Languages Other Than English (LOTE) German

Transcription

Texas Examinations
of Educator Standards™
(TExES™) Program
Preparation
Manual
Languages Other Than English
(LOTE) — German (611)
Copyright © 2016 by Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo
and TEA are registered trademarks of Texas Education Agency. Texas Examinations of Educator Standards,
TExES and the TExES logo are trademarks of Texas Education Agency.
Table of Contents
About The Test ...........................................................................................
4
The Domains ..............................................................................................
7
The Standards ............................................................................................
8
Domains and Competencies..........................................................................
9
Domain I — Instruction and Assessment ...............................................
9
Domain II — Cultural Understanding .................................................... 12
Domain III — Interpretive Listening ..................................................... 12
Domain IV — Interpretive Reading ....................................................... 13
Domain V — Written Expression........................................................... 14
Domain VI — Oral Expression .............................................................. 15
Approaches to Answering Multiple-Choice Questions ........................................ 16
How to Approach Unfamiliar Question Formats ...................................... 16
Question Formats............................................................................... 17
Single Questions ................................................................................ 18
Questions Based on Instructional Practices ............................................ 18
Questions with Stimulus Material ......................................................... 20
Multiple-Choice Practice Questions ................................................................ 30
Answer Key and Rationales .......................................................................... 55
Succeeding on Written Expression Constructed-Response Tasks ....................... 74
Written Expression Constructed-Response Practice Tasks ........................ 78
Succeeding on Oral Expression Constructed-Response Tasks ............................ 83
Oral Expression Constructed-Response Practice Tasks ............................ 87
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TExES Languages Other Than English (LOTE) — German (611)
2
Succeeding on Instructional Practices Constructed-Response Tasks ................... 92
Instructional Practices Constructed-Response Practice Tasks ................... 95
Study Plan Sheet ........................................................................................ 98
Preparation Resources ................................................................................. 99
3
About The Test
Test Name
Languages Other Than English (LOTE) — German
Test Code
611
Time
5 hours
Number of Questions
120 multiple-choice questions and
8 constructed-response tasks
Format
Computer-administered test (CAT)
The TExES Languages Other Than English (LOTE) — German (611) test is designed
to assess whether a test taker has the requisite knowledge and skills that an entrylevel educator in this field in Texas public schools must possess. The 120 multiplechoice questions and 8 constructed-response tasks are based on the LOTE–German
EC–12 test framework. Questions on this test range from grades EC–12. The test
may contain questions that do not count toward the score. Your final scaled score
will be based only on scored questions.
4
Section
Competency
Domain
Number of
Timing
Weight
36 Multiple-Choice
Approx.
20%
Questions
50 minutes
Questions
I
Intercultural and Cross-
II
Interpretive
Cultural Connections
III
Mode: Listening
with Cultural
and Linguistic
Knowledge
(multiple
choice)
(30 scored plus
Literal
6 not scored)
Comprehension of Oral
Messages
Inferential and
Interpretive
Comprehension
of Oral Messages
II
Intercultural and Cross-
II
39 Multiple-Choice
Interpretive
Cultural Connections
IV
Questions
Mode: Reading
with Cultural
and Linguistic
Knowledge
(multiple
choice)
50 minutes
21.4%
(32 scored plus
Literal Comprehension of
7 not scored)
Written Communication
Inferential and
Interpretive Analysis of
Written
Communication
III
Practice Using Alternate
Writing
Character Toolbar
1 Task
5 minutes
Not
Scored
Practice
Language
IV
Interpersonal
Writing
Presentational
V
3 Constructed-
50 minutes
12%
3 Constructed-
Approx.
12%
Response
15 minutes
Response
Structures
Tasks:
Writing
1) Response to
Proficiency
Email, Memo
Writing
or Letter
Integrated
2) Opinion/Position
Skills: Writing
Essay
(constructed
3) Integrated
response)
Skills: Writing
V
Speaking
Integrated
Proficiency
Skills: Speaking
Presentational
Speaking
VI
Tasks:
1) Integrated
Skills: Speaking
2) Oral
Interpersonal
Presentation or
Speaking
Situation/Opinion
(constructed
response)
3) Simulated
Conversation
5
Optional Break: 10 minutes
Section
Competency
Domain
Number of
VI
Theories and
I
45 Multiple-Choice
Instructional
Principles of Language
Questions
Practices
Learning
(40 scored plus
Timing
Weight
45 minutes
26.6%
35 minutes
8%
Questions
(multiple
choice)
5 not scored)
Theories and Practices of
Second-Language
Instruction and
Assessment
Instructional and
Assessment Strategies
for Implementing the
TEKS for LOTE
VII
Theories and
Instructional
Principles of Language
Response
Practices
Learning
Tasks:
(constructed
response)
I
2 Constructed-
1) Lesson Plan
Theories and Practices of
2) Essay
Second-Language
Instruction and
Assessment
Instructional and
Assessment Strategies
for Implementing the
TEKS for LOTE
6
The Domains
Domain
Domain Title
Approx.
Percentage
of Test
34.6%
Standards Assessed
I.
Instruction and Assessment
II.
