Puchta | Holzmann | Lewis-Jones | Biggs | Jory

Student’s Book

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1

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Student’s Book + E-Book: SBNR 210.813 | ISBN 978-3-7114-0000-0 Student’s Book mit E-Book+: SBNR 210.819 | ISBN 978-3-7114-0002-4
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by Edited by Verena Rainer, Christina Freudenschuss-Heigl, Dorothee Bliem

Herbert Puchta Design and layout by Amanda Hockin
Christian Holzmann Cover design by Stewart Grieve
Peter Lewis-Jones Illustrated by Pietro Dichiara, Svjetlan Junaković, Roberta Maddalena,
Gavin Biggs Manuela Nerolini, Arianna Nicora, Giovanni Giorgi Pierfranceschi,
Chris Jory Elisa Rocchi, Matteo Settegrana
Cover image: © Monkey Business Images | Dreamstime.com
© HELBLING Languages 2022, Rum/Innsbruck Printed by Athesia, Innsbruck
helbling.com First published 2022, Rum/Innsbruck
3758/10-22
This publication is in copyright.
All rights reserved. This work is wholly and in each of its parts protected by copyright. No part of this publication may be reproduced,
stored in a retrieval system or transmitted in any form or by any means (photocopies, processing in electronic media) or translated without
the prior written permission of the publisher.
Puchta | Holzmann | Lewis-Jones | Biggs | Jory

Student’s Book

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1

1
 So lernst du am besten Englisch mit MORE!
Wer im Fußball oder Volleyball zu den Besten gehören will, muss regelmäßig trainieren. Wer
regelmäßig und gern trainiert, lernt ständig dazu und verbessert seine Fähigkeiten. In der Musik
ist es ähnlich: Um ein guter Musiker oder eine gute Musikerin zu werden, braucht es Können und
Wissen.
Können und Wissen entwickelst du auch beim Englischlernen. Du wirst zum Beispiel lernen,
jemanden zu verstehen, wenn er oder sie dich auf Englisch fragt, was du gerne isst – das ist eine
sprachliche Fähigkeit. Fähigkeiten nennt man beim Sprachenlernen auch Kompetenzen.
Mit MORE! entwickelst du Kompetenzen in vier Bereichen:
1. Im Hören (Listening) – damit du zum Beispiel lernst, Lehrer/innen und Mitschüler/innen
ebenso zu verstehen wie Tonaufnahmen und Videos.
2. Im Sprechen (Speaking) – damit du lernst, dich auf Englisch auszudrücken.
3. Im Lesen (Reading) – damit du zum Beispiel Mitteilungen und Geschichten verstehen lernst.
4. Im Schreiben (Writing) – damit du lernst, zum Beispiel Emails oder andere Texte zu schreiben.
Verschaffe dir jetzt am besten gleich einen Überblick darüber, was dich in MORE! 1 erwartet:
Auf den Seiten 4–7 findest du das Inhaltsverzeichnis mit den 15 Themen in MORE! 1.
Im Student’s Book findest du mehrere Symbole, die dir Folgendes anzeigen:
1/5
Diese Inhalte Zu dieser Übung gibt es eine Audioaufnahme.
können auch über
die HELBLING Zu dieser Übung gibt es ein Video.
Media App
Von diesem Text gibt es eine Graphic story (Version im Comic-
abgerufen werden.
Stil), welche du dir ansehen bzw. anhören kannst.
Hier übst du, etwas auf Englisch zu erzählen bzw. an einem
Gespräch teilzunehmen.
C H O I C E S Bei dieser Übung stehen dir zwei Varianten zur Verfügung.
Dazu gibt es eine Hausübung auf der HELBLING e-zone.
CYBER Homework 1
(www.helbling-ezone.com)
Hier kannst du ein Projekt mithilfe der HELBLING e-zone
CYBER Project 1
durchführen.
WB p. 15 Dazu gibt es passende Übungen im Workbook (auf Seite 15).

Am Beginn jeder Unit siehst du eine Liste jener Dinge, die du am Ende der jeweiligen Unit
wissen und können wirst.

At the end of unit 1 ...

you know you can
the alphabet meet and greet people
the numbers 1–25 understand and spell names / email addresses
plural nouns / irregular plurals read and understand a short story about animals
10 words for colours, 11 school things understand a short video about school uniforms
and 11 classroom objects understand, ask and answer simple questions
how to use imperatives (Befehlsformen) understand and give instructions (Anweisungen)
write about you and your classroom

2
 Now go back to page 8. Check with a partner what you know / can do.

Am Ende jeder Unit findest du einen Hinweis darauf, dass du nun wieder zum Anfang der
Unit gehen und die Ziele abhaken kannst, die du erreicht hast. Das machst du am besten mit
einem Partner / einer Partnerin. Stellt euch dann gegenseitig Fragen nach den neuen Wörtern –
in der Unit 1 sind das zum Beispiel die Zahlen von 1–25. Wenn du sie alle weißt, kannst du sie
abhaken. So erhältst du einen guten Überblick über deinen Lernfortschritt.

Die Wörter, die im Student’s Book eingeführt werden, findest du alle – alphabetisch gereiht –
in der Wordlist am Ende dieses Buches. Mithilfe dieser Liste kannst du schnell die Bedeutung
neu vorgekommener Wörter nachschlagen.
Noch ein Tipp: Wortschatztraining! Am Ende jeder Unit im Workbook sind jene Wörter für dich
zusammengefasst, die du dir merken sollst. Wer diese Wörter regelmäßig wiederholt, hat schon
bald einen tollen Wortschatz!
Und noch etwas: Wiederhole wichtige Übungen aus dem Student’s Book und Workbook mehrfach.
Gehirnforscher/innen haben herausgefunden, dass regelmäßiges Üben der wirksamste Weg zur
Steigerung deiner Kompetenzen ist!

Im E-BOOK+ findest du noch mehr Übungen, mit denen du deine Kompetenzen

trainieren kannst. So unterstützt dich dein E-BOOK+ optimal beim Englischlernen:

Alle Übungen aus dem Student’s Book sind im E-BOOK+ bearbeitbar und
 werden automatisch ausgewertet.
Du kannst alle Audios, Videos und Stories direkt abspielen bzw. anschauen
und lesen. Wenn du möchtest, kannst du Audios auch langsamer abspielen.
Dialogue karaoke: Hier trainierst du dialogisches Sprechen. Höre dir die
Dialoge an und nimm dich selbst auf.
My personal learning track: Am Ende jeder Unit kannst du deinen Lernstand
überprüfen und dich dann auf deinen individuellen Lernweg begeben. Mithilfe
von zusätzlichen Übungspaketen, die auf deine individuellen Lernbedürfnisse
abgestimmt sind, kannst du deine Kompetenzen gezielt trainieren und
verbessern. Ein abschließender Test macht deinen Lernfortschritt sichtbar.
In der interaktiven Wordlist kannst du Wörter suchen, nachschlagen und
anhören.
Der integrierte Lernplaner ist ein praktisches Tool, das dich z.B. bei der
Vorbereitung auf Tests unterstützt. Du kannst Übungen aus dem Student’s
Book zum Lernen auswählen und einen Zieltermin im Kalender eintragen.

Noch ein Hinweis: Solltest du das E-BOOK+ zum MORE! 1 Student’s Book noch nicht
haben, kann es auch nachträglich noch erworben werden, z.B. im Webshop unter
www.helbling.com.

3
 CONTENTS
Unit 1: Time for school 8-15
Vocabulary The alphabet / Numbers 1–25 / School things / Colours / Classroom objects
Grammar 
Plural nouns / Irregular plurals (1) (babies, children, fish) / Questions / Imperatives
Listening 
Dialogues / Midnight in the classroom / Children talking about their school ties
Speaking Meeting and greeting people / Asking someone to spell their name /
email address / Understanding and giving instructions
Reading The wide-mouthed frog
Writing Writing about you and your classroom
Our Young World 1 Luna’s school uniform
MORE! A song 4 U: I want MORE!
Sounds right: /z/

Unit 2: At the zoo 16-21

Vocabulary At the wildlife park
Grammar 
there is, there are / Prepositions of place (in, on, under, in front of, next to,
behind) / to be (affirmative)
Listening 
Welcome to Cotswold Wildlife Park and Gardens! / Children talking
about themselves
Speaking Talking about yourself and others / Asking/Saying where things are
Reading Where’s the parrot?
Writing Writing about school things and objects
MORE! Grammar chant: to be
The Story of the Stones 1: They’re here!
Everyday English Let me see. How strange! At last!

Unit 3: Pirates 22-29

Vocabulary Parts of the body
Grammar have got – haven’t got / Irregular plurals (2) (feet, teeth)
Listening Stavros the Strong / Guess my pirate
Speaking Talking about what you have got / haven’t got
Saying what another person has got / hasn’t got
The Twins 1: Feeling bored? (activities / making suggestions / responding)
Reading Pirates of the Caribbean / Dana, the pirate / Famous pirates
Writing Writing a description of somebody
MORE! A song 4 U: The pirate song
Sounds right: /p/

Unit 4: Emotions 30-37

Vocabulary Feelings / Days of the week and times of the day
Grammar to be (negative) / Questions with to be
Listening Radio play: The magic bottle
Speaking Talking about feelings
Reading The school play / A day in the life of Richard
Writing Writing about your week
A song 4 U: Just be you
MORE! 
Sounds right: Days of the week
The Story of the Stones 2: Don’t worry – it’s me!
Everyday English Try it! Let go! What’s happening!

4
Unit 5: This is our band 38-45
Musicians and instruments / Verbs for movement
Vocabulary 
Grammar 
Possessives (besitzanzeigende Fürwörter) / can – can’t
Listening James and his band
Speaking Saying/Asking what you or others can or can’t do
The Twins 2: Kitty isn’t here (places / asking for help /
asking for repetition)
Reading The perfect job
Writing Writing about what you can or can’t do
Our Young World 2 Jamie’s money
MORE! A song 4 U: Music is our life
Grammar chant: Possessives
Sounds right: can – can’t

Unit 6: The world’s best detective 46-51

Vocabulary Action verbs
Grammar Present simple / a lot of / lots of
Listening Paws and Claws – Animal detectives
Speaking Telling a detective story
Reading The lost bird / A famous detective
Writing Writing a detective story
MORE! A song 4 U: Call Groans
Sounds right: /w/
The Story of the Stones 3: Don’t be scared!
Everyday English Go on. But it's true. Well done! Promise.

Unit 7: I love noodles 52-59

Vocabulary Food
Present simple negative / Articles a, an / Adverbs of frequency (always, usually, often, sometimes, never)
Grammar 
Listening People talking about food
Speaking 
Saying what you or other people (don’t) like /
Saying what food is (not) healthy /
Talking about food and eating habits
The Twins 3: The birthday present (presents for Mum /
asking for something in a shop / expressing uncertainty)
Reading Kids around the world / Two puzzles
Writing Writing an email about your eating habits
MORE! 
Sounds right: /t∫/
Time for a sketch: Burgers

Unit 8: Clothes 60-65

Vocabulary Clothes
Grammar Present simple questions and short answers
Listening Radio play: The superhero of the year
Speaking Talking about clothes / Asking what other people are wearing
Reading The birthday party
Writing Creating a mind map / Writing about your clothes
MORE! 
Grammar chant: Present simple questions
Sounds right: /з:/
The Story of the Stones 4: Rats!
Everyday English Let’s get out of here! Good idea! Rats!

5
 Unit 9: Unusual pets 66-75
Vocabulary Pets
Question words (What / Where / How often) / Object pronouns /
Grammar 
Irregular plurals (3) (mice, ponies) / Possessive ’s
Listening Mr White and his unusual pet
Speaking Talking/Asking about pets
The Twins 4: The blue T-shirt (clothes / complimenting /
responding to compliments)
Reading 
A newspaper article: Pets in the UK / Archie’s toys / A letter to
Olivia, the clever owl
Writing Writing an email about a problem
Our Young World 3 Jamie’s pet
MORE! A song 4 U: Hamster Blues
Sounds right: /æ/

Unit 10: In a shop 76-81

Vocabulary 
Numbers: 25–1,000 / Prices / Shopping phrases
Grammar This/that – these/those / How much is/are … ?
Listening Shopping dialogues / The price is right
Speaking Talking about prices
Reading The horse in the shop
Writing Writing a shopping dialogue
MORE! 
A song 4 U: Clever Jolly
Sounds right: /ð/
Time for a sketch: The jeans
The Story of the Stones 5: Two more to go!
Everyday English Oh, come on. I’m not sure. Be careful! Just a minute.

Unit 11: What’s the time? 82-91

Vocabulary Time / Free time activities
Grammar Present continuous
Listening A surprise for Suzy (part 2)
Asking and telling the time / Asking/Talking about what someone
Speaking 
is doing right now
The Twins 5: The train ride (means of transport / telling someone
to be quick / asking someone to wait)
A day in the life of Mary and Li / A surprise for Suzy (part 1)
Reading 
Writing Writing a postcard
MORE! A song 4 U: Waiting ...

Unit 12: The birthday cake 92-99

Vocabulary Months and dates / Rooms in a house
Grammar 
Ordinal numbers / Time prepositions: in (January), on (May 12th),
at (6 o’clock) / Past simple (1) was – were
Listening Sue’s diary / The case of the missing cake (part 2)
Speaking Talking/Asking about dates / Saying/Asking where people were
Reading The case of the missing cake (part 1)
Writing Writing a dialogue in the past
MORE! 
Grammar chant: was – were
Sounds right: /θ/ in ordinal numbers (e.g. fifth) / Months and dates
The Story of the Stones 6: Three stones to rule the universe!
Everyday English How dare you! You’re welcome. That was close.

6
Unit 13: Help! 100-109
Vocabulary Emergency services / An accident in the mountain
Grammar 
Past simple (2): regular verbs / Linking words
(and, but, because)
Listening Emergency services / A phone call / Radio play: Space rescue
Speaking Calling the emergency services and spelling names /
Telling a story in the past
The Twins 6: The black eye (injuries / arousing interest /
encouraging someone to say what happened)
Reading Rescue! / A magazine article: Mountain danger
Writing Writing a story in the past
Our Young World 4 Luna’s helping out
MORE! Sounds right: /t/ /d/ /ıd/

Unit 14: It’s my favourite 110-117

Vocabulary 
Screen time / weak, skin, lying under a tree, lake, spots, hug, leaves,
bend down, hunt / Kinds of books and stories
Grammar 
Past simple (3): Verneinung mit didn’t / Past simple (4): irregular verbs /
Past simple (5): more irregular verbs
Listening 
Paula and Michael talk about their screen time /
The leopard and the giraffe / Interviews about reading habits
Speaking 
Talking about screen time / Talking about books and reading / Tellling a story
Reading The remote control
Writing Writing a picture story
MORE! 
A poem: Watching TV
Sounds right: Stress time

Unit 15: What are you going to do? 118-121

Grammar (be) going to
Listening Dialogues
Speaking Talking/Asking about future plans
Reading Holiday plans
Writing Writing an email answer
MORE! 
A song 4 U: Hey, it's summertime
Grammar chant: be going to
A poem: When I go on holiday

GRAMMAR 122-128

CLASSROOM LANGUAGE 129

ENGLISH SOUNDS 130

WORDLIST 131-148

7
UNIT 1 Time for school
At the end of unit 1 ...
you know you can
the alphabet meet and greet people
the numbers 1–25 understand and spell names / email addresses
plural nouns / irregular plurals read and understand a short story about animals
10 words for colours, 11 school things understand a short video about school uniforms
and 11 classroom objects understand, ask and answer simple questions
how to use imperatives (Befehlsformen) understand and give instructions (Anweisungen)
write about you and your classroom

I want MORE!
A SONG 4 U
1/1+2

1 Listen and sing.

Don’t be shy, it’s fun to speak From north to south,

Say it in English, speak all week. From east to west.
Come on, listen, read and write. We love our English,
English only – day and night. we’re the best.

Hey, give me more, more, more. Hey, give me more, more, more.
Really more, more, more? Really more, more, more?
Give me more every day. Give me more every day.
Give me MORE! – that’s the way! Give me MORE! – that’s the way!

English words are really cool. Meet young people everywhere.

Grammar isn’t just for school. Talk to them – here and there.
Hello, world – here we come. Enjoy it and communicate.
We speak English, play the drum. Every day and that is great.

Hey, give me more, more, more. Hey, give me more, more, more.
Really more, more, more? Really more, more, more?
Give me more every day. Give me more every day.
Give me MORE! – that’s the way! Give me MORE! – that’s the way!

8 UNIT 1 WB p. 4
 LISTENING & SPEAKING  sking someone to spell their name /
A
email address
1/3

2 Listen and repeat the alphabet.

A  
  BB  
  CC  
  DD  
  EE  
  FF  
  GG
H  
  II  
  JJ  
  KK  
  LL  
  MM
N  
  OO  
  P
P  
  Q
Q  
  RR  
  S
S  
  TT
U  
  V
V  
  WW  
  X
X  
  Y
Y  
  ZZ
1/4

3 Listen and circle the correct letters in 2 .

4 C H O I C E S
1/5

Listen to the dialogues. Then read them out in pairs.

A DIALOGUE 1

Boy Hi, I’m Ahmed. What’s your name?

Girl I’m Chloe.
Boy Nice to meet you, Clara.
Girl Erm … my name’s Chloe. C – h – l – o – e.
Boy Oh, I’m sorry.
Girl That’s OK, Ahmed.

B DIALOGUE 2

Girl Hi, Noah. What’s your email address?

Boy It’s [email protected].
Girl Can you spell it, please?
Boy Yes, sure. N – o – a – h – one – one – at –
z – p – i – n – dot – c – o – m.
Girl Thank you.

5 Work with a partner. Create a dialogue and act it out.

WB p. 8, 10 UNIT 1 9
 VOCABULARY Numbers
1/6

6 Listen. Then write the numbers.

six twenty-two seventeen eight twelve fifteen two

one two
.................... three four five .................... seven

......................... nine ten eleven ......................... thirteen

fourteen ......................... sixteen ......................... eighteen nineteen

twenty twenty-one ......................... twenty-three twenty-four twenty-five

1/7

7 Look and count. Tick or correct the numbers. Then listen and check.

 8 babies 12 frogs 25 balls 1 cat

7
6 bears 17 apples 7 dogs 12 fish

10 UNIT 1 WB p. 4, 6 CYBER Homework 1

 READING Hi. I’m a
wide-mouthed
8 a Look. What’s the frog’s name? frog!

......................................

b Read the story.

Note
The
I’m = I am
What’s = What is
wide-mouthed
frog
Frog Hi. How are you?
Gorilla I’m fine, thanks. What’s your name?
Frog I’m Freddy. I’m a wide-mouthed frog and I eat insects. And you?
Gorilla I’m Gordon. I’m a gorilla and I eat bananas.
Frog Well, nice to meet you! Bye, gorilla!
Gorilla Bye, frog!

Frog Hi. How are you?

Bear I’m fine, thanks. What’s your name?
Frog I’m Freddy. I’m a wide-mouthed frog and I eat insects. And you?
Bear 
I’m Betty. I’m a bear and I eat honey.
Frog Well, nice to meet you! Bye, bear!
Bear Bye, frog!

Oh, oh, oh!

Well. I must go. Bye!

Frog Hi. How are you?

Crocodile I’m fine, thanks. What’s your name?
Frog I’m Freddy. I’m a wide-mouthed frog and I eat insects. And you?
Crocodile I’m Carl. I’m a crocodile and I eat ... wide-mouthed frogs!
Frog Oh, oh, oh! Well. I must go.
Bye!

9 How many of these tasks can you do?

Choose the correct answer. 1 Freddy is a frog. bear. crocodile.

2 Frogs eat honey. insects. bananas.

Answer the questions. 3 What animal is Betty? .............................................................

4 What animal is Carl? .............................................................

Circle T (True) or F (False). 5 Carl eats honey. T/F

6 The wide-mouthed frog is not happy. T/F
1/8+9

10 Check your answers with a partner. Then listen to the story.

WB p. 9 UNIT 1 11
 VOCABULARY School things
1/10

11 Listen and point. Then number the words.

glue stick rubber pencil sharpener pen

exercise book watercolours ruler scissors
pencil case paintbrush pencil

2
3

4
1
6
7
8
5

10 11

LISTENING
1/11

12 a Look. What’s the problem?

b Listen and colour. Midnight in the
red
classroom
yellow

blue

orange
I hate pink!
green

brown

pink

white

black

grey

12 UNIT 1 WB p. 4 CYBER Homework 2

OUR YOUNG WORLD 1
Luna’s school uniform

1 Watch the video. What colour is Luna’s tie?

What’s on it?
....................................................................................................................................................................

2 Watch again. Read the words and number the pictures.

1 hairband C
E F
2 hat
D
3 jeans A G
4 shirt B
5 skirt
6 socks
7 sunglasses H
8 T-shirt I
9 tie
L
10 sweater J
K
11 blazer
12 shoes

VOCABULARY: *introduce – (sich/jdn.) vorstellen; dark – dunkel; light – hell

1/12
School ties
3 Listen. Then read the texts and number them 1–4. Then say. Note
it’s = it is
Hello, I’m Leah. I go to West Moors Middle School.
My school tie is green and white. Can you find it?
Leah’s tie is number …

Hi, I’m Leo. My school is Chester Comprehensive.

1 3 4
My school tie is orange and black. Can you find it?
2

Hi, I’m Ellen. I go to St. Peter’s School in York. My

school tie is red, white and blue. Can you find it?

I’m Freddie. My school is the City of London School.

Can you find my school tie? It’s yellow and grey.

CYBER PROJECT: Our school uniform

4 Create a school uniform for your school: Make a school tie. Make a video.

CYBER Project 1 OUR YOUNG WORLD 1 13

 VOCABULARY Classroom objects No te
1/13
isn’t = is not
13 Listen. Are the sentences correct? Write  or  .
2 projector 3 door
Number 10 is correct.
1 window

4 board

5 sound system

6 desk 7 tablet

10 floor 
8 chair 9 English book

Number 8 isn’t correct.
11 school bag

14 Work in pairs. Cover up 13 . Can you remember?

What colour is the chair? It’s brown and red.

LISTENING Understanding and giving instructions No te

1/14
don’t = do not
15 Listen and number the pictures.

16 Match the speech bubbles with the pictures in 15 . Write the numbers.

Switch on your tablets. Clean the board. Don’t open your books.

Open the window. Sit down, children. Don’t speak. Don’t stand up.

Close the door. Take out your books. Switch off your tablets.

14 UNIT 1 WB p. 5, 7, 8
 SOUNDS RIGHT /z/
1/15

17 Listen and repeat.

A baby, a ball, a bear and a dog.

2 babies, 3 balls, 4 bears and 5 frogs.

WRITING

18 Read Mike’s text. Then write your own text and draw a picture.

I’m Mike. I’m ten. I’m in class 1A. My email address is [email protected].
In my classroom, the floor is green. The desks and the chairs are brown
and black. The door is light green and the board is white. My pencil case is
blue and red. Red is my favourite colour.

GRAMMAR
Plural nouns Questions (Fragen)
(Mehrzahlformen) +
So fragst du nach dem Namen, der E-Mail-Adresse
Irregular plurals (1)
und wie es jemandem geht:
Du bildest den Plural von Nomen What’s your name? – I’m Sue. (I am …)
üblicherweise, indem du ein -s an What’s your email address? / Can you spell it, please?
das Nomen hängst. How are you? – I’m fine, thanks. And you?
a dog – 4 dogs
a bear – 7 bears Imperatives (Befehlsformen)
Kannst du im Text auf S. 11 So sagst du, dass jemand etwas tun soll:
(The wide-mouthed frog) drei
Stand up! Close the window!
unterschiedliche Nomen im Plural
Open your books! Take out your books!
finden? Wie heißen sie?
So sagst du, dass jemand etwas nicht tun soll:
Wenn ein Nomen auf einen
Don’t stand up! (Do not …!)
Konsonanten + y endet (z.B. -by),
Don’t open your books!
schreibt man die Pluralendung so:
Don’t close the window!
a baby – 8 babies (y ➞ ies) Don’t take out your books!
Aber: a boy – 3 boys
Suche in Übung 16 einen weiteren Satz, in dem
Achtung: Es gibt auch Ausnahmen! ausgedrückt wird, dass jemand etwas nicht tun soll.
a child – five children
Schreibe den Satz hier auf: ............................................
a fish – three fish
..........................................................................................

Now go back to page 8. Check with a partner what you know / can do.

WB p. 6, 7, 8 CYBER Homework 3 UNIT 1 15

 UNIT 2 At the zoo
At the end of unit 2 ...
you know you can
the verb to be talk and write about yourself and others
how to use prepositions of place understand others talking about themselves
how to use there is / there are understand, ask and say where things are
11 words for animals and things in a wildlife park write about school things and objects

Note
READING where’s = where is
there’s = there is
1 Read the story.
Maria Hey, David, look! they’re = they are
There’s a big giraffe.
No te
Where's the David Cool! And … there’s a parrot under the
giraffe!

next to
parrot? Maria Where?
David There! The parrot is blue and yellow. It’s
beautiful.
Maria Oh, yes. Buddy, you like giraffes!
Buddy WOOF!
behind David Look – there are three monkeys. They’re
behind the tree.
Maria The tree?
David Yes, the tree in front of you!
on Maria Oh, yes! And there’s the parrot!
David Where?
Maria It’s next to the brown monkey. I like monkeys!
Buddy WOOF-WOOF. WOOF!
under
Maria What is it, Buddy?
David The parrot!
Maria Where?
in front of David It’s on
Buddy now!
Buddy WOOF?!

2 How many of these tasks can you do?

Choose the correct answer. 1 The giraffe is big / small.

2 The parrot is blue and yellow / green and yellow.

Circle T (True) or F (False). 3 There are two monkeys. T/F

4 The tree is behind Maria. T/F

Answer the questions. 5 Where is the brown monkey? .....................................................

6 Where is the parrot now? .....................................................
1/16+17

3 Check your answers with a partner. Then listen to the story.

16 UNIT 2 WB p. 14, 15, 18 CYBER Homework 4

 LISTENING & SPEAKING Understanding/Saying where animals are
1/18

4 a Look at the poster. Where is this?

in England in Italy

b Listen to the guide. What is the order of the sentences? Write the numbers.

Welcome to
Cotswold
Wildlife
Park and Gardens!

See a lion.

Go on a train.

Feed the
giraffes.
Feed the
penguins.
Adults
£14.40 Children Fa ct bo x
Dogs are welcome at
£9.90 Bring your dog. Cotswold Wildlife Park
and Gardens! But they
can’t run around!
5 Look at the pictures in 4 and say.

a train. go on … .
There is penguins. You can see … .
There are giraffes. …
…

WB p. 14, 19 CYBER Homework 5 UNIT 2 17

 LISTENING & SPEAKING Talking about yourself and others
1/19

6 Listen and tick what the children say.

1 I’m Rebecca. I’m from Oxford. I’m 11. I’m in Year 7.

I’m Veronica. I’m from Cambridge. I’m 12. I’m in Year 8.

2 I’m Robert. I’m from York. I’m 12. I’m in Year 7.

I’m Roger. I’m from Cork. I’m 13. I’m in Year 8.

3 We’re Sam and Catherine. We’re from London. We’re 13. We’re in Year 8.
We’re Karen and Benny. We’re from Liverpool. We’re 14. We’re in Year 9.

7 Talk about the boys and girls in 6 . No te

1 Veronica’s from … . She’s … . She’s in … . I’m = I am
you’re = you are
2 … from … . He’s … . He’s in … .
he’s / she’s = he is / she is
3 … and … are from … . They’re … . They’re in … .
we’re = we are
they’re = they are
8 In pairs, talk about yourself. Listen and then talk
about your partner.

I’m … | I’m from … | I’m … | I’m in …

You’re … | You’re from … | You’re … | You’re in …

GRAMMAR CHANT to be
1/20

9 A chant. Listen and repeat.

Monkeys, monkeys,
monkeys in the zoo.
Monkeys, monkeys –
here’s a chant for you.

I am in. Ken is in. We are in.

You are out. Lucy’s out. They are out.
I’m not happy. Ken’s not happy. We’re not happy.
Let me out. Let Ken out. Let us out.

Monkeys, monkeys … Monkeys, monkeys … Monkeys, monkeys …

18 UNIT 2 WB p. 17, 18
 SPEAKING Asking/Saying where things are
1/21 No te
10 Where’s the parrot? Complete with in / on / under / in front of / behind / next to. it’s = it is
Then listen and check.

1 It’s ........................... the car. 2 It’s ........................... the car. 3 It’s ........................... the car.

4 It’s ........................... the car. 5 It’s ........................... the car. 6 It’s ........................... the car.

11 C H O I C E S

A Work in pairs. Look at the things in the picture. Ask and answer.

Where’s the chair? in

Where’s the frog? under the desk.
Where’s the cat? It’s behind the school bag.
Where’s the dog? on the chair.
Where’s the banana? next to the computer.
in front of

B Work in pairs. Look at the things in the picture. Ask about the following things:
desk, window, school bag, book.

WB p. 15, 16, 17 UNIT 2 19

 WRITING

12 C H O I C E S

A Write what’s in your pencil case.

In my pencil case there is a … ,

there are … , there is a … and …

B Look at the picture and write.

There is a book on the desk.

Next to …

GRAMMAR
there is / there are

So kannst du ausdrücken, dass etwas vorhanden ist:

There is a train. There are two trains.
There is a penguin. There are two penguins.

Prepositions of place

So fragst du, wo sich etwas befindet: So antwortest du:

Where’s the frog? It’s in the shoe.

next to
behind
in

under on in front of

to be (affirmative)

Das Verb „sein“ (ich bin, du bist, er ist, …) hat im Englischen die folgenden Formen:
I’m fine. (I am fine.) We’re from York. (We are from York.)
You’re nice. (You are nice.) You’re happy. (You are happy.)
He’s in class 4A. (He is in class 4A.) They’re from London. (They are from London.)
She’s 11. (She is 11.)
It’s yellow. (It is yellow.)

Now go back to page 16. Check with a partner what you know / can do.

20 UNIT 2 WB p. 16, 17, 19 CYBER Homework 6

 The
THE Secret
STORY OFSpring
THE STONES 1
They’re here!
1 2 3

1 Look and say.

I think it’s a fantasy story.

I think it’s a real story.

2 Watch episode 1. Write the

names. ............................. ............................. .............................
1/22

3 Listen and complete the rhyme. Then choose a colour. Draw your face or stick in a photo.
Complete the sentence and colour your stone.

One stone is ...................................... .

One stone is ...................................... .
One stone is ...................................... .
Watch our story.
My stone is
Here's what they can do!
...................................... .

EVERYDAY ENGLISH

4 Match the pictures with the phrases.

1 Let me see. 2 How strange! 3 At last!

5 Can you do the puzzle?

__ __ __ __ __ __ __ __ __ __ __
CODE: u=P |=W £=E o=S u |£ o £o

THE STORY OF THE STONES 1 21

 UNIT 3 Pirates
At the end of unit 3 ...
you know you can
14 words for parts of the body understand descriptions of people
how to use have got – haven’t got describe yourself and other people
a few irregular plural forms understand what other people have or haven’t got
say what you and other people have or haven’t got
use a mind map to write a description of somebody

1 Read and number the pictures.

n 1 This is Edward Teach. He’s a pirate.

Pirates of the Caribbea

His pirate name is Blackbeard.
People are very scared of him.

2 Blackbeard has got a ship. It’s

called Queen Anne’s Revenge. It’s a
big ship. It’s 32 metres long. It has
got 40 cannons.

3 There is a famous series of

pirate films called Pirates of the
Caribbean. Blackbeard is also in
the films. In the film, Blackbeard
has got very long hair.

VOCABULARY Parts of the body

1/23

2 Listen and point. Then number the words.

Note
beard 3
2
left arm 1 4
right leg
6 long short
1 fingers 7 5
mouth
eyes 8 9
nose
tooth/teeth
10 tall short
wooden leg
ear
left foot No te
12 1 tooth – 2 teeth
feet 11
1 foot – 2 feet
left shoulder 13

hair 14

22 UNIT 3 WB p. 22, 23 CYBER Homework 7

 LISTENING & SPEAKING T alking about what you have got /
1/24
haven’t got
3 Listen to the pirate and tick the correct picture.

Note
I’ve got = I have got 1 2 3

4 Work in pairs. One of you is Captain Tick and one of you is Captain Tock.
Tell your partner what you have got / haven’t got.
Captain Tock
Captain Tick
I haven’t got a red ship.
I’ve got a blue ship.

SOUNDS RIGHT /p/

1/25

5 Listen and repeat.

Purple hair and pink eyes,

Polly Pym – the pretty pirate.

WB p. 24, 28 CYBER Homework 8 UNIT 3 23

 1/26
READING Dana, the pirate
6 a Look and tick.

Dana is  a pirate.
a girl.

b Read the story.

Then listen to it.
1 2
This is Dana. Dana loves pirates. She’s got a lot of books about pirates. Lots of books.

Zzzzz

4
3 Dana is a pirate. She’s got a parrot
Dana is in bed on her shoulder and she’s got a 5
now. She is tired. golden tooth in her mouth. And she’s But Dana hasn’t got friends. And
She is very tired. got a ship. A big ship. the pirates haven’t got a ship.

Don’t look
down.

6
Oh, no ...! Dana hasn’t 7 8
got a ship now. It’s a dream!
9
Just a dream ...

7 Look at the pictures and answer the questions.

1 2 3 4

1 Has Dana got a book? 3 Has Dana got a pirate ship?

Note
Answer with: …………………………………..……............ ……………………………………..…............
Yes, she has. / No, she hasn’t. 2 Has Dana got a wooden leg? 4 Has Dana got a pirate ship?
……………………………………..…............ ………………………………………..............

24 UNIT 3 WB p. 25, 26, 28

 LISTENING & SPEAKING S
 aying what another person has got /
1/27
hasn’t got
8 Listen to Matt and Anna play “Guess my pirate”. Complete.

1 Matt’s pirate is .......................................... .

Guess
2 Anna’s pirate is .......................................... .
my pirate

Alf Bob Chris Dave Ed

Fred Greg Harry Ian John

Kev Liam Nigel Mark Owen

9 Read and complete.

Boy OK. Has your pirate got a big nose? Girl His eyes are brown, but he’s only got
Girl A big nose? Yes, he’s got a big nose. one eye.
Boy Has he got black hair? Boy OK, he’s got a big nose. He’s got grey
Girl No, he hasn’t got black hair. He’s got hair. He hasn’t got a beard and he’s
grey hair. got one brown eye. Is your pirate
Boy Has he got a beard? .......................................... ?
Girl No, he hasn’t got a beard. Girl Yes, he is!
Boy Has he got blue eyes?

10 In pairs, play “Guess my pirate”. Ask questions to find your partner’s pirate.

Has your pirate got ...? Yes, he’s got … / No, he hasn’t got …
Is your pirate ...? He’s got a ...
Yes, he is. / No, he isn’t.

WB p. 25 UNIT 3 25
 11 C H O I C E S
A Read and look at the picture to find the two mistakes. Say what’s wrong.

This is Tamara the Terrible. She is tall. She has got red hair. She hasn’t got
a big nose. She has got blue eyes. She has got a pelican, Trevor. Trevor
hasn’t got a real left leg. He has got a wooden left leg.

B Read the texts and look at the pictures. How many mistakes can you find?

This is Greybeard the Great. He is short. He has got a black beard.

He has got grey hair. He has got one green eye. He hasn’t got a
left ear. He hasn’t got a strong left leg. He has got a
wooden left leg. He has got a small blue nose.
He has got a dog.

Fred and Frank are brothers. Fred has got a

pelican on his right shoulder, and Frank has
got a pelican on his left shoulder. Fred has
got a brown beard. Frank hasn’t got a beard.
They’ve got blonde hair. Frank has got a
small nose. Fred has got a wooden leg. Fred Frank

A SONG 4 U
1/28+29

12 Listen and sing.

The pirate song

Ho, ho, hey, hey! Ho, ho, hey, hey! Ho, ho, hey, hey! We’re ready for action.
Hey, ho, this is the pirate song. Ho, ho, hey, hey! Let’s go on a trip.
Hey, ho, and here we go: A cannonball*. We’re ready for action.
The pirates call. Let’s board the ship.
A cutlass* swings.
Ho, ho, hey, hey!
A pirate sings. Ho, ho, hey, hey! Ho, ho, hey, hey!
Ho, ho, hey, hey!
Ho, ho, hey, hey! Hey, ho, this is the pirate song.
We’re pirates true.
Ho, ho, hey, hey! Hey, ho, and here we go.
And we want you!
We’re pirates – yes!
Ho, ho, hey, hey!
The very best.
Ho, ho, hey, hey!
Ho, ho, hey, hey!
Ho, ho, hey, hey!

We’re ready for action.

Let’s go on a trip.
We’re ready for action.
Let’s board the ship.

