Englisch

Standardisierte kompetenzorientierte
schriftliche Reifeprüfung
AHS
18. September 2015
Englisch
Lesen (B2)
Korrekturheft
öffentliches Dokument
Hinweise zur Korrektur
Bei der Korrektur werden ausschließlich die Antworten auf dem Antwortblatt berücksichtigt.
Korrektur der Aufgaben
Bitte kreuzen Sie bei jeder Frage im Bereich mit dem Hinweis „von der Lehrperson auszufüllen“ an, ob die
Kandidatin/der Kandidat die Frage richtig oder falsch beantwortet hat.
Falls Sie versehentlich das falsche Kästchen markieren, malen Sie es bitte vollständig aus () und kreuzen
das richtige an (T).
richtig
falsch
£
S
S
¢
Gibt eine Kandidatin/ein Kandidat bei einer Frage zwei Antworten an und ist eine davon falsch, so ist die
gesamte Antwort als falsch zu werten. Bei den Testmethoden Kurzantworten und Richtig/Falsch mit
Begründung zählen alle Wörter, die nicht durchgestrichen sind, zur Antwort.
Bei der Beurteilung werden nur ganze Punkte vergeben. Die Vergabe von halben Punkten ist unzulässig.
Akzeptierte Antworten bei der Testmethode Richtig/Falsch mit Begründung
Die Testmethode Richtig/Falsch mit Begründung sieht vor, dass für die Erreichung eines Punktes zwei
Bedingungen erfüllt sein müssen:
1.
Die Entscheidung, ob die jeweilige Aussage richtig oder falsch ist, muss korrekt sein.
2.
Als „Begründung“ sind die ersten 4 Wörter jenes Satzes zu zitieren, der die Entscheidung belegt.
Das BIFIE empfiehlt im Sinne der Kandidatinnen und Kandidaten, Abweichungen von der Regel der
ersten vier Wörter zu akzeptieren, wenn zweifelsfrei erkennbar ist, dass auf den die Entscheidung
begründenden Satz Bezug genommen wurde (etwa, wenn 4 Wörter innerhalb des Satzes oder der
ganze Satz zitiert werden).
Akzeptierte Antworten bei der Testmethode Kurzantworten
Das Ziel der Aufgaben ist es, das Hör- bzw. Leseverständnis der Kandidatinnen und Kandidaten zu überprüfen. Grammatik- und Rechtschreibfehler werden bei der Korrektur nicht berücksichtigt, sofern sie die
Kommunikation nicht verhindern. Es sind nur Antworten mit maximal 4 Wörtern zu akzeptieren.
Standardisierte Korrektur
Um die Verlässlichkeit der Testergebnisse österreichweit garantieren zu können, ist eine Standardisierung
der Korrektur unerlässlich.
Die Antworten Ihrer Kandidatinnen und Kandidaten sind vielleicht auch dann richtig, wenn sie nicht im
erweiterten Lösungsschlüssel aufscheinen. Falls Ihre Kandidatinnen und Kandidaten Antworten geben,
die nicht eindeutig als richtig oder falsch einzuordnen sind, wenden Sie sich bitte an unser Team aus
Muttersprachlerinnen und Muttersprachlern sowie Testexpertinnen und Testexperten, das Sie über den
Online-Helpdesk bzw. die telefonische Korrekturhotline erreichen.
öffentliches Dokument
2
Online-Helpdesk
Ab dem Zeitpunkt der Veröffentlichung der Lösungen können Sie unter http://srp.bifie.at/helpdesk Anfragen an den Online-Helpdesk des BIFIE stellen. Beim Online-Helpdesk handelt es sich um ein Formular,
mit dessen Hilfe Sie Antworten von Kandidatinnen und Kandidaten, die nicht im Lösungsschlüssel
enthalten sind, an das BIFIE senden können. Sie brauchen zur Benutzung des Helpdesks kein Passwort.
