Lehrermaterial - schule.bbs

Zentralabitur 2006
Englisch
Aufgabe I
Leistungsfach
Lehrermaterial
Haupttermin
Erwartungskatalog
Die Bewertung der sprachlichen Leistung erfolgt nach den Regelungen des Erlasses zur Korrektur von Prüfungsarbeiten im Fach Englisch vom 09.10.2003.
Die Bewertung der inhaltlichen Leistung basiert auf dem nachfolgenden Erwartungskatalog.
Positiv bewertet werden dabei auch Ausführungen, die über den Erwartungskatalog hinausgehen oder zu diesem eine sinnvolle Alternative bilden.
Negativ bewertet hingegen werden neben eindeutig falschen Aussagen auch solche, die irrelevant oder unnötig weitschweifig ausfallen, wie z. B. in der Aufgabenstellung nicht geforderte
Inhaltswiedergabe.
Insgesamt unterliegt die Bewertung der inhaltlichen Leistung in besonderer Weise dem fachlichen Ermessen des/der Bewertenden.
Aufgabe
1.
2.
Erwartete Schülerleistung
Erwartungshorizont für eine gute Leistung:
The family will be portrayed in a detailed and coherent
description. In addition, the legal problems of the process of
‘economic acculturation’ will be included; students will point out
that American companies obviously make light of the illegal
aspects just for the sake of profit.
Erwartungshorizont für eine ausreichende Leistung:
The basic facts conveying a correct picture of the family have to
be mentioned:
• members of the family
• ethnic identity, i. e. their origin
• recognizable character traits (e. g. intelligent, flexible,
adaptable)
• their work ethic and social status.
Moreover, both the Mexican and the American prerequisites
must be taken into consideration:
• matrícula consular: origin, significance, effect
• reactions and goals of the American economy.
Erwartungshorizont für eine gute Leistung:
The scenery and the person in the picture (illegal immigrant) will
be described in detail, e. g.:
on the left side
• the border (high fence, barbed wire)
• the man wearing everyday clothes, carrying all his
belongings in one bag
on the right side:
• the happy and satisfied expression on his face in an
upmarket, middle-class environment (including the blessings
of American suburbia)
• shopping bags and fashionable, smart clothes suggesting a
consumer mentality, representing the buying power/
economic potential of the vast number of illegals (whose
illegal status seems to be irrelevant once they have found
access to the U.S. consumer society)
Niedersächsisches Kultusministerium
Anforderungsbereich,
Gewichtung
I
II
III
20%
20%
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Zentralabitur 2006
Englisch
Aufgabe I
Leistungsfach
Lehrermaterial
Haupttermin
Erwartungshorizont für eine ausreichende Leistung:
The obvious parallels have to be pointed out:
• illegal immigration across the Mexican-American border
• leaving behind a (seemingly poor) rural area/ their relative
poverty
• making it/ looking forward to a bright future in the land of
consumer goods.
3.
4.
Erwartungshorizont für eine gute Leistung:
Recurring language patterns used throughout the article in the
description of the Valenzuelas and with regard to illegal
(Hispanic) immigrants in general (e.g. choice of words, tone and
structure) have to be identified.
Statements have to be illustrated by quoting from/ referring to
the original text, e.g.
• choice of words: character traits/ labels (young, upwardly
mobile, solidly middle class, putting in long hours, hoping to
expand their business … )
• tone: positive connotations going along with making/
spending money (cf. ll. 1, 2, 6 ff.)
• structure: repeated reference to their buying power/
economic impact (passim)
In addition, contrasting patterns should be pointed out (cf.
choice of words) turning illegal immigrants into fully accepted
consumers (wholeheartedly welcomed by American companies/
business people and – most obviously – by the journalist, too),
e. g.:
• legalizing/ legitimizing them (l. 37)
• parts of an underground economy (l. 35), money under the
mattress (l. 29) integrated into the mainstream (l. 36) of the
American economy
• the increasingly above-ground world of illegal residency
(l. 13)
Erwartungshorizont für eine ausreichende Leistung:
Basic insights into recurring language patterns used throughout
the article are expected (e.g. choice of words, tone and
structure).
Statements have to be illustrated by quoting from/ referring to
the original text, e.g.
• choice of words: character traits/ labels (young, upwardly
mobile, solidly middle class)
• tone: positive connotations going along with making/
spending money (cf. ll. 1, 2, 6 ff.)
• structure: repeated reference to their buying power/
economic impact (passim)
Erwartungshorizont für eine gute Leistung:
Apart from basic and obvious parallels/ contrasts, the students
will point out that the Valenzuelas – though depending, too, on
their surroundings/ fellow citizens – never meet with any
noticeable resistance/ are never discriminated against, but
always seem fortunate enough to get the necessary support and
Niedersächsisches Kultusministerium
20%
20%
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Zentralabitur 2006
Englisch
Aufgabe I
Leistungsfach
Lehrermaterial
Haupttermin
are rewarded for their efforts.
Erwartungshorizont für eine ausreichende Leistung:
Basic parallels: both families
• are illegal Mexican immigrants
• share the same dream (making it in an affluent consumer
society)
Basic differences: Cándido and América are victims to a number
of disastrous accidents/ conditions/ attacks which never happen
to the Valenzuelas, e. g.:
• their miserable secret life in the canyon
• Cándido’s accident, inability to work
• América raped
• Cándido, the fire raiser; rain and flood
5.
Erwartungshorizont für eine gute Leistung:
The problems students should comment on relate to integration/
assimilation/ diversity; in doing so their letters to the editor
(form!) will refer to some of the following aspects:
• economy/ commerce/ business: job market/ financial market
(e.g. unemployment, social security; buying power, birth
rate)
• judicial system/ law and order: race and ethnicity (e.g.
affirmative action, racial discrimination, race riots)
• culture (e.g. multicultural society vs. danger of new monocultures ; possible process of alienation/ loss of ‘Americanness’, i.e. Anglo-Protestant origin)
The letters will include a convincing line of argumentation.
Allusions to landmarks of American history such as the
Declaration of Independence (‘We hold these truths … ‘) will be
used to make a point.
Erwartungshorizont für eine ausreichende Leistung:
Students comment on a few aspects (cultural and/or economic)
relating to integration, assimilation and diversity. Their line of
argumentation is less complex.
20%
Summen: 20% 40% 40%
Niedersächsisches Kultusministerium
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