly damaged.
The worst mistake were the life jackets. We really (7) shouldn’t have forgotten
our life jackets. That was really stupid and dangerous. We (8) could have
drowned.
I wasn’t worried about drowning so much. We’re all good swimmers. But when you
jumped into the water you almost gave me a heart attack. You (9) could have been
killed by sharks!
There aren’t many sharks around these waters. But I’m glad that the coastguard
came so quickly. There wasn’t any water or food on the island. We (10) might have
died if the coastguard hadn’t come.
Unit 11, Making progress, Workbook Achieve, S. 93
((Ex 1)) Fitdog – the new gym
Ähnlich WB E Unit 11/MP1.
A:
B:
A:
B:
Oh, look at that. Fitdog, the first ever pet-only gym, opened today. They say that many
pets are overweight and need regular exercise.
That’s true. Our Bella is a bit overweight too. We should really take her out more.
Yes, but it would be so much easier to take her to the gym.
You’d have to train there as well. You could just as well go jogging. Wouldn’t hurt you
either ...
Seite 11
Your Turn 4
Teacher’s Guide
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
I’m not overweight!
No, but I’ve heard that it’s good for your heart to do exercise daily. That’s why we got a
dog in the first place. And now both of you sit in front of the telly all evening.
OK, how about I register Bella at the animal gym and you and I go to the gym once a
week as well?
Sounds good. But can’t you go together?
No, look what the paper says: Trained exercise coordinators will run a series of group
exercise classes which will include aerobics, cardio training, weightlifting and athletics.
Weightlifting and athletics for dogs? This can’t be serious. Let me have a look - Oh dear,
look at the date.
Why?
It’s April the first.
This must be the paper’s April Fool’s Day hoax.
A hoax? But I still think it would be a great idea for you to go to the gym once a week. You
should have started months ago. And how about taking Bella for a walk right now?
Oh look, she’s fast asleep ...
((Hörtext endet))
1c, 2a, 3c, 4b
((Ex 2)) Crop circles
Ähnlich WB E Unit 11/MP2.
1a, 2c, 3c, 4b, 5a … creators of crop circles. 5b … definitely hoaxes. 5c … make crop circles.
5d … all over the world.
Unit 11, Exercises, Workbook Excel S. 86-93
((Ex 1)) We’re not babies, Mum!
Ähnlich WB A Unit 11/1.
Tim:
Mum:
Molly:
Mum:
Molly:
Mum:
Molly:
Mum:
Molly:
Mum:
Look, that’s me wearing a harness. We climbed up a really high wall.
Oh no, you might have fallen off the wall!
No, actually we couldn’t have fallen, because we were wearing harnesses. Look,
that’s a picture of me standing on our raft on the river. We built it ourselves.
You shouldn’t have stood up on the raft. You might have fallen in.
Actually, I did fall in! Maybe I should have worn a swimsuit. I had to run around in
my wet jeans all day.
Oh Molly, you should have changed your clothes, you might have caught a cold.
But I didn’t, Mum. Look this is a picture of Tim cooking on our campfire.
You shouldn’t have let Tim cook!
Why not? You always go on about how boys and girls are the same.
Boys maybe, but Tim? He might have poisoned you all!
((Ex 2)) True or not true?
Identisch mit WB A Unit 11/2.
Seite 12
Your Turn 4
Teacher’s Guide
Molly:
Tim:
Molly:
Tim:
Molly:
Tim:
Molly:
Have you read that story? They say they have to move Stonehenge to another
place.
Yes, I’ve read it. But it can’t be true.
Why not? This is a serious newspaper – they never lie – it must be true.
But that’s ridiculous. You can’t move Stonehenge.
But it could/might be true. Lots of things have been moved. Whole castles have
been moved to different places.
Yes, it could be true, but … ah! Look at the date, Molly! Today is April the 1st. This
must be a hoax.
Oh! That explains it.
((Ex 3)) The magic show
Ähnlich WB A Unit 11/3.
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
Did you see that magic show yesterday evening?
Yeah, that was way cool. How did he make that lion appear?
I don’t know. He put the woman into the cage and then – poof – the lion was there
and she was gone. He must have used a trick.
Of course it was a trick. But how did he do it? Maybe…. He might have hidden the
lion under the cage.
Maybe. I can’t remember if there was space under the cage…. But where did the
woman go? Did she stay inside the cage?
No, she can’t have hidden inside the cage. He took away all the curtains, so you
could see the whole cage.
Well, she could have gone under the cage, where the lion was before.
Yeah, she could have, but I wouldn’t want to squeeze past a lion.
It must have been a very tame lion.
Sure, but still …
Did you see his last show, the one he did last year?
No, I didn’t. Was it any good?
It was great. I don’t know how he did it but the magician made the Statue of Liberty
disappear.
No way, that must have been a TV trick.
No, it can’t have been a TV trick. They had a huge live audience. And there were
interviews afterwards and the people couldn’t understand how he did it.
Well, he might have put up a black screen somehow that people couldn’t see through.
No, I don’t think so. You could still see the boats and the lights.
Hmm, I don’t know … maybe he did something completely different. I know! He might
have turned the whole theatre around, you know, rotated it so that the audience saw
a different part of the river, but not the Statue of Liberty. I’ve seen something like that
before.
That would be really difficult. Wouldn’t people notice that they are being moved? And
wouldn’t it be really expensive to build that … all for one trick?
I don’t know. But that’s how I would do it.
((Hörtext endet))
The magician must have used a trick to make the woman disappear and the lion appear. He
(1) might have hidden the lion under the cage. But the woman (2) can’t have hidden inside
the cage. She (3) could have gone under the cage. The lion (4) must have been very tame.
Seite 13
Your Turn 4
Teacher’s Guide
The magician made the Statue of Liberty disappear. The boy thinks it (5) must have been a
TV trick but the girl says that it (6) can’t have been a TV trick because there was a big
audience. The boy thinks that the magician (7) might have put up a black screen but the girl
doesn’t think so. The boy thinks he knows the trick. The magician (8) might have turned the
whole theatre around so that the audience saw a different part of the river.
((Ex 4)) Strange theories …
Ähnlich WB A Unit 11/4. Mithilfe der angegebenen Satzelemente lassen Sie die
Schüler/innen selbstständig Theorien aufstellen, was passiert sein könnte. Vergleichen Sie
dann die Ergebnisse in der Gruppe.
