ODSEK Englisch Fördermappe Dalaa Asaad 2021-04-20 23-41-58

Fördermappe
von
Dalaa Asaad
Inhaltsverzeichnis
A day at the zoo 1
At London Zoo 3
A letter to an Agony Aunt 4
Lame excuses on the phone: Would YOU believe it? 6
Plans for a great weekend in London 7
We’re enjoying it 9
So many things to organise! 10
What’s up? 12
Jungle news – tell me about it 14
You are joking! 15
More than one! 16
The best teacher in the world 17
It was a long time ago 19
Preparing a birthday party 20
Listen to their music! 21
What to do? 22
What do you think? 24
Holiday fun 25
Fly away! 27
London – A City with Lots to See and Do! 28

V13.1 Name:
A day at the zoo

Yesterday Jeremy was at the zoo
with his class. Back at school he
has to do a quiz about some of the
animals. Can you help him?
Put the letters of the words in the box in the right order to find the names of the
animals. Then match them with the information given below.
RONGOKAA – RIGET – FIRAGEF – RAZEB – TALEPHEN – IROLLAG
from: colour: food: interesting about it:

orange-brown,
1. Asia meat wild, dangerous
white, dark stripes
TIGER
biggest monkey in the
2. Africa black plants, fruit, eggs
world
strong tail and back

3. Australia grey/brown grass, leaves legs, jumps, carries ba-
by in a pouch
black and white

4. Africa grass, leaves looks a bit like a horse
stripes
yellow with big fast, very tall!, very

5. Africa grass, leaves
brown spots long legs and neck
plants, fruit, very big, long trunk,

6. India or Africa grey
vegetables clever
Here is help: (to) match: zuordnen below: unten

stripe: Streifen plant: Pflanze meat: Fleisch
leaf/ leaves (Pl.): Blatt/Blätter (am Baum) tail: Schwanz
spot: Punkt, Fleck (Muster) neck: Hals pouch: Beutel
trunk: Rüssel
Kompetenz: Kann Wörter aus dem Grundwortschatz „pets and animals“ Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
verstehen und verwenden. Autorin: Silke Bilet 1
V13.1 Name:
Now Jeremy has to write a text about two of the animals. Check the information
again and fill in the missing words for him:
1. My favourite animal is the elephant. It lives in or in

. Its colour is and it is very
. Elephants have got long
and they are very animals. They don’t eat meat,
but , and .
2. Giraffes can be about 5 metres . Because of their long

they can run very . They have got
very long , too. They live in and they
are with big brown .
Giraffes eat and .
Ich habe zirka Minuten gebraucht. Das kann ich super gut ein bisschen noch nicht so gut
V13.2 Name:
At London Zoo
On the last day of the summer holidays Mr 3
and Mrs Batson and their children Charlie 2 P
and Sharon went on a tour through London H
Zoo. 1 6 L O 4
The children wanted to test their knowledge
G E
about some of the animals at the zoo and
filled in a crossword puzzle at the beginning I
of the tour. 7 C R 5
Do you know all the names of the animals? A S
F
F 8 K
E
9 S
down: across:
1. This animal lives in Africa, has got four 6. People call this animal the “king” of
very long legs and a very long neck. animals. It is yellow, lives in Africa and
2. This animal comes from Africa, too, is eats meat.
very fat and has short legs. It lives in the 7. This animal is a reptile and is very dan-
water. Its name is very long, so many gerous. It has a long tail, a big mouth with
people use a short form of the name. For strong jaws and many teeth and lives in
the puzzle you need the long form! South America mostly in the water.
3. This animal is a bird. It comes from the 8. This animal is from Australia. It is grey
Antarctic, has black and white feathers and lives in trees. It eats eucalyptus and
and eats fish. People like it very much people say that it’s very cute because it
because it’s so cute. looks like a teddy bear.
4. This is a very clever animal and one of 9. This animal is very small, has got eight
the biggest in the world. Its colour is grey legs and is sometimes dangerous. Many
and it has big ears and a long trunk. people hate it. You find it all over the
5. This animal is very special because it world. It eats insects.
doesn’t have any legs. It is very long and
thin and eats mice and other small
animals. Some types of this animal are
dangerous because they are poisonous.
Here is help: knowledge: Wissen, Kenntnis insects: Insekten

Antarctic: Antarktis feather: Feder (vom Vogel)
cute: niedlich trunk: Rüssel poisonous: giftig
reptile: Reptil jaw: Kiefer, Gebiss
W32.3 Name:
A letter to an Agony Aunt

Some children have problems and don’t know anybody they can talk to because their parents
don’t understand them and their friends just laugh at them. So they write a letter to an agony
aunt to ask for help.
In the following letter Janet writes about a girl in her form who is bullied by other children
and is very unhappy:
Read Janet’s letter to the Agony Aunt.
Camden Town, 3rd June 2009

