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Englisch Klausuren EF (Charakterisierung, Analyse usw.)

12.5.2021

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

E EF G1 2nd exam Teil A: Lese- und Schreibkompetenz integriert 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. 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. 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 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...

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teenagers themselves think? Name: ¹ (to) spark sth. 2 (to) back s.o. up- 35 December 18, 2018 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 up².1 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, and shared 45 it with friends of friends, lots of people turned up³ who they didn't know. I think Facebook is good if you use it in the right way, with the correct safety and privacy settings. etw. entünden jmd. den Rücken stärken 1. Reading comprehension (8 p.) Summarize the three teenager's opinions about sharing information online in no more than four sentences. Carmen Fishwick/Hannah Freeman, The Guardian, October 25, 2013 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. 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 Lese- und Schreibkompetenz integriert 1st exam 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. 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. Name: 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. [...] 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. November 13, 2018 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. 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 Faybe he has a low selfiewal dent because of his bullied by other particularly The relationship to named, but you can suppose From: Inventing Elliot, London, 2003 The reader becomes aware that he a hard life Good Luck! (6) 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 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 verlassen hat, Freundin befeuert, 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. 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 December 18, 2018 pas 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! E EF G1 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 false □ U 1 2 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) max. Punkt- reichte Anforderungen: zahl Punkte 1 The journalist uses standard formal written English 9 no abbreviations (e.g. are not) elaborated words and phrases (e.g. sparked con- troversy) sentence structure (elaborated and more com- plex) ● E EF G1 er- max. Punkt reichte -zahl 2 Punkte 8 2 2 5 er- 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) ✓ erfüllt ein weiteres aufgabenbezogenes Kriterium SUMME Teilaufgabe 2 Teilaufgabe 3 (Comment oder Re-creation of text) 3 ● 1 ● Anforderungen: 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 9 2 20 er- max. Punkt- reichte zahl Punkte 6 6 6 2 14 19 SUMME Klausurteil A-Schreiben mit Leseverstehen: 42 INHALT lu 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. 8 verwendet funktional einen sachlich wie stilistisch ange- messenen und differenzierten Funktions- und Interpreta- tionswortschatz. 4 4 4 4 6 4 er- reichte Punkte E EF GI 6 43 4 3 max. er- Punkt reichte -zah! Punkte 5 4 20 9 verwendet einen variablen und dem jeweiligen Zieltext- format angemessenen Satzbau. SUMME Klausurteil A-Schreiben mit Leseverstehen: SPRACHE Gesamtpunktzahl Klausurteil A-Schreiben mit Lese- 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 7 Wortschatz 9 8 Grammatik 9 Orthographie (Rechtschreibung und Zeichensetzung) 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. Klausurteil B (30%): schriftliche Sprachmittlung D-E (isoliert) 1. Inhaltliche Leistung 8 4 105 4 63 4 4 7 Anforderungen: Die Schülerin / Der Schüler max. er- gibt die wesentlichen Inhalte im Sinne der Aufgabenstel- Punkt reichte lung sinngemäß zusammenfassend wieder: z.B. ... -zahl Punkte 7 95 7 4 7 4 N 20 (18 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. (11. 13-14) 6) true - evidence: Maybe he'd even get rid of it. (1. 16) 1st exam 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 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). • Indirect: 'I won't let it be like before' (1.30). Elliot is fearful because he does not know what awaits him at his 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'). 2000 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 A 1 1 8 er- reichte Punkte 6 2 4 4 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: • richtet ihren / seinen Text konsequent und explizit auf die Intention und den / die Adressaten im Sinne der Aufgabenstellung aus, 4 2 • verwendet funktional einen sachlich wie stilistisch an- gemessenen und differenzierten allgemeinen und thematischen Wortschatz, max. Punkt -zahl . berücksichtigt den situativen Kontext, beachtet die Textsortenmerkmale des geforderten 9 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: • löst sich vom Wortlaut des Ausgangstextes und for- muliert eigenständig, ggf. unter Verwendung Kompensationsstrategien, 18 14 E EF G1 9 最了 1 er- reichte Punkt e 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 97 27 22 45 38 150 131 30.12.18 Ku Datum und Paraphe: 1st exam Elliot is reluctant to unpack because his old things remind him of his old life ('everything in the boxes ... was a reminder ...'). 