Vergleichsarbeiten im Fach Englisch, Klassenstufe 11 am Beruflichen Gymnasium

Beispielaufgaben zur Illustration der Veränderungen ab dem Schuljahr 2012/13

Inhalt 1 Einleitung

2 Übersicht zu den Veränderungen in der Vergleichsarbeit

3 Übersicht der Beispielaufgaben

4 Beispielaufgaben und Erwartungsbilder für die Kompetenzbereiche Listening Comprehension, Reading Comprehension und Mediation 5 Matrizen zur Bewertung in den Kompetenzbereichen Mediation und Text Production

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1 Einleitung Sehr geehrte Kolleginnen und Kollegen, bereits im Schuljahr 2011/12 wurde begonnen, die Aufgaben der Vergleichsarbeit in Englisch weiterzuentwickeln. Dabei wurden die Aufgaben zur Überprüfung des Hörverstehens durch ein Multiple-Choice-Format ersetzt. Andere Formate sind möglich. Auch in den weiteren Kompetenzbereichen der Vergleichsarbeit wird es Veränderungen geben. Die hier vorgeleg-ten Beispielaufgaben sollen illustrieren, welche unterschiedlichen Aufgabenformate für die einzelnen Teile der Vergleichsarbeit ab 2012/13 möglich sind.

Es wurden u. a. Texte vergangener Vergleichsarbeiten ausgewählt, um die unterschiedlichen Varianten für Aufgabenformate für die Überprüfung des Hör- und Leseverstehens zu ver-deutlichen. Die Hörtexte befinden sich auf den in den Schulen bereits vorrätigen CDs für die Vergleichsarbeiten der letzten Jahre. Des Weiteren wurden zwei neue Texte ausgewählt, um das Aufgabenformat zur Mediation zu verdeutlichen. Sie können alle Aufgaben in Ihrem Un-terricht einsetzen.

Durch die neuen Aufgabenformate wird es künftig auch neue Formen der Bewertung geben. Diese sind mit Hilfe der einzelnen Erwartungsbilder, die den Aufgaben zugeordnet sind, ver-deutlicht (geschlossene oder halboffene Bewertung bei Hör- und Leseverstehen, kriteriale Bewertung über eine Matrix bei der Mediationsaufgabe).

Darüber hinaus wird es auch für die Schreibaufgabe (Teil C: Text Production) eine leicht ver-änderte Form der Bewertung geben, da dieser Bereich zukünftig nicht mehr zusammen mit der Leseaufgabe, sondern als eigenständige Schreibleistung bewertet wird. Es wird eine Kombination erfolgen von der Beschreibung der inhaltlichen Erwartungen an den Schülertext (aufgabenspezifisch, wie bereits im Erwartungsbild von 2011/12 formuliert) und einer Bewer-tungsmatrix, in der die Kriterien zur Bewertung der Schülerleistung in unterschiedlichen Leis-tungsniveaus mit Indikatoren untersetzt werden (neue Matrix ersetzt die bisher verwendete). Ihre AG Vergleichsarbeiten Englisch

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2 Übersicht zu den Veränderungen in der Vergleichsarbeit

Kompetenzbereich ungefährer Zeitaufwand

Texte / Input und mögliche Aufgabenformate

Bewertung

Teil A:

Listening

Comprehension

ca. 20 min Textlänge wie bisher (500 bis 600 Wörter)

geschlossene und halboffene Aufgaben wie z. B. Kurzantwor-ten, Multiple Choice, Matching

10 BE

Teil B:

Reading

Comprehension

ca. 20 min Textlänge wie bisher (300 bis 400 Wörter)

geschlossene und halboffene Aufgaben wie z. B. True/False/Not in the text, Matching, Multiple Choice, Kurz-antworten

(auch in Kombination mehrerer Formate zu einem Text)

10 BE

Teil C:

Text Production

ca. 30 min 3 unterschiedliche Schreibanläs-se wie bisher

Textproduktion der Schüler mit ca. 200 Wörtern

20 BE

(neue Matrix)

Teil D:

Mediation

ca. 20 min englischer Ausgangstext (200 bis 300 Wörter)

situative Einbettung der Aufga-benstellung, die eine adressaten- und textsortenorientierte Bearbei-tung erfordert

10 BE

(Matrix oder BE-Vergabe nach Fakten)

NB: Der bisherige Teil D: Linguistic Structures entfällt.

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3 Übersicht der Beispielaufgaben

Kompetenz

bereich

Aufgabenformate Beispiele

Listening Comprehension

Kurzantworten Alan Steer

Kurzantworten Gap Year

Reading Comprehension

Matching Teenagers and technology

True/False/not in the text Teenagers and technology

Multiple Choice und True/False/Not in the text

Future of TV series, two families reveal their contrasting TV habits

True/False/Not in the text Appreciating teens

Mediation E-Mail verfassen Gap Year Activities

Tabelle ergänzen A Short History of Physical Beauty

NB: Die Anzahl der BE in den einzelnen Teilaufgaben entsprechen nicht der erforderlichen Anzahl in einer vollständigen Vergleichsarbeit.