((Ex 5)) Pronunciation joke
Identisch mit WB A Unit 11/5.
How am I?
((Ex 6)) Could they be true?
((Ex 6a)) Ähnlich WB A Unit 11/6a.
(a) aliens – (3) Teenager spent six hours in alien spacecraft!!!
(b) hypnosis – (4) Hypnotist robs supermarkets!!!!
(c) communication with the dead – (1) Message from a dead friend!!!!
(d) mysteriuous creatures – (2) Missouri Monster Momo ate my dog!!
((Ex 6b)) Ähnlich WB A Unit 11/6b. Lassen Sie die entsprechenden Sätze auch jeweils
suchen und vorlesen. Dann werden die Phrasen durch die Alternativphrasen ersetzt.
1 checkout – (b) where you pay for what you buy in a supermarket
2 X-ray – (a) a picture of somebody’s bones taken with a special machine
3 to insert – (e) to put something inside something else
4 séance – (f) people sit around a round table and believe they are talking to the dead
5 telepathy – (c) communication by reading thoughts
6 to realise – (d) to notice something
((Ex 6c)) Ähnlich WB A Unit 11/6c.
1 What appeared in a séance with Lucius X live on TV? – a message from his dead friend
2 What did Albert’s message say? – that he lives on in nature
3 What did aliens put into Dan Green’s leg? – a piece of metal
4 What did Dan’s girlfriend see? – Dan’s girlfriend couldn’t remember anything.
5 How did a man in Italy rob several supermarkets? – He used hypnosis.
6 What does Momo look like? – like a tall, hairy man
Seite 14
Your Turn 4
Teacher’s Guide
((Ex 6d)) Ähnlich WB A Unit 11/6e.
Mithilfe der angegebenen Phrasen lassen Sie Aussagen zu den Geschichten bilden. Achten
Sie auch hier wieder auf die Begründungen.
Challenge
Weisen Sie vor Beginn der Übung noch einmal auf die Grammar-Box auf S. 87 hin.
((Ex 7)) Shipwrecked
((Ex 7a)) Ähnlich WB A Unit 11/7b.
((Ex 7b)) Ähnlich WB A Unit 11/7c.
Mithilfe der farblichen Kodierung sollte die Zuordnung auch weniger begabten
Schülerinnen/Schülern gelingen.
Naomi:
Ethan:
Naomi:
Ethan:
Noah:
Ethan:
Naomi:
Noah:
We (1) shouldn’t have gone out on that yacht in the first place.
Well, Noah, you (2) should have checked the weather forecast before we went.
Yes, that’s true. And I think we (3) should have stayed on the yacht. It didn’t sink
after all. Noah, you (4) should’t have told us to get into that tiny lifeboat. I was
frightened to death in that boat.
And I was hungry. I really (5) should have gone back to the yacht to get some
food.
Well, but the yacht (6) could have sunk. It was badly damaged.
The worst mistake were the life jackets. We really (7) shouldn’t have forgotten
our life jackets. That was really stupid and dangerous. We (8) could have
drowned.
I wasn’t worried about drowning so much. We’re all good swimmers. But when you
jumped into the water you almost gave me a heart attack. You (9) could have been
killed by sharks!
There aren’t many sharks around these waters. But I’m glad that the coastguard
came so quickly. There wasn’t any water or food on the island. We (10) might have
died if the coastguard hadn’t come.
((Ex 8)) Advice
1 Think about what you can do, not about what you could have done.
2 It’s never too late to be who you could have been.
3 Many bad things that happen in life might not have happened if you had
done something about the problem straight away.
Tasks plus
((Ex 1)) A famous April Fool’s story
– date of the broadcast: April 1st, 1957
– length of the broadcast: three minutes
Seite 15
Your Turn 4
Teacher’s Guide
– the person who had the idea for the story: Charles de Jaeger
– countries where spaghetti are grown (according to the film): Switzerland and Italy
– dangers for the spaghetti trees (according to the film): temperatures below zero; the
spaghetti weevil, a parasite
– work we see the women doing in the film: picking spaghetti from a tree
– what people were told they needed to grow their own spaghetti tree: a small piece of
spaghetti and a tin of tomato sauce
((Ex 1b)) Am besten verwenden Sie den folgenden Suchbefehl: bbc fools the nation
spaghetti harvest. Lassen Sie leistungsstarke Gruppen auch die Texte, die manche dieser
Videos begleiten, lesen.
((Ex 2)) Produce your April Fool’s Day broadcast
Sie können diese Berichte sowohl als Videos als auch als Radio-Sendung produzieren
lassen. Am besten lassen Sie hier die Schüler/innen in Kleingruppen arbeiten.
Unit 11, Making progress, Workbook Excel, S. 92
((Ex 1)) Fitdog – the new gym
Ähnlich WB A Unit 11/MP1.
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
Oh, look at that. Fitdog, the first ever pet-only gym, opened today. They say that many
pets are overweight and need regular exercise.
That’s true. Our Bella is a bit overweight too. We should really take her out more.
Yes, but it would be so much easier to take her to the gym.
You’d have to train there as well. You could just as well go jogging. Wouldn’t hurt you
either ...
I’m not overweight!
No, but I’ve heard that it’s good for your heart to do exercise daily. That’s why we got a
dog in the first place. And now both of you sit in front of the telly all evening.
OK, how about I register Bella at the animal gym and you and I go to the gym once a
week as well?
Sounds good. But can’t you go together?
No, look what the paper says: Trained exercise coordinators will run a series of group
exercise classes which will include aerobics, cardio training, weightlifting and athletics.
Weightlifting and athletics for dogs? This can’t be serious. Let me have a look - Oh dear,
look at the date.
Why?
It’s April the first.
This must be the paper’s April Fool’s Day hoax.
A hoax? But I still think it would be a great idea for you to go to the gym once a week. You
should have started months ago. And how about taking Bella for a walk right now?
Oh look, she’s fast asleep ...
((Hörtext endet))
1c, 2a, 3c, 4b
Seite 16
Your Turn 4
Teacher’s Guide
((Ex 2)) Crop circles
Ähnlich WB A Unit 11/MP2.