VOCABULARY: *cutlass – Piratensäbel; cannonball – Kanonenkugel

26 UNIT 3 WB p. 26, 27
 WRITING

13 Look at the mind map. Use it to write a short text about a pirate (40–50 words).

very strong is Captain Hook hasn’t got a cat This is Captain Hook,
the pirate. He has got
a big nose has got a hook left arm a wooden leg
brown hair and brown
brown hair brown eyes a dog a cutlass eyes …

GRAMMAR
have got – haven’t got

+ – ?
I/You have got a cat. I/You haven’t got a cat. Have I/you got …?
He/She/It has got a small nose. He/She/It hasn’t got a small nose. Has he/she/it got …?
We/You/They have got a big ship. We/You/They haven’t got a big ship. Have we/you/they got …?

Setze I haven’t got oder I’ve got ein:

Mithilfe von 1...................................................... sagst du, dass du etwas hast.
Mithilfe von 2...................................................... sagst du, dass du etwas nicht hast.
Note: He has got a cat. = He’s got a cat. Ooh! You’ve got
They have got strong arms. = They’ve got strong arms. strong arms!
I have not got blue eyes. = I haven’t got blue eyes.
He has not got a dog. = He hasn’t got a dog.

Irregular plurals (2)

one foot ➞ two feet one tooth ➞ five teeth

Woof!
more Captain Fido’s
fun with treasure!

Fido!

Now go back to page 22. Check with a partner what you know / can do.

WB p. 24, 25 CYBER Homework 9 UNIT 3 27

 THE TWINS 1
Feeling bored?
Developing speaking competencies
Language function Speaking strategy
I can make suggestions (Vorschläge machen) I can respond (auf Vorschläge antworten)

VOCABULARY Activities
1/30

1 Write the activities under the pictures. Then listen and check.

go to the cinema go shopping go bowling

go swimming go skateboarding go to the theme park

1 .................................................... 2 .................................................... 3 ....................................................

4 .................................................... 5 .................................................... 6 ....................................................

1/31

2 Watch or listen to the dialogue. Then read it. What activities does Lucy suggest?

Leo I’m bored.

Lucy Me too. Let’s do something.
Leo Good idea. But what?
Lucy Let’s go swimming.
Leo Swimming? No, I hate swimming.
Lucy OK, we could go shopping.
Leo Boring. Lucy Yes, there’s a great new pirate film
Lucy OK, no swimming, no shopping. I know! at the Odeon.
Let’s go to the cinema. Leo No, I hate pirates.
Leo The cinema? Lucy I give up!

28 THE TWINS 1
 3 Read and circle T (True) or F (False).

3 S
 wimming is a
1 I’m bored. T/F
bad idea. T / F

2 L
 et’s go to the 4 A
 pirate film?
cinema. T / F No, thanks! T / F

Lucy Leo

USEFUL PHRASES Making suggestions

4 Write the words in the correct order to make sentences.

1 shopping / we / go / could We could go shopping.

..........................................................................................................
2 swimming / go / let’s ..........................................................................................................

? What do you think? Complete the sentence.

Lucy and Leo go .......................................................................................................................................

MOBILE HOMEWORK

Watch part 2 of the video and check your answer.

SPEAKING STRATEGY Responding

5 Look at the responses. Draw  or  next to each one.
Boring. Good idea! I love swimming. I hate swimming.

6 C H O I C E S

A Work in pairs. A Let’s go swimming.

A Suggest an activity from 1 . B Respond.
B Good idea!

B ROLE PLAY: Work in pairs. Look at your role card and act out.

Student A • swimming –  • bowling – 

suggest:
g–
You are bored. Tell student B and
• skateboarding –  • shoppin
• the theme park – 
• go to the cinema • go to the theme park • the cinema – 
g
• go skateboarding • go shoppin
suggestions and respond:
• go bow ling
A’s
You are bored. Listen to student
• go swimming
Student B

WB p. 28 THE TWINS
UNIT 31 29
 UNIT 4 Emotions
At the end of unit 4 ...
you know you can
11 words for feelings talk about your and other people’s feelings
the days of the week and times of the day understand others talking about their
how to make questions with the verb to be feelings and week
how to use the negative form of to be talk and write about your week

VOCABULARY Feelings
1 Follow the lines and say the sentences.
John’s happy.

John
proud

angry Becky
Linda happy
cold
hot
nervous

Paul
Victor
bored
excited
sad
scared

Vanessa hungry Emma

Jason Wayne
Fiona Lucy
1/32

2 Listen and circle the correct words.

1 He is cold / hot. 4 He is bored / scared. 7 He is angry / happy.

2 She is angry / sad. 5 She is proud / hungry. 8 She is nervous / excited.
3 They are happy / sad. 6 They are bored / excited. 9 He is hot / proud.

READING
1/33

3 a Look at the story on page 31. Where are they? .....................................

b Listen to the story. Then read it and answer the questions.

1 Is Mike happy at the end of the story?

2 Is Miss Baker angry at the end of the story?
3 Is Mike’s mum proud at the end of the story?

30 UNIT 4 WB p. 31, 32 CYBER Homework 10

 The school play
The next day. On the stage.
I’ve got a part That’s great.
in the school play. I’m I haven’t got many friends.
Harry Potter!

No, no, no,

Mike. In this scene
Harry isn’t happy.
He’s sad!

Mike is excited. Miss Baker isn’t happy.

Be quiet, Malfoy!
Please, go away!
No, no, no, Mike. In this scene
Now Harry is angry. Harry isn’t happy.
He isn’t happy! He’s scared.

Miss Baker still isn’t happy. Miss Baker still isn’t happy.

Later at home. It’s a lot of work, but it’s fun.

It’s no good, Mum.
I’m terrible.

No, you’re not, Mike.

Let me help you.

After the play.

There are a
The big day.
lot of people!
Bravo! Fantastic!

Great!

Mike is nervous.
Miss Baker is proud. Mum is proud. Mike is
happy. He’s very happy.

UNIT 4 31
 READING
1/34

4 a Look. Find out the name of the city.

A day in the life
b Listen to the story. Then read it. of Richard
Richard is a guard at Buckingham Palace.
He has got a red jacket and a big black hat.
It’s early morning. It’s wet. Richard’s cold.

There are five tourists. The tourists are

excited. They’ve got a camera. Is Richard
excited? No, he isn’t. He’s angry.

It’s lunchtime. The tourists have got

hamburgers. Richard hasn’t got a hamburger.
Richard isn’t happy. He’s hungry.

It’s afternoon. The sun is out.

Richard isn’t cold now.
He’s hot. He’s really hot!

It’s evening. Is Richard tired? No, he’s just bored.

Richard isn’t at work now.

Richard’s at home.
Is he happy? No idea.
He’s asleep.

5 How many of these tasks can you do?

Choose the correct answer. 1 Richard’s hat is red / black / brown.

2 Richard is wet / cold / tired.
3 The tourists are bored / happy / excited.

Circle T (True) or F (False). 4 All the tourists have got cameras. T/F
5 One tourist has got a hamburger. T/F
6 Richard has got no lunch. T/F

Complete the sentences. 7 When the sun is out, Richard ...................................................... .

8 In the evening, Richard isn’t ......................................................... .
9 Now, he’s ....................................................................................... .

32 UNIT 4 WB p. 34, 35
 SPEAKING Talking about feelings
1/35

6 C H O I C E S
Listen and put the two dialogues in the correct order. Act one of them out.

A DIALOGUE 1 B DIALOGUE 2

Oh dear. Why? Is it big? No, we aren’t.

How are you today? Are you OK? There’s a rat in our room.
I’ve got a lot of homework. Scared? Why? We’re very scared.
I’m not very happy. Oh dear. Why? Yes, very big.

7 Work in pairs. Draw on each face how the kids are feeling. Then find out about your partner’s
kids and draw.

Student A
Liz Tim Peter and Ahmet Karen

Student B
Sue Noah Yasmin and Jane Jim

A Is … happy? A Is … happy? A Are … and … happy?

B Yes, he/she is. B 

No, he/she isn’t. B Yes, they are. /
He/She is sad. No, they aren’t.

SOUNDS RIGHT Days of the week

1/36

8 A chant. Listen and repeat.

Monday, Tuesday, Wednesday – cool.

Thursday, Friday – no more school!
Saturday and Sunday – great!
Tomorrow’s Monday – don’t be late!

WB p. 32, 33, 36 CYBER Homework 11 UNIT 4 33

 9 Look at Gina’s diary. Write the
days of the week under the
pictures.

Tuesday
1 ..............................................

2 .............................................. 3 .............................................. 4 ..............................................

5 .............................................. 6 .............................................. 7 ..............................................

10 Work in pairs. Talk about each picture in 9 .

It’s Monday. Gina is tired. It’s Tuesday. Gina is ...

A SONG 4 U
1/37+38

11 Listen and sing.

Just be you

I am happy. Just be you. I’m excited

I’m not sad. It’s what you do. for today.
Things are good. Be yourself I’ve a feeling.
They’re not so bad. and no one else. I know the way.

I am proud Happy, scared, I’m so happy.

of who I am. bored or sad. I’m OK.
I’m not scared, It’s who you are. I’m with my friends
I’ve got a plan. So just be glad. at school today. Just be you…

34 UNIT 4 WB p. 32
1/39
LISTENING
the magic bottle
12 Listen to Bob and Jill. Sing along.

I’m a monster,
my name’s Bob.
I’m a monster
I am Jill, Jill, Jill
and I rob*,
and I will*, will, will
yeah I rob, rob, rob
get the feelings back.
feelings,
I am good, Bob is bad.
hey, hey, hey,
I am nice, Bob is mad*.
every day,
I rob feelings.

Bob Ji ll
VOCABULARY: *rob – stehlen; will – werden; mad – zornig, wütend
1/40

13 Listen to the radio play sad bored happy tired angry

The magic bottle and
complete the sentences 1 Tim is .................................... . 4 Jill is ...................................... .
with the words from the 2 Lilian is ................................. . 5 Bob is .................................... .
box.
3 Rose is .................................. .
1/40

14 Put the pictures in the correct order. Then listen again and check.
Where are my books?
Later.
So boring! Zzzzz

WHERE ARE
Kitty? MY BOOKS?

WB p. 37 UNIT 4 35
 WRITING

15 C H O I C E S

A Use Gina’s diary in 9 to complete the sentences.

1 I’ve got ................................................ on Thursday.

2 It’s ................................................ today. I’ve got football and I’m tired.
3 I’m happy because it’s my birthday on ................................................ .
4 It’s the school play on ................................................ and I’m nervous.
5 I’m so excited there’s a ................................................ on ................................................ .

B Choose four days from your week and write a sentence for each.

.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................

GRAMMAR
to be (negative) Are you cold?

So bildest du die Verneinung mit to be:

I’m not (am not) happy.
You aren’t (are not) excited.
He/She/It isn’t (is not) cold.
We aren’t (are not) hungry.
You aren’t (are not) hot.
They aren’t (are not) angry.

Questions with to be

So bildest du Fragen und Antworten mit den verschiedenen Formen von be:

? + –
Are you happy? Yes, I am. No, I’m not.
Is he happy? Yes, he is. No, he isn’t.
Is she happy? Yes, she is. No, she isn’t.
Is it happy? Yes, it is. No, it isn’t.
Are you happy? Yes, we are. No, we aren’t.
Are they happy? Yes, they are. No, they aren’t.

Now go back to page 30. Check with a partner what you know / can do.

36 UNIT 4 WB p. 33, 34, 35 CYBER Homework 12

 The
THE Secret
STORY OFSpring
THE STONES 2
Don’t worry – it’s me!

1 Remember and say: The green stone is for ... The orange ...

2 Can you say the rhyme

of the stones?

1 st i o.
1 st i g.
1 st i b.
W o s.
H w t c d!

3 Watch episode 2. Write the names of the animals.

rat eagle tiger

1 .............................................. 2 .............................................. 3 ..............................................

EVERYDAY ENGLISH

4 Match the pictures with the phrases. Write the numbers.

1 Try it! 2 Let go! 3 What’s happening?

THE STORY OF THE STONES 2 37

 UNIT 5 This is our band
At the end of unit 5 ...
you know you can
5 words for musicians and 4 musical instruments say what you can or can’t do
4 verbs for movement ask and understand what others can
how to use can / can’t or can’t do
how to use possessives (besitzanzeigende Fürwörter) write about what you can or can’t do

VOCABULARY Musicians and instruments

2/1
1 Listen and look at the pictures. Then number the words.

drummer 1
4 5
saxophone player
2
singer
3
guitarist
keyboard player

2/2

2 Listen to James. Complete with the words from the box.

James Ellie Bacon Steve Jessica Jack Dan

James
Hi, I’m 1.................................... . I’m the singer of our band. Its name is Project .
This is .................................... , our keyboard player. And this is her boyfriend,
2

3
.................................... . He’s our saxophone player. This is 4....................................
and his brother 5.................................... . They play the guitar. And this is their
dog. His name is 6.................................... .

Project
11
This is my sister, 7.................................... .
She’s our drummer.

38 UNIT 5 WB p. 40, 41 CYBER Homework 13

 ... It’s time to move your body and
READING 1 to dance around the clock ...

3 Read the story.

The Project

perfect job 11

2 3

Pete Erm … Erm … Can I play in your band?

Jessica Can you play the guitar?
Pete Yes, I can.
Jessica No, he can’t.

Pete Wow! Cool! You’re a great band.

James Thanks. I’m James. What’s your name? 4
Pete Hi, I’m Pete.
James Nice to meet you, Pete. Meet my friends.
This is Jessica. She plays the drums.
Pete Hi, Jessica!
Jessica Hi!
James And there’s Dan, Steve, Ellie and Jack. Ellie Can you play the keyboards?
Pete Hi there. Pete I’m not sure. Let me try.
Band Hi! Jessica No, you can’t.

6
The next day at
five o’clock.

James Can you sing? Ellie We’ve got the

Phew!
Pete I’m not sure. Let perfect job for you. Perfect job?
me try. … I love Pete Really? Wow! I don’t know ...
you so … Jessica Yes, come back
Jack Oooops! tomorrow at
Pete No, I can’t. five. We’ve got a
James Oh, don’t worry. concert at eight.

WB p. 46 UNIT 5 39
 4 How many of these tasks can you do?

1 For Pete, the band is loud. OK. great.

2 They ask Pete: Can you play the keyboards? drums? saxophone?
3 They say to Pete, “Come back
in five hours.” tomorrow at five.” at five in the morning.”
4 Pete can play the guitar. T/F
5 Pete can’t sing. T/F
6 Jessica says she has the perfect job for Pete. T/F
7 Who is the drummer in the band? ...............................................................................................
8 How many people are in the band? ...............................................................................................
9 Is Pete happy with his new job? ...............................................................................................
2/3+4

5 Check your answers with a partner. Then listen to the story.

Music is our life

A SONG 4 U
2/5+6

6 Listen and sing.

When the drummer gets going

and the band starts to rock,
it’s time to move your body
and dance around the clock.
Yeah, music, music, music – Music is our life.

Hear the beat – it’s so cool.

There’s music here at our school. Forget the tests – have some fun.
Shake your arms and shake your feet. Enjoy the music, everyone!
Swing in time with the beat! Move your body, left and right.
Dance and sing, day and night!
When the drummer gets going …
When the drummer gets going …

7 Complete the sentences with can or can’t.

Can
1 ................... you play the guitar, Pete? – 4 Bacon ................... sing.
Yes, I ................... . 5 Ellie ..................... play the keyboards.
2 ..................... you sing, Pete? – No, I ..................... . 6 Pete ................... carry their
3 Dan and Steve ................... play the guitar. instruments.
2/7

8 Listen and write the words.

2 1 wiggle your .............................

nose 1 3
4 2 stand on your ........................
ears
3 walk on your ..........................
hands
4 touch your ..............................
head
with your tongue

40 UNIT 5 WB p. 40, 42, 44 CYBER Homework 14

 SOUNDS RIGHT can – can’t No te
2/8 I can’t = I cannot
9 Listen and repeat.

Can you carry fifteen cans? I can’t carry fifteen cans.

Can you drink them in one go? I can’t drink them in one go.
Can you eat a hundred apples? I can’t eat a hundred apples.
Can you really? Is that so? I’m not a hippo, no no no!

SPEAKING Saying/Asking what you or others can or can’t do

10 Find out five things your partner can do and three things he/she can’t do.

A I can … , but I can’t …

Can you … ?
C No, I can’t.

B Yes, I can.

GRAMMAR CHANT Possessives

2/9

11 A chant. Listen and repeat.

It isn’t your cat.
It isn’t his cat.
This isn’t Oh, no!
my cat.

Oh, no!

It’s her cat. Yes, I’m her cat.

This isn’t our dog.

It isn’t your dog.

Oh, no!

Of course not.
It’s their dog. That’s right, I’m their dog.

WB p. 42, 43, 44 UNIT 5 41

 WRITING

12 Read the text. Then write a text about yourself.

This is me.
I can write with my left hand and my right hand.
I can’t touch my nose with my tongue, but I can wiggle my ears.
I can walk on my hands. I’m Super Girl!

GRAMMAR
Possessives (besitzanzeigende Fürwörter)
This elephant can
Mithilfe der Wörter my, your, his, her usw. kannst du wiggle its ears.
ausdrücken, zu wem etwas gehört.

I – my This is my sister Jessica.

you – your What’s your name? – I’m James.
he – his His name’s Jack.
she – her Her name’s Ellie.
it – its This is a new band. Its name is Project 11.
we – our We are Dan and Steve. And this is our dog.
you – your Dan and Steve, your guitars are great!
they – their Dan and Steve are brothers. Their dog is Bacon.

can – can’t Lies die Beispielsätze links. Setze dann can oder can’t ein:
Mithilfe des Wortes 1........................ sagst du, dass jemand etwas kann.
James can sing.
Mithilfe des Wortes 2........................ sagst du, dass jemand etwas nicht
The dog can’t sing.
kann.

Take me by
the hand …
more
fun with

Fido! Mmm.
That’s a good
idea!

Now go back to page 38. Check with a partner what you know / can do.

42 UNIT 5 WB p. 42, 43, 44, 45, 47 CYBER Homework 15

OUR YOUNG WORLD 2
DVD Jamie’s money

1 Watch the video and complete

Jamie’s sentence:

I get pocket money from .................................................................................................................. .

2 Watch again. Put Jamie’s sentences in the correct order.

My profit is £120. But Mr Davis, my teacher, A cup of apple juice at the

isn’t happy! school canteen is £2.

At the supermarket, a I give my profit to I get ten litres of apple juice

litre of apple juice is £1. the Clown Doctors. from the supermarket.

FIND UT The economy

3 Match the questions with the answers.

1 What’s the economy? When a lot of people have a job and get good money.
2 When is the economy good? When not a lot of people have a job.
3 When is the economy bad? It’s the world of money.

Our money world

4 What are good ways to get money? What are bad ways? Write g (good) or b (bad).

1 go shopping for someone 3 help at home

2 wash the car for someone 4 ask a friend for money

CYBER PROJECT: Jamie’s problem

5 Work in groups.
Create a role play about Jamie’s problem. Think of a good ending Make a video.

CYBER Project 2 OUR YOUNG WORLD 2 43

 THE TWINS 2
Kitty isn’t here
Developing speaking competencies
Language function Speaking strategy
I can ask for help (jemanden um Hilfe bitten) I can ask for repetition (jemanden bitten, etwas zu
wiederholen)

VOCABULARY Places
2/10
A B
1 Look at the photos. Match the places with
the photos. Then listen and check.

1 garage 3 downstairs 5 kitchen

2 bathroom 4 garden 6 upstairs

C D E F

2/11

2 Watch or listen to the dialogue. Then read it. What places do Lucy and Leo mention?

Lucy Can you help me?

Leo Sorry?
Lucy Can you help me please, Leo?
Leo Yes, of course. What’s the problem?
Lucy Kitty isn’t here.
Leo Pardon?
Lucy Kitty isn’t here.
Leo Shhhh. Kitty! Kitty!
Lucy Nothing. Can you help me? Look in the garden, please.
Leo OK. And you?
Lucy I can look upstairs.
Leo OK, let’s go.

3 Read the dialogue in 2 again. Then circle T (True) or F (False).

1 Lucy asks Leo for help. T/F 3 Leo looks in the garden. T/F
2 Leo has got a problem. T/F 4 Lucy looks downstairs. T/F

44 THE TWINS 2
 USEFUL PHRASES Asking for help
4 Write the words in the correct order to make sentences. Then check with the dialogue
in 2 to find a good answer to the phrases.

1 you / can / me, / please / help / ? ...............................................................................................

2 garden, / in / look / the / please / . ..............................................................................................
3 Answer: Yes, o................................... c................................... .

? What do you think? Answer the questions.

• Where is Kitty? • Who finds her – Lucy or Leo?

MOBILE HOMEWORK

Watch part 2 of the video. Fill in Lucy or Leo. Then check your answers to the questions above.

1 ...................... looks under the bridge. 3 ...................... goes to the kitchen to get
2 ...................... looks behind the some orange juice.
bushes. 4 ...................... sits down on the sofa.

SPEAKING STRATEGY Asking for repetition

5 Complete the dialogues with the correct words. Check with the dialogue in 2 .

1 Lucy Can you help me? 2 Lucy Kitty isn’t here.

Leo S................................................... ? Leo P................................................... ?
Lucy Can you help me please, Leo? Lucy Kitty isn’t here.

6 C H O I C E S

A Work in pairs. Student A asks for

A Can you help me with
my homework, please?
help. Student B doesn’t understand
and asks for repetition. Use the B Pardon?
words from the box.
A Can you help me with
help / homework open / door for me my homework, please?
get me / sandwich carry / school bag B Yes, of course.

B ROLE PLAY: Work in pairs.

Roles: You and your friend
Look at the situation and the roles.
Situation: You are at home. You can’t find your
Think of a role play with a partner.
pen. Ask your friend for help. Ask your friend
Take two or three minutes to
to look in different places before you find it.
practise it. Don’t write it down.
Language: Don’t forget to ask for repetition.
Act it out in class.

WB p. 47 THE TWINS
UNIT 32 45
 UNIT 6 The world’s best detective
At the end of unit 6 ...
you know you can
14 action verbs understand and tell a detective story
how to use the present simple understand a comic
how to use a lot of / lots of write a detective story

VOCABULARY
2/12

1 Listen and look at the pictures. Then number the words.

1 2 3 4 5 fall out of the window

mirror
climb up a tree
close a door
smile
6 7 8 9 10 put on a hat
take off a hat
open a window
jump
leave

READING Sherlock runs out of the office and into the reception
room*.
2 Read the story.
“Sherlock, this is …”, says Doctor Grey. There is an old
man next to her.
The lost bird “Sorry!” says Sherlock.
Sherlock goes out the door and runs down the street.
Sherlock Groans is in his office. He looks in the He looks for his hat. There! It’s in a tree. He climbs up the
mirror. He smiles. He puts his hat on. He’s the tree. He picks up his hat. There’s a blue bird in his hat!
world’s best detective! He opens the window. “Go away!” says Sherlock. The bird jumps on his head.
It’s a nice day. “OK. Fine!” says Sherlock. He puts the hat on his head.
“Sherlock!” says a woman. It’s his friend, Sherlock climbs down the tree. He walks back to the office.
Doctor Grey. Doctor Grey and the old man are in his office.
“Good morning, Doctor!” says Sherlock. “Good morning, Sherlock Groans,” says the man.
“How are you?” “Please help me. I can’t find my bird!”
“I’m fine, thank you, Sherlock,” says Doctor Sherlock looks at the man. He takes his hat off.
Grey. “There is a man here. He has a problem. “Umm … is this your bird?”
Can you help him?” asks Sherlock. The old man
“Yes! I can help him,” says Sherlock. “Bring looks at the blue bird.
him in!” “Yes! WOW! Sherlock
Doctor Grey leaves the office and closes the Groans, you are the world’s
door. Sherlock looks out the window. Oh no! best detective!”
His hat! His hat falls out of the window. VOCABULARY: *reception room – Wartezimmer

46 UNIT 6 WB p. 49, 53 CYBER Homework 16

 3 How many of these tasks can you do?

1 Sherlock Groans is in the park. T/F

2 Sherlock Groans closes the window. T/F
3 Doctor Grey is Sherlock’s friend. T/F

4 Sherlock Groans looks for his hat / his bird / his friend.
5 The hat is in the street / on the window / in the tree.
6 Sherlock Groans puts the bird in the tree / in his jacket / under his hat.

7 Doctor Grey and the old man are ..................................................................................................... .

8 The old man can’t find ...................................................................................................................... .
9 The old man thinks Sherlock Groans is .......................................................................................... .
2/13+14

4 Check your answers with a partner. Then listen to the story.

SPEAKING Telling a detective story

5 Look at the pictures. Tell the story “Sherlock Groans finds the dog”. Use the words below.

Sherlock Groans leaves his office. First, he goes to the park. He … the dog.
Then he … a tree. He … his head. Then he … the tree. The dog … Sherlock
Groans. Now, the dog … Sherlock Groans to a hospital.

1 2 3 4

leave go to look for climb (up)

5 6 7 8

bump fall out of find pull

WB p. 50, 53, 55 CYBER Homework 17 UNIT 6 47

 6 Read the text.

A famous detective Sherlock has got a friend. His

name is Dr Watson. Dr Watson
helps Sherlock Holmes. People
It’s the year 1887. Sir Conan Doyle writes come to Holmes and ask for help.
a book about a detective. His name is Holmes and Watson are very
Sherlock Holmes. He lives at 221B Baker clever. They catch all the bad
Street in London. Holmes wears a funny people.
hat and smokes a pipe. He is very tall and There are four books and 56
has got brown hair. Holmes plays the short stories about Sherlock
violin. It helps him to think. Holmes. He is also in lots of films.

7 Cover up the text and complete the sentences.

1 Sherlock Holmes l __ __ __ __ in London. 6 Holmes and Watson a __ __ very clever.

2 He s __ __ __ __ __ a pipe. 7 Holmes c __ __ __ __ __ __ all the bad
3 Sherlock Holmes p __ __ __ __ the violin. people.
4 Holmes h __ __ g __ __ a very good friend. 8 There a __ __ a lot of films about
5 People c __ __ __ to Holmes and ask for help. Sherlock Holmes.

SOUNDS RIGHT /w/

2/15

8 Listen and repeat.

There’s a wolf, a wolf,

a wild wolf in the wood.
He’s looking for Little Red Riding Hood.

Call Groans
A SONG 4 U
2/16+17

9 Listen and sing.

The cat is lost!

The dog is gone!
Call Sherlock Groans.
Come on, come on!

Groans – he solves the problem,

Groans – he finds your stuff.
Groans – he solves the problem …
Groans – he knows the answer,
Groans – that is enough. A drum is lost!
My goldfish’s gone!
A watch is lost!
Call Sherlock Groans.
A keyboard’s gone!
Come on, come on!
Call Sherlock Groans.
Come on, come on! Groans – he solves the problem …

48 UNIT 6 WB p. 54
 LISTENING
2/18 He’s here!
10 Listen and put the pictures in order. Then read the comic. It’s Kapu…
Let’s go!

P a w s AND
My hat! Where
is my hat?!

L A Ws
C ANIMAL
DETECTIVES
Claws! Can you I see him! He is on the bridge.
see him?

My doll*!
I want my OK, now we get him!
doll!

Detective Paws! My necklace*! My

What can you see? necklace! Oh, no!

I see a lot
of happy people,
Detective Claws.
But … wait …
what’s that?

VOCABULARY: *doll – Puppe; necklace – Halskette

Fa ct bo x
This picture story is a
11 Who says what? Match the sentences with the people.
Manga. Manga is the
There is one extra name.
name for Japanese
1 “My doll! I want my doll!” woman man comic books.
2 “OK, now we get him!” Detective Paws little girl
3 “My hat!”
2/19

12 Choose a picture for the ending. Listen and check your answer.

1 2 3

WB p. 55 UNIT 6 49
 WRITING

13 C H O I C E S
A You are a detective. Write four sentences.
I’m a detective. My name is … I live … My friend is … We look for …

B Write the story “Sherlock Groans finds the dog!”

How to start: Groans leaves his office. “Find the dog, find the dog,” he thinks. He goes …
How to go on (start with a new paragraph*):
First he looks for … Then he … And then he … Oh no! He …
How to end (start with a new paragraph):
Now Mr Groans is … And the dog is … VOCABULARY: *paragraph – Absatz

GRAMMAR
Present simple
Wenn du sagst I like ice cream, dann
bedeutet das, dass du im Allgemeinen
gern Eis magst. Diese Zeitform nennt
man das Present simple.

Singular Plural
I love dogs. We love our cat.
Our dog plays football.
You live in Vienna. They live in Oxford.

Du verwendest das Present simple auch, um

Wenn du über eine Person, ein Tier eine Geschichte oder einen Witz im Präsens zu
oder ein Ding sprichst, dann musst du erzählen.
beim Verb ein -s anhängen.
I’m in bed. I hear something. I get up. I …
He lives in London. Sherlock Groans leaves his house. He goes to the
My dog loves ice cream. park. He sees …
She plays football.

Achtung: a lot of / lots of

go – goes
Für „viel/viele“ kannst du im Englischen sowohl
carry – carries
a lot of als auch lots of verwenden.
watch – watches
a lot of homework / lots of homework
catch – catches
a lot of books / lots of books
a lot of different colours / lots of different colours

Now go back to page 46. Check with a partner what you know / can do.

50 UNIT 6 WB p. 51, 52, 55 CYBER Homework 18

 The
THE Secret
STORY OFSpring
THE STONES 3
Don’t be scared!

1 Remember and say the sentences.

Sarah has got the … stone. She rubs it. She becomes …
Emma has got the … stone. She rubs it. She becomes …
Daniel has got the … stone.

2 Imagine that Daniel rubs his stone. Say what you think he becomes.
Ask your teacher for more words for animals.
What’s ‘Schwan’ Swan.
I think he becomes a … in English?

EVERYDAY ENGLISH

3 Watch episode 3. Complete the dialogues with the phrases from the box.

Daniel Don’t make fun of me! Sarah OK. Me first, then you. Promise?
Go on
But it’s true
Sarah 1
................................................ ! Daniel 3
............................................... !

Well done Sarah Great, Daniel!

Promise Emma 2
................................................ , Daniel. 4
................................................ !
Rub your stone!
Daniel No, I don’t want to.

4 Can you do the puzzle and find out what Sunborn says to the children?

Wait for my
1
1 His name is … _______!
2

4
2 Emma rubs her stone. She becomes a …
5
3 Emma, Sarah and Daniel find three …
6
4 Her name is …
5 His name is …
7
6 Sarah rubs her stone. She becomes an …
7 Sarah’s stone is …

THE STORY OF THE STONES 3 51

 UNIT 7 I love noodles
At the end of unit 7 ...
you know you can
17 words for food say what food you and your family like or don’t like
how to use the present simple say what food is healthy / not so healthy
negative talk and write about your eating habits
how to use the articles a and an understand what other children around the world like or don’t like
how to use adverbs of understand a short sketch
frequency write an email

2
VOCABULARY Food 1
4
6
2/20

1 Listen. Then number the words.

3
5
ham an apple
an egg an orange 7
8 9
cheese grapes 10

brown bread nuts

fish mineral water 11
13
12 14
cucumbers ice cream
red peppers meat
sausages pumpkin 15 16 17 18
milk corn

SPEAKING  Saying what you (don’t) like / Saying what food is (not)
healthy
2 Work in groups.
I like orange juice. I like ...
Say five things that
I don’t like milk. I don’t like ...
are true for you.
Nuts are healthy. ... is/are healthy.
Sausages are not ... is/are not so
so healthy. healthy.

SOUNDS RIGHT /t∫/

2/21

3 A chant. Listen and repeat.

Chicken, chicken, Lots of chicken,

eggs and cheese. lots of cheese,
Some more rice? and some rice.
Oh, yes, please! Oh, that’s nice!

52 UNIT 7 WB p. 58, 59 CYBER Homework 19

 READING

4 Read about the children.

Kids around the world

I’m Linh. I’m Lethabo. In the morning,
we usually
I live in Saigon in I live in Cape Town have tea and
Vietnam. In my in South Africa. In corn bread. My
family we often our family meat grandparents
eat rice and is very important. live in the
noodles. My favourite is a country and
I really like noodles. In the sausage. We all like it, only my they eat a lot of corn.
morning, we usually have a soup sister doesn’t – she’s a vegetarian.
She never eats meat or sausages. We sometimes have
with meat and noodles. My mum stew* and rice, and we
and my dad always put extra She loves animals and she says
it’s bad for the climate* to eat often have meat. My family often
chillies into the soup, but I don’t
meat. She really likes pumpkins. comes together and grills lots of meat
like chillies.
And sometimes she eats a and sausages – and vegetables for my
I love spring rolls*. You take rice vegetable curry (when we have a sister. There is music and food and we
paper and put meat or fish and fish or meat curry). have a lot of fun.
vegetables on the rice paper.
Then you roll it. I always put fish
For lunch or dinner we have soups,
sauce on it. I love fish sauce. I’m Tamar. stews and kebabs and a lot of rice
For dessert I like rice pudding*.
I’m from Batumi and potatoes. We also have very good
We also have a lot of fruit. My
in Georgia. For salads and we like walnuts on a lot of
favourite fruit is papaya.
breakfast we our food. They’re good for you.
We all usually eat with often have tea We always drink tea.
chopsticks* – but not the rice and eggs and
pudding. tomatoes – and My favourite
bread, of course. My brother and I food is bread
usually get up and buy the bread. with cheese in
It’s still warm when we eat it. it. You can also
put an egg on
it. It’s fantastic!

VOCABULARY: *spring roll – Frühlingsrolle; rice pudding – Milchreis;

chopstick – Essstäbchen; climate – Klima; stew – Eintopf

5 How many of these tasks can you do?

1 Linh likes / doesn’t like chillies.

2 Linh always / sometimes puts fish sauce on her spring roll.
3 Linh uses chopsticks for most* / all meals.

4 Lethabo often eats vegetable curry. T/F

5 Lethabo has tea with corn bread. T/F
6 Lethabo’s family enjoys music with their food. T/F

7 In the morning, Tamar and her brother often .................................................................................. .

8 Tamar says that salads in Georgia .................................................................................................. .
9 Tamar loves ................................................................................................................... very much.
VOCABULARY: *most – die meisten
6 Check your answers with a partner.

WB p. 63 UNIT 7 53
 SPEAKING Talking about food and eating habits
2/22

7 Listen and complete the sentences with the words from the box.

always
usually I 3.................................
often I .................................
1
drink milk.
sometimes drink tea for breakfast. I 4.................................
never I 2................................. have an egg for
have soup for lunch. breakfast.

I 5................................. We 7.................................
eat rice and curry. have fish on Friday.
We 6................................. I 8.................................
have a pizza for lunch have cereal* and an
or dinner. apple for breakfast.

VOCABULARY: *cereal – Müsli

8 Say five sentences that are true for you. Write them down.

No te
You can say: I sometimes drink
milk for breakfast.
I often eat cheese
for lunch.
Or: I sometimes have milk for bre
akfast.
I never eat rice and curry. I often have cheese for lunch.

LISTENING & SPEAKING Saying what people like / don’t like

2/23

9 Listen and tick. Then say four sentences about Kate and Mark.

Kate Mark
likes doesn’t like likes doesn’t like
apples apples hamburgers hamburgers
oranges oranges rice rice
bananas bananas pizza pizza
kiwis kiwis noodles noodles

54 UNIT 7 WB p. 60, 61, 62 CYBER Homework 20

 10 Look at the picture and say three things people in your family like and three things they don’t like.

My mum/dad/sister/brother ... My mum

My best friend ... likes carrots, but she
doesn’t like beans.

My mum
likes potatoes, but
she doesn’t like
broccoli.

11 Two puzzles. Read and think. Find out why they like the food.

Nella
What they LIKE
and DON’T LIKE Shu-hui

Nella likes apples, Shu-hui likes fish sauce,

but she doesn’t like oranges. but he doesn’t like fish.
She likes cheese,
He likes spring rolls,
but she doesn’t like milk.
but he doesn’t like meat.
She likes eggs,
but she doesn’t like chicken. He likes mineral water,
She likes peppers, but he doesn’t like tea.
but she doesn’t like cucumbers He likes red peppers,
She likes carrots, but he doesn’t like carrots.
but she doesn’t like tomatoes.
He likes brown bread,
She likes noodles,
but he doesn’t like cheese.
but she doesn’t like rice.
She likes spaghetti, He likes ice cream,
but she doesn’t like bread. but he doesn’t like oranges.

