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Englisch Klausuren EF (Charakterisierung, Analyse usw.)

Englisch Klausuren EF (Charakterisierung, Analyse usw.)

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Englisch Klausuren EF (Charakterisierung, Analyse usw.)

 E EF G1
Teil A: Lese- und Schreibkompetenz integriert
2nd exam
Young people post vast amounts of
information about themselves online often
 E EF G1
Teil A: Lese- und Schreibkompetenz integriert
2nd exam
Young people post vast amounts of
information about themselves online often

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Zwei Englisch Klausuren aus der EF Themen: 1)Leseverstehen, Charakterisierung&erweiterte Schreibaufgabe zu einem Buchauszug 2)Thema Privatsphäre in sozialen Netzwerken Noten alle im 1er Bereich Erwartungshorizont ist dabei

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E EF G1 Teil A: Lese- und Schreibkompetenz integriert 2nd exam Young people post vast amounts of information about themselves online often to the horror of adults. Facebook has sparked¹ controversy by changing its 5 privacy settings to give teenagers the same control as adults over what they share publicly. Facebook argues that the way young people use the web has changed 10 dramatically and that teenagers are experts at controlling who they share things with. But concerns amongst the adult population are widespread. A report by the Pew Research Center's 15 Internet and American Life Project found What teenagers think about Facebook's new privacy controls Oscar, 13 [...] I'll definitely keep posts to just my friends because if I set it to friends of friends 30 then it could be thousands of people I don't know [...] I don't want people who're much older seeing my stuff. If I was on holiday and posted a picture of my family - I don't want everyone seeing that. Occasionally someone has answered a post in an anti-social way but I normally answer back in a non-aggressive, joky way and they normally stop immediately. Sometimes I just leave it and sometimes 40 friends answer for me and back me up². I know people who have had problems with friends of friends saying mean things. Also I know someone who posted the details of a party on Facebook,...