Dear Agony Aunt,
I’m writing to you because I need your help.
Lisa, a girl in my form, is overweight and very bad at sports. That’s why a
group of other children in our form bullies her. They call her bad names,
take away her things and sometimes they even push and hit her when the
teachers aren’t around.
I think that this is very unfair. Last week I tried to help her, when I saw
that the others hit her and she fell on the ground and cried.
But there is a big problem: this group of pupils is very strong and all the
other children in my form are afraid of them.
So when Timothy, the boss of the group, saw me talk to Lisa he just said:
“Be careful and don’t tell the teachers or we’ll hit you, too!”
What can I do? I’m a bit afraid, too, but somebody must be on Lisa’s
side!
Have you got any ideas? Please help me.
Yours,
Janet (14)
Here is help:
form: Klasse agony aunt: die Kummerkastentante
that’s why: deshalb, aus dem Grund (to) laugh at s.b.: jmd. auslachen
(to) bully s.b.: jmd. mobben (to) call s.b. names: jmd. beschimpfen
(to) push s.b.: jmd. schubsen (to) know: kennen, wissen
about: über overweight: übergewichtig
Kompetenz: Kann eine einfache persönliche E-Mail/Postkarte nach Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
Vorlage schreiben. Autorin: Silke Bilet 4
W32.3 Name:
Write the agony aunt’s answer to Janet. Here are some ideas:
thanks for letter – good you write – bullying big problem – Lisa needs help –
do something against bullying – group must understand: what they do is wrong –
try to ask other pupils for help, together you are strong –
ask teachers or parents for help – good luck
Briefe schreiben
Die folgenden Dinge sollten in einem Brief nicht fehlen:
– Ort und Datum rechts oben
– Anrede (Dear …)
– Nennen, worum es gehen wird oder/und für vorigen Brief
bedanken (Thank you for your letter.)
– Grußformel am Ende (Love, [Name] oder Yours, [Name])
Camden Town, 10th June 2009
Dear Janet,
Yours, Agony Aunt
Kompetenz: Kann eine einfache persönliche E-Mail/Postkarte nach Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
Vorlage schreiben. Autorin: Silke Bilet 5
G53.1 Name:
Lame excuses on the phone. Would YOU believe it?
Das Verb “be”

I am
you are
he/ she/ it is
we are
you are
Read the following excuses that people use if they they are
don’t want to do certain things and fill in am, are, is.
Sorry, I can’t come…
• I am just doing my homework.
• My mother just cleaning the house and I must help.

• I reading Harry Potter and can’t stop because it’s so exciting.
• My grandmother is here and we playing computer games.
• I cleaning my room because I can’t find my mobile.
• My father just washing his car and I must help.
• I watching a football match on TV.
• My dog having a fight with the neighbour’s cat. I must separate them.
Remember:
Das present progressive ist die Verlaufsform der Gegenwart.
Es wird beschrieben, was gerade stattfindet.
Die Zeitform wird gebildet mit am/are/is + ing-Verb.
Beispiele:
I can’t help you, I am watching TV.
Excuse me, but you are eating my sandwich.
I can’t believe it! Is she really eating my cake?!
Please wait, we are just feeding the dogs.
Here is help:
(to) believe: glauben (to) be: sein lame: lahm excuse: Entschuldigung
certain things: bestimmte Dinge exciting: aufregend
mobile: hier: Mobiltelefon (to) separate: trennen
Kompetenz: Kann present progressive bilden und verwenden. Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
Autor: Herbert Debus 6
G71.1 Name:
Plans for a great weekend in London
Read the following information on how to use the “going to” future.
Remember:
Mit going to können wir eine Absicht bzw. einen Plan für die Zukunft
ausdrücken.
Es gibt verschiedene Satzarten und Formen:
1. Aussagesätze: I am going to stay in London next weekend.
You are going to stay in London next weekend.
He/She is going to stay in London next weekend.
It is going to catch the mouse.
We are going to stay in London next weekend.
You are going to stay in London next weekend.
They are going to stay in London next weekend.
2. Fragesätze: What am I going to do?
Are you going to come to the cinema?
3. Verneinung: I am not going to stay in a hotel.
He is not going to visit the Queen.
We are not going to swim in the River Thames.
4. Short forms: I’m going to = I am going to
you’re = you are
he’s/she’s/it’s = he is/she is/it is
we’re = we are
you’re = you are
they’re = they are
Read the text. Underline going to + verb in the following sentences.