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4 Beispielaufgaben und Erwartungsbilder für die Kompetenzbereiche Listening Comprehension, Reading Comprehension und Mediation Teil A: Listening Comprehension Format: Kurzantworten Beispiel: Alan Steer (9 BE) Arbeitsanweisung: You will hear a speech by Sir Alan Steer, head teacher of Seven Kings High School, Ilford, on a study about behaviour in school. You now have 3 minutes to read the following questions. Then listen to the speech and answer the following questions according to the information from the text in one to five words or numbers. You will hear the text twice.

1 How long has Sir Alan Steer been working on the topic of bad behaviour?

2 Who often sets bad examples for young people?

3 How many of the parents do not co-operate with schools?

4 How do teachers discipline badly behaving pupils?

5 What chance do teachers get when par-ents have to come to school?

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Name 3 factors that have important influ-ence on behaviour.

a)

b)

c)

7 What do many teachers do as a conse-quence of their pupils‟ bad behaviour?

Transcript Sir Alan Steer, head teacher of Seven Kings High School, Ilford, has been carrying out a review of behaviour in school since 2005. Today, he is talking to parents and teachers about his findings: Ladies and gentlemen, I‟d like to thank you for inviting me to your school and giving me the chance to talk to you. As you know, I have been working on the topic of bad behaviour in school for four years now. So, let‟s have a look at the reasons for bad behaviour by young people. Unfortunately I have to say that is often us, parents and other adults, who set a bad example for young people. That is why I sug-gest that adults, that means we all together, need to take responsibility and we should not provide bad role models with behaviour that is greedy and aggressive. Sometimes as adults we don't show the behaviour we would want youngsters to follow. We live in a greedy culture, we are rude to each other in the street. Children follow that. I have also studied the co-operation between schools and parents and have found that the vast ma-jority of parents work really well with schools. Only a small minority are not supporting the teachers. And you can imagine that those parents are also not willing to co-operate with school. PAUSE

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Sometimes we even keep the badly behaving pupils at school in their free time. By this we force the parents to come to school and take their kids home. So we get the chance to talk to these parents and, maybe, win their support as well. But this is, of course, not the rule. In March I could report that remarkable progress was being made in tackling bad behaviour - and I also highlighted a range of important influences on behaviour. These important factors are: first - the quality of teaching, second – young people need rules, clear and consistent rules, third – we must respect each other, that means we need mutual respect and the last factor is that we need your support as parents. Only together we will have a chance to create a culture of good behaviour. There is a last aspect I would like to add: A survey from the General Teaching Council shows that bad behaviour is the biggest reason for teachers quitting, that means the reason that teachers leave the profession. The survey found that about four in 10 teachers leave the profession after two years. This sounds, of course, sad but as an optimist I„m convinced that together we will succeed in fighting bad behaviour. Ladies and gentlemen, these were the most important findings of my research. Thank you for your attention. I‟m looking forward to discussing your ideas on the topic …

(words: 459) Siehe Vergleichsarbeit 2008/09.

Erwartungsbild: Für jede richtige Antwort wird eine BE erteilt. Inhaltlich richtige Lösungen, die in ihrer Formulierung vom Lösungsvorschlag abweichen oder mehr als 5 Wörter umfassen, sind ebenfalls zu akzeptieren. Fehler in Rechtschreibung / Grammatik bleiben unberücksichtigt, solange sie die Verständ-lichkeit nicht beeinträchtigen. (In diesem Beispiel können insgesamt maximal 9 BE erteilt werden.)

1 How long has Sir Alan Steer been working on the topic of bad behaviour? 4 years

2 Who often sets bad examples for young people? parents and other adults

3 How many of the parents do not co-operate with schools? a small minority

4 How do teachers discipline badly behaving pupils? keep them at school

5 What chance do teachers get when par-ents have to come to school? talk to parents / win their support

6 Name 3 factors that have important influ-ence on behaviour.

Drei der folgenden Antworten: a) quality of teaching b) rules for young people c) mutual respect / respect each other d) support from parents

7 What do many teachers do as a conse-quence of their pupils‟ bad behaviour? they quit / they leave their profession

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Format: Kurzantworten Beispiel: Gap Year (12 BE) Arbeitsanweisung: You will hear a radio programme about young people and their gap year. You now have 3 minutes to read the following questions. Then listen to the text and answer the following questions according to the information from the text in one to five words or numbers. You will hear the text twice. 1 When do young people take a gap year?