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and shared it with friends of friends, lots of people turned up³ who they didn't know. 45 I think Facebook is good if you use it in the right way, with the correct safety and privacy settings. that 91% of the 12- to 17-year-olds it surveyed post photos of themselves, 91% are happy posting their real name, 60% their relationship status, 82% their birthday, 20 71% the town where they live and the school they attend, 53% their email address and 20% their mobile number. Figures like these help create fears that younger people are not concerned about the information 25 they're sharing online. But what do teenagers themselves think? 1 ¹ (to) spark sth. 2 (to) back s.o. up- Name: 35 - 1. Reading comprehension (8 p.) Summarize the three teenager's opinions about sharing information online in no more than four sentences. December 18, 2018 2. Analysis (20 p.) The introduction to the article is written by a journalist. Contrast her language with that used by the teenager. Focus on the style and register and give examples to back up your ideas. etw. entünden jmd. den Rücken stärken Carmen Fishwick/Hannah Freeman, The Guardian, October 25, 2013 3. Evaluation (14 p.) Comment on the statistics given in the introduction. Do they surprise you or correspond with your experience? 3 (to) turn up erscheinen/ auftauchen . E EF GI Teil B: Mediation Film review: The Social Network Zuckerberg zu ,,The Social Network" Facebook-Chef witzelt über Filmporträt 2nd exam - Erst wollte er sich den Film gar nicht anschauen, jetzt macht Mark Zuckerberg 5 Witze über The Social Network" - und dann auch noch ziemlich gute. Vor Kurzem war der Gründer des Online-Netzwerks Facebook zu Gast bei Y Combinator, einer Start-up-Firma. Jetzt sind Ausschnitte aus 10 einem Interview, das im Rahmen des Besuchs geführt wurde, bei YouTube zu sehen. [...] Der Erfolgsfilm „The Social Network" erzählt die Geschichte der Gründung von 15 Facebook - und lässt dabei Zuckerberg als genialen, aber auch sozial ungelenken Emporkömmling erscheinen. Nach Drehbuchautor Aaron Sorkins Deutung hat Zuckerberg vor allem die 20 Enttäuschung darüber, dass ihn seine Freundin verlassen hat, befauert, Facebook zu gründen. Darüber ärgert sich Zuckerberg in dem Interview: „Sie [die Macher des Films] stellen es so dar, als ob 25 ich Facebook gegründet und aufgebaut habe, weil ich an Mädchen rankommen wollte oder in eine gewisse soziale Institution," sagt der 26-Jährige. „In Wirklichkeit wissen die Leute, die mich 4 Das Silicon Valley ist einer der wichtigsten Standorte für IT- und High-Tech- Industrie in Kalifornien. December 18, 2018 30 kennen, dass ich mit demselben Mädchen wie vor dem Start von Facebook ausgehe." Das sei aber nicht der eigentliche Punkt, fährt Zuckerberg fort. Die Filmemacher hätten vielmehr kein Verständnis davon, 35 ,was wir in Silicon Valley4 tun, was wir schaffen. Sie kriegen es nicht in ihre Köpfe rein, dass manche Leute Dinge schaffen, weil sie gern Dinge schaffen." 40 facebook www.spiegel.de, 20.10.2010 4. Mediation (18 p.) You found this film review about The Social Network on the internet. An English friend has also seen the film and you want to tell him about the information in the review. Your friend doesn't speak German. Summarize only the important information for your friend and write an email in English. Good Luck! Kriteriales Bewertungsraster für Aufgabenart 1.1 (EF/Q) Gesamtpunktzahl: 150 P. Klausurteil A: Schreiben mit Leseverstehen (integriert), 70 %/105 P. Klausurteil B: Sprachmittlung D-E (isoliert), 30 % / 45 P. Klausurteil A (70%): Schreiben mit Leseverstehen (integriert) 1. Inhaltliche Leistung Teilaufgabe 1 (Comprehension) Anforderungen: Oscar is wary about posting things online. He keeps his privacy settings for posts to friends because 2 he doesn't want older people seeing his photos and he is worried that posts are spread around. 3 He has had problems with unfriendly comments to his 2 posts. 4 He thinks that Facebook is great but believes it's im-2 portant to keep all privacy settings to 'friends' SUMME Teilaufgabe 1 Teilaufgabe 2 (Analysis) Anforderungen: 1 The journalist uses standard formal written English no abbreviations (e.g. are not) elaborated words and phrases (e.g. sparked con- troversy) sentence structure (elaborated and more com- plex) 1 2 ● E EF G1 er- max. Punkt reichte -zahl Punkte 2 8 2 2 ^ 5 er- max. Punkt- reichte zahl Punkte 9 8 2 The teenager uses informal, possibly spoken English uses abbreviations (e.g. I'll) colloquial words (e.g. stuff) ✔ sentence structure (gives the impression that Os- car is writing lie he is talking; e.g. 'If I was on holiday...' doesn't have a main clause) ✓ ● 3 erfüllt ein weiteres aufgabenbezogenes Kriterium SUMME Teilaufgabe 2 Teilaufgabe 3 (Comment oder Re-creation of text) Anforderungen: 1 The statistics do not suprise me at all My friends post all this information too. It's normal to share personal information like your real name online. I've seen similar statistics before. ● 2 I find the statistics very surprising ● I think most teenagers are more sensible than this information implies. I wouldn't post my mobile number online be- cause a company might use it or sell it. ✔ I don't know anybody who would post this in- formation. 3 erfüllt ein weiteres aufgabengezogenes Kriterium SUMME Teilaufgabe 3 2 20 max. Punkt- zahl 6 2 14 SUMME Klausurteil A-Schreiben mit Leseverstehen: 42 INHALT g ट 19 er- reichte Punkte 6 ly 2 13 37 2. Sprachliche Leistung / Darstellungsleistung Kommunikative Textgestaltung [21 P.] Anforderungen: Die Schülerin / Der Schüler 1 richtet seinen Text konsequent und explizit im Sinne der Aufgabenstellung auf die Intention und den Adressaten aus. 2 beachtet die Textsortenmerkmale der jeweils geforderten Zieltextformate. 