Lisa from Germany is calling her friend Jette in Co-
penhagen to tell her about her plans for her next
weekend in London. They speak English with each
other because Lisa can’t speak Danish and Jette can
only speak a little German. Jette is going to visit Lon-
don in a few weeks so she is interested in all kinds of
information.
Lisa: “On Saturday morning I’m going to see a new
exhibition in the Natural History Museum: the new
Ice Station Antarctica. I’m going to take warm clothes
with me.
Kompetenz: Kann Zukunft mit „will/going to“ ausdrücken. Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
G71.1 Name:
After that my friends and I are going to bounce on space hoppers on the Millennium
Bridge. I think it’s great fun.
Later we’re going to have lunch in the Hard Rock Café.
Charlie’s going to discover another sight of London after that. He’s going to meet us at
Piccadilly Circus then and tell us all about it. The website www.derelictlondon.com has a
lot of information.
On Sunday I’m going to spend time at an art café. There I can choose and paint an object
while I’m eating and drinking. The cafés are called Art4fun. Go to www.art4fun.com for
more information.
In the evening I’m going to relax and watch TV. A wicked weekend!“
Here is help:
(to) visit: besuchen a few: einige all kinds of …: alle möglichen …
exhibition: Ausstellung (to) bounce: hüpfen space hoppers: Hüpfbälle
(to) discover: entdecken art: Kunst (to) choose: wählen
another sight: eine weitere Sehenswürdigkeit (to) meet: treffen
(to) spend time: Zeit verbringen while: während
wicked (umgangssprachlich): toll, klasse
What are your and your friends’ plans for the weekend? Write down six sentences.
My friend is going to… I’m going to...
My friend is going to
I’m going to
G53.2 Name:
We’re enjoying it!
A summer photograph
Match the sentences. Draw lines.
Look, here we are swimming ● volleyball with friends.
I am wearing ● in the sea.
My cousin is sitting ● a letter to her friend.
Mum and Dad are playing ● a mask and snorkel.
My sister is lying ● in our rubber boat.
She is writing ● on the beach.
Remember:
Das present progressive drückt aus, dass etwas gerade passiert.
Es wird mit am/is/are + der -ing Form des Verbs gebildet.
Verneinung: I’m not … /he isn’t … /we aren’t …-ing;
Frage: Are they /Is she …-ing?
Just asking
Fill in the correct form of the verb in questions and answers.
What (you/do) are you doing ? ➢ (I/read) I’m reading.
Where (Tom/go) ? ➢ (He/go) home.
Why (he/cry) ? ➢ (He/cry)
(he/laugh) ? ➢ (He/sing)
(you/joke) ? ➢ (I/have) fun.
What are you doing?

watch? – eat? –
You are on the beach and your friend is on the
play? – drink? – ...?
phone. Tell him/her four things that you are doing.
Example: I’m listening to my favourite songs on my mp3 player.
Here is help:
mask: hier: Taucherbrille snorkel: Schnorchel bug: Käfer
(to) joke: Witze machen rubber boat: Schlauchboot
Autorin: Ingrid Stevens 9
G25.1 Name:
So many things to organise!
Sharon and Michael want to prepare a show for the school party.
Check what they have to organise and what they don’t.
 a box for money  some make-up  much more food  a lot of cups and plates
 a lot of CDs  any chairs  the prices for some of the drinks
Sharon needs to find

She has to bring
Michael has to go and buy
He also has to bring
Michael still has to calculate
They don’t need to get
They don’t need
Remember:
a lot of und some benutzt man in Aussagesätzen;
in Fragen und bei Verneinungen steht much, many und any;
many = für zählbare Dinge,
much = für nicht zählbare Dinge (z. B. food)
Here is help:
quantifier: Mengenangabe room: hier: Platz (to) calculate: ausrechnen
Kompetenz: Kann Mengenangaben („some, any, much, many“) richtig Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
verwenden. Autorin: Ingrid Stevens 10
G25.1 Name:
How many? – A lot!

Fill in the right quantifier: many, much, some, any or a lot of.
A: How many children will come to the party?
B: Eighty perhaps, teachers are coming, too.
A: Teachers, I hope there won’t be of them!
B: No, only two or three, but if there aren’t – no party!
A: Too bad. There isn’t room on the dance floor.
B: Don’t worry, boys hate dancing.
What would you get for a school party? What wouldn’t you get much/many of?
Find two things with some and a lot of and two things with not much/not many.
I would get .
I wouldn’t get .
Here is help:
dance floor: Tanzfläche
G71.2 Name:
What’s up?
Remember:
Die Zukunft mit will + Verb kann
– für spontane Entschlüsse verwendet werden oder
– für Vermutungen und Erwartungen.
Beispiele
Look, there’s a parrot in the garden! – I will catch it!
Where’s my purse? – I’ll help you look for it.
Formen
I we
you you will call you back.
he/she/it they
Kurzformen
He’ll call you back. (will)
He won’t call you back. (will not)
Fragen
Will he call me back?
You are planning a day at a fun park with your friends. Complete the dialogue with
words from the box.
take my camera / ask my dad / find out / bring / ask my sister / check
Charlie: How much is the bus?

Sharon + Gillian: We will
find out/check .
Charlie: Maybe it is cheaper by train?
Sharon + Gillian: We
.
Charlie: I don’t know how much it costs.
Susan: I .
She went there last month.
Sharon: What about taking pictures?
Gillian: I .
Charlie: What about food and drink?
Sharon, Gillian and Susan: We some bagels and soft drinks.
Sharon: Who can pick us up in the evening?
Charlie: I .
G71.2 Name:
Remember:
Wir benutzen das will future, Jamie will probably
wenn wir wissen oder vermuten, open another
dass etwas geschehen wird. restaurant.
What can you say? Use the will future. Check the “Here is help” box.
a) You’ve missed the bus. You wanted to meet a friend to watch a film.
You say: “I think Joe and I will watch the film tomorrow.”
b) Your sister is afraid of spending her holidays in a summer camp.
You say: “Don’t be afraid, you will a lot of nice people.”
c) Your best friend is going on a class trip to London. He is afraid of the big city.
You say: “Don’t worry. You . You can take
a map with you.”
d) You have forgotten to buy a birthday present for your mum.
Your friend says: “She . She knows you love her.”
e) Your father has got a new job in another city.
You say: “I you, Daddy.”
Your dad says: “It for a long time.”
Here is help:
(to) meet: treffen (to) be afraid of: Angst haben vor
(to) spend: verbringen (to) get lost: sich verlaufen
map: Stadtplan (to) understand: Verständnis haben für etw.
another: eine andere (to) miss: vermissen
G21.1 Name:
Jungle news – tell me about it
Tarzan and his friends