12 Work in pairs. Write your own puzzle. Then present your puzzle to another pair.

WB p. 60 UNIT 7 55
 TIME FOR A SKETCH Burgers
2/24

13 Listen and complete the sketch with the words from the box.

funny really hungry

week vegetable chips

Scene 1
Oliver Boy, I’m so 1.............................. .
Mary Yes, me too.
Miss B (dinner lady)
Hello, kids. What …?
Oliver Two burgers, please.
Mary And chips*. Lots of chips, please.
Oliver And ketchup. Lots of ketchup. Scene 3
Miss B We’ve also got a nice
2
........................................... stew. Oliver (chewing) Mmmm, Miss B. This is a
Mary Uh, uh, no stew. great burger.
Oliver And no veggies, I mean vegetables. Miss B Is it?
Miss B (sighs) OK, OK. Oliver Yes, I really like it.
Miss B And you, Mary?
Mary (chewing) Fantastic.
Scene 2 Miss B Burgers again for the rest of the
Miss B And today? A vegetable stew?
5
........................................... ?
Oliver Very .............................. , Miss B.
3 Mary Yes, please.
Mary Two burgers, please. Oliver Why are they so good today?
Oliver And chips, please. Miss B Well, one is a tofu burger and one is a
Miss B Here you are. Two super burgers. veggie burger.
And .............................. . No
4 Oliver Awww! No meat?
ketchup? Mary But they are 6...........................................
Mary No, thank you. Not today. good.
Miss B I also think they are. So burgers
tomorrow?
Mary Yes, please.
Oliver Yeah, OK.
Miss B With some carrot cake*?
Mary Errr …
Oliver Not really! No, thank you.

VOCABULARY: *chips – Pommes frites; cake – Kuchen

14 Read and act out the sketch. Who eats healthy food?

15 In groups, plan and create your own role play. Act it out in class.

56 UNIT 7 WB p. 64
 WRITING

16 C H O I C E S FROM: [email protected]
SUBJECT: What I eat …
Jacob is from Dublin. Read his email to you.
Hi,

A Write an email to Jacob (30–35 words).

How are you? Here are my answers
to your question about my family and
Tell him what you usually have for breakfast, food. I always have tea for breakfast.
lunch and dinner. I sometimes have an egg. My little

B
brother doesn’t like eggs. He has milk,
Write your answer to Jacob (50– 60 words). bread and butter. For lunch we often
Use the words always, sometimes, often, have noodles. We sometimes have
usually, never. pizza. We sometimes go to a restaurant
Tell him: on Sunday. Then I have beef. My
• what your family has for breakfast, lunch brother doesn’t like beef. He has
potatoes or rice or noodles.
and dinner
Bye,
• what your family likes Jacob
• what your family doesn’t like

GRAMMAR
Present simple Adverbs of frequency
negative
I’m always hungry. 100% always
So bildest du die Verneinung im Simon and I are usually tired. usually
Present simple: She often eats beef. often
We sometimes have curry. sometimes
I don’t (do not) like vegetables.
I never drink milk. 0% never
He/She doesn’t (does not) like rice.
We don’t (do not) like carrots.
Kreise die richtigen Wörter ein und bilde die Regel:
Die Wörter always, usually, often, sometimes, never
Articles a/an kommen 1 vor / nach dem Verb.
Du verwendest an dann, wenn I never drink milk.
das folgende Wort mit einem I often read books.
Vokal (Selbstlaut) am Anfang
Beim Verb to be (am/is/are) kommen die Wörter
ausgesprochen wird.
always, usually, often,
an old skateboard sometimes, never
an egg 2
vor / nach dem Verb.
an apple I’m always hungry.
a banana They’re often late. He always watches TV.
a hot dog

Now go back to page 52. Check with a partner what you know / can do.

WB p. 60, 61, 62, 63 CYBER Homework 21 UNIT 7 57

 THE TWINS 3
The birthday present
Developing speaking competencies
Language function Speaking strategy
I can ask for something in a shop (beim I can express uncertainty (Unsicherheit
Einkaufen nach etwas fragen) ausdrücken)

VOCABULARY Presents for Mum

2/25

1 Match the words with the pictures.

Then listen and check.

a book a purse
4 ...................................
a scarf a vase
a bottle of perfume a necklace

5 ...................................

1 ...................................

2 ...................................

3 ................................... 6 ...................................

2/26

2 Watch or listen to the dialogue. Then read it. What present do Lucy and Leo buy?

Assistant Can I help you?

Lucy Yes. Can I see that vase, please?
Assistant Here you are. Be careful.
Lucy Thank you. Look, Leo.
This is perfect for Mum.
Leo Hmm. I don’t know. How much is it?
Assistant It’s £23.
Leo I’m not sure. That’s nearly all our
money.
Lucy But it’s perfect. Let’s buy it. Assistant Here you are … and here’s your
Assistant Would you like it in a bag? change. £7.
Lucy Yes, please. Lucy Thank you. Bye.

58 THE TWINS 3
 3 Read the sentences and circle T (True) or F (False).

1 Lucy thinks the vase is a good present for Mum. T / F 3 Lucy wants the vase in a bag. T / F
2 Leo thinks the vase is cheap. T / F 4 Lucy gives the man £30. T / F

USEFUL PHRASES In a shop

4 Who says what? Write C (Customer) or S (Shop assistant).

1 Can I help you? 3 Let’s buy it. 5 Can I see that vase, please?
2 Would you like it in a bag? 4 How much is it? 6 Here’s your change.

? What do you think? Answer the question.

• Is it the perfect present for Mum?

MOBILE HOMEWORK

Watch part 2 of the video and complete each sentence with one word.

1 ............................................ drops the bag.

2 They’ve only got ............................................ to buy a present.
3 Mum’s birthday is on ............................................ .
4 They decide to make Mum a ............................................ .
5 The twins get a ............................................ from the library.
6 Dad gets Mum a ............................................ for her birthday.

SPEAKING STRATEGY Expressing uncertainty

5 Complete the dialogue with the words from the box. Then check with the dialogue in 2 .

sure Lucy Thank you. Look, Leo. This is perfect for Mum.
don’t Leo Hmm. I 1.............................. .............................. . How much is it?
not Assistant It’s £23.
know Leo I’m 2.............................. .............................. . That’s nearly all our money.

6 C H O I C E S

A Work in pairs.

A Suggest a present from 1 to buy. B Express uncertainty.

Example: A Let’s buy a bottle of perfume. B I don’t know. How much is it?

B ROLE PLAY: Work in pairs. You are in a shop. Student A wants to buy a present for
his/her mum and dad. Student B is the shop assistant. Think of a role play.
Take two or three minutes to practise it. Then act it out in class.

WB p. 64 THE TWINS
UNIT 33 59
 UNIT 8 Clothes
At the end of unit 8 ...
you know you can
17 words for clothes talk about your and other people’s clothes write a short text about
how to use questions ask and understand what other people your clothes
in the present simple are wearing create a mind map

VOCABULARY Clothes
1 Look at the picture. Remember the clothes and their colours.

dress jacket

hoodie mask

cape cap tights

pyjamas
blouse
T-shirt
(a pair of) trainers skirt
boots
belt (a pair of) shoes (a pair of) trousers sweater

2 A memory test. Close your books. In pairs, ask and answer questions.

A What colour is the dress? A What colour are the boots?

B It’s blue. B They’re …

SPEAKING Talking about clothes

3 Work in pairs. Find out about your partner’s clothes.
Yes, I do. / No, I don’t.
Do you buy your own clothes?
Do you get clothes for your birthday?
Do you wear T-shirts with animals on them?
Do you wear pink clothes?
Do you wear jeans with holes?
Do you wear caps?
Do you wear a ring?
Do you like red / blue / … ?

60 UNIT 8 WB p. 67, 68 CYBER Homework 22

 READING The Two minutes later.
4 Read the story.
birthday Sophia Do they fit you?
Debbie Yes, they do. They fit! Hooray! Can I

Sophia Come in. party borrow your yellow trainers, too?

Sophia No. What about your pink trainers?
Debbie Hi, Sophia. There’s Debbie I don’t like the colour.
a birthday party Sophia I think pink is nice.
this afternoon. Debbie Please, Sophia. Can I borrow your
Sophia That’s great. yellow trainers?
Debbie No, it isn’t. Sophia OK, OK. Try them on.
Sophia It isn’t? Debbie They fit.
Debbie No, I haven’t got Sophia Let me see.
anything to wear. Debbie They’re perfect.
Sophia Come on. You’ve
Thirty minutes later.
got lots of clothes.
Debbie No, I haven’t. Debbie How do I look?
Sophia, can I Sophia You look great, Debbie.
borrow your red sweater? Debbie I’m ready to go.
Sophia No, you can’t. Sophia Have you got your invitation?
Debbie Sophia, please. Debbie Yes, here it is.
Sophia OK, you can borrow my red sweater. Sophia Let me see. Erm ... Debbie. There’s a
Debbie Alright. Can I borrow your green jeans, too? problem.
Sophia No, you’ve got lots of jeans. Debbie A problem? What problem?
Debbie Only three pairs. Black jeans, red jeans and blue Sophia This invitation says Saturday.
jeans. Debbie So what? Today is Saturday.
Sophia What’s wrong with the red jeans? Sophia Yes, Saturday the 14th. The invitation
Debbie Come on, Sophia. They’re old. Sophia, please. says “Saturday the 7th”!
You’re my favourite sister. Debbie Oh, no!
Sophia OK. Here you are.
Debbie Can I try them on?
Sophia OK.

5 How many of these tasks can you do?

1 Sophia / Debbie has got a party invitation.

2 Debbie wants to borrow Sophia’s red / blue sweater.
3 Debbie’s red jeans are old / new.

4 Do Sophia’s jeans fit Debbie? .............................................................................................

5 Does Debbie like her pink trainers? .............................................................................................
6 Does Debbie like the yellow trainers? .............................................................................................

7 Sophia thinks Debbie looks good. T/F

8 Debbie can’t find her invitation. T/F
9 The party is next week. T/F
2/27+28

6 Check your answers with a partner. Then listen to the story.

WB p. 72 CYBER Homework 23 UNIT 8 61

 GRAMMAR CHANT Present simple questions
2/29

7 A chant. Listen and repeat.

Sue and Jack. Blue and black.

Jack and Sue. Black and blue.

What does Sue wear?

What does Jack wear? Does she wear a black skirt?
Listen to the chant. No, she doesn’t.
They’re a funny pair. Does she wear a pink shirt?
No, no, no!
Does he wear a grey cap?
Don’t you know, her name is Sue
No, he doesn’t.
Her name is Sue and she only
Does he wear a red shirt?
wears blue.
No, no, no!
Don’t you know, his name is Jack.
His name is Jack and he only
wears black.

SOUNDS RIGHT /з:/

2/30

8 Listen to the poem. Then repeat it.

Does Bert wear a shirt?

Does Bert wear a skirt?
He does. They’re from Scotland,
and they tickle and they hurt.

SPEAKING Asking what other people are wearing

9 C H O I C E S

A Think of somebody in class. B Think of somebody in class. Work with a partner.

Your partner asks questions. Ask and answer questions.

Example: A Does he sometimes wear blue jeans?

A Is his/her T-shirt blue?
B Yes, he does.
Has he/she got long hair?
A Does he often wear brown shoes?
Are his/her jeans black?
B No, he doesn’t.
A Does he always wear T-shirts?
B No, it isn’t. / Yes, it is.
B Yes, he does.
No, he/she hasn’t. / Yes, he/she has.
A Is it John?
No, they aren’t. / Yes, they are.
B Yes, it is.

62 UNIT 8 WB p. 68, 69, 70, 71

 LISTENING & SPEAKING
2/31

10 Listen to part 1 of the radio play and

write the names under the superheroes.
the superhero
There are two extra names. of the year
Wall Walker The Number Boy
The Anger Exciter Alphabet Girl

th e h o st

3 ...................................
1 ...................................
2 ...................................

VOCABULARY: *ceiling – (Zimmer-)Decke; costume – Kostüm; lift up – hochheben; throw – werfen

2/31

11 Listen again and answer the questions.

1 Does the host like Wall Walker’s costume? Yes, he does.
..................................................................................
2 Do the people like her superpower? ..................................................................................
3 Does Alphabet Girl always wear blue? ..................................................................................
4 Does the host like her costume? ..................................................................................
5 Does The Anger buy his own clothes? ..................................................................................
6 Does he show his superpower? ..................................................................................

12 In pairs. Answer the questions.

1 What is Wall Walker’s superpower?
He/She can …
2 What is Alphabet Girl’s superpower?
3 What is The Anger’s superpower?
2/32

13 Who is the best? Choose a winner. Then listen to part 2 and check.

14 Draw a superhero – don’t show your partner. Describe your superhero and what
he/she wears and can/can’t do. Your partner draws your superhero.

WB p. 73 UNIT 8 63
 WRITING

15 Look at Jessica’s mind map and read her text. Find the two differences.

blue and white

grey socks picture of horse
trainers
often favourite sweater
Me and
blue jeans green
wear my clothes don’t like
like
trousers
jeans skirts

Hi, I’m Jessica. I often wear blue jeans, blue socks and blue and white trainers.
My favourite sweater is pink. There is a picture of a horse on it.
I like jeans, but I don’t like skirts or trousers.

16 Cover up the text. Look at the mind map and talk about Jessica.

Jessica often wears … She doesn’t like …

She likes … Her favourite …

17 Create your own mind map and write a text about yourself.

GRAMMAR
Do you buy your
Present simple | questions own clothes?

So bildest du Ja/Nein-Fragen im Present simple:

Do you buy your own clothes?
Yes, I do.
No, I don’t.
Does he like T-shirts with animals?
Yes, he does. What colour is your dress?
No, he doesn’t. It’s green.
Does she wear yellow trainers? What colour is your new T-shirt?
Yes, she does. It’s pink.
No, she doesn’t. What colour are your trainers?
Do they wear blue jeans? They’re red and white.
Yes, they do. What colour are your jeans?
No, they don’t. They’re blue.

Now go back to page 60. Check with a partner what you know / can do.

64 UNIT 8 WB p. 68, 69, 70, 71, 73 CYBER Homework 24

 The
THE Secret
STORY OFSpring
THE STONES 4
Rats!

1 Read and answer before you watch episode 4. Come to the big ................................
1 The children get a message. Who is it from? in ................................
..........................................................................
at ................................ o'clock.
2 Can you guess the message?

2 Watch episode 4. Put the pictures in the correct order.

A B C

D E F

3 Complete the sentences with the words from the box.

1 Sarah, Emma, and Daniel go into the ....................................... .

net scared
2 Suddenly, they are in a big ....................................... .
morph get out
3 They can’t get out and they are very ....................................... .
building
4 Sarah and Emma ....................................... , but they can’t help.
5 Finally Daniel morphs and the children ....................................... of the net.

EVERYDAY ENGLISH

4 Complete the dialogue.

Emma I’ve got an idea. You morph and then you free us.
Let’s get out of here
Sarah 1
............................................................................................................... .
Good idea
Daniel Quick. 2............................................................................................................... !
Rats
Sarah Well done, Daniel!
Darkman 3
............................................................................................................... !

THE STORY OF THE STONES 4 65

 UNIT 9 Unusual pets
At the end of unit 9 ...
you know you can
11 words for pets talk and ask questions about pets
how to use question words (what, where, how often) understand a short newspaper article
how to use object pronouns (Pronomen als Objekte) about pets
how to use the possessive ’s understand a letter about a problem
more irregular plural forms write an email about a problem

VOCABULARY Pets mouse rabbit pony cat

3/1
guinea pig tortoise fish
1 Look and write the words and the correct number of
dog rat budgie hamster
animals under the pictures. Then listen and check.

1
one dog
................................. six mice
................................. ................................. .................................

2
................................. ................................. ................................. .................................

3
................................. ................................. ................................. .................................

4
two ponies
................................. ................................. ................................. .................................

LISTENING
3/2

2 Listen to Mr White talking about his unusual pet and tick the correct answers.

1 Mr White’s pet is: a shark a pig an owl

2 His pet’s name is: Mr Big Mouth Mr Bacon Mr One-Eye
3 His pet lives in: a cage a tank a swimming pool
4 His pet eats: fish and beef bananas fish and chips
5 He feeds his pet: once a day twice a day three times a day

66 UNIT 9 WB p. 75, 76, 80 CYBER Homework 25

 READING
lizard zebra spider
3 Read the newspaper article.

Pets in the UK*

There are more than 66 million people Some families in the UK have very camel
in the UK and between them they own unusual or dangerous pets. At the
about 51 million pets. In fact, 45% of the moment, there are about 700 dangerous snow leopard
population have a pet, so many families snakes, 36 camels, 36 scorpions, about
have more than one. The UK’s favourite 75 crocodiles, nearly 300 big cats and
pets are dogs. There are 9 million dogs one zebra in homes across Britain. A
and 8 million cats in the UK. Other pets are family in Cambridge has got a snow
fish, rabbits, birds, guinea pigs, hamsters, leopard. A man near Chester has a cheetah
lizards, mice, spiders and ponies. cheetah at an old farm.

VOCABULARY: *UK (United Kingdom) – Vereinigtes Königreich

4 How many of these tasks can you do?

1 Dogs are the number 1 pets in the UK. T/F

2 There are 7 million cats in the UK. T/F
3 Hamsters are the UK’s favourite pets. T/F

4 How many people are there in the UK?

about 51 million about 60 million about 66 million
5 What animal is not a pet in the UK?  a camel a snake a bear
6 What pet has a man got in Chester? a cheetah a tiger a snow leopard

7 Are there more dogs or cats in the UK? .................................................................................................

8 Can you name three big cats? .................................................................................................
9 Can you name two dangerous pets? .................................................................................................
3/3

5 Check your answers with a partner. Then listen to the text.

6 Read the interview and complete it with the questions from the box.

Presenter Mrs Manson, you’ve got an unusual pet.

What does he eat? 1
............................................................................................................
Where do you keep him? Mrs Manson An elephant.
What is it? Presenter Wow. 2 ....................................................................................................
What’s his name? Mrs Manson Mr Big Ears.
How often do you feed him? Presenter 3
............................................................................................................
Mrs Manson Three or four times a day.
Presenter 4
............................................................................................................
Mrs Manson A lot of grass and fruit.
Presenter 5
............................................................................................................
Mrs Manson In my garden. It’s very big.
3/4

7 Now listen and check.

WB p. 77, 80 UNIT 9 67
 SPEAKING Talking/Asking about pets
8 C H O I C E S

A Read the dialogue. Then act it out.

Girl Have you got a pet?

Boy Yes, a cat. His name is Roonie.
Girl What colour is he?
Boy Brown and white.

B Work in pairs. Student A asks questions about his/her partner’s pet and completes the
information in box 2. Student B looks at box 1 on page 83 in the Workbook. Then swap roles.

What’s its name?

What’s your unusual pet?

Where do you keep it?

What does it eat? How often do you feed it?

1 Your pet: 2 Your partner’s pet:

Your pet is a spider.
● ..................................... has got an unu
● sual pet.
● Its name is Mr Longlegs.
● It’s a ..................................... .
● It lives in a box.
● Its name is ..................................... .
You feed it once a week.
● It lives in a big .....................................
● .
It eats insects.
● ..................................... feeds his/her
● pet ..................................... a day.
● It eats ..................................... .

A SONG 4 U
3/5+6

Hamster Blues
9 Listen and sing.

Day after day, Day after day,

running in a wheel. it’s the same old meal.
Day after day, Day after day,
well – how would you feel? well – how would you feel?

Let me go. Let me go Let me go. Let me go …

where the hamsters are free.
I run and I run,
Let me be. Let me be,
day after day. Hooray!
let me just be me.
And so I think Now listen and see –
I’ll just run away. I’m free!

68 UNIT 9 WB p. 83 CYBER Homework 26

 READING
A week later, Grandpa calls Clare’s mother. “I’m
10 Read the story.
very sorry, dear, but I can’t find Archie.” Clare’s
mother doesn’t tell her daughter. The next day,
Grandpa calls again. “Sorry, I still can’t find him.”
Archie's Now Clare’s mother tells her about Archie. She

toys “I’m sorry, Clare,” Mum says

wants to go to Grandpa right now, but Mum says,
“Let’s wait until Sunday.”
one morning to her daughter*. On Sunday they visit Grandpa, but there’s no
“We can’t keep Archie, he must go and live with Archie. Everybody is sad. Grandpa gives Clare two
Grandpa. The country is good for Archie, the city baskets of apples and plums* from his garden. Clare
isn’t the right place for him. All day long he plays likes that, but she is still sad about Archie and does
with his cuddly toys* but he doesn’t often go out to not eat them.
play.” When they get home again, Mum opens the door
“Oh, Mum,” Clare answers. “NO! That’s too far to the apartment. Then she goes back to the car
away.” and she and Clare carry the fruit baskets into the
“I’m really sorry,” Mum says. Clare is very sad. apartment. Clare hears a noise. “What’s that?” she
On Sunday they drive to Grandpa’s house. Archie says. She goes into her room – and there is Archie.
likes it there, he can run and run. There is also a cat In his mouth are his two favourite cuddly toys.
and Archie likes the cat because he can chase* it. “Oh dear, oh dear,” Mum says, “he wants his
toys.” “Yes,” Clare says, “and he can find his way
home! What a clever dog!”
Archie stays a week with Clare
and then they take him
But when Clare and her mother leave, Archie also back to Grandpa.
looks very sad, and he doesn’t want to run any more With his cuddly toys,
and he doesn’t want to chase the cat any more. of course.

VOCABULARY: *daugther – Tochter; cuddly toy – Stofftier;

chase – jagen; plum – Zwetschke

11 How many of these tasks can you do?

1 What place is good for Archie?
the country the apartment the city
2 At Grandpa’s place, Archie can now
play with his toys. chase the cat. play with the birds.
3 Archie is sad when
he sees Grandpa. Clare and her mum leave. the cat stops playing.

4 Grandpa calls twice to say that he can’t find Archie. T/F

5 Clare and Mum wait for two days before they go to Grandpa again. T/F
6 At Grandpa’s place, Clare eats oranges and plums. T/F

7 How does Clare feel at Grandpa’s place? ...................................................................................

8 Why does Clare call Archie a clever dog? ...................................................................................
9 Where does Archie live at the end of the story? ...................................................................................
3/7+8

12 Check your answers with a partner. Then listen to the story.

WB p. 80, 81 UNIT 9 69
 OUR YOUNG WORLD 3
Jamie’s pet

1 Which of these do you think is Jamie’s pet?

Watch and tick.

1 5
3 4 6
2

2 Watch again and answer the questions.

1 How many teeth does Tammy have? ..................................................................................................

2 What are her teeth called? ..................................................................................................
3 Where is Tammy in her tank? ..................................................................................................
4 What have both Tammy and Jamie got? ..................................................................................................
5 What does Tammy eat? ..................................................................................................
6 Who doesn’t like Tammy very much? ..................................................................................................
VOCABULARY: *fur – Fell

FIND UT

3 In pairs. Write two questions for Tammy.

1 ............................................................................................................................................................................ ?
2 ............................................................................................................................................................................ ?

4 Swap questions with another pair. Find the answers to their questions.

Our digital world

5 In pairs. Read and answer the questions.

Having your own blog can be a cool hobby. You can tell people
about the things you are interested in. It’s also a good way to
meet people who are interested in the same things.

1 What would you talk about on your blog?

But be careful. Don’t put personal information on your blog.

2 What things should you not put on your blog?

CYBER PROJECT: The digital world

6 Work in groups. What should you (not) put on your blog?
Create a powerpoint presentation. Show it in class.

70 OUR YOUNG WORLD 3 CYBER Project 3

 READING
Dear Aunty Olivia,
13 Read the letter. I’ve got a problem. I’m a hamster. I live in a small cage with
my
brother and my sister. Our owners are a boy and a girl. The
girl’s
name is Mandy. We like her a lot. She gives us lots of nice
food.
She often plays with us. Mandy’s school bag is big. She somet
imes
carries us to school in her school bag. Yes, we love her.

The problem is Mandy’s brother Bob. We don’t like him very

much.
He doesn’t give us nice food. He only feeds us spiders — we
hate
them. Bob sometimes pulls my ears.
t
Have you go I don’t like it. What can I do?
a problem? Best wishes,
via,
W ri te to Oli Harry the hamster
w l.
the cl ever o
Contact: [email protected]

14 How many of these tasks can you do?

1 Harry is a hamster. T/F
2 Mandy often plays with the hamsters. T/F
3 Harry the hamster has an email address. T / F

4 The hamsters ........................................................................ in a small cage.

5 Bob is Mandy’s ........................................................................ .
6 The hamsters do not ........................................................................ Bob.

7 How many hamsters are there? ..................................................................................................................

8 Why does Harry like Mandy? ..................................................................................................................
9 What is the problem with Bob? ..................................................................................................................

15 Check your answers with a partner.

16 Read Aunty Olivia’s answer. Complete it with the words from the box.

her
them To: [email protected]
he Subject: Your problem with Bob
they
you Dear Harry,

him Thank you for your letter. It’s great that Mandy is so nice.
It’s great that she loves 1................................... and you love 2................................... . Bob isn’t bad.
He likes you, but 3................................... doesn’t understand hamsters. He thinks
4
................................... eat spiders. He doesn’t know that hamsters don’t eat 5................................... .
The next time Bob pulls your ears, bite 6................................... !
Love,
Aunty Olivia

WB p. 81 UNIT 9 71
 SOUNDS RIGHT /æ/
3/9

17 Listen and repeat.

Sam the rat

had a chat
with Billy the bat
and Carl the cat
on a mat
in front of my flat.

WRITING

18 Look at Harry’s letter in 13 and Olivia’s email in 16 . What do they say at the beginning?
And at the end?
..............................................................................................................................................................
..............................................................................................................................................................

19 Read the different ways to begin or end a letter or an email. Write B (Beginning) or E (End)
next to them.

Hi John, Bye for now, Sam Dear Peter,

Best wishes, An ne
Hello Tony, Love, Sheila

20 Imagine you are a pet and you’ve got a problem.

Think about:
• what pet you are
• your name
• where you live
• what you eat
• what problem you have

21 Now write an email (60–80 words) about your problem to Olivia, the owl.
Use Harry’s letter in 13 to help you. Use a good beginning and ending.

72 UNIT 9 WB p. 81
 GRAMMAR
Question words
Where do you keep
So stellst du Fragen mithilfe der Fragewörter
your crocodile?
What / Where / How often:
is your pet?
What is its name?
does it eat?

is your dog?
Where does she keep her hamster?
do you live?

does he feed his pet?

How often
do you phone your friends?

Object pronouns
Irregular plurals (3)
Pronomen als Objekte: one mouse ➞ two mice
I – me Do you like me? one pony ➞ two ponies
you – you Nice to meet you.
Possessive ’s
he – him We don’t like him.
she – her We love her. So sagst du, dass ein Ding, ein Tier
it – it How often do you feed it? oder eine Person zu jemandem
gehört:
we – us She carries us to school.
Mandy’s brother is the problem.
they – them We hate them.
Mr White’s pet is a shark.
Mandy’s school bag is big.

Well, I am an
unusual pet!
more
fun with

Fido!

Now go back to page 66. Check with a partner what you know / can do.

WB p. 77, 78, 79 CYBER Homework 27 UNIT 9 73

 THE TWINS 4
The blue T-shirt
Developing speaking competencies
Language function Speaking strategy
I can compliment someone (jemandem I can respond to compliments (sich für
Komplimente machen) ein Kompliment bedanken)

VOCABULARY Clothes
1 Look at the photos. What clothes
can you see? Guess who they 4
belong to. Lucy or Leo?
Discuss with a partner.

3
1
2

6
5

3/10

2 Watch or listen to the dialogue. Then read it. What clothes do Lucy and Leo talk about?

Lucy Hey, Leo. I can’t find my blue T-shirt.

Do you know where it is?
Leo Your blue T-shirt?
Lucy Yes, my blue T-shirt. My favourite
blue T-shirt. Do you know where it is?
Leo Um … No, I don’t.
Lucy Oh, that’s a shame. I want to go out and
I really need it.
Leo Well, I really like your T-shirt, the
T-shirt you’ve got on now.
Lucy Thank you. Lucy Um … Thanks. Leo, are you OK?
Leo Yes, your T-shirt really suits you. I mean is everything alright?
Lucy Um … That’s kind of you. Leo Yes, I’m fine. Why?
Leo You look good in red. Lucy No reason.

74 THE TWINS 4
 3 Complete the sentences with one word.

1 Lucy can’t ................................................................. her blue T-shirt.

2 Leo ................................................................. know where Lucy’s T-shirt is.
3 Lucy has got a ................................................................. T-shirt on.
4 Leo ................................................................. likes her T-shirt.

USEFUL PHRASES Complimenting

4 Write the words in the correct order to make sentences.

1 your / I / T-shirt / like / really .............................................................................................................

2 really / T-shirt / you / your / suits .............................................................................................................
3 look / red / good / you / in .............................................................................................................

? What do you think? Answer the questions.

● Why is Leo so nice? ● Where is Lucy’s T-shirt?

MOBILE HOMEWORK

Watch part 2 of the video and put the events in the correct order.

Lucy finds her T-shirt. Lucy gets her bike from the garage.
Lucy asks Leo for some help. Lucy washes her bike.
Leo turns Lucy’s bike over. Lucy asks for Leo’s cloth.
Lucy splashes Leo with water.

SPEAKING STRATEGY Responding to compliments

5 Complete the dialogue with the correct words. Then check with the dialogue in 2 .

Leo Well, I really like your T-shirt, the T-shirt you’ve got on now.
Lucy T................................................. y................................................. .
Leo Yes, your T-shirt really suits you.
Lucy That’s k................................................. of y................................................. .

6 C H O I C E S

A Work in pairs. A I like your shoes.

A Compliment your friend’s shoes/shirt/socks. B Respond.
B Thank you.

B Walk around the classroom.

● Compliment the other students on their clothes.
● Respond to their compliments.

WB p. 82 THE TWINS
UNIT 34 75
UNIT 10 In a shop
At the end of unit 10 ...
you know you can
the numbers 25–1,000 understand and talk about prices
how to use this/that – these/those understand a story in a shop
how to use How much is/are …? write a shopping dialogue
what to say when shopping

VOCABULARY Numbers
3/11

1 Listen and tick. Then listen and repeat.

thirty ninety
forty one hundred
fifty three hundred and twelve
sixty four hundred and eighty-two
seventy nine hundred and ninety-nine
eighty one thousand

SPEAKING Talking about prices

3/12

2 Listen and say the prices.

£6.99 £29.99 £81.45

£12.25
£1,299.0
0 £117.50

76 UNIT 10 WB p. 85, 86 CYBER Homework 28

 3 C H O I C E S Fin d ou t
How much are these
3/13
prices in €?
A Work in pairs. Guess how much the objects are. Then listen and check.

£8.99 2 mobile phone

99p
1 T-shirt
3 sweets 4 magazine
£179.00 £79.99

£34.99 £5.50
8 headphones
5 computer game

£46.50 7 book £1.99

6 ear pods
£3.50 £69.99
12 scooter
10 key ring
£9.00 9 dog food £104.99
11 jeans

3/14

B Listen to the shopping dialogues. Then read them and act them out.

DIALOGUE 1 DIALOGUE 2
Boy How much are Assistant Can I help you?
the jeans? Girl How much is the key ring? There’s no price on it.
Assistant They’re £69.99. Assistant The key rings are all £3.50.
Boy And the T-shirt? Girl Thank you.
Assistant It’s £8.99. Or Assistant But look. You can get three for the price of two.
£13.99 for two. Girl OK. I’ll take three then.
Boy Thank you. Assistant Anything else?
Girl No, thank you.

LISTENING
3/15

4 Listen to The price is right, a guessing game. Then write the guesses and the real price.

(guess 1) (guess 2) (real price)

£........................ £........................ £........................

3/16

5 In pairs, guess how much

the mobile phone and the £........................
headphones are. Then £......................
..
listen and check.

WB p. 88, 91 CYBER Homework 29 UNIT 10 77

 READING $228.60
6 Read the story.

The horse in
the shop
Mr Anderson has got a small shop in a small
town in the Midwest of the USA. Mr Anderson
has got everything: food, things for the
house and the garden, and clothes too.
Mr Anderson knows all his customers’ names. Many
“Well, first I’d like 40 kilos of beans. I love beans!”
of them are his friends. They like the shop, they like
“Right. Beans. 40 kilos. What else?”
the food, the things for the house and the garden,
“Then I’d like 30 kilos of rice.”
and the clothes too. And they all love their chats
“OK, rice is nice,” Mr Anderson says and he
with Mr Anderson.
laughs.
It’s a Wednesday. Mr Anderson is in the shop. There “And then I want 20 kilos of carrots.”
are no customers this morning. Mr Anderson sits “OK,” says Mr Anderson. “That’s $120 for the
down on his chair. He falls asleep. beans, $60.60 for the rice and $48 for the carrots.
Suddenly, he hears the doorbell. He opens his eyes. So, that’s …”
There’s a horse in the shop! “$228.60,” says the horse and gives him the
“Can you help me, please?” someone says. It’s money.
the horse. “What a clever horse”, Mr Anderson thinks.
“Erm … yes, of course!” Mr Anderson answers. “Erm … we don’t often see horses in this shop!”
“How can I help you, Mr …?” he says.
“The name is Jolly. Jolly Horse. I want to buy a lot The horse looks around the shop.
of things today.” “No wonder, with your prices. Your things are
“Great,” Mr Anderson thinks. “So, what would very expensive! Goodbye!”
you like?” The horse picks up the food and walks away.

7 How many of these tasks can you do?

1 Mr Anderson’s shop is big / not big.

2 The customers think it’s boring / great to have a chat with him.
3 On a Wednesday morning, there are no / lots of customers there.

4 Mr Anderson falls asleep. What happens then? ...............................................................................

5 Who says, “How can I help you?” .......................................................................................................
6 What does the horse buy? ..................................................................................................................

7 Mr Anderson knows the horse. T/F

8 Mr Anderson thinks the horse is clever. T/F
9 Horses often come to the shop to buy things. T/F
3/17+18

8 Check your answers with a partner. Then listen to the story.

78 UNIT 10 WB p. 90
 A SONG 4 U
3/19+20 Clever Jolly
9 Listen and sing.

Jolly is so clever.
Yeah, Jolly is so wise.
Jolly is the smartest horse.
Hey, give that horse a prize.

Now Joe’s in a bank.

There are robbers everywhere.
The horse pulls out a gun
and shoots into the air.

Jolly is so clever. The robbers run away Jolly is so clever.

Yeah, Jolly is so wise. with horror in their eyes. Yeah, Jolly is so wise.
Jolly is the smartest horse. Joe comes and pats his horse Jolly is the smartest horse.
Hey, give that horse a prize. and says, “My horse is wise.” Hey, give that horse a prize.

TIME FOR A SKETCH The jeans

3/21

10 Listen to the sketch. Then read it.

Assistant Can I help you?

Boy Yes, please. How much is this
T-shirt?
Assistant £16.80. Do you like it?
Boy I’m not sure.
Assistant Look. That T-shirt is nice.
Boy I don’t like yellow. Forget T-shirts.
Assistant You don’t like the blue jeans. You
I think I’d like a pair of socks first.
don’t like the green jeans. But
How much are these socks?
don’t worry. Do you like those
Assistant The blue socks? They’re £19.99.
orange jeans?
Boy OK. How much are those socks
Boy No. I don’t like orange.
over there in the window?
Assistant Hmm … Let me think.
Assistant Those are £11.99.
Boy Ah, I know. Can I try on the black
Boy OK. I’m not sure. Forget socks.
jeans in the window, please?
I think I’d like a pair of jeans.
Assistant Try them on … in the window? No,
Assistant Do you like these blue jeans?
sorry. You can’t try them on in
Boy No. I don’t like blue.
the window. Go to the changing
Assistant No problem. What about those
room*, please.
green jeans over there?
Boy Erm … I don’t like green. VOCABULARY: *changing room – Umkleidekabine

WB p. 89, 91 UNIT 10 79
 SOUNDS RIGHT /ð/
3/22

11 Listen and repeat.

This blue shirt and these green socks –
I can put them in this box!
Those black trousers, this red sweater –
in the drawer? Yes, that’s better!

WRITING

12 Look at the useful phrases for shopping below. Who says them? Write C (Customer),
S (Shop assistant) or B (Both) next to the sentences.

Can I help you? Have you got … ?

How much is this / are these? I’d like a … .
What can I do for you? You’re welcome.
What would you like? Good morning. Can I help you?
Thank you very much, Madam. Can I try them on?
That’s £12.30. Goodbye. Have a nice day.

13 Now write your own shopping dialogue (60– 80 words). Then act it out with a partner.
• Think about what things you want to buy. • Don’t forget to say hello and goodbye.
• Ask for the price, too.

3
1
GRAMMAR 2

this/that – these/those 4

1 I’d like this T-shirt, Dad. 3 I’d like that red sweater.
2 I’d like these shoes. 4 I’d like those blue trainers.

Schreib „weiter weg“ und „nahe“ in die Lücken und bilde die Regel.
Du verwendest this/these, um auf etwas hinzuweisen, das 1.................................................... ist.
Du verwendest that/those, um auf etwas hinzuweisen, das 2.................................................... ist.

How much is/are …?