3 erstellt einen sachgerecht strukturierten Text. 4 gestaltet seinen Text hinreichend ausführlich, aber ohne unnötige Wiederholungen und Umständlichkeiten. Anforderungen: Die Schülerin / Der Schüler 5 belegt seine Aussagen durch eine funktionale Verwen- 3 dung von Verweisen und Zitaten. 6 löst sich vom Wortlaut des Ausgangstextes und formu- liert eigenständig. max. Punkt -zahl 6 Ausdrucksvermögen / Verfügbarkeit sprachlicher Mittel [21 P ] 7 verwendet funktional einen sachlich wie stilistisch ange- messenen und differenzierten allgemeinen und themati- schen Wortschatz. 4 8 verwendet funktional einen sachlich wie stilistisch ange- messenen und differenzierten Funktions- und Interpreta- tionswortschatz. 4 er- reichte Punkte E EF GI 6 4 63 4 3 5 4 max. er- Punkt reichte -zah! Punkte 4 4 (20) 9 verwendet einen variablen und dem jeweiligen Zieltext- format angemessenen Satzbau. 7 Wortschatz 8 Grammatik 9 Orthographie (Rechtschreibung und Zeichensetzung) SUMME Klausurteil A-Schreiben mit Leseverstehen: SPRACHE Sprachrichtigkeit [21 P.] max. er- Anforderungen: Die Schülerin / Der Schüler beachtet die Normen der sprachlichen Korrektheit im Punkt reichte Sinne einer gelingenden Kommunikation. -zahl Punkte Gesamtpunktzahl Klausurteil A - Schreiben mit Lese- verstehen 1 I recently found an interesting film review about the film The Social Network. 1 The film basically says that Mark started Facebook be- cause he was disappointed after his girlfriend left him. 2 In the interview Zuckerberg states that this is not true be- cause he is still together with the same girlfriend. 9 8 Klausurteil B (30%): schriftliche Sprachmittlung D-E (isoliert) 1. Inhaltliche Leistung 4 4 7 4 Anforderungen: Die Schülerin / Der Schüler max. er- gibt die wesentlichen Inhalte im Sinne der Aufgabenstel- Punkt reichte lung sinngemäß zusamm nfassend wieder: z.B. ... -zahl Punkte 4 4 7 6359 105 95 7 7 4 2 20 thg 3 He is also angry about the producers of the film because they don't understand what people in Silicon Valley do. 4 erfüllt ein weiteres aufgabenbezogenes Kriterium SUMME Klausurteil B-Sprachmittlung: INHALT 2. Sprachliche Leistung / Darstellungsleistung Anforderungen: Die Schülerin / Der Schüler 1 Kommunikative Textgestaltung: . berücksichtigt den situativen Kontext, • beachtet die Textsortenmerkmale des geforderten Zieltextformats, • erstellt einen sachgerecht strukturierten Text, • gestaltet ihren / seinen Text hinreichend ausführlich, aber ohne unnötige Wiederholungen und Umständ- lichkeiten. 2 Ausdrucksvermögen / Verfügbarkeit sprachlicher Mit- tel: richtet ihren / seinen Text konsequent und explizit auf die Intention und den/ die Adressaten im Sinne der Aufgabenstellung aus, ● löst sich vom Wortlaut des Ausgangstextes und for- muliert eigenständig, ggf. unter Verwendung von Kompensationsstrategien, 4 • verwendet funktional einen sachlich wie stilistisch an- gemessenen und differenzierten allgemeinen und thematischen Wortschatz, 2 max. Punkt -zahl 18 14 9 E EF G1 9 23 er- reichte Punkt e t verwendet funktional einen sachlich wie stilistisch an- gemessenen und differenzierten Funktionswort- schatz, • verwendet einen variablen und dem jeweiligen Ziel- textformat angemessenen Satzbau. 3 Sprachrichtigkeit: beachtet die Normen der sprachlichen Korrektheit im Sinne einer gelingenden Kommunikation, und zwar in den Bereichen • Wortschatz, • Grammatik, Orthographie (Rechtschreibung und Zeichenset- zung). SUMME Klausurteil B-Sprachmittlung: SPRACHE Gesamtpunktzahl Klausurteil B-Sprachmittlung GESAMTPUNKTZAHL KLAUSUR GESAMTNOTE: sehr gut minus 9 7 27 22 45 38 150 131 30.12.18 Кш Datum und Paraphe: E EF GI Lese- und Schreibkompetenz integriert New school, new beginning Graham Gardner In Graham Gardner's novel Inventing Elliot, the protagonist Elliot is starting a new school. He was a victim in his last one, bullied by other boys. 1st exam verschlingen Elliot Sutton swallowed the sick, sour fear that threatened to engulf him. It was New Year's Day. Less than a week before he started at his new school. Think positive, he kept telling himself. It was supposed to be a new beginning here. His new school had been told nothing about what happened before. He was coming to it with a clean record, a blank 5 identity. It would be a fresh start - as it was supposed to be for all of them. [...] Name: Think positive. Elliot looked around his bedroom at the full cardboard boxes, bulging carrier bags and the battered, open suitcase spilling clothes on the floor. It had been two weeks since they'd moved to the new house, and he hadn't yet been able to bring himself to unpack properly. He just pulled out the clothes he needed each day and pretended to himself he'd do it 'tomorrow'. 10 The truth was, he dreaded unpacking. Everything in the boxes, in the carrier bags, in the suitcase, was a reminder of where he had come from - and it was a place he didn't want to go back to, even in his mind. As he stood there, he realised that he had made a decision without really being conscious of doing so. He wasn't going to unpack. Most of what was in the boxes and the bags belonged in the past, 15 not the present. It should stay there. He would get out only what he absolutely needed; the rest could stay out of sight. Maybe he'd even get rid of it that way there would be no temptation to go back to it. November 13, 2018 He felt a surge of energy, and set to work before it faded. He emptied the suitcase on to the bed. Three pairs of jeans - they were pretty ancient, but that didn't matter. They could stay. Likewise his 20 sweatshirts and T-shirts: One of the few compensations about staying much the same height since he was twelve was that he didn't yet need any new clothes. [...] 