What belongs together? Draw lines.
The little chimpanzee: ⚫ He calls her “Jane”.
The snake: ⚫ Tarzan feeds it with bananas.
His girlfriend: ⚫ Tarzan doesn’t trust it.
The first chimpanzee: ⚫ He lost them.
The tree house: ⚫ He protects it.
Tarzan’s parents: ⚫ Tarzan calls him “Cheetah”.
The jungle: ⚫ Tarzan built it as a home.
Remember:
Do you know Mowgli? Egal ob „wem?“
oder „wen?“ –
Fill in the missing pronoun for the object.
die englischen
him – us – him – them – me Pronomen für das
Objekt heißen:
1. Mowgli is a baby, when wolves find him in the jungle. me, you, him,
her, it, us, you,
2. Mother and Father Wolf are his parents and he loves .
them.
3. Baloo is Mowgli’s teacher and teaches about the jungle.
4. Kaa, the python says “Trust !”, but he wants to eat Mowgli.
5. “Come and play with !” say the monkeys and carry Mowgli away.
In your dream King Kong comes to visit you and he does not know what to do.
Tell him what is right – use pronouns.
Example: Can I tickle you? No, don’t tickle me!
Can I eat the trees? No, don’t .
What can I do with a football? You .
What do I call your mother? Dad? No, .
Is this cake for you and me? Yes, it is for .
Can I sit on your house? Please, don’t sit .
Here is help:
jungle: Dschungel (to) protect: schützen
(to) trust sb: jdm. vertrauen (to) tickle: kitzeln
Kompetenz: Kann Objektpronomen verwenden. Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
G53.3 Name:
You are joking!
Caroline and Emma are trying to scare each other.

Do you believe they tell the truth? ➔ Tick yes (). If you don’t ➔ Mark (X) no.
yes no
The wind is making strange sounds. 
The moon is hiding behind thick clouds.
A vampire is sitting on the old plum tree.
My grandparents are feeding werewolves.
The lights are going out in the street.
Two ghosts are climbing through the window.
I’m getting cold.
Remember:
Im present progressive steht, was gerade passiert.
Bildung: am/is/are + -ing Form des Verbs. Bei Verben, die im Infinitiv auf -p, -t,
-m, -n enden, wird oft der letzte Buchstabe verdoppelt, z. B. get ➔ getting
Verben auf -e: z. B. shake +ing ➔ -e fällt weg.
Verneinung: No, I’m not …-ing, he isn’t/we aren’t …-ing
Frage: Are they /Is she …-ing?
Katie’s Grandpa doesn’t understand Vicky’s questions.

Give his funny answers from the clues.
(I / not cut / glass → grass)
No, I’m not cutting the glass, I’m cutting the grass.
(I / not eat / bees → cheese)
(Grandma / not sit on / hair → chair)
(She / not make / mice → ice)
You’re in a crazy dreamland. Everybody is being strange.

Write two sentences about silly things that aren’t really happening.
Example: My cat is reading a book.
Here is help:
(to) scare: Angst machen plum: Pflaume bee: Biene
G14.1 Name:
More than one!
What are the irregular plural forms?

Match singular and plural forms. Draw lines.
mouse wives
child teeth
wife tomatoes
man women
woman mice
life shelves
tooth men
foot children
shelf lives
tomato feet
A silly story
Guess the word and fill in the correct ending.
In a big, big forest, there lived three little Remember:
tomato, potato und
mi __ __. The first mouse had four little pink
hero bilden den Plural
fe __ __. The second mouse had big tee__ __ in its mit der Endung -es,
fish und sheep sind in
very little mouth. The third mouse had a funny Singular und Plural
gleich.
voice. It said “baaa!”, like she __ __ do.
Your silly story

Two of each – use all the words for two and write a short silly story. house,
woman,
Start like this:
child,
In two old houses, there lived two old women. man,
knife,
They had
tomato,
fish,
box,
table,
dog
Here is help:
voice: Stimme baaa!: määäh!
Kompetenz: Kann unregelmäßige Pluralformen von Nomen bilden. Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
G52.1 Name:
The best teacher in the world