1 About 50 percent …
2 wheat/corn
3 In the seventeenth century.
4 To save their marriages.
5 That they are caused by UFOs landing on the fields.
Seite 17
Your Turn 4
Teacher’s Guide
Unit 12 – Big break
Unit 12A, Big break, Textbook S. 95
((Ex 1)) Picture puzzle: Which pictures?
climbed out of the water unhurt – Picture H
plunged into the water – Picture B
jumped off the bridge – Picture D
jumped out – Picture C
playing in the car – Picture G
plunged over the cliff – Picture A
released the handbrake by mistake – Picture E
the cord snapped – Picture F
((Ex 1b))
Yasmin:
Archie:
Yasmin:
Archie:
Yasmin:
Archie:
Yasmin:
Archie:
Yasmin:
Archie:
Yasmin:
Archie:
Yasmin:
Archie:
Yasmin:
Archie:
Hi Archie.
Hi Yasmin.
Hey, I read an incredible story in the newspaper.
So did I.
No, but mine was about a girl called Paige?
Paige? That’s a funny name for a girl.
Is it? Maybe. But listen. The other day she went to her grandfather’s car. She was
looking for some CDs or she wanted something from the car. And by mistake she
released the handbrake. The car started rolling down the hill towards the edge of
the cliff.
The cliff?
Yes. They were on holiday by the seaside. So the car was rolling down the hill
towards the edge of the cliff and Paige – the girl – managed to open the car door
and jump out, just seconds before the car plunged over the cliff and into the sea.
Wow, a lucky escape!
Yes. 2 seconds later and she would have died for sure.
Well, my story’s a bit like that. A guy called Mark likes bungee jumping and he did
this incredible bungee jump from a bridge above a canyon and a big river. He
jumped off a really high bridge – like a 20-storey building. He bounced up into the
air. Then he started falling. And then it happened. The cord snapped and Mark
plunged into the water.
Oh no? Was he hurt? What happened?
Everyone who was watching thought ‘Oh no! He’s had it’. But apart from a bruise or
two he was OK. He climbed out of the water unhurt.
I reckon they were both pretty lucky!
Yes. I think so.
((Hörtext endet))
Seite 18
Your Turn 4
Teacher’s Guide
Yasmin talks about Paige, Archie talks about Mark.
Right order:
Story about Paige: G – E – C – A
Story about Mark: D – F – B – H
((Ex 1c)) Beispielhafte Anfangssätze können Ihren Schülerinnen/Schülern helfen, die
Geschichten zu erzählen.
Beispiele:
Last week Paige was driving along the road in her new red Mini. She was a bit bored and
started ...
Two days ago Mark, a 14-year-old boy from Bristol wanted to do his first bungee jump. So he
went to a bridge near the city where he knew he could do it. He paid the fee and was sure
that nothing could go wrong ...
((Ex 1d)) Mit leistungsschwächeren Gruppen erarbeiten Sie die Fragen gemeinsam, bevor
die Schüler/innen in Partnerarbeit ihre Interviews durchführen.
((Ex 2)) Word detectives
Sammeln Sie die Wörter zu den einzelnen Kategorien an der Tafel. Bei
leistungsschwächeren Gruppen geben Sie als Suchhilfe die jeweiligen Units vor, in denen
passende Wörter vorkommen.
Für die Erweiterung der Listen mit anderen Wörtern empfiehlt es sich, den
Schülerinnen/Schülern die Funktion eines Thesaurus zu erklären (vgl. auch die ThesaurusFunktion in Ihrem Textverarbeitungsprogramm).
Beispiele:
Words to do with water (Unit 9):
river, plunge into, bank of a river, waterfall, water sports, lifejacket, kayaking, swimming
things, shore, boat ride, boat, capsize, water’s edge, swim, canoe, tourist boat
Words to describe body shape/proportions (Unit 10):
tall, short, fat, thin, muscular, medium-height, big, skinny, well-built, round
Words to describe hair (Unit 10):
curly, wavy, dark, fair, spiky, bald, straight, long, short, blonde, dark-haired, shoulder-length,
strong
Things to wear in order to protect yourself (Unit 9):
helmet, lifejacket, strong shoes, thick trousers, hiking boots, hard hat
Unit 12B, School Times: episode 7, Textbook S. 96-97
((Ex 1)) Pippa’s email puzzle
1
Dear Mrs Griffiths,
I want to do a story about the School Hall fire in School Times. Is there anything you can tell
me so that I can include it in my story?
With best wishes,
Pippa Moorehouse
School Times reporter
Seite 19
Your Turn 4
Teacher’s Guide
2
Dear Pippa,
The fire service have still not completed their investigations, I am afraid. I will let you know
when there is any news.
Clare Griffths
Head teacher
3
Dear Mrs Griffiths,
Thank you for saying that you will let me know when there is any news. Is there any ‘quote’
you can give me for my article?
Pippa Moorehouse
4
Dear Pippa,
If you want a quote, just say that ‘The fire service are still working on their investigations’.
Clare Griffths
Head teacher
5
Dear Mrs Griffiths,
But I heard that Asif has been suspended from the school because they say there’s a film
about him.
Pippa Moorehouse
6
Dear Pippa,
I don’t want to make any comment about any individual student, Pippa, and I must make it
clear: you must not mention the student by name.
Clare Griffths
Head teacher
((Ex 2)) School times: episode 7
((Ex 2a))
Pippa:
Asif:
Pippa:
Asif:
Pippa:
Asif:
Pippa:
Asif:
Pippa:
Asif:
Pippa:
Asif:
Hi Asif.
Hi. You’re Pippa, right? I’ve seen you around.
I’m quite difficult to miss, I think!
No, well yes, OK. I guess so.
It’s OK. I don’t mind
Phew! That’s a good thing.
How are you enjoying it here?
OK, I guess. I miss my family – all my uncles and aunts and my cousins in
Pakistan.
Asif?
Yes?
You had a, well a sort of, well the beginning of, I mean on your chin, I mean...oh I
wish I hadn’t started this.
Oh, I know what you’re talking about! I had a bit of a beard but they made me shave
Seite 20
Your Turn 4
Teacher’s Guide
Pippa:
Asif:
Pippa:
Asif:
Pippa:
Asif:
Pippa:
Asif:
Pippa:
Asif:
Pippa:
Asif:
Pippa:
Tracy:
Pippa:
Tracy:
Pippa :
Tracy:
Asif :
Tracy:
Pippa:
Asif:
Drew:
Asif:
Drew:
Pippa:
Drew:
Asif:
Drew:
Pippa:
Drew:
Libby:
Asif:
Drew:
Asif:
Drew:
Andy:
Drew:
Tracy:
Drew:
Asif:
Libby:
Pippa:
Drew:
it off. Against school rules.