'No one knows me,' he whispered aloud. It didn't have to be like before. The problem was school uniform. He needed trousers, a blazer, shirts, tie, games kit ... It was going to cost a fortune. There was no way his mum could afford to buy brand new. They would have to go to the second-hand shop. 30 I won't let it be like before. 25 Which meant he would get noticed straight away. [...] He had a chance. The chance not only to leave the old Elliot behind, but to invent a new Elliot. An Elliot built from scratch. 18 surge (n) sudden increase 19 ancient ['einfont] very old Annotations 6 bulging overfull, stretched 10 dread sth. [dred] fear sth. that is going to or might happen The relationship to named, but you can su Paybe he has a low self-cwofdent because of this bulled by othe not particularly support From: Inventing Elliot, London, 2003 The reader becomes aware that he hat a hard life Good Luck! E EF G1 1st exam November 13, 2018 1. Reading comprehension: Read the extract from the novel Inventing Elliot. Decide if the following statements are true or false. Tick (✓) the correct boxes. (10 p.) 2. Analysis: a) Give a characterization of Elliot based on what you learn about him in this passage from the novel. Add references to lines in the text that support your ideas. (30 p.) 3. Writing: b) ‘I won't let it be like before.' (1. 30). Continue the extract from the novel Inventing Elliot. It is seven days later, and Elliot's first day at his new school has arrived. (20 p.) E EF GI 1st exam 1 Elliot is looking forward to beginning the term at his new school. 2 Some students and teachers at his new school have heard rumours about Elliot's past as a victim of bullying. 3 Elliot had needed two weeks to take his things out of suitcases and organize his room. 4 Elliot wanted to forget his life before the move to 5 Elliot forced himself to unpack. November 13, 2018 6 Elliot was thinking of throwing away lots of his old things in the cardboard boxes. 7 Elliot felt like throwing his old jeans away. 8 For Elliot, not growing any taller sometimes also had its advantages. 9 Elliot didn't mind getting a used school uniform. 10 At the end of the extract, Elliot appears to feel helpless. true X false X E EF GI Inhaltlicher Erwartungshorizont: Aufgabe 1 1) false - evidence: Elliott Sutton swallowed the sick, sour fear ... Less than a week before he started at his new school. (11. 1–2) 2) false - evidence: a clean record, a blank identity (11. 4-5) 3) false - evidence: It had been two weeks ... and he hadn't yet been able to bring himself to unpack properly. (11. 7-8) 4) true - evidence: a place he didn't want to go back to, even in his mind (ll. 11-12) 5) false - evidence: He had made a decision without really being con- scious of doing so. He wasn't going to unpack. (ll. 13–14) 6) true - evidence: Maybe he'd even get rid of it. (1. 16) 7) false - evidence: They were pretty ancient, but that didn't matter. They could stay. (1. 19) 8) true - evidence: one of the few compensations about staying much the same height … (1. 20) 9) false - evidence: Which meant he would get noticed straight away. (1.25) 10) false evidence: It didn't have to be like before. I won't let it be like before. (11. 29-30) Summe 1st exam Aufgabe 2 Structure: - ● Introduction (introductory sentence with author, title, text type / character's name and a general statement about the character) Main part (details about the character / evidence from the text / interpretation of the details) • Conclusion (summary of the most important findings) The student identifies Elliot Sutton as the protagonist. The student distinguishes between direct and indirect characterization: • Direct: 'There was no way his mum could afford to buy brand new' (1.23). C Indirect: 'I won't let it be like before' (1.30). Elliot is fearful because he does not know what awaits him at new school ('sick, sour fear'). Elliot is determined to make a fresh start in his school career and life (‘think positive’, ‘I won't let it be like before”). J 1 November 13, 2018 Maximal erreich- bare Punkte 1 1 1 1 1 1 1 1 1 1 10 maximal erreich- bare Punkte 6 2 2 4 4 er- reichte Punkte / 1 / 1 1 1 1 1 1 8 er- reichte Punkte 6 2 4 4 1st exam Elliot is reluctant to unpack because his old things remind him of his old life ('everything in the boxes... was a reminder ...'). E EF G1 Elliot does not come from a well-off family since he decides to keep his jeans and is afraid of getting a second-hand school uniform (which meant that he would get noticed right away’). Elliot tries to encourage himself by whispering positive messages to himself ('no one knows me'). Summe Aufgabe 3 Continues the story at the given point of time (seven days later, first day at school) Stays in line with the previous plot (e.g. the continuation still centers around the inner world of Elliot) Stays in line with the mood and atmosphere. Adopts the same narrative perspective. Stays in line with the author's style. Makes it a plausible sequel (e.g refers back to events in the novel excerpt and adds logical new events) Summe November 13, 2018 4 30 2 maximal erreich- bare Punkte 4 4 2 4 4 4 20 4 4 28 PAS 4 er- reichte Punkte 4 2 4 2 4 4 4 20

