1641 5 Aufl 2016 - handwerk-technik.de€¦ · IV handwerk-technik.de Inhaltsverzeichnis Skills...
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III handwerk-technik.de Inhaltsverzeichnis Skills Grammar Unit 1 Me and my job . . . . . . . . . . . . . . . . . . . . . . 1 This is me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Talking about hobbies . . . . . . . . . . . . . . . . . . . . . . . . . 3 At the job centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Training on the job . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Working with a text Talking about hobbies Working with a text Writing a letter, creating a brochure Personal and possessive Pronouns I The verb “to be” Simple Present Unit 2 In the nursery school . . . . . . . . . . . . . . . 11 A day in the nursery school . . . . . . . . . . . . . . . . . . . 12 Janet’s first day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Meeting and greeting people at work . . . . . . . . . 18 Inside the classroom. . . . . . . . . . . . . . . . . . . . . . . . . . 19 Working with a text Speaking about daily routines Meeting and greeting people Describing a nursery classroom Present Continuous Present Continuous and Simple Present Prepositions of place Unit 3 Outside the nursery school . . . . . . . . . 23 Outdoor play areas . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Outdoor activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Safety first . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Going on an outing . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Giving directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Describing a play area Writing a letter to parents Giving directions Can and can’t Need, needn’t – must, mustn’t Prepositions describing directions Unit 4 Families . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 What makes up a family? . . . . . . . . . . . . . . . . . . . . . 35 Who is who in Sandra Miller’s family? . . . . . . . . . . 36 What is a typical family? Four family portraits . . 39 Childminders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Work report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Describing family trees Describing family types Genitive Possessive Pronouns II Simple Past Unit 5 Toys and games . . . . . . . . . . . . . . . . . . . . 49 Choosing toys for children . . . . . . . . . . . . . . . . . . . 50 Buying toys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Children, children, children . . . . . . . . . . . . . . . . . . . 56 Play with me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Giving advice on toys Making suggestions, filling in forms Playing games Adjectives and Comparison Quantifiers Unit 6 Holidays around the year . . . . . . . . . . . 59 Celebrating Halloween . . . . . . . . . . . . . . . . . . . . . . . 60 Preparing for Halloween in the classroom . . . . . 61 Thanksgiving – the story . . . . . . . . . . . . . . . . . . . . . . 66 Working with a text Performing, decorating in class Working with a text Future Unit 7 Children from birth to three . . . . . . . . . 69 Caring for infants and toddlers . . . . . . . . . . . . . . . . 70 The care environment for children under three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Training and learning in crèches . . . . . . . . . . . . . . 75 Analysing body language Planning a baby-friendly environment Planning activities for children under three Reported Speech Unit 8 Nursery school and kindergarten abroad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 At an American kindergarten in Wamego, Kansas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 At a British nursery school . . . . . . . . . . . . . . . . . . . . 80 The terms kindergarten and nursery school . . . 82 A daily report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Analysing different approaches to childcare Keeping track of a child’s develop- ment Present Perfect Unit 9 Being ill . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Signs that children are not feeling well . . . . . . . . 88 A phone call to Nora’s mother . . . . . . . . . . . . . . . . . 89 Poorly children, worried parents . . . . . . . . . . . . . . 90 Hygiene in a nursery school . . . . . . . . . . . . . . . . . . . 91 The first-aid box . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Small accidents and injuries . . . . . . . . . . . . . . . . . . 95 Working with a text Making a phone call Working with a text Setting rules for hygiene Recording accidents Plural Present Perfect 1641_5_Aufl_2016.indb 3 19.07.16 22:38
Transcript of 1641 5 Aufl 2016 - handwerk-technik.de€¦ · IV handwerk-technik.de Inhaltsverzeichnis Skills...
IIIhandwerk-technik.de
Inhaltsverzeichnis
Skills GrammarUnit 1 Me and my job . . . . . . . . . . . . . . . . . . . . . . 1 This is me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Talking about hobbies . . . . . . . . . . . . . . . . . . . . . . . . .3 At the job centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Training on the job . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Working with a textTalking about hobbiesWorking with a textWriting a letter, creating a brochure
Personal and possessive Pronouns IThe verb “to be”Simple Present
Unit 2 In the nursery school . . . . . . . . . . . . . . . 11 A day in the nursery school . . . . . . . . . . . . . . . . . . . 12 Janet’s first day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Meeting and greeting people at work . . . . . . . . . 18Inside the classroom. . . . . . . . . . . . . . . . . . . . . . . . . . 19
Working with a textSpeaking about daily routinesMeeting and greeting people Describing a nursery classroom
Present ContinuousPresent Continuous and Simple PresentPrepositions of place
Unit 3 Outside the nursery school . . . . . . . . . 23Outdoor play areas . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Outdoor activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Safety first. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Going on an outing. . . . . . . . . . . . . . . . . . . . . . . . . . . 28Giving directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Describing a play area
Writing a letter to parents Giving directions
Can and can’tNeed, needn’t – must, mustn’tPrepositions describing directions
Unit 4 Families . . . . . . . . . . . . . . . . . . . . . . . . . . . 35What makes up a family? . . . . . . . . . . . . . . . . . . . . . 35Who is who in Sandra Miller’s family?. . . . . . . . . . 36What is a typical family? Four family portraits . . 39Childminders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Work report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Describing family treesDescribing family types
GenitivePossessive Pronouns IISimple Past
