Lehrermaterial - schule.bbs
Transcription
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% 1 von 3 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% 2 von 3 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 3 von 3