Testen und Fördern GREEN LINE NEW – Leseverstehen

Testen und Fördern
30 mm
GREEN LINE NEW – Leseverstehen
Name:
© Ernst Klett Verlag GmbH, Stuttgart 2011 | www.klett.de | Alle Rechte vorbehalten Von dieser Druckvorlage ist die Vervielfältigung für den eigenen Unterrichtsgebrauch
gestattet. Die Kopiergebühren sind abgegolten.
GREEN LINE NEW – Leseverstehen
Testen und Fördern
1 Reading: Jenny’s adventure
Listen to track 4. What’s the right answer? Put a tick (✔) in the right box.
1. In the music shop there were …
a) two boys and one girl.
✔ b) two girls and one boy.
c) two boys and three girls.
2. Jenny’s favourite pop group is …
✔ a) ‘The Sheriffs’.
b) ‘The Outlaws’.
c) ‘Robin’s Men’.
3. On her way home Jenny was scared because …
a) her purse wasn’t there.
✔ b) the boy was behind her.
c) the bus was late.
© Ernst Klett Verlag GmbH, Stuttgart 2011 | www.klett.de | Alle Rechte vorbehalten Von dieser Druckvorlage ist die Vervielfältigung für den eigenen Unterrichtsgebrauch
gestattet. Die Kopiergebühren sind abgegolten.
4. At home Jenny …
✔ a) looked in her bag.
b) listened to her new CD.
c) phoned the music shop.
5. The boy saw Jenny’s purse …
a) in her bag.
b) in the street.
✔ c) on a table.
6. He gave Jenny her purse …
a) at the music shop.
b) at the bus stop.
✔ c) at Jenny’s house.
Inhalte aus: Red Line New Bayern 2: Fit für Tests
und Klassenarbeiten, ISBN: 978-3-12-546102-4
1
GREEN LINE NEW – Leseverstehen
Testen und Fördern
2 Reading: Music is so boring!
Read the story.
5
10
15
20
“It’s no good, Mum. I can’t do it.” Scott was
tired and hungry and he didn’t want to go on.
“Oh dear,” his mum said. “Well, let’s have tea
and then we can talk about it.” Scott put his
guitar down and followed his mother into the
kitchen. “It’s fish and chips tonight. You like that,
don’t you?” “Thanks, Mum,” said Scott. He was
happier now: there was fish and chips for tea and
he could forget the silly guitar.
After tea his mother said, “We must talk about
your guitar lessons. I know things aren’t OK …”
“Huh,” said Scott. “Not OK? Things are terrible!”
“What’s wrong?” asked his mother. “Is it your
teacher?” “No,” Scott said. “Mrs Peterson is nice.
But the music pieces are so boring and … I don’t
know!” “Have you practised1 enough?” “Not this
week. We went to see Grandma on Monday and
I didn’t do anything yesterday. I’ve done an hour
today. But I didn’t enjoy it. It was boring! Look.”
He showed her his music book.
TIP
“It’s this bit. I can’t play it. I tried for
Unterstreiche die
30 minutes. It goes
gesuchten Informationen
wrong every time!”
zunächst im Text.
“You played it very
fast. Maybe it was too fast. But you can ask Mrs
Peterson about it at your next lesson. When is
it?” “Friday,” Scott answered. “Hmm, today’s
Wednesday. Are you going to practise again
tomorrow?” “I don’t know,” Scott answered.
“I practise when I feel like it. I can’t read that
music: I read a bit and play it, then I read a bit
more and play it and then I forget how the first
bit goes. It’s not easy at all!” “But you can play
your favourite Jazz song, can’t you.” “Yes, that’s
great. I enjoy that. But I haven’t played it for
a long time. I only practise the boring songs.”
“Well,” his mother said, “I’m going to talk to Mrs
Peterson, maybe she can give you some ideas of
how to practise.”
a) Right or wrong?
right
25
30
35
40
wrong
1. Scott is learning to play the saxophone.
2. He likes fish and chips.
3. His grandma is teaching him to play.
4. Scott has practised for half an hour.
5. He played the difficult piece fast.
6. His next lesson is tomorrow.
7. His mum is going to talk to his teacher.
b) Mrs Peterson gave Scott’s mother the “8-Point Music Plan”. Read
it carefully. Can you see Scott’s mistakes? Write the lines of the text
that give you that information next to the number of the point in
the plan.