Unit 5 Toys and games . . . . . . . . . . . . . . . . . . . . 49Choosing toys for children . . . . . . . . . . . . . . . . . . . 50Buying toys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Children, children, children . . . . . . . . . . . . . . . . . . . 56Play with me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Giving advice on toysMaking suggestions, filling in forms
Playing games
Adjectives and ComparisonQuantifiers
Unit 6 Holidays around the year . . . . . . . . . . . 59Celebrating Halloween . . . . . . . . . . . . . . . . . . . . . . . 60Preparing for Halloween in the classroom . . . . . 61Thanksgiving – the story. . . . . . . . . . . . . . . . . . . . . . 66
Working with a textPerforming, decorating in classWorking with a text
Future
Unit 7 Children from birth to three . . . . . . . . . 69Caring for infants and toddlers . . . . . . . . . . . . . . . . 70The care environment for childrenunder three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Training and learning in crèches . . . . . . . . . . . . . . 75
Analysing body language Planning a baby-friendly environmentPlanning activities for children under three
Reported Speech
Unit 8 Nursery school and kindergarten abroad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79At an American kindergarten in Wamego, Kansas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79At a British nursery school . . . . . . . . . . . . . . . . . . . . 80
The terms kindergarten and nursery school . . . 82A daily report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Analysing different approaches to childcareKeeping track of a child’s develop-ment
Present Perfect
Unit 9 Being ill . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Signs that children are not feeling well . . . . . . . . 88A phone call to Nora’s mother. . . . . . . . . . . . . . . . . 89Poorly children, worried parents . . . . . . . . . . . . . . 90Hygiene in a nursery school. . . . . . . . . . . . . . . . . . . 91The first-aid box . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Small accidents and injuries . . . . . . . . . . . . . . . . . . 95
Working with a textMaking a phone callWorking with a textSetting rules for hygiene
Recording accidents
Plural Present Perfect
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IV handwerk-technik.de
Inhaltsverzeichnis
Skills Grammar
Unit 10 Food and drink for children . . . . . . . . 97Give them a good start: breakfast . . . . . . . . . . . . . 98A balanced diet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100Breast or bottle? The importance of milk . . . . . 103Planning meals for children . . . . . . . . . . . . . . . . . . 104Making meals fun . . . . . . . . . . . . . . . . . . . . . . . . . . . 106Baking muffins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Talking about breakfast Analysing cereal boxesFinding arguments, writing an essayAnalysing a menu Understanding and writing a recipe Explaining a recipe
Conditional sentences type I and IISome and any
Unit 11 Family problems . . . . . . . . . . . . . . . . .111Searching for help – letters to the agony aunt 112Aggression in the family . . . . . . . . . . . . . . . . . . . . . 114A child suffers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118Why didn’t we react? . . . . . . . . . . . . . . . . . . . . . . . . 119
Answering letters, giving advice
Working with a text
The Passive
Unit 12 Children with special needs . . . . . . .123Andrew McArthur – a child with special needs 124Windham Integrated Nursery School . . . . . . . . . 126Choosing toys for children with special needs 130
Talking about special needsWorking with a textGiving advice on the integration of children
Who – which – that
Unit 13 Story time, rhyme time . . . . . . . . . . .133Books and stories for children . . . . . . . . . . . . . . . . 134Organizing a reading-aloud activity . . . . . . . . . . 135When are you coming back? . . . . . . . . . . . . . . . . . 136Nursery rhyme time – traditionals . . . . . . . . . . . . 140Activities with nursery rhymes . . . . . . . . . . . . . . . 141Creative writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142Let’s sing a song . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Working with a text
Working with a children’s storyWorking with nursery rhymes
Writing creativelySinging songs with children
Conjunctions
Unit 14 Children and TV . . . . . . . . . . . . . . . . . .145Sesame Street – one of the most famous children’s programmes . . . . . . . . . . . . . . . . . . . . . . 146Walt Disney and Donald Duck. . . . . . . . . . . . . . . . 150 Children’s TV heroes – what should they look like? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Working with a text
Giving point of views Discussing point of views
AdverbsUse of Adjective and Adverb
Unit 15 Nursery school as movie topic. . . . .155Let’s talk about the movies. . . . . . . . . . . . . . . . . . . 155The movie “Kindergarten Cop “. . . . . . . . . . . . . . . 156
Interpreting picturesAnalysing a movie
British and American English
Unit 16 Working abroad. . . . . . . . . . . . . . . . . .163European countries. . . . . . . . . . . . . . . . . . . . . . . . . . 163Changing places – Frederic’s diary . . . . . . . . . . . 164Applying for a job abroad. . . . . . . . . . . . . . . . . . . . 168The job interview. . . . . . . . . . . . . . . . . . . . . . . . . . . . 169Thoughts about my work experience in Britain 170
Talking about people’s originWorking with text and languageWriting letter of application and CV
Working with a text, role playing
Conditional sentences type III
Anhang
Methodenseiten . . . . . . . . . . . . . . . . . . . . . . . . . . . .173Wortschatz erweitern und Vokabeln lernen . . . . . 173Textfragen schriftlich beantworten . . . . . . . . . . . . . 174Wörter und Ausdrücke auf Englisch erklären. . . . . 175Konnektoren und Einleitungen . . . . . . . . . . . . . . . . . 176Häufige Fehlerquellen im Englischen . . . . . . . . . . . 178Einen zusammenhängenden Text schreiben . . . . 180Eine Erörterung („Essay“) schreiben . . . . . . . . . . . . . 181Die Mindmap. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182Der Geschäftsbrief . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Mediation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184Feedback geben . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185Informationen im Internet suchen . . . . . . . . . . . . . . 186Die Präsentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188Folie oder Plakat gestalten . . . . . . . . . . . . . . . . . . . . . 189Das Rollenspiel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Unregelmäßige Verben . . . . . . . . . . . . . . . . . . . . . . . . . 191Alphabetische Vokabelliste . . . . . . . . . . . . . . . . . . . . . 193
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