So fragst du nach dem Preis: How much is …? wird mit der Einzahl (Singular) verwendet,
How much are …? mit der Mehrzahl (Plural). Achtung: jeans = Plural!
How much is this scooter? How much are the green T-shirts? How much are the jeans?

Now go back to page 76. Check with a partner what you know / can do.

80 UNIT 10 WB p. 87, 88, 89, 90 CYBER Homework 30

 The
THE Secret
STORY OFSpring
THE STONES 5
Two more to go!

!won ,esuoH doowde

R ot oG
nam a s’erehT .erif no
1 Before you watch episode 5, find out what the text
s’tI
sdeen eH .foor eht no
message on Daniel’s mobile is: !kciuq eB .pleh

EVERYDAY ENGLISH

2 Watch episode 5. Complete the dialogue with the phrases from the box.

Emma 1
......................................................................... . This message is from … ?
Oh, come on
Daniel I don’t know. Sunborn, I guess – but 2......................................................................... .
I’m not sure
Emma I’m sure it’s a trap. Let’s not go!
be careful
Sarah 3
......................................................................... . We’re fast. We’re strong. We’re
Just a minute
clever. What do you think, Daniel?
Daniel I’m not sure … Remember the net! Remember Darkman! He’s bad and he’s clever.
Sarah Listen. I can fly. Nothing can happen to me. I want to check it out, OK?
Emma OK. But Sarah – 4......................................................................... !

3 Do the puzzle. Find the name of the person.

1
1 The name of the boy who changes into a rat.
2 The name of the girl who changes into an eagle. 2

3 The colour of Emma’s stone. 3

4 Come at seven o’........................ . 4

5 The name of the girl who changes into a tiger.
5
6 Sarah changes into this animal.
6
7 There are three of them.
7

THE STORY OF THE STONES 5 81

UNIT 11 What’s the time?
At the end of unit 11 ...
you know you can
how to tell the time ask and answer what time it is
11 words for free time activities ask and talk about what someone is doing right now
how to use the present continuous understand and talk about daily routines
write a postcard
write a text message

VOCABULARY Time
3/23

1 Match the times with the pictures. Then listen and check.

1 It’s twenty-five past three. 5 It’s five to four. 9 It’s twenty to four.
2 It’s three o’clock. 6 It’s twenty-five to four. 10 It’s ten to four.
3 It’s a quarter to four. 7 It’s five past three. 11 It’s half past three.
4 It’s ten past three. 8 It’s twenty past three. 12 It’s a quarter past three.

A C E F
B

G I K
H J L

2 Work in pairs. Cover the times in 1 .

Ask and answer.

What’s the time?

It’s twenty to four.

82 UNIT 11 WB p. 93, 94 CYBER Homework 31

 SPEAKING Asking and telling the time
3/24

3 Listen and write the numbers.

D E
B C
A

F G H

4 C H O I C E S Note
a.m. – p.m.
a.m. – from midnight

A Say what the clocks show. to 12 midday
p.m. – from 12 midday
In Vienna it’s three o’clock in the afternoon. to midnight
In New York it’s nine o’clock in the morning. In …

B Ask and answer questions about the places in A.

Asking for the time
It’s 1 p.m. in Vienna.
What’s the time in So kannst du im Englischen nach
New York? der Zeit fragen:
Excuse me, what time is it?
It’s 7 a.m. oder Excuse me, what’s the time?

WB p. 94 UNIT 11 83
 READING & SPEAKING

5 Read the texts about Mary and Li.

A day in the life of Mary and Li

Hi! I’m Mary, I live in Hello! My name is Li,
Australia. I live in China.
I live on a farm with my My mother and father
family. I get up at half past work a long way away, so At five to two, we do eye
five. My father and I feed I live at my school. I get exercises! It helps us
the animals at six o’clock. up at a quarter to seven. study. Afternoon classes
At a quarter to seven, I The school plays a very start at two o’clock. At a
have breakfast with my loud song to wake us up! quarter to five, I have extra
mother and brothers. I I sleep in a room with six class – my extra class
don’t go to school – I have people. At half past seven, is for English reading.
school at home because I go shopping in town with I have breakfast in the After extra class, I help to
there aren’t any schools my brothers and see my canteen. At eight o’clock, clean the classroom and
near us. My mother is friends. Our family has I go to my classroom dorm room*. At ten past
the teacher. She teaches dinner at half past seven. for self-study*. Classes six, I have free time and
me and my two brothers. In the evening, I go online start at ten to nine. At a then dinner. At twenty
I start home schooling and play games with quarter to ten, we do our past seven, I go to my
at half past seven. At a friends or watch shows on daily exercise* outside. classroom for self-study
quarter to nine, I have the internet. I go to bed at Sometimes it’s very cold! and homework. Bedtime is
a break. I like to go and nine o’clock. I have lunch at one o’clock. at ten o’clock.
watch the horses or read
a book. At half past ten, Fact box
I study art or drawing.
Children in China do
Lunchtime is at twelve
o’clock. Homeschool eye exercises in school.
finishes at half past two or They massage their eyes
three o’clock. Once a week to help them in class!

VOCABULARY: *self-study – Eigenstudium;

daily exercise – tägliche Bewegung/Betätigung;
6 How many of these tasks can you do? dorm room – Schlafsaal

1 Mary lives in Austria. T/F

2 In the morning, Mary feeds the animals. T/F
3 Mary’s brother is her teacher. T/F

4 Mary has lunch at ................................................................................... o’clock.

5 Li gets up at ................................................................................... seven.
6 At ................................................................................... o’clock, Li goes to his classroom.

7 At a quarter to ten, Li studies English / goes outside for exercise / has a snack.
8 To help Li study, he sleeps in the afternoon / plays games outside / does eye exercises.
9 After dinner, Li does his homework / talks with his friends / goes to bed.

7 Check your answers with a partner. Say six sentences about your day.

I get up at ... At ... I have breakfast. I go to school at ...

I come home from school at ... Dinner is at ... I go to bed at ...

84 UNIT 11 WB p. 97, 98
 READING & LISTENING Suzy and Tim walk down the street. It’s a nice
3/25
day and Suzy is happy. She sees her friend
8 Read the first part of the story. John walking his dog*.
Then listen to it. “Hi, Suzy! What are you doing?” asks John.
“Hi, John! We’re going to the park,” says
Suzy.
A surprise “Have fun!” says John.
Suzy walks to the park with Tim. Tim
for Suzy stands next to a big tree.
“What are you doing, Tim?”
“Sshhh! Watch …”
It’s half past ten on
Tim puts the skateboard next to the tree.
Saturday morning. Suzy
“OK! Let’s go over here …”
is sitting in the living
“And?”
room with her mum. Suzy
“And hide behind the bush … look … it’s
is playing with her phone.
coming …!”
Her mum is watching TV.
There’s a knock at the
door.
“Answer the door, Suzy!” says her mum, “I’m watching
TV!”
Suzy goes to the door and opens it. It’s her friend, Tim,
with a skateboard.
“Hi, Suzy! Can you come to the park? I want to show
you something!”
“What?”
“Something amazing!”
“OK … Mum? Can I go out with Tim, please?”
“OK, but come back at one o’clock!” says her mum.

VOCABULARY:
*walk a dog – mit einem
Hund Gassi gehen
9 How many of these tasks can you do?

1 It’s half past ten in the morning. T/F

2 Suzy is watching TV. T/F
3 Tim wants to go to town. T/F

4 Suzy walks to the park with her mum / Tim / John.

5 The skateboard is in the tree / next to the tree / in a bush.
6 Suzy and Tim hide in the tree / behind a bush / under a slide*. VOCABULARY: *slide – Rutsche
3/26

10 What do you think happens next? Now listen to the end of the story.
3/26

11 Listen to the end of the story again and answer the questions.
1 How does Tim feel? ............................................................................................................................
2 What do Tim and Suzy see? ...............................................................................................................
3 What is Suzy doing? ...........................................................................................................................

12 Check your answers with a partner.

WB p. 98 UNIT 11 85
 VOCABULARY Free time activities
3/27

13 Listen and number the pictures.

B D

F
E
G

H
K
J

14 Complete and match.

riding watching sending making cooking playing looking after

3
1 2

4 5 6
7

looking after
5 She’s .......................................... her cat. She’s .......................................... her bike.
They’re .......................................... football. She’s .......................................... a video.
He’s .......................................... spaghetti. He’s .......................................... a text
They’re .......................................... TV. message.

86 UNIT 11 WB p. 93, 94 CYBER Homework 32

 3/28

15 Listen and number the sentences.

She’s playing a computer game. He’s skating.
She’s sending a text message. He’s riding his bike.
They’re playing football. They’re playing the piano.
She’s riding a horse. He’s looking after his cat.
1 He’s cooking an egg. She’s skateboarding.
3/29

16 Listen and check.

A SONG 4 U
3/30+31 Waiting …
17 Listen and sing.

I’m walking down the road.

I’m looking at the trees.
I’m waiting for your call.
I’m thinking, call me please.

But you don’t, don’t, don’t.

You don’t call me.
Tell me why, why, why.
I am waiting. Can’t you see?
Tell me why, why, why.
I am waiting. Can’t you see?

I’m sitting in my room.

I’m watching some TV.
We’re waiting. Yes, we’re waiting.
I’m waiting for your call.
That’s all there is to say.
I’m thinking, call me please.
We’re waiting. Yes, we’re waiting.
But you don’t, don’t, don’t … But no one calls today.

SPEAKING Asking/Talking about what someone is doing

18 In groups, mime and guess activities.

Are you cooking an egg? No, I’m not. Are you cooking spaghetti?

Yes, I am.

WB p. 95 UNIT 11 87
 19 C H O I C E S
3/32

A Listen to the phone conversation. Act it out in pairs.

Jenny Hi, Jenny here.

Billy Hi, Jenny.
Jenny What are you doing?
Billy I’m playing Dragon Hunt II. Can you
come over?
Jenny Sorry, I can’t.
Billy Why not? What are you doing?
Jenny I’m playing Dragon Hunt III.
Billy Oh! Can I come to your place?
Jenny Sure.

B Practise phone conversations.

Use your own ideas. I’m watching … .
It’s great / fantastic!
• TV programmes
• Music
I’m listening to … . I’m playing … .
• Computer games
It’s great / fantastic! It’s great / fantastic!
• …

20 Work in pairs. Look at the pictures for a minute. Close your book and remember.

What is Jacob doing? I can’t remember.

Jacob Give me a clue. Emma

He’s riding …
Vivian He’s riding a scooter.
Sandra and Shannon

Jim and Barry

Lisa
Ken
Simon

88 UNIT 11 WB p. 99
 WRITING

Dear Grandma,
21 Read Robert’s postcard.
It’s three o’clock in the afternoon. I’m sitting
in a café and I’m drinking hot chocolate. It’s
Greetings from the Alps nice and warm in here. It’s very cold outside
and it’s snowing. Jack’s snowboarding and
Mum and Dad are skiing. We’re having fun.
See you soon,
Robert

Write your own holiday postcard.

Think about:
• who you are writing to • the weather
• where you are • the food you get there
• what you are doing there • how to end your postcard

GRAMMAR
Present continuous

+ –
I’m (I am) helping my dad. I’m (I am) not helping my mum.
You’re (You are) writing an email. You aren’t (You are not) writing a letter.
Dana’s (Dana is) watching TV. Dana isn’t (Dana is not) reading a book.
He’s (He is) looking at his mobile phone. He isn’t (He is not) playing football.
We’re (We are) cooking dinner. We aren’t (We are not) eating pizza.
They’re (They are) listening to music. They aren’t (They are not) watching TV.

? + –
Are you playing a computer game? Yes, I am. No, I’m not.
Is Peter doing his homework? Yes, he is. No, he isn’t.
Are Jennifer and Christine reading? Yes, they are. No, they aren’t.

Was ist richtig? Mach ein Häkchen.

What are they doing now?
Mum and Dad
They’re having breakfast. are skiing.
Die Leute tun gerade etwas.
Die Leute machen diese Handlungen jeden Tag.

Now go back to page 82. Check with a partner what you know / can do.

WB p. 95, 96, 97 CYBER Homework 33 UNIT 11 89

 THE TWINS 5
The train ride
Developing speaking competencies
Language function Speaking strategy
I can tell someone to be quick (jemanden I can ask someone to wait (jemanden
auffordern, sich zu beeilen) bitten zu warten)

VOCABULARY Means of transport C

3/33

1 Look at the photos. Match the means of transport

with the photos. Then listen and check.

1 bus 2 train 3 plane 4 taxi

A B D

3/34

2 Watch or listen to the dialogue. Then read it. What means of transport do Lucy and Leo
mention?

Leo Come on, Lucy. It’s time to go.

Lucy Just a minute. I can’t find my sweater.
Leo Your sweater? Here it is.
Lucy Thanks, Leo.
Leo The bus leaves in ten minutes.
Lucy What time is it now?
Leo Quarter to three. Come on.
Lucy Wait a moment. I can’t find my trainers.
Leo Your trainers? They’re over there. Leo It leaves in 35 minutes. Get a move on.
Hurry up. Lucy OK, OK. I’m ready. Let’s go!
Lucy OK, OK. What time is the train then? Leo Phew!

3 Read the dialogue in 2 again. Then write the answers to the questions.

1 What time does the bus leave? ....................................................................................................

2 What time does the train leave? ....................................................................................................

90 THE TWINS 5
 USEFUL PHRASES Telling someone to be quick
4 Complete the phrases with the words from the box. Then check with the dialogue in 2 .

1 Come ........................................ , Lucy. It’s time to go.

up on on
2 Hurry ........................................ .
3 Get a move ........................................ .

? What do you think? Answer the questions.

● Do they catch the bus? ● Do they catch the train?

MOBILE HOMEWORK

Watch part 2 of the video. Complete the sentences with Lucy or Leo. Then check your
answers to the questions above.

1 Lucy and Leo get to the bus stop. ............................................... is tired.

2 Then ............................................... has got a problem. The money is on the kitchen table.
3 ............................................... feels sorry.

SPEAKING STRATEGY Asking someone to wait

5 Look at 2 again. Complete with the correct words.

1 Leo Come on, Lucy. It’s time to go. 2 Leo Come on.
Lucy ........................................ minute. Lucy Wait ........................................ .

6 C H O I C E S

A Work in pairs. Student A tells student B to hurry up. B asks him/her to wait. Use the
words from the box.

A Hurry up, Tom. The train leaves

train / leaves in half an hour
in half an hour.
bus / leaves in five minutes B Just a minute. I can’t
plane / leaves at two o’clock find my shoes.

B ROLE PLAY: Work in pairs.

Roles: You and your friend
Look at the situation and the
roles. Think of a role play Situation: You and your friend want to get
with a partner. Take two or the bus and then the train. You tell your friend to hurry
three minutes to practise it. up, but your friend has got a lot of problems (he/she
Don’t write it down. Act it out can’t find things, is hungry, etc.) Your friend asks you
in class. to wait. You get more and more nervous.

WB p. 99 THE TWINS
UNIT 35 91
UNIT 12 The birthday cake
At the end of unit 12 ...
you know you can
months and dates 10 words for rooms in a house talk and ask about dates
how to use ordinal numbers how to use the past simple say and ask where people were
how to use time prepositions (was, were) write a dialogue in the past

SOUNDS RIGHT /θ/

4/1

1 Listen and repeat.

Birthda y cake
The first piece is for Sue. The sixth and seventh go to Bill.
The second goes to you. He eats them – and he’s feeling ill.
The third piece is for Peter. You’re right! The eighth piece? True!
He’s a messy eater. The eighth piece is for you.
The fourth piece is for Steve. The ninth piece is for Jeremy.
The fifth piece goes to Kate. The tenth piece is – for me!
They think the cake is great! He, he, he, he, he!
4/2

2 Listen and repeat.

10th – the tenth 20th – the twentieth 30th – the thirtieth

11th – the eleventh 21st – the twenty-first 31st – the thirty-first
12th – the twelfth 22nd – the twenty-second …
13th – the thirteenth 23rd – the twenty-third

LISTENING & SPEAKING Talking/Asking about dates

4/3
3 Listen and circle. When can Sue go to the cinema with her dad?

Sat 11th volleyball / Joe’s party Wed 22nd

Sun 12th football / tennis Thu 23rd volleyball / Mum’s birthday
Mon 13th Tom’s birthday / football fri 24th
Tue 14th Sat 25th – Sun 26th
Wed 15th
Mon 27th
Thu 16th basketball / volleyball
fri 17th Tue 28th
Sat 18th – Sun 19th Wed 29th tennis / Jack’s party
Mon 20th concert / football Thu 30th
Tue 21st fri 31st

4 Cover up Sue’s diary in 3 . Test your memory and answer these questions.

1 The 14th is a Tuesday. What days are the 15th, the 17th, the 24th, the 31st?
2 What is on the 11th – Joe’s party or a volleyball match?
3 Can Sue play tennis on the 16th?
4 On what day of the week can they go to the cinema?

92 UNIT 12 WB p. 102, 103 CYBER Homework 34

4/4

5 Listen and act out similar dialogues. Use sentences from the box.

Can you come to my party? the Project 11 concert.

A Let’s go to the football match.
When is it? Tom’s party.

It’s my birthday.
On the 12th. B Sorry, I can’t. I’ve got a maths test.
There’s a tennis match.
Sorry, I can’t. It’s my grandma’s birthday.

SOUNDS RIGHT Months and dates

4/5

6 Listen and repeat.

January and February, August and September,

March and April, May and June, October and November,
then July is coming soon. and finally … December!
4/6

7 Listen and say the dates. Note

We write: May 7th
The party’s on Friday, The concert’s on Thursday, We say: the seventh of
May
February 22nd. July 15th. or May the seventh

Can you come on Sunday, Are you in London on

October 12th? Monday, July 7th?

8 Work in pairs. Say the dates.

Party th
th Sunday, August 5
Saturday, June 1 1 th
th Tuesday, January 4
Friday, December 12

9 C H O I C E S
4/7

Listen to the dialogues. Then act one of them out in class.

A A How old are you, Julian? B A How old are you, Julie?
B Twelve. B I’m twelve.
A And when’s your birthday? A And when’s your birthday?
B On December 18 . th
B On April 12th.
A What day is it this year?
B A Friday, I think.

WB p. 102, 106 UNIT 12 93

 READING & LISTENING
4/8

10 Listen to the beginning of Jessie’s story. Then read it.

The case of the

missing cake
Yesterday was my birthday. It was a
great day. My party was fun, but the
best thing was my cake. A chocolate
cake with twelve red candles. It was
delicious.
Last night, I went* to bed at 9 p.m.
There was one piece of cake left.
It was on the table – perfect for my
breakfast. This morning, the piece of
cake wasn’t there! Last night, there
was a robbery in my kitchen! I want
to find the robber.

VOCABULARY:
*went – past simple form of go
4/9

11 Jessie is in the kitchen. She is looking for clues.

Listen to part 2 of the story and answer the questions.

1 What does she find on the floor? ......................................................................................................

2 What time is it on the clock? ..............................................................................................................
3 What time was the robbery? ..............................................................................................................
4 Who was in the house last night? ......................................................................................................
4/10

12 Look at the picture and listen to the words.

3 4 bathroom
library
........................ 5 garage
2 living room ........................
1 garden ........................
........................
........................
6 hall ........................

7 kitchen 8 dining room 9 bedroom bedroom

........................ ........................ ........................ ........................

94 UNIT 12 WB p. 106, 107

4/11

13 Read and listen to the interviews. Look at the picture in 12 and write the names of the people
in the rooms where they were last night.

Jessie Mum, where were you at 9:15 p.m. last

night?
Mum I’m not sure. Why?
Jessie Just think, Mum. It’s important.
Mum OK, I think I was in the living room with your
Mum dad. Of course, we were. There was a good
film on TV.

Jessie Were you with Mum last night at 9:15 p.m.?

Dad Sorry? Dad
Jessie Were you with Mum last night at 9:15 p.m.?
Dad Probably ... umm ... yes, we were in the
living room. Why?
Jessie No reason.

Grandpa
Jessie Grandpa, were you in the kitchen last night
at 9:15 p.m.?
Grandpa No, I wasn’t. I was in the garden.
Jessie The garden? At 9:15?
Grandpa Yes, there was a beautiful sunset.

Jessie
Can I ask you a question, Tom?
Tom What? Tom
Jessie
Where were you last night at 9:15?
Tom Here in my bedroom. I was online with my
friends.
Jessie
Of course.

Jessie Ellie, were you in the kitchen last night at 9:15?

Ellie No, I wasn’t. I was in the dining room.
Jessie The dining room?
Ellie Yes. I was. I remember because there was a
loud noise in the kitchen.
Ellie Jessie A loud noise? Ah ha!

4/12

14 In pairs. Who do you think was the robber? Listen and check your answer.

15 Look at the picture in 10 . What can you find to show that Ellie is right?

WB p. 102, 103, 106, 107 CYBER Homework 35 UNIT 12 95

 GRAMMAR CHANT was – were
4/13

16 A chant. Listen and repeat.

A He was happy. A Was she happy?
B I was hot. B Yes, she was.
A She was happy. A Were they happy?
B I was not. B No, because …
A Were you happy? No one was!
B I was sad. A That’s not true.
A Was he happy? I was happy.
B He was mad. B Good for you!

SPEAKING Saying/Asking where people were

17 C H O I C E S

A Work in pairs. Look at the picture for a minute. Remember the names and the rooms.
Close your books. Ask your partner about four people in the picture.

Where were Bob Lucy Daniel

and Bill?

Kate Trevor Sophie Bob

Bill

They were in the

living room. Mary

B Look at the picture and talk about the

sad happy hungry cold scared angry
people. Use the words in the box.

At 5 o’clock, Brian 11 :45 11 :15

was in the kitchen.
He was hungry. Henry
Sue

At … Sally and Sally 10:30 Sandra 7:15 4:10 5:00

Fred were … .
They were …
Fred
Tony Kevin Brian

96 UNIT 12 WB p. 105
 18 Complete the sentences so they are true for you.
On Sunday ...
in bed
1 at 7 a.m. I was ................................................................................................................................... .
2 at 9 a.m. I .......................................................................................................................................... .
3 at 12 p.m. I ........................................................................................................................................ .
4 at 3 p.m. I .......................................................................................................................................... .
5 at 8 p.m. I .......................................................................................................................................... .
6 at midnight I ...................................................................................................................................... .

19 In pairs, ask and answer questions.

Where were you at 7 a.m. yesterday? I was in the kitchen.

So was I*. / I wasn’t. I was in bed. Asleep!

VOCABULARY: *So was I. – Ich auch.

WRITING

20 C H O I C E S

A Complete the dialogue with the words from the box.

all was your where think there

Inspector Mr Clark, 1.................................... <new artwork: cartoon of

were you yesterday at 10 p.m.? detective interviewing man
behind desk with bright
Mr Clark I 2.................................... in the light shining in face. Man is
living room all evening. sweating.>

Inspector Aha, 3....................................

evening?
Mr Clark Yes, 4.................................... was
an interesting film on TV.
Inspector Mr Clark. Is this 5.................................... pen?
Mr Clark Yes, it is. Why do you ask?
Inspector This pen was in the library. I 6.................................... you are the robber,
Mr Clark.

B Write a dialogue. Use the following ideas.

The inspector interviews a man or a woman.

They say they were in a room all evening.
The inspector finds something of this person in another room.

WB p. 107 UNIT 12 97
 GRAMMAR
Ordinal numbers
Für Aufzählungen (der erste, der zweite, usw.) verwendest du die folgenden Wörter:
one ➞ first five ➞ fifth nine ➞ ninth
two ➞ second six ➞ sixth ten ➞ tenth
three ➞ third seven ➞ seventh eleven ➞ eleventh
four ➞ fourth eight ➞ eighth twelve ➞ twelfth

Ordnungszahlen über 20 bildest du nach dem gleichen Prinzip:

21. ➞ twenty-first 32. ➞ thirty-second 43. ➞ forty-third 54. ➞ fifty-fourth (etc.)

Time prepositions
Du verwendest unterschiedliche Präpositionen (Vorwörter), um über Tage,
das Datum und die Uhrzeit zu sprechen.
My birthday is on February 12th / May 28th / September 5th (etc.).
The concert’s on Thursday, July 15th.
My sister’s birthday is in December / April / June (etc.).
The film starts at 7 o’clock / half past eight / 6:45 (etc.).
I have maths in the morning / the afternoon.
We go to bed late at night.

Past simple (1) was – were

Du verwendest das Past simple, um etwas
Vergangenes zu erzählen. Was / were werden
gleich verwendet wie „ich war / du warst” usw.
They were not
im Deutschen. alone!
At 9 o’clock I was at school. Tom wasn’t there.
Peter and John were in their classroom.
Sandra and Kate weren’t there.

+ – ?
I was in the hall. I wasn’t (was not) in the library. Was I … ?
You were at home at 6 p.m. You weren’t (were not) with him. Were you … ?
He was in his bedroom. He wasn’t (was not) with us. Was he … ?
She was with me. She wasn’t (was not) in her bedroom. Was she … ?
It was in the library. It wasn’t (was not) there in the morning. Was it … ?
We were in the living room. We weren’t (were not) at home at 9 p.m. Were we … ?
You were in the bedroom. You weren’t (were not) at home. Were you … ?
They were in the library. They weren’t (were not) alone. Were they … ?

Now go back to page 92. Check with a partner what you know / can do.

98 UNIT 12 WB p. 104, 105 CYBER Homework 36

 The
THE Secret
STORY OFSpring
THE STONES 6
Three stones to rule the universe!

1 Look at the pictures from episode 6. The children are knocking

Make up a story of your own. at the door of Cairn Castle.
The door opens …
Start like this:

2 Watch episode 6. Then answer the questions below.

1 Where are Emma and Daniel at the 3 What does Darkman do with the stones?
beginning of the episode? 4 Why does Darkman lift Daniel up?
2 What does Sarah say to Emma when 5 Who is watching the children?
Darkman wants Emma’s stone? 6 Where is Darkman running?

EVERYDAY ENGLISH

3 Complete the dialogues with the phrases from the box.

Darkman It’s not the real stone! 1............................................................................

How dare you!
Daniel Phew! 2............................................................................
You’re welcome.
That was close. Sunborn Thank you all very much. You were a great help.
Emma 3
............................................................................

4 Can you find the message?

CODE: t = a n = e ♥ = i w = o p = u Q = h l = l : = m £ = n s = s

__ __ __ __ __ __ __ __ ! __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Q ♥ l n £ l n t s n w : n w Q n
__ __ __ __ __ __ __ __ . __ __ __ __ __ __ __ __ .
w l Q w p s n ♥ £ n w p
__ ’__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __.
♥ n w w p s w £ n s w w p

THE STORY OF THE STONES 6 99

UNIT 13 Help!
At the end of unit 13 ...
you know you can
who to call in an emergency talk about emergency situations
7 words for emergency services call the emergency services and spell names
and 8 for accidents understand a short magazine article about a
how to use the past simple rescue operation
(regular verbs) understand a short video about helping out
how to use linking words write and tell a story in the past

1 Read the article and answer the questions. Tell your partner.

Rescue!
But these aren’t the only
emergency services to 999
help you.
1 You are climbing in the
mountains. You fall and break
a leg. You’re lucky because
you’ve got a phone with you.
You dial 999.
Bomb disposal Who do you ask for?
2 You are sailing at sea. The
Coastguard weather gets bad. The waves
get really big and your boat is
in trouble. You’ve got a radio
on the boat. You call 999.
Who do you ask for?
3 You are exploring a deep cave.
Mountain Some rocks fall and you can’t
Cave rescue rescue get out. You’re lucky because
you’ve still got a phone signal.
In Australia it’s 000. In New Zealand it’s 111. In the You dial 999.
US and Canada it’s 911 and in the UK and many Who do you ask for?
other countries around the world it’s 999. That’s the
number to call in an emergency. 4 You are walking in the park.
You see a strange parcel on
And of course, we all know that the park bench. You pick it up.
• when there’s a crime, you ask for the police. It’s ticking. You put it down
• when you need medical help, you ask for an ambulance. and phone 999.
• when there’s a fire, you ask for the fire brigade. Who do you ask for?

• Which number do you call in an emergency situation in Austria?

Ambulance: Fire brigade: Police:
............................. ............................. .............................

• Which number do you call in an emergency from a mobile?

(the number works in all European countries) .............................

100 UNIT 13 WB p. 110, 111 CYBER Homework 37

 2 Read the article in 1 again and write the emergency services under the pictures.

1 .............................................. 2 .............................................. 3 ..............................................

4 .............................................. 5 .............................................. 6 ..............................................

SPEAKING Calling the emergency services and spelling names

4/14

3 Listen. Write the names of the streets. Then ask and answer. A Can you spell the
1 An accident in ............................................................... Street. street, please?
2 A fire in ............................................................... Street.
3 A robbery in ............................................................... Street. B Yes, it’s …

4 C H O I C E S
4/15

A Listen. Then act out the dialogue. B Make dialogues. Use this information.

A Hello. There’s a fire in Harrod Street. 1 fire / Jerry Street

B Can you spell the street, please? 2 accident / Mungo Street
A Yes. It’s H – A – double R – O – D. 3 robbery / Hardy Street
B OK.

VOCABULARY An accident in the mountain

4/16

5 Listen and look at the picture. Then number the words.

jetpack 1
3
slip on the wet rocks 2 4
storm 5

radio the rescue team

7
helicopter
6 8
shout for help

fly up the mountain

2 be in danger

WB p. 110, 111, 116 UNIT 13 101

 READING
Mountain danger
6 Read the magazine Imagine … you are climbing keeps you warm. Then, he radios
article quickly. In the in the mountains. There are no his team and tells them where
UK, what number do roads and no people. Yesterday they can find you. One hour
you need to call the there was a storm. The rocks later the mountain rescue team
are wet. You fall down and break arrives. You’re safe!
mountain rescue team?
your leg. You can’t move. The sky
This is not science fiction – it’s
is dark and it is very windy.
7 Read the article again. You are lucky because you’ve
real. In England they are testing
got a phone with you. You dial a new jetpack to help people on
999 and speak to mountain mountains.
rescue. They tell you it is too It is difficult for helicopters
windy for a helicopter, but they to land on a mountain. The
have an idea. mountain rescue team can take
There is a noise. You look up. a long time to find people in
There is a man flying up to you! danger. The jetpack is fast and
He is wearing a jetpack. Are easy to use. It is easy to land on
you dreaming? No. He is from a mountain with a jetpack!
the mountain rescue team. He What do you think? Do you
lands next to you, then checks want to fly a jetpack and help
your leg, gives you medicine and people?

8 How many of these tasks can you do?

1 There was a storm, so the rocks are wet. T/F

2 The weather is not very good. T/F
3 There is no phone signal. T/F

4 The young person in the article breaks a leg, but

it is cold and windy. he/she can call for help. the sky is dark.
5 A man from the rescue team flies up the mountain and
lands a helicopter. takes some photos. finds the young person in trouble.
6 The man calls the mountain rescue team because the young person
is hungry. is very tired. can’t walk.

7 Why can’t a helicopter land? ..............................................................................................................

8 What is the job of the man with the jetpack? ...................................................................................
9 Why are jetpacks good? .....................................................................................................................
4/17

9 Check your answers with a partner. Then listen to the text.

10 Complete the sentences with and, but or because.

1 The rocks are wet .............................. there was a storm yesterday.
2 He falls down .............................. breaks his leg.
3 You are lucky .............................. you have a phone with you.
4 It’s too windy for a helicopter, .............................. mountain rescue have an idea.
5 The man gives you medicine .............................. keeps you warm.
6 It is difficult for helicopters to land on the mountain, .............................. easy with a jetpack!

102 UNIT 13 WB p. 111, 112

 LISTENING
4/18

11 The person in trouble was a fifteen-year-old girl, Sophia. Listen to her phone call with a friend.
4/18

12 Complete Sophia’s diary with the verbs from the box.

Then listen to the phone call again and check.

helped
shouted Dear Diary,
arrived
I’m in hospital! Yesterday was a very bad day
radioed
for me. I 1.............................................. to go up a
called
mountain, but that wasn’t a good idea.
wanted
happened First, everything was OK. But then I 2.............................................. to climb
looked on some rocks. They were all very wet. Then it 3.............................................. !
slipped I 4.............................................. . It was terrible. I 5..............................................
landed for help. But I was alone in the mountains, and it was windy and cold.
rescued Then I 6.............................................. that my phone was in my backpack.
remembered
I 7.............................................. 999 – the mountain rescue team. But it was
started
difficult for a helicopter to land in this weather.
Suddenly there was a noise. I 8.............................................. up! There was a
man with a jetpack. He 9.............................................. next to me. The man
10
.............................................. me and then he 11.............................................. the
mountain rescue team. They 12.............................................. an hour later and
13
.............................................. me.

13 Look at these pictures. Use language from 5 to tell the story. Use and, but, because.

SOUNDS RIGHT /t/ /d/ / d/

4/19

14 Listen and repeat.

/t / / d/ / d/
1 She jumped into the river. 4 She phoned at 5 o’clock. 7 I waited an hour.
2 My dog chased a cat. 5 He arrived on Monday. 8 They shouted at me.
3 We watched a film. 6 We carried our books. 9 She wanted an ice cream.

WB p. 116 CYBER Homework 38 UNIT 13 103

 SPEAKING Telling a story in the past
15 C H O I C E S
A Complete the two stories. Use the verbs from the box in the past simple.
Then tell one of the stories to a partner.

be
arrive
jump
rescue
phone
be
chase
shout

was
1 There ..................... a boy in the river. 1 There ................................ a robbery.
2 He .......................................... “Help!”. 2 We .................................... the police.
3 I .................................... into the river. 3 The police ........................................ .
4 I ............................................. the boy. 4 They ............................... the woman.

B Work with a partner. Tell the story. Start like this:

Yesterday was a sunny day. I …

be / sunny day walk / to the park phone / friends wait / 10 minutes friends / arrive

play / football stop / 7 o’clock walk / my house Dad / cook watch TV / until
dinner midnight

104 UNIT 13 WB p. 112, 113, 114

OUR YOUNG WORLD 4
Luna’s helping out

1 Watch the video. What does Luna do in her

free time?
....................................................................................................................................................................

2 Watch again. Circle T (True) or F (False).

1 In her free time, Luna helps at an animal shelter*. T/F

2 She gets money for her work. T/F
3 The shelter has a big problem – there’s not enough money. T/F
4 Luna decided to write an email to the mayor. T/F
5 Luna is now feeling very pessimistic. T/F
VOCABULARY:
6 In her programme, Luna asks people to help the animal shelter. T/F *animal shelter – Tierheim

FIND UT Political education

3 Match the words with their definitions.

1 class speaker In a ... the people have the power. They vote for their parliament.
2 vote The leader of the town council*.
3 mayor choose a person from a list of people
4 democracy
At the beginning of the school year, all the boys and girls in a class
choose this person. VOCABULARY:
*town council – Gemeinderat

Our local politics world

4 Discuss in pairs.

1 Would you like to be the class speaker? Why (not)? 3 What would you like to talk to
2 Who is the mayor in your town? him/her about?

CYBER PROJECT: A role play

5 Imagine you have got a meeting with your mayor: Plan a role play. Make a video.

CYBER Project 4 OUR YOUNG WORLD 4 105

 LISTENING & READING

16 Look at the picture. Where can you see:

• a small spaceship? • gas clouds? • a button?
• the eye of a storm? • a robot arm? • planet Jupiter?

space rescue
The year is 3231 and the Earth is dying. There are no
17 Read the title and the introduction trees and no forests. People are living on very big
to the radio play. In pairs, guess spaceships. The spaceships need gas from the planet
words from the story. Write a list. Jupiter. But it is very dangerous …
Then make a story.
4/20

18 Listen to the story. Then read the text and circle the correct words.

Captain Diana was above Jupiter. She was The pilot 4 walked / moved the spaceship
in her spaceship. Diana and the pilot were in into the eye of the storm. Then Diana
front of a big screen. Suddenly, there was a 5
pressed / helped a button. The front of the
big storm and they 1 happened / noticed a little spaceship 6 opened / arrived and a big robot
spaceship. arm 7 reached / walked out. The robot hand
“Fly into the eye of the storm!” 2 shouted / 8
closed / opened around the spaceship.
landed Diana, but the pilot was not happy. After that, the two spaceships 9 moved /
“We can’t,” he said, “because it’s too stopped out of the storm. Finally, Diana’s
dangerous!” Diana 3 wanted / waited to rescue friends were safe!
the spaceship because her friends were on it.

Us ef ul la ng ua ge
WRITING
It was the year (2099).
Suddenly ...
19 Now write your own story in the past tense (80–100 words) Then ...
about an adventure in space. Write three paragraphs. Later ...
After that ...
• Paragraph 1: Write where the character(s) was (were). Finally ...
• Paragraph 2: Write about something dramatic.
Check on p. 123 for the
• Paragraph 3: Say how the story ended. past
tense forms of many
verbs.
• Find a good title for your story.

