Locker Aufsteigen in Englisch 4

„Locker Aufsteigen“ wendet sich an Schülerinnen und Schüler, die fit und souverän die neue Klasse beginnen wollen.

„Locker Aufsteigen“ bietet:

• Die wichtigsten Themen des Lernstoffs aus dem abgelaufenen Schuljahr (österreichischer Lehrplan) • Unterhaltsame, kompetenzorientierte Inhalte und Formate • QR-Codes mit weiterführenden Erklärungen bei etwaigen Wissenslücken • Trendiges, farbiges Layout mit Cartoon-Illustrationen • Punktesystem zur Bewertung des eigenen Könnens • Herausnehmbares Lösungsheft

RPLAN

LEH ER

LOCKER

GA

RA

n e g i e t s Auf

Locker Aufsteigen – Englisch 2. Klasse Dieser Band wiederholt unter anderem folgende Schwerpunkte

Ein Wissens-Check-up rundet den Band ab!

€ 9,95

ISBN 978-3-7074-1503-2

Die Reihe wird fortgesetzt! www.ggverlag.at

■

z.B. um „festivals“, „sports“, „money matters“ und „animals and pets“.

Berger

Thematisch drehen sich die abwechslungsreichen Übungen der 12 Kapitel

Broniowski

der 2. Klasse HS/AHS/NMS: some/any, comparison of adjectives and adverbs, future and present perfect tense und possessive pronouns.

NTI

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ENGLISCH 4

LOCKER Aufsteigen

für den ist diese sinnvoll-vergnügliche Ferienreihe genau richtig!

ENGLISCH – FERIEN

Wem es Spaß macht, sein Wissen zu checken,

Berger ■ Broniowski

CH

Fe rie nb es ch äf tig un g fü r al le , ht en ! di e ei n bi ss ch en be ss er se in m öc

HS/AHS/NMS

2

N E I R E F Ü ben nach

S M N / S H A e s der 4. Klas

Liebe Schülerin! Lieber Schüler!

Dein viertes Jahr in der NMS oder AHS hast du geschafft und es hat hoffentlich Spaß gemacht!

Damit du mit dem guten Gefühl das nächste Schuljahr beginnen kannst, in Englisch super vorbereitet zu sein, gibt es das Ferienheft „Locker Aufsteigen“!

Du kannst den Stoff der 4. Klasse damit nochmals üben und festigen. Damit es in den Ferien aber nicht allzu „schulisch“ zugeht und der Spaß nicht zu kurz kommt, haben wir uns interessante Themen einfallen lassen, die Übungen möglichst abwechslungsreich gestaltet und viele spannende Quizfragen und Rätsel eingebaut.

Die Kapitel sind jeweils in drei Abschnitte eingeteilt: „Do you remember?“ ist die Aufwärmphase, im Abschnitt „Practice“ vertiefst du die Lerninhalte nochmals und „For Whiz Kids“ ist für diejenigen unter euch, die Herausforderungen lieben.

Wer dann auch noch den Progress Check am Ende gut meistert, ist ein Profi im Umgang mit dem Lernstoff der 4. Klasse!

Für Momente, in denen du vielleicht doch nochmal gern einen Blick auf die eine oder andere Regel oder einen Merksatz werfen willst, haben wir diese in QR-Codes „verpackt“, die du mit deinem Smartphone einscannen kannst (Apps findest du in deinem Apple/AndroidStore). Der Link führt dich zum PDF mit den zur jeweiligen Übung gehörigen Regeln aus den „Aufsteigen“-Bänden. Falls du kein Smartphone hast, findest du alle PDFs auch auf unserer Website (www.ggverlag.at) – klicke auf den Button „Unterrichtsmaterial“ und suche unter „Locker Aufsteigen“ den Band, den du brauchst, sowie die dazugehörige Datei.

Ein Lösungsheft zur Selbstkontrolle liegt natürlich auch bei! Außerdem haben wir jeweils einige Übungen pro Kapitel ausgesucht, bei denen du eintragen kannst, wie viele Punkte du erreicht hast. Wenn du alle diese erreichten Punkte am Ende zusammenzählst, kannst du dein Können bewerten und hinten im Heft nachlesen, wie „fit“ du für das nächste Schuljahr bist. „Locker Aufsteigen in Englisch 4“ bereitet dich aber nicht nur bestens aufs nächste Schuljahr vor, es hilft dir auch beim Erreichen der Bildungsstandards in den Bereichen Lesen und Schreiben.

Wir wünschen dir viel Spaß bei den Übungen und schöne Ferien!

