Exemplar für Prüfer/innen

Exemplar für Prüfer/innen
Kompensationsprüfung zur
standardisierten kompetenzorientierten
schriftlichen Reife- und Diplomprüfung
Oktober 2015
Englisch
1. Lebende Fremdsprache
Kompensationsprüfung
Angabe für Prüfer/innen
öffentliches Dokument
Hinweise zur Kompensationsprüfung
Diese Kompensationsprüfung besteht aus drei Aufgaben:
zwei Aufgaben aus dem Bereich Leseverstehen
einer monologischen Sprechaufgabe
Bei der Bearbeitung der drei Aufgaben sind keine Hilfsmittel erlaubt.
Die Vorbereitungszeit beträgt mind. 30 Minuten. Die Prüfungszeit beträgt maximal 25 Minuten:
Dauer Leseverstehen:
Dauer der Sprechaufgabe:
Leseaufgabe 1: max. 10 Minuten
Leseaufgabe 2: max. 10 Minuten
erste lebende Fremdsprache B2: max. 7 Minuten
zweite lebende Fremdsprache B1: max. 5 Minuten
Leseverstehen:
Es sind zwei Leseaufgaben zu lösen, die jeweils aus zwei Teilen bestehen:
Lesetext 1: Teil 1 – Detailfragen zum Text
Teil 2 – Globalfrage zum Text
Lesetext 2: Teil 1 – Detailfragen zum Text
Teil 2 – Globalfrage zum Text
zu Teil 1 – Detailfragen zum Text:
Schreiben Sie Ihre Antworten auf das dafür vorgesehene Antwortblatt.
Jede richtige Antwort wird mit einem Punkt bewertet. Bei jeder Leseaufgabe finden Sie eine Angabe
zu den maximal erreichbaren Punkten.
zu Teil 2 – Globalfrage zum Text:
Bereiten Sie Ihre Antwort zur Globalfrage innerhalb der Vorbereitungszeit (ggf. schriftlich) vor und
geben Sie den Inhalt des Texts im Prüfungsgespräch mündlich wieder.
Sie können bei der Globalfrage maximal 3 Punkte erreichen.
Sprechen:
Ihr Monolog wird nach den folgenden Kriterien beurteilt:
Erfüllung der Aufgabenstellung
Spektrum sprachlicher Mittel
Sprachrichtigkeit
Sie können für den Sprechauftrag maximal 10 Punkte erreichen.
Die Beurteilung der mündlichen Kompensationsprüfung ergibt sich aus der gemeinsamen Beurteilung
der beiden Kompetenzbereiche Leseverstehen und Sprechen. Für eine positive Beurteilung dieser
Kompensationsprüfung müssen insgesamt 16 Punkte von 27 Punkten erreicht werden.
Maximalpunkteanzahl: 27
Notendefinition:
16 – 18: Genügend
19 – 21: Befriedigend
22 – 24: Gut
25 – 27: Sehr gut
Über die Gesamtbeurteilung entscheidet die Prüfungskommission; jedenfalls werden sowohl die von
der Kandidatin / vom Kandidaten im Rahmen der Kompensationsprüfung erbrachte Leistung als auch
das Ergebnis der Klausurarbeit dafür herangezogen.
Viel Erfolg!
Kompensationsprüfung / Oktober 2015 / ENG 1. Lebende Fremdsprache / Prüfer/in öffentliches Dokument
S. 2/11
NAME:
ANTWORTBLATT
T
0
F
First four words
Summer people order pizzas
X
1
Von der
Lehrperson
auszufüllen
Carter’s Camp
richtig
falsch
1
2
3
4
5
6
___ / 6 P.
0
A
B
C
D
1
A
B
C
D
2
A
B
C
D
3
A
B
C
D
4
A
B
C
D
5
A
B
C
D
X
2
Von der
Lehrperson
auszufüllen
A revolutionary invention
richtig
falsch
___ / 5 P.
Kompensationsprüfung / Oktober 2015 / ENG 1. Lebende Fremdsprache / Prüfer/in öffentliches Dokument
S. 3/11
1 LESEN
Teil 1:
6 P. |
Teil 2:
3 P.
1. Read the text. First decide whether the statements (1–6) are true (T) or false (F) and put a
cross () in the correct box on the answer sheet. Then identify the sentence in the text which
supports your decision. Write the first 4 words of this sentence in the space provided. There
may be more than one correct answer; write down only one. The first one (0) has been done
for you.