106 UNIT 13 WB p. 114

 GRAMMAR
Past simple (2) regular verbs
Du verwendest das Past simple, um über Vergangenes zu sprechen oder zu schreiben. Du
verwendest für alle Personen in der Einzahl und Mehrzahl jeweils die gleiche Form des Verbs.
Bildung: Bei einem regelmäßigen Verb hängst du
an den Infinitiv (Nennform) -ed an.
jump – I jumped start – he started
wait – she waited happen – it happened
shout – you shouted help – we helped
play – they played

Endet ein regelmäßiges Verb auf -e,

fügst du nur ein -d an.
rescue – they rescued
arrive – you arrived

BUT: carry – carried

slip – slipped Mary phoned for help.
stop – stopped

Linking words (and, but, because)

So kannst du Sätze verbinden:
Diana wanted to rescue the spaceship because her friends were on it.
“Fly into the eye of the storm!” shouted Diana, but the pilot was not happy.
The front of the spaceship opened and a big robot arm reached out.

Thanks! You
more saved me!
fun with

Fido!

Help!!

It was easy!

Now go back to page 100. Check with a partner what you know / can do.

WB p. 111, 112, 113 CYBER Homework 39 UNIT 13 107

 THE TWINS 6
The black eye
Developing speaking competencies
Language function Speaking strategy
I can arouse interest (Interesse wecken) I can encourage someone to say what happened
(jemanden zum Erzählen ermutigen)

VOCABULARY Injuries
4/21

1 Look at the photos. Match the injuries with the photos. Then listen and check.

1 a cut knee 2 a swollen ankle 3 a broken leg 4 a black eye

A B C D

4/22

2 Watch or listen to the dialogue. Then read it. Who did Leo meet on his way home?

Leo Hi.
Lucy You’re late.
Leo I know. Look.
Lucy Oh, dear. What happened?
Leo Well, I was on my way home. I was
in the park … and guess what?
Lucy What?
Leo There were these kids. Very young
kids. About seven or eight years old. Lucy Tell me.
Lucy I see. Leo One of the boys kicked it. High up in the
Leo They had a football. And you won’t sky. And an amazing thing happened.
believe what happened. Lucy Really? Tell me more.

3 Read the dialogue in 2 again. Then write the answers to the questions.

1 Who’s late? ........................................................................

2 Why does Lucy ask what happened? ........................................................................
3 Something happened to Leo. Where did it happen? ........................................................................
4 What did one of the boys do with the football? ........................................................................

108 THE TWINS 6

 USEFUL PHRASES Arousing interest
4 Complete the sentences with the words from the box. Then check with the dialogue in 2 .

believe 1 I was on my way home. I was in the park and guess .................................... ?
amazing 2 You won’t .................................... what happened.
what 3 An .................................... thing happened.

? What do you think? Answer the questions.

● What happened with the football? ● How did Leo get his black eye?

MOBILE HOMEWORK

Watch part 2 of the video and put the events in the correct order.

Finally, Leo started to play One of the boys kicked the football high up in the sky.
football with them. Leo climbed up and got the ball back.
The ball got stuck in a tree and The kids were very happy and thanked Leo.
the kids were very unhappy. One of the boys passed Leo the ball, and he ran into
Leo tried to help. He started the ladder.
throwing stones at the ball, but They got a ladder and put it against the tree with the
that didn’t work. ball in it.

SPEAKING STRATEGY Encouraging someone to say what happened

5 Complete the dialogues with the words from the box. Then check with the dialogue in 2 .

1 Leo I know. Look. 2 Leo You won’t believe what happened.

me
Lucy Oh, dear. Lucy Tell .................................... .
more
.................................... 3 Leo An amazing thing happened.
what
happened? Lucy Really? Tell me .................................... .

6 C H O I C E S

A Work in pairs. A tells B that something B ROLE PLAY: Work in pairs. Look at the
happened. B wants to know more. situation and the roles. Think of a role
play with a partner. Take 2 or 3 minutes
in class (this morning) to practise it. Act it out in class.
on the way home (yesterday afternoon)
at the market (last Saturday) Roles: You and your friend
at the concert (on Sunday) Situation: You want to meet up with a friend,
but your friend is late. You notice that your
A I was in class this morning. An amazing friend has got a problem (see 1 ). You want
thing happened. to know what happened. Encourage your
friend to tell you the story. Use the language
B Tell me more.
from 4 and 5 .

WB p. 115 THE TWINS

UNIT 36 109
UNIT 14 It’s my favourite
At the end of unit 14 ...
you know you can
12 words for TV programmes talk about your screen time
8 words for kinds of books and stories understand a story in the past
how to use the past simple (negative) talk about books and reading
some irregular past forms tell a story
write a picture story

VOCABULARY Screen time

4/23

1 Look at the pictures and number the words below. Then listen and check.

1 2 3 4

5 6
7 8

9 11
10 12

1 cartoon game show reality show nature programme

the news science-fiction film quiz show romantic film
fantasy film music show detective film sports programme
4/24

2 What are they watching? Listen and write the numbers.

1 David TV1
.......... 5 George and Freda .......... 9 Jack ..........
2 Andrew .......... 6 Jane .......... 10 Emily and Holly ..........
3 Joanna .......... 7 Veronica .......... 11 Alexandra ..........
4 Linda and Stephen .......... 8 Paul .......... 12 James and Charles ..........

3 Check with a partner.

David’s watching a cartoon on TV1. That’s right. / I think he’s watching a …

110 UNIT 14 WB p. 119, 120 CYBER Homework 40

 LISTENING & SPEAKING Talking about screen time
4/25

4 Listen to Paula and Michael talk about what they watch. Tick True or False.
True False

1 She spends two hours a day looking at screens.

2 She always watches TV in the morning and at the weekend.
3 She likes cartoons, nature programmes and reality shows.
4 Her favourite cartoons are Henry Danger, Teen Titans Go! and
Spongebob.
Paula 5 The family often watches the news together.
6 Her dad loves cartoons.

1 He watches TV for about two hours every day.

2 He never watches it in the evening before he goes to bed.
3 He streams five detective films every week.
4 Every day he watches two or three episodes of Angelo Rules on
his computer.
Michael 5 He watches gamers on his mobile phone.

5 In groups, talk about your screen time. Use the sentences to help you.

one
I watch films or series for about two hour(s) a day.
three

always in the morning.

usually in the afternoon.
I watch my favourite programmes
sometimes in the evening.
never at the weekends.

stream films on my laptop.

I usually watch YouTube channels with my family.
watch programmes on TV.

cartoons.
nature programmes.
I really like (love)
detective films.
I don’t like (hate)
sports programmes.
the news.
…

My favourite programmes are … .

mum’s
dad’s
My favourite programme is … .
brother’s
sister’s

WB p. 127 UNIT 14 111

 READING

6 Read the story.

The remote
control*
I pointed the remote control at him
and pressed a button. Tom froze*. What!
I looked at the button. It was the pause
button. I pressed it again. He was normal
again. I pressed the rewind button*.
My brother started talking backwards.
I pressed the fast forward button*. He
started moving really fast.
The TV remote control controlled my
The shop in Mill Street sold lots of things. In the window I saw brother. This was fantastic, but then I
a TV remote control. I went into the shop because I needed a remembered the old lady and her words:
new one. There was an old woman behind the desk. I picked “Use it carefully.” So I stopped.
up the remote control and she looked up at me. “Let me look at the remote control,”
“Be careful,” said the old woman. “This is not a normal TV Tom asked.
remote control because it has special powers.” “No,” I replied.
“Special powers?” I laughed. He jumped up and tried to take the
“Yes,” she replied. “Use it carefully and never ever press this remote control from me. My finger
button here.” She pointed to a small button with a star on it. pressed a button. I looked at the remote
“OK,” I said. I paid and walked home. control. My finger was on the star button.
“What a strange lady,” I thought. Where was Tom?
And then I heard a noise. It was Tom’s
My brother Tom was in the living room. The TV was on. It was
voice, but it was tiny.
a film about dinosaurs, but I wanted to watch a cartoon.
“Help me! Help!”
“Can we watch a cartoon?” I asked.
I looked at the TV.
“No,” he replied.
“Help me, Annie! Please, help me!”
I took out the remote
There was Tom. He was inside the TV
control and pointed
screen. And behind him was a huge T-Rex
it at the TV. I pressed
with its mouth wide open.
a button, but nothing
happened. I did it again.
Still nothing.
“What’s that?” Tom Help me, Annie!
asked. Please, help me!
“A new TV remote
control,” I replied.
“It doesn’t work,” he
laughed.

VOCABULARY
*remote control – Fernbedienung; freeze/froze – erstarren/erstarrte;
rewind button – Rückspultaste; fast forward button – Vorspultaste

112 UNIT 14 WB p. 126

 7 How many of these tasks can you do?

1 The girl saw a .............................................. in the shop window.

2 The shopkeeper was an old .............................................. .
3 At home there was a film about .............................................. on TV.

4 The shop in Mill Street was a TV shop. T/F

5 The girl wanted to watch a cartoon. T/F
6 Tom fought his sister to get the control. T/F

7 Why is the remote control different? .................................................................................................

8 What button does the woman say never to press? ..........................................................................
9 What happens when you press that button? ....................................................................................
4/26+27

8 Check your answers with a partner. Then listen to the story.

9 Look at the story again. Write the past forms of the verbs.

do ............................ pay ............................ take ............................ think ............................

hear ............................ say ............................ sell ............................ freeze ............................
go ............................ is ............................ see ............................

10 Complete the texts with the verbs from the box.

held put 1 The robber ............................ into the bank. He

ran caught ............................ a gun in his hand. He ............................
left didn’t see a lot of money into his bag. He ............................ the
police car outside the bank. He ............................ the
bank and the police ............................ him.

2 Jill ............................ on a park bench. There, she

gave
............................ a ring. She ............................ it to her
told
friend Andrew. Jill ............................ to him it was a
said
magic ring. Andrew ............................ it was a magic ring.
didn’t think
Jill ............................ him to turn it three times. Andrew
found
did that – and disappeared*.
VOCABULARY:
4/28 *disappear – verschwinden

11 Listen to the poem. Then read it.

Sa y wh at yo u th ink :
Watching TV How much screen time is too
much for a boy/girl your age?

Mum and Dad and me, we often watch TV.

We spend a lot of time on quiz shows, news and crime.
We often have our tea in front of the TV.
But sometimes I say no and leave them and I go
into my room. I need a thrilling* book to read.

VOCABULARY: *thrilling – aufregend, spannend

WB p. 122, 123 UNIT 14 113

 VOCABULARY 1 2
4/29

12 Listen and look at the pictures. 3 4

Then number the words.

weak spots 5

skin hug
lying under leaves 8
7
a tree bend down 6
lake hunt 9

4/30
LISTENING
The leopard and
13 Listen to the story. Then put the
pictures in the correct order. the giraffe

The giraffe was too fast. The leopard wanted an animal to come near One day a giraffe came
him so that he could eat it. to the lake.

The weak leopard asked the The giraffe got the leopard The leopard said, “The skin and
giraffe to hug him. some magic leaves. the spots show that we are family.”

The leopard said, “Aren’t you The leopard became strong The strong leopard tried to
the daughter of my old friend?” again. catch the giraffe.

114 UNIT 14 WB p. 125

 VOCABULARY Kinds of books and stories
14 Match the book covers with the kinds of stories.

animal story
adventure story
fantasy story 1 2 3
detective story
horror story
story about friendship
comic book
poems

5 8

7
6

LISTENING & SPEAKING Talking about books and reading

4/31

15 Listen to the interview. Circle T (True) or F (False).

1 Mike reads a lot. T/F
2 He doesn’t read fantasy stories. T / F
3 When he was six, his favourite book was The Tale of Despereaux. T/F
4 When he was a child, his grandpa read to him. T/F
5 Alison reads a lot. T/F
6 Alison likes stories about friendship and family. T/F
7 Alison hasn’t got a favourite book. T/F
8 When she was six, her favourite book was The Gruffalo. T/F

16 Study the language. Then complete the sentences so they are true for you.

I read a lot. I don’t read a lot.

I read a lot of … stories. I like … stories, but I don’t like … stories.
My favourite book is … . My favourite book is … .
When I was six, my favourite book was … . When I was six, my favourite book was … .
My … read stories to me. My … didn’t read stories to me.

WB p. 120, 121 CYBER Homework 41 UNIT 14 115

 SPEAKING Telling a story
17 Look at the pictures. Say what happened. Use the verbs from the box in the past simple.

put 1 2 3 4
saw
ran
ate
ate
put 7
5 6
died 8
were

There 1........................ four eggs in the chicken’s nest. The chicken 2........................ the snake.
It was scared. The chicken 3........................ away. The snake 4........................ three eggs and
went away. The chicken went back and 5........................ the last egg under leaves. The chicken
6
........................ a white stone in the nest. The snake came back and 7........................ the stone.
The snake 8........................ .

WRITING

18 C H O I C E S

A Look at 17 again. Write the story.

There were four eggs in the chicken’s nest. The chicken saw the snake. It was …

B Look at the pictures below. Write the story.

A fox looked …
3

1
2

4 6

116 UNIT 14 WB p. 126

 SOUNDS RIGHT Stress time
4/32

19 Listen and repeat.

A I didn’t do it. B Who did?
B You didn’t? You didn’t? A The neighbour’s bad kid.
A I didn’t.

GRAMMAR
Past simple (3) Verneinung mit didn’t
Die Verneinung im Past simple ist für alle Personen gleich. So bildest du die Verneinung:
Person + didn’t (did not) + Infinitiv (Nennform des Verbs)
I didn’t read the book. She didn’t read the Sherlock We didn’t like the film.
You didn’t tell me. Holmes stories. You didn’t listen to Mum.
He didn’t catch the snake. It didn’t catch the giraffe. They didn’t run away.

Past simple (4) irregular verbs

They held hands
have – had I had milk and bread for
because they
breakfast. were scared.
sell – sold The shop sold lots of things.
go – went I went into the shop.
say – said “Be careful,” said the old
woman.
pay – paid I paid and walked home. read ­– read When he was a child, his
take – took I took out the control and grandpa read to him.
pointed it at the TV. run – ran They ran out of the
do – did I did it again. classroom.
freeze – froze Tom froze. put – put I put on my blue cap.
hear – heard Then I heard a noise. think – thought “What a lovely cat,” she
hold – held The robber held a gun in his thought.
hand. see – saw She saw a remote control in
meet – met Yesterday I met Carol’s sister. the window.

Past simple (5) more irregular verbs

eat – ate become – became bend (down) – bent (down)
come – came catch – caught die – died
find – found fight – fought sit – sat
give – gave tell – told
get – got leave – left

Now go back to page 110. Check with a partner what you know / can do.

WB p. 122, 123, 124 CYBER Homework 42 UNIT 14 117

UNIT 15 What are you going to do?
At the end of unit 15 ...
you know you can
how to use (be) going to talk and ask about future plans
how to talk about future plans and holiday activities write an email about future plans

READING

1 Read the four texts.

Then say what you Paul I’m going to stay at home this summer,
because my mum and dad have no
are going to do in
holiday. They’re going to work all
your holidays. summer. When the weather is fine,
I’m going to go swimming with my
friends or ride my bike. I got new
roller skates for my birthday and
so I’m going to learn to skate.
On Saturday and Sunday
I’m going to go fishing.

Elisabeth
Bilal
My mum, my
I’m going to fly to Tunisia. My brother and I
grandparents live there. I’ve are going to go
got lots of friends there. We to Croatia. We
are going to play football on go there every
the beach every day. And when year. Mum is going to drive there
we are tired we are going to and we’re going to stay at the
swim in the sea. My grandma same campsite. There are other
is a very good cook. I love the children that come every year. They
food she cooks. In the evening, are from Croatia, the Netherlands, France,
we are going to watch TV or Germany, Great Britain and Russia. So I speak a lot of English there.
play board games. I’m going to play a lot of badminton and tennis. And my
Backgammon is my friends and I are going to swim in the sea a lot. I love it
favourite game. there. The only thing I don’t like is the long drive.

Julia My parents and I are going to fly to the United

States. We want to see some of the National Parks.
First, we are going to visit New York City. My mum’s
aunt lives there and she’s going to show us the city.
I’m so excited. I’m going to write postcards to all
my friends. Later we are going to fly to California.
I’m a little bit scared of flying, but I
hope that I can sleep on the plane most of the time. I’m
really going to enjoy my trip. It’s going to be great.

118 UNIT 15 WB p. 130 CYBER Homework 43

4/33

When I go on holiday
2 Listen to the poem.
Then read it.

When hamsters go on holiday, When horn sharks go on holiday,

they go to Hungary. they just lie in the sun
They really like the goulash there and dream of fish they want to eat.
and all the things to see. That’s what they do for fun.

When hippos go on holiday, When I go on holiday,

they go to Ireland. I play it really cool.
They swim in all the rivers there I go outside and spend the day
and join an Irish band. in my own swimming pool.

GRAMMAR CHANT be going to

4/34

3 A chant. Listen and repeat.

It’s my birthday!
What are we going to do?
Are we going to have some fun?
Are we going to go to the zoo?
Are we going to have a party?
Are we going to wear something new?
No – we’re going to stay at home.
And do nothing. Just me and you.

Just joking ...

Happy birthday! Surprise!

SPEAKING Talking/Asking about future plans

4 Work in groups. Play a chain game.

A In the holidays, I’m B In the holidays, I’m going to swim a lot and
going to swim a lot. I’m going to play football with my friends.

C In the holidays, I’m going to swim a lot, I’m going to play football
with my friends and I’m going to read a book every week.

WB p. 129 UNIT 15 119

 5 C H O I C E S
4/35

Listen to the dialogues. Then act one of them out in class.

A DIALOGUE 1
A What are you going to do in your holidays?
B I’m going to lie in the garden in the sun.
A What if there’s no sun?
B I’m going to watch a lot of series.

B DIALOGUE 2
A What are you going to do on Friday?
B Friday? That’s the last day of school.
A I know.
B Well, I’m going to meet my friends, we’re going to have a big party.
A Great.

A SONG 4 U
Hey, it’s summertime
4/36+37

6 Listen and sing.

Hey, it’s summertime. Meeting people, meeting friends,

It’s the holidays. I hope the summer never ends.
Yeah, it’s summertime School is over, school is out.
and we go our ways. Here we sing and here we shout:

Work is over, work is done. Hey, it’s summertime …

Soon we’ll have a lot of fun.
School is over, school is out.
Here we sing and here we shout:

Hey, it’s summertime …

Going places, going far,

going off in my mum’s car.
School is over, school is out.
Here we sing and here we shout:

Hey, it’s summertime …

120 UNIT 15 WB p. 131 CYBER Homework 44

 WRITING

7 C H O I C E S

Read Alison’s email to her

A Write an email answer to Alison. Write the
friends. words in the correct order to make sentences.
• Alison, / Hi
• great / a / idea! / What
SUBJECT: Party
• for / Thank / inviting / you / me.
Hi,
• sure / great / going / party. / it’s / to / I’m /
Friday is our last day at school and
I’m going to have a party! a / be
We’re going to meet in our garden • sandwiches. / I / your / Mum’s / love
and we’re going to have a lot of • going / bring / I’m / cupcakes. / to
fun. Mum’s going to make her • help / I’m / with / not / to / music. / going /
famous sandwiches and Dad’s going the / And / you
to make his summer fruit drinks. I’m
• you’re / choose / sure / to / I’m / the /
going to make a playlist, so please
songs. / best / going
tell me what songs you want to
dance to.
The party starts at 2 p.m. Don’t be
B Write an email answer to Alison (70–80 words).
late.
In your email:
Love, • say thank you
Alison • say when you’re going to be there
• say that you’re going to bring something
(you decide)
• say that you’re going to help with the music
• suggest two or three songs

GRAMMAR
(be) going to
Wenn du über Pläne für die Zukunft sprichst, verwendest du (be) going to.
What are you going to do in your holidays? Are you going to lie in the sun?
I’m really going to enjoy my trip. We’re going to swim in the sea a lot.
She’s going to show us the city. They’re going to work all summer.

Bildung: Present simple von be + going to + Infinitiv:

They’re going to visit their friends.

So bildest du die Verneinung: Present simple von be + not + going to + Infinitiv:

We are not (aren’t) going to stay at home.

Now go back to page 118. Check with a partner what you know / can do.

WB p. 129, 132 CYBER Homework 45 UNIT 15 121

 GRAMMAR
TENSES (ZEITEN)

PRESENT TENSE
Present simple (Einfache Gegenwartsform)
Das Present simple verwendest du, wenn du über Gewohnheiten, Vorlieben und wiederholte Handlungen sprichst. Die Form
des Present simple ist für alle Personen gleich.
Ausnahme: In der 3. Person Singular wird ein -s angehängt. Verneinung und Fragen werden mit dem Hilfsverb do (3. Person
Singular does) gebildet.

Positive Aussagen Negative Aussagen Fragen Kurzantworten

I like London. I don’t (do not) like London. Do/Don’t I like London? Yes, I do. No, I don’t.

You like London. You don’t (do not) like London. Do/Don’t you like London? Yes, you do. No, you don’t.

He likes London. He doesn’t (does not) like London. Does/Doesn’t he like London? Yes, he does. No, he doesn’t.

She likes London. She doesn’t (does not) like London. Does/Doesn’t she like London? Yes, she does. No, she doesn’t.

It likes fish. It doesn’t (does not) like fish. Does/Doesn’t it like fish? Yes, it does. No, it doesn’t.

We like London. We don’t (do not) like London. Do/Don’t we like London? Yes, we do. No, we don’t.

You like London. You don’t (do not) like London. Do/Don’t you like London? Yes, you do. No, you don’t.

They like London. They don’t (do not) like London. Do/Don’t they like London? Yes, they do. No, they don’t.

Present continuous (Verlaufsform, -ing-Form)

Wenn du beschreiben möchtest, was jemand gerade tut oder was gerade in diesem Augenblick passiert, verwendest du im
Englischen die sogenannte continuous Form des Verbs. Das Present continuous wird mit der richtigen Form von be (am/is/are)
und der -ing-Form des Vollverbs gebildet.

Positive Aussagen Negative Aussagen Fragen Kurzantworten

I’m (I am) playing football. I’m not (I am not) playing football. Am I playing football? Yes, I am. No, I’m not.

You’re (You are) playing football. You aren’t (You’re not) playing football. Are you playing football? Yes, you are. No, you aren’t. / No, you’re not.

He’s (He is) playing football. He isn’t (He’s not) playing football. Is he playing football? Yes, he is. No, he isn’t. / No, he’s not.

She’s (She is) playing football. She isn’t (She’s not) playing football. Is she playing football? Yes, she is. No, she isn’t. / No, she’s not.

It’s (It is) snowing. It isn’t (It’s not) snowing. Is it snowing? Yes, it is. No, it isn’t. / No, it’s not.

We’re (We are) playing football. We aren’t (We’re not) playing football. Are we playing football? Yes, we are. No, we aren’t. / No, we’re not.

You’re (You are) playing football. You aren’t (You’re not) playing football. Are you playing football? Yes, you are. No, you aren’t. / No, you’re not.

They’re (They are) playing football. They aren’t (They’re not) playing football. Are they playing football? Yes, they are. No, they aren’t. / No, they’re not.

122 GRAMMAR
PAST TENSE
Past simple – was / were (Einfache Vergangenheitsform)
Wenn du sagen willst, was war (bzw. nicht war), verwendest du die Past simple Form von be. Diese wird folgendermaßen
gebildet:

Positive Aussagen Negative Aussagen Fragen Kurzantworten

I was tired. I wasn’t (was not) tired. Was/Wasn’t I tired? Yes, I was. No, I wasn’t (was not).
You were tired. You weren’t (were not) tired. Were/Weren’t you tired? Yes, you were. No, you weren’t (were not).
He was tired. He wasn’t (was not) tired. Was/Wasn’t he tired? Yes, he was. No, he wasn’t (was not).
She was tired. She wasn’t (was not) tired. Was/Wasn’t she tired? Yes, she was. No, she wasn’t (was not).
It was blue. It wasn’t (was not) blue. Was/Wasn’t it blue? Yes, it was. No, it wasn’t (was not).
We were tired. We weren’t (were not) tired. Were/Weren’t we tired? Yes, we were. No, we weren’t (were not).
You were tired. You weren’t (were not) tired. Were/Weren’t you tired? Yes, you were. No, you weren’t (were not).
They were tired. They weren’t (were not) tired. Were/Weren’t they tired? Yes, they were. No, they weren’t (were not).

Past simple – Regular verbs (Regelmäßige Verben)

• Das Past simple wird bei regelmäßigen Verben Positive Aussagen Negative Aussagen
mit -ed gebildet. I liked London. I didn’t (did not) like London.
• Endet ein regelmäßiges Verb auf -e (z.B. like), You laughed a lot. You didn’t (did not) laugh a lot.
fügst du nur ein -d an. He walked home. He didn’t (did not) walk home.
• Endet das Verb auf -y (z.B. carry), verwandelt She looked up. She didn’t (did not) look up.
sich dieses in ein -i und du fügst -ed an. It slipped. It didn’t (did not) slip.
We jumped into the water. We didn’t (did not) jump into the water.
You carried our books. You didn’t (did not) carry our books.
They loved the film. They didn’t (did not) love the film.

Past simple – Irregular verbs (Unregelmäßige Verben)

Es gibt auch Verben, deren Past simple Form nicht durch das Anhängen der Endung -ed gebildet werden kann. Diese Verben
nennt man unregelmäßige Verben. Ihre Formen lernst du am besten auswendig.
Hier findest du eine Liste mit einer Auswahl der wichtigsten unregelmäßigen Verben.

Present tense Past simple tense Übersetzung Present tense Past simple tense Übersetzung
be was/were sein hear heard hören
become became werden hold held halten
catch caught fangen leave left verlassen
come came kommen make made machen
die died sterben pay paid (be-)zahlen
do did tun, machen put put legen, setzen, stellen
drive drove fahren; treiben read read [red] lesen
eat ate essen run ran laufen
fight fought kämpfen say said sagen
find found finden see saw sehen
forget forgot vergessen sell sold verkaufen
freeze froze erstarren send sent senden, schicken
get got bekommen; werden take took nehmen
give gave geben tell told sagen, erzählen
go went gehen; fahren think thought denken
have had haben write wrote schreiben

GRAMMAR 123
 FUTURE TENSE
going to-future (Zukunft mit going to)
Wenn du ausdrücken möchtest, was jemand für die Zukunft plant oder vorhat, verwendest du eine Form von be und going to
und die Grundform des Vollverbs.

Positive Aussagen Negative Aussagen Fragen Kurzantworten

I’m I’m not Am I Yes, I am. / No I’m not.

You’re You aren’t (You’re not) Are/Aren’t you Yes, you are. / No, you aren’t (you’re not).

He’s He isn’t (He’s not) Is/Isn’t he Yes, he is. / No, he isn’t (he’s not).
going to play going to play going to play
She’s She isn’t (She’s not) Is/Isn’t she Yes, she is. / No, she isn’t (she’s not).
football. football. football?
We’re We aren’t (We’re not) Are/Aren’t we Yes, we are. / No, we aren’t (we’re not).

You’re You aren’t (You’re not) Are/Aren’t you Yes, you are. / No, you aren’t (you’re not).

They’re They aren’t (They’re not) Are/Aren’t they Yes, they are. / No, they aren’t (they’re not).

BESONDERE VERBEN

to be – affirmative, negative
Das Verb be wird wie das deutsche Verb sein verwendet. Du kannst die Formen von to be in der Langform (I am) oder der
Kurzform (I’m) schreiben. Beim Sprechen verwendest du fast immer die Kurzform.

Positive Aussagen Negative Aussagen

I’m (I am) tired. I’m not tired.

You’re (You are) happy. You aren’t / You’re not happy.

He’s (He is) nice. He isn’t / He’s not nice.

She’s (She is) in class 3B. She isn’t / She’s not in class 3B.

It’s (It is) blue. It isn’t / It’s not blue.

We’re (We are) out. We aren’t / We’re not out.

You’re (You are) from York. You aren’t / You’re not from York.

They’re (They are) twelve. They aren’t / They’re not twelve.

Questions with to be

Fragen Kurzantworten

Am I tired? Yes, I am. No, I’m not.

Are/Aren’t you happy? Yes, you are. No, you aren’t. / No, you’re not.

Is/Isn’t he nice? Yes, he is. No, he isn’t. / No, he’s not.

Is/Isn’t she in class 3B? Yes, she is. No, she isn’t. / No, she’s not.

Is/Isn’t it blue? Yes, it is. No, it isn’t. / No, it’s not.

Are/Aren’t we out? Yes, we are. No, we aren’t. / No, we’re not.

Are/Aren’t you from York? Yes, you are. No, you aren’t. / No, you’re not.

Are/Aren’t they twelve? Yes, they are. No, they aren’t. / No, they’re not.

124 GRAMMAR
 have got / haven’t got
Have got wird wie das deutsche Verb haben (besitzen) verwendet.
Die richtige Form für die 3. Person der Gegenwart (he/she/it) ist has got.

Positive Aussagen Negative Aussagen Fragen Kurzantworten

I’ve got (I have got) a dog. I haven’t got (have not got) a dog. Have/Haven’t I got a dog? Yes, I have. No, I haven’t.
You’ve got (You have got) a dog. You haven’t got (have not got) a dog. Have/Haven’t you got a dog? Yes, you have. No, you haven’t.
He’s got (He has got) a dog. He hasn’t got (has not got) a dog. Has/Hasn’t he got a dog? Yes, he has. No, he hasn’t.
She’s got (She has got) a dog. She hasn’t got (has not got) a dog. Has/Hasn’t she got a dog? Yes, she has. No, she hasn’t.
It’s got (It has got) big ears. It hasn’t got (has not got) big ears. Has/Hasn’t it got big ears? Yes, it has. No, it hasn’t.
We’ve got (We have got) a dog. We haven’t got (have not got) a dog. Have/Haven’t we got a dog? Yes, we have. No, we haven’t.
You’ve got (You have got) a dog. You haven’t got (have not got) a dog. Have/Haven’t you got a dog? Yes, you have. No, you haven’t.
They’ve got (They have got) a dog. They haven’t got (have not got) a dog. Have/Haven’t they got a dog? Yes, they have. No, they haven’t.

there is / there are

There is / there are wird verwendet, um auszudrücken, dass etwas vorhanden ist oder dass es etwas gibt.

There’s a parrot in the tree. (= There is a parrot in the tree.) There are three frogs on the desk.

can / can’t
Wenn du ausdrücken möchtest, dass jemand etwas kann oder nicht kann verwendest du can / can’t. Can ist ein Modalverb
und wird deshalb immer in Verbindung mit einem Vollverb verwendet. Die Verneinung lautet cannot oder can’t.

Positive Aussagen Negative Aussagen Fragen Kurzantworten

I can speak French. I can’t (cannot) speak French. Can/Can’t I speak French? Yes, I can. No, I can’t.
You can speak French. You can’t (cannot) speak French. Can/Can’t you speak French? Yes, you can. No, you can’t.
He can speak French. He can’t (cannot) speak French. Can/Can’t he speak French? Yes, he can. No, he can’t.
She can speak French. She can’t (cannot) speak French. Can/Can’t she speak French? Yes, she can. No, she can’t.
It can run fast. It can’t (cannot) run fast. Can/Can’t it run fast? Yes, it can. No, it can’t.
We can speak French. We can’t (cannot) speak French. Can/Can’t we speak French? Yes, we can. No, we can’t.
You can speak French. You can’t (cannot) speak French. Can/Can’t you speak French? Yes, you can. No, you can’t.
They can speak French. They can’t (cannot) speak French. Can/Can’t they speak French? Yes, they can. No, they can’t.

ADVERBS (ADVERBIEN)

Adverbs of frequency (Häufigkeitsadverbien) 0%  never

 sometimes
Mithilfe dieser Wörter kannst du sagen, wie oft jemand etwas macht oder wie oft
 often
etwas geschieht.
 usually
Achtung: Die Wortstellung im Englischen ist anders als im Deutschen. 100%  always
Im Englischen steht das adverb of frequency immer direkt vor dem Verb.

We sometimes go to the cinema on Fridays.

Nur bei to be steht es dahinter.

She is always happy.

GRAMMAR 125
 IMPERATIVES (IMPERATIV / BEFEHLSFORMEN)

Die Befehlsform ist immer gleich wie die Grundform des Verbs (ohne to).
Die Verneinung wird mit do not (don’t) + Grundform gebildet.

Run! Don’t run!

Sit down. Don’t sit down.
Open the window. Don’t open the window.

ARTICLES (ARTIKEL)

Indefinite article (Unbestimmter Artikel)

Der unbestimmte Artikel a (im Deutschen ein/eine) wird vor einem zählbaren Hauptwort verwendet, an wird vor jenen
zählbaren Hauptwörtern verwendet, die mit einem Selbstlaut (a, e, i, o, u) beginnen.

a bike Vor den Vokalen (Selbstlauten): a, e, i, o, u

a teacher an egg [n eg]
a dog an apple [n pl]

Definite article (Bestimmter Artikel)

Der bestimmte Artikel, der wie der/die/das im Deutschen verwendet wird, ist im Englischen immer the.

the bike the teacher the dog

NOUNS (HAUPTWÖRTER)

Plural nouns – Irregular plurals (Mehrzahlformen)

Regelmäßige Mehrzahlformen werden gebildet, indem ein -s angehängt wird.

Regelmäßig
dog – dogs bear – bears cat – cats boy – boys

Bei unregelmäßigen Formen wird am Wortende -y zu -ies (bei Vokal vor -y bleibt -y) und -f oder -fe zu -ves.
Aber es gibt auch Ausnahmen, die ganz andere Formen haben und keiner Regel folgen. Diese lernst du am besten
auswendig, um sie dir gut zu merken.

Unregelmäßig
baby – babies leaf – leaves fish – fish child – children mouse – mice foot – feet tooth – teeth man – men

Possessive ’s (Genitiv)
Das ’s nach einem Namen oder einer Personenbezeichnung verwendest du, um auszudrücken, wem oder zu wem etwas
gehört. Wenn das Wort auf -s endet, setzt du ans Ende des Wortes ein ’ (Apostroph).

It’s John’s dog. James’ mum is very nice.

It’s my brother’s computer. The kids’ school bags are green.

126 GRAMMAR
 PRONOUNS (PRONOMEN)

Personal pronouns – Subject and object pronouns (Personalpronomen)

Personalpronomen haben zwei Formen, je nachdem wie sie in einem Satz gebraucht werden:
– als Subjekt: subject pronoun
– als Objekt: object pronoun

subject pronoun I you he she it we you they

object pronoun me you him her it us you them

Das unpersönliche deutsche man kann im Englischen durch you, they oder one ausgedrückt werden.

Possessives
Possessives (possessive pronouns) stehen immer vor dem Hauptwort und zeigen an, wem oder zu wem etwas gehört.

possessive pronoun my your his her its our your their

Question words (Fragewörter)

Wenn du eine Frage stellst, auf die du eine ausführlichere Antwort erwartest als nur ja oder nein, verwendest du z.B. folgende
Fragewörter:

Who (Wer?) What (Was?) Where (Wo?) How often (Wie oft?) Why (Warum?)
Who is the best? What’s your name? Where are you now? How often do you feed your pet? Why are you scared?
Who are you? What eats insects? Where do you live? Why do you ask?
Who likes ice cream? What does your dog eat? Why does Harry like Mandy?
Who doesn’t like her? What’s in your pencil case? Why can’t a helicopter land?

this / that – these / those

This / that (Einzahl) und these / those (Mehrzahl) sind Demonstrativpronomen – sie weisen also auf eine spezielle Person,
einen Gegenstand oder einen Satz hin.
This / these beschreibt etwas in der Nähe, that / those etwas weiter Entferntes.

I like this T-shirt here. I like that sweater over there.

I like these shoes here. I like those shoes over there.

PREPOSITIONS (PRÄPOSITIONEN)

Präpositionen stehen vor einem Hauptwort oder Pronomen und zeigen die Richtung, den Ort (siehe “Prepositions of place”),
oder die Zeit (siehe “Time prepositions”) an.

Prepositions of place (Präpositionen des Ortes)

on

in behind next to
in front of
under

GRAMMAR 127
 Time prepositions (Präpositionen der Zeit)
Wenn du sagen möchtest, wann etwas stattfindet, verwendest du die Präpositionen on, in oder at.

My birthday is on February 12th / May 28th / September 5th. Tage

My sister’s birthday is in December / April / June. Monate
The film starts at 7 o’clock / half past eight / six forty-five. Uhrzeit
We have maths in the morning / in the afternoon.
We go to bed late at night. Tageszeit
The concert is on Thursday.

CONJUNCTIONS (KONJUNKTIONEN)

Linking words (and, but, because)

Konjunktionen (Bindewörter) verbinden Hauptsätze und Nebensätze miteinander.

and watched a great film.

We went to the cinema but it was closed.
because we had free tickets.

QUANTITY / MEASUREMENT (MENGENANGABEN)

How much is / are …?

