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=Basic Skills=
+
='''Letzte Schulaufgabe!!!'''=
 +
<br>
 +
==Vokabeln==
 +
* Unbedingt die Adjektive zur Charakterisierung lernen! => Arbeitsblatt!
 +
* Buch bis S. 150 "talent"
 +
* unregelmäßge Verben wiederholen!
 +
 
 +
==Charakterisierung==
 +
* Unbedingt die Arbeitsblätter zu Characterization ansehen (direct vs. indirect, eigene  Charakterizierung schreiben aus Textvorlage ...)
 +
* Hausaufgabe zur Characterisierung machen (Fabel: The Moth).  In ganzen Sätzen antworten, nicht bloß Stichpunkte!
 +
 
 +
==='''How to do a characterization:'''===
 +
 
 +
<u>1. Look for '''facts''' about character and use them to start your characterization!</u><br>
 +
 
 +
Example:
 +
Harry Potter is a twelve-year-old boy who has lost his parents and lives with the terrible family of his uncle and aunt.  Luckily he spends most of the year as student at Hogwart's school for wizards and witches. There his best friends are Ron and Hermione. He has dark hair, glasses and a scar on his forehead which he got when the evil sorcerer Lordf Voldemort killed his parents.
 +
<br>
 +
 
 +
THEN  find out about:
 +
:* relation to other characters
 +
:* what character says, does and thinks (sometimes we know this)<br>
 +
 
 +
<u>2. Draw your own conclusions (Schlussfolgerungen) from what you have found!</u><br>
 +
'''Do NOT simply retell all the character does and says at lenght)!'''<br>
 +
<br>
 +
''Example:'''<br>
 +
Harry Potter says: "Ron, we cannot let the troll kill Hermione ... we must help her - even if the troll is so much bigger than we are."<br>
 +
Harry runs towards the troll, then quickly ducks and passes between his legs and tries to ditract it from Hermione. The troll almost gets him, but Harry is just too fast for him.<br>
 +
<br>
 +
'''Do NOT simply retell these two things (all he says and does)!'''<br>
 +
 
 +
In your characterization you write: Harry is a '''brave''' person and '''true friend'''. '''You can see this/this becomes clear''' when he tells Ron they must help Hermione and then bravely rushes at the dangerous troll to help her
 +
 
 +
==Grammar==
 +
* Vgl. Hefteintrag und Buch G14 (S. 121 - S. 122 Mitte)
 +
* Vgl [[#Stellung_der_Adverbien | Grammar Exercises-Adverbien]] auf dieser Seite
 +
 
 +
 
 +
 
 +
.
 +
 
 +
=Aktuelle Hausaufgabe=
 +
 
 +
==Learn these facts about the early settlers in New England:==
 +
 
 +
'''1. Why was the colony founded and why did  people leave England?'''<br>
 +
* Maryland: founded by Catholics to find a better life, live their Catholic faith
 +
* Virginia: James I. wants English colony in America (<=> so that not only the Spanish have colonies in America)
 +
 
 +
 
 +
'''2. How did they get to America?'''<br>
 +
* 5 month sea journey on sailing ships
 +
 
 +
 
 +
'''3. What was better in America than in Britain? (for people, politically?)'''
 +
* sometimes more to eat than in England
 +
* you can practise your religion freely (as a Puritan or Catholic
 +
* learn to read (the Bible!) and write
 +
* be personally free
 +
* get your own piece of land
 +
* elect your own local government or be elected into it
 +
 
 +
 
 +
.
 +
 
  
 