She is a very nice lady.
She always wears a funny hat.
She never shouts at you.
She helps whenever she can.
She always praises good work.
She sometimes reads stories to the class.
She is not very strict.
She is a perfect teacher.
Read the text above and underline the verbs in present tense.
Remember:
Mit der Zeitform simple present beschreiben wir
• Tatsachen: The polar bear lives at the North Pole.
• Gewohnheiten: I don’t like it but I usually get up at 7o’clock.
• regelmäßig vorkommende Ereignisse: I often play games with my friends.
Denk dran: He, she, it – das “s” muss mit!
Make a mind map: What makes a good teacher? Use ideas from the text and add
your own ideas.
is funny
a good teacher
praises good work
Kompetenz: Kann simple present bilden und verwenden. Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
G52.1 Name:
Write about your best teacher. Your mind map will help you. Use the words “al-
ways”, “sometimes”, “every day”, “often” and “never”. Check the “Here is help”-
box.
Achte auf die richtige

Satzstellung bei den
Häufigkeitsadverbien
sometimes, never,
always, often etc.:
Beim Verb „to be“
steht das Adverb
dahinter:
She is always on time.
Bei allen anderen Ver-
ben im Präsens steht es
vor dem Verb:
She always smiles.
Here is help:
sometimes: manchmal often: oft every day: jeden Tag always: immer
never: niemals (to) wear: tragen whenever: wann immer (to) praise: loben
(to) smile: lächeln (to) be strict: streng sein (to) be patient: geduldig sein
(to) be funny: lustig sein (to) give out homework: Hausaufgaben aufgeben
(to) listen to music: Musik hören (to) shout: schreien, brüllen
(to) prepare interesting lessons: interessante Stunden vorbereiten
(to) listen when there are problems: bei Problemen zuhören
Kompetenz: Kann simple present bilden und verwenden. Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
G62.1 Name:
It was a long time ago
What are the irregular simple past forms?

Match the infinitive with the simple past form. Draw lines.
be ● ● said
get ● ● fought Remember:
fight ● ● gave Unregelmäßige simple past Formen musst
say ● ● got du mitlernen. Wenn du unsicher bist, schau
hinten im Buch nach. Achtung bei was/were:
give ● ● was, were Frage: Was he/Were you …?
take ● ● caught Verneinung: I wasn’t/we weren’t …
catch ● ● spoke
think ● ● took
speak ● ● wrote
write ● ● thought
King Arthur and Vivian

Guess the word and fill in the correct ending.
e __
A long time ago, King Arthur liv __ d in Camelot. He ha __ a magic sword, Excalibur.
The Knights of the Round Table we __ __ his friends and they fou __ __ __ many
battles for Arthur. Merlin hel __ __ __ with his magic. Vivian wa __ the wise Lady of
the Lake. Some people thou __ __ __ that she was Arthur’s sister. She too __
Excalibur back, before Arthur di __ __ .
Robin Hood and his friends. Write three sentences about Robin Hood with the
words in the box. Use the simple past forms of the verbs. Start like this:
(be) + friends – (rob) + the rich – (help) + the poor – Sheriff + (fight) + against
A long time ago, Robin Hood lived in Sherwood Forest. Little John and
Friar Tuck
Here is help:
wise: klug, weise (to) adapt: anpassen (to) rob: hier: berauben
Kompetenz: Kann regelmäßige und unregelmäßige Formen des simple Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
past bilden. Autorin: Ingrid Stevens 19
G25.2 Name:
Preparing a birthday party
Making an apple cake

Remember:
Match the questions with the right answers. (how) many benutzt
How much flour do we need? ● 4 green ones man für zählbare
Dinge – man kann
How many eggs do we need? ● 250g mit einer Zahl allein
How much butter do we need? ● 150g brown sugar antworten,
How many apples do we need? ● 200g z. B.: 2 (eggs);
die Antwort auf
How much sugar do we need? ● 1 ½ teaspoonfuls
(how) much braucht
How much baking powder do ●3 in der genauen Men-
we need? ge immer eine Maß-
einheit (gram, litres,
Checking out the kitchen cups of …)
Karen, Andrew and Linda are wondering …
Fill in much or many.
Are there many apples in the fruit bowl?
How milk is there in the fridge?
There isn’t butter left, is there?
How eggs are there?
How bowls do we need?
Is there room for preparing?
How time do we need for making our cake?
Getting the room ready

For / * / use much and many in questions and negative sentences,
use a lot of in positive sentences.
Example: need / * / glasses! We need a lot of glasses!
not need / * / chairs.
how / * / lemonade/there?
must buy / * / streamers.
not have / * /time today.
have / * / CDs?
Here is help:
flour: Mehl fruit bowl: Obstschale
baking pan: Backform streamers: Luftschlangen
G21.2 Name:
Listen to their music!
What is it?
a friends
– b a CD player – c music –
Write the right letters into the boxes.
d CDs – e a pop star – f your best friend
c The girls dance to it.
You keep them in a box.
You can turn it on and off.
You meet her/him very often.
You see her/him on TV.
They have fun with you.
Remember:
Music for Ron’s party Wenn man
Fill in the missing pronoun for the object. schon weiß,
was das
it – us – him – them – me – her Objekt sein
Ron: We need a CD player. Can you bring it to the party? wird, ersetzt
man es
David: Sure. Peter has so many CDs. Perhaps we can borrow . durch ein
Pronomen:
Ron: Our band can play, too. Emma and David, will you sing for ? me, you,
him, her, it,
Emma: Sorry, I can’t. My mum can’t drive tomorrow. us, you,
David: Too bad – CDs then. What about Madonna? Do you like ? them.
Ron: I’ll bring Robbie Williams. Everybody likes .
David: Oh no!
You and your friends are going to be the next superstars!

