Abiturprüfung 2018

Hinweise zur Korrektur und Bewertung der Abiturprüfungsarbeiten in

ENGLISCH

Nicht für den Prüfling bestimmt

Die Lösungsvorschläge umreißen den Erwartungshorizont. Entscheidungen bezüglich Umfang und Schwerpunktsetzung der zu erwartenden Antworten obliegen dem jeweiligen Korrektor.

2

Für die Berechnung der Gesamtleistung in der schriftlichen Abiturprüfung in den modernen Fremdsprachen sind die folgenden Leistungen zu berücksichtigen: max. 30 BE aus dem zentralen Prüfungsteil Hörverstehen max. 130 BE aus dem zentralen Prüfungsteil Textaufgabe Für die Umrechnung der Bewertungseinheiten der Gesamtleistung in Noten bzw. Notenpunkte ist folgende Tabelle zugrunde zu legen.

Notenpunkte Notenstufen Bewertungs-einheiten

15 14 13

+ 1 1 1 –

160 – 152 151 – 144 143 – 136

12 11 10

+ 2 2 2 –

135 – 128 127 – 120 119 – 112

9 8 7

+ 3 3 3 –

111 – 106 105 – 101 100 – 96

6 5 4

+ 4 4 4 –

95 – 90 89 – 85 84 – 80

3 2 1

+ 5 5 5 –

79 – 71 70 – 62 61 – 53

0 6 52 – 0

Abiturprüfung 2018 3 Hörverstehen

A. Listening comprehension

Allgemeine Korrekturhinweise:

Rechtschreib- und Grammatikfehler werden nur geahndet, sofern sie sinnentstellend sind.

Alternative Lösungen sind zulässig, solange diese den Aussagen der Hörtexte entsprechen.

Bei frei zu formulierenden Antworten sind selbstverständlich auch wörtliche Übernahmen aus den Hörtexten sowie stichpunktartige Lösungen zu akzeptieren.

Die Vergabe von halben BE ist im Rahmen des pädagogischen Ermessens-spielraums möglich.

Listening comprehension I: The Dangerous Sports Club (DSC)

1. David Kirke

Why was he not accepted

by the Royal Air Force?

(he is/was) colour-blind / (his) colour-

blindness

How did he then fulfil his

dream of flying?

by building (and flying) hang-gliders

__ / 2

2. A special activity in Vanuatu

How had the DSC

members learnt about it?

had seen footage

What did people jump

from?

(tall) wooden platforms

Why didn’t the DSC

members go there?

airfare/flight too expensive / too

expensive to travel there

__ / 3

Abiturprüfung 2018 4 Hörverstehen

3. Plans for the first bungee jump

Why did they choose the

Clifton Suspension

Bridge?

tallest/highest bridge

Why couldn’t they jump

from it legally?

no chance of getting permission / run

by private trust

Why did they choose the

date mentioned?

to confuse people / they wanted

people to think it was a joke

What time did they jump? at 7 o’clock

__ / 4

4. After the jump

Why was it easy for the

police to arrest them?

they didn’t run away / they didn’t try

to escape / they stayed (out of

courtesy) / they decided to face the

music

How did the police really

feel about the jump?

(it was) a decent adventure / a good

laugh

What sentence did the

DSC members get?

to pay a fine of £100 each

__ / 3

5. The story continues

Why did they do more

bungee jumps? Give one

reason.

(it was) a way of expressing

themselves/having fun/playing with

new ideas / a sort of release

What project is David now

working on?

(building a) working model of

Pegasus/of a flying horse

__ / 2

Total: ____ / 14

Abiturprüfung 2018 5 Hörverstehen

Listening comprehension II: The Bicycle

1. Arpita Sinha. Answer the question in key words and tick the correct option.

a. What is her job?

guides bike tours / works for “Delhi by cycle” as a guide

b. She says that, generally speaking, bicycle owners in India

work for chain stores.

have high aspirations.

are held in low esteem.

are mean to pedestrians.

__ / 2

2. The development of the modern bicycle. Complete the table.

year new techno-

logical feature

effect of new feature what a factory worker

had to pay for a bike

1885 wheels of the

same size

safer / feet can

touch/reach the

ground

annual salary / one

year’s salary

1888 pneumatic

tyre(s)

more comfortable /

(relatively)

comfortable

1895 two weeks’ wages

__ / 6

3. What does Rob Penn say about the impact of cycling on society? Tick the correct option.

It fast became a popular hobby for a large proportion of society.