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 E EF G1 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 er- reichte Punkte 2 4 2 4 4 4 4 4 20 18 D E EF GI Sprachlicher Erwartungshorizont: Kommunikative Textgestaltung Anforderungen 1 Der Prüfling richtet seinen Text konsequent und explizit im Sinne der Auf- 8 gabenstellung auf die Intention und den Adressaten aus. 2 beachtet die Textsortenmerkmale der jeweils geforderten 6 Zieltextformate. 3 erstellt einen sachgerecht strukturierten Text. 4 gestaltet seinen Text hinreichend ausführlich, aber ohne unnö- tige Wiederholungen und Umständlichkeiten. 5 belegt seine Aussagen durch eine funktionale Verwendung 4 von Verweisen und Zitaten. 30 Ausdrucksvermögen/Verfügbarkeit sprachlicher Mittel 6 7 Anforderungen 8 1st exam Sprachrichtigkeit Anforderungen Der Prüfling löst sich vom Wortlaut des Ausgangstextes und formuliert ei-6 genständig. verwendet funktional einen sachlich wie stilistisch angemes- 8 senen und differenzierten allgemeinen und thematischen Wortschatz. verwendet funktional einen sachlich wie stilistisch angemes-6 senen und differenzierten Funktions- und Interpretationswort- schatz. 9 verwendet einen variablen und dem jeweiligen Zieltextformat 10 angemessenen Satzbau. Der Prüfling beachtet die Normen der sprachlichen Korrektheit im Sinne einer gelingenden Kommunikation. maximal erreich- 10 Wortschatz 11 Grammatik 12 Orthographie (Rechtschreibung und Zeichensetzung) bare Punkte 6 6 November 13, 2018 maximal erreich- bare Punkte 30 maximal erreich- bare Punkte 12 12 6 30 erreichte Punkte 8 6 6 6 4 30 erreichte Punkte 6 7 6 9 28 erreichte Punkte ^^ 9 6 26 Het I ||||||||||| 2nd exam 1. The article "What teenagers think. about Facebook's new privacy. controls", written by Carmen Fishwick and Hannan Freeman in October 2013 is about how each. own teenager. deals their privacy on Social media. The 13-year old Oscar thinks that it is completely enough to post pictures on Facebook and share them only with friends. In addition, he claims that it is better to not only react or to answer friendly to hate comments. To avoid such comments or unwanted people on your profil, it's important to handle the correct safety and privacy settings. 2. Focusing now on the language, including the style and register, the author uses, it is clear that the article is for the older and the young target group. This is shown by R (it is) St+ b (correctly) ACar is aimed at well as a an older as younger target group) Kough (reflect) WC serious) w celaquent) WhCit's not a rhetorical Kongo Coses), R Carouses). questions the interview of Oscar (1.29f.). To create a certain atmosphere the journalist uses formal language (1. ff.). This has the effect that it seems as if she stays serious about the topic show people how teenagers. handle their privacy on Facebook. The long and complex sentences and also the statistics she uses, reflects the complexity of the topic (1.14 f.). ~ The sentence structure is stand- ard former written English as it does not sound like spoken Engush which shows the seriousness style of the author (1.8.f.). In addition, the choice of words. such as "the adult population" (1.4) shows a very eloquial, elaborated style. I with the rhetorical question. which the author use, she arrouses especially the interest of teenagers. (1.26-27). The part where Oscar's opinion is shared, is written more in informal and colloquial language. The reader can imagine the ✓ E EF G1 Klimmek Inhalt max. Punktzahl erreichte Punktzahl 56 Klausurteil 60 P. A Note: sehr gut Kommentar: Liebe Sohejla, 1st exam Sprachliche Leistung/Darstel- lungsleistung Datum: 08.12.18. max. Punkt- zahl 90 P. erreichte Punktzahl 84 November 13, 2018 Summe max. Punkt- zahl 150 P. dies ist sprachlich und inhaltlich eine hervorragende Leistung. Super! erreichte Punktzahl 140 Schave Dir lediglich noch einmal die Verwendung der Zeiten Cu.a. present perfect und past perfect) an. Unterschrift: shul 2 situation easier because likely most of the teenagers use Facebook and so they can relate to it (1.276.) The sentence structure is short and words such as "stuff" (1.32) √(the is related to the young target. group. * In conclusion, one can say that the journalist tries to find a Mirdiocrity between formal and informal language to arrouse the young interest of young and old target group.. w (probably) of WCaimed at) - But in contrast to this it is very reckless to share their mobile number because everyone can make use of it (1.29), I believe that it could also be very dangerous or risky to share your town where you live or your email address because use R (s.0.) 