Sie erhalten von uns zeitnah eine Rückmeldung darüber, ob die Antworten als richtig oder falsch zu
bewerten sind. Sie können den Helpdesk bis zum unten angegebenen Eingabeschluss jederzeit und
beliebig oft in Anspruch nehmen, wobei Sie nach jeder Anfrage eine Bestätigung per E-Mail erhalten.
Jede Anfrage wird garantiert von uns beantwortet. Die Antwort-E-Mails werden zum unten angegebenen
Zeitpunkt zeitgleich an alle Lehrerinnen und Lehrer versendet.
Anleitungen zur Verwendung des Helpdesks für AHS und BHS finden Sie unter:


http://srp.bifie.at/Anleitung_Helpdesk_AHS.pdf (AHS)
http://srp.bifie.at/Anleitung_Helpdesk_BHS.pdf (BHS)
Online-Helpdesk Englisch
Eingabe Helpdesk:
18. September 2015, 18:00 Uhr bis
21. September 2015, 12:00 Uhr
Eingabeschluss:
21. September 2015, 12:00 Uhr
Versand der Antwort-E-Mails:
23. September 2015 bis 12:00 Uhr
Telefon-Hotline
Die Telefon-Hotline ist ausschließlich in den unten angegebenen Zeiträumen besetzt. Bitte ordnen Sie Ihre
Anfragen nach Fertigkeit, Aufgabe und Fragenummer, um dem Hotline-Team eine rasche Bearbeitung zu
ermöglichen. Vielen Dank!
Telefon-Hotline Englisch
Telefon-Hotline Termin 1:
23. September 2015 von 12:00 bis 14:00 Uhr
Telefon-Hotline Termin 2:
23. September 2015 von 15:00 bis 17:00 Uhr
Telefonnummern:
01 533 6214 4062 oder
01 533 6214 4064
öffentliches Dokument
3
1 Safe driving saves money
akzeptiert
nicht akzeptiert
0
£3,600 a year
1
Young Driver Insurance
a cheaper bill
a reputation
actively rewarding young people
behaving responsibly on roads
car insurance
drive carefully and sensibly
firm Mazars
helping them save money
high costs
high costs car insurance
if they drive responsibly
insurance police
insurance policies
keeps their bills down
learning driving
little device called Smartbox
Mazars
Pay-How-You-Drive
paying taxes
policyholder’s standard of driving
premiums could be reduced
reduced premiums (not specific enough)
rewarding safe driving
rewarding young people
safe driving
safety
saving money
Smartbox (this is a device, not a policy)
standard of driving
tangible differences
telematics technology
The Co-operative Insurance
the policyholder’s
the reward
they get rewards
young people priced out
2
the policyholder’s driving score
a Safer Driving Discount
after 90 days – save driving
as much as 15%
every 90 days
reviewed every 90 days
Smartbox
Smartbox recordings (not all are checked
regularly)
telematics
telematics monitor
telematics technology
The Cooperative Insurance
the score (not specific enough)
their premium
Young Driver Insurance
driving result
driving score
people’s driving score
safe driving score
safer driving score
the safer driving score
the Smartbox driving score
their driving score
their save driving score
öffentliches Dokument
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(The following answers do not necessarily entail
the use of figures)
behaving responsibly on roads
demonstrate good drivers
demonstrate good driving
drive safe
driving behavior on road
good driving
if they drive carefully
if they drive responsibly
monitor the policyholder’s
policyholder’s driving standard (does not refer
to a specific result)
policyholder’s standard of driving
premiums be substantially reduced
responsibility on the road
responsibly on the roads
save up to 500
speed, braking, acceleration
standards of driving
the responsibility of driving
their behaving on roads
3
Consumer Intelligence
Consumer Intelligence’s
Consumer IntelligenceOrganization
Online research Consumer Intelligence
the Consumer Intelligence
UK organization Consumer Intelligence
4
time of car usage
day-time of car usage
driving time(s)
the time
the time and day
the time of driving
the time you drive
time of day
time of the day
öffentliches Dokument
accountancy firm Mazar
an independent online research
driver
drivers under 25
everybody’s
half of the drivers
initial premium
more security
of young people
online research
parents
policyholders
Safer Driving Discount
save up to 505
The Co-operative Insurance
the young people’s findings
to many young drivers
UK organization
UK Organization Consumer
under age of 25
under the age of 25
under-25s
young drivers
young drivers under 25
young people
achieving a better score
check safer driving score
collects data of driving
Consumer Intelligence
data about the speed
driving score
helpful hints and tips
how often you drive
if they handle responsible
improvements
5
5
time of usage
time vehicle is driven
time when it’s driven
time while using car
when car is driven
when it is driven
when it is used
when it’s being driven
when the car drives
when vehicle is used
which time its used
it collects data (This is what ‘record’ in the
question means)
make improvements
online dashboard provides helpful
Pay-How-You-Drive
remembering driven days
safer driving core
safer driving score
speed, acceleration and time
speed, braking, cornering (This is how the car is
handled.)
