zielsicher Englisch, Handel, Schulbuch

zielsicher – Englisch Skills topay thebills 1. Your teacherwillgive you apink,agreen and a yellow stickynote. 2. Label your stickynotes – seeA,B,Con the right. 3. Place allof your stickynotesonto theblackboard. 4. Then choose classmates’notesof each colour. 5. Look for thepeoplewhowrote allof thenotes you chose.As you talk to your classmates,ask them what theywrotedown,even if their answers are noton your stickynotes! 6. Once someonewhohasoneof yournotes finds you, stick yournoteonto your clothing.Once you have allof your stickynotesback,goback to your desk. 7. On thepink andgreen stickynotes,writedown thenamesof any classmates that you couldhelpwith your skill.On the yellow stickynote, writedown someonewho couldhelp you! Imagine you are about tobe interviewedon television. What shouldotherpeople know about you? Whatwould youprefer to keep secret?Writedown five interviewquestions that youwould like to talk aboutwith the journalistonTV. Find apartner in your class that youhavenothad a chance to talk to yet. Ask them the listofquestions youwrote for yourself.Tell themhow youwould answer thequestion, too. After interviewing yournewpartner,write 10 sentences about them. TallestTower:Your teacherwilldivide your class into evenlynumberedgroups. Eachgroupwillbegiven scissors, tape,glue ,and 50cm of string and either 30pieces ofA4paper OR 20pieces ofpasta .Youwillhave 15–20min. tobuild a tower.Present your tower to your classmates and explainhow youdecidedwhat todo. 06 A2–B1 C On the yellow stickynote,write down something that ishard for you that youmightneed helpwith! B On thegreen stickynote,write down something that you can fix, make,orbuild. A On thepink sticky note,writedown a school subject that you are reallygood at. 07 A2–B1 08 A2–B1 09 A2–B1 Whowas responsible forbeing • a leader • aproblem solver • abuilder • a supporter in your team? The tallest, strongest tower wins! Themost beautiful tower gets anhonourablemention! I thinkwe shouldbuildour tower like this… I think itwouldbe (stronger) ifwe did (this)… Can youhelpmewith… ? Can youpass the scissors/glue/ paper/tape/string/…? Usefulphrases: 10 Unit 1 Interaction What are some important things to say about yourselfwhen you introduce yourself? a) Only tellpeople yourname, yourprofession and age. b) Tellpeople the things that are in a),but alsomentionwhere you come from andwhat you like todo. c) Invent anewperson.Noonehas to knowwho you really are. d) Talk about yourhobbies. Writedown five things about yourself. individual answer Match thewords and theirdefinitions. 1. 2. 3. 4. 5. ability strength weakness mistake skill A B C D E something that someone cannotdo verywell something that youhavenotdone correctly aparticular ability that involves special training and experience something that someonedoes verywell the factofbeing able todo something What is a “first impression”? a) It iswhat you think about someonewhen you firstmeet them. First impressions areoften really importantwhengetting to knownewpeople. b) It’s a kindofpainting. c) It is theonly time you candecidewhether to like someone. 10 A2 ✗ 11 A1 12 A2 13 A2 ✗ What I cannowdo: ●● Iknowwhat is importantwhen introducingmyself. ➤ 10 Ichweiß,waswichtig ist,wenn ichmich vorstelle. ●● I can introducemyself inEnglish. ➤ 11 Ich kannmich selbstaufEnglisch vorstellen. ●● I canmatchwords from thisunit to theirdefinitions. ➤ 12 Ich kannWörternausdiesemKapitel ihreDefinitionen zuordnen. ●● I can explainwhat a “first impression” is. ➤ 13 Ich kann erklären,was ein „ersterEindruck” ist. 1 May I introducemyself? Check yourself 11 Listen toHannah introduceherself toherEnglish class. Howdid shedo?Whatwould you add toher introduction? What’s thenameofher job inEnglish? Shedoesn’t know it yet. Do you know thenameof your job inEnglish? Thebeginningof the answer is inside thequestion. First,underline the information asked forby thequestion.Then,writeout yourownpersonal answers. What’s yourname? My name is … Where are you from? I’m from … Whatdo you like todo for fun? I like to (do) … for fun. Whatprofession are you learning at vocational school? I am learning to be a … at vocational school. How longhave youbeenworking as an apprentice? I have been working atmy company for … How longhave youbeen learning English? I have been