Vielleicht kannst du ja, wenn du in den Ferien in England, Amerika, Kanada, Australien oder Neuseeland bist, dein Wissen gleich praktisch anwenden!

Astrid Berger und Gabriele Broniowski

2

Session 1 – Ireland

Session 1 – Ireland Do you remember?

1

2 14

Can you find 15 words that have something to do with Ireland?

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Fill in the correct tense (past simple, past progressive, past perfect): Last summer Paul and Samantha

(want) to fly to Ireland (already/pack)

with their parents. They

(wait) for the taxi to take them

their suitcases and

(arrive) their mother

to the airport. When the taxi

(look) into her handbag to make sure the tickets (be) there. But she So everybody

(start) looking for the tickets in the whole house (wait) in front of the house. Suddenly their

while the taxi driver father

(not/can) find them.

(remember) that he

(put) the tickets into his suitcase. Quickly he (get) into the taxi. They they the airport just in time to catch their plane.

(take) them out and (arrive) at

Session 1 – Ireland

3

3

Practice

6

Look at the picture and write down what the members of her family were doing when Mrs. Brown came home:

1. When Mrs. Brown came home, her eldest daughter Sally . .

2. Tom

.

3. The twins

on the sofa

4. Her husband TV.

.

5. The baby

4

Fill in the gaps using personal and possessive pronouns: 1. Hello Mike, this is

brother Bill. I don’t know if you have met think? Shall

2. Hey girls, what do

father could get

concert?

3. Peter always talks about

buy tickets for the .

cat Susi. I’d really like to see

4. Paula and I are in the same class. Yesterday to prepare a presentation together.

.

teacher asked

.

6

Session 2 – Investigating a crime

7. After the weapon (past perfect)

(find) the police looked for fingerprints. (question) by the police.

8. The suspect (present progressive)

(sentence) to 5 months in prison. (past tense)

9. The thief

4

Fill in the past perfect tense: (catch) the suspect,

1. After the police they started questioning him.

(identify) the victim, they contacted the

2. As soon as they victim’s relatives.

(shoot) his wife, he called the police.

3. After he

(just/hack) into the bank’s computer when the

4. He Internet went down. Tough luck!

(just/withdraw – abheben) some money 5. The old lady from the cash machine when a mugger hit her on the head and stole the money. (find) the dead body, they

6. After they phoned the police.

5

Complete the following if-clauses:

7

1. If you don’t lock your bike, somebody

(steal) it. (have) more money, they would buy a burglar alarm.

2. If they

(you/do) if somebody attacked you?

3. What

(call) the police.

4. If I witnessed a crime, I

(question) him/her.

5. If they had a suspect, they

(can/arrest) the thief.

6. If the fingerprints are on record, they

(break) into your house?

7. What will you do if somebody

6

Fill in past or past perfect tense:

7

1. She

(be) on her way to the train station. Suddenly she

decided to go back because she wasn’t quite sure, if she (lock) the front door. (give) them a good description of the robbers.

2. The witness

(park) his car.

3. He could not remember where he

4. Police cars were standing in front of the bank because some masked men (try) to rob the bank.

5. “ couldn’t because I

(you/watch) CSI New York last Monday?” – “No, I (must) study for a test.”

Session 2 – Investigating a crime

7

For Whiz Kids

7

Change the sentences from active to passive: 1. Three men robbed the bank.

6

2. The police will question the suspect.

3. A tall man attacked Fiona and took her handbag.

4. An unknown person is blackmailing Mr. Winters.

5. A famous director will shoot a crime thriller in our village.

6. A witness reports a crime.

8

Find the famous detective: 1 2 3 4

1. this is what the police do to solve a crime: i__________ 2. this is what you do when you fire a gun: s____ 3. another word for “proof”: e _ _ _ _ _ _ _

5 6 7

4. this is what the police do when they catch a criminal: a _ _ _ _ _ 5. you do this when you take something that belongs to another person: s _ _ _ _

8 9 10 11 12

6. wooden box that dead people are buried in: c_____ 7. person who tries to solve a crime: d________ 8. this is the English word for “erpressen”: b________

12 13

9. a person who steals something is called a: t____

10. a gun is a: w _ _ _ _ _ 11. the police try to s _ _ _ _ a case 12. the person who is attacked, robbed or murdered is called a: v _ _ _ _ _ 13. a person who sees a crime happening is called a: w _ _ _ _ _ _ 14. a person who maybe has committed a crime is a: s _ _ _ _ _ _

Session 3 – Getting around in a big city

9

Then he explained that ...