Use pronouns for the underlined parts to make the sentences nicer.
Example: Coldplay asked if I wanted to play for Coldplay. them
A producer phoned my friend Lucy. She is meeting the producer tomorrow.
My friend Sally plays the drums. Mc Fly invited my friend Sally to join the band.
Ron and Tom are great bass players. James Blunt came to watch Ron and Tom.
Yesterday, Duffy wrote to my friends and me. She wants to see my friends and me
for a test gig. Do we have the time?
Here is help:
producer: Produzent (to) join: hier: Mitglied werden gig: Auftritt
Kompetenz: Kann Objektpronomen verwenden. Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
G111.1 Name:
What to do?
Making decisions is not easy, but we have to do it. Here is how you say it in English when
you are trying to make a decision.
Remember:
Bedingungssätze – Typ 1 (Conditional clause, type 1)
• nennt eine realistische Bedingung (etwas, das eintreten kann)
• besteht aus einem if-Satz und einem Hauptsatz (main clause)
• im if-Satz steht das simple present, im Hauptsatz das will-future
If I take the bus, I will be there on time.
• kann entweder mit dem if-Satz order mit dem Hauptsatz begin-
nen. Vorsicht: Kommaregel beachten!
If she calls me, I will invite her. (mit Komma)
I will invite her if she calls me. (ohne Komma)
Many of our decisions depend on the weather. Here is how to say it. Complete
these sentences.
If it rains, I will stay at home. ((to) stay)
If it is sunny, I swimming. ((to) go)
If it is cloudy, I to a museum. ((to) go)
If it is windy, I my wind jacket. ((to) wear)
If it snows, I skiing. ((to) go)
If it is foggy, I the light on my bike. ((to) turn on)
Kompetenz: Kann Bedingungen (conditional 1) ausdrücken. Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
Autorin: Natalja Zabeida 22
G111.1 Name:
Make full sentences: combine a sentence part from column A (if-clause) with a
sentence part from column B (main clause). Put commas where necessary.
A (if-clause) B (main clause)
a) I/ (to) get sick (to) buy a present
b) I/(to) be invited to a birthday party (to) do it again
c) I/(to) go to London (to) go to help him right away
d) I/(to) lose my homework (to) help her to make dinner
e) I/(to) visit Australia (to) see the Big Ben
f) my dog/(to) be sick (to) stay at home
g) my friend/(to) ask me for help (to) take a picture of a kangaroo
h) my mother/(to) be tired (to) take him to a veterinarian
a) If I get sick, I will stay at home.
b) If I’m invited to a birthday party, I
c)
d)
e)
f)
g)
h)
Here is help:
decisions: Entscheidungen (to) depend on: abhängen von
(to) complete: vervollständigen (to) combine: kombinieren, verbinden
column: Spalte (to) be invited: eingeladen sein
necessary: nötig (to) lose: verlieren
present: Geschenk right away: sofort
Kompetenz: Kann Bedingungen (conditional 1) ausdrücken. Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
Autorin: Natalja Zabeida 23
G71.3 Name:
What do you think?
Remember:
Um über die Zukunft zu sprechen, gibt es zwei Formen im Englischen.
Soll eine Vermutung oder ein spontaner Entschluss ausgedrückt werden,
verwendet man die will-Form.
Soll eine Absicht ausgedrückt werden, benutzt man die going-to-Form.
Fill in “am/are/is going to” or “will”.
In the morning: “Hurry Rajiv, you will miss the bus!”
Sharon has just discovered her broken bike: “The tyre is flat.”
Her father says: “Don’t worry, I take you to school in my car.”
At a birthday party: “18 at last! Now I buy a car.”
Two boys on the road with their backpacks: “Let’s take some sandwiches.
We be hungry after the long walk.”
In front of a bookstore: “I spend the next week
in London.”
A girl has just got a piercing. Her friend is asking her: “Do you think your mum
like it?”
Two girls are talking: “I some CDs next Saturday.”
„Great I come with you.”
Here is help:
(to) hurry: sich beeilen (to) discover: entdecken
tyre: Reifen backpack: Reise-Rucksack
in front of: vor bookstore: Buchhandlung
R51.1 Name:
Holiday fun
What can you do in the holidays? Write the activities into the right box.
Summer holidays Winter holidays In the evening

go on a hike go to a Christmas market go to a disco
go skiing go on a hike sleep at a friend’s house go to the cinema