3. which shows the privacy settings. of teenagers In my opinion the statistic does in age of not surprise me. 42-47 Especially the 91%. are normal because most of the teenagers use social media to sho stay connected with friends (1.18). # The use of abbreviation shows the colloquial Language (1.31). Prap (from) WC negligent), Prou (your) 34 exam N° 2 Analysis: : The extract, New school, new beginning" from the novel. written Elliot", by Graham Gardner is about a boy named Elliot who wants to leave his Inventing € Old life behind and start a new 9 ye. Elliot Sutton is the protagonist of the extract and moved with his parents in a new house (11.7-8). Considering the act that he fits T Chas fit) T (wa)) in his clothes since he is twelve, the reader can assume that he is a small and thin boy who do not reach the adulthood yet. ared is likely is a teenager (11.20-21). Furthermore he seems shy and anxious because he do not know what expect him in his new school (11.3-5). dou = In addition, the reader can tell that he has a low self- confident because he was bullied maybe in his old school and do not have experiences with friends or headling classmates (#). This could Good introduction ! The Koug Edoes) IT Chas not greached), (...) St/sb ( is likely to be) Sto, (...) weself-confidence) 13.11.18 having quote the exact Sentence here! Acthe reader gets to know) Describe his behaviour and then give the lines in brackets 201 F mean that he is a loner. From the way Elliot act, he seems very ashamed of his school uniforn which he has to buy used (11.22-44) But in contrast to this, he is Optimistic because he knows that he is unknown in his new. environment and Elliot can begin I a new chapter of life (1.3; 6.6; 11.28-30). In the first paragraph (11.1-13) you learn that Elliot is a little bit unmotivated and lazy because he has not un pucked his suitcases since they moved to the new house (11.7-8). This could mean that he wants to does push his past back and do not wann to be reminded of it (11.12-13). in addition, he has taken a lot of trouble to try to start a new life' which you can see from his behaviour in line 24-30 because he ws that he must take the chance of a life without bullying. The relationship to his old class- mates is not particularly named but the reader can suppose that it was very bad because he was bullied by them (headline). I The relationship to his parents C og (staps St. W(share) G(created), we founder) Wegenius), Prou (who) (...) (...), G (left), (...) Z this data stay forever, in cyberspace (1.20 f.). to All in all I would say that it is too dangerous give so much information of yourself on Social meala because of the digital footprint which is the result of your digital. activits. 4. Hello Tim, T How are you? Hope you're doing. well! Remember the last time we talked about the film "The Social Network"? 1 recently found this film review and I want to tell you - Something it. ✓ The review, which I found on grounder an internet site, says that the flim shows how Facebook was create. there, the grounder, Mark Zuckerburg, is presented as a genie which had the idea. to create Facebook because of his girlfriend which leaved him alone. about But Zuckerburg claims that the film presents his idea a little. bit wrong. the created Facebook to share is idea with people. Also he critizles the producer because the hard but good work is shown. in a ridiculous way! But when you want more ..formations, there is an interview on YouTube which shows his opinion. Hope we see us soon! Your S D A (to see you) A (Yours (Take care) sehr gut minus must be good because they facilitate him a beginning from the start (11.7-8) But also the reader becomes aware that his family is not the richest because Elliot gets his clothes from the second-hand shop (11.23-24). All in all you can say that Elliot Sutton is a decent and ordinary boy who wants to bring his old live with likely no friends and palot of bullying to a close and begins a new life in a new school where no one knows him. N°3 When he arrived in his new school he was shook because it was bigger and more modern than his old School. But he quickly forgot this thought because know he was in is new school and not in the past. He came with his bike and told his mother not to bring him with the car and not accompany is because he didn't want the others to see him with his mum. They shouldn't think he was a mummy's boy. Walking down the school ground, Elliot saw a women who smiled at W(enable) A (fresh start) Good conclusion ! w (shocked) 08.12.18 Good WCintroduction) Kouge (pupils) Tchad only) sehr gut Good! (...), G Chappily) Prap (at) him. This must be my new teacher, hope for a good new life.' He sighed quietly. Although this teacher looked a litl bit weird, he had a very good and nice impression of her. an the way to his class room, he saw. only orainary and educated pupils who looked very friendly. the also didn't get noticed in his used school uniform. After he had the worst part behind him, the ints- duce of himself, he felt we very welcome in his new class. Immediatieg pupil_ came to him in the break and talked to him. They had such a great influence on him that Elliot buyur having pun in school. His plan went righe and no ons. knews about his past. Elliot The boy who asked him if he wants even to sit next to him invited him to his house alfough they known each other since one day. For Elliot this all was unusual and knew but he enjoyned his new life without bullying. 'I made it' he whispered to himself when he fell into his bed after school and looking happy to his school uniform.