Mit how much wird nach der Menge (bei nicht zählbaren Hauptwörtern) oder nach dem Preis gefragt.

How much ice cream do you eat every day? How much is the ice cream?
How much money have you got? How much are the trainers?

Ordinal numbers
Ordnungszahlen (der/die/das erste, zweite, dritte usw.) werden im Englischen durch spezielle Endungen gebildet.
Merkregel: Hänge beim Schreiben an die Zahl 1 -st, an 2 -nd und an 3 -rd an, sonst immer -th!

Cardinal Ordinal Cardinal Ordinal Cardinal Ordinal

1 one 1 st
first 11 eleven 11 th
eleventh 21 twenty-one 21st twenty-first
2 two 2nd second 12 twelve 12th twelfth 30 thirty 30th thirtieth
3 three 3rd third 13 thirteen 13th thirteenth 40 forty 40th fortieth
4 four 4th fourth 14 fourteen 14th fourteenth 50 fifty 50th fiftieth
5 five 5th fifth 15 fifteen 15th fifteenth 60 sixty 60th sixtieth
6 six 6th sixth 16 sixteen 16th sixteenth 70 seventy 70th seventieth
7 seven 7th seventh 17 seventeen 17th seventeenth 80 eighty 80th eightieth
8 eight 8th eighth 18 eighteen 18th eighteenth 90 ninety 90th ninetieth
9 nine 9th ninth 19 nineteen 19th nineteenth 100 hundred 100th hundredth
10 ten 10 th
tenth 20 twenty 20 th
twentieth 101 a/one hundred and one 101st the (one) hundred and first

128 GRAMMAR
CLASSROOM LANGUAGE
Can you understand your teacher?

We have plenty of time. Stand up and find another partner.

Have a go. Have you finished?
Have a guess. Do the next activity.
Don’t worry about your pronunciation. Let’s check the answers.
Don’t worry, it’ll get better. Come out and write it on the board.
Maybe this will help you. Repeat after me.
Can anybody correct this sentence? Again, please.
That’s very good. Would you like to answer question 3?
Well done. Right. Now we will go on to the next exercise.
That’s nice. Next one, please.
I like that. You have ten minutes to do this.
You did a great job. Your time is up.
That’s correct. Are you ready?
That’s quite right. Any questions?
Yes, you’ve got it. I’m afraid it’s time to finish now.
That’s much better. We’ll have to stop here.
That’s a lot better. Hang on a moment.
You didn’t make a single mistake. Just a moment, please.
Your pronunciation is very good. One more thing before you go.
You’re getting better all the time. This is your homework.
Work in pairs/threes/fours/fives. Do exercise 11 on page 22 for your homework.
Work in groups of two/three/four. There is no homework today.

When you have a problem, say this:

Sorry? / Pardon?
Can you help me, please?
Can you repeat that, please?
What’s … in English, please?
I don’t understand this.
Sorry, I’ve forgotten my …
Sorry, what’s our homework?

CLASSROOM LANGUAGE 129

 ENGLISH SOUNDS
[ : ] arm [ e@ ] there [N] song, long
[] fun [ eI ] take, they [p] present, top
[e] desk [ I@ ] here [r] red, right
[] a, an [ OI ] boy [s] sister, class
[ 3: ] girl, bird [ @U ] go, old [t] time, cat
[] apple [ U@ ] tourist [z] nose, dogs
[] in, it [b] bag, club [Z] television
[i] every [d] duck, card [ dZ ] orange
[ i: ] easy, eat [f] fish, laugh [S] sure, English
[] orange, sorry [g] get, dog [ tS ] child, cheese
[ : ] all, call [h] hot [D] these, mother
[U] look [j] you [T] think, mouth
[u] February [k] can, duck [v] very, have
[ u: ] food [l] lot, small [w] what, word
[  ] eye, buy [m] more, mum
[ U ] our [n] now, sun

The English alphabet:

A [eI] Q [kju:]
B [bi:] R [A:]
C [si:] S [es]
D [di:] T [ti:]
E [i:] U [ju:]
F [ef] V [vi:]
G [i] W ["dVb@lju:]
H [eItS] X [eks]
I [] Y [w]
J [e] Z [zed/zi:]
K [ke]
L [el]
M [em]
N [en]
O [@U]
P [pi:]

130 ENGLISH SOUNDS

WORDLIST
U2/4 = Unit 2 Exercise 4; OYW1 = Our Young World Episode 1; T1 = The Twins Episode 1;
S1 = The Story of the Stones Episode 1; G = Grammar; F = Fido

A another U4/13 [əˈnʌðə] ein anderer / eine andere /

ein anderes
a / an U1/1 [ə, eɪ / ən] ein/e
answer U1/10 [ɑːnsə] Antwort; Lösung
a.m. U11/4 [eɪ ˈem] vormittags
to answer U1 [tə ɑːnsə] antworten
about U1 [əˈbaʊt] über
to answer the door [tə ɑːnsə ðə die Tür aufmachen/
about U9/4 [əˈbaʊt] ungefähr U11/9 dɔː] öffnen
above U5/T2 [əˈbʌv] (dar-)über, oberhalb any U11/5 [eni] irgendein/e; kein/e; etwas
accident U13/3 [ˈӕksidənt] Unfall anything U8/4 [eniθɪŋ] (irgend-)etwas
across U9/3 [əˈkrɒs] quer durch anything else U10/3 [eniθɪŋ els] Darf es noch etwas sein?
to act out U1/4 [tə ækt aʊt] vorspielen, nachspielen anyway U9/OYW3 [eniweɪ] auf alle Fälle, jedenfalls
action U3/12 [ækʃn] Handlung, Tat apartment U9/10 [əˈpɑːtmənt] Wohnung, Apartment
activity U3/T1 [ækˈtɪvəti] Aktivität, Beschäftigung apple U1/7 [æpl] Apfel
address U1 [əˈdres] Adresse apple juice U5/OYW2 [æpl dʒuːs] Apfelsaft
adult U2/4 [ædʌlt] Erwachsene/r April U12/6 [eɪ.prəl] April
adventure U13/19 [ədˈventʃə] Abenteuer, Erlebnis Are you OK? U4/6 [ɑː juː əʊˈkeɪ] Ist alles in Ordnung bei
affirmative U2/G [əˈfɜːmətɪv] positiv, bejahend dir?
Africa U7/4 [æfrɪkə] Afrika Are you ready? U1/12 [ɑː juːˈredi] Bist du so weit?
after U4/3 [ɑːftə] nach arm U3/2 [ɑːm] Arm
after that U13/18 [aːftə ðӕt] anschließend, danach around U2/4 [əˈraʊnd] herum; um
afternoon U4/4 [ɑːftəˈnuːn] Nachmittag around the clock U5/3 [əˈraʊnd rund um die Uhr
again U1/OYW1 [əˈɡen] wieder, noch einmal ðə klɒk]
against U13/T6 [əˈɡenst] gegen; an to arouse interest [tə əˈɹaʊz Interesse wecken
U13/T6 ˈɪntrɪst]
air U10/9 [eə] Luft
to arrive U13/7 [tə əˈraɪv] ankommen
alarm clock U12/11 [əˈlaːm klok] Wecker
art U11/5 [ɑːt] Kunst
all U1/12 [ɔːl] alle, alles
article U7 [ɑːtɪkl] Artikel, Begleiter
all day long U9/10 [ɔːl deɪ lɒŋ] den ganzen Tag lang
(Grammatik)
all summer U15/1 [ɔːl ˈsʌmə] den ganzen Sommer
article U13/1 [ɑːtɪkl] (Zeitungs-)Artikel
all week U1/1 [ɔːl wiːk] die ganze Woche
as U6/S3 [əz] als; wie
alone U12/G [əˈləun] allein
to ask U1 [tə ɑːsk] fragen; bitten
alphabet U1 [ælfəbet] Alphabet
to ask about sb./sth. [tə ɑːsk sich über jdn./etw.
already U9/OYW3 [ɔːlˈredi] schon, bereits U2/11 əˈbaʊt] erkundigen
alright U1/12 [ɔːlˈraɪt] in Ordnung; schön, na gut to ask for U5/OYW2 [tə ɑːsk fə] fragen nach, bitten um
the Alps U11/21 [ði ælps] die Alpen to be asleep U4/4 [tə biː əˈsliːp] schlafen
also U3/1 [ɔːlsəʊ] auch assistant U7/T3 [əˈsɪstənt] Verkäufer/Verkäuferin
always U7/4 [ɔːlweɪz] immer at U2/5 [æt] bei; auf; um; zu
amazing U11/8 [əˈmeɪzɪŋ] erstaunlich at five o'clock U5/3 [ət faɪv əˈklɒk] um fünf Uhr
ambulance U13/1 [ӕmbjʊləns] Krankenwagen at home U4/4 [ət həʊm] zu Hause
and U1 [ænd] und at last U2/S1 [ət lɑːst] endlich, schließlich
anger U8/10 [æŋɡə] Zorn, Ärger at the beginning [ət ðə am Anfang
angry U4/1 [æŋɡri] verärgert, zornig, wütend U9/18 bɪˈɡɪnɪŋ]
animal U1 [ænɪməl] Tier at the end U4/3 [ət ðə end] am Ende, zum Schluss
animal shelter [ænɪməl Tierheim at the moment U9/3 [ət ðə momentan; im
U13/OYW4 ˌʃeltə] ˈməʊmənt] Augenblick
ankle U13/T6 [æŋkl] Fußgelenk, Knöchel August U12/6 [oːˈɡast] August

WORDLIST 131
 aunt U15/1 [ɑːnt] Tante better U10/11 [betə] besser
aunty (informal) U9/13 [ɑːnti] Tantchen between U9/3 [bɪˈtwiːn] zwischen
Australia U11/5 [ɒsˈtreɪliə] Australien big U2/1 [bɪɡ] groß
Austria U11/6 [ɒstriə] Österreich bike U9/T4 [baɪk] Fahrrad
away U4/3 [əˈweɪ] weg bin U4/S2 [bɪn] Mülltonne
awful U1/12 [ɔːfəl] schrecklich, scheußlich bird U6/2 [bɜːd] Vogel
birthday U4/15 [bɜːθdeɪ] Geburtstag
B to bite U9/16 [tə baɪt] beißen
black U1/12 [blæk] schwarz
baby U1/7 [beɪbi] Baby, Säugling
back U1 [bæk] zurück black eye U13/T6 [blæk aɪ] Veilchen, blaues Auge

backpack U13/11 [bækpæk] Rucksack blonde U3/11 [blɒnd] blond

backwards U8/10 [bækwədz] rückwärts blouse U8/1 [blaʊz] Bluse

bad U3/T1 [bæd] schlecht, böse blue U1/12 [bluː] blau

badminton U15/1 [bædmɪntən] Federball board U1/13 [bɔːd] Tafel

bag U6/12 [bæɡ] Tasche to board U3/12 [tə bɔːd] an Bord gehen

ball U1/7 [bɔːl] Ball board game U15/1 [bɔːd ɡeɪm] Brettspiel

banana U1/8 [bəˈnɑːnə] Banane boat U13/1 [bəʊt] Boot

band U5 [bænd] Band body U3 [bɒdi] Körper

bank U10/9 [bæŋk] Bank bomb disposal U13/1 [bɒm Bombenräumungs-

dɪˈspəʊzəl] kommando
based on U3 [beɪst ɒn] basierend auf, anhand
von book U1/16 [bʊk] Buch
basket U9/10 [bɑːskɪt] Korb book cover U14/14 [bʊk ˈkʌvə] Buchumschlag
bat U9/17 [bæt] Fledermaus boots U8/1 [buːts] Stiefel
bathroom U5/T2 [bɑːθruːm] Bad, Badezimmer bored U3/T1 [bɔːd] gelangweilt
to be U1/1 [tə biː] sein boring U3/T1 [bɔːrɪŋ] langweilig
beach U15/1 [biːtʃ] Strand to borrow U8/4 [tə bɒrəʊ] (sich) ausleihen
bean U7/10 [biːn] Bohne both U9/OYW3 [bəʊθ] beide
bear U1/7 [beə] Bär bottle U4/13 [bɒtl] Flasche
beard U3/2 [bɪəd] Bart bowl U3/T1 [bəʊl] Schüssel; hier: Teller
beat U5/6 [biːt] Takt, Rhythmus box U9/8 [bɒks] Box
beautiful U2/1 [bjuːtɪfl] schön boy U1/4 [bɔɪ] Junge
because U4/15 [bɪˈkəz] weil boyfriend U5/2 [bɔɪfrend] fester Freund
to become U6/S3 [tə bɪˈkʌm] werden brand new U10/4 [brænd ˈnju] nagelneu, brandneu
bed U3/6 [bed] Bett bread U7/1 [bred] Brot
bedroom U12/13 [bedruːm] Schlafzimmer to break U4/13 [tə breɪk] brechen
bedtime U11/5 [bedtaɪm] Schlafenszeit break U11/5 [breɪk] Pause
beef U7/16 [biːf] Rindfleisch breakfast U7/4 [brekfəst] Frühstück
before U5/T2 [bɪˈfɔː] bevor; zuvor; vor bridge U5/T2 [brɪdʒ] Brücke
to begin U9/19 [tə bɪˈɡɪn] beginnen to bring U2/4 [tə brɪŋ] (mit-)bringen
beginning U9/18 [bɪˈɡɪnɪŋ] Anfang Britain U9/3 [brɪtn] Großbritannien
behind U2/1 [bɪˈhaɪnd] hinter broccoli U7/10 [brɒkəli] Brokkoli
to believe U13/T6 [tə bɪˈliːv] glauben broken U12/13 [brəʊkən] kaputt; gebrochen
to belong to sb. [tə bɪˈlɒŋ tə] (zu) jemandem gehören brother U3/11 [brʌðə] Bruder
U9/T4 brown U1/12 [braʊn] braun
below U6/5 [bɪˈləʊ] unten; darunter brown bread U7/1 [braʊn bred] Schwarzbrot
belt U8/1 [belt] Gürtel bubble U1/16 [bʌbəl] Blase
bench U13/1 [bentʃ] (Sitz-)Bank budgie (informal) U9/1 [bʌdʒi] Wellensittich
to bend down U14/12 [tə bend daʊn] sich bücken building U8/S4 [bɪldɪŋ] Gebäude
best U1/1 [best] bester/beste/bestes to bump into sth. U6/5 [tə bʌmp mit etw
best wishes U9/13 [best ˈwɪʃɪz] herzliche Grüße ˈɪntə] zusammenstoßen
to bet U9/OYW3 [tə bet] wetten bus U11/T5 [bʌs] Bus

132 WORDLIST
bus stop U11/T5 [bʌs stɒp] Bushaltestelle certainly U10/3 [sɜːtnli] sicherlich, bestimmt
bush (pl bushes) [bʊʃ, bʊʃɪz] Busch chair U1/13 [tʃeər] Stuhl
U5/T2 change U11/T5 [tʃeɪndʒ] Wechselgeld
business U5/OYW2 [bɪznəs] Geschäft
to change (into) [tə tʃeɪndʒ sich verwandeln (in)
but U2/4 [bʌt] aber U6/S3 ˈɪntə]
But it's true! U6/S3 [bət ɪts truː] Aber es ist wahr! changing room [tʃeɪndʒɪŋ Umkleidekabine
butter U7/15 [bʌtə] Butter U10/10 ruːm]
button U13/16 [bʌtən] Knopf, Taste channel U14/5 [tʃænl] Fernsehkanal
to buy U7/4 [tə baɪ] kaufen chant U2/9 [tʃɑːnt] Sprechgesang
buzzer U14/3 [bʌzə] Buzzer character U13/19 [kærəktə] Charakter, Figur
by U5/F [baɪ] an; bei to chase U9/10 [tə tʃeɪs] verfolgen, jagen
bye U1/8 [baɪ] (auf) Wiedersehen, chat U9/17 [tʃæt] Unterhaltung, Plauderei
tschau, tschüss cheap U7/T3 [tʃiːp] billig
to check U1/7 [tə tʃek] überprüfen, kontrollieren
C cheese U7/1 [tʃiːz] Käse

café U11/21 [kæfeɪ] Kaffeehaus, Café cheetah U9/3 [tʃiːtə] Gepard

cage U9/2 [keɪdʒ] Käfig chicken U7/3 [tʃɪkɪn] Huhn

cake U7/13 [keɪk] Kuchen child (pl children) [tʃaɪld, Kind

U1/16 ʧɪldrən]
California U15/1 [kæləˈfɔːniə] Kalifornien
chillies U7/4 [tʃɪlis] Chilis
to call U3/12 [tə kɔːl] (an-)rufen
China U11/5 [tʃaɪnə] China
to call for help U13/8 [tə kɔːl fɔː um Hilfe rufen
chips U7/13 [tʃɪps] Pommes frites
help]
chocolate U11/21 [tʃɒklət] Schokolade
called U3/1 [kɔːld] genannt
choice U1/4 [tʃɔɪs] Alternative, Wahl;
camel U9/3 [kæml] Kamel
hier: Wahlmöglichkeit
camera U4/4 [kæmrə] Kamera, Fotoapparat
to choose U1/9 [tə tʃuːz] (aus-)wählen
campsite U15/1 [kæmpsaɪt] Campingplatz
chopstick U7/4 [tʃɒpstɪk] Essstäbchen
can U1 [kæn] können
Christmas U10/3 [krɪsməs] Weihnachten
can U5/9 [kæn] Dose
cinema U3/T1 [sɪnəmə] Kino
Canada U13/1 [kænədə] Kanada
to circle U1/3 [tə sɜːkəl] einkreisen
candle U12/12 [kændl] Kerze
city U4/4 [sɪti] (Groß-)Stadt
cannon U3/1 [kænən] Kanone
class U1/18 [klɑːs] Schulklasse
(school) canteen [skuːl (Schul-)Kantine
class speaker [klɑːs ˈspiːkə] Klassensprecher/
U5/OYW2 kænˈtiːn]
U13/OYW4 Klassensprecherin
cap U8/1 [kæp] (Schild-)Kappe
classroom U1 [klɑːsruːm] Klassenzimmer
cape U8/1 [keɪp] Umhang
to clean U1/15 [tə kliːn] sauber machen, putzen
captain U3/4 [kæptɪn] Kapitän
clever U6/6 [klevə] klug, schlau
car U2/10 [kɑː] Auto
climate U7/4 [klaɪmət] Klima
careful U7/T3 [keəfl] vorsichtig
to climb U6/1 [klaɪm] steigen; klettern
carrot U7/11 [kærət] Karotte
to climb up/down [tə klaɪm ʌp/ hinauf-/hinuntersteigen;
to carry U5/T2 [tə kæri] tragen U6/1 daʊn] hinauf-/hinunterklettern
cartoon (series) [kɑːˈtuːn Zeichentrick(serie) clock U5/3 [klɒk] Uhr
U14/5 sɪəriːz] to close U1/15 [tə kləʊz] schließen, zumachen
case U12/10 [keɪs] Fall That was close! [ðæt wəz Das war knapp!
castle U12/S6 [kɑːsl] Schloss U12/S6 kləʊz]
cat U1/7 [kæt] Katze closer U14/14 [kləʊsə] näher heran
to catch U6/6 [tə kætʃ] fangen; festnehmen cloth U9/T4 [klɒθ] Tuch
to catch the bus/train [tə kætʃ ðə den Bus/Zug clothes U8 [kləʊðz] Kleidung
U11/T5 bʌs/treɪn] erwischen cloud U13/18 [klaʊd] Wolke
cave U13/1 [keɪv] Höhle clown doctor [klaʊn ˈdɒktə] Clowndoktor/
cave rescue U13/1 [keɪv ˈreskju] Höhlenrettung U5/OYW2 Clowndoktorin
ceiling U8/10 [siːlɪŋ] Zimmerdecke clue U11/20 [kluː] Hinweis, Tipp
cereal U7/7 [siəriəl] Müsli coastguard U13/1 [kəʊstɡɑːd] Küstenwache

WORDLIST 133
 cocoa U6/10 [kəʊkəʊ] Kakao customer U7/T3 [kʌstəmə] Kunde/Kundin
cold U4/1 [kəʊld] kalt to cut U13/T6 [tə kʌt] schneiden
colour U1 [kʌlə] Farbe cutlass U3/12 [kʌtləs] Piratensäbel
to colour U1/12 [tə kʌlə] anmalen, (ein-)färben
to come U1/1 [tə kʌm] kommen D
to come back U5/3 [tə kʌm bæk] zurückkommen,
dad U5/OYW2 [dæd] Papa
zurückkehren
daily exercise U11/5 [deɪli tägliche Bewegung
to come down U8/10 [tə kʌm daʊn] herabsteigen;
ˈekssaɪz]
heruntergehen
to dance U5/3 [tə dɑːns] tanzen
Come here! U1/12 [kʌm hɪə] Komm(t) her!
danger U13/5 [deɪndʒə] Gefahr
Come in! U8/4 [kʌm ɪn] Komm(t) herein!
to be in danger U13/5 [tə biː in in Gefahr sein
to come near U14/14 [tə kʌm nɪə] sich nähern
deɪndʒə]
Come on! U1/1 [kʌm ɒn] Komm(t) jetzt!,
dangerous U9/3 [deɪndʒərəs] gefährlich
Mach(t) schon!
dark U1/OYW1 [dɑːk] dunkel
to come over U11/19 [tə kʌm ˈəʊvə] vorbeikommen
date U12 [deit] Datum
to come to U6/6 [tə kʌm tə] kommen zu
daughter U9/10 [dɔːtə] Tochter
comedy U14/5 [kɒmədi] Komödie
day U1/1 [deɪ] Tag
comic (book) U6/10 [kɒmɪk bʊk] Comic, Comicbuch/-heft
day after day U9/9 [deɪ ˈɑːftə deɪ] Tag für Tag
to communicate U1/1 [tə kommunizieren
kə'mjuːnɪkeɪt] days of the week U4 [deɪz ɒv ðə Wochentage
wiːk]
competency U3/T1 [kɒmpɪtənsi] Kompetenz
dead U14/14 [ded] tot
to complete U2/10 [tə kəmˈpliːt] vervollständigen
dear U9/13 [diə] liebe/lieber
to compliment sb. [tə jemandem
December U12/6 [diˈsembə] Dezember
U9/T4 kɒmplɪmənt] Komplimente machen
to decide U7/T3 [tə dɪˈsaɪd] entscheiden
computer game U10/3 [kəmˈpjuːtə Computerspiel
ɡeɪm] decision U14/3 [dɪˈsɪʒn] Entscheidung
concert U5/3 [kɒnsət] Konzert deep U13/1 [diːp] tief
Congratulations! [kənɡrætʃ Herzlichen Glückwunsch! delicious U12/10 [diˈliʃəs] köstlich
U10/4 əˈleɪʃənz] democracy U13/OYW4 [dɪˈmɒkrəsi] Demokratie
conversation U11/19 [kɒnvəˈseɪʃən] Unterhaltung, Gespräch to describe U3 [tə dɪˈskraɪb] beschreiben
to cook U11/13 [tə kʊk] kochen description U3 [dɪˈskrɪpʃn] Beschreibung
cook U15/1 [kʊk] Koch/Köchin desk U1/13 [desk] (Schreib-)Tisch
corn U7/1 [kɔːn] Mais dessert U7/4 [dɪˈzɜːt] Nachtisch, Nachspeise
corn bread U7/4 [kɔːn bred] Maisbrot detective U6 [dɪˈtektɪv] Detektiv/Detektivin
correct U1/3 [kəˈrekt] richtig, korrekt to develop U3/T1 [tə dɪˈveləp] entwickeln, entfalten
to cost U13/OYW4 [tə kɒst] kosten to dial U13/1 [tə daɪəl] wählen (Nummer)
costume U8/10 [kɒstjuːm] Kostüm dialogue U1/4 [daɪəlɒɡ] Gespräch, Dialog
could U3/T1 [kʊd] könnte/n, könntest diary U4/9 [daɪəri] Tagebuch
to count to U1 [tə kaʊnt tuː] zählen bis to die U13/17 [tə daɪ] sterben
country U7/5 [kʌntri] Land; Staat different U4/13 [dɪfrənt] verschieden/e; anders
cover U14/14 [kʌvə] Umschlag; Titelseite difficult U13/6 [dɪfɪkəlt] schwierig
to cover (up) U1/14 [tə kʌvər ʌp] zudecken, verdecken digital U9/OYW3 [dɪdʒɪtl] digital
to create U8 [tə kriˈeɪt] erstellen, entwerfen dining room U12/12 [daɪnɪŋ ruːm] Esszimmer
cricket U9/OYW3 [krɪkɪt] Grille dinner U7/4 [dɪnə] Abendessen
crime U13/1 [kraɪm] Verbrechen dinosaur U14/6 [daɪnəsɔː] Dinosaurier
Croatia U15/1 [krəʊˈeɪʃə] Kroatien to disappear U14/10 [tə dɪsəˈpɪə] verschwinden
crocodile U1/8 [krɒkədaɪl] Krokodil to discuss U9/T4 [tə dɪˈskʌs] besprechen, diskutieren
cucumber U7/1 [kjuːkʌmbə] Gurke to do U1/9 [tə duː] machen, tun
cuddly toy U9/10 [kʌdli tɔɪ] Stofftier doctor U5/OYW2 [dɒktə] Arzt/Ärztin
a cup of U5/OYW2 [ə kʌp ɒv] eine Tasse dog U1/7 [dɒɡ] Hund
cupcake U15/7 [kʌpkeɪk] Cupcake doll U6/10 [dɒl] Puppe
curry U7/4 [kʌri] Curry done U15/6 [dʌn] fertig, erledigt

134 WORDLIST
door U1/13 [dɔːr] Tür end U4/3 [end] Ende
doorbell U10/6 [dɔːbel] Türklingel to end U6/13 [tə end] (be-)enden, aufhören
dorm U11/5 [dɔːm] Schlafsaal ending U6/12 [endɪŋ] Ende, Schluss
down U1/15 [daʊn] nieder; hinunter England U13/6 [ɪŋɡlənd] England
downstairs U5/T2 [daʊnˈsteəz] unten English U1/13 [ɪŋɡlɪʃ] Englisch
dramatic U13/19 [drəˈmætɪk] dramatisch to enjoy U1/1 [tə ɪnˈdʒɔɪ] genießen
to draw U1/18 [tə drɔː] zeichnen, malen enough U5/OYW2 [ɪˈnʌf] genug
drawer U10/11 [drɔː] Schublade episode U2/S1 [epɪsəʊd] Folge, Episode
drawing U11/5 [drɔːɪŋ] Zeichnen European U13/1 [jʊərəˈpiːən] europäisch; Europäer/
dream U3/6 [driːm] Traum Europäerin
to dream U13/6 [tə driːm] träumen evening U4/4 [iːvnɪŋ] Abend
dress U8/1 [dres] Kleid event U12/5 [ɪˈvent] Ereignis, Veranstaltung
drink U15/7 [drɪŋk] Getränk ever U14/6 [evə] je(mals)
to drink U5/9 [tə drɪŋk] trinken every U1/1 [evri] jeder/jede/jedes
to drive U9/10 [tə draɪv] fahren everybody U1/12 [evribɒdi] jede/r
drive U15/1 [draɪv] Fahrt everyday U2/S1 [evrideɪ] Alltags-; täglich
to drop U7/T3 [tə drɒp] fallen lassen everyone U1/12 [evriwʌn] jede/r
drum U1/1 [drʌm] Trommel everything U9/T4 [evriθɪŋ] alles
drummer U5/1 [drʌmə] Schlagzeuger/ everywhere U1/1 [evriweə] überall
Schlagzeugerin exactly U13/12 [ɪɡˈzæktli] genau, exakt
drums U5/3 [drʌmz] Schlagzeug, Trommeln example U7/T3 [ɪɡˈzɑːmpl] Beispiel
excellent U12/3 [eksələnt] ausgezeichnet
E excited U4/1 [ɪkˈsaɪtɪd] aufgeregt, begeistert

each U3/T1 [iːtʃ] jeder/jede/jedes exciter U8/10 [ɪkˈsaɪtə] Aufreger, Erreger

eagle U4/S2 [iːɡl] Adler exciting U8/10 [ɪkˈsaɪtɪŋ] aufregend, spannend

ear U3/2 [ɪə] Ohr Excuse me! U8/13 [ɪkˈskjuːz mi] Entschuldigen Sie bitte!,
Entschuldigung!
earpod U10/3 [ɪə pɒd] Ohrstöpsel
exercise U1/1 [eksəsaɪz] Aufgabe, Übung
early U4/4 [ɜːli] früh
exercise U11/5 [eksəsaɪz] hier: Bewegung
Earth U13/17 [ɜːθ] Erde
exercise book U1/11 [eksəsaɪz (Aufgaben-)Heft
east U1/1 [iːst] Osten
bʊk]
easy U13/6 [iːzi] einfach
expensive U10/6 [ɪkˈspensɪv] teuer
to eat U1/8 [iːt] essen; fressen
to explore U13/1 [tə ɪkˈsplɔːr] erforschen, erkunden,
eater U12/1 [iːtə] Esser/Esserin untersuchen
eating habits U7 [iːtɪŋ ˈhæbɪts] Essgewohnheiten to express U7/T3 [tə ɪkˈspres] ausdrücken
economy U5/OYW2 [ɪˈkɒnəmi] Wirtschaft extra U5/OYW2 [ekstrə] zusätzlich
education U13/OYW4 [ˌedʒʊˈkeɪʃən] Bildung, Erziehung eye U3/2 [aɪ] Auge
egg U7/1 [eg] Ei
eight U1/1 [eɪt] acht F
eighteen U1/1 [eɪˈtiːn] achtzehn
face U2/S1 [feɪs] Gesicht
eighty U10/1 [eɪti] achtzig
fact U2/4 [fækt] Fakt, Tatsache
elephant U5/10 [elɪfənt] Elefant
fair U5/OYW2 [feə] gerecht, angemessen
eleven U1/1 [ɪˈlevən] elf
to fall U6/1 [tə fɔːl] fallen
email address U1 [iːmeɪl əˈdres] E-Mail-Adresse
to fall asleep U10/6 [tə fɔːl əˈsliːp] einschlafen
embarrassing [ɪmˈbærəsɪŋ] peinlich
U9/OYW3 to fall out of U6/1 [tə fɔːl aʊt əv] aus etwas herausfallen;
hinausstürzen
emergency U13 [ɪˈmɜːdʒənsi] Notfall, Notlage
false U1/9 [fɒls] falsch
emergency service [ɪˈmɜːdʒənsi Notfalldienst
U13 ˈsɜːvɪs] family U6/10 [fæməli] Familie
emotion U4 [ɪˈməʊʃn] Gefühl, Emotion famous U3/1 [feɪməs] berühmt
to encourage [tə ɪnˈkʌrɪdʒ] ermutigen, ermuntern fang U9/OYW3 [fæŋ] Eckzahn; Reißzahn
U13/T6 fantastic U4/3 [fænˈtæstɪk] toll, fantastisch

WORDLIST 135
 fantasy story U2/S1 [fæntəsi Fantasiegeschichte for a long time [fɔːr ə lɒŋ für eine lange Zeit
stoːri] U14/14 taɪm]
far U14/13 [fɑː] weit for fun U15/2 [fɔː fʌn] zum Spaß
far away U9/10 [fɑː əˈweɪ] weit weg for now U9/S1 [fə naʊ] vorerst, fürs Erste
farm U9/3 [fɑːm] Bauernhof forest U13/17 [fɒrɪst] Wald
fast U5/OYW2 [fɑːst] schnell to forget U5/6 [tə fəˈɡet] vergessen
fast forward button [fɑːst ˈfɔːwəd Vorspultaste form U4 [fɔːm] Form
U14/6 ˈbʌtn] forty U10/1 [fɔːti] vierzig
father U11/5 [fɑːðə] Vater four U1/1 [fɔːr] vier
favourite U1/18 [feɪvərɪt] Lieblings- fourteen U1/1 [fɔːˈtiːn] vierzehn
February U12/6 [februəri] Februar fourth U12/1 [fɔːθ] vierte
to feed U2/4 [tə fiːd] zu essen geben, füttern fox (pl foxes) U14/18 [fɒks, fɒksɪz] Fuchs
to feel U4 [tə fiːl] (sich) fühlen France U15/1 [frɑːns] Frankreich
feeling U4 [fiːlɪŋ] Gefühl to free sb. U8/S4 [tə friː] jdn. befreien
a few U3 [ə fjuː] einige, ein paar free U9/9 [friː] frei
fifteen U1/1 [fɪfˈtiːn] fünfzehn free time U11 [friː ˈtaɪm] Freizeit
fifth U12/1 [fɪfθ] fünfte to freeze U14/6 [tə friːz] erstarren
fifty U10/1 [fɪfti] fünfzig Friday U4/8 [fraɪdeɪ] Freitag
to fight U14/7 [tə fait] kämpfen; hier: sich friend U1/12 [frend] Freund/Freundin
streiten friendship U14/14 [frendʃɪp] Freundschaft
to fill in U5/T2 [tə fɪl ɪn] ausfüllen, eintragen frog U1/7 [frɒɡ] Frosch
film U3/1 [fɪlm] Film from U2/6 [frəm] von, aus
finally U8/10 [faɪnəli] schließlich, endlich fruit U7/4 [fruːt] Frucht; Obst
to find U1/OYW1 [tə faɪnd] finden fun U1/1 [fʌn] Spaß
to find one's way home [tə faɪnd wʌnz heimfinden function U3/T1 [fʌŋkʃn] Funktion
U9/10 weɪ həʊm]
funny U6/6 [fʌni] lustig, komisch
to find out U5/OYW2 [tə faɪnd aʊt] herausfinden
fur U9/OYW3 [fɜː] Pelz
fine U1/4 [faɪn] in Ordnung, gut
future U15 [fjuːtʃə] Zukunft
finger U3/2 [fɪŋɡə] Finger
to finish U11/5 [tə fɪnɪʃ] enden; abschließen
G
fire U13/1 [faɪə] Feuer
game U10/4 [ɡeɪm] Spiel
to be on fire U10/S5 [tə bi ɒn ˈfaɪə] brennen
game show U14/1 [ɡeɪm ʃəʊ] Spielshow
fire brigade U13/1 [faɪə brɪˈɡeɪd] Feuerwehr
gamer U14/4 [ɡeɪmə] Spieler/Spielerin,
first U6/5 [fɜːst] zuerst, zunächst
Zocker/Zockerin
fish (pl fish) U1/7 [fɪʃ, fɪʃ] Fisch
gaming U14/4 [ɡeɪmɪŋ] Spielen
fish and chips U9/3 [fɪʃ ən ˈtʃɪps] Fisch mit Pommes frites
garage U5/T2 [ɡærɑːʒ] Garage
fish sauce U7/4 [fɪʃ sɔːs] Fischsoße
garden U5/T2 [ɡɑːdn] Garten
fishing U15/1 [fɪʃɪŋ] Fischen, Angeln
gas U13/16 [ɡæs] Gas
to fit U8/4 [tə fɪt] passen
Georgia U7/4 [dʒɔːdʒə] Georgien
five U1/1 [faɪv] fünf
Germany U15/1 [dʒɜːməni] Deutschland
flat U9/17 [flæt] Wohnung
to get U4/12 [tə ɡet] holen; bekommen;
floor U1/13 [flɔːr] (Fuß-)Boden werden
to fly U6/10 [tə flaɪ] fliegen Get a move on! [gɛt ə muːv Beeil dich!, Beeilt euch!
to fly up U13/5 [tə flaɪ ʌp] hochfliegen, U11/T5 ɒn]
emporfliegen to get back U4/12 [ɡet bæk] zurückbekommen;
to follow U4/1 [tə fɒləʊ] folgen zurückholen
following U2/12 [fɒləʊɪŋ] folgender/folgende/ to get home U9/10 [tə ɡet həʊm] heimkommen
folgendes to get into U9/11 [tə ɡet ˈɪntə] in … hineingelangen
food (no pl) U6/10 [fuːd] Essen to get stuck U13/T6 [tə ɡet stʌk] stecken bleiben
foot (pl feet) U3/2 [fʊt, fiːt] Fuß to get talking U1/4 [tə ɡet ˈtɔːkɪŋ] ins Gespräch kommen
football U4/9 [fʊtbɔːl] Fußball to get up U6/G [tə ɡet ʌp] aufstehen
for U1 [fɔː] für giraffe U2/1 [dʒəˈrɑːf] Giraffe