That’s silly. But apart from that things are OK?
Yeah. People are nice to me, mostly.
What do you mean, mostly?
Well, like Andy, you know, and Tracy. Andy usually sits next to me in the lessons in
the workshop.
Andy and Tracy?
But that guy Drew! He’s a nightmare.
Is he? What’s horrible about him?
Well, he just goes on about me coming from Pakistan, being different, that kind of
thing. And his friend Libby is just as bad.
That’s not fair.
And just imagine what he would do if I said things about his family or where he
comes from. He wouldn’t like that.
No. He wouldn’t like that.
It’s just so silly. I mean it doesn’t matter where anyone is from, does it?
No.
Hi Pippa.
Hi Tracy.
This is Andy, Pippa. I think you may have met him before?
Yeah.
Oh. You two!
I was just saying to Pippa that it doesn’t matter where –
Don’t look now, but here comes Drew with his gang.
I think I’ll go.
No, wait a minute you guys, OK?
Well, if it isn’t Asif!
Oh, hello Drew. What nice things have you come to say to me today?
Oh, you wouldn’t believe how nice they are. They’re very nice.
Drew, stop it. OK?
Yes, I’ll stop it. Of course I will. I’m nice, me. But first ask your friend here about the
fire in the school hall.
I don’t know anything about the fire.
Oh no? Well what about the film, then?
What film?
What film? What film? You tell them Libby
The film on the Internet. The one of Asif. He’s going into the hall. Into the back door.
And then he’s coming out. And then the hall is on fire. That film.
What are you talking about?
You’re all terrorists, you are. You and your lot.
Who exactly do you mean by ‘you’?
You know exactly who I mean.
Hey Drew, cut it out. You have no right to say that.
Oh dear, Andy the angel is upset. You tell him Tracy.
No. No, I won’t. Andy’s right. You have no right to speak to Asif like that. He’s done
nothing wrong.
Asif? Nothing wrong. As if. You want to know who set that fire, ask him.
What are you talking about? What have you got against me anyway?
What is Drew talking about? Just look at the video. On the Internet. Of you. Walking
into the school hall. You did it! You set that fire in the school hall.
I don’t believe it. I don’t believe a word of it.
You don’t have to BELIEVE it. Just watch the video.
Seite 21
Your Turn 4
Teacher’s Guide
Asif:
But I didn’t do anything. There can’t be a video.
Andy:
Pippa went off with Asif. It’s like they’re best friends or something. She hardly
looked at me.
Well, you hardly looked at her.
Come on. Let’s look at this film Drew’s talking about. I’ll just press play.
Tracy:
Andy:
Tracy:
Andy:
Look, there’s the playground.
Yes, and there’s Asif. He’s carrying a bag. Yeah, he’s walking towards the school
hall.
Tracy:
Andy:
Tracy:
What’s happening?
Something wrong with the film?
No, it’s OK. Look. There he is. He’s going into the hall. He doesn’t look very happy.
Andy:
Tracy:
Andy:
Hey look. The fire!
Yeah. I wish the camera wasn’t so shaky.
And Asif! Look, he’s walking past the hall. His bag looks empty. He looks really
unhappy.
Oh no. Perhaps Drew was right. It WAS Asif. Asif set the fire.
Tracy:
((Hörtext endet))
1 He has noticed Pippa before this conversation takes place. – Asif
2 He is sad because he doesn’t see his relations every day. – Asif
3 He had a small beard. – Asif
4 They told him that he couldn’t have a beard. – The school authorities
5 He says there’s a film of Asif on the Internet. – Libby
6 She explains what the film is about. – Libby
7 They say that Asif started the fire in the school hall. – Drew, Tracy
8 He tells Pippa to watch the video. – Drew
9 He complains that Pippa didn’t pay any attention to him. – Andy
10 They watch the video together. – Andy, Tracy
11 She isn’t sure whether Asif started the fire. – Tracy
((Ex 2b)) Wenn Sie die Zuordnung vorgenommen haben, lassen Sie die Sprechblasen im
Cartoon auf S. 97 mit den Alternativphrasen umformulieren.
Leistungsstarke Gruppen lassen Sie weitere Situationen finden, in denen diese Phrasen
verwendet werden können.
1 Cut it out. – (e) Stop talking like that.
2 He just goes on about (me coming from Pakistan). – (b) He never stops.
3 He’s a nightmare. – (a) A difficult, unpleasant or frightening person.
4 I don’t believe a word of it. – (d) It’s complete rubbish in my opinion.
5 I’ve seen you around. – (c) I have noticed you before.
6 You have no right to say that. – (f) Your words are completely unfair.
((Ex 3)) The School Hall fire
Erläutern Sie den Begriff “arson”, bevor Sie die Schüler/innen diesen Text lesen lassen.
Mistake 1: The investigations have not been finished.
Seite 22
Your Turn 4
Teacher’s Guide
Mistake 2: Not everybody is sure that the student on the film started the fire.
Mistake 3: The school hall was not made of wood, it was made of steel and glass.
((Ex 4)) Acting
Lassen Sie die Szenen gründlich vorbereiten, bevor die Schüler/innen sie vorspielen. Weisen
Sie besonders auf die richtige Intonation hin. Dazu kann es nützlich sein, einzelne Passagen
der Hörübung noch einmal vorzuspielen.
Unit 12C, Reading and writing: a description, Textbook S. 98-99
((Ex 1)) Three paintings
Bilder:
Grant Wood: American Gothic, 1930
Lorenzo Baldissera Tiepolo: An elegant couple from Madrid, 1770
Jan van Eyk: The Arnolfini portrait, 1494
The Arnolfini portrait is described in the text.