Englisch /

Englisch Klausuren EF (Charakterisierung, Analyse usw.)

Englisch Klausuren EF (Charakterisierung, Analyse usw.)

user profile picture

sel

96 Followers
 

Englisch

 

10

Klausur

Englisch Klausuren EF (Charakterisierung, Analyse usw.)

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 E EF G1
Teil A: Lese- und Schreibkompetenz integriert
2nd exam
Young people post vast amounts of
information about themselves online often

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G

Cool, mit dem Lernzettel konnte ich mich richtig gut auf meine Klassenarbeit vorbereiten. Danke 👍👍

Zwei Englisch Klausuren aus der EF Themen: 1)Leseverstehen, Charakterisierung&erweiterte Schreibaufgabe zu einem Buchauszug 2)Thema Privatsphäre in sozialen Netzwerken Noten alle im 1er Bereich Erwartungshorizont ist dabei

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E EF G1 Teil A: Lese- und Schreibkompetenz integriert 2nd exam Young people post vast amounts of information about themselves online often to the horror of adults. Facebook has sparked¹ controversy by changing its 5 privacy settings to give teenagers the same control as adults over what they share publicly. Facebook argues that the way young people use the web has changed 10 dramatically and that teenagers are experts at controlling who they share things with. But concerns amongst the adult population are widespread. A report by the Pew Research Center's 15 Internet and American Life Project found What teenagers think about Facebook's new privacy controls Oscar, 13 [...] I'll definitely keep posts to just my friends because if I set it to friends of friends 30 then it could be thousands of people I don't know [...] I don't want people who're much older seeing my stuff. If I was on holiday and posted a picture of my family - I don't want everyone seeing that. Occasionally someone has answered a post in an anti-social way but I normally answer back in a non-aggressive, joky way and they normally stop immediately. Sometimes I just leave it and sometimes 40 friends answer for me and back me up². I know people who have had problems with friends of friends saying mean things. Also I know someone who posted the details of a party on Facebook,...

Nichts passendes dabei? Erkunde andere Fachbereiche.

Mit uns zu mehr Spaß am Lernen

Hilfe bei den Hausaufgaben

Mit dem Fragen-Feature hast du die Möglichkeit, jederzeit Fragen zu stellen und Antworten von anderen Schüler:innen zu erhalten.

Gemeinsam lernen

Mit Knowunity erhältest du Lerninhalte von anderen Schüler:innen auf eine moderne und gewohnte Art und Weise, um bestmöglich zu lernen. Schüler:innen teilen ihr Wissen, tauschen sich aus und helfen sich gegenseitig.

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Ob Zusammenfassungen, Übungen oder Lernzettel - Knowunity kuratiert alle Inhalte und schafft eine sichere Lernumgebung zu der Ihr Kind jederzeit Zugang hat.