It improved the physical and mental health of factory workers.

It led to working-class people wearing jeans more often.

It resulted in more marriages between people from different areas.

__ / 1

4. What is Arpita Sinha unhappy about? Answer the question in key words.

can’t wear her cycling shorts (in conservative areas)

__ / 1

Abiturprüfung 2018 6 Hörverstehen

5. Female cyclists at the turn of the 20th century. Complete the sentences.

Women started wearing more sensible clothes for cycling, for

example, trousers that were tied below the knee(s) so that they

would not get caught in the chain.

At first, the public was outraged. The question as to whether women

in bicycle clothes could be served in pubs was sometimes even

settled in court / by judges.

In the 1910s it became apparent that the bicycle had actually

played an important role in women’s rights / the suffragette

movement.

__ / 4

6. Judith Green. Tick the correct option.

She occasionally writes articles about sports and hygiene.

She monitors the increase in traffic noise at regular intervals.

She has recently started doing research into tropical illnesses.

She feels annoyed by cyclists and pedestrians at certain times.

__ / 1

7. Judith Green on cycling in London. Tick the correct option.

Cyclists are admired for their state-of-the-art equipment.

Cyclists feel guilty about being a nuisance to pedestrians.

Cycling is seen as the ethical way of getting around London.

Cycling is generally looked down upon by high income groups.

__ / 1

Total: ____ / 16

Total of both parts: ________ / 30 BE

Abiturprüfung 2018 7 Textaufgabe I

Textaufgabe I

B. Questions on the text

1. Outline how the writer characterises London and the ways it changed in the two decades before the Brexit vote. (20)

London’s sheer size and immense diversity make it difficult to fully grasp its character

on the one hand, the British capital is home to monuments celebrating Britain and its glorious past and thus stands for Britishness (“British landmarks – Big Ben, Buckingham Palace, St. Paul’s Cathedral”, ll. 22/23) and the city is seen as being pragmatic and unsentimental (cf. ll. 9/10)

on the other hand, it is a truly global city with a population of nearly 9 million; the people come from diverse economic and ethnic backgrounds (cf. l. 21, ll. 23/24) and live together more or less peacefully in mixed neighbourhoods (“Every borough has its grand houses and its public housing projects.”, l. 63; “‘Everyone’s all mixed up here.’”, ll. 67/68)

o there are migrant workers from poorer European countries trying to make a living by doing menial jobs in the service industry or the building trade

o Sadiq Khan, London’s first Muslim mayor, proves that the son of Pakistani immigrants from a modest background can take on one of the top offices in London (cf. ll. 55/56)

o there are also investors, bankers, European officials and so on o the mega-rich have left their mark by buying up properties in the centre

and adapting them to their exclusive tastes, even though they seldom use them (cf. ll. 38-41)

o the writer experienced her own neighbourhood as being very international and tolerant (cf. ll. 35/36)

the writer praises London’s diversity and its open-minded, tolerant attitude (cf. ll. 18-20)

during her stay in London, she had the impression that the city was more oriented towards Europe and the European Union and was becoming less insular, “more open, more international, more enthusiastic, more exciting” (ll. 33/34), offering an improved quality of life (e.g. better quality of food, longer opening hours)

2. Analyse what St. Pancras stands for in the text and how the writer

uses it to make her point. (20)

the text begins with a reference to St. Pancras International railway station

Abiturprüfung 2018 8 Textaufgabe I

by drawing attention to its impressive “Victorian architecture” (ll. 1/2), thewriter hints at Britain’s imperial past

St. Pancras was turned into the Eurostar terminal in 2007, connectingBritain with mainland Europe via the Channel Tunnel; thus it symbolisesBritain’s close ties to the European continent and ultimately the EuropeanUnion, so Britain is “part of something bigger than itself” (ll. 3/4), “afellowship of nations” (l. 4)

by linking an everyday activity like taking the train to the idea of Europeanintegration, the writer shows how commonplace the concept has become

thus St. Pancras stands for tradition and change, with London as anintegral part of Europe

in the last part of the text the writer takes the reader back to St. Pancras onthe day when Theresa May triggered Brexit

it is business as usual, on the surface nothing has changed: theuninterrupted flow of trains from the beginning is taken up once more (“Thetrains to Paris did not stop running. Nobody’s passport was rescinded atthe gate.”, ll. 79-81)

however, this time piano music fills the hall: Leonard Cohen’s “Hallelujah”,seen as a song of celebration by the couple in the station, is interpreted bythe writer as being one of mourning, thus reflecting her concern thatsomething has fundamentally changed (“It seemed apt, because it soundslike a song of celebration, but is really one of mourning.”, ll. 88/89); so thetext finishes on the rather sad note that an era is coming to an end