((Ex 1b)) ((Schlüsselsymbol))
a description of the people a description of their clothes questions about the picture the dog’s name x
what they had for breakfast x
the people’s ages the people’s names x
the writer’s opinion things in the room ((Ex 1c)) ((Schlüsselsymbol))
1 Grant Wood used his sister and his dentist as his models. – American Gothic
2 The woman is wearing a long head and shoulder covering. – An elegant couple from
Madrid
3 The man has a pitchfork. – American Gothic
4 The man is wearing a collarless shirt and a black jacket. – American Gothic
5 The man is holding a ten-string guitar. – An elegant couple from Madrid
6 The portrait of the people was painted in 1770. – An elegant couple from Madrid
7 The woman is wearing a brooch. – American Gothic
8 Wood’s painting was done in 1930. – American Gothic
((Ex 2)) Portfolio writing
Erläutern Sie die Vorgangsweise genau: Es geht bei dieser gelenkten Schreibübung darum,
dass die Schüler/innen die aus dem Text und aus den weiteren Übungen bekannten
Wendungen und die Satzanfänge aus dieser Übung kombinieren. Das Endergebnis sollte ein
Text sein, der in etwa dem Text auf S. 98 entspricht. Stellen Sie dabei auch klar, dass es
nicht das Ziel dieser Übung ist, dass die Schüler/innen frei schreiben.
Seite 23
Your Turn 4
Teacher’s Guide
((Ex 3)) The phonemic alphabet
((Ex 3a)) Weisen Sie hier besonders auf die Kennzeichnung der stark bzw. mittelstark
betonten Silben hin (starke Betonung: ' und mittelstarke Betonung: ´ ).
1 sealed container
2 left-handed
3 bear cub
4 fire alarm
5 mosquito repellent
6 charity bike ride
((Ex 3b)) Lassen Sie die Wörter auch nachsprechen, wenn Sie sie anhören.
1 sealed container
2 left-handed
3 bear cub
4 fire alarm
5 mosquito repellent
6 charity bike ride
((Hörtext endet))
((Ex 4)) ((Schlüsselsymbol))
cellphone (AE) – mobile phone (BE)
garbage (AE) – rubbish (BE)
shopping centre (BE) – shopping center (AE)
Unit 12D, Language practice, Textbook S. 100-101
((Ex 1)) Different lives
1 ‘Lines’ are the words of a play. – T
2 Actors often practise their parts just once. – F
3 Actors who play the main part often have to be good-looking. – T
4 All actors have to be good-looking. – F
5 ‘Doctor Who’ is an actor in a TV series. – F
6 Suzanne is happy that she can be a princess. – F
7 Suzanne would like to do different kinds of acting. – T
8 In an audition, actors have to try and show that they are good actors. – T
9 Many actors are lazy – they spend all their time doing nothing. – F
10 Matt Smith has just got a fantastic new job. – T
11 Resting means not acting – but doing a different job. – T
12 She’s a real princess and her name is Suzanne. – F
((Ex 1b)) Hier gibt es die verschiedensten Unterschiede und Ähnlichkeiten. Gehen Sie
einerseits von den Beschreibungen im Text aus, andererseits von den Beispielen.
Seite 24
Your Turn 4
Teacher’s Guide
Beispiele:
Ballet dancers perform on stage. Actors perform on stage too.
Hairdressers don’t have to remember lines. Actors must remember their lines.
((Ex 2)) Angels or devils?
Mit der angegebenen Struktur bilden die Schüler/innen in Gruppen Sätze nach den
Mustersätzen.
((Ex 3)) Memory game
Diese Übung lässt sich auch als Wettbewerb zwischen verschiedenen Gruppen in der Klasse
machen. Damit wird diese Übung unterhaltsamer.
((Ex 4)) Mini-test
1 Do I need (c) to wear a helmet?
2 I wish I (a) was older than I am.
3 I want to have (b) my teeth looked at.
4 We hope (b) that you will come again.
5 He wishes he (c) had studied harder for yesterday’s exam.
Unit 12E, Speaking, Textbook S. 102
((Ex 1)) Looking back – do you have a good memory?
Wählen Sie eine Jury aus Schülerinnen/Schülern für jedes Kapitel aus, die die Aussagen der
Mitschüler/innen auf ihre Richtigkeit prüft.
Den zweiten Teil der Aufgabenstellung machen die Schüler/innen in Form von Mindmaps.
Diese Mindmaps werden gesammelt und dienen dann der Schularbeitsvorbereitung.
((Ex 2)) Speaking: never-ending discussion
((Ex 2a)) Lassen Sie hier weitere Fragen finden.
Beispiele:
How much do computer games cost on average?
How much would you spend to get one?
What do your parents say about computer games?
((Ex 2b)) Die Sätze werden mit den Phrasen in der blauen Box gebildet.
((Ex 2c)) Die Schüler/innen bereiten Karten mit A (= agree) und D (= disagree) vor. Die
Diskussion verläuft wie im Beispiel ab. Lesen Sie gemeinsam diesen Wortwechsel, bevor die
Diskussion beginnt.
Unit 12, Big break: Writing corner,Workbook Achieve S. 95
((Ex 1)) Writing a picture description
((Ex 1 Step 1))
Identisch mit WB E Unit 12/Writing corner 1/1.
Seite 25
Your Turn 4
Teacher’s Guide
This is a modern black and white drawing. You can’t see many details and the people are
black silhouettes – you can’t see their faces and you can’t even say if they are men or women.
The picture shows a scene from a city park. It must be a big city because in the background
you can see some tall buildings. In the park there are some trees and park benches. There are
three people in the park. The person in the foreground is jogging, the person on the right is
rollerblading and the person in the background is riding a bike. I think the person on
rollerblades is a woman and she is waiting for the jogger. I don’t like the picture because it’s
black and white and you can’t see the people’s faces.
((Hörtext endet))
1 the type of picture that is described
2 the main theme of the picture
3 the background of the picture
4 what the park is like
5 the people in the park
6 the speaker’s opinion of the picture
((Ex 1 Step 2))
Identisch mit WB E Unit 12/Writing corner 1/2.
Phrases that describe the type of picture
it’s a picture of
it’s a black and white drawing
the picture shows a scene from ...
it’s an image of ...
Phrases that describe where things are in a picture
on the left ...
on the right there is
in the background
in the right corner of the picture
in the foreground you can see ...
Phrases that describe people or what they are doing
they’re wearing jeans
he is playing with his dog
he is sitting on the ground
Phrases that give your opinion of the picture
I like the picture
In my opinion the picture is ...
I think they are in love
maybe they are ...
Maybe they ...
((Ex 1 Step 3))
Ähnlich WB E Unit 12/Writing corner 1/3.