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and shared it with friends of friends, lots of people turned up³ who they didn't know. 45 I think Facebook is good if you use it in the right way, with the correct safety and privacy settings. that 91% of the 12- to 17-year-olds it surveyed post photos of themselves, 91% are happy posting their real name, 60% their relationship status, 82% their birthday, 20 71% the town where they live and the school they attend, 53% their email address and 20% their mobile number. Figures like these help create fears that younger people are not concerned about the information 25 they're sharing online. But what do teenagers themselves think? 1 ¹ (to) spark sth. 2 (to) back s.o. up- Name: 35 - 1. Reading comprehension (8 p.) Summarize the three teenager's opinions about sharing information online in no more than four sentences. December 18, 2018 2. Analysis (20 p.) The introduction to the article is written by a journalist. Contrast her language with that used by the teenager. Focus on the style and register and give examples to back up your ideas. etw. entünden jmd. den Rücken stärken Carmen Fishwick/Hannah Freeman, The Guardian, October 25, 2013 3. Evaluation (14 p.) Comment on the statistics given in the introduction. Do they surprise you or correspond with your experience? 3 (to) turn up erscheinen/ auftauchen . E EF GI Teil B: Mediation Film review: The Social Network Zuckerberg zu ,,The Social Network" Facebook-Chef witzelt über Filmporträt 2nd exam - Erst wollte er sich den Film gar nicht anschauen, jetzt macht Mark Zuckerberg 5 Witze über The Social Network" - und dann auch noch ziemlich gute. Vor Kurzem war der Gründer des Online-Netzwerks Facebook zu Gast bei Y Combinator, einer Start-up-Firma. Jetzt sind Ausschnitte aus 10 einem Interview, das im Rahmen des Besuchs geführt wurde, bei YouTube zu sehen. [...] Der Erfolgsfilm „The Social Network" erzählt die Geschichte der Gründung von 15 Facebook - und lässt dabei Zuckerberg als genialen, aber auch sozial ungelenken Emporkömmling erscheinen. Nach Drehbuchautor Aaron Sorkins Deutung hat Zuckerberg vor allem die 20 Enttäuschung darüber, dass ihn seine Freundin verlassen hat, befauert, Facebook zu gründen. Darüber ärgert sich Zuckerberg in dem Interview: „Sie [die Macher des Films] stellen es so dar, als ob 25 ich Facebook gegründet und aufgebaut habe, weil ich an Mädchen rankommen wollte oder in eine gewisse soziale Institution," sagt der 26-Jährige. „In Wirklichkeit wissen die Leute, die mich 4 Das Silicon Valley ist einer der wichtigsten Standorte für IT- und High-Tech- Industrie in Kalifornien. December 18, 2018 30 kennen, dass ich mit demselben Mädchen wie vor dem Start von Facebook ausgehe." Das sei aber nicht der eigentliche Punkt, fährt Zuckerberg fort. Die Filmemacher hätten vielmehr kein Verständnis davon, 35 ,was wir in Silicon Valley4 tun, was wir schaffen. Sie kriegen es nicht in ihre Köpfe rein, dass manche Leute Dinge schaffen, weil sie gern Dinge schaffen." 40 facebook www.spiegel.de, 20.10.2010 4. Mediation (18 p.) You found this film review about The Social Network on the internet. An English friend has also seen the film and you want to tell him about the information in the review. Your friend doesn't speak German. Summarize only the important information for your friend and write an email in English. Good Luck! Kriteriales Bewertungsraster für Aufgabenart 1.1 (EF/Q) Gesamtpunktzahl: 150 P. Klausurteil A: Schreiben mit Leseverstehen (integriert), 70 %/105 P. Klausurteil B: Sprachmittlung D-E (isoliert), 30 % / 45 P. Klausurteil A (70%): Schreiben mit Leseverstehen (integriert) 1. Inhaltliche Leistung Teilaufgabe 1 (Comprehension) Anforderungen: Oscar is wary about posting things online. He keeps his privacy settings for posts to friends because 2 he doesn't want older people seeing his photos and he is worried that posts are spread around. 3 He has had problems with unfriendly comments to his 2 posts. 4 He thinks that Facebook is great but believes it's im-2 portant to keep all privacy settings to 'friends' SUMME Teilaufgabe 1 Teilaufgabe 2 (Analysis) Anforderungen: 1 The journalist uses standard formal written English no abbreviations (e.g. are not) elaborated words and phrases (e.g. sparked con- troversy) sentence structure (elaborated and more com- plex) 1 2 ● E EF G1 er- max. Punkt reichte -zahl Punkte 2 8 2 2 ^ 5 er- max. Punkt- reichte zahl Punkte 9 8 2 The teenager uses informal, possibly spoken English uses abbreviations (e.g. I'll) colloquial words (e.g. stuff) ✔ sentence structure (gives the impression that Os- car is writing lie he is talking; e.g. 'If I was on holiday...' doesn't have a main clause) ✓ ● 3 erfüllt ein weiteres aufgabenbezogenes Kriterium SUMME Teilaufgabe 2 Teilaufgabe 3 (Comment oder Re-creation of text) Anforderungen: 1 The statistics do not suprise me at all My friends post all this information too. It's normal to share personal information like your real name online. I've seen similar statistics before. ● 2 I find the statistics very surprising ● I think most teenagers are more sensible than this information implies. I wouldn't post my mobile number online be- cause a company might use it or sell it. ✔ I don't know anybody who would post this in- formation. 3 erfüllt ein weiteres aufgabengezogenes Kriterium SUMME Teilaufgabe 3 2 20 max. Punkt- zahl 6 2 14 SUMME Klausurteil A-Schreiben mit Leseverstehen: 42 INHALT g ट 19 er- reichte Punkte 6 ly 2 13 37 2. Sprachliche Leistung / Darstellungsleistung Kommunikative Textgestaltung [21 P.] Anforderungen: Die Schülerin / Der Schüler 1 richtet seinen Text konsequent und explizit im Sinne der Aufgabenstellung auf die Intention und den Adressaten aus. 2 beachtet die Textsortenmerkmale der jeweils geforderten Zieltextformate. 