Cultural Understanding
III.
Interpretive Listening
16.7%
LOTE–German: IV and V
IV.
Interpretive Reading
16.7%
LOTE–German: IV and VI
V.
Written Expression
12%
LOTE–German: VIII
VI.
Oral Expression
12%
LOTE–German: VII
8%
LOTE–German: I–III
LOTE–German: IV
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The Standards
LOTE Standard I
The LOTE teacher understands language learning theories and principles of secondlanguage acquisition and uses this knowledge to plan instruction and assessment
that promotes success for all students in all areas of language learning as defined in
the Texas Essential Knowledge and Skills (TEKS).
LOTE Standard II
The LOTE teacher understands assessment and instruction and applies this
knowledge to monitor and promote student progress in all areas of language
learning as defined in the Texas Essential Knowledge and Skills (TEKS).
LOTE Standard III
The LOTE teacher implements the Texas Essential Knowledge and Skills (TEKS),
enabling students to communicate in the target language, through which they gain
knowledge and understanding of other cultures, connect with other disciplines and
acquire information, make comparisons that develop insight into the nature of
language and culture and participate in multilingual communities at home and
around the world.
LOTE Standard IV
The LOTE teacher understands the nature of culture and the connections between
language and culture, and understands the practices, products and perspectives of
the culture(s) in which the target language is used.
LOTE Standard V
As a demonstration of listening proficiency, the LOTE teacher is able to derive
essential information, interpret meaning and evaluate oral communications in the
target language (as applicable to the target language).
LOTE Standard VI
As a demonstration of reading proficiency, the LOTE teacher is able to derive
essential information, interpret meaning and evaluate a variety of authentic
materials written in the target language (as applicable to the target language).
LOTE Standard VII
As a demonstration of speaking proficiency, the LOTE teacher is able to construct
effective interpersonal and presentational oral discourse in the target language (as
applicable to the target language).
LOTE Standard VIII
As a demonstration of writing proficiency, the LOTE teacher is able to write effective
interpersonal and presentational discourse in the target language (as applicable to
the target language).
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Domains and Competencies
The content covered by this test is organized into broad areas of content called
domains. Each domain covers one or more of the educator standards for this field.
Within each domain, the content is further defined by a set of competencies. Each
competency is composed of two major parts:

The competency statement, which broadly defines what an entry-level
educator in this field in Texas public schools should know and be able to do.

The descriptive statements, which describe in greater detail the knowledge
and skills eligible for testing.
Domain I — Instruction and Assessment
Competency 001: The LOTE teacher knows and understands language-learning
theories and theories of second-language acquisition and their application to LOTE
instruction and assessment to promote the learning goals defined in the Texas
Essential Knowledge and Skills (TEKS) for LOTE and promote all students’ success
as language learners.
The beginning teacher:
A. Understands theories and processes of interlanguage development, including
predictable patterns in second-language development and factors affecting
the time required to learn a language.
B. Understands the theories of cognitive processing that underlie first- and
second- language acquisition.
C. Understands general learning theories and processes relevant to language
acquisition, including theories and processes of second-language instruction
and assessment (e.g., communicative approaches, content-based
approaches).
D. Understands the roles of various learning styles (e.g., visual, tactile, aural) in
second-language acquisition and plans, selects and creates a variety of
instructional and assessment materials that are responsive to various
language-learning styles and that raise students’ awareness of their own
language-learning styles.
E. Understands the roles of individual students’ characteristics (e.g., motivation,
first-language background), social processes and linguistic factors (e.g.,
language transfer, overgeneralization) and other factors (e.g., family
attitudes and behaviors) in second-language acquisition.
F. Applies theories and processes that guide work with particular student
populations in the LOTE classroom (e.g., heritage learners, gifted and
talented, special needs) to plan, select and create instructional and
assessment strategies that enhance language acquisition and success for all
students.
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G. Applies theories and processes of second-language learning, instruction and
assessment in planning, selecting and creating a variety of instructional and
assessment practices and sequences that are based on the learning goals
defined in the Texas Essential Knowledge and Skills (TEKS) for LOTE.
H. Knows how to expand and enrich existing home background of heritage
language/dialect of native speakers of the language.
Competency 002: The LOTE teacher understands and applies theories, strategies
and practices of second-language instruction and assessment to promote students’
progress in all areas of language learning as defined in the Texas Essential
Knowledge and Skills (TEKS) for LOTE.
A. Understands and applies knowledge of instructional strategies, materials,
technologies and activities to plan instruction that is appropriate for students’
varied interests, needs, learning styles, motivations and backgrounds and for
fostering students’ progress in all areas of language learning.
B. Knows and understands a variety of informal and formal assessment
methods for identifying and interpreting students’ affective and cognitive
needs (e.g., attitudes about language learning, language strengths and
weaknesses, cultural understandings); for determining students’ proficiency
levels; for monitoring students’ progress; for reflecting on, adjusting and
improving teaching practice; and for guiding students’ learning.
C. Plans, selects and implements a variety of informal and formal assessment
methods, tools and rubrics for evaluating and promoting students’
interpersonal, interpretive and presentational communication skills in all
modalities.