=Grammar Exercises=
 
=Grammar Exercises=
 +
==Indirect Speech==
 +
 +
==Conditional sentences==
 +
 +
==Passive Voice==
 +
: [https://www.ego4u.de/de/cram-up/grammar/passive Bildung und Verwendung]
 +
<br>
 +
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises Simple Present Passive]
 +
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?present-progressive Present Progressive Passive 1]
 +
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?past-progressive Past Progressive Passive 1]
 +
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/fragen2.htm Passive in questions]
 +
# [https://www.ego4u.de/de/read-on/countries/usa/tour/washington#exercises Active '''to''' Passive 1]
 +
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_passiv_umformen1.htm Active '''to''' Passive 2]
 +
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?text01 Active '''or''' Passive? 1]
 +
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/saetze_einsetzen.htm Fill in the correct passive form!]
 +
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?07 Passive with two objects 1]
 +
# [https://www.ego4u.de/de/cram-up/grammar/passive/exercises?08 Passive with two objects 2]
 +
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/objekte_zeiten.htm Passive with two objects 3]
 +
# [https://www.englisch-hilfen.de/uebungen/aktiv_passiv/deutsch_englisch.htm Passive: From German to English!]
 +
# [https://www.englisch-hilfen.de/complex_tests/passiv2/index.php  Mixed test on passive forms!]
 +
 +
=='''Gerund and Infinitive'''==
 +
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises Infinitive 1]
 +
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen.htm Gerund 1]
 +
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen2.htm Gerund 2]
 +
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen3.htm Gerund 3]
 +
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_praepositionen4.htm Gerund 4]
 +
* [http://www.kico4u.de/english/uebungen/8klasse/gerundnachadjpraep.htm Gerund after prepositions]
 +
* [http://www.kico4u.de/english/uebungen/gerundium/verbger.htm Gerund after prepositions]
 +
* [http://www.englishcorner.vacau.com/grammar/interactive/prepger1.html Gerund after prepositions]
 +
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-85470.php Gerund after prepositions]
 +
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-82507.php Gerund after prepositions]
 +
* [http://homepage.bnv-bamberg.de/englischinteraktiv/gerund-preposition.htm Gerund after prepositions]
 +
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=8309 The gerund after certain verbs]
 +
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-9639.php The gerund after certain verbs]
 +
* [http://www.kico4u.de/english/uebungen/gerundium/gerundli.htm The gerund after certain verbs]
 +
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-57520.php The gerund - mixed sentences]
 +
* [http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/gerund1.htm The gerund - mixed sentences]
 +
 +
<br>
 +
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?04 Gerund or infinitive 1]
 +
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?06 Gerund or infinitive 2]
 +
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?08 Gerund or infinitive 3]
 +
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerundium_infinitiv_verben.htm Gerund or infinitive 4]
 +
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?09 Gerund or infinitive 5]
 +
* [https://www.ego4u.de/de/cram-up/grammar/infinitive-gerund/exercises?10 Gerund or infinitive 6]
 +
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv2.htm  Gerund or infinitive 7]
 +
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-3 Gerund or infinitive 8]
 +
* [https://www.englisch-hilfen.de/uebungen/strukturen/gerund_infinitiv.htm Gerund or infinitive 9]
 +
* [https://www.ego4u.de/de/cram-up/tests/infinitive-gerund-4 Gerund or infinitive 10]
 +
<br>
 +
=='''Articles and group nouns'''==
 +
* [https://www.ego4u.de/de/cram-up/grammar/nouns/exercises?02 Definite article]
 +
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar.htm Nouns 1]
 +
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar2.htm Nouns 2]
 +
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/zaehlbar3.htm Nouns 3]
 +
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the2.htm Best. Artkikel 1]
 +
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the3.htm Best. Artkikel 2]
 +
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/a_the.htm  ''The''  or ''a/an'']
 +
* [https://www.englisch-hilfen.de/uebungen/substantive_artikel/artikel_the_verwendung.htm Verwendung von "the"]
 +
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-4017.php The or 0]
 +
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-10038.php Use the or not]
 +
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2613.php The or nothing]
 +
* [http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-95771.php Article the]
 +
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=71 The definite article the]
 +
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=2481 The Article:use and omission of "the"]
 +
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=6420 Articles A, an, the]
 +
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9457 Articles]
 +
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=9022 Articles]
 +
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=567 Article cloze]
 +
* [http://www.englishexercises.org/makeagame/viewgame.asp?id=4378 Definite, indefinite or no article.]
 +
 +
 +
.
 +
 +
 +
 +
 +
==Stellung der Adverbien==
 +
 +
* [https://www.englisch-hilfen.de/grammar/adverbien_stellung.htm Stellung von Adverbien - Übersicht 1]