3 erstellt einen sachgerecht strukturierten Text. 4 gestaltet seinen Text hinreichend ausführlich, aber ohne unnötige Wiederholungen und Umständlichkeiten. Anforderungen: Die Schülerin / Der Schüler 5 belegt seine Aussagen durch eine funktionale Verwen- 3 dung von Verweisen und Zitaten. 6 löst sich vom Wortlaut des Ausgangstextes und formu- liert eigenständig. max. Punkt -zahl 6 Ausdrucksvermögen / Verfügbarkeit sprachlicher Mittel [21 P ] 7 verwendet funktional einen sachlich wie stilistisch ange- messenen und differenzierten allgemeinen und themati- schen Wortschatz. 4 8 verwendet funktional einen sachlich wie stilistisch ange- messenen und differenzierten Funktions- und Interpreta- tionswortschatz. 4 er- reichte Punkte E EF GI 6 4 63 4 3 5 4 max. er- Punkt reichte -zah! Punkte 4 4 (20) 9 verwendet einen variablen und dem jeweiligen Zieltext- format angemessenen Satzbau. 7 Wortschatz 8 Grammatik 9 Orthographie (Rechtschreibung und Zeichensetzung) SUMME Klausurteil A-Schreiben mit Leseverstehen: SPRACHE Sprachrichtigkeit [21 P.] max. er- Anforderungen: Die Schülerin / Der Schüler beachtet die Normen der sprachlichen Korrektheit im Punkt reichte Sinne einer gelingenden Kommunikation. -zahl Punkte Gesamtpunktzahl Klausurteil A - Schreiben mit Lese- verstehen 1 I recently found an interesting film review about the film The Social Network. 1 The film basically says that Mark started Facebook be- cause he was disappointed after his girlfriend left him. 2 In the interview Zuckerberg states that this is not true be- cause he is still together with the same girlfriend. 9 8 Klausurteil B (30%): schriftliche Sprachmittlung D-E (isoliert) 1. Inhaltliche Leistung 4 4 7 4 Anforderungen: Die Schülerin / Der Schüler max. er- gibt die wesentlichen Inhalte im Sinne der Aufgabenstel- Punkt reichte lung sinngemäß zusamm nfassend wieder: z.B. ... -zahl Punkte 4 4 7 6359 105 95 7 7 4 2 20 thg 3 He is also angry about the producers of the film because they don't understand what people in Silicon Valley do. 4 erfüllt ein weiteres aufgabenbezogenes Kriterium SUMME Klausurteil B-Sprachmittlung: INHALT 2. Sprachliche Leistung / Darstellungsleistung Anforderungen: Die Schülerin / Der Schüler 1 Kommunikative Textgestaltung: . berücksichtigt den situativen Kontext, • beachtet die Textsortenmerkmale des geforderten Zieltextformats, • erstellt einen sachgerecht strukturierten Text, • gestaltet ihren / seinen Text hinreichend ausführlich, aber ohne unnötige Wiederholungen und Umständ- lichkeiten. 2 Ausdrucksvermögen / Verfügbarkeit sprachlicher Mit- tel: richtet ihren / seinen Text konsequent und explizit auf die Intention und den/ die Adressaten im Sinne der Aufgabenstellung aus, ● löst sich vom Wortlaut des Ausgangstextes und for- muliert eigenständig, ggf. unter Verwendung von Kompensationsstrategien, 4 • verwendet funktional einen sachlich wie stilistisch an- gemessenen und differenzierten allgemeinen und thematischen Wortschatz, 2 max. Punkt -zahl 18 14 9 E EF G1 9 23 er- reichte Punkt e t verwendet funktional einen sachlich wie stilistisch an- gemessenen und differenzierten Funktionswort- schatz, • verwendet einen variablen und dem jeweiligen Ziel- textformat angemessenen Satzbau. 3 Sprachrichtigkeit: beachtet die Normen der sprachlichen Korrektheit im Sinne einer gelingenden Kommunikation, und zwar in den Bereichen • Wortschatz, • Grammatik, Orthographie (Rechtschreibung und Zeichenset- zung). SUMME Klausurteil B-Sprachmittlung: SPRACHE Gesamtpunktzahl Klausurteil B-Sprachmittlung GESAMTPUNKTZAHL KLAUSUR GESAMTNOTE: sehr gut minus 9 7 27 22 45 38 150 131 30.12.18 Кш Datum und Paraphe: E EF GI Lese- und Schreibkompetenz integriert New school, new beginning Graham Gardner In Graham Gardner's novel Inventing Elliot, the protagonist Elliot is starting a new school. He was a victim in his last one, bullied by other boys. 1st exam verschlingen Elliot Sutton swallowed the sick, sour fear that threatened to engulf him. It was New Year's Day. Less than a week before he started at his new school. Think positive, he kept telling himself. It was supposed to be a new beginning here. His new school had been told nothing about what happened before. He was coming to it with a clean record, a blank 5 identity. It would be a fresh start - as it was supposed to be for all of them. [...] Name: Think positive. Elliot looked around his bedroom at the full cardboard boxes, bulging carrier bags and the battered, open suitcase spilling clothes on the floor. It had been two weeks since they'd moved to the new house, and he hadn't yet been able to bring himself to unpack properly. He just pulled out the clothes he needed each day and pretended to himself he'd do it 'tomorrow'. 10 The truth was, he dreaded unpacking. Everything in the boxes, in the carrier bags, in the suitcase, was a reminder of where he had come from - and it was a place he didn't want to go back to, even in his mind. As he stood there, he realised that he had made a decision without really being conscious of doing so. He wasn't going to unpack. Most of what was in the boxes and the bags belonged in the past, 15 not the present. It should stay there. He would get out only what he absolutely needed; the rest could stay out of sight. Maybe he'd even get rid of it that way there would be no temptation to go back to it. November 13, 2018 He felt a surge of energy, and set to work before it faded. He emptied the suitcase on to the bed. Three pairs of jeans - they were pretty ancient, but that didn't matter. They could stay. Likewise his 20 sweatshirts and T-shirts: One of the few compensations about staying much the same height since he was twelve was that he didn't yet need any new clothes. [...] 