D. Applies knowledge of instructional strategies to encourage students’ selfevaluation and self-monitoring, including self-selection of personal learning
strategies relevant to second-language acquisition.
E. Understands strategies for selecting, adapting and developing instructional
strategies and informal and formal assessments for evaluating students’
language acquisition as reflected in state and national guidelines (e.g., TEKS
for LOTE, American Council on the Teaching of Foreign Languages [ACTFL]
Performance Guidelines for K–12 Learners).
F. Selects, creates, adapts and promotes age-appropriate and languageproficiency-level-appropriate materials, strategies and applications of various
media to foster language learning and promote cultural understanding.
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G. Understands strategies for promoting meaningful, proficiency-levelappropriate discourse in the target language by providing comprehensible
input and opportunities to interact, negotiate meaning, speak
extemporaneously, make cultural connections and participate in extended
conversational interactions.
Competency 003: The LOTE teacher understands and applies strategies and
approaches for implementing the TEKS for LOTE to promote students’ ability to
communicate in the target language, gain knowledge and understanding of other
cultures, connect with other disciplines and acquire information, make comparisons
that develop insight into the nature of language and culture and participate in
multilingual communities at home and around the world.
A. Applies knowledge of instructional and assessment strategies, practices and
sequences to facilitate the development of interpersonal communication in
the target language.
B. Applies knowledge of instructional and assessment strategies, practices and
sequences to facilitate the development of interpretive communication in the
target language, including strategies for guiding students in the selection of
materials for independent reading, listening and viewing in the target
language.
C. Applies knowledge of instructional and assessment strategies, practices and
sequences to facilitate effective communication in the target language,
including strategies for making speech comprehensible.
D. Understands the use of instructional and assessment activities, materials and
practices that integrate culturally significant practices, products and
perspectives into the language-learning environment.
E. Understands and applies strategies for guiding students in their
comprehension of the nature of language and culture through comparisons
between the target cultures and the students’ own language(s) and
culture(s), including strategies for helping students understand the influence
of one language or culture on another.
F. Understands and applies strategies for creating interdisciplinary learning
experiences to help students explore connections among disciplines;
integrate knowledge, skills and methods of inquiry from different subject
areas; build vocabulary in other disciplines; explore connections between the
target language and their own career goals; and make personal connections
across disciplines through the use of the target language.
G. Understands and applies strategies for connecting what is taught in the
classroom to what is experienced in everyday life and can make cultural
connections across disciplines.
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H. Knows how to identify, plan and promote opportunities for students to
participate in extracurricular activities (e.g., contests, field trips) and local
ethnic organizations and events, including opportunities to work with
individuals from a variety of backgrounds and cultures to establish
community learning activities, and opportunities to study, travel and work
abroad and at home.
Domain II — Cultural Understanding
Competency 004: The LOTE teacher understands the connections between
language and culture, including the interactions among cultural products, practices
and perspectives within the target language cultures.
A. Understands and analyzes connections among cultural products, practices
and perspectives in the target cultures.
B. Knows and understands that there are multiple perspectives within the target
language cultures and can analyze and interpret ideas from diverse
perspectives within these cultures.
C. Understands and analyzes important similarities and differences among
products, practices and perspectives of target cultures and of multiple
cultures within the United States.
D. Understands and analyzes the factors within the target cultures that
influence language.
Domain III — Interpretive Listening
Competency 005: The LOTE teacher demonstrates the ability to understand the
literal content of oral communications in the target language.
A. Derives essential information (main ideas and details) from oral discourse in
the target language on a variety of topics involving description and/or
narration in different time frames (e.g., present, past, future) and in a
variety of contexts (e.g., lecture, conversation, telephone message, public
address announcement, news item, oral instructions).
B. Understands discourse in the target language likely to be encountered in
social and professional situations within the target language cultures and
communities, including discourse about cultural topics, connections to and
comparisons with other disciplines and connections to and comparisons with
what is experienced outside the classroom.
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C. Understands the meaning of idiomatic words and expressions frequently used
in oral discourse in the target language in a variety of culturally specific
settings.
Competency 006: The LOTE teacher demonstrates the ability to infer, interpret and
evaluate meaning from oral communications in the target language.
A. Interprets and evaluates oral messages in the target language in order to
make inferences (e.g., characterizing the tone, mood or point of view of one
or more speakers; identifying a cause-and-effect relationship implied but not
stated in an oral communication; analyzing the sociocultural context of an
oral exchange; paraphrasing an oral message).
Domain IV — Interpretive Reading
Competency 007: The LOTE teacher demonstrates the ability to understand the
literal content of authentic materials written in the target language.
A. Understands the literal content of a variety of authentic materials (e.g.,
determining the stated main idea of a passage; identifying an accurate
summary of passage content; identifying the sequence of events in a
passage; discerning details regarding character, setting or events described
in a passage).
B. Understands various types of authentic target language texts and realia
(e.g., literary works, personal letters, newspaper and magazine articles,
informational texts, websites, forms, menus, posters) that represent a
variety of cultural, community and cross-disciplinary perspectives, including
materials that connect with what is experienced outside the classroom.