personal online driving dashboard
achieving a better score
Cooperative Young Driver’s
data about speed etc
helpful hints and tips
hints and tips
Insurance
Intelligence
iPhone
online driving score
pay how you drive
safer driving score (This already is important
information. Also you don’t consult a score.)
Smartbox (This is inside the car.)
the online dahsport
UK Organization Consumer
user-friendly online driving
website driving score
check online driving dashboard
look at online dashboard
looking on online dashboard
online driving dashboard
use the online dashboard
visit online dashboard
(The following answers are too vague. The idea
of “online dashboard” must be included
because a conventional dashboard is in the
car.)
check data on dashboard
dashboard
internet
mobile phone
online
online driving
personal dashboard
Begründungen
0
The text says: “[…] research shows that the cost of insurance policies for young people could rise by as
much as 50% over the next two years, reaching up to £3,600 a year.” A young driver might therefore
soon be paying £3,600 a year.
1
The text says: “[…] The Co-operative Insurance introduced its Young Driver Insurance earlier this year,
actively rewarding young people for safe driving […].” Responsible driving is therefore encouraged by the
Young Driver Insurance special policy.
2
The text says: “Their driving score is reviewed every 90 days […].” The policyholder’s driving score is
therefore checked at regular intervals.
öffentliches Dokument
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3
The text says: “More than half of drivers under the age of 25 could save up to £505 on their initial
premium, according to independent online research by the UK organization Consumer Intelligence.” The
author therefore refers to findings by Consumer Intelligence.
4
The text says: “Smartbox […] collects data about speed, braking, cornering, acceleration and the time of
day when the vehicle is being driven.” The Smartbox therefore records, apart from the way the car is
handled, the time of day when the car is being used.
5
The text says: “The policyholder can also check their ‘safer driving score’ on their personal user-friendly
online driving dashboard.” Smartbox users therefore consult their personal online driving dashboard
outside the car to get important information.
2 Crime rate in green cities
R
0
F
x
akzeptiert
nicht akzeptiert
The study, published online
1
x
While shrubs may shield
“It stands to reason”
And it challenges the
It is also likely
Just a 10 percent
That could be important
The study, published online
The study, underwritten by
Trees “get people outside”
2
x
The study, underwritten by
“It stands to reason”
And criminals likely avoid
And it challenges the
But Grove, who is
That is a variation
The study, published online
Trees “get people outside”
While shrubs may shield
3
x
And criminals likely avoid
“In the tree world
“It stands to reason”
A new study looking
Another study, also by
But Grove, who is
If they see you
Just a 10 percent
Shady streets are cooler
That is a variation
The study, published online
Trees “get people outside”
While shrubs may shield
Who doesn’t love a
That is a variation
And criminals likely avoid
Another study, also by
If you have trees
In the tree world
It is also likely
The study underwritten
4
x
öffentliches Dokument
7
5
x
Another study, also by
“In the tree world
And criminals likely avoid
But the Baltimore study
If they see you
If you have trees
It is also likely
That could be important
That is a variation
The study, underwritten by
Trees “get people outside”
6
x
Using Spotcrime, an online
Another study, also by
But the Baltimore study
Researchers mapped tree canopy
7
x
The link to reduced
“In the tree world
Grove said he hoped
Using spotcrime, an online
Begründungen
0
The text says: “The study, published online in the journal Landscape and Urban Planning, supports
arguments by advocates that environmental factors, and not just more police, can fight crime.” Therefore,
data proved the opinion wrong that not only law and order offers protection, but also environmental
factors.