go to a museum do a bike tour drink hot chocolate in a café
play football in the park make a snowman go to a disco
go to a Christmas market do a bus tour watch a DVD
eat ice cream go to the beach have a party
Look at the pictures. What do you think the following story is about?
I think the story is about
Now read the text quickly. The “Here is help” box will help you with the vocabulary.
Summer holidays
James got up at 7 am. It was the summer holidays. He didn’t like to get up early in the
holidays, but today was a special day. He was going on a hike with his school friends
and his uncle. He had breakfast and listened to the radio. Then he looked at the clock.
Oh no! He was late! He ran out of the house and down the street.
His friends were waiting for him. “Sorry I’m late!” he said. It was a nice sunny day and
not too hot. They started to walk up the mountain. But everybody was so slow! James
Kompetenz: Kann einfachen Lesetexten durch überfliegendes Lesen Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
Hauptinformationen entnehmen (skimming). Autorin: Elizabeth Hine 25
R51.1 Name:
wanted to get to the top of the mountain! So he walked faster. The group was behind
him. He reached the top of the mountain and sat down.
Wow! It was beautiful. But where were his friends? He waited and waited, but nobody
came. Then he shouted, “Where are you?” Nobody answered. So he walked down the
mountain. The group wasn’t there. And everything looked different. James was lost.
Where was he? He was scared.
Suddenly he saw a man with a dog. “Please help me,” said James, “I can’t find my
friends.” “Is your name James?” asked the man. “Your friends are in the café at the
bottom of the mountain. Come on. I can take you there.” “Thank you very much,” said
James. They walked to the café. “I hope my uncle is not angry,” thought James. They
came to the café. “James! There you are! We are happy to see you! We were worried!”
his uncle said. And James was happy to see his friends, too.
Answer the following questions.

a) What is the boy’s name? The boy is called .
b) What school holiday is it? .
c) Where is he going? .
d) What happens to James on the mountain? .
Wenn du einem Text beim/nach dem Überfliegen Hauptinformationen

entnehmen willst, versuche Antworten auf die W-Fragen zu erhalten.
Wer ist beteiligt?→ Sieh dir hierfür häufig im Text vorkommende Namen an
und markiere sie.
Wo findet die → Halte Ausschau nach Schlüsselwörtern wie
Geschichte statt? „at school“, „in the lesson“, „at home“ oder nach Städte-
namen oder öffentlichen Orten wie „at the museum“,
„in the park“, „at the beach“, „in London“. Umkreise sie.
Wann passiert es? → Markiere im Text beim ersten Lesen Aussagen zum
Datum und zu Zeiten oder Tageszeiten/Jahreszeiten,
z. B. „on Monday“, „at the weekend“, „in the summer
holidays“, „at night“.
Was geschieht? → Schreibe nach einem ersten Lesen in 2 bis 3 Sätzen unter
den Text, worum es geht.
Here is help:
(to) be lost: sich verlaufen haben (to) happen: passieren
(to) go on a hike: wandern gehen (to) reach: erreichen
(to) shout: rufen different: anders scared: ängstlich
bottom: unten, hier: am Fuße worried: besorgt mountain: Berg
Kompetenz: Kann einfachen Lesetexten durch überfliegendes Lesen Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
Hauptinformationen entnehmen (skimming). Autorin: Elizabeth Hine 26
R45.1 Name:
Fly away!
Match the words and their meanings.

luggage einchecken
plane Flugsteig
(to) check in einsteigen
destination Gepäck
gate verspätet sein
(to) board Flugzeug
airline Fluglinie
timetable Zielort
(to) be delayed Fahrplan
Look at the flight timetable below. Read the information.

Destination Time Flight Number Gate Airline Status
London 10:40 FE 6987 D03 Fly Easy Boarding
New York 11:10 FA 5081 A11 Fly Atlantic Delayed
Paris 11:25 AF 1472 C07 Aerofly Wait for Information
Rome 11:35 EP 2567 B12 Easy Plane Delayed
Berlin 11:50 FEA 102 D16 Fly Easy Go to Check-In
Answer the following questions.
a) Which flight goes to Italy? Flight Number .
b) Where do these passengers need to go in order to board their aeroplane?

They need to go to gate .
c) What time is the flight to Paris leaving? It is leaving at .
d) What do these passengers have to do? They have to .
e) Which airline flies to Germany? .

f) What do these passengers have to do? They have to .
Charlie and his family are going on holiday to America. They are going for a
month but Charlie suddenly becomes upset when he sees the flight details above.
Which flight will Charlie and his family take? They will take .
Why do you think Charlie is upset? I think Charlie is upset because

.
Kompetenz: Kann in einfachen Alltagstexten konkrete Informationen Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
finden. Autorin: Claire Beer 27
R61.1 Name:
London – a city with lots to see and do!
Look at the list of famous sights below and underline the ones that can be found in
London.
The Eiffel Tower Big Ben The O2 Arena
Buckingham Palace The Taj Mahal The Empire State Building
Tower Bridge The River Avon Hyde Park
Central Park Nelson’s Column The Colosseum
Read the following text about London. For help with the vocabulary, see the
“Here is help”-box on the next page. You may also use a dictionary.
London – a city with lots to see and do!