136 WORDLIST
girl U1/4 [ɡɜːl] Mädchen grape U7/1 [ɡreɪp] Traube
to give U1 [tə ɡɪv] geben grass U9/6 [ɡrɑːs] Gras
Give me a hug! [gɪv miː ə Gib/Gebt mir eine great U1/1 [ɡreɪt] großartig, wunderbar
U14/14 hʌg] Umarmung! great U12/S6 [ɡreɪt] groß, riesig
to give up U3/T1 [tə ɡɪv ʌp] aufgeben green U1/12 [ɡriːn] grün
glad U4/11 [ɡlæd] froh to greet U1 [tə ɡriːt] (be-)grüßen
glue stick U1/11 [ɡluː stɪk] Klebestift greeting U11/21 [ɡriːtɪŋ] Gruß
to go U1/8 [tə ɡəʊ] gehen grey U1/12 [ɡreɪ] grau
to go away U4/3 [tə ɡəʊ əˈweɪ] fortgehen, wegggehen to grill U7/4 [tə ɡrɪl] grillen
to go back U4/13 [tə ɡəʊ bæk] zurückgehen guard U4/4 [ɡɑːd] Wache
to go into U8/S4 [tə ɡəʊ ˈɪntə] hineingehen to guess U3/8 [tə ɡes] (er-)raten
to go on U6/13 [tə ɡəʊ ɒn] weitermachen; guess what T6 [ɡes wɒt] Du wirst es nicht glauben.
weitergehen
guide U2/4 [ɡaɪd] Reiseführer/Reiseführerin
to go on a train U2/4 [tə ɡəʊ ɒn ə mit dem Zug fahren
treɪn] guinea pig U9/1 [ɡɪni pɪɡ] Meerschweinchen

to go on a trip U3/12 [tə ɡəʊ ɒn ə verreisen, wegfahren guitar U5/1 [ɡɪˈtɑː] Gitarre
trɪp] guitarist U5/2 [ɡɪˈtɑːrɪst] Gitarrist/Gitarristin
to go on holiday U15/2 [tə gəʊ ɒn in den Urlaub fahren gun U10/9 [ɡʌn] (Schuss-)Waffe
ˈhɒlədeɪ] guys (pl, informal) [gaɪz] Leute
to go out U9/T4 [tə ɡəʊ aʊt] ausgehen, fortgehen U6/S3
to go outside U15/2 [tə gəʊ nach draußen gehen
aʊtˈsaɪd] H
to go shopping [tə ɡəʊ einkaufen gehen
U5/OYW2 ˈʃɒpɪŋ] hair U3/2 [heə] Haare

to go swimming [tə ɡəʊ schwimmen gehen hairband U1/OYW1 [heəbænd] Haarband, Haarreif
U3/T1 swɪmɪŋ] half an hour U11/T5 [hɑːf ən ˈaʊə] eine halbe Stunde
to go to bed U11/6 [tə gəʊ tuː zu Bett gehen half past (three) U11/1 [hɑːf pɑːst] halb (vier)
bɛd] hall U12/12 [hɔːl] Hausflur
to go to school U11/5 [tə ɡəʊ tuː zur Schule gehen ham U7/1 [hæm] Schinken
skuːl]
hamster U9/1 [hæmstə] Hamster
to go to the cinema [tə ɡəʊ tə ðə ins Kino gehen
hand U5/8 [hænd] Hand
U3/T1 ˈsɪnəmə]
to happen U4/S2 [tə hæpən] geschehen, passieren
to go up U13/11 [tə ɡəʊ ʌp] hinaufgehen; ansteigen
happy U1/9 [hæpi] glücklich, fröhlich,
golden U3/6 [ɡəʊldən] aus Gold, golden
zufrieden
goldfish U6/9 [ɡəʊldfɪʃ] Goldfisch
hard U5/OYW2 [hɑːd] schwierig; schwer, hart
gone U6/9 [ɡɒn] gegangen; verschwunden
hat U1/OYW1 [hæt] Hut
good U1/4 [ɡʊd] gut
to hate U1/12 [tə heɪt] hassen, nicht ausstehen
Good evening. U8/10 [ɡʊd ˈiːvnɪŋ] Guten Abend. können
Good for you! U12/16 [ɡʊd fə ju] Schön für dich!; Gut to have OYW2 [tə hæv] haben
gemacht!
to have a break U11/5 [tə hæv ə eine Pause machen
Good idea! U3/T1 [ɡʊd aɪˈdɪə] Gute Idee!
breɪk]
Good morning. U6/2 [ɡʊd ˈmɔːnɪŋ] Guten Morgen.
Have a nice day. [hæv ə naɪs Schönen Tag noch.
Good work. U6/12 [ɡʊd wɜːk] Gute Arbeit. U10/12 deɪ]
goodbye U10/6 [ɡʊdˈbaɪ] auf Wiedersehen, to have a party U15/3 [tə hæv ə eine Party feiern/geben
Tschüss ˈpɑːti]
goodnight U1/12 [ɡʊd ˈnaɪt] gute Nacht to have breakfast [tə hæv frühstücken
gorilla U1/8 [ɡəˈrɪlə] Gorilla U11/5 ˈbrekfəst]
Gosh! U10/3 [ɡɒʃ] Meine Güte! to have fun U5/6 [tə hæv fʌn] Spaß haben
goulash U15/2 [ɡuːlæʃ] Gulasch to have (not) got U3 [tə həv nɒt (nicht) haben, (nicht)
grammar U1/G [ɡræmər] Grammatik ɡɒt] besitzen

grandma U5/OYW2 [ɡrænmɑː] Oma, Omi to have lunch U11/6 [tə hæv lʌntʃ] zu Mittag essen
grandpa U9/10 [ɡrænpɑː] Opa, Opi he U2/7 [hi] er
grandparents U7/4 [ɡræn Großeltern head U5/8 [hed] Kopf
peərənts] headline U14/3 [hedlaɪn] Schlagzeile

WORDLIST 137
 headphones U10/3 [hedfəʊnz] Kopfhörer how often U9 [haʊ ˈɒfn] wie oft
healthy U7 [helθi] gesund How strange! U2/S1 [haʊ streɪndʒ] Wie merkwürdig!
to hear U5/6 [tə hɪə] hören how to U1 [haʊ tuː] wie man
helicopter U13/5 [helɪˌkɒptə] Hubschrauber hug U14/13 [hʌɡ] Umarmung
hello U1/1 [heˈləʊ] hallo to hug U14/13 [tə hʌɡ] umarmen
help U13/5 [help] Hilfe huge U14/6 [hjuːdʒ] riesig
to help U4/3 [tə help] helfen hundred U5/9 [hʌndrəd] hundert
Help me! U6/2 [help mi] Hilf mir! Hungary U15/2 [hʌŋɡəri] Ungarn
to help out U13/OYW4 [tə help aʊt] aushelfen hungry U4/1 [hʌŋɡri] hungrig
her U3/6 [hə] sie, ihr to hunt U14/13 [tə hʌnt] jagen
here U1/1 [hɪə] hier, her to hurry up U11/T5 [tə hɜri ʌp] sich beeilen
Here we go! U3/12 [hɪə wi ˈɡəʊ] Jetzt geht's los! to hurt U8/8 [tə hɜːt] wehtun, schmerzen
Here you are. U7/13 [hɪə ju ə] Hier, bitte!, Bitteschön!
Hey! U1/1 [heɪ] Hey!, He! I
to hide U11/8 [tə haɪd] verstecken
I U1/1 [aɪ] ich
high up in the sky [haɪ ʌp ɪn ðə hoch oben im Himmel
I don’t know. U5/3 [aɪ dəʊnt Ich weiß nicht.
U13/T6 skaɪ]
nəʊ]
him U3/1 [hɪm] ihm, ihn
I see. U13/T6 [aɪ siː] Ich verstehe.
hippo (=hippopotamus) [hɪpəʊ ˌhɪpəˈ Nilpferd
ice cream U6/G [aɪs kriːm] Eiscreme
U5/9 pɒtəməs]
I’d like ... U10/6 [aɪd laɪk] Ich hätte gerne …
his U3/1 [hɪz] sein/e
idea U1/12 [aɪˈdɪə] Idee, Einfall
hobby U9/OYW3 [hɒbi] Hobby
ill U12/1 [ɪl] krank
to hold U14/10 [tə həʊld] (fest-)halten
I’m (I am) U1/4 [aɪm, aɪ æm] Ich bin; Ich heiße
hole U8/3 [həʊl] Loch
I’m fine. U1/4 [aɪm faɪn] Es geht mir gut.
holidays U15/1 [hɒlədeɪz] Urlaub, Ferien
I’m good. U1/4 [aɪm ɡʊd] Es geht mir gut.
home U4/3 [həʊm] zu/nach Hause;
Zuhause I’m in hospital. [aɪm ɪn Ich bin im Krankenhaus.
U13/11 ˈhɒspɪtəl]
home schooling U11/5 [həʊmˈskuːlɪŋ] Heimunterricht
I’m not sure. U5/3 [aɪm nɒt ʃʊə] Ich bin mir nicht sicher.
homework U3/T1 [həʊmwɜːk] Hausaufgaben
I’m ready to go. U8/4 [aɪm ˈredi tə Ich bin bereit zu gehen.
honey U1/8 [hʌni] Honig
ɡəʊ]
hoodie U8/1 [hʊdi] Kapuzenpullover
I’m right to think ... [aɪm raɪt tə Ich habe Recht,
hook U3/13 [hʊk] Haken U8/12 θɪŋk] das zu denken.
to hope U7/T3 [tə həʊp] hoffen
I’m sorry. U1/4 [aɪm ˈsɒri] Es tut mir leid.
horn shark U15/2 [hɔːn ʃɑːk] Hornhai
to imagine U6/S3 [tə ɪˈmædʒɪn] sich vorstellen
horror U10/9 [hɒrə] Entsetzen, Grauen
imperative U1/G [ɪmˈperətɪv] Befehlsform
horror story U14/14 [hɒrə ˈstɔːri] Horror-/
important U7/4 [ɪmˈpɔːtnt] wichtig
Gruselgeschichte
in U1/3 [ɪn] in
horse U8/15 [hɔːs] Pferd
in front of U2/1 [ɪn frʌnt ɒv] vor
hospital U5/OYW2 [hɒspɪtl] Krankenhaus
in one go U5/9 [ɪn wʌn ɡəʊ] in einem Zug
host U8/10 [həʊst] Gastgeber/Gastgeberin
in pairs U1/4 [ɪn peərz] zu zweit
hot U4/1 [hɒt] heiß
in the lead U14/3 [ɪn ðə liːd] in Führung
hot chocolate U11/21 [hɒt ˈtʃɒklət] heiße Schokolade,
heißer Kakao In your dreams. U10/3 [ɪn jɔː driːmz] Du träumst wohl.; Nie im
Leben.
hour U5/4 [aʊə] Stunde
information U9/8 [ɪnfəˈmeɪʃn] Information
house U6/G [haʊs] Haus
injury U13/T6 [ɪndʒəri] Verletzung
how U1/8 [haʊ] wie
insect U1/8 [ɪnsekt] Insekt
How are you? U1/8 [haʊ ɑː ju] Wie geht es dir/Ihnen/
euch? inside U14/6 [ɪnˈsaɪd] in, innerhalb

How dare you! U12/S6 [haʊ deə juː] Wie kannst du es inspector U12/20 [ɪnˈspektə] Inspektor/Inspektorin
wagen! instruction U1 [ɪnˈstrʌkʃən] Anweisung
how many U1/9 [haʊ ˈmeni] wie viele instrument U5 [ɪnstrəmənt] Instrument
How much? U7/T3 [haʊ mʌtʃ] Wie viel? interest U13/T6 [ɪntrəst] Interesse

138 WORDLIST
to be interested in [tə be interessiert sein an key ring U10/3 [kiː rɪŋ] Schlüsselanhänger
U9/OYW3 ɪntrəstɪd ɪn] keyboard U5/2 [kiːbɔːd] Keyboard
interesting U12/20 [ɪntrəstɪŋ] interessant to kick U13/T6 [tə kɪk] treten
interview U9/6 [ɪntəvjuː] Interview kid U4/13 [kɪd] Kind
to interview sb. U8/3 [tə ɪntəvjuː] jdn. interviewen to kill U14/13 [tə kɪl] töten
into U4/6 [ɪntə] in (… hinein) kilo U10/6 [kiːləʊ] Kilo
to introduce U1/OYW1 [tə ɪntrəˈ (sich/jdn.) vorstellen kind U9/T4 [kaɪnd] nett, freundlich
dʒuːs]
kind (of) U14/14 [kaɪnd ɒv] Art/Sorte (von)
introduction U13/17 [ɪntrəˈdʌkʃn] Einleitung
That's kind of you. [ðæts kaɪnd Das ist nett von dir.
invitation U8/5 [ɪnvɪˈteɪʃn] Einladung U9/OYW3 ɒv juː]
to invite U15/7 [tə ɪnˈvaɪt] einladen kindergarten [kɪndəɡɑːtn] Kindergarten
Ireland U15/2 [aɪələnd] Irland U13/OYW4
Irish U15/2 [aɪrɪʃ] irisch kitchen U5/T2 [kɪtʃɪn] Küche
irregular U1 [ɪˈreɡjələ] unregelmäßig kitchen table [kɪtʃɪn ˈteɪbl] Küchentisch
it U1/1 [ɪt] es U11/T5
It doesn't matter. [ɪt dʌznt Es macht nichts., kiwi U7/9 [kiːwi] Kiwi
U14/15 ˈmætə] Das ist nicht wichtig. knee U13/T6 [niː] Knie
its U5/2 [ɪts] sein/e; ihr/e knock U11/8 [nɒk] Klopfen
It's no good. U4/3 [ɪts nəʊ gʊd] Es bringt nichts. to know U3/T1 [tə nəʊ] wissen; kennen
It's your turn. U3/8 [ɪts jɔː tɜːn] Du bist dran., Du bist an
der Reihe.
L
ladder U13/T6 [lædə] Leiter
J
Ladies and gentlemen! [leɪdɪz əndˈ Verehrtes Publikum!,
jacket U4/4 [dʒækɪt] Jacke U8/10 dʒentlmən] Meine Damen und
January U12/6 [dʒænjuəri] Jänner Herren!
Japanese U6/10 [dʒæpəˈniːz] japanisch lake U14/12 [leɪk] See
jeans U1/OYW1 [dʒiːnz] Jeans to land U13/6 [tə lænd] landen
jetpack U13/5 [dʒetpæk] Raketenrucksack language U3/T1 [læŋɡwɪdʒ] Sprache
job U5/3 [dʒɒb] Beruf, Arbeit; Aufgabe last U12/10 [lɑːst] letzter/letzte/letztes
to join U15/2 [tə dʒɔɪn] beitreten, mitmachen late U4/8 [leɪt] (zu) spät
juice U5/T2 [dʒuːs] Saft late at night U12/G [leɪt ət naɪt] spät in der Nacht
July U12/6 [dʒuˈlaɪ] Juli later U4/3 [leɪtə] später
to jump U6/1 [tə dʒʌmp] springen, hüpfen (the) latest U14/3 [leɪtɪst] (das) Neueste, (das)
to jump down U11/9 [tə dʒʌmp hinunterspringen Aktuellste
daun] to laugh U5/OYW2 [tə lɑːf] lachen
to jump into U6/12 [tə dʒʌmp hineinspringen (in) leader U13/T6 [liːdə] Leiter/Leiterin, Anführer/
ˈɪntə] Anführerin
to jump up U14/6 [tə dʒʌmp ʌp] aufspringen leaf (pl leaves) [liːf, liːvz] Blatt
June U12/6 [dʒuːn] Juni U14/12
just U1/1 [dʒʌst] nur; einfach to learn U1 [tə lɜːn] lernen
Just a minute. [dʒʌst ə Einen Augenblick bitte.; to leave U6/1 [tə liːv] verlassen, weggehen
U10/S5 mɪnɪt] Moment mal. left U3/2 [left] linker/linke/linkes; links
Just a moment. [dʒʌst ə Einen Moment bitte.; leg U3/2 [leɡ] Bein
U11/3 ˈməʊmənt] Moment mal.
(snow) leopard U9/3 [snəʊ ˈlepəd] (Schnee-)Leopard
Just joking! U15/3 [dʒʌst Ich mach nur Witze.
Let me see. U2/S1 [let mi siː] Zeig mal her.
dʒowkɪŋ]
Let me think. U10/10 [let mi θɪŋk] Lass mich nachdenken.
Just kidding! [dʒʌst ˈkɪdɪŋ] Ich scherze nur., War nur
U1/OYW1 Spaß! Let go! S2 [let ɡəʊ] Lass(t) los!
to let sb. out U2/9 [tə let jdn. hinauslassen
ˈsʌmbədi aʊt]
K
let's (= let us) U1/12 [lɛts] Lass(t) uns
kebab U7/4 [kɪˈbæb] Kebab Let's get out of here! [lets ɡet aʊt Lass(t) uns von hier
to keep U9/6 [tə kiːp] (be-)halten U8/S4 əv hɪə] verschwinden!

WORDLIST 139
 Let's go! U2/4 [lɛts gəʊ] Los! Gehen wir! magazine U10/3 [mæɡəˈziːn] Zeitschrift, Magazin
letter U1/3 [letə] Buchstabe magazine article [mæɡəˈziːn Zeitschriftenartikel
letter U9/13 [letə] Brief U13/6 ˈɑːtɪkl]

library U7/T3 [laɪbrəri] Bibliothek magic U4/12 [mædʒɪk] magisch

life (pl lives) U4/4 [laɪf, laivz] Leben magic U4/13 [mædʒɪk] Magie

to lift up U8/10 [tə lɪft ʌp] (hoch-)heben to make U1/5 [tə meɪk] machen

light U1/OYW1 [laɪt] hier: hell to make friends [tə meɪk sich anfreunden
U14/13 frɛndz]
to like U2/1 [tə laɪk] mögen
to make fun of sb. [tə meɪk fʌn sich über jdn. lustig
like U12/S6 [laɪk] so wie …; ähnlich … U6/S3 əv] machen
line U4/1 [lain] Linie to make up U12/S6 [tə meɪk ʌp] erfinden
linking word U13 [lɪŋkɪŋ wɜːd] Bindewort man (pl men) U6/2 [mæn, men] Mann
lion U2/4 [laɪən] Löwe many U1/9 [meni] viele
list U13/OYW4 [lɪst] Liste March U12/6 [mɑːtʃ] März
to listen U1/1 [tə lɪsən] zuhören market U6/10 [mɑːkɪt] Markt
to listen to music [tə lɪsn tə Musik hören mask U8/1 [mɑːsk] Maske
U11/G ˈmjuːzɪk]
to massage U11/5 [tə mæsɑːʒ] massieren
litre (of) U5/OYW2 [liːtə ɒv] Liter (von)
mat U9/17 [mæt] Matte
little U6/8 [lɪtl] klein
match U1/OYW1 [mætʃ] Match, Spiel
Little Red Riding Hood [lɪtl red Rotkäppchen
maths U12/5 [mæθs] Mathe(matik)
U6/8 ˈraɪdɪŋ hʊd]
May U12/6 [meɪ] Mai
to live U6/6 [tə lɪv] leben
maybe U4/13 [meɪbi] vielleicht
living room U11/8 [lɪvɪŋ ruːm] Wohnzimmer
mayor U13/OYW4 [meə] Bürgermeister/
lizard U9/3 [lɪzəd] Eidechse Bürgermeisterin
local U13/OYW4 [ləʊkl] lokal, ansässig, me U1/12 [miː] mir; mich
einheimisch
Me too. U3/T1 [miː ˈtuː] Ich auch.
long U3/1 [lɒŋ] lang
meal U7/5 [miːl] Mahlzeit, Essen
a long way away [ə lɒŋ weɪ weit weg, weit entfernt
to mean U7/13 [tə miːn] meinen; bedeuten
U11/5 əˈweɪ]
means of transport [miːnz əv Verkehrsmittel
to look U1/7 [tə lʊk] schauen, sehen
U11/T5 ˈtrænspɔːt]
to look after U11/14 [tə lʊk ˈɑːftə] sich kümmern um
meat U7/1 [miːt] Fleisch
to look around U10/6 [tə lʊk sich umsehen
medical help U13/1 [medɪkl help] medizinisch, ärztlich
əˈraʊnd]
medicine U13/6 [medsn] Medizin
to look at U2/5 [tə lʊk ət] betrachten, ansehen
to meet U1 [tə miːt] (sich) treffen,
to look for U6/5 [tə lʊk fə] suchen nach kennenlernen
to look out U6/2 [tə lʊk aʊt] hinausschauen to meet up with sb. [tə miːt ʌp sich mit jdm. treffen
to look up U13/6 [tə lʊk ʌp] aufschauen U13/T6 wɪð]
lost U6/1 [lɒst] verloren meeting U13/T6 [miːtɪŋ] Besprechung; Sitzung
a lot of U3/6 [ə lɒt ɒv] viel/e, eine Menge memory U8/2 [meməri] Gedächtnis; Erinnerung
lots of U2/4 [lɒts ɒv] viel/e, jede Menge to mention U11/T5 [tə menʃn] erwähnen
loud U5/4 [laʊd] laut message U6/S3 [mesɪdʒ] Nachricht
to love U1/1 [tə lʌv] lieben, mögen messy U12/1 [mesi] unordentlich, schlampig
Love, … U9/16 [lʌv] Alles Liebe, … metre U3/1 [miːtə] Meter
lovely U10/4 [ˈlʌvli] großartig, reizend, nett midday U11/4 [mɪdˈdeɪ] Mittag
to be lucky U13/1 [tə bi: ˈlʌki] Glück haben midnight U1/12 [mɪdnaɪt] Mitternacht
lunch U4/5 [lʌntʃ] Mittagessen Midwest U10/6 [mɪdˈwest] Mittlerer Westen (USA)
lunch box U7/1 [lʌntʃ bɒks] Jausenbox milk U7/1 [mɪlk] Milch
lunchtime U4/4 [lʌntʃ taɪm] Mittagspause million U9/3 [mɪljən] Million
to mime U11/18 [tə maɪm] mimen
M mind map U3 [maɪnd mæp] Mindmap,
Gedankenkarte
mad U4/12 [mæd] böse, wütend mineral water U7/1 [mɪnərəl Mineralwasser
madam U10/12 [mædəm] (gnädige) Frau wɔːtə]

140 WORDLIST
minus U5/OYW2 [maɪnəs] Minus never U7/4 [nevə] nie(mals)
minute U5/T2 [mɪnɪt] Minute new U1/12 [njuː] neu
mirror U6/1 [mɪrə] Spiegel New Zealand U13/1 [njuː ˈziːlənd] Neuseeland
missing U7/7 [mɪsɪŋ] fehlend the news (pl) U14/1 [ðə njuːz] die Nachrichten
mistake U3/11 [mɪˈsteɪk] Fehler newspaper U9/3 [ˈnjuːzpeɪpə] Zeitung
mobile phone U10/3 [məʊbaɪl Handy, Mobiltelefon next U4/3 [nekst] nächster/nächste/
ˈfəʊn] nächstes
moment U9/3 [məʊmənt] Moment, Augenblick next to U1/11 [nekst tuː] neben
Monday U4/8 [mʌndeɪ] Montag nice U1/4 [naɪs] schön, angenehm; nett
money U5/OYW2 [mʌni] Geld Nice to meet you! [naɪs tuː Es freut mich, dich/Sie
monkey U2/1 [mʌŋki] Affe U1/4 miːt ju] kennen zu lernen!
monster U4/12 [mɒnstə] Monster night U1/1 [naɪt] Nacht
month U12 [mʌnθ] Monat night-time U6/10 [ˈnaɪt taɪm] nachts
moon U14/2 [muːn] Mond nine U1/1 [naɪn] neun
more U1/1 [mɔː] mehr nineteen U1/1 [naɪnˈtiːn] neunzehn
more than U9/3 [mɔː ðən] mehr als ninety U10/1 [naɪnti] neunzig
morning U4/4 [mɔːnɪŋ] Morgen no U1/OYW1 [nəʊ] nein
to morph U8/S4 [tə mɔːf] sich verwandeln No idea. U4/5 [nəʊ aɪˈdɪə] Keine Ahnung.
most U7/5 [məʊst] am meisten; die meisten no one U4/11 [nəʊ wʌn] niemand, keine/r
most of the time [məʊst ɒv ðə meistens, die meiste No problem. U10/10 [nəʊ Kein Problem.
U15/1 taɪm] Zeit ˈprɒbləm]
mother U8/10 [mʌðə] Mutter No reason. U9/T4 [nəʊ riːzn] Nur so., Einfach so.
mountain U13/1 [maʊntən] Berg No way! U10/S5 [nəʊ weɪ] Auf keinen Fall!
mountain rescue [maʊntən Bergrettung No wonder. U10/6 [nəʊ ˈwʌndə] Kein Wunder.
U13/1 ˈreskjuː] noise U9/10 [nɔɪz] Geräusch; Lärm, Krach
mouse (pl mice) U9/1 [maʊs, maɪs] Maus noodle U7 [nuːdl] Nudel
mouth U3/2 [maʊθ] Mund normal U14/6 [nɔːml] normal
to move U5/3 [tə muːv] (sich) bewegen north U1/1 [nɔːθ] Norden
much U7/5 [mʌtʃ] viel; sehr nose U3/2 [nəʊz] Nase
mum U4/3 [mʌm] Mama, Mutti not U1/9 [nɒt] nicht
music U5 [mjuːzɪk] Musik not … any more U9/10 [nɒt eni ˈmɔː] nicht mehr
music show U14/1 [mjuːzɪk ʃəʊ] Musikshow note U1/8 [nəʊt] Anmerkung, Notiz
musical U5 [mjuːzɪkl] musikalisch, melodisch nothing U5/T2 [nʌθɪŋ] nichts
musician U5 [mjuˈzɪʃn] Musiker/Musikerin to notice U13/18 [tə nəʊtɪs] bemerken
must U1/8 [mʌst] müssen noun U1 [naʊn] Nomen, Substantiv
my U1/4 [maɪ] mein/e November U12/6 [nəʊˈvembə] November
now U1 [naʊ] jetzt; sofort
N number U1 [nʌmbə] Zahl; Ziffer, Nummer
nut U7/1 [nʌt] Nuss
name U1/4 [neɪm] Name
national park U15/1 [næʃənl pɑːk] Nationalpark
nature U14/1 [neɪtʃə] Natur
O
near U9/3 [nɪə] nah, in der Nähe von (one) o'clock U1/12 [əˈklɒk] (ein) Uhr
nearly U7/T3 [nɪəli] fast, beinahe October U12/6 [ɒkˈtəʊbə] Oktober
necklace U6/10 [nekləs] Halskette of U1/4 [əv] von
to need U8/10 [tə niːd] brauchen of course U5/11 [əv kɔːs] natürlich, gewiss
negative U4 [neɡətɪv] negativ; verneinend off U1/16 [ɒf] weg; hinunter; hier: aus
neighbour U14/22 [neɪbə] Nachbar/Nachbarin office U6/2 [ɒfɪs] Büro
nervous U4/1 [nɜːvəs] nervös often U7/4 [ɒfn] oft, häufig
nest U14/17 [nest] Nest Oh dear. U4/6 [əʊ dɪə] Oje!, Ach du liebe Zeit.
net U8/S4 [net] Netz old U6/2 [əʊld] alt
the Netherlands U15/1 [ðə nɛðələndz] die Niederlande on U1/16 [ɒn] auf; weiter; hier: ein

WORDLIST 141
 on the way U13/T6 [ɒn ðə weɪ] auf dem Weg pause button U14/6 [pɔːz ˈbʌtn] Pausetaste
once (a day) U9/2 [wʌns] einmal (am Tag) to pay U14/9 [tə peɪ] (be-)zahlen
once upon a time [wʌns əˈpɒn es war einmal pea U7/10 [piː] Erbse
U14/13 ə taɪm] pelican U3/11 [pelɪkən] Pelikan
one U1/1 [wʌn] eins pen U1/11 [pen] Feder; Stift
one day U14/13 [wʌn deɪ] eines Tages pencil U1/11 [pensl] Bleistift
one of U1/4 [wʌn əv] eine/r von pencil case U1/11 [pensl keɪs] Federpenal
onion U7/10 [anjən] Zwiebel pencil sharpener [pensl ʃɑːpnə] (Bleistift-)Spitzer
online U11/5 [ɒnˈlaɪn] online U1/11
only U1/1 [əʊnli] nur penguin U2/4 [peŋɡwɪn] Pinguin
to open U1/16 [tə əʊpən] öffnen people (pl) U1 [piːpl] Leute, Menschen
or U1/7 [ɔːr] oder pepper U7/1 [pepə] Paprika
orange U1/12 [ɒrɪndʒ] orange perfect U1/12 [pɜːfɪkt] perfekt
orange juice U5/OYW2 [ɒrɪndʒ dʒuːs] Orangensaft perfume U7/T3 [pɜːfjuːm] Perfum

order U2/4 [ɔːdə] Reihenfolge person U10/S5 [pɜːsn] Person

ordinal number U12 [ɔːdɪnl Ordnungszahl personal U9/OYW3 [pɜːsənl] persönlich; privat
ˈnʌmbə] pessimistic [pesɪˈmɪstɪk] pessimistisch
other U9/3 [ʌðə] anderer/andere/anderes U13/OYW4

our U2/2 [aʊər] unser/e pet U9 [pet] Haustier

to phone U9/G [tə fəʊn] anrufen
out U1/16 [aʊt] aus; hinaus
phone call U13/11 [fəʊn kɔːl] (Telefon-)Anruf
outside U11/5 [aʊtˈsaɪd] draußen; außerhalb
phone conversation [fəʊn Telefongespräch
over here U11/8 [əʊvə hɪə] hier drüben
U11/19 kɒnvəˈseɪʃn]
over there U10/10 [əʊvə ˈðeə] da/dort drüben
phone signal U13/1 [fəʊn ˈsɪgnl] Handy-Signal
owl U6/10 [aʊl] Eule
photo U1/OYW1 [fəʊtəʊ] Foto
own U1/18 [əʊn] eigen/e/er/es
piano U11/13 [piˈænəʊ] Klavier
to own U9/3 [tə əʊn] besitzen
to pick up U6/2 [tə pɪk ʌp] aufheben
owner U9/13 [əʊnə] Besitzer/Besitzerin,
picture U1/16 [pɪktʃə] Bild
Eigentümer/
Eigentümerin picture story U6/10 [pɪktʃə ˈstɔːri] Bildergeschichte
piece U12/1 [piːs] Stück

P pig U9/2 [pɪɡ] Schwein

pilot U13/18 [paɪlət] Pilot/Pilotin
p.m. U11/4 [piː 'em] nachmittags, abends
pink U1/12 [pɪŋk] pink
page U1/OYW1 [peɪdʒ] Seite
pipe U6/6 [paɪp] Pfeife
paintbox U1/11 [peɪntbɒks] Malkasten
pirate U3 [paɪrət] Pirat/Piratin, Seeräuber/
paintbrush U1/11 [peɪntbrʌʃ] Pinsel Seeräuberin
a pair of U8/1 [ə peə əv] ein Paar (von) place U2 [pleɪs] Ort, Platz
paragraph U6/13 [pærəɡrɑːf] Absatz place U9/11 [pleɪs] hier: Wohnung, Zuhause
parcel U13/1 [pɑːsl] Paket, Päckchen plan U4/11 [plæn] Plan
Pardon? U5/T2 [pɑːdn] Wie bitte? plane U11/T5 [pleɪn] Flugzeug
parents U15/1 [peərənts] Eltern planet U13/16 [plænɪt] Planet
park U2/4 [pɑːk] Park to play U1/1 [tə pleɪ] spielen
parliament [pɑːləmənt] Parlament, player U5/1 [pleɪə] Spieler/Spielerin
U13/OYW4 Volksvertretung playground U5/OYW2 [pleɪɡraʊnd] Spielplatz
parrot U2/1 [pærət] Papagei please U1/4 [pliːz] bitte
part U3 [pɑːt] Teil plum U9/10 [plʌm] Zwetschke
partner U1/5 [pɑːtnə] Partner/Partnerin plural U1 [plʊərəl] Mehrzahl
party U8/4 [pɑːti] Party, Feier pocket money [pɒkɪt ˈmʌni] Taschengeld
to pass U13/T6 [tə pɑːs] hier: reichen, geben U5/OYW2
past U11/1 [pɑːst] nach poem U8/8 [pəʊɪm] Gedicht
past U12 [pɑːst] Vergangenheit to point (to, at) U1/11 [tə pɔɪnt] zeigen (auf)
to pat U10/9 [tə pæt] tätscheln police (no pl) U13/1 [pəˈliːs] Polizei

142 WORDLIST
political U13/OYW4 [pəˈlɪtɪkl] politisch question U1 [ˈkwestʃən] Frage
political education [pəˈlɪtɪkəl politische Bildung quick U8/S4 [kwɪk] schnell
U13/OYW4 ˌɛdjuːˈkeɪʃən] quiet U1/12 [ˈkwaɪət] leise, ruhig
politics U13/OYW4 [pɒlətɪks] Politik quite U14/4 [kwaɪt] ziemlich
pony U9/1 [pəʊni] Pony quiz show U14/1 [kwɪz ʃəʊ] Quizshow, Quizsendung
population U9/3 [pɒpjuˈleɪʃn] Bevölkerung
portfolio U1/18 [pɔːtˈfəʊliəʊ] Portfolio, Mappe R
possession U5 [pəˈzeʃn] Besitz
rabbit U9/1 [ræbɪt] Kaninchen
possessive U5 [pəˈzesɪv] besitzanzeigend
to radio U13/1 [tə reɪdiəʊ] (an-)funken
postcard U11 [pəʊstkɑːd] Postkarte
radio U13/5 [reɪdiəʊ] Funkgerät; Radio
potato (pl potatoes) [pəˈteɪtəʊ, Kartoffel
radio play U4/13 [reɪdiəʊ pleɪ] Hörspiel
U7/4 pəˈteɪtəʊz]
rat U4/6 [ræt] Ratte
pound U5/OYW2 [paʊnd] Pfund
Rats! U8/S4 [ræts] Mist!
power U2/S1 [paʊə] Macht
to reach out U13/18 [tə riːtʃ aʊt] ausstrecken
power U8/13 [paʊə] Kraft, Fähigkeit
to read U1 [tə riːd] lesen
to practise U3/9 [tə præktɪs] üben
to read out U7/15 [tə riːd aʊt] vorlesen
preposition U2 [prepəˈzɪʃn] Präposition, Vorwort
ready (for) U1/12 [redi] bereit (für); fertig
present U6/G [preznt] Gegenwart, Präsens
real U2/S1 [riːəl] wirklich; echt, real
present U7/T3 [preznt] Geschenk
reality show U14/1 [riˈæləti ʃəʊ] Realityshow
to present U7/12 [pri'zent] präsentieren
really U1/1 [riːəli] wirklich
presenter U9/6 [prɪˈzentə] Moderator/Moderatorin
red U1/12 [red] rot
president U14/3 [prezɪdənt] Präsident/Präsidentin
regular U13 [reɡjələ] regelmäßig
to press U13/18 [tə pres] drücken
to remember U1/14 [tə rɪˈmembə] sich erinnern (an)
pretty U3/5 [prɪti] hübsch
remote control U14/6 [rɪˌməʊt Fernbedienung
price U10 [praɪs] Preis, Rechnungsbetrag kənˈtrəʊl]
prize U8/10 [praɪz] Siegespreis, to repeat U1/2 [tə rɪˈpiːt] wiederholen
Auszeichnung
repetition U5/T2 [repəˈtɪʃn] Wiederholung
probably U12/13 [prɒbəbli] wahrscheinlich
to reply U14/6 [tə rɪˈplaɪ] antworten
problem U5/T2 [prɒbləm] Problem
to rescue U13/13 [tə reskjuː] retten
profit U5/OYW2 [prɒfɪt] Gewinn rescue U13/1 [reskjuː] Rettung
programme U11/19 [prəʊɡræm] Programm, Sendung to respond U3/T1 [tə rɪˈspɒnd] antworten
projector U1/13 [prəˈdʒektə] Projektor response U3/T1 [rɪˈspɒns] Antwort
promise U6/S3 [prɒmɪs] Versprechen rest U7/13 [rest] Rest
pronoun U9 [prəʊnaʊn] Pronomen, Fürwort restaurant U7/15 [restrɒnt] Restaurant
proud U4/1 [praʊd] stolz rewind button U14/6 [riːˈwaɪnd Rückspultaste
to pull U6/5 [tə pʊl] ziehen ˈbʌtn]
to pull sth. out U10/9 [tə pʊl aʊt] etw. herausziehen rhyme U2/S1 [raɪm] Reim
pumpkin U7/1 [pʌmpkɪn] Kürbis rice U7/3 [raɪs] Reis
purple U1/OYW1 [pɜːpl] violett, lila rice paper U7/4 [raɪs ˈpeɪpə] Reispapier
purse U7/T3 [pɜːs] Geldtasche, Geldbörse rice pudding U7/4 [raɪs ˈpʊdɪŋ] Milchreis
to push U11/9 [tə pʊʃ] drücken; schieben to ride U11/T5 [tə raɪd] reiten; fahren
to put U4/6 [tə pʊt] setzen, legen, stellen to ride a bike U11/13 [tə raɪd ə radfahren
baɪk]
to put on U6/1 [tə pʊt ɒn] anziehen, aufsetzen
to ride a horse [tə raɪd ə ein Pferd reiten
puzzle U2/S1 [pʌzl] Rätsel; Puzzle
U11/13 hɔːs]
pyjamas U8/1 [pəˈdʒɑːməz] Schlafanzug, Pyjama right U1/12 [raɪt] richtig, korrekt
right U3/2 [raɪt] rechter/rechte/rechtes;
Q rechts
right now U9/10 [raɪt naʊ] jetzt sofort, im Augenblick
a quarter past (three) [ə ˈkwɔːtə Viertel nach (drei)
U11/1 pɑːst] ring U8/3 [rɪŋ] Ring
a quarter to (nine) [ə ˈkwɔːtə tu] Viertel vor (neun) river U6/12 [rɪvə] Fluss
U11/1 road U11/17 [rəʊd] Straße