1
The text says: “While shrubs may shield bad behavior, mature, well-tended trees do just the opposite,
[…].” This sentence proves the statement wrong that any kind of greenery keeps offenders away.
2
The text says: “The study, underwritten by the Forest Service and the National Science Foundation,
looked only at the statistical relationship between trees and crime, without trying to prove cause and
effect.” So the survey did not examine reasons to prove the link between green areas and violence.
3
The text says: “And criminals likely avoid places where their deeds might be spotted and reported, Grove
suggested.” This sentence proves the statement wrong that crime rates rise in well-frequented places.
4
The text says: “That is a variation on the ‘broken-window’ theory that suggests visible signs of disrepair
like a broken window tend to encourage vandalism and escalating criminal activity if not remedied.”
Therefore, it is believed that a run-down building invites people to break the law.
5
The text says: “Another study, also by Forest Service researchers, of 2,800 homes in Portland, Ore.,
found fewer crimes around places with many large, mature trees.” This statement shows that the size of
green spaces and the number of crimes correlate.
6
The text says: “Using Spotcrime, an online crime mapping service, the researchers developed an index of
all robberies, burglaries, thefts and shootings reported throughout the city and county from 2007 to
2010.” This statement therefore shows that experts collected information on various illegal activities not
across the USA, but only throughout the city and county.
7
The text says: “The link to reduced crime was most apparent on public land, such as parks, schoolyards
and other government property with lots of mature trees.” This sentence underlines that the relation
between greener spaces and fewer crimes was most significant on public property, so state and privately
owned real estate did not show the same decrease in illegal acts.
öffentliches Dokument
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3 Signal failure
0
1
2
3
4
5
6
7
8
9
10
K
J
C
I
D
M
B
F
L
H
A
Begründungen
0
The paragraph provides a concrete example of the type of situation the author is referring to. The text
says: “Personally, my idea of hell is to be closely shadowed around a shop by an over-eager assistant –
especially once I’ve established that I’m happy to browse. ‘For God’s sake, stop following me!’ I did once
shout at a surprised assistant in a pricey jewellery shop in New York.”
1
The paragraph provides a concrete example of a situation when the author was followed around and
finally decided to leave the shop because her outburst did not have the desired effect. The text says:
“‘For God’s sake, stop following me!’ I did once shout at a surprised assistant in a pricey jewellery shop in
New York. She fell back a couple of paces, but wouldn’t quit tailing me (company policy, I expect).”
2
The sentence elaborates on the first part to show that the author did not believe her reaction to being
tailed by the assistant had any effect. The text says: “In the end I left in a huff, making a lofty, it’s-yourloss, I-would-have-bought-something-but-you-blew-it kind of noise that made no impression on anyone.”
3
The sentence elaborates on the new concept introduced in the first half of the sentence by giving the
actual purpose of the wristbands: The text says: “Apparently, they’ve come up with a range of colourcoded wristbands for customers to wear – to signal to staff the level of attention required.”
4
The description of the white wristband stands in direct contrast to the description of the pink wristband
coming before. The sentence elaborates on the idea contained in the preceding sentence. The text says:
“‘Time is of the essence.’ (‘Can’t you see I’m an important person in a hurry? I want you to serve me
NOW!’)”
5
The sentence states that the last wristband transmits a message between wanting immediate service and
wanting to browse in peace, the messages of the two wristbands described before. The text says:
“Lastly, a green one says, ‘I have time. Let’s talk’– which I suspect the company thinks of as a middleground sort of message […].”