2. What is the text about? Present the most important points of the text.
Carter’s Camp
Since its beginnings more than 60 years ago,
Carter’s Camp has been a gathering place
for locals and tourists alike.
Tired workers drop in for a refreshing
brew after shifts at nearby Stillwater Mine.
Ranchers show up for the Saturday night
prime rib special, perhaps starting the
evening off with a bourbon ditch or Jack and
seven. Summer people order pizzas to go
or bring guests in for a beer and a look at
memorabilia and vintage photos. The mine
orders 15 lunches at a time for staff. Tourists
see the sign and stop for a refreshing brew
and snack.
Carter’s is part of the landscape and has
been since the Grant Smith family opened
it in the post-World War II days. The familiar
wooden building, set strikingly in the
shadow of the Beartooth Mountains, has
the authentic feeling of the old west. It’s a
little rough around the edges, as one parttime resident put it. You won’t find designer
items on the menu, no foie gras or escargot.
It’s more meat and potatoes offerings: tasty
tacos, a succulent ribeye, delicious pulled
pork sandwich, a generous chicken Caesar
salad, and a fine hamburger. Satisfying,
dependable, no frills. Kids eat cheaply.
Orders can be split.
That’s all part of its charm, offered up by
Eric, Mike and RJ in the kitchen and Melissa,
Jackie and David at the bar. Trudy Bowman
is Austin’s capable manager, doing whatever
is needed at the stove, bar or tables.
Fabulous pies are baked regularly by Janet
Helbert, whose treats fetch in the hundreds
of dollars at fundraisers.
The food is enjoyable, the drinks are
reasonably priced. The dining room is familyfriendly with a pretty mountain view. Service
is cordial and accommodating. And there’s
plenty of lore to lure a passer-by in for a few
hours.
Recent owner Bruce Austin, with his
doctorate in radiation biology, looks as if
he should be holding court in a university
lecture hall, not welcoming patrons to a
Kompensationsprüfung / Oktober 2015 / ENG 1. Lebende Fremdsprache / Prüfer/in
öffentliches Dokument
S. 4/11
(Fortsetzung 1)
local hang-out at “the end of the road,” as
he puts it. Indeed, Austin has served well in
the academic world, most recently at Loma
Linda University Medical Center, where
he was chief physicist for the radiology
department. He has served on national
boards and commissions, has a chemistry
background and degrees from both Grinnell
and University of Iowa, and can talk social
morality or wind and solar energy with the
best.
Even juggling properties in Los Angeles,
Ohio and various other holdings, Austin’s
Montana roots grow deep. Born in Hawaii in
1945, Austin would live in Iowa, Nebraska
and Ohio before moving back to Montana
and rescuing Carter’s Camp.
In 1951, his family moved from Omaha
to Billings and Parkhill Drive. In Montana,
Austin’s physician father pursued his
radiology career, paving the way for the
eventuality of the Northern Rockies Cancer
Center.
“I have fond memories of our trips
through Yellowstone and up to this neck
of the woods,” says Austin, known for his
storytelling prowess and his professorial
speaking style. Besides acquiring investment
properties cross-country, Austin has an
extensive collection of vintage buses and
touring cars which he restores and shares
with the community.
0
Customers who come to Carter’s Camp get to see things from the past.
1
Carter’s Camp has preserved the genuine atmosphere of days gone by.
2
Carter’s Camp has a few trendy dishes on offer.
3
The person in charge at Carter’s Camp is very flexible.
4
Austin’s appearance is that of the typical restaurant owner.
5
Austin is also involved in buying and selling buildings.
6
Austin’s father earned his living in a non-medical profession.
Kompensationsprüfung / Oktober 2015 / ENG 1. Lebende Fremdsprache / Prüfer/in
öffentliches Dokument
S. 5/11
LÖSUNGEN
Teil 1
Carter’s Camp
T
F
First four words
0
X
Summer people order pizzas
1
X
The familiar wooden building
2
3
X
5
6
Trudy Bowman is Austin’s
X
4
You won’t find designer
X
Recent owner Bruce Austin
Even juggling properties in
Besides acquiring investment properties
X
X
In Montana, Austin’s physician
Teil 2
Modelllösung zum globalen Leseverständnis:
The text is about Carter’s Camp, a traditional, popular and friendly country restaurant for
all kinds of people. The menu is basic, offering tasty food. Bruce Austin has an academic
background as a scientist and owns properties in various places but has returned to Montana
to run Carter’s Camp.