2 Name the main purpose of a gap year nowadays.

3 How long did Alex stay in Israel?

4 How much did Alex‟s Israel programme cost?

5 What did Alex learn to handle?

6 Where does Oliver study?

7 Name one aim of the wildlife scheme Oli-ver took part in.

8 Name the two aspects Oliver wanted to combine.

a)

b)

9 Oliver had to pay £4,800 for his stay in Africa. Name two financial sources he used.

a)

b)

10 What job is Oliver preparing for?

Transcript ●Interviewer Good afternoon, ladies and gentlemen. Welcome to our programme „Don‟t mind the gap“. More and more school-leavers take the chance of a one-year break before starting university or an apprenticeship – a so-called gap year. Years ago, the gap year was seen as a time out for rucksack-schlepping, Jesus-sandal wearing teenagers who would travel around South America or Asia for a few months before university. Today‟s tough job market means gappers – as these young people are called - must ensure a year out will improve their career chances while having fun. Here with me in the studio I have some former gappers. Alex, you are from Manchester. After your A-levels you decided to take a gap year. Please, let us know what you did. ●Alex I did a nine-month Israel programme with a Jewish youth movement. I studied Hebrew and history, travelled around the country, and spent three months volunteering in an inner-city school helping eastern European migrants to learn English. Pause (5 Sekunden) ●Interviewer Why did you decide for the gap year? ●Alex My parents were very caring and protective, and I wanted to do something before university to become a bit more independent and outgoing. ●Interviewer Was the year expensive? ●Alex The year cost £10,000, including food and accommodation. ●Interviewer Do you think the gap year will be important for your future job? ●Alex Oh yes, I think so. I had to show a lot of flexibility to manage in a country where the structure and or-der is unlike the UK‟s. This kind of project showed me how to handle unexpected situations and

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changes. I got a good, broad picture of different things: volunteering, language-learning, travel. That will help me to discover where my heart lies. ●Interviewer Thank you, Alex. Pause (5 Sekunden) ●Interviewer My next guest is Oliver Lock. He is 20 and has just finished his first year at Birmingham University. He took part in a programme in Africa before starting university. Oliver, what did you do during your stay in Africa? ●Oliver I took part in a wildlife scheme, which involved relocating lions and hippos; I also took part in environ-mental projects together with native South Africans. ●Interviewer Why did you decide for this kind of work? ●Oliver I've wanted to work with wildlife for a long time. So I saw this as a good chance to have time to relax and enjoy myself on the one hand and to do something useful on the other hand. ●Interviewer How much did you have to pay for your stay in Africa? ●Oliver The three months cost £4,800, including flights, meals and accommodation. I paid for it with some of my savings, help from my parents, which I am gradually paying back, and a £600 travel scholarship from my school. ●Interviewer Looking back after a year would you say the time in Africa has improved your job prospects? ●Oliver It was some of the best months of my life! Although I don't think it will directly influence my chances of getting the law job I'm aiming for, I'll have something special to talk about in my interviews. ●Interviewer Thank you, Oliver. Our next gapper is Julie ... (Ton ausblenden ...) Siehe Vergleichsarbeit 2009/10. (words: 497)

Erwartungsbild Für jede richtige Antwort wird eine BE erteilt. Inhaltlich richtige Lösungen, die in ihrer Formulierung vom Lösungsvorschlag abweichen oder mehr als 5 Wörter umfassen, sind ebenfalls zu akzeptieren. Fehler in Rechtschreibung / Grammatik bleiben unberücksichtigt, solange sie die Verständ-lichkeit nicht beeinträchtigen. (In diesem Beispiel können insgesamt maximal 12 BE erteilt werden.)

1 When do young people take a gap year?

after leaving school / before starting uni-versity / before staring an apprenticeship

2 Name the main purpose of a gap year nowadays. improve career chances

3 How long did Alex stay in Israel? nine months

4 How much did Alex‟s Israel programme cost? £10,000

5 What did Alex learn to handle? unexpected situations / changes

6 Where does Oliver study? in Birmingham

7 Name one aim of the wildlife scheme Oli-ver took part in. relocate lions and hippos

8 Name the two aspects Oliver wanted to

combine.

a) relax and enjoy himself

b) do something useful

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9 Oliver had to pay £4,800 for his stay in

Africa. Name two financial sources he used.

Zwei der folgenden Antworten: a) his savings b) money provided by parents c) scholarship from his school

10 What job is Oliver preparing for? a law job

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Teil B: Reading Comprehension Format: Matching Beispiel: Teenagers and technology (7 BE) Arbeitsanweisung: Read the text and do the task below. Text:

Teenagers and technology: 'I'd rather give up my kidney than my phone' Text, text, text, that's all they think about: but are all those hours on the phone and Facebook turning teenagers into screen-enslaved social inadequates? "I'd rather," deadpans Philippa Grogan, 16, "give up, like, a kidney than my phone. How did you manage before? Carrier pigeons? Letters? Going round each other‟s' houses on bikes?" Cameron Kirk, 14, reckons he spends "an hour, hour-and-a-half on school days" hanging out with his 450 Facebook friends; maybe twice that at weekends. Digital communication is not just prevalent in teenagers' lives. It IS teenagers' lives.