 +
* [https://www.ego4u.de/de/cram-up/grammar/word-order/adverb-position Stellung von Adverbien - Übersicht 2]
 +
 +
 +
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge_2.htm Stellung Häufigkeitsadverbien 1]
 +
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien_reihenfolge.htm Stellung Häufigkeitsadverbien 2]
 +
* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?11 Stellung Häufigkeitsadverbien 3]
 +
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien.htm Stellung Häufigkeitsadverbien 4]
 +
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/haeufigkeitsadverbien1.htm Stellung Häufigkeitsadverbien 5]
 +
 +
 +
* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?09 Stellung Ortsadverbien]
 +
 +
 +
* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?10 Stellung Zeitadverbien]
 +
 +
* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-84597.php Adverbs of comment]
 +
 +
 +
* [https://www.ego4u.de/de/cram-up/grammar/word-order/exercises?12 Stellung Adverbien - gemischt 1]
 +
* [https://www.englisch-hilfen.de/uebungen/adjektive_adverbien/adverbien_stellung.htm Stellung Adverbien - gemischt 2]
 +
* [https://english.lingolia.com/de/grammatik/adjektive-adverbien/stellung-adverb/uebungen Stellung Adverbien - gemischt 3]
 +
* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-22155.php Stellung Adverbien - gemischt 4]
 +
* [https://www.englishgrammar.org/position-adverbs-worksheets/ Stellung Adverbien - gemischt 5]
 +
* [https://www.englishgrammar.org/position-adverbs-exercise/  Stellung Adverbien - gemischt 6]
 +
* [https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2480.php Stellung Adverbien - gemischt 7 (schwer!)]
 +
 +
 +
* [https://engelsklaslokaal.nl/en/english-grammar-exercises/miscellaneous/wordorder/ Und noch viel mehr Übungen HIER!]
 +
 +
 +
 +
 +
.
 +
 +
=The Rabbit Proof Fence=
 +
 +
==Molly ("The Rabbit Proof Fence")==
 +
 +
* girl, fourteen years old
 +
* was taken away from her Aborigine mother
 +
* dutyful, feels responsible because she is the oldest
 +
* feels she must to protect the younger children
 +
* polite
 +
* brave & has a strong character, does not give up
 +
* carerful, because she stops fhe others from running to strangers they meet
 +
* does not leave her friends behind
 +
* motivates them and keeps the group together
 +
* finds the decisive landmark => that gives them hope and enables them to find their home
 +
* has a strong will
 +
* is very watchful and focused and acts very fast when ther is danger
 +
* clever, determined,  saves the group
 +
* she is tough and a survivor
 +
 +
=Film review=
 +
 +
{| style="border-spacing:0;width:17cm;"
 +
|- style="background-color:#bfbfbf;border:1pt solid #a3a3a3;padding:0.141cm;"
 +
|| TEXT TYPE
 +
|| FILM REVIEW
 +
|-
 +
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who wrote it?
 +
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | s.o. who saw the film … journalist?
 +
|-
 +
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Purpose?
 +
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | to tell people …if the film is worth watching, what it is about, what makes it good
 +
|-
 +
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Characteristics? (1b3)
 +
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | formal language, main characters, summary, judgement of the important elements of the film (usually in simple present!)
 +
|-
 +
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | Who is it aimed at?
 +
| style="border:1pt solid #a3a3a3;padding:0.141cm;" | for people, who want to decide if they want to watch it
 +
|-
 +
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | Where to find it?
 +
| style="border-top:none;border-bottom:1pt solid #a3a3a3;border-left:1pt solid #a3a3a3;border-right:1pt solid #a3a3a3;padding:0.141cm;" | cinema, library, internet
 +
|-
 +
|}
 +
 +
 +
* [http://www.edu.xunta.gal/centros/ieslamasabade/system/files/Language_of_FilmReview.pdf Look at this worksheet on film reviews!]
 +
 +
 +
 +
=Book Review=
 +
 +
==Structure==
 +
* title
 +
* author
 +
* year
 +
* book type: adventure, funny, horror-story, fantasy, ....
 +
* short summary
 +
* most interesting thing  '''OR'''  most problematic thing about the book
 +
* your opinion (praise/criticism ...) about this story + reasons(s) for this opinion
 +
* Would you recommend it, ... and for whom/whom not?
 +
 +
.
 +
 +
 +
=The Rennaissance=
 +
Read the texts on page 23! Decide what parts belong to your group's topic!
 +
 +
'''Group 1:'''
 +
* [https://www.ducksters.com/history/renaissance.php The Rennaissance] and [https://www.ducksters.com/history/renaissance_art.php Rennaissance Art]
 +
:* What are the most important facts about the Rennaissance? (When? What? Where? )
 +
:* What was new and modern about Rennaissance Art?
 +
<br><br>
 +
'''Group 2:'''
 +
* [https://www.ducksters.com/history/renaissance/age_of_exploration_and_discovery.php The age of explorers]
 +
:* What important things happened?
 +
:* What effects did they have on the discovering and discovered nations?
 +
:* What effects can we still see today? <br><br>
 +
'''Group 3:'''
 +
* [https://www.ducksters.com/history/renaissance_reformation.php The Reformation]
 +
:* What important things happened/changed?
 +
:* What effects did this have on the position of the Catholic church and for people in Europe?
 +
:* What effects can we still see today?
 +
<br><br>
 +
'''Group 4:'''
 +
* [https://www.ducksters.com/history/renaissance_astronomy.php Astronomy]
 +
:* What new ideas did Rennaissance astronomers come up with?
 +
:* Why are they important - and how did people react?<br><br>