C. Understands frequently used idiomatic words and expressions in a variety of
culturally specific authentic materials.
13
Competency 008: The LOTE teacher demonstrates the ability to infer, interpret and
evaluate meaning from a variety of authentic materials written in the target
language.
A. Applies critical-reading skills (e.g., making inferences about setting or
character from information provided in a passage; discerning implied causeand-effect relationships in a passage; inferring an author’s assumptions,
purpose or point of view in a passage; interpreting figurative language, such
as metaphors and similes, in a literary passage) to a variety of authentic
materials.
Domain V — Written Expression
Competency 009: The LOTE teacher demonstrates the ability to use a broad range
of simple and complex language structures in the target language.
A. Uses simple and complex language structures and conventions of the written
language (e.g., accent marks, spelling, punctuation) in interpersonal and
presentational writing.
B. Demonstrates a broad range of vocabulary, often-used idiomatic expressions
and culturally appropriate usage in interpersonal and presentational writing.
Competency 010: The LOTE teacher demonstrates the ability to prepare effective
interpersonal and presentational written discourse in the target language.
A. Demonstrates the ability to construct informal and formal written discourse
concerning a variety of practical, social and professional topics (e.g., writing
a letter, writing about a literary passage; expressing views on a current
issue; responding to an opinion or viewpoint; describing the reasoning
behind a decision) and reflecting different cultural, community and crossdisciplinary perspectives.
B. Describes, narrates and explains in written discourse using tenses
appropriate to the task and registers appropriate to the audience (e.g.,
informal, formal).
C. Uses appropriate vocabulary to write about topics of personal and public
interest, including cultural perspectives, community events, comparisons
between cultures, connections between the study of the target language and
other academic disciplines and connections between what is taught in the
classroom and real-life experiences.
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D. Exhibits an appropriate level of cultural knowledge and sensitivity while
writing cohesive summaries, essays, narratives, explanations and
descriptions.
Domain VI — Oral Expression
Competency 011: The LOTE teacher demonstrates the ability to construct effective
interpersonal and presentational oral discourse in the target language.
A. Demonstrates the ability to initiate communication and respond orally in the
target language in a variety of social and professional situations (e.g.,
describing events or circumstances, explaining a problem, discussing
advantages and disadvantages of an idea or proposed course of action).
B. Describes, narrates and explains in oral discourse in the target language
using tenses and moods appropriate to the task and the audience.
C. Uses appropriate vocabulary to present information about topics of personal
and public interest, including cultural perspectives, community events,
comparisons between cultures, connections between the study of the target
language and other academic disciplines and connections between what is
taught in the classroom and real-life experiences.
D. Demonstrates the ability to use spoken language in culturally appropriate
ways, including the use of different registers (e.g., informal, formal) to
satisfy the requirements of educational, professional and social situations.
E. Demonstrates a broad range of vocabulary, often-used idiomatic expressions,
clearly comprehensible pronunciation and intonation and simple and complex
language structures in oral discourse.
15
Approaches to Answering Multiple-Choice Questions
The purpose of this section is to describe multiple-choice question formats that
you will typically see on the Languages Other Than English (LOTE) — German
test and to suggest possible ways to approach thinking about and answering them.
These approaches are intended to supplement and complement familiar test-taking
strategies with which you may already be comfortable and that work for you.
Fundamentally, the most important component in assuring your success on the test
is knowing the content described in the test framework. This content has been
carefully selected to align with the knowledge required to begin a career as a
LOTE–German teacher.
The multiple-choice questions on this test are designed to assess your knowledge
of the content described in the test framework. In most cases, you are expected to
demonstrate more than just your ability to recall factual information. You may be
asked to think critically about the information, to analyze it, consider it carefully,
and compare it with other knowledge you have or make a judgment about it.
Leave no questions unanswered. Questions for which you mark no answer are
counted as incorrect. Your score will be determined by the number of questions you
answer correctly.
The LOTE–German test is designed to include a total of 120 multiple-choice
questions, out of which 102 are scored. The number of scored questions will not
vary; however, the number of questions that are not scored may vary in the actual
test. Your final scaled score will be based only on scored questions. The questions
that are not scored are being pilot tested to collect information about how these
questions will perform under actual testing conditions. These pilot questions are not
identified on the test.
In addition to the multiple-choice questions, the test will include several
constructed-response questions/tasks for which you will provide a written or oral
response. For more information on the constructed-response tasks, please see
pages 74–97 of this preparation manual.
How to Approach Unfamiliar Question Formats
Some questions include introductory information such as a table, graph or reading
passage (often called a stimulus) that provides the information the question asks
for. New formats for presenting information are developed from time to time. Tests
may include audio and video stimulus materials such as a movie clip or some kind
of animation, instead of a map or reading passage. Other tests may allow you to
zoom in on the details in a graphic or picture.
16
Tests may also include interactive types of questions. These questions take
advantage of technology to assess knowledge and skills that go beyond what can
be assessed using standard single-selection multiple-choice questions. If you see a
format you are not familiar with, read the directions carefully. The directions
always give clear instructions on how you are expected to respond.