WORDLIST 143
 to rob U4/12 [tə rɒb] stehlen school things U1 [skuːl θɪŋs] Schulsachen
robber U10/9 [rɒbə] Räuber/Räuberin school uniform [skuːl Schuluniform
robbery U12/12 [rɒbəri] Raubüberfall U1/OYW1 ˈjuːnɪfɔːm]
robot U13/16 [rəʊbɒt] Roboter school year [skuːl jɪə] Schuljahr
U13/OYW4
rock U13/1 [rɒk] Stein, Fels
science fiction film [saɪəns Science-Fiction-Film
role U5/OYW2 [rəʊl] Rolle
U14/1 ˈfɪkʃn fɪlm]
role play U5/OYW2 [rəʊl pleɪ] Rollenspiel
scissors (pl) U1/11 [sɪzəz] Schere
to roll U7/4 [tə rəʊl] rollen
scooter U10/3 [skuːtə] Roller
to roll down U11/9 [tə rəʊl daʊn] herunterrollen
scorpion U9/3 [skɔːpiən] Skorpion
roller skates U15/1 [rəʊlə skeɪts] Rollschuhe
screen U13/18 [skriːn] Bildschirm
romantic U14/1 [rəʊˈmæntɪk] romantisch
screen time U14/1 [skriːn taɪm] Bildschirmzeit
romantic film U14/1 [rəʊˈmæntɪk Liebesfilm
sea U13/1 [siː] Meer
fɪlm]
second U12/1 [sekənd] zweiter/zweite/zweites
roof U10/S5 [ruːf] Dach
to see U2/4 [tə siː] sehen
room U4/6 [ruːm] Zimmer, Raum
See you soon. [siː ju suːn] Bis bald.
to rub U6/S3 [tə rʌb] reiben
U9/OYW3
rubber U1/11 [rʌbə] Radiergummi
self-study U11/5 [self ˈstʌdi] Eigenstudium
rule U10/4 [ruːl] Regel
to sell U14/9 [tə sel] verkaufen
to rule U12/S6 [tə ruːl] (be-)herrschen
to send U11/13 [tə send] senden, (ver-)schicken
ruler U1/11 [ruːlə] Lineal
sentence U1/13 [sentəns] Satz
to run U2/4 [tə rʌn] laufen, rennen
September U12/6 [sepˈtembə] September
to run after U14/13 [tə rʌn ˈɑːftə] nachlaufen,
series U3/1 [sɪəriːz] Serie, Reihe
hinterherrennen
seven U1/1 [sevn] sieben
to run around U2/4 [tə rʌn herumlaufen,
əˈraʊnd] herumrennen seventeen U1/1 [sevnˈtiːn] siebzehn

to run away U6/12 [tə rʌn əˈweɪ] weglaufen, wegrennen seventy U10/1 [sevnti] siebzig

to run down U6/2 [tə rʌn daʊn] hinunterlaufen; entlang to shake U5/6 [tə ʃeɪk] schütteln
laufen That's a shame. [ðæts ə ʃeɪm] Das ist schade.
to run out of U6/4 [tə rʌn aʊt əv] hinausrennen aus U9/T4

Russia U15/1 [rʌʃə] Russland shark U9/2 [ʃɑːk] Hai(fisch)

she U2/7 [ʃi] sie

S ship U3/1 [ʃɪp] Schiff

shirt U1/OYW1 [ʃɜːt] Hemd
sad U4/1 [sæd] traurig
shoe U1/OYW1 [ʃuː] Schuh
safe U13/6 [seɪf] sicher
to shoot U10/9 [tə ʃuːt] schießen
to sail U13/1 [tə seɪl] segeln
shop U5/OYW2 [ʃɒp] Geschäft, Laden
salad U7/1 [sæləd] Salatteller
shop assistant U7/T3 [ʃɒp əˈsɪstənt] Verkäufer/Verkäuferin
the same U9/OYW3 [ðə seɪm] der-/die-/dasselbe
shopkeeper U14/7 [ʃɒpkiːpə] Ladenbesitzer/
sandwich U5/T2 [sænwɪtʃ] Sandwich, belegtes Brot Ladenbesitzerin
Saturday U4/8 [sætədeɪ] Samstag shopping U5/OYW2 [ʃɒpɪŋ] Einkaufen
sauce U7/4 [sɔːs] Soße short U3/11 [ʃɔːt] klein
sausage U7/1 [sɒsɪdʒ] Wurst, Würstel short U3/13 [ʃɔːt] kurz
to save U13/F [tə seɪv] retten short story U6/6 [ʃɔːt ˈstɔːri] Kurzgeschichte
saxophone U5/2 [sæksəfəʊn] Saxophon should U9/OYW3 [ʃʊd] sollte/n, solltest
to say U1/1 [tə seɪ] sagen shoulder U3/2 [ʃəʊldə] Schulter
scared U4/1 [skeəd] ängstlich, verängstigt to shout U13/5 [tə ʃaʊt] schreien, rufen
to be scared of U3/1 [tə bi skeəd Angst haben vor to shout at sb. [tə ʃaʊt ət] jdn. anschreien,
əv] U13/14 anbrüllen
scarf U7/T3 [skɑːf] Schal to shout for help [tə ʃaʊt fə um Hilfe rufen
scene U4/3 [siːn] Szene U13/5 help]
school U1 [skuːl] Schule to show U5/OYW2 [tə ʃəʊ] zeigen
school bag U1/13 [skuːl bæɡ] Schultasche shy U1/1 [ʃaɪ] schüchtern

144 WORDLIST
signal U13/1 [sɪɡnəl] Signal, Empfang to speak U1/1 [tə spiːk] sprechen
similar U12/5 [sɪmələ] ähnlich, vergleichbar special U14/6 [speʃl] besonders; besonderer/
to sing U1/1 [tə sɪŋ] singen besondere/besonderes
Sing along. U4/12 [sɪŋ əˈlɒŋ] Sing(t) mit. speech bubble U1/16 [spiːtʃ ˈbʌbl] Sprechblase
singer U5/1 [sɪŋə] Sänger/Sängerin to spell U1/4 [tə spel] buchstabieren
sir U6/6 [sɜː] Herr (Anrede) to spend (time) U14/4 [tə spend] (Zeit) verbringen
sister U5/2 [sɪstə] Schwester spider U9/3 [spaɪdə] Spinne
to sit U1/16 [tə sɪt] sitzen spinach U7/10 [spinidʒ] Spinat
to sit down U1/16 [tə sɪt daʊn] sich (hin-)setzen to splash sb. U9/T4 [tə splæʃ] jdn. anspritzen
situation U5/T2 [sɪtʃuˈeɪʃn] Situation, Lage spooky U12/S6 [spuːki] unheimlich, schaurig
to skate U11/13 [tə skeɪt] Rollschuh fahren, spot U14/12 [spot] Punkt
Rollerskate fahren sports U14/1 [spɔːts] Sport, Sportarten
to skateboard U3/T1 [tə skeɪtbɔːd] Skateboard fahren spring roll U7/4 [sprɪŋ ˈrəʊl] Frühlingsrolle
sketch U7/13 [sketʃ] Sketch stage U4/3 [steɪdʒ] Bühne
to ski U11/21 [tə skiː] Ski fahren to stand U1/16 [tə stænd] stehen
skin U14/12 [skɪn] Haut to stand up U1/16 [tə stænd ʌp] aufstehen
skirt U1/OYW1 [skɜːt] Rock star U14/6 [stɑː] Stern
sky U13/6 [skaɪ] Himmel to start U5/6 [tə stɑːt] anfangen, beginnen
to sleep U4/13 [tə sliːp] schlafen to stay U9/10 [tə steɪ] bleiben
slide U11/9 [slaɪd] Rutsche stew U7/4 [stjuː] Eintopf
to slip U13/5 [tə slɪp] ausrutschen to stick in U2/S1 [tə stɪk ɪn] einkleben
small U2/2 [smɔːl] klein still U4/3 [stɪl] (immer) noch
smartest U10/9 [ˈsmɑːtɪst] klügster/klügste/klügstes stone U2/S1 [stəʊn] Stein
to smell U4/S2 [tə smel] riechen; hier: stinken to stop U9/11 [tə stɒp] stoppen, aufhören
to smile U6/2 [tə smaɪl] lächeln Stop it! U1/12 [stɒp ɪt] Hör(t) auf!
to smoke U6/6 [tə sməʊk] rauchen storm U13/5 [stɔːm] Sturm
snack U6/10 [snæk] Snack, Imbiss story U1/8 [stɔːri] Geschichte, Erzählung
snake U9/3 [sneɪk] Schlange story time U1/8 [stɔːri taɪm] Zeit für eine Geschichte
to snow U11/21 [tə snəʊ] schneien strategy U3/T1 [strætədʒi] Strategie
to snowboard U11/21 [tə snəʊbɔːd] Snowboard fahren to stream U14/4 [tə striːm] streamen
so U1/OYW1 [səʊ] so (sehr) street U6/2 [striːt] Straße
So was I. U12/19 [səʊ wəz aɪ] Ich auch. stress U14/19 [stres] Betonung
sock U1/OYW1 [sɒk] Socke strong U3/11 [strɒŋ] stark
sofa U5/T2 [səʊfə] Sofa stuck U13/T6 [stʌk] hängen geblieben /
to solve U6/9 [tə sɒlv] (auf-)lösen stecken geblieben
some U4/13 [sʌm] einige, ein paar student U3/T1 [stjuːdnt] Schüler/Schülerin;
Student/Studentin
somebody U3 [sʌmbədi] jemand
to study U11/5 [tə stʌdi] studieren, lernen
someone U1/4 [sʌmwʌn] jemand
stuff (informal) U6/9 [stʌf] Zeug, Kram, Sachen
something U3/T1 [sʌmθɪŋ] etwas
subject U7/15 [sʌbdʒɪkt] Betreff
sometimes U5/OYW2 [sʌmtaɪmz] manchmal
suddenly U8/S4 [sʌdənli] plötzlich
song U1/1 [sɒŋ] Lied
to suggest U3/T1 [tə səˈdʒest] vorschlagen
sorry U1/4 [sɒri] Verzeihung,
Entschuldigung suggestion U3/T1 [səˈdʒestʃən] Vorschlag
sort (of) U14/15 [sɔːt əv] Art/Sorte (von) to suit sb. U9/T4 [tə suːt] jdm. gut stehen
sound system U1/13 [saʊnd Tonanlage, summer U15/1 [sʌmə] Sommer
sɪstəm] Soundsystem summertime U15/6 [sʌmətaɪm] Sommerzeit
soup U7/4 [suːp] Suppe sun U4/4 [sʌn] Sonne
south U1/1 [saʊθ] Süden Sunday U4/8 [sʌndeɪ] Sonntag
South Africa U7/4 [saʊθ ˈæfrɪkə] Südafrika sunglasses U1/OYW1 [sʌnɡlɑːsɪz] Sonnenbrille
space U13/17 [speɪs] Weltraum sunny U13/15 [sʌni] sonnig
spaceship U13/16 [speɪsʃɪp] Raumschiff sunset U12/13 [sʌnset] Sonnenuntergang

WORDLIST 145
 superhero U8/10 [suːpəhɪərəʊ] Superheld/Superheldin ten U1/1 [ten] zehn
supermarket [suːpəmɑːkɪt] Supermarkt tennis U12/3 [tenɪs] Tennis
U5/OYW2 terrible U1/12 [terəbl] schrecklich, scheußlich
superpower U8/10 [suːpəpaʊə] Superkraft to test U12/4 [tə test] überprüfen
sure U1/4 [ʃʊə] sicher test U5/6 [test] Test, Prüfung
surprise U11/8 [səˈpraɪz] Überraschung text U1/18 [tekst] Text
surprising U11/10 [səˈpraɪzɪŋ]  berraschend,
ü text message U10/S5 [tekst mesɪdʒ] Textnachricht, SMS
verwunderlich
Thank you. U1/4 [θæŋk juː] Danke., Dankeschön.
swan U6/S3 [swɒn] Schwan
Thank you very much. [θæŋk ju ˈveri Vielen Dank.
to swap U9/OYW3 [tə swɒp] (ver-)tauschen U10/13 mʌtʃ]
sweater U1/OYW1 [swetə] Pullover thanks U1/4 [θæŋks] danke
sweet U13/OYW4 [swiːt] süß; angenehm that U1/1 [ðæt] das; der/die/das
sweets U10/3 [swiːts] Süßigkeiten the U1 [ðə] der/die/das
to swim U6/12 [tə swɪm] schwimmen their U1/4 [ðeə] ihr; deren
swimming pool U9/2 [swɪmɪŋ puːl] Schwimmbecken them U1/1 [ðəm] sie; ihnen
to swing U3/12 [tə swɪŋ] schwingen theme park U3/T1 [θiːm pɑːk] Vergnügungspark
to switch off U1/16 [tə swɪtʃ ɒf] ausschalten then U1/4 [ðen] dann, danach
to switch on U1/16 [tə swɪtʃ ɒn] an-/einschalten there U1/1 [ðeə] da, dort
swollen U13/T6 [swəʊlən] geschwollen there is/are U2 [ðeə ɪz ɑː] es gibt, da ist/sind
sword U14/3 [sɔːd] Schwert these U1/9 [ðiːz] diese (dort)
they U2/1 [ðeɪ] sie
T thing U1 [θɪŋ] Ding, Gegenstand
table U11/T5 [teɪbl] Tisch to think U1/OYW1 [tə θɪŋk] denken
tablet U1/13 [tæblət] Tablet to think about U9/20 [tə θɪŋk nachdenken über
to take U7/4 [tə teɪk] (mit-)nehmen əˈbaʊt]

to take sb. back [tə teɪk jdn. zurückbringen to think of U5/T2 [tə θɪŋk əv] denken an
U9/10 sʌmbədi bæk] thirteen U1/1 [θɜːˈtiːn] dreizehn
to take (a long time) [tə teɪk ə loŋ (lange) dauern this U1/OYW1 [ðɪs] dieser/diese/dieses
U13/6 taɪm] This is me. U5/12 [ðɪs ɪz mi] Das bin ich.
Take me by the hand! [teɪk mi baɪ Nimm mich bei der those U10 [ðəʊz] diese; jene
U5/F ðə hænd] Hand!
thousand U10/1 [θaʊznd] tausend
to take off U6/1 [tə teɪk ɒf] herunternehmen,
three U1/1 [θriː] drei
ausziehen
thrilling U14/11 [θrɪlɪŋ] aufregend, spannend
to take out U1/16 [tə teɪk aʊt] herausnehmen
to throw U8/10 [tə θrəʊ] werfen
to take photos U13/8 [tə teɪk Fotos machen
fəutouz] Thursday U4/8 [θɜːzdeɪ] Donnerstag
to take place U12/5 [tə teɪk pleɪs] stattfinden to tick U1/7 [tə tɪk] an-/abhaken
to talk U1/1 [tə tɔːk] sprechen, sich to tickle U8/8 [tə tɪkl] kitzeln
unterhalten tie U1/OYW2 [taɪ] Krawatte
to talk about U2/8 [tə tɔːk sprechen über tiger U4/S2 [taɪɡə] Tiger
əˈbaʊt] tights U8/1 [taɪts] Strumpfhose
to talk to sb. [tə tɔːk tuː] mit jdm. sprechen
time U1 [taɪm] Zeit
U13/OYW4
(three) times a day [taɪmz ə deɪ] (drei) Mal am Tag
tall U3/11 [tɔːl] groß; hoch
U9/2
tank U9/2 [tæŋk] hier: Aquarium
time of the day U4 [taɪm ɒv ðə Tageszeit
task U1/9 [tɑːsk] Aufgabe, Übung deɪ]
taxi U11/T5 [tæksi] Taxi time preposition U12 [taɪm Zeitpräposition
tea U7/4 [tiː] Tee prepəˈzɪʃn]
to teach U11/5 [tə tiːtʃ] unterrichten, lehren tin U10/3 [tɪn] Dose
teacher U5/OYW2 [tiːtʃə] Lehrperson tiny U14/6 [taɪni] winzig
team U13/5 [tiːm] Team tired U3/6 [taɪəd] müde
telephone U14/G [telɪfəʊn] Telefon title U13/17 [taɪtl] Titel
to tell U3/4 [tə tel] erzählen to U1/1 [tə] zu; bis; nach

146 WORDLIST
(five) to (four) U11/1 [tuː] (fünf) vor (vier) unfair U5/OYW2 [ʌnˈfeə] ungerecht, unfair
today U4/6 [təˈdeɪ] heute unhappy U13/T6 [ʌnˈhæpi] unglücklich
tofu U7/13 [təʊfuː] Tofu unit U1 [juːnɪt] Lektion; Einheit
together U7/4 [təˈɡeðə] zusammen universe U12/S6 [juːnɪvɜːs] Universum
tomato (pl tomatoes) [təˈmɑːtəʊ, Tomate until U9/10 [ənˈtɪl] bis
U7/4 təˈmɑːtəʊz] unusual U9 [ʌnˈjuːʒuəl] ungewöhnlich,
tomorrow U1/12 [təˈmɒrəʊ] morgen außergewöhnlich
tongue U5/8 [tʌŋ] Zunge up U1/16 [ʌp] hinauf; hier: auf
tonight U8/10 [təˈnaɪt] heute Abend; heute upstairs U5/T2 [ʌpˈsteəz] oben
Nacht
us U2/9 [əs] uns
too U1/12 [tuː] auch
USA (United States [juːesˈeɪ, Vereinigte Staaten
tooth (pl teeth) U3/2 [tuːθ, tiːθ] Zahn of America) U10/6 jʊˈnaɪtɪd steɪts (von Amerika)
tortoise U9/1 [tɔːtəs] Schildkröte ɒv əˈmɛrɪkə]
to touch U5/8 [tə tʌtʃ] berühren, anfassen to use U1 [tə juːz] verwenden, benutzen
tourist U4/4 [tʊərɪst] Tourist/Touristin useful U3/T1 [juːsfl] nützlich
town U10/6 [taʊn] Stadt usually U7/4 [juːʒuəli] gewöhnlich,
town council [taʊn ˈkaʊnsl] Stadtrat normalerweise
U13/OYW4
toy U9/10 [tɔɪ] Spielzeug V
train U2/4 [treɪn] Zug
vase U7/T3 [vɑːz] Vase
trainers U8/1 [treɪnəz] Turnschuhe
vegetables (pl) U7/4 [vedʒtəbl] Gemüse
trap U10/S5 [træp] Falle
vegetarian U7/4 [vedʒəˈteəriən] Vegetarier/Vegetarierin
treasure U3/F [treʒə] Schatz
veggie (informal) [vedʒi] Gemüse
tree U2/1 [triː] Baum U7/13
trip U3/12 [trɪp] Ausflug, Reise verb U2 [vɜːb] Verb, Zeitwort
to be in trouble U13/1 [tə biː ɪn in Schwierigkeiten sein very U1/12 [veri] sehr
trʌbl]
vet U13/OYW4 [vet] Tierarzt/Tierärztin
trousers (no pl) U8/1 [traʊzəz] Hose
violin U6/6 [vaɪəˈlɪn] Geige
true U1/9 [truː] richtig; wahr
to visit U9/10 [tə vɪzɪt] besuchen
to try U5/3 [tə traɪ] versuchen
vlog U1/OYW1 [vlɒɡ] Videoblog
Try it! U4/S2 [traɪ ɪt] Versuch(t) es!
vocabulary U1/6 [vəˈkæbjələri] Vokabeln, Wortschatz
to try on U8/4 [tə traɪ ɒn] anprobieren
voice U14/6 [vɔɪs] Stimme
Tuesday U4/8 [tjuːzdeɪ] Dienstag
to vote (for) [tə vəʊt fə] wählen, abstimmen (für)
Tunisia U15/1 [tjuˈnɪziə] Tunesien U13/OYW4
to turn over U9/OYW3 [tə tɜːn ˈəʊvə] umdrehen
to turn U14/13 [tə tɜːn] sich umdrehen W
TV U7/G [tiːˈviː] Fernseher; Fernsehen
to wait U6/10 [tə weɪt] warten
twelve U1/1 [twelv] zwölf
Wait a moment. [weɪt ə Warte(t) einen Moment.
twenty U1/1 [twenti] zwanzig
U11/T5 ˈməʊmənt]
twice U9/2 [twaɪs] zweimal
to wait for U6/S3 [tə weɪt fə] warten auf
twin U3/T1 [twɪn] Zwilling
to wake sb. up U11/5 [tə weɪk ʌp] jdn. aufwecken
two U1/1 [tuː] zwei
to walk U5/8 [tə wɔːk] (zu Fuß) gehen
Two more to go! [tuː mɔː Noch zwei weitere
to walk around [tə wɔːk umhergehen,
U10/S5 tuː ɡəʊ] (ausstehend)!
U9/T4 əˈraʊnd] herumspazieren
type (of) U14 [taɪp ɒv] Art/Sorte (von)
to walk away U10/6 [tə wɔːk əˈweɪ] fortgehen, weggehen
to walk down U11/8 [tə wɔːk daʊn] hinuntergehen
U
to walk home U14/6 [tə wɔːk nach Hause gehen
uncertainty U7/T3 [ʌnˈsɜːtnti] Unsicherheit həʊm]
uncle U5/OYW2 [ʌŋkl] Onkel to walk the dog U11/8 [tə wɔːk ðə mit dem Hund Gassi
under U2/1 [ʌndə] unter dɒɡ] gehen
to understand U1 [tə verstehen wall U8/10 [wɔːl] Wand
ʌndəˈstænd] walnut U7/4 [wɔːlnʌt] Walnuss

WORDLIST 147
 to want U1/1 [tə wɒnt] wollen; wünschen why U4/6 [waɪ] warum
warm U7/4 [wɔːm] warm wide U14/6 [waɪd] weit; breit
to wash U5/OYW2 [tə wɒʃ] waschen wide-mouthed frog [waɪdmauθd Breitmaulfrosch
washing machine [wɒʃɪŋ Waschmaschine U1/8 froɡ]
U10/4 məˈʃiːn] to wiggle U5/8 [tə wɪɡl] wackeln (mit)
watch U6/9 [wɒtʃ] Uhr wild U6/8 [waɪld] wild
to watch U1/OYW1 [tə wɒtʃ] ansehen; zuschauen wildlife park U2/4 [waɪldlaɪf Naturpark, Wildpark
to watch TV U7/G [tə wɒtʃ fernsehen pɑːk]
ˌtiː ˈviː] to win U8/10 [tə wɪn] gewinnen
water U7/1 [wɔːtə] Wasser window U1/16 [wɪndəʊ] Fenster
watercolour U1/11 [wɔːtəkʌlə] Wasserfarbe windy U13/8 [wɪndi] windig
wave U13/1 [weɪv] Welle winner U8/10 [wɪnə] Gewinner/Gewinnerin
way U5/OYW2 [weɪ] Art, Weise wise U10/9 [waɪz] weise
way U1/1 [weɪ] Weg with U1/5 [wɪð] mit
we U1/1 [wi] wir wolf (pl wolves) U6/8 [wʊlf, wʊlvz] Wolf
weak U14/12 [wiːk] schwach woman (pl women) [wʊmən, Frau
U6/2 wɪmɨn]
to wear U1/OYW1 [tə weə] tragen (Kleidung)
wood U6/8 [wʊd] Holz
weather U11/21 [weðə] Wetter
wood(s) U6/8 [wʊd] Wald
Wednesday U4/8 [wenzdeɪ] Mittwoch
wooden leg U3/2 [wʊdn leg] Holzbein
week U1/1 [wiːk] Woche
word U1/1 [wɜːd] Wort
weekend U14/5 [wiːkˈend] Wochenende
to work U1/5 [tə wɜːk] arbeiten
welcome U1/OYW1 [welkəm] willkommen
world U1/1 [wɜːld] Welt
You're welcome. [jɔː ˈwelkəm] Nichts zu danken.,
U10/12 Keine Ursache., Gern to worry U4/S2 [tə wʌri] sich Sorgen machen
geschehen. worst U13/OYW4 [wɜːst] schlimmste/r/s;
well U1/8 [wel] nun (ja), tja schlechteste/r/s
Well done. U6/S3 [wel dʌn] Gut gemacht! would U7/T3 [wʊd] würde/n, würdest
west U1/1 [wɛst] Westen Wow! U1/12 [waʊ] Wow! Toll!
wet U4/4 [wet] nass, feucht to write U1 [tə raɪt] schreiben
what U1/9 [wɒt] was wrong U3/11 [rɒŋ] falsch; nicht in Ordnung
What about ...? U8/4 [wɒt əˈbaʊt] Was ist mit …?, Wie wär's
mit …? Y
What can I do for you? [wɒt kən aɪ Was kann ich für dich/
year U2/6 [jɪə] Jahr(gang)
U10/12 duː fə(r) ju:] Sie tun?
yellow U1/12 [jeləʊ] gelb
What else? U10/6 [wɒt els] Was (sonst) noch?
yes U1/4 [jes] ja
what if U15/5 [wɒt ɪf] was geschieht, wenn
yesterday U12/10 [jestədeɪ] gestern
What is it? U2/1 [wɒt ɪz ɪt] Was ist los?
you U1 [juː] du
What’s it about? [wɒts ɪt Worum geht es?
young U1/1 [jʌŋ] jung
U14/16 əˈbaʊt]
your U1 [jə] dein/e
What’s happening? [wɒts Was ist (hier) los?
U4/S2 hæpənɪŋ] yourself U2 [jɔːˈself] du/Sie/ihr selbst
What’s the problem? [wɒts ðə Was ist das Problem? yummy (informal) [jʌmi] lecker
U5/T2 ˈprɒbləm] U7/1
What’s the time? U11 [wɒts ðə Wie spät ist es?
taɪm] Z
What’s your name? [wɒts jɔː Wie heißt du?, Wie
zebra U9/3 [ziːbrə] Zebra
U1/4 neɪm?] heißen Sie?
zoo U2 [zuː] Zoo
wheel U9/9 [wiːl] Rad; hier: Laufrad
zookeeper U13/OYW4 [zuːkiːpə] Zoowärter/Zoowärterin;
when U4/5 [wen] wenn, als
Tierpfleger/Tierpflegerin
where U2/1 [weə] wo; wohin
which U9/OYW3 [wɪtʃ] welcher/welche/welches
white U1/12 [waɪt] weiß
who U5/4 [huː] wer

148 WORDLIST
Acknowledgements
The publisher would like to thank the following for their kind permission to reproduce the following photographs and other copyright
material:
p13 Tetra Images (Ellen), p17 Cheltenham Media (lion), p53 imageBROKER (Linh) / Ian Allenden (Tamar) / Cavan Images (barbecue),
p76 Malcolm Haines (fifty pound note, twenty pound note) / PhotoEdit (five pound note, ten pound note), Andrew Walters (one
pound coin), p77 sjbooks (book) / David J. Green (magazine), p84 Lou Linwei (eye exercise left) / Imaginechina Limited (eye exercise
middle, eye exercise right), p100 Ladi Kirn (cave rescue) / Ashley Cooper (mountain rescue), p102 Jeff Gilbert, p110 RGR Collection
(quiz show) / STUDIO GHIBLI / Ronald Grant Archive (cartoon), p115 Greg Balfour Evans (Harry Potter book cover) / razorpix (Gangsta
Granny book cover) / Art Directors & TRIP (Action Comics) | Alamy; © Bloomsbury p115 cover image of PIRATES! by Celia Rees /
HARRY POTTER AND THE DEATHLY HALLOWS by Joanne K. Rowling; © DC Comics p115 cover image of SUPERMAN 1 by Dennis O’Neil
and E. Nelson Bridwell; p2 Iakov Filimonov (kids playing football) / Robert Kneschke (guitar lesson) / Monkey Business Images (kids
doing homework), p8 Martinmark (blackboard) / Katarzyna Bialasiewicz (children), p11 Sofya Dushkina (background), p13 Anton
Starikov (hairband) / Doupix (hat) / Igor Zakharevich (jeans) / Chernetskaya (shirt, socks, T-shirt) / Denya Kovtun (skirt) / Marilyn Gould
(sunglasses) / Ingvald Kaldhussater (blue and red tie) / Marusea Turcu (sweater) / Edwardshtern (blazer) / Phillip Roberts (shoes) /
Pixelrobot (green and white tie) / Morganlstudios (Leo) / lofoto (Leah) / Monkey Business Images (girl, Freddie), p14 Stockyimages
(girl) / Nicholas Burningham (boy), p15 Romrodinka (boy), p17 Angela Ho (giraffes) / Dean Bertoncelj (penguins) / Qualit Design
(background) / Marsymn (dog), p25 Yevgenii Movliev (skull and crossbones) / Andreykuzmin (game background) / p28 Adam121
(cinema) / Photopassjonata (funfair) / Satjawat Boontanataweepol (shopping) / Softdreams (swimming) / Blake Billings (skateboarder)
/ Arne 9001 (bowling), p30 Nikhil Patil (happy boy), p34 Syda Productions (boy), p41 Monkey Business Images, p43 Seventyfourimages
(boy at the supermarket) / Lacheev (girl in the kitchen) / Ocusfocus (money) / Kurhan (two boys washing a car), p44 Aleksandar Tatic
(house) / Joe Hendrickson (bathroom) / Alterfalter (kitchen) / Irina88w (garden) / Daniel Krylow (garage), p47 Monkey Business Images,
p48 Fcsabi (London background), p51 Manav Lohia (girl) / Monkey Business Images (classroom) / Afxhome (fish) / Roman Samokhon
(gorilla) / Isselee (lion) / Kerry Hill (pelican), p52 Natika (red peppers) / Sai0112 (water) / Kaan Kurdoglu (bread) / Boarding1now
(cucumbers) / Gcpics (nuts) / Chernetskaya (ham) / Ashwin Kharidehal Abhirama (grapes) / Yuliia Davydenko (sausages) / Grafner (ice
cream) / Nevinates (apple) / Ovydyborets (cheese) / David Koscheck (egg) / Prostockstudio (fish) / Yurakp (orange) / Petro Korchmar
(meat) /Tharvron Posri (corn) / Katerynabibro (pumpkin) / Rainer Junker (milk) / Syda Productions (children), p53 DiversityStudio1
(Lethabo) / Daniela Baumann (spring rolls) /Jispring (khachapuri) / Natalia Mylova (corn bread), p54 Noriko Cooper (man in blue shirt)
/ Darren Baker (woman) / Onion (girl with pink cap) / Dragonimages (boy with blue shirt) / Monkey Business Images (boy in classroom)
/ Sergey Novikov (Kate, Mark), p55 Pipa100 (girl) / Pahham (Nella) / Annworthy (Shu-hui) / Atoss1 (orange) / Maria Kunz (cucumber) /
Supot Trakulworapunya (carrot) / Inga Nielsen (spaghetti) /Philip Kinsey (spring rolls) / Natika (peppers) / Mada Jimmy (bread) / Karenr
(ice cream), p56 Monkey Business Images (canteen) / Chernetskaya (hamburgers), p58 Pixelrobot (purse) / Viktoriia Kulish (vase) /
Elnur (necklace) / Lonely11 (perfume) / Tany Dimitrova (scarf) / Jelena Katavic (book), p60 Syda Productions (boy and girl), p66 Farinoza
(dog) / Verastuchelova (six mice) / Vasyl Helevachuk (budgie, pony) / Ovydyborets (one fish) / Alptraum (mouse) / Andrii Hrytsenko
(rat) / Subbotina (hamster) / Lars Christnsen (eight fish) / Nynke Van Holten (cat) / Jamraslamyai (tortoise) / Judith Kiener (two cats) /
Cynoclub (two ponies) / Zts (rabbit) / Isselee (three guinea pigs) / Galyna Syngaievska (guinea pig) / Steven Melanson (shark) / Lasse
Ansahrju (pot bellied pig) / Brian Kushner (owl) / Sylvain Robin (man) / Willeecole (cage) / JaCrispy (tank) / Darko Pohl (pool), p67 Brad
Thompson (camel) / Pixworld (cheetah) / Abeselom Zerit (snow leopard) / Amanda Melones (lizard) / Nicholaas Van Huyssteen (zebra)
/ Leerobin (spider), p68 Jose Manuel Gelpi Diaz (boy) / Murali Nath (girl), p70 Fifoprod (frog) / Isselee (cat) / Volodymyr Melnyk (dog) /
Kontur-vid (tortoise) / Micw (spider) / Vasyl Helecachuk (budgie) / Monkey Business Images (blogger), p74 Hou Guima (T-shirt) / Jaka
Vukotič (musical element) / Photobox28 (skirt) / Yana Bardichevska (jeans) / Ian Andreiev (shoes) / Meepoohya (dress) / Firina (cap),
p76 Claudiodivizia (fifty pence coin, five pence coin, one penny, ten pence coin, twenty pence coin, two pence coin, two pounds), p77
Wavemovies (mobile phone) / Thatpichai (T-shirt) / Saiko3p (jeans) / Richard Van Der Spuy (dog food) / Dean Bertoncelj (computer
game) / Juan Moyano (sweets) / Destina156 (red headphones) / Dimitrii Kiselev (black headphones) / Anton Starikov (scooter) / Petr
Malyshev (key ring) / Seksan Panpinyo (black smartphone), p82 Monkey Business Images (two students), p83 Roman Sambroskyi (boy
1) / Sergey Novikov (boy 2) / Hongqi Zhang (aka Michael Zhang) (girl), p88 Andrea Demidova (girl) / Trendsetterimages (boy), p89 BY
(cottage) / Lianem (postcard), p90 Eugenesergeev (taxi) / Tung Cheung (train) / Juwangkun (bus) / Ssuaphoto (plane) p93 Darren Baker
(boy), p96 Mohamed Osama (boy) / Rido (girl), p99 Jarenwicklund, p100 Bob Suir (coastguard) / Kiattisak Chaisamutr (bomb disposal),
p103 Lacheev (broken leg), p105 Antonello Marangi (girl with poster) / Belish (girl with plastic bac) / Kawaiikavachay (boy with poster),
p108 Mark Fairey (black eye) / Canduscamera (cut knee) / Yulia Petrova (broken leg), p110 Wisconsinart (fantasy film) / 3000ad (science
fiction film) / Christian Bertrand (music show) / Leerobin (reality show) / Ondřej Prosický (nature programme) / Osons163 (romantic
film) / Cristi Bucurie (news programme) / Stokkete (detective film) / Agenzia LiveMedia (sports programme), p111 Tracy Whiteside
(Paula) / Denis Ivanov (Michael) / Prostockstudio (girl with laptop), p115 Sirikornt (boy) / Darrinhenry (girl), p118 Monkey Business
Images (Bilal) / Natalya Vilman (Elisabeth) / Daniel Thornberg (Paul) / Poike2017 (Croatia) / Marco Antonio Rodriguez Rodriguez
(holiday icons) / Sean Pavone (New York) | Dreamstime.com; © Hanser p115 cover image of ELEANOR & PARK by Rainbow Rowell;
© Gareth James p17 Cotswold Park and Gardens (https://www.geograph.org.uk/ photo/5413819), train (https://www.geograph.
org.uk/photo/5413823); © HELBLING p87, p88 (children in classroom); © iStockphoto.com p17 kali9 (guide), p18 Jbryson (girl) /
imagepointphoto (boy), p22 Paolo Scarlata (Jack Sparrow), p34 Rawpixel Ltd (girl), p84 Jasonfang (boy running), p93 PeopleImages
(girl), p108 vidka (swollen ankle), p110 RichLegg (game show), p118 ipandastudio (Julia), p120 Fatcamera (children); © MacMillan
Children’s Books p115 cover image of READ ME 2 by Gaby Morgan (Editor); © Scholastic p115 cover image of GOOSEBUMPS by R.L.
Stine; p13 homydesign (red-black-white tie) / S. Togulev (yellow-grey tie) / Alvin Ganesh (black-orange tie), p38 Pavel K (drummer) /
Dervish45 (saxophone player) / NiklsN (singer) / Petrafler (guitarist, keyboard player), p48 Woodhouse (Holmes), p76 pixeldreams.
eu (background), p84 LizCoughlan (girl with horse), p100 kelttt (emergency icons) | Shutterstock.com; © Walker Books p115 cover
image of THE TALE OF DESPERAUX by Kate DiCamillo
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