“There's a very straightforward reason,” says Amanda Lenhart, a Pew senior research spe-cialist. "Simply, these technologies support the teens' developmental process. Mobile phones and social networking sites make the things teens have always done – defining their own identity, establishing themselves as independent of their parents, looking cool, impressing members of the opposite sex – a whole lot easier."

The topics? General banter, lots of talk about parties and about photos of parties. Sometimes, though, it ends in tears. Everyone has witnessed cyber-bullying, but the worst thing that happened to Philippa was when someone posted a really dreadful picture of her, with an awful double chin, then refused to take it down. "He kept saying no because it in-creased his profile views by 400%," says Philippa. “It's quite easy for people to feel belittled and isolated on Facebook.”

The question that concerns most parents, though, is whether such an unprecedented, near-immeasurable surge in non-face-to-face communication is somehow changing our teenagers – diminishing their ability to conduct more traditional relationships, turning them into screen-enslaved, socially challenged adults. Yet teens, on the whole, seem pretty sensible about this. Callum O'Connor, 16, says there's a big difference between chatting online and face to face. "Face to face is so much clearer," he says. "Facebook and instant messaging are such detached forms of communication. I'm permanently worrying. Will this seem heartless, can I say that? It's so easy to be misinterpreted, or to misinterpret what someone says. It's terribly easy to say really horrible things. I‟m certain that what goes on online isn't completely real. Some people clearly think it is, but I feel the difference. It's really not the same.”

(384 words) Adapted from Guardian, 16 July 2010. Siehe Vergleichsarbeit 2010/11.

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Task: Match the following statements with the persons from the text and fill in the table below. There are more statements than you need. Some persons match with more than one state-ment. 1 There are doubts whether traditional relationships will exist in the future. 2 Chatting online is not the same as communicating face to face. 3 I can‟t imagine how my parents communicated with their friends when they were my age. 4 The things that are typical of teenagers haven‟t changed. 5 There is the fear that teens will depend on technology a lot in their future. 6 All people feel the difference between online chatting and face-to-face-communication. 7 At weekends I spend 2 to 3 hours on Facebook. 8 Today‟s teenagers can express their opinion more clearly on Facebook than by any other

means. 9 I asked him several times to delete the picture.

Philippa Grogan Cameron Kirk Amanda Lenhart

Callum O‟Connor

parents

Erwartungsbild: Für jede korrekte Zuordnung wird eine BE erteilt.

Philippa Grogan Cameron Kirk Amanda Lenhart

Callum O‟Connor

parents

3, 9 7 4 2 1, 5

not needed: 6, 8

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Format: True / False / Not in the text Beispiel: Teenagers and technology (8 BE) Arbeitsanweisung Read the text and tick (√) whether the following statements are true or false or not in the text.

true false not in the text

1 Personal health is more important for some kids than their telephones.

2 Digital communication furthers the personal development of a teenager.

3 Topics of digital communication are often just friendly remarks and jokes.

4 Philippa even left school after having been cyber-bullied.

5 Parents fear that their kids will forget how to communicate in real life situations.

6 Teenagers do not care about dangers of digital communica-tion.

7 Real life communication can be easily misunderstood.

8 In general young people prefer online communication to real life situations.

Erwartungsbild: Für jedes korrekte Häkchen wird eine BE erteilt.

true false not in the text

1 Personal health is more important for some kids than their telephones.

√

2 Digital communication furthers the personal development of a teenager.

√

3 Topics of digital communication are often just friendly remarks and jokes.

√

4 Philippa even left school after having been cyber-bullied. √

5 Parents fear that their kids will forget how to communicate in real life situations.

√

6 Teenagers do not care about dangers of digital communica-tion.

√

7 Real life communication can be easily misunderstood. √

8 In general young people prefer online communication to real life situations.

√

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Formate: Multiple Choice und True / False / Not in the Text Beispiel: As part of the BBC News website's Future of TV series, two families reveal their contrasting TV habits (9 BE) Arbeitsanweisung: Read the text and do the tasks below. Text:

As part of the BBC News website's Future of TV series, two families reveal their contrasting TV habits

Our family still hold to that old-fashioned "one television" principle. It's simple family values really, a decision to do things together. It does mean we can't all watch what we want all the time, but actually no one seems to get too much of an upper-hand in controlling the remote. My wife would happily watch medical programmes or gardening, my stepdaughter would watch soaps, and my two sons would watch cartoons. So I don't get to see University Chal-lenge or Horizon very often. But it's not a big deal – actually, I can catch up with Horizon online if I really want. There is enough common ground to make it work, which means we all need to make little sacrifices – but we're a closer family as a result. It's not about control; it's merely a reflection of what's important to us. There are plenty of things more important than TV.

By Howard Dickins, Cardiff

The way we watch television changed when we bought a media PC. We used to watch pro-grammes as they were broadcast and would sometimes set the video recorder. Now, we hardly ever watch live TV – when we do it's either the news or sporting events. Most of the time, we record things and just fast-forward through the adverts. You'd be surprised how long some programmes are without adverts – CSI is about 40 minutes and Lost usually less than half an hour. Watching TV in this way can save you time. The "record series" function is invaluable – you only need to do it once and you'll never miss an episode. Searching by gen-re is also useful – we would never have watched Criminal Minds without it. Being able to pause live TV or a recording is another function we use regularly – mainly when the phone rings or someone knocks on the door. This would have been impossible a few years ago.

By Phil Crick, Ripon, North Yorkshire

(338 words)

Abridged from:

http://news.bbc.co.uk/2/hi/entertainment/6180138.stm [download / 06 December 2007] Siehe Besondere Leistungsfeststellung am Gymnasium, Nachtermin, 2007/08.

a) Tick the most suitable headline for each of the two families. (2 BE) The Dickins family A A family with an old-fashioned TV-set

B Watching TV is a big deal

C First come, first serve – watch the show you like

D A close-knit family

The Crick family A Family life dominated by watching TV

B Watching TV online is more fun and saves time

C The Crick family and their video recorder

D A family never available for their friends

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b) Tick (√) whether the following statements are true or false or not in the text. (7 BE)

true false not in the text

1 The members of the Dickins family fight for the remote control every evening.

2 Mr Dickins watches his favourite programme on the Internet.

3 The Dickins family prefer playing board games in the evening.

4 The Crick family hardly ever watch TV anymore.

5 Their modern media PC allows skipping commercials.

6 They often call friends during a TV programme.

7 Their media PC helps them finding new series.

Erwartungsbild: Für jedes korrekte Häkchen wird eine BE erteilt. a) The Dickins family

A A family with an old-fashioned TV-set

B Watching TV is a big deal

C First come, first serve – watch the show you like

D √ A close-knit family

The Crick family

A Family life dominated by watching TV

B √ Watching TV online is more fun and saves time

C The Crick family and their video recorder

D A family never available for their friends

b)

true false not in the text

1 The members of the Dickens family fight for the remote con-trol every evening.

√

2 Mr Dickens watches his favourite programme on the Internet. √

3 The Dickens family prefer playing board games in the even-ing.

√

4 The Crick family hardly ever watch TV anymore. √

5 Their modern media PC allows skipping commercials. √

6 They often call friends during a TV programme. √

7 Their media PC helps them finding new series. √

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Format: True / False / Not in the Text Beispiel: Appreciating teens (8 BE) Arbeitsanweisung: Read the text and tick (√) whether the following statements are true or false or not in the text. Text:

Appreciating teens Teens often get a bad press, and it‟s chiefly misdemeanours and wild behaviour that are the focus of parents‟ attention. But by focusing on the bad, you could be missing out all the good … Much of the behaviour associated with adolescence – wanting more freedom, challenging authority and taking risks – actually starts much earlier in some young people. In others it starts later, even in their 20s. Typical „teenage‟ behaviour, such as trying alcohol or drugs, having relationships and staying out late, are only part of the picture. Many of the negative stereotypes attached to adoles-cence, such as delinquency and violence, are also quite incorrect. A few teenagers may behave in this way, but the vast majority don‟t. Throughout their teens, children are developing their identity. They may lack confidence and worry about their looks and the strange feelings and thoughts they are experiencing. This is why teenagers often retreat to their rooms or spend hours in the bathroom. Teens are sorting things out for themselves, not rejecting their parents. Adults should under-stand that. For teens, growing up involves demonstrating how different they are from the adults around them. They need to find ways of expressing their difference. They may disa-gree with everything their parents say, for example. But parents should not forget that their teenagers still need them and, underneath it all, care about their parents‟ opinion. A recent survey even revealed that teenagers in the UK look to their parents as role models much more than to celebrities such as David Beckham or Pete Doherty. Of more than 1,000 youngsters surveyed many expressed “highly positive attitudes” towards their family. “Mum, dad and siblings are ranked as being the most positive influence,” the survey of 13 to 18-year-olds found. Young people are more cynical, or at least unconvinced, about the influence of celebrities on their lives and indeed feel that celebrities such as Pete Doherty are bad role models. The Daily Telegraph newspaper reported that six times more teenagers named their mother as the adult they most admire than celebrities such as footballer David Beckham or pop singer Kylie Minogue. It also reported fathers were three times more popular than celebrities. Siehe Vergleichsarbeit 2008/09.

(364 words)

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true false not in the text

1 Teenagers are rarely criticized publicly. 2 Growing up is linked to rebelling against authority. 3 There is a widespread prejudice that teenagers are violent. 4 During teenage years teenagers become more confident. 5 Teenagers often look worried. 6 Parents can‟t understand that teenagers want to be different. 7 There are teenagers whose role model is David Beckham. 8 Fathers are most popular with teenagers.

Erwartungsbild: Für jedes korrekte Häkchen wird eine BE erteilt.

true false not in the text

1 Teenagers are rarely criticized publicly. √ 2 Growing up is linked to rebelling against authority. √ 3 There is a widespread prejudice that teenagers are violent. √ 4 During teenage years teenagers become more confident. √ 5 Teenagers often look worried. √

6 Parents can‟t understand that teenagers want to be different. √

7 There are teenagers whose role model is David Beckham. √ 8 Fathers are most popular with teenagers. √

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Teil C: Mediation Aufgabenbeispiel 1: Gap Year Activities (10 BE, mit Matrix) Aufgabenstellung Situation: Ihr Freund Christian ist unsicher, ob er sich für eine einjährige Auszeit entschei-den soll. Sie haben den folgenden Text gefunden und sich entschlossen, Ihrem Freund eine E-Mail zu schreiben, um ihm bei der Entscheidungsfindung zu helfen. Aufgabe: Schreiben Sie eine E-Mail in deutscher Sprache und konzentrieren Sie sich auf die folgenden Schwerpunkte des Textes: - Gründe für eine einjährige Auszeit - das Spektrum der Aktivitäten - Informationsquellen

Text:

Gap Year Activities Young people do gap years for a variety of reasons. Many take the chance to pursue an in-terest which they will no longer have the time for when university begins. Others get experi-ence of a type of work they want to do in the future or of one they know they will never do again later in life. Whatever the reasons for taking a gap year, there is a wide range of different activities on offer. Sport is always popular and many young people take the chance to train other young-sters in a sport in a distant part of the world. Another gap year favourite is going on an expe-dition of some sort. This might be boating hundreds of kilometres down a river in Africa or walking across a mountain range in South America. But gap year activities can also focus on work. Nature conservation work in distant countries is currently popular and can range from helping to conserve forests to protecting endangered species of animals. Many programmes, which are put together by specialist travel companies, combine elements of work and adventure: for instance, four months of work on a conservation project followed by an expedition. These companies publish interesting brochures to illustrate their offers. Of course, not everybody goes abroad for their gap year and there are also lots of options for people who wish to spend their gap year in their own country. There are several websites on the internet which can help you make your gap year choices. For example, check out: http://www.realgap.co.uk or http://www.gapyear.com

(256 words) Adapted from: Crossover 1. The new edition. Cornelsen 2008, p. 36.

Erwartungsbild Der Schüler schreibt eine E-Mail an den Freund Christian, in der er ihm Hinweise zum The-ma Gap Year gibt. Er beginnt seine E-Mail mit einer Anrede und bezieht sich danach in einer kurzen Einleitung auf die Situation der Aufgabenstellung. Im Anschluss gibt er folgende As-pekte des Textes wieder: Gründe: - einem Interesse nachgehen, für das man während des Studiums keine Zeit hat - Erfahrung gewinnen auf einem zukünftigen Arbeitsgebiet - Erfahrung gewinnen in auf einem Gebiet, mit dem man sich im späteren Leben nicht

mehr beschäftigen möchte Aktivitäten:

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- Sport: Training für Jugendliche - Expeditionen: per Boot oder zu Fuß - Arbeit im Natur- oder Tierschutz Informationsquellen: - Broschüren der Reiseunternehmen - Internet Bei der Wiedergabe der Aspekte kann der Schüler auch Stichpunkte formulieren. Er beendet seine E-Mail mit einem abschließenden Satz und einer Grußformel und/oder seinem Namen. Zur Bewertung der Aufgabe nutzen Sie bitte die Bewertungsmatrix. Aufgabenbeispiel 2: A Short History of Physical Beauty (10 BE, ohne Matrix) Aufgabenstellung Situation: Im Ethikunterricht bearbeiten Sie in einer Gruppe das Thema „Schönheitsideale im Wandel der Zeit“. Bei Ihrer Recherche haben Sie den folgenden englischen Text gefun-den, dessen Informationen Sie den anderen Gruppenmitgliedern in strukturierter Form aufbe-reiten möchten. Aufgabe: Ergänzen Sie die unten stehende Tabelle in deutscher Sprache mit den Informati-onen aus dem Text. Text:

A Short History of Physical Beauty We might believe that ideas about physical beauty are „natural‟ and, therefore, do not change over the years. This, however, is not the case. We can see this particularly clearly in the case of female beauty. Our current idea about what an attractive woman looks like – tall and thin – are only the latest version of a view of beauty which has developed through history.

In Europe in the Middle Ages someone like Kate Moss would not have been considered at-tractive: rather she would probably have been seen as underfed. While Moss‟s face is thin, pale and long, the medieval idea of beauty was that attractive women had well-rounded fac-es and broad foreheads. In fact, when women were depicted as thin and pale, this was gen-erally done to show their suffering; for example, in the case of paintings of the Virgin Mary.

Indeed, even in our own recent past, this was the case. Actresses in the 1950s, such as Liz Taylor, generally had fuller figures. Their male admirers were far more interested in them than in skinny women, who were thought to be too girl-like. In our own times, different cul-tures see beauty differently. In parts of the world where food is less plentiful than in the West, some cultures regard well-rounded women as most desirable because they are seen as healthy and well-nourished. The view, then, that beautiful women are tall and skinny, is by no means an unchanging idea of female attractiveness.

(words: 249) source: Crossover 1. The new edition. Cornelsen 2008, p.26.

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Zeitabschnitt Schönheitsideale Begründungen (wenn im Text gegeben)

- -

Erwartungsbild

Für jeden korrekt zugeordneten Fakt wird eine BE erteilt. Zeitabschnitt Schönheitsideale Begründungen

(wenn im Text gegeben)

Mittelalter (1 BE) rundliches Gesicht, große Stirn (1 BE)

dünne blasse Frauen ver-körpern Leiden (1 BE)

50er Jahre (1 BE) rundliche Figur (1 BE) dürre Frauen wurden als zu mädchenhaft angesehen (1 B E)

Gegenwart (1 BE) Konsumgesellschaft Mangelgesellschaft

große und dünne Frauen, blasses und langes Gesicht (1 BE) rundliche Frauen (1 BE)

werden als gesund und wohlgenährt angesehen (1 BE)

20

5 Matrizen zur Bewertung in den Kompetenzbereichen Mediation und Writing Bewertungsmatrix Teil D: Mediation (10 BE)

10 – 9 BE 8 – 7 BE 6 – 5 BE 4 – 3 BE 2 – 1 BE 0 BE

wichtige inhaltliche Aspekte der Auf-gabe entspre-chend ausgewählt, bearbeitet und souverän übertra-gen

wichtige inhaltliche Aspekte der Auf-gabe ent-sprechend ausge-wählt, weitestge-hend bearbeitet und übertragen

Mehrzahl der wichtigen inhalt-lichen Aspekte der Aufgabe entspre-chend ausgewählt, im Wesentlichen bearbeitet und übertragen

einige wichtige inhaltliche Aspekte der Aufgabe ent-sprechend ausge-wählt, bearbeitet und noch ver-ständlich übertra-gen

wenige wichtige inhaltliche Aspekte der Aufgabe ent-sprechend ausge-wählt, aber nur ansatzweise bearbeitet und übertragen

Aufgabe nicht oder ohne Auf-gabenbezug bearbeitet, Wortschatz zur Bewältigung der Aufgabe nicht ausreichend

Darstellung durch-gängig logisch und zusammenhän-gend

Darstellung wei-testgehend logisch und zusammen-hängend

Darstellung im Wesentlichen logisch und zu-sammenhängend

Darstellung mit einigen logischen Brüchen und punktuell zusam-menhanglos

Darstellung mit erheblichen logi-schen Mängeln und zusammen-hangslos

aufgaben-abhängig:

Text enthält alle erforderlichen Textmerkmale; durchgängig adressaten-orientiert

aufgaben-abhängig:

Text enthält weit-gehend die erfor-derlichen Text-merkmale; wei-testgehend adres-satenorientiert

aufgaben-abhängig:

Text enthält im Wesentlichen die erforderlichen Textmerkmale; im Wesentlichen adressatenorien-tiert

aufgaben-abhängig:

Text enthält nur punktuell die erforderlichen Textmerkmale; nur punktuell adressa-tenorientiert

aufgaben-abhängig:

Textmerkmale fast nicht erkennbar; Adressatenorien-tierung fehlt fast völlig

NB: Zusätzlich erfolgt eine aufgabenspezifische Beschreibung der inhaltlichen Erwartungen an die Schülerleistung (Vergleiche Aufgabenbeispiel 1 zur Mediation).

21

Bewertungsmatrix Teil C: Text Production (20 BE)

10 - 9 BE 8 - 7 BE 6 - 5 BE 4 - 3 BE 2 - 1 BE 0 BE

Inhaltliche Reichhaltigkeit und Textstruktur

in der Aufgabenstellung geforderte inhaltliche Aspekte sehr ausführlich und aussagekräftig, Umsetzung der Aufga-benstellung eigenständig und ggf. kreativ

in der Aufgabenstellung geforderte inhaltliche Aspekte ausführlich und aussagekräftig

Mehrzahl der geforderten inhaltlichen Aspekte im Wesentlichen ausführlich und aussagekräftig

einige der geforderten inhaltlichen Aspekte bearbeitet, diese jedoch wenig ausführlich, aber noch aussagekräftig

wenige der geforderten inhaltlichen Aspekte be-arbeitet und diese einsei-tig, oberflächlich und kaum aussagekräftig

Gedankenführung, ggf. Argumentation tiefgründig und sehr überzeugend; Struktur klar

Gedankenführung, ggf. Argumentation und Struk-tur gut nachvollziehbar

Gedankenführung, ggf. Argumentation und Struk-tur nachvollziehbar, einzelne Gedanken nur aneinander gereiht oder Klarheit leicht beeinträch-tigt

Gedankenführung, ggf. Argumentation und Struk-tur an einigen Stellen wenig nachvollziehbar, gedankliche Sprünge, z. T. unklare oder unvoll-ständige Zusammenhän-ge, unnötige Wiederho-lungen

Gedankenführung nur in wenigen Ansätzen nach-vollziehbar, wenige der Gedanken werden zu Ende gebracht, logische Brüche, Zusammenhänge beeinträchtigt

Aufgaben nicht oder ohne Aufgabenbezug bearbei-tet

Text enthält alle erforder-lichen Textmerkmale

Text enthält weitgehend die erforderlichen Text-merkmale

Text enthält im Wesent-lichen die erforderlichen Textmerkmale

Text enthält nur punktuell die erforderlichen Text-merkmale

Textmerkmale fast nicht erkennbar

aufgabenabhängig: durchgängig adressaten-orientiert

weitgehend adressaten-orientiert

im Wesentlichen adressa-tenorientiert

nur punktuell adressaten-orientiert

Adressatenorientierung fehlt völlig

NB: Zusätzlich erfolgt eine aufgabenspezifische Beschreibung der inhaltlichen Erwartungen an die Schülerleistung.

22

5 BE 4 BE 3 BE 2 BE 1 BE 0 BE

Sprachliche Korrektheit

nahezu korrekter Ge-brauch der Fremdsprache

weitgehend korrekter Ge-brauch der Fremdsprache

im Wesentlichen korrek-ter Gebrauch der Fremd-sprache

eingeschränkter Ge-brauch der Fremdsprache

stark eingeschränkter Gebrauch der Fremd-sprache

Aufgaben nicht oder ohne Aufgabenbezug bearbei-tet oder Fremdsprache wird nicht verständlich gebraucht oder kein zusammenhängender Text erstellt

im Verhältnis zur Text-länge vereinzelt geringfü-gige grammatische und / oder orthographische Fehler, die Verständlich-keit wird nicht beeinträch-tigt

im Verhältnis zur Text-länge einige geringfügige grammatische und / oder orthographische Fehler, die Verständlichkeit wird jedoch nicht beeinträch-tigt

im Verhältnis zur Text-länge zahlreiche gering-fügige und vereinzelt grobe grammatische und / oder orthographische Fehler, die Verständlich-keit wird an mehreren Stellen beeinträchtigt, zentrale Aussagen blei-ben klar erfassbar

im Verhältnis zur Text-länge zahlreiche geringfü-gige und grobe gramma-tische und / oder ortho-graphische Fehler, die Verständlichkeit wird so beeinträchtigt, dass auch zentrale Aussagen nicht mehr durchgängig er-fassbar sind

im Verhältnis zur Text-länge übermäßig viele grobe grammatische und / oder orthographische Fehler vor, die Verständ-lichkeit des Textes ist in zentralen Aussagen stark beeinträchtigt

5 BE 4 BE 3 BE 2 BE 1 BE 0 BE

Ausdrucksvermögen und Textfluss

thematischer und funk-tionaler Wortschatz variabel, umfangreich und treffsicher

thematischer und funk-tionaler Wortschatz an-gemessen

thematischer und funk-tionaler Wortschatz teil-weise angemessen, wenig variabel

thematischer und funk-tionaler Wortschatz nur lückenhaft, Grundwort-schatz vorhanden

thematischer und funk-tionaler Wortschatz nicht erkennbar, Grundwort-schatz wenig differenziert

Aufgaben nicht oder ohne Aufgabenbezug bearbei-tet, Wortschatz zur Bewälti-gung der Aufgabe nicht ausreichend, kein zu-sammenhängender Text erkennbar

sprachliche Strukturen und Satzbau variabel und komplex

sprachliche Strukturen und Satzbau überwie-gend variabel und kom-plex

sprachliche Strukturen und Satzbau im Wesent-lichen einfach und be-grenzt variabel

sprachliche Strukturen und Satzbau einfach und stereotyp

sprachliche Strukturen und Satzbau unange-messen einfach und nicht variabel

zahlreiche und treffende Verwendung von Satz- und Textverknüpfungs-mitteln

überwiegend treffende Verwendung von Satz- und Textverknüpfungs-mitteln

nicht immer treffende Verwendung von Satz- und Textverknüpfungs-mitteln

Satz- und Textverknüp-fungsmittel wenig variabel und zum Teil fehlerhaft verwendet

überwiegend fehlerhafte Verwendung von Satz- und Textverknüpfungs-mitteln