3. Examine how the writer highlights the consequences of the Brexit votethrough her use of language. Refer to three different examples. (10)

for the people living in London the results of the Brexit vote show the deepdivision between the rest of the country and the capital with its open-minded, global attitude (“values like openness, tolerance, internationalism andthe sense that it is better to look outward than to gaze inward”, ll. 18-20;enumeration, antithesis)

“the process known as Brexit” (l. 15) has not yet been clearly defined andthus there is uncertainty as to its possible consequences for London in thenear and more distant future: “[n]obody can predict what the city will looklike in 10, 20 or 30 years” (ll. 25/26; enumeration); it will cut its ties withEurope and put an end to “the easy exchange of people, capital, jobs,businesses and languages” (l. 28; enumeration, allusion echoing the fourfreedoms of the EU); this uncertainty leads to deep concerns, “fear for thefuture” (l. 43; alliteration)

“[b]anks, investment firms and other companies” (ll. 72/73) are planning torelocate (“faint footsteps”, l. 72; metaphor, alliteration); the writer feels that

Abiturprüfung 2018 9 Textaufgabe I/II

this development could have major repercussions, so she asks laconically “What then?” (l. 74; elliptical rhetorical question)

the attitude towards foreigners in general is less open, it is sometimeseven aggressive, as the well-chosen quote of a political expert illustrates(cf. ll. 45-51); they feel no longer welcome and thus “rich as well as poor”(ll. 75/76; antithesis) are considering leaving Britain; the writer’s reactionechoes her previous rhetorical question “What then?” (l. 74), but this timeshe expands it: “What London will look like then is anybody’s guess.”(ll. 76/77)

she asks another short question wondering about the detrimental effects ofBrexit (“Is London lost?”, l. 69; rhetorical question, alliteration); this concernis contrasted with the confident attitude of the pro-Brexit advocates (“Theysay that London is reclaimed.”, l. 70; antithesis)

etc.

C. Composition (40)

individual solutions

D. Mediation (40)

Anmerkung: Sprachliche Fehler in der Textvorlage wurden entsprechend der geltenden Norm korrigiert.

Die Arbeiten der Schülerinnen und Schüler werden mithilfe der für die Sprachmittlung geltenden Bewertungsmatrix bewertet.

Andere als im Erwartungshorizont ausgeführte Lösungen werden bei der Bewertung der Prüfungsleistung als gleichwertig gewürdigt, wenn sie der Aufgabenstellung entsprechen, sachlich richtig und nachvollziehbar sind.

Die Schülerinnen und Schüler verfassen einen kohärenten und strukturierten Text, der

sich an eine breite internationale Öffentlichkeit und eine junge Leserschaftrichtet,

die textsortenspezifischen Merkmale eines Artikels (Überschrift, Einleitung,klar nachvollziehbare Gliederung, neutrales Register) aufweist,

die zentralen Informationen zum Selbstbild der Kölner, zum KölnerKarneval und zu seiner Bedeutung für die in Köln lebenden Menschenzusammenfassend wiedergibt.

Im Sinne der Aufgabenstellung sind folgende inhaltliche Aspekte möglich:

Abiturprüfung 2018 10 Textaufgabe I/II

people from Cologne see themselves as

being full of the joys of life, light-hearted, cheerful, relaxed, enjoying partiesand the company of others (as expressed in popular songs)

living in a city that is open, tolerant, multicultural, at times non-committal

carnival in Cologne

extends over several months, known as the “fifth season”

vast variety of celebrations in different locations ranging from very formal toinformal

huge number of carnival societies

people of all ages, from different social classes and cultural backgroundsor with different occupations participate

for those who do not want to join in there is no pressure to do so

the significance of carnival for people living in Cologne

an important part of their tradition, as people grow up with it

creates a sense of belonging, trust and a feeling of home

might support integration

Textaufgabe II

B. Questions on the text

1. Outline what is revealed about John Rebus’s retirement and his newlife as a pensioner. (10)

Rebus retired a month ago; he left work without any big celebration orparty, even dismissing the idea of going out for a farewell drink with his twocolleagues

he seems reluctant to have regular contact with his old colleagues; whenSiobhan phones him, he contemplates ignoring her call

when they start talking, he does not want to let on that his new life is boringand so he deflects by joking around in an ironic manner (cf. l. 19)

his life has become monotonous and repetitive (cf. ll. 10/11); he enjoys hisbeer, ignoring his doctor’s advice to stop drinking and smoking

initially he seems to have had plans to try out new activities and expand hiscultural horizons such as by starting to go to concerts, but he has not actedon any of these plans and the list has been lying disregarded on hiskitchen table; he knows that he is soon going to give up the pretence andthrow it away