Aktuelle Version vom 22. Juni 2019, 10:14 Uhr

Inhaltsverzeichnis

Letzte Schulaufgabe!!!


Vokabeln

  • Unbedingt die Adjektive zur Charakterisierung lernen! => Arbeitsblatt!
  • Buch bis S. 150 "talent"
  • unregelmäßge Verben wiederholen!

Charakterisierung

  • Unbedingt die Arbeitsblätter zu Characterization ansehen (direct vs. indirect, eigene Charakterizierung schreiben aus Textvorlage ...)
  • Hausaufgabe zur Characterisierung machen (Fabel: The Moth). In ganzen Sätzen antworten, nicht bloß Stichpunkte!

How to do a characterization:

1. Look for facts about character and use them to start your characterization!

Example: Harry Potter is a twelve-year-old boy who has lost his parents and lives with the terrible family of his uncle and aunt. Luckily he spends most of the year as student at Hogwart's school for wizards and witches. There his best friends are Ron and Hermione. He has dark hair, glasses and a scar on his forehead which he got when the evil sorcerer Lordf Voldemort killed his parents.

THEN find out about:

  • relation to other characters
  • what character says, does and thinks (sometimes we know this)

2. Draw your own conclusions (Schlussfolgerungen) from what you have found!
Do NOT simply retell all the character does and says at lenght)!

Example:'
Harry Potter says: "Ron, we cannot let the troll kill Hermione ... we must help her - even if the troll is so much bigger than we are."
Harry runs towards the troll, then quickly ducks and passes between his legs and tries to ditract it from Hermione. The troll almost gets him, but Harry is just too fast for him.

Do NOT simply retell these two things (all he says and does)!

In your characterization you write: Harry is a brave person and true friend. You can see this/this becomes clear when he tells Ron they must help Hermione and then bravely rushes at the dangerous troll to help her

Grammar


.

Aktuelle Hausaufgabe

Learn these facts about the early settlers in New England:

1. Why was the colony founded and why did people leave England?

  • Maryland: founded by Catholics to find a better life, live their Catholic faith
  • Virginia: James I. wants English colony in America (<=> so that not only the Spanish have colonies in America)


2. How did they get to America?

  • 5 month sea journey on sailing ships


3. What was better in America than in Britain? (for people, politically?)

  • sometimes more to eat than in England
  • you can practise your religion freely (as a Puritan or Catholic
  • learn to read (the Bible!) and write
  • be personally free
  • get your own piece of land
  • elect your own local government or be elected into it


.


Grammar Exercises

Indirect Speech

Conditional sentences

Passive Voice

Bildung und Verwendung


  1. Simple Present Passive
  2. Present Progressive Passive 1
  3. Past Progressive Passive 1
  4. Passive in questions
  5. Active to Passive 1
  6. Active to Passive 2
  7. Active or Passive? 1
  8. Fill in the correct passive form!
  9. Passive with two objects 1
  10. Passive with two objects 2
  11. Passive with two objects 3
  12. Passive: From German to English!
  13. Mixed test on passive forms!

Gerund and Infinitive



Articles and group nouns


.



Stellung der Adverbien








.

The Rabbit Proof Fence

Molly ("The Rabbit Proof Fence")

  • girl, fourteen years old
  • was taken away from her Aborigine mother
  • dutyful, feels responsible because she is the oldest
  • feels she must to protect the younger children
  • polite
  • brave & has a strong character, does not give up
  • carerful, because she stops fhe others from running to strangers they meet
  • does not leave her friends behind
  • motivates them and keeps the group together
  • finds the decisive landmark => that gives them hope and enables them to find their home
  • has a strong will
  • is very watchful and focused and acts very fast when ther is danger
  • clever, determined, saves the group
  • she is tough and a survivor

Film review

TEXT TYPE FILM REVIEW
Who wrote it? s.o. who saw the film … journalist?
Purpose? to tell people …if the film is worth watching, what it is about, what makes it good
Characteristics? (1b3) formal language, main characters, summary, judgement of the important elements of the film (usually in simple present!)
Who is it aimed at? for people, who want to decide if they want to watch it
Where to find it? cinema, library, internet



Book Review

Structure

  • title
  • author
  • year
  • book type: adventure, funny, horror-story, fantasy, ....
  • short summary
  • most interesting thing OR most problematic thing about the book
  • your opinion (praise/criticism ...) about this story + reasons(s) for this opinion
  • Would you recommend it, ... and for whom/whom not?

.


The Rennaissance

Read the texts on page 23! Decide what parts belong to your group's topic!

Group 1:

  • What are the most important facts about the Rennaissance? (When? What? Where? )
  • What was new and modern about Rennaissance Art?



Group 2:

  • What important things happened?
  • What effects did they have on the discovering and discovered nations?
  • What effects can we still see today?

Group 3:

  • What important things happened/changed?
  • What effects did this have on the position of the Catholic church and for people in Europe?
  • What effects can we still see today?



Group 4:

  • What new ideas did Rennaissance astronomers come up with?
  • Why are they important - and how did people react?

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