For most questions, you will respond by clicking an oval to choose a single option
from a list of options. Other questions may ask you to respond by:

Selecting all that apply. In some questions, you will be asked to choose all
the options that answer the question correctly.

Typing in an entry box. When the answer is a number, you might be asked
to enter a numeric answer or, if the test has an on-screen calculator, you
might need to transfer the calculated result from the calculator into the entry
box. Some questions may have more than one place to enter a response.

Clicking check boxes. You may be asked to click check boxes instead of an
oval when more than one choice within a set of answers can be selected.

Clicking parts of a graphic. In some questions, you will choose your
answer by clicking on location(s) on a graphic such as a map or chart, as
opposed to choosing from a list.

Clicking on sentences. In questions with reading passages, you may be
asked to choose your answer by clicking on a sentence or sentences within
the reading passage.

Dragging and dropping Options into “targets” on the screen. You may
be asked to choose an answer from a list and drag it into the appropriate
location in a table, paragraph of text or graphic.

Selecting options from a drop-down menu. This type of question will ask
you to select the appropriate answer or answers by selecting options from a
drop-down menu (e.g., to complete a sentence).
Remember that with every question, you will get clear instructions on how to
respond.
Question Formats
You may see the following types of multiple-choice questions on the test:
— Single Questions
— Questions Based on Instructional Practices
— Questions with Stimulus Materials
On the following pages, you will find descriptions of these commonly used question
formats, along with suggested approaches for responding to each type.
17
Single Questions
Many questions on this test are simply discrete questions that do not involve
referencing any material other than that presented as part of the question itself.
Within Sections II and VI of the test, you will see some single questions. Be sure to
consider each question in terms of only the information provided in the question —
not in terms of specific situations or individuals you may have encountered.
Questions Based on Instructional Practices
In Section VI of the test there will be questions that measure pedagogical
knowledge and competence in the theories, methods and techniques associated
with teaching a foreign language. The questions are related to instructional
practices, understanding linguistic theories, integration of the national standards
into curriculum and instruction as well as assessment of languages and cultures.
Example 1
1.
As part of a class activity, a foreign-language teacher asks students about their
plans for the upcoming spring break. One student replies in the target language
with the equivalent of “Tomorrow, by car.” Apparently, the student has only
partially understood the question.
Which of the following strategies would be most effective in getting the student
to provide a more complete response?
A. Repeating the question “What are you planning to do on vacation?” and
giving the student another opportunity to respond
B. Conducting a quick review on the interrogative words in the target language
in order to take advantage of this teaching opportunity
C. Echoing the answer quietly, as if contemplating it, and then asking, “Where
are you going and for how long?”
D. Translating the question into English, translating the student’s answer into
English and then asking the question a second time in the target language
Example 2
2.
Which of the following activities is most appropriate to assess students’ skills in
the interpersonal mode at the end of a unit?
A.
B.
C.
D.
Spontaneous role-play with partners
Staged skits performed in groups
Formal oral presentations
Recited poem or song
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Suggested Approach
Example 1 measures knowledge of instructional practices in order to create a
supportive classroom where students use the target language and participate
actively during class discussions.
Option A is a repetition of the same question that the teacher had already asked
when the student gave the partial response and, consequently, the teacher may not
get a more complete response from the student. Therefore, option A may be
eliminated as the best answer to this question.
Option B includes a review of the interrogative words and does not emphasize
productive language skills. Explicit grammar instruction may not necessarily
improve the student’s linguistic output. Therefore, option B may be eliminated as
the best answer to this question.
Option C is an effective strategy because the teacher is providing meaningful
feedback while encouraging the student to clarify the answer given previously. The
teacher is negotiating meaning with the student and providing the opportunity for
the student to expand the original response. Therefore, option C is the best
response to this question.
Option D includes a translation into English of the question and the student’s
answer, but it does not use the target language to help the student with a correct
answer. The student may lack the linguistic resources in the target language to give
an appropriate answer and the English translation of the question may not lead into
a more complete response in the target language. Therefore, option D may be
eliminated as the best answer to this question.
Example 2 measures knowledge of assessment models and their appropriate use.
It requires selecting an assessment practice appropriate to an interpersonal task.
Option A includes an activity that will require students to use the language while
having a conversation with one another, which will require active negotiation
of meaning among the partners. Since it is a spontaneous role-play, the two
people participating in the conversation will need to introduce adjustments and
clarifications when needed. Therefore, option A is the best response to this
question.
Option B indicates that the skits will be performed in groups, which may not allow
participants to change what they want to say in order to clarify what they mean.
Since the skits are staged, there will be an opportunity for participants to rehearse
the conversations based on a previously agreed upon script. Therefore, option B
may be eliminated as the best answer to this question.
19
Option C consists of an activity that will demonstrate a student’s skills in the
presentational mode, where one student will present to an audience. In the oral
presentation, the student will be directing the message to the members of the
audience and there will be no opportunity for interaction. Therefore, option C may
be eliminated as the best answer to this question.