Seite 26
Your Turn 4
Teacher’s Guide
The picture is a black and white drawing. It shows a scene from a park in a big city. In the
background we can see tall buildings. In the foreground there are two couples and a man
walking his dog. The man and the woman on the left are looking at each other. I think they
are in love. The other two people are sitting on the ground. In the background there are
several joggers.
((Ex 1 Step 4)) ((Schlüsselsymbol))
This picture shows people in a park in a big city.
In the foreground there is a woman. She’s playing with a dog.
On the left there are a man and a woman talking to each other.
On the right there is man with a dog.
In the background there are a few people playing games or running through the park and
further back there are some skyscrapers.
I think this could be Central Park in New York.
Unit 12, Big break: Reading corner, S. 96-97
((Ex 1)) Special events
((Ex 1a))
Ähnlich WB E Unit 12/Reading corner 1a.
2 Crazy competitions in Britain
((Ex 1b)) Ähnlich WB E Unit 12/Reading corner 1b.
1 to split – (c) to divide something into two or more parts
2 to gurn – (a) to make an ugly or ridiculous face
3 to float – (f) to stay on the surface (of water) without sinking
4 contestant – (b) someone who takes part in a competition
5 to be successful – (d) to manage to do what you wanted to
6 annual – (e) once a year
((Ex 1c)) Ähnlich WB E Unit 12/Reading corner 1c.
1a World Worm Charming Championship
2b Royal Shrovetide Football Match
3c make a garden fork vibrate
4 (1) You try to make the ugliest face you can. (2) You’re not allowed to use your hands. (3)
The jury chooses the ugliest face.
5c two days
((Ex 1d))
Identisch mit WB E Unit 12/Reading corner 1d.
Seite 27
Your Turn 4
Teacher’s Guide
Mike:
The World Worm Charming Championship is a fun event. Even children can take
part. This year’s winner caught 511 worms.
Hillary: The Royal Shrovetide Football Match has a very long tradition and the whole town
takes part.
Marilyn: I don’t understand why people want to take part in the World Gurning
Championship. They look terrible. And the winner is the person who makes the
ugliest face.
((Ex 1e))
Identisch mit WB E Unit 12/Reading corner 1e.
Die Schüler/innen benützen die Texte auf der vorigen Seite als Anregung, um diesen Text zu
schreiben. Das Ziel sollte hier sein, so viele Passagen wie möglich aus diesen Texten zu
übernehmen, um einen möglichst authentisch klingenden Text zu erstellen.
Challenge
Diese Aufgabe lassen Sie am besten mithilfe des Internets lösen. Als Suchbegriff verwenden
Sie beispielsweise „crazy competitions“.
Unit 12, Big break: Focus on form, Workbook Achieve S. 98-99
((Ex 1)) What do they need
Ähnlich WB E Unit 12/Focus on form 1.
1
A:
B:
A:
B:
What do I need to pack for our holiday?
You need to pack enough clothes for ten days. Don’t forget to take a pullover!
I haven’t got a warm jacket. Do I need to buy a new jacket?
No, you don’t. Your light jacket will be fine.
2
A: I’ve registered Fran for the swimming course. Can you take her there tomorrow?
B: Sure. Does she need to bring anything special?
A: No, she doesn’t. She only needs to bring a swimming costume and a towel.
((Ex 2)) Modal verbs
Identisch mit WB E Unit 12/Focus on form 2.
1
2
3
4
5
You needn’t help me if you’re tired. I can do this on my own.
Mum asked me to buy some bread. I mustn’t forget to go to the shops.
Dad asked me to buy some milk. I must remember to go to the shops.
Oh, thank you for the present, but you needn’t have bought anything, really!
You mustn’t let the dog run free. That’s not allowed in the park.
Seite 28
Your Turn 4
Teacher’s Guide
((Ex 3)) Modal verbs – present and past
1
2
3
I can’t go swimming with you – I must finish this maths homework today.
My teacher said I didn’t have to write another essay because my last one was so good.
Last week I had to practise a lot because I had an English test on Friday. This weekend I
needn’t do anything.
((Ex 4)) I was going to do it but then I didn’t!
1
2
3
4
I was going to tell you about it but then Carol came in.
I was going to do my homework but then I realised I had forgotten my English book.
I was going to feed the hamster but then my mother called me to dinner.
I was about to go to bed when you phoned me.
((Ex 5)) They’ll look different ...
Katja is going to have her nails painted.
Ben is going to have his hair cut.
Lily is going to have her hair dyed.
Charles is going to have his glasses made.
((Ex 6)) Hopes and wishes
I wish I wasn’t at school. I wish I was in Spain.
I hope this lesson will end soon.
1 I wish I hadn’t bought (buy) that stupid laptop. It’s much too heavy.
2 They won’t let me into the cinema for the film, I wish I were older.
3 This is a wonderful sight. I wish I had brought my camera with me.
4 I’ve lost my watch. I hope I will get it back again.
5 I’ve eaten all the ice cream. I hope Mum won’t notice.
((Ex 7)) Giving opinions
1
2
3
4
This story can’t be true! I’m sure it’s invented.
My brother’s getting married. – You must be joking! He’s only 17.
Why isn’t Jill at school? – I don’t know. She might be ill.
Have we got any chocolate left? – Hmm, there could be some in my cupboard but I’m
not sure. Dad might have found it already.
Seite 29
Your Turn 4
Teacher’s Guide
((Ex 8)) Opinions about things that happened in the past
Ähnlich WB E Unit 12/Focus on form 8.
1
2
3
4
You can’t have seen Sue in town. She was at home the whole day.
Are you sure you saw that famous singer? He was quite far away. It might have been
someone else.
Where’s my mobile phone? Oh no! I must have left it at the café! We must go back and
get it right away.
Who took my chocolate? – You’ll never find out. It could have been anybody.
Unit 12, Big break: Working towards the standards, Workbook Achieve, S. 100101
((Ex 1)) Who’s who?
Identisch mit WB E Unit 12/Working towards the standards 1.
A: Who is that blonde woman?
B: Which one?
A: The one with wavy hair. She’s quite thin…
B: Ah, that’s Anna.
B: That’s Belinda over there. At least I think that’s her.
A: Belinda? I don’t think I know her. What does she look like?
B: She’s a well-built, fair-skinned woman with wavy hair.
A: Oh, yes, I think I can see her. Do you want to go over?