The city of London is one of the most famous European capital cities
capital of England
1 in the world. It is located in South East England. Many people live in
the city, but there are also lots of tourists who come to visit it. There
are many things to see and do.
Tourists love to come to London to see some of its famous sights.
Buckingham Palace, for example, is a very famous building where the
London’s famous sights
Queen of England lives. If the flag on top of the palace is flying, this
means she is at home! Another popular place is Hyde Park, a large
park where people can go for long walks and enjoy the trees, lakes and
flowers. There are also hundreds of museums, art galleries and
theatres to visit.
The River Thames is a large river that runs through the middle of
The River Thames and Tower Bridge
London, and there are several bridges built over it. Perhaps the most
well-known is Tower Bridge, which lets both cars and people cross
over it, as well as ships sail under it. When this happens, the bridge
has to lift up to let the ship pass underneath it.
London transport
Since London is such a big city, the transport system is important.
People need to get around quickly and cheaply. London’s big red
double-decker buses are popular with tourists , but there are now new
buses, too: “bendy buses” – buses which bend in the middle! There
are also many black taxis which can take you anywhere you want to
go (for a fare, of course!). There is also The London Underground,
which is one of the oldest underground rail systems in the world. It is
often called ‘The Tube’ because of the shape of the tunnels.
Kompetenz: Kann Textstellen markieren und Texte gliedern. Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
Autor: Tom Newman 28
R61.1 Name:
Read the text again. Underline important information on the topic of

“London – a city with lots to see and do.”
Mark the different paragraphs you can find with a number.

(Tip: The text can be divided into four paragraphs.)
Write a short note of the content next to each paragraph.
Now answer the following question:

What is the name of the large river that runs through the middle of London?
The River Thames
Remember:
Um Informationen in einem Text gut verstehen zu können, ist es wichtig,
dass du wichtige Textstellen markieren kannst und den Text für eine gute
Übersicht gliederst.
Versuche dafür einmal folgende Methode:
1) Schau dir die Überschrift an: Was ist das Thema des Textes?
2) Lies dir Schritt für Schritt den Text durch, um seinen Inhalt (content) zu
verstehen. Markiere die Informationen, die dir zu dem Thema besonders
wichtig erscheinen.
3) Schau dir deine markierten Informationen an. An welcher Stelle wechselt
der Inhalt zu einem neuen Sinnabschnitt (neue Situation/Themenschwer-
punkt)? Mache dort einen Strich als Zeichen für den Wechsel.
4) Notiere am Rand ein kurzes Stichwort, worum es in dem eingeteilten
Sinnabschnitt (paragraph) geht.
Here is help:
content: Inhalt paragraph: Abschnitt/Absatz capital city: Hauptstadt
(to) be located: hier: sich befinden sights: Sehenswürdigkeiten
tree: Baum lake: See (to) bend: biegen art gallery: Kunstgalerie
several: einige bridge: Brücke fare: Gebühr
as well as: sowie underneath: unten drunter rail: Eisenbahn
(to) get around: hier: sich fortbewegen tube: Röhre
(to) be divided: geteilt sein
Kompetenz: Kann Textstellen markieren und Texte gliedern. Klasse 7/8, © 2009 Westermann, Schroedel, Diesterweg
Autor: Tom Newman 29

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A day at the zoo 1

A letter to an Agony Aunt 4

Lame excuses on the phone: Would YOU believe it? 6

Plans for a great weekend in London 7

So many things to organise! 10

Jungle news – tell me about it 14

You are joking! 15

More than one! 16

The best teacher in the world 17

It was a long time ago 19

Preparing a birthday party 20

Listen to their music! 21

What do you think? 24

London – A City with Lots to See and Do! 28

A day at the zoo

RONGOKAA – RIGET – FIRAGEF – RAZEB – TALEPHEN – IROLLAG

from: colour: food: interesting about it:

strong tail and back

black and white

yellow with big fast, very tall!, very

plants, fruit, very big, long trunk,

Here is help: (to) match: zuordnen below: unten

1. My favourite animal is the elephant. It lives in or in

2. Giraffes can be about 5 metres . Because of their long

Here is help: knowledge: Wissen, Kenntnis insects: Insekten

A letter to an Agony Aunt

Read Janet’s letter to the Agony Aunt.

Camden Town, 3rd June 2009

Camden Town, 10th June 2009

Yours, Agony Aunt

Lame excuses on the phone. Would YOU believe it?

Das Verb “be”

• My mother just cleaning the house and I must help.

• My grandmother is here and we playing computer games.

• I cleaning my room because I can’t find my mobile.

• My father just washing his car and I must help.

• I watching a football match on TV.

Plans for a great weekend in London

Read the text. Underline going to + verb in the following sentences.

My friend is going to… I’m going to...

We’re enjoying it!

What are you doing?

So many things to organise!

Sharon needs to find

How many? – A lot!

B: Eighty perhaps, teachers are coming, too.

A: Teachers, I hope there won’t be of them!

B: No, only two or three, but if there aren’t – no party!

A: Too bad. There isn’t room on the dance floor.

B: Don’t worry, boys hate dancing.

Charlie: How much is the bus?

b) Your sister is afraid of spending her holidays in a summer camp.

You say: “Don’t be afraid, you will a lot of nice people.”

You say: “Don’t worry. You . You can take

a map with you.”

d) You have forgotten to buy a birthday present for your mum.

Your friend says: “She . She knows you love her.”

e) Your father has got a new job in another city.

You say: “I you, Daddy.”

Your dad says: “It for a long time.”

Jungle news – tell me about it

Tarzan and his friends