8-POINT MUSIC PLAN
1 Enjoy your music! Get the music of a favourite song.
2 Plan when you are going to practise.
3 Little and often: 15 minutes every day is better than an hour on
one or two days.
4 If you can’t play it, ask your teacher. Don’t practise it wrong!
5 Slow and sure is better than fast and wrong.
6 Give it time: some things aren’t easy, so don’t expect to do them
at once.
7 Work on the boring things, then play something nice.
8 Don’t practise if you’re tired.
W
1
1.
lines 36–37
2. lines 30–31
3. lines 18–19
4. lines 21–24
5. lines 25–26
6. lines 32–34
7. line 37
8. lines 1–2
to practise !*prxktIs? = üben
© Ernst Klett Verlag GmbH, Stuttgart 2011 | www.klett.de | Alle Rechte vorbehalten Von dieser Druckvorlage ist die Vervielfältigung für den eigenen Unterrichtsgebrauch
gestattet. Die Kopiergebühren sind abgegolten.
Inhalte aus: Green Line 2: Fit für Tests und
Klassenarbeiten, ISBN: 978-3-12-547202-0
2
GREEN LINE NEW – Leseverstehen
Testen und Fördern
Das Wesentliche verstehen
3 Anna und Jim schreiben einander E-Mails. Jim ist gerade nach London
gezogen, um eine Theaterschule zu besuchen. Welche E-Mail wurde wann von
wem geschrieben?
A: I love it here in London. You must come here, too – you’re so good at dancing. We have dancing lessons, singing lessons and Maths and English, of course
– yuk! The other kids are really nice. We went on a tour of London together!
Good luck with the musical and come and visit me soon.
B: I got the part in the film but I didn’t take it. I’m going to leave drama school
and I’m going to come home. I didn’t like the people at school in the end.
They’re only interested in success1 and I’m not – now. I don’t want to be a star
now. I just want to have a normal life. Hope you’ve got some time for me when
I come home.
C: How are things in London? Everything’s OK here. School is terrible and the
dancing school is great. And guess what! I’m trying to get a part in a musical.
They need a 13-year-old dancer and not a singer – lucky for me. Oh, and there’s
a new boy in our dancing school and he’s terrible. He thinks he’s so good!
D: It’s great that you got the part. Don’t worry about the people. Sometimes
people get nicer when you know them better. And guess what! I’m trying to get
a part, too. For a TV film. And I’m really excited. Drama school’s still OK but it’s
not as much fun as when we started.
E: We did the play three times. It’s great. I’m still nervous every time I go on
stage but I love it when everybody claps at the end. Oh, and do you remember
that I told you about that boy from the dancing class? I said he was terrible.
Well, he’s not, he’s really nice. Yes, I like him! I think he was just shy2 at the start.
Good luck with the film and remember me when you get famous!
F: I’ve got the part in the musical but I’m not sure I want it now. We practised3
together a few times and the people are NOT nice. They shout at me when I do
something wrong – and that’s just the actors! That new boy from the dancing
school has got a part in the musical, too, and he’s not got any nicer!!
➝ Anna’s e-mails: first:
C
second:
F
third:
E
➝ Jim’s e-mails:
A
second:
D
third:
B
first:
success !sE*kses? = Erfolg • 2shy !SaI? = schüchtern • 3to practise !*prxktIs? = proben, üben
1
© Ernst Klett Verlag GmbH, Stuttgart 2011 | www.klett.de | Alle Rechte vorbehalten Von dieser Druckvorlage ist die Vervielfältigung für den eigenen Unterrichtsgebrauch
gestattet. Die Kopiergebühren sind abgegolten.
Inhalte aus: Green Line 2: Das Trainingsbuch,
ISBN: 978-3-12-929896-1
3

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