He added that ...

He promised that ...

5

Change each sentence to direct speech: 1. She said that Peter often went skiing in winter.

5

.

2. Ann said that they had left on Monday. .

3. The teacher said that he would talk to my parents. .

4. Tina said that she was working. .

5. Tom said that he had just talked to Sam. .

6

Complete the sentences using say or tell: 1. Ann 2. Simon,

goodbye to me and left. us about your holiday. Did you have a nice time? something!

3. Don‘t just stand there!

she would be here at 8 o‘clock.

4. I wonder where Sue is. She 5. Jack 6. The doctor 7. Don‘t

7

me that he was fed up with his job. that I should rest for at least a week. anybody what I

. It‘s a secret just between us.

Put the sentences into indirect speech: 1. “You must lock the door when you leave the flat”, Sally said.

4

.

2. Simon said, “I had to wait 20 minutes for the train.” .

3. Mary said, “We will buy tickets for the concert in the afternoon.” .

4. Peter shouted, “I have not broken your glasses!” .

10

8

Session 3 – Getting around in a big city

Where are the things?

1. The keys are ____________________________________________________________________ 2. The English book is ____________________________________________________________.

3. The mobile phone is ___________________________________________________________.

4. The red jacket is _______________________________________________________________.

5. The tea cup is __________________________________________________________________.

6. The concert tickets are ________________________________________________________.

9 6

Underline the correct word: 1. He always goes for a walk in/at the evening.

2. I’m not going at/to school today.

3. Did you see the new show in/on TV yesterday?

4. The teacher walked into/in the classroom and sat down.

5. You have to wait before/in front of the theatre.

6. The Browns want to buy a house at/in the country.

For Whiz Kids

10

Fill in the correct prepositions: the morning many people use the underground to go to work. Most of them 7 and 10 o’clock. Then there is always a queue travel ticket machines. The trains are very crowded, too.

the

10 o’clock the situation gets better. Fewer people use the underground then.

Lots of people also go to work

car. Some of them live

places that have no good public transport, others don’t want to fight a seat on crowded trains.

I live in the morning.

an underground station, which is very practical and saves time

Session 4 – Learning about jobs

11

Session 4 – Learning about jobs Do you remember?

1

What are their jobs?

1. Sandra explains mathematics to children. She is a

. .

2. Mr. Smith helps people who have toothache. He is a .

3. Tim makes bread and rolls. He is a .

4. Paul repairs cars. He is a

.

5. Alice sells clothes to people in a big store. She is a

.

6. Mrs. Anderson works in a restaurant where she serves the food. She is a .

7. Andrew catches criminals. He is a

2

Complete the definitions: 1. A vet

.

2. A surgeon

.

3. An architect

.

4. A secretary

.

5. An engineer

.

Practice

3

Complete the sentences using the correct form of a word from the box: lawyer

gardener

soldier

fire fighter

nurse

architect

scientist

1. The man, who had been arrested, wanted to talk to his 2. Many 3. The

.

were killed during the war. changed Mr. Brown’s bandage.

4. Once a year the

cuts the trees.

5. Sheldon is a

and works at the university.

6. After 9/11 the

were celebrated as heroes.

7. The Guggenheim Museum was designed by a famous

4 8

.

Choose the best word for each space (see page 12):

My brother has got a new (1)

in the best restaurant in

town. He does not work in the kitchen because he is no (2) he is a (3) and brings them their food and drinks.

,

. He takes people’s (4)

Two months ago he saw a/an (5) that they were looking for someone with a lot of (6)

in the newspaper which said .

12

Session 4 – Learning about jobs

He wrote an e-mail to the manager and was asked to come for a/an (7) The manager liked him and he was (8) 1.

2.

3.

4.

5.

6.

7.

8.

5 5

A. employment A. cook A. waiter A. wish A. note A. experts A. talk A. offered

B. work B. cooker B. waitress B. orders B. commercial B. experience B. review B. gave

. the job.

C. job C. cooks C. waiting C. wishes C. advertisement C. history C. interview C. told

At the job interview Paul was asked a lot of questions. Put them into reported speech:

1. “Where did you see our advertisement?”

The manager asked Paul

.

2. “Have you worked at a restaurant before?”

He wanted to know

.

3. “Why do you want this job?”

The manager asked him

.

4. “Can you work in a team?”

He wanted to know

.

5. “When will you be able to start?”

He asked Paul

6

.

What did the people want to know? Complete the sentences using reported speech:

e. g. Bruno wanted to know ...