B: No, I’ll say hello later.
A: Have you met Charlie already? I think you two would get on well.
B: Who is he?
A: She! She’s a dark skinned woman, I’d say... medium height.
B: I thought that was Nicole.
A: No, no Charlie’s quite well built. Nicole is very thin and she’s got curly hair.
B: No, I don’t think I’ve met Charlie.
B: Who is that woman over there?
A: The thin brunette?
B: No, the one that’s dark-skinned with dark hair.
A: Do you mean the one with the spiky hair? That’s….
B: No, the other one, with the long, straight, really dark hair.
A: Ah, that’s Debbie. She’s very nice.
((Hörtext endet))
From left to right:
1 Debbie
2 – no suitable description
3 Belinda
4 Charlie
5 Anna
Seite 30
Your Turn 4
Teacher’s Guide
((Ex 2)) Park rules
Ähnlich WB E Unit 12/Working towards the standards 2.
1c take your dog with you
2c go for a walk
3b marked areas
((Ex 3)) Do you think it’s true?
Bei diesen Übungen kommt es auch darauf an, dass die beiden Gesprächspartner/innen die
Aufgabe gemeinsam bewältigen. D. h. sie müssen einander die Möglichkeit geben, am
Gespräch gleichberechtigt teilzunehmen. Weisen Sie Ihre Schüler/innen auf diesen wichtigen
Umstand hin.
((Ex 4)) Animal attack
Achten Sie hier genau auf die Wortanzahl, da Schüler/innen, die die Wortanzahl deutlich
überschreiten, bei den Bildungsstandardstests in der Beurteilung benachteiligt sind.
Unit 12, Big break: Try it out!, Workbook Achieve S. 102
The Your Turn Magic Trick
Identisch mit WB E Unit 12/The Your Turn Magic Trick.
Bevor Sie diesen Trick erklären bzw. lesen lassen, zeigen Sie dieses Experiment vor und
lassen die Schüler/innen raten bzw. erklären, wie der Trick gemacht wurde.
The Your Turn Experiment
Identisch mit WB E Unit 12/The Your Turn Experiment.
Dieser Text dient dazu, naturwissenschaftliche Informationen zu vermitteln. Lassen Sie
typische Wendungen und Vokabeln mit einem Marker anstreichen.
Unit 12, Big break: Writing corner, Workbook Excel S. 94
((Ex 1)) Writing a picture description
((Ex 1 Step 1))
Identisch mit WB A Unit 12/Writing corner 1/1.
This is a modern black and white drawing. You can’t see many details and the people are
black silhouettes – you can’t see their faces and you can’t even say if they are men or women.
The picture shows a scene from a city park. It must be a big city because in the background
you can see some tall buildings. In the park there are some trees and park benches. There are
three people in the park. The person in the foreground is jogging, the person on the right is
rollerblading and the person in the background is riding a bike. I think the person on
Seite 31
Your Turn 4
Teacher’s Guide
rollerblades is a woman and she is waiting for the jogger. I don’t like the picture because it’s
black and white and you can’t see the people’s faces.
((Hörtext endet))
1 the type of picture that is described
2 the main theme of the picture
3 the background of the picture
4 what the park is like
5 the people in the park
6 the speaker’s opinion of the picture
((Ex 1 Step 2))
Identisch mit WB A Unit 12/Writing corner 1/2.
Phrases that describe the type of picture
it’s a picture of
it’s a black and white drawing
the picture shows a scene from ...
it’s an image of ...
Phrases that describe where things are in a picture
on the left ...
on the right there is
in the background
in the right corner of the picture
in the foreground you can see ...
Phrases that describe people or what they are doing
they’re wearing jeans
he is playing with his dog
he is sitting on the ground
Phrases that give your opinion of the picture
I like the picture
In my opinion the picture is ...
I think they are in love
maybe they are ...
Maybe they ...
((Ex 1 Step 3))
Ähnlich WB A Unit 12/Writing corner 1/3.
The picture is a black and white drawing. It shows a scene from a park in a big city. In the
background we can see tall buildings. In the foreground you can see two couples, and a
man walking his dog. The man and the woman on the left are hugging and looking at each
other. I think they are in love. The other two people are sitting on the ground. In the
background there are several joggers.
Seite 32
Your Turn 4
Teacher’s Guide
((Ex 1 Step 4)) ((Schlüsselsymbol))
This picture shows people at a party.
In the background there is a man playing with a dog.
On the right there is a woman sitting on a sofa watching television and there is a man
standing behind her.
In the background there are a few people dancing and some children playing on a sofa.
There is also a man with a bottle in his hand walking around and filling the glasses of the
guests.
In the background there are two big windows with curtains and a picture on the wall.
Unit 12, Big break: Reading corner, Workbook Excel S. 95-96
((Ex 1)) Special events
((Ex 1a))
Ähnlich WB A Unit 12/Reading corner 1a.
2 Crazy competitions in Britain
((Ex 1b))
Ähnlich WB A Unit 12/Reading corner 1b.
1 to insert – (d) to put one thing inside another thing
2 to split – (c) to divide something into two or more parts
3 to gurn – (a) to make an ugly or ridiculous face
4 to float – (g) to stay on the surface (of water) without sinking
5 contestant – (b) someone who takes part in a competition
6 to be successful – (e) to manage to do what you wanted to
7 annual – (f) once a year
((Ex 1c))
Ähnlich WB A Unit 12/Reading corner 1c.
1 World Worm Charming Championship
2 Royal Shrovetide Football Match
3 make a garden fork vibrate
4 (1) You’re not allowed to use your hands. (2) You try to make an ugly and grotesque face.
(3) The jury chooses the ugliest face.
5 two days
((Ex 1d))
Identisch mit WB A Unit 12/Reading corner 1d.
Seite 33
Your Turn 4
Teacher’s Guide
Mike:
The World Worm Charming Championship is a fun event. Even children can take
part. This year’s winner caught 511 worms.
Hillary: The Royal Shrovetide Football Match has a very old tradition and the whole town
takes part.
Marilyn: I don’t understand why people want to take part in the World Gurning
Championship. They look terrible. And the winner is the person who makes the
ugliest face.
((Ex 1e))
Identisch mit WB A Unit 12/Reading corner 1e.