Abweichungen von der Modelllösung sind möglich. Es sind maximal 3 Punkte zu vergeben.
Folgende Inhalte des Textes dienen zur Orientierung:
Carter’s Camp is a traditional, popular and friendly place
Carter’s Camp attracts all kinds of customers
Carter’s Camp serves mainly basic food
Austin is a renowned scientist and property owner
Austin moved around a lot before returning to Montana
Kompensationsprüfung / Oktober 2015 / ENG 1. Lebende Fremdsprache / Prüfer/in öffentliches Dokument
S. 6/11
2 LESEN
Teil 1:
5 P. |
Teil 2:
3 P.
1. Read the text, then choose the correct answer (A, B, C or D) for questions 1–5. Put a cross ()
in the correct box on the answer sheet. The first one (0) has been done for you.
2. What is the text about? Present the most important points of the text.
A revolutionary invention
Alexander Graham Bell – evolution of the telegraph into the telephone
The telegraph and telephone are both wire-based electrical systems, and Alexander Graham Bell's
success with the telephone came as a direct result of his attempts to improve the telegraph.
When Bell began experimenting with electrical signals, the telegraph had been an established means
of communication for some 30 years. Although a highly successful system, the telegraph, with its dotand-dash Morse code was basically limited to receiving and sending one message at a time. Bell's
extensive knowledge of the nature of sound and his understanding of music enabled him to conjecture
the possibility of transmitting multiple messages over the same wire at the same time. Although the
idea of a multiple telegraph had been in existence for some time, Bell offered his own musical or
harmonic approach as a possible practical solution. His "harmonic telegraph" was based on the
principle that several notes could be sent simultaneously along the same wire if the notes or signals
differed in pitch.
Alexander Graham Bell – talk with electricity
By October 1874, Bell's research had progressed to the extent that he could inform his future father-inlaw, Boston attorney Gardiner Greene Hubbard, about the possibility of a multiple telegraph. Hubbard,
who resented the absolute control then exerted by the Western Union Telegraph Company, instantly
saw the potential for breaking such a monopoly and gave Bell the financial backing he needed. Bell
proceeded with his work on the multiple telegraph, but he did not tell Hubbard that he and Thomas
Watson, a young electrician whose services he had enlisted, were also exploring an idea that had
occurred to him that summer – that of developing a device that would transmit speech electrically.
While Alexander Graham Bell and Thomas Watson worked on the harmonic telegraph at the insistent
urging of Hubbard and other backers, Bell nonetheless met in March 1875 with Joseph Henry, the
respected director of the Smithsonian Institution, who listened to Bell's ideas for a telephone and
offered encouraging words. Spurred on by Henry's positive opinion, Bell and Watson continued their
work. By June 1875 the goal of creating a device that would transmit speech electrically was about
to be realized. They had proven that different tones would vary the strength of an electric current in a
wire. To achieve success they therefore needed only to build a working transmitter with a membrane
capable of varying electronic currents and a receiver that would reproduce these variations in audible
frequencies.
First Sounds – twang
On June 2, 1875, Alexander Graham Bell, while experimenting with his technique called "harmonic
telegraph", discovered he could hear sound over a wire. The sound was that of a twanging clock
spring. Bell's greatest success was achieved on March 10, 1876, and marked not only the birth of the
telephone but the death of the multiple telegraph as well. The communications potential contained in
his demonstration of being able to "talk with electricity" far outweighed anything that simply increasing
the capability of a dot-and-dash system could imply.
Kompensationsprüfung / Oktober 2015 / ENG 1. Lebende Fremdsprache / Prüfer/in öffentliches Dokument
S. 7/11
(Fortsetzung 2)
0
Telegraphs could not
A
B
C
D
1
Bell’s work on telegraphs was influenced by his
A
B
C
D
2
to hire more assistants.
to work together with the Smithsonian Institution.
after finishing work on his first project.
without sharing important information with Hubbard.
The idea of a machine to enable conversation
A
B
C
D
5
support scientific progress.
make money with this new invention.
wanted to hinder another business.
wanted to take over a company.