'No one knows me,' he whispered aloud. It didn't have to be like before. The problem was school uniform. He needed trousers, a blazer, shirts, tie, games kit ... It was going to cost a fortune. There was no way his mum could afford to buy brand new. They would have to go to the second-hand shop. 30 I won't let it be like before. 25 Which meant he would get noticed straight away. [...] He had a chance. The chance not only to leave the old Elliot behind, but to invent a new Elliot. An Elliot built from scratch. 18 surge (n) sudden increase 19 ancient ['einfont] very old Annotations 6 bulging overfull, stretched 10 dread sth. [dred] fear sth. that is going to or might happen The relationship to named, but you can su Paybe he has a low self-cwofdent because of this bulled by othe not particularly support From: Inventing Elliot, London, 2003 The reader becomes aware that he hat a hard life Good Luck! E EF G1 1st exam November 13, 2018 1. Reading comprehension: Read the extract from the novel Inventing Elliot. Decide if the following statements are true or false. Tick (✓) the correct boxes. (10 p.) 2. Analysis: a) Give a characterization of Elliot based on what you learn about him in this passage from the novel. Add references to lines in the text that support your ideas. (30 p.) 3. Writing: b) ‘I won't let it be like before.' (1. 30). Continue the extract from the novel Inventing Elliot. It is seven days later, and Elliot's first day at his new school has arrived. (20 p.) E EF GI 1st exam 1 Elliot is looking forward to beginning the term at his new school. 2 Some students and teachers at his new school have heard rumours about Elliot's past as a victim of bullying. 3 Elliot had needed two weeks to take his things out of suitcases and organize his room. 4 Elliot wanted to forget his life before the move to 5 Elliot forced himself to unpack. November 13, 2018 6 Elliot was thinking of throwing away lots of his old things in the cardboard boxes. 7 Elliot felt like throwing his old jeans away. 8 For Elliot, not growing any taller sometimes also had its advantages. 9 Elliot didn't mind getting a used school uniform. 10 At the end of the extract, Elliot appears to feel helpless. true X false X E EF GI Inhaltlicher Erwartungshorizont: Aufgabe 1 1) false - evidence: Elliott Sutton swallowed the sick, sour fear ... Less than a week before he started at his new school. (11. 1–2) 2) false - evidence: a clean record, a blank identity (11. 4-5) 3) false - evidence: It had been two weeks ... and he hadn't yet been able to bring himself to unpack properly. (11. 7-8) 4) true - evidence: a place he didn't want to go back to, even in his mind (ll. 11-12) 5) false - evidence: He had made a decision without really being con- scious of doing so. He wasn't going to unpack. (ll. 13–14) 6) true - evidence: Maybe he'd even get rid of it. (1. 16) 7) false - evidence: They were pretty ancient, but that didn't matter. They could stay. (1. 19) 8) true - evidence: one of the few compensations about staying much the same height … (1. 20) 9) false - evidence: Which meant he would get noticed straight away. (1.25) 10) false evidence: It didn't have to be like before. I won't let it be like before. (11. 29-30) Summe 1st exam Aufgabe 2 Structure: - ● Introduction (introductory sentence with author, title, text type / character's name and a general statement about the character) Main part (details about the character / evidence from the text / interpretation of the details) • Conclusion (summary of the most important findings) The student identifies Elliot Sutton as the protagonist. The student distinguishes between direct and indirect characterization: • Direct: 'There was no way his mum could afford to buy brand new' (1.23). C Indirect: 'I won't let it be like before' (1.30). Elliot is fearful because he does not know what awaits him at new school ('sick, sour fear'). Elliot is determined to make a fresh start in his school career and life (‘think positive’, ‘I won't let it be like before”). J 1 November 13, 2018 Maximal erreich- bare Punkte 1 1 1 1 1 1 1 1 1 1 10 maximal erreich- bare Punkte 6 2 2 4 4 er- reichte Punkte / 1 / 1 1 1 1 1 1 8 er- reichte Punkte 6 2 4 4 1st exam Elliot is reluctant to unpack because his old things remind him of his old life ('everything in the boxes... was a reminder ...'). E EF G1 Elliot does not come from a well-off family since he decides to keep his jeans and is afraid of getting a second-hand school uniform (which meant that he would get noticed right away’). Elliot tries to encourage himself by whispering positive messages to himself ('no one knows me'). Summe Aufgabe 3 Continues the story at the given point of time (seven days later, first day at school) Stays in line with the previous plot (e.g. the continuation still centers around the inner world of Elliot) Stays in line with the mood and atmosphere. Adopts the same narrative perspective. Stays in line with the author's style. Makes it a plausible sequel (e.g refers back to events in the novel excerpt and adds logical new events) Summe November 13, 2018 4 30 2 maximal erreich- bare Punkte 4 4 2 4 4 4 20 4 4 28 PAS 4 er- reichte Punkte 4 2 4 2 4 4 4 20