learning English for … (years,months …). Do you thinkEnglish is important to your future atwork? Yes, I think that English will be important tome. No, I don’t think … Write in anewquestion that youwould like to answer about yourself. Newquestion Answer 01 A2 listening yr85yq Wordbank first impression erster Eindruck apprentice Lehrling assignmentAufgabe introductionVorstellung vocational schoolBerufsschule 02 A1–A2 03 A2 What’s your favourite food? Burritos and guacamole! Everyone isnervouson their firstdayof school,but it canbe fun toget to know your classmates and teachers.WhenHannah saw this listofquestionswrittenon theblack- board inEnglish class, shebecame very nervous…would shehave to talk about herself at thebeginningof class? What should she say inorder tomake a good introduction?Whatwould you say in order tomake agood first impression? May I introduce myself? Pop Quiz: • What’s your name? • What do you like to do for fun? • What profession are you learning at vocational school? • How long have you been working? • How long have you been learning English? • Do you think learning English is important to your future at work? 8 Unit 1 Ihope it’sokay tomake mistakes… Introduce yourself to apartner. Then, listen to their introduction andwrite abouthimorherhere: Mypartner’sname is… He/She is… yearsold. He/She likes to (do…hobbies) He/She is learning tobe a (profession). He/Shehasbeenworking in that field for… (years/months) He/Shehasbeen learningEnglish for… (years/months). Describe your strengths andweaknesses. Whichof these abilities and skills apply to you?What seems like an impossible skill?Discuss your answerswith apartner. Whichoneswould you like tohave? Howdo you think you couldbecomegood at someof these skills? J =That’sme! K =Maybe I coulddo that if I tried… L =Oh, I can’tdo that. Abilities and skills J K L I can follow step-by-step instructionswell. I’m athletic. I’m fast and reactquickly to changes. Iplaywellon a team and I love a challenge. I’m a “multi-tasker”! I canworkon severaldifferent tasks atoncewithoutgetting confused. Ihavehigh standards formywork.Evenwhen I’m stressedout, Iwant tomake sure Ido agood job. I love towrite! Letters, stories,emails – it all comesnaturally tome. I amgood at fashion and I always lookmybest. I can alsohelp friends find clothes that suit them. I am agood leader. I canmotivatepeople toworkwell together and enjoygetting the jobdone. I canunderstandhow somethingworksby looking at it,orby looking atplansordiagrams. I’mgood at languages. I can speak, read andwrite inGerman,English (and…) I’mgood atworkingwithmyhands (e.g. cuttingordrawing) I’mgood atmaths. I’mopen-minded. I like to tryoutnew things. Mosaic Use thewords from the star towrite agoal for this year. 04 A2 Tip •Use thequestions in task 02 tohelp you write about yourpartner. •Theword “you” canbe changed to your partner’sname, “mypartner”, and of course “he” or “she”. •Don’t forget to add “s” to the verb: he like s 05 A2–B1 Wordbank strength Stärke weakness Schwäche describebeschreiben skill Fertigkeit ability Fähigkeit challengeHerausforderung taskAufgabe confuseddurcheinander stressed out total gestresst open-minded aufgeschlossen 9 May I introducemyself? 1 Für jedes Kapitel gibt es zwei bis drei Doppelseiten . Die ersten beiden Doppelseiten dienen zum Aufbau des Wort- schatzes und zum Erwerb von grundlegenden Kompetenzen . Die folgende Doppelseite  ent­ hältpraktische Anwendungen sowie darüber hinausgehende Aufgaben und eine Möglichkeit zur Selbstüberprüfung . Niveaustufen des GERS (= Gemeinsamer Europäischer Referenzrahmen für Sprachen) Zur Orientierung werden die Kompetenzniveaus bei jeder Aufgabe angegeben: A1, A1-A2, A2, A2-B1, B1 Kompetenzniveau A beschreibt eine elementare Sprachverwendung (NMS, PTS, AHS-Unterstufe) – bei vielen Aufgaben soll das Niveau A2 gefestigt werden. Kompetenzniveau B beschreibt eine selbst­ ständige Sprachverwendung (B2 = Matura­ niveau) – in jeder Unit gibt es auch Aufgaben, die Kenntnisseerweitern und zur selbständigen Sprachverwendung anregen, hauptsächlich auf Niveau B1 (Berufsschule). Kompetenzniveau C beschreibt eine kompetente Sprachverwendung (FH, Universität) Manche Aufgaben können auf unterschiedlichen Niveaus gelöst werden. Wie arbeite ich mit diesem Buch? 2 Nur zu Prüfzwecken – Eigentum des Verlags öbv