Bell received funding from Hubbard
A
B
C
D
4
familiarity with acoustics.
wide-ranging research data.
professional musical training.
academic and public success.
Hubbard supported Bell because he wanted to
A
B
C
D
3
vary the length of signals.
deal with more than one signal at once.
increase the speed of signals.
record any signals.
found strong support among other experts.
met with approval.
was fascinating to Hubbard.
resulted in more financial support.
Bell’s finding of sending noises along a cable
A
B
C
D
happened by chance during a trial run.
went through a long testing period.
took him many more years.
needed less time than expected.
Kompensationsprüfung / Oktober 2015 / ENG 1. Lebende Fremdsprache / Prüfer/in öffentliches Dokument
S. 8/11
LÖSUNGEN
Teil 1
A revolutionary invention
0
A
1
A
2
B
C
D
B
C
D
A
B
C
3
A
B
C
D
4
A
B
C
D
5
A
C
D
X
X
B
X
X
X
D
X
Teil 2
Modelllösung zum globalen Leseverständnis:
Alexander Bell tried to improve the limited technology of the telegraph. Bell wanted to invent a
multiple telegraph that could send more than one message at a time. Bell informed Hubbard
about his work and Hubbard gave him money to continue his research. However, Bell was also
working on the telephone and, with encouragement from Joseph Henry, continued that project
as well. Whilst experimenting, Alexander Bell heard the first sound via a wire.
Abweichungen von der Modelllösung sind möglich. Es sind maximal 3 Punkte zu vergeben.
Folgende Inhalte des Textes dienen zur Orientierung:
Bell wanted to improve the basic telegraph system of only sending one message at
a time
Bell wanted to invent a more complicated ‘harmonic‘ telegraph
Hubbard gave him financial support to continue experimenting
Joseph Henry was positive about Bell’s idea of a device electronically transmitting
speech
Bell heard the sound of a clock spring via a wire
Kompensationsprüfung / Oktober 2015 / ENG 1. Lebende Fremdsprache / Prüfer/in öffentliches Dokument
S. 9/11
3 SPRECHEN
10 P.
An international company wants to make their working environment more attractive to young
employees. They have arranged to meet students at several schools to get their opinions. You
are presenting your ideas to a representative of the company.
In your talk you should:
compare the two office concepts shown in the pictures
suggest what the company can do to make the workplace more attractive
discuss the idea of working from a place outside the office
You should talk for 5 to 7 minutes.
Kompensationsprüfung / Oktober 2015 / ENG 1. Lebende Fremdsprache / Prüfer/in
öffentliches Dokument
S. 10/11
Holistischer Beurteilungsraster Sprechen B2
Band
10
8
6
4
2
0
Overall Oral Production
1
All aspects of the task addressed and convincingly expanded.
2
Expresses her/himself clearly with no sign of having to restrict what she/he wants to say.
3
Lexical and grammatical accuracy is very high, only few ‘slips’.
1
All aspects of the task addressed and expanded.
2
Expresses her/himself clearly and without much sign of having to restrict what she/he wants
to say. (GLR, B2.2)
3
Lexical and grammatical accuracy is high, ‘slips’ or non-systematic errors do not hinder
communication.
1
Most aspects of the task addressed and sufficiently expanded.
2
Uses a sufficient range of language to express her/himself without much conspicuous
searching for words, using some complex sentence forms to do so. (GLR B2.1 adapted)
3
Lexical and grammatical accuracy is generally high, though some confusion and incorrect
word choice does occur without hindering communication. (collapsed from GA/VC)
1
Aspects of the task addressed but not sufficiently expanded.
2
Uses an insufficient range of language to deal with parts of the task set often having to
restrict what she/he wants to say. (GLR B1.2 adapted)
3
Insufficient degree of lexical and grammatical control.
1
Only some aspects of the task addressed, none expanded.
2
Lexical and structural limitations cause repetition, hesitation and difficulty with formulation.
(GLR, B1.1 adapted)
3
Lack of lexical and grammatical control frequently leads to breakdown of communication.
1
Task ignored.
2
Fails to produce enough language for assessment.
Kompensationsprüfung / Oktober 2015 / ENG 1. Lebende Fremdsprache / Prüfer/in
öffentliches Dokument
S. 11/11

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