Option D involves presentational communication where the speaker will be reciting
a poem or singing a song to others, requiring the audience to interpret the meaning
of the poem or song. This is an example of “one-way” speaking, with no direct
opportunity for the audience to interact with the speaker to get a clarification of the
message. Therefore, option D may be eliminated as the best answer to this
question.
Questions with Stimulus Material
Many questions on this test are preceded by stimulus material that relates to
the question or questions. Types of stimulus material will include reading
comprehension passages, photographs and listening comprehension selections.
You will be asked to read, view or listen to the stimulus material and identify
important characteristics or draw conclusions based on the stimulus material.
To listen to the stimulus material in this preparation manual, look for the audio
icon
and click on it to listen to the audio selection.
For the reading section of the test, you will see a reading stimulus and then be
asked to respond to six multiple-choice questions related to that stimulus. You will
be able to refer to the stimulus as you answer the questions. For the listening
section of the test, you will be asked to listen to a selection and then respond to six
multiple-choice questions related to that selection. You will hear each selection once
and then will have time to preview the questions before you listen to the selection a
second time. Then, you will have a short period of time per question to think about
and select your response. For both the reading and listening sections of the test,
the last two multiple-choice questions in each set are a culture question and a
linguistics question more or less closely tied to the stimulus. You may need
information not directly provided in the stimulus to answer these questions.
You can use several different approaches to respond to these types of questions.
Some commonly used approaches for reading and listening comprehension are
listed below.
Strategy 1
For reading comprehension, skim the stimulus material to
understand its purpose, its arrangement, and/or its content. Then
read the question and refer again to the stimulus material to verify
the correct answer. For listening comprehension, listen to the
stimulus the first time to get a general sense of its purpose, its
arrangement, and/or its content. Listen to the stimulus the second
time more carefully and critically.
20
Strategy 2
For reading comprehension, skim the question before considering the
stimulus material. The content of the question will help you identify
the purpose of the stimulus material and locate the information you
need to respond to the question.
Strategy 3
For reading comprehension, use a combination of both strategies;
apply the “read the stimulus first” strategy with shorter, more
familiar stimuli and the “skim the question first” strategy with longer,
more complex or less familiar stimuli. You can experiment with the
sample questions in this manual and then use the strategy with
which you are most comfortable when you take the actual test.
For reading comprehension, whether you read the stimulus before or after you read
the question, you should read it carefully and critically.
For the first four questions in each listening and reading set, be sure to consider the
questions in terms of only the information provided in the stimulus—not in terms of
specific situations or individuals you may have encountered. For questions 5 and 6,
you may need to consider other factors.
21
Example 1 — Listening
Set #1: Annik Rubens
Transcript:
Bis heute spielt die Automobilindustrie in Deutschland eine sehr große Rolle. 2011
wurden 6 Millionen Autos in Deutschland gebaut. Nur China und die USA bauen
mehr Autos als Deutschland.
Kommen wir zu den wichtigsten deutschen Automarken. Fangen wir bei A an wie
Audi. Die Firma wurde 1909 gegründet und befindet sich heute in Ingolstadt, also in
Bayern. Seit zehn Jahren gehört Audi zum Volkswagen-Konzern.
Ebenfalls in Bayern, genauer gesagt in München, befindet sich die bekannte
Automarke BMW. Es gibt sie seit 1916. Zu Beginn produzierte die Firma
Flugmotoren, später Motorräder, dann Autos. Heute gehören auch Rolls Royce und
Mini zu BMW.
Weiter geht‘s mit Daimler. 1891 wurde die Daimler-Motoren-Gesellschaft
gegründet. Ab 1899 tauchte auch der Name Mercedes auf. Später dann MercedesBenz.
Audi, Mercedes, BMW – das sind vor allem große Autos. Und sie werden derzeit
leider immer größer. Den Deutschen gefällt der amerikanische Trend der SUVs.
Auch wenn unsere Innenstädte klein und eng sind und es wenig Parkplätze gibt –
die Autos werden immer größer. Mich persönlich ärgert das sehr. Mich ärgert auch,
dass nach wie vor kaum auf alternative Energien gesetzt wird. Natürlich forschen
alle großen Konzerne in diesem Bereich – sie versuchen das Rätsel zu lösen, wie wir
auch ohne Benzin existieren können. Aber erst jetzt kam beispielsweise der
e-smart auf den Markt – und er ist noch sehr, sehr teuer.
Jetzt fragt Ihr Euch vielleicht, was für ein Auto ich selber fahre – ich fahre einen
Ford. Einen winzig kleinen Ford namens Ford Ka. Damit bekomme ich auch in der
Stadt meistens einen Parkplatz, und ich muss nicht viel Geld für Benzin ausgeben.
22
1.
Welche persönliche Meinung zur deutschen Autoindustrie gibt die Sprecherin
ab?
A. Sie ist enttäuscht darüber, dass deutsche Autos im Allgemeinen so teuer
sind.
B. Sie lobt die Firma Ford dafür, dass ihre Autos ohne Benzin fahren.
C. Sie bewundert an den deutschen Autobauern, dass sie so traditionsbewusst
sind.
D. Sie kritisiert an den deutschen Autos, dass sie nicht sehr umweltfreundlich
sind.
2.