MOLLY

SALLY

TEACHER

FATHER BRUNO

18

Session 6 – Going to Australia

Practice

3

Complete the if-sentences: 1. If you (want) to spend some time in the Australian outback, make sure you take enough water with you. (visit) the Great Barrier Reef.

2. If I had gone to Australia last year, I

(can/take) a picture of the famous

3. If they went to Sydney, they Opera House.

(climb) to the top of

4. If the weather is nice, Jeff and Jenny The Harbour Bridge in Sydney.

5. If you are ill but live far away from a town, the flying doctors (help) you.

(be) an Aborigine, Uluru would not just be a tourist

6. If you attraction.

(go) to Darwin, they could have visited Kakadu National Park.

7. If they

4 19

Fill in the correct tenses: In August Mona and her family

(fly) to Australia. (take) them almost two days to get to Sydney, the first stop

It

(stay) at a nice hotel and

of their trip. They

(go) to

(do) a lot of sightseeing. On their first day they

(have) a

The Harbour Bridge because from the top you

(not climb) to the top because she

wonderful view. Mona’s mum (be) afraid of heights. They also

(take)

photos of Sydney’s famous Opera House and the beautiful harbour. (fly) to Alice Springs because they

From Sydney they

(want) to drive to Ayers Rock from there. (know)

At Ayers Rock Mona met a tourist who said,” If I

(not/ try) it. I almost

how dangerous it is to climb Uluru, I (break) my leg.”

From Alice spring Mona’s family

(fly) to Darwin because they

(want) to explore Kakadu National Park. Mona’s brother Simon (love) the goannas and the cave paintings best.

On the flight back to Austria Mona’s dad said, “Next time we the Great Barrier Reef because it

(go) to

(be) the largest coral reef in the world.”

Session 6 – Going to Australia

5

19

Use reported speech: 1. Mona’s friend Alice asked, “What did you like best about Australia?”

5

2. Mona’s dad said, “We must rent a car if we want to go to Ayers Rock.”

3. Simon wanted to know, “When did the Aborigines arrive in Australia?”

4. Simon wanted to know, ”How far away is Sydney from Perth?”

5. Mona asked the guide, ”What do Koala bears eat?”

For Whiz Kids

6

Do the crossword: Across: 1. He discovered Australia in 1770 2. They were the first white settlers in Australia 3. The Great Barrier Reef is made up of these Down: 1. That’s what the native people are called 2. It is the name of the remote bush country 3. a ridge of rock, sand, or coral, the top of which lies close to the surface of the sea

1

1

3 2

2

3

„Locker Aufsteigen“ wendet sich an Schülerinnen und Schüler, die fit und souverän die neue Klasse beginnen wollen.

„Locker Aufsteigen“ bietet:

• Die wichtigsten Themen des Lernstoffs aus dem abgelaufenen Schuljahr (österreichischer Lehrplan) • Unterhaltsame, kompetenzorientierte Inhalte und Formate • QR-Codes mit weiterführenden Erklärungen bei etwaigen Wissenslücken • Trendiges, farbiges Layout mit Cartoon-Illustrationen • Punktesystem zur Bewertung des eigenen Könnens • Herausnehmbares Lösungsheft

RPLAN

LEH ER

Locker

GA

RA

n e g i e t s Auf

Locker Aufsteigen – Englisch 4. Klasse Dieser Band wiederholt in 12 Kapiteln unter anderem folgende Schwerpunkte

z.B. um „Ireland“, „Eating the right kind of food“, „Finding out about Fairtrade“ und „Exploring space“. Ein Wissens-Check-up rundet den Band ab!

€ 9,95

ISBN 978-3-7074-1619-0

Die Reihe wird fortgesetzt! www.ggverlag.at

■

die auch das Textverständnis fördern und das Vokabular festigen,

Berger

Thematisch drehen sich die abwechslungsreichen Übungen,

Broniowski

der 4. Klasse AHS/NMS: tenses, pronouns, passive, if-sentences, reported speech, prepositions und gerund.

NTI

E RT Ö

E STE R R

IC

HI

S

ENGLISCH 4

L OCKER A u f s t e i g e n

für den ist diese sinnvoll-vergnügliche Ferienreihe genau richtig!

E N G L I S C H – F ER I E N

Wem es Spaß macht, sein Wissen zu checken,

Berger ■ Broniowski

CH

Fe rie nb es ch äf tig un g fü r al le , ht en ! di e ei n bi ss ch en be ss er se in m öc

AHS/NMS

4

n e i r e F Ü ben nach

S M N / S H A e s der 4. Klas