6
The sentence elaborates on the message of the green wristband by giving the author’s opinion of how it
might actually be interpreted. The text says: “[…] which I suspect the company thinks of as a middleground sort of message, forgetting that it will frequently mean, ‘I don’t actually want to buy anything’ but I
haven’t talked to a living soul, not for weeks, possibly months, and you look like such a nice person with
your lovely skin and I’m sure you won’t judge me or call security like they did in the last shop.”
7
The sentence elaborates on the preceding sentence by giving an example to illustrate the author’s
reservations about the wristband system. The text says: “I can certainly foresee problems when the
browsing person finally decides to make a purchase and finds that she can’t get anyone’s attention
except by tearing off the pink wristband with her teeth.”
8
The sentence introduces a new idea and this is elaborated on in the sentence following by means of an
example. The text says: “Of course, there are some unofficial systems already in place. Teenagers
wearing headphones are surely sending out a pretty strong noli-me-tangere signal […].”
öffentliches Dokument
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9
The author’s experience of using headphones on planes stands in contrast to the example of teenagers
wearing headphones. The sentence expresses the contrasting effect of the author’s experience and is
elaborated on in the sentence following. The text says: “I never wear headphones in public, except on
planes – where the code seems to work in reverse. It seems that all cabin staff have been trained to wait
for the precise moment you put your headphones on to come and ask you - at normal speaking volume if everything is OK.”
10
The idea of “unofficial codes” is continued from the preceding paragraph and the sentence completes the
definition of what actually worries the author about them. The text says: “One thing worries me about all
this: the number of unofficial codes of which I must be unaware.”
4 Why is it some people do not accept scientific facts?
0
1
2
3
4
5
6
7
8
G
C
F
A
H
D
K
E
J
Begründungen
0
The paragraph elaborates on the idea that resistance to scientific facts has a rational basis and
summarizes the idea which is illustrated in the example about children’s world view that, based on what
the children see happen to objects, it is a logical consequence that people on the other side of the Earth
should fall off the Earth. The text says: “Scientific facts are often themselves weird, because they
contradict basic beliefs about the world that even children hold.”
1
The preceding paragraph focuses on a child’s way of thinking and continues to mention what happens
when we grow up. The reader expects a contrast, introduced by ‘but’. The text says: “But this does not
fully explain adult resistance to science. After all, almost all of us eventually learn that the Earth is round,
and we accept other strange scientific facts as well, like the fact that apparently solid objects are mostly
empty space.”
2
The second sentence in the paragraph points out that accepting new information is influenced by the
source, an idea that is already introduced in the subheading. The text says: “We believe that the answer
has to do with how people learn. We accept new information, even if it is unintuitive, if we trust the
source.”
3
The sentence clarifies the idea in the preceding sentence that sometimes “information is not universally
accepted.” The text says: “Sometimes, different sources provide conflicting information.”
4
The paragraph points out that it is not always easy to decide which claims to believe and provides an
answer why this is the case. The text says: “To decide which claims to believe, we don’t typically evaluate
the information itself.”
5
The paragraph explains that scientists also have personal biases and points out that one should be
sceptical towards scientific authority to a certain extent. The text says: “Not surprisingly, scientists will
argue that a rational person should trust the scientist. We agree, but it’s worth noting that some
skepticism toward scientific authority is clearly rational.”
öffentliches Dokument
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6
The paragraph details a long argument which is intended to illustrate that some scepticism towards
science is rational. The text says: “It would be naive to ignore all this, and someone who accepted all
‘scientific’ information would be a patsy.”
7
The paragraph indicates that generally scientific institutions have a high standing and can be trusted
because of empirical evidence. The first part of the sentence challenges this idea, introduced by ‘but’.
The text says: “But this rejection of science would be mistaken in the end.”
8
The paragraph states that scientific enquiry provides further facts and information about natural sciences.
The text says: “All other things being equal, one is wise to trust a geologist about the age of the Earth
rather than a priest or politician.”
öffentliches Dokument
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