Auf Ihre kulturellen Kenntnisse bezogen, was ist wohl ein wichtiger Grund
dafür, dass viele deutsche Innenstädte „klein und eng“ sind?
A. Sie wurden vor allem auf den Verkehr mit Fahrrädern zugeschnitten.
B. Sie wurden meist nach Plänen gebaut, die von den wirtschaftlichen
Schwierigkeiten der Nachkriegzeit gezeichnet waren.
C. Sie basieren teilweise auf Straßennetzen, die schon im Mittelalter
entstanden sind.
D. Sie haben meist wenig Platz wegen ihrer typischen Lage an einem Fluss oder
einem Berg.
3.
Im Beitrag sagt die Sprecherin, „Den Deutschen gefällt der amerikanische
Trend der SUVs.“ Wie kann man am besten die Funktion des Wortes
„Deutschen“ in diesem Satz erklären?
A. „Deutschen“ bedeutet hier „deutschen Menschen“ und ist das indirekte
Objekt des Verbes
B. „Deutschen“ steht hier parallel zum Adjektiv „amerikanische“ und modifiziert
das Substantiv „Trend“
C. „Deutschen“ bedeutet hier „deutscher Sprache“ und ist Teil einer AdverbialPhrase
D. „Deutschen“ bezieht sich hier auf „eine deutsche Person“ und ist das direkte
Objekt des Verbes
23
Suggested Approach — Listening
Listen to the stimulus carefully and critically. Then read each question and think
about what it is asking and the situation it is describing. Eliminate any obviously
wrong answers, determine the correct option, and select it on the computer.
Question 1. The speaker does not praise Ford for developing a non-fossil-fueled car,
thus Option B is incorrect. Further, although she outlines the history of several
German automakers, she does not express admiration for any particular adherence
to tradition on their part, which means that option C is also incorrect. Finally, the
speaker does not explicitly criticize German cars in general for being too expensive.
The speaker does note that one particular environmentally friendly car model is
very expensive, but this is not the same thing as saying that all German cars have
overly high prices – thus option A is incorrect. The correct answer is option D.
The speaker says she is angered („Mich ärgert das sehr”) that German cars are
following the American trend toward SUVs and are getting bigger and bigger; she is
also angry that there is hardly any focus on alternative energy, and that the one
recently developed electric car is extremely expensive. All of these developments
can be summarized as reflecting a lack of concern for environmental priorities on
the part of car manufacturers.
Question 2. Probably no German city can claim that it has been built around the
requirements of bicycle transportation, therefore option A is incorrect. Option B is
incorrect because, although the German economy was undeniably weak in the
immediate post-World War Two period, this economic uncertainty did not go hand
in hand with narrow streets. On the contrary, the overwhelming tendency of
postwar city planning was toward more, wider, and straighter streets in order to
facilitate automobile circulation. Finally, option D is incorrect because, although
many German cities are located by rivers, and a few are bounded by mountains,
these geographic factors cannot be seen as the cause of their basic street layout,
which has proven over the years to be changeable in much greater accordance with
social and economic factors. The correct answer is option D because the old
centers of many German cities can trace their origins back many hundreds of years,
and often to the Middle Ages. Their relatively narrow and often winding streets are
a reflection of the transportation systems of that era and also of the technical
limitations that existed in construction.
Question 3. The correct answer is option A. The verb in the sentence, “gefallen”
(“to be pleasing to”), requires both a subject in the nominative case and an object
in the dative case. The subject in this sentence can be only “the American trend,”
since that is the only noun phrase in the nominative case. “Den Deutschen” reveals
to whom the American trend is pleasing. The capitalized form of the adjective
“deutsch” indicates that it is being used as a noun, and the form of the article is
consistent with a dative plural noun being used as an indirect object: the American
trend is pleasing to the Germans. None of the other options conveys a
grammatically possible reading of the sentence.
24
Example 2 — Reading
Elektrisch angetreten
Ich bin auf dem Weg zum Invalidenpark, wo ich Niko Klansek aus New York treffe.
Er will mir seine Erfindung zeigen, das „Smart Ped“. Im Prinzip ein elektrischer
Tretroller mit Straßenzulassung. Er nennt es anders: „Es ist das erste legale KickAssist-E-Bike der Welt“, hat er mir am Telefon erklärt. Ich bin gespannt auf die
Probefahrt.
Wie fing alles an mit dem „Smart Ped“, dem Tretroller, der elektrisch mittritt? Ganz
einfach: Am Anfang war das Rad. Genauer gesagt: das „Smart Wheel“. Ein FahrradLaufrad mit integriertem elektrischem Antrieb. Die Idee ist nicht ganz neu,
Hersteller wie Velorapida bieten Pedelecs nach ähnlichem Prinzip an. Aber Klansek
hat ein einzelnes Elektro-Rad entwickelt, das jeder in sein ganz normales Fahrrad
einbauen kann, egal ob Mountain-, City- oder Hollandrad. In vier verschiedenen
Größen ist das „Smart Wheel“ zu haben.
Vielen Radfahrern gefiel die Idee offensichtlich. Denn bis November 2013 kamen
bei Kickstarter 700.000 Dollar für das Start-up zusammen. „FlyKly“ hat der
Zweirad-Enthusiast seine Firma genannt. „FlyKly will für urbane Menschen immer
schlauere Tools für den Weg durch die Stadt entwickeln“, sagt der Tüftler. Und dazu
passt auch Klanseks nächste Idee: Für normale Wegstrecken sei ein Fahrrad oder
E-Bike sinnvoll, so der Ansatz. Aber was ist mit Pendlern, die per Auto oder Zug
anreisen und dann das letzte Wegstück vom Bahnhof oder Parkplatz aus irgendwie
anders zurücklegen müssen? Dafür bräuchte es ein leichtes, transportables und
möglichst simples Gefährt. Deshalb verkleinerte Klansek kurzerhand sein „Smart
Wheel“ auf 16 Zoll und baute es in einen klappbaren Tretroller ein. 25
Stundenkilometer Höchstgeschwindigkeit leistet das Gefährt, nach Angaben seines
Erfinders darf es legal auf der Straße und auf dem Radweg fahren.
Auf den ersten Blick unterscheidet sich der „Smart Ped“-Roller kaum von einem
normalen Tretroller. Gebaut wird er dann, wenn Klansek via Crowdfunding bis Ende
November 100.000 Euro zusammenbekommt, bei gut 95.000 ist er aber nach nur
zwei Wochen schon. Vor der Probefahrt erklärt er mir das Prinzip: Je schneller ich
antrete, desto mehr an Unterstützung kommt noch einmal elektrisch dazu. Trete ich
nicht mehr, dann hält der Roller seine Geschwindigkeit für exakt 500 Sekunden
konstant.
Ich cruise vorbei an Passanten, Autos und Hunden. Recht lässig fühlt sich das an.
Ich bin richtig angetan von dem kleinen Roller, denn die Handhabung ist in jeder
Hinsicht kinderleicht und das mühelose Dahingleiten könnte süchtig machen. Mir
gefallen auch das schlichte Design und die robuste Bauweise – ein passendes
Großstadtgefährt für den modernen Pendler. Empfehlenswert ist vor allem die
„Premium“-Version. Die kostet zwar 100 Euro mehr, dafür wird der Scooter dann
aber mit Schutzblechen, Klappständer und LED-Leuchten geliefert. Außerdem lässt
sie sich im Gegensatz zur „Regular“-Version gleich zweifach zusammenfalten und
25
misst dann nur noch 62 mal 78 mal 35 Zentimeter. So lässt sie sich gut im
Kofferraum, dem Fahrstuhl oder der U-Bahn transportieren.
1.
Welche Beziehung besteht zwischen dem „Smart Wheel“ und dem „Smart Ped“?
A. Das Smart Wheel und das Smart Ped sind ähnliche Produkte von
unterschiedlichen Herstellern.
B. Das Smart Wheel und das Smart Ped sind beide in Deutschland erfunden
worden.
C. Das Smart Ped entstand aus der Kombination von einem Smart Wheel mit
einem Roller.
D. Das Smart Ped ist eine vereinfachte und besonders preiswerte Version des
Smart Wheel.
2.
In welcher grammatikalischen Form steht das Verb im folgenden Satz: „Für
normale Wegstrecken sei ein Fahrrad oder E-Bike sinnvoll.“
A.
B.
C.
D.
3.
Im Konjunktiv
In einer Modalkonstruktion
Im Indikativ
Im Infinitiv
Auf Ihre Kulturkenntnisse bezogen, warum wäre das Smart Ped in Deutschland
wohl von besonderem Interesse?
A. Weil viele Deutsche sich in ihrer Freizeit gerne an der frischen Luft bewegen.
B. Weil immer mehr Deutsche täglich mit dem Fahrrad zur Arbeit fahren
wollen.
C. Weil immer mehr Deutsche gesundheitliche Probleme mit dem Laufen
haben.
D. Weil viele Deutsche den Weg zur Arbeit teilweise zu Fuß zurücklegen.
Suggested Approach — Reading
Read the article and carefully consider the information presented.
Question 1. Option A is incorrect because the Smart Ped and the Smart Wheel are
made by the same company; option B is incorrect because neither was invented in
Germany; option D is incorrect because the Smart Ped is a self-contained vehicle
that can’t be put into the same category as the Smart Wheel, which is a part that
only becomes useful when installed on a bike. The Smart Ped was developed by
combining a conventional scooter with the Smart Wheel, a previous invention by
the same developer who built the Smart Ped. The second and third paragraphs of
the article describe how the Smart Ped — a scooter that is propelled by a
26
combination of manual and electrical power — was developed. First inventor Niko
Klansek developed the Smart Wheel, which operates under the same principle, and
which consumers could add to a regular bicycle in order to get a bike with added
electrical support. Later he combined a smaller version of the original Smart Wheel
with a fold-up scooter, which he called “Smart Ped”; therefore, the correct
answer is option C.
Question 2. The correct answer is option A. The verb in this sentence is „sei”,
which is the third person subjunctive (I) form of the word “sein.” None of the other
options are accurate designations of this verb form.
Question 3. Option A is incorrect