Die Schüler/innen benützen die Texte auf der vorigen Seite als Anregung, um diesen Text zu
schreiben. Das Ziel sollte hier sein, so viele Passagen wie möglich aus diesen Texten zu
übernehmen, um einen möglichst authentisch klingenden Text zu erstellen.
Challenge
Diese Aufgabe lassen Sie am besten mithilfe des Internets lösen. Als Suchbegriff verwenden
Sie beispielsweise „crazy competitions“.
Unit 12, Big break: Focus on form, Workbook Excel S. 97-98
((Ex 1)) What do they need
Ähnlich WB A Unit 12/Focus on form 1.
1
A:
B:
A:
B:
What do I need to pack for our holiday?
You need to pack enough clothes for ten days. Don’t forget to take a pullover!
I haven’t got a warm jacket. Do I need to buy a new jacket?
No, you don’t. Your light jacket will be fine.
2
A: I’ve registered Fran for the swimming course. Can you take her there tomorrow?
B: Sure. Does she need to bring anything special?
A: No, she doesn’t. She only needs to bring a swimming costume and a towel.
((Ex 2)) Modal verbs
1
2
3
4
Mum asked me to buy some bread. I mustn’t forget to go to the shops.
Dad asked me to buy some milk. I must remember to go to the shops.
Oh, thank you for the present, but you needn’t have bought anything, really!
You mustn’t let the dog run free. That’s not allowed in the park.
((Ex 3)) Modal verbs – present and past
Identisch mit WB A Unit 12/Focus on form 3.
Seite 34
Your Turn 4
Teacher’s Guide
1
2
3
I can’t go swimming with you – I must finish this maths homework today.
My teacher said I didn’t have to write another essay because my last one was so good.
Last week I had to practise a lot because I had an English test on Friday. This weekend I
needn’t do anything.
((Ex 4)) I was going to do it but then I didn’t!
1
2
3
4
I was going to tell you about it but then Carol came in.
I was going to do my homework but then I realised I had forgotten my English book.
I was going to feed the hamster but then my mother called me to dinner.
I was about to go to bed when you phoned me.
((Ex 5)) They’ll look different ...
Katja is going to have her nails painted.
Ben is going to have his hair cut.
Lily is going to have her hair dyed.
Charles is going to have his glasses made.
((Ex 6)) Hopes and wishes
I wish I wasn’t at school. I wish I was in Spain.
I hope this lesson will end soon.
1 I wish I hadn’t bought (buy) that stupid laptop. It’s much too heavy.
2 They won’t let me into the cinema for the film, I wish I were older.
3 This is a wonderful sight. I wish I had brought my camera with me.
4 I’ve lost my watch. I hope I will get it back again.
5 I’ve eaten all the ice cream. I hope Mum won’t notice.
((Ex 7)) Giving opinions
1
2
3
4
This story can’t be true! I’m sure it’s invented.
My brother’s getting married. – You must be joking! He’s only 17.
Why isn’t Jill at school? – I don’t know. She might be ill.
Have we got any chocolate left? – Hmm, there could be some in my cupboard but I’m
not sure. Dad might have found it already.
((Ex 8)) Opinions about things that happened in the past
1
You can’t have seen Sue in town. She was at home the whole day.
Seite 35
Your Turn 4
Teacher’s Guide
2
3
4
Are you sure you saw that famous singer? He was quite far away. It might have been
someone else.
Where’s my mobile phone? Oh no! I must have left it at the café! We must go back and
get it right away.
Who took my chocolate? – You’ll never find out. It could have been anybody.
Unit 12, Big break: Working towards the standards, Workbook Excel S. 99-100
((Ex 1)) Who’s who?
Identisch mit WB A Unit 12/Working towards the standards 1.
A: Who is that blonde woman?
B: Which one?
A: The one with wavy hair. She’s quite thin…
B: Ah, that’s Anna.
B: That’s Belinda over there. At least I think that’s her.
A: Belinda? I don’t think I know her. What does she look like?
B: She’s a well-built, fair-skinned woman with wavy hair.
A: Oh, yes, I think I can see her. Do you want to go over?
B: No, I’ll say hello later.
A: Have you met Charlie already? I think you two would get on well.
B: Who is he?
A: She! She’s a dark skinned woman, I’d say... medium height.
B: I thought that was Nicole.
A: No, no Charlie’s quite well built. Nicole is very thin and she’s got curly hair.
B: No, I don’t think I’ve met Charlie.
B: Who is that woman over there?
A: The thin brunette?
B: No, the one that’s dark-skinned with dark hair.
A: Do you mean the one with the spiky hair? That’s….
B: No, the other one, with the long, straight, really dark hair.
A: Ah, that’s Debbie. She’s very nice.
((Hörtext endet))
From left to right:
1 Debbie
2 – no suitable description
3 Belinda
4 Charlie
5 Anna
((Ex 2)) Park rules
Ähnlich WB A Unit 12/Working towards the standards 2.
Seite 36
Your Turn 4
Teacher’s Guide
1c take your dog with you
2c use your mobile phone
3b marked areas
4b You are allowed to cook on a gas cooker.
((Ex 3)) Do you think it’s true?
Bei diesen Übungen kommt es auch darauf an, dass die beiden Gesprächspartner/innen die
Aufgabe gemeinsam bewältigen. D. h. sie müssen einander die Möglichkeit geben, am
Gespräch gleichberechtigt teilzunehmen. Weisen Sie Ihre Schüler/innen auf diesen wichtigen
Umstand hin.
((Ex 4)) Animal attack
Achten Sie hier genau auf die Wortanzahl, da Schüler/innen, die die Wortanzahl deutlich
überschreiten, bei den Bildungsstandardstests in der Beurteilung benachteiligt sind.
Unit 12, Big break: Try it out!, Workbook Excel S. 101
The Your Turn Magic Trick
Identisch mit WB A Unit 12/The Your Turn Magic Trick.
Bevor Sie diesen Trick erklären bzw. lesen lassen, zeigen Sie dieses Experiment vor und
lassen die Schüler/innen raten bzw. erklären, wie der Trick gemacht wurde.
The Your Turn Experiment
Identisch mit WB A Unit 12/The Your Turn Experiment.
Dieser Text dient dazu, naturwissenschaftliche Informationen zu vermitteln. Lassen Sie
typische Wendungen und Vokabeln mit einem Marker anstreichen.
Seite 37

Your Turn 4 Teacher`s Guide

Transcription

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