Rebus has not yet come to terms with being a pensioner

Abiturprüfung 2018 11 Textaufgabe II

2. Using the metaphor in l. 28 as a starting point, examine how Rebusinteracts with his former colleagues and deals with the situationoutside Cafferty’s house. (20)

the metaphor in l. 28 “his brain switching gears” indicates that as soon asSiobhan mentions Cafferty, Rebus instantly goes back into police mode: hestops being sarcastic and focuses on the situation at hand, asking concisequestions to gather the relevant information as a policeman would do

he no longer lacks energy but becomes a man of action (cf. l. 34, l. 38),taking control of the situation; he does not react to Siobhan’s offer of a liftbut instead waves down a passing taxi and informs her when he will bearriving at the scene

it is Rebus who is now in charge; he not only directs the conversation butalso ends it (cf. l. 38)

Rebus’s colleagues seem to have reached an impasse with Caffertybecause he does not let them into his house; Rebus is undeterred andtakes command (cf. ll. 46/47)

although Clarke and Fox are active police officers and Rebus is retired,they both treat him with respect and defer to his opinion (cf. l. 39, ll. 51/52);when Clarke tries to stop Rebus from going in to see Cafferty on his own,Rebus does not accept her objection or even discuss it with her but assertshis authority by merely shaking his head

Rebus now uses his status as a retired police officer to achieve his ends sothat he can go in and talk to Cafferty alone, although he does so in a rathernonchalant manner (“offered a shrug”, l. 54)

Rebus transforms from being a bored pensioner without a sense of direction to becoming the person in charge of the crime scene; he obviously feels very comfortable in his old role

3. Examine what the reader learns about Cafferty and his relationship with Rebus, taking into account the events at Cafferty’s home earlier that night. (20)

Cafferty is an old man whose appearance and background are similar toRebus’s; he has led a life of crime and been in many battles with Rebus(cf. ll. 71/72)

he is devious because he tricked his way out of jail by pretending to havecancer (cf. ll. 72/73)

he seems to live fairly comfortably (“A black leather suite. A vast flat-screenTV”, ll. 61/62)

Abiturprüfung 2018 12 Textaufgabe II

it seems as if that evening somebody fired a gun at Cafferty through awindow in his home but missed him because they did not aim verycarefully (“‘Someone might just have taken a potshot at him.’”, l. 29)

Cafferty seems to distrust the police; he only communicates with themthrough the letter box although he is prepared to let Rebus, but onlyRebus, inside (cf. l. 51)

Cafferty and Rebus evidently know each other very well (“‘It’s me’”, l. 48);Rebus is not prepared to accept no for an answer (cf. ll. 48-50)

when Cafferty opens the door for Rebus, he does so very carefully (cf.passive construction, l. 56) and stays back out of view (“mostly hidden inshadow”, ll. 56/57)

he tries to keep Rebus from going into the living room by walking towardsthe kitchen, but Rebus is more than his match

he has done his best to put everything back to rights (a glazier has comeand gone, cf. l. 40; “tidied most of the glass”, l. 65) and has hidden theevidence of the bullet in the wall by rehanging the paintings in the room (cf.ll. 82-85)

he engages in sarcastic banter with Rebus about his retirement and whathas just happened; initially Cafferty does not seem to feel threatened byhim

but this changes once Rebus starts examining the living room; Caffertybecomes tense when Rebus comes close to finding the hole in the wall(“Cafferty’s jaw had tightened.”, l. 86) although he tries to cover up hisirritation with another sarcastic comment (“‘I like them better this way.’”,l. 86)

once Rebus has discovered the hole, Cafferty drops his mask and stopsbantering; he addresses Rebus directly, using his first name, and makes adirect appeal to him to stop; he underlines the urgency of his request bygripping Rebus’s arm as if also trying to physically stop him

Cafferty is obviously very uncomfortable and does not want to pursue thematter any further

C. Composition (40)

individual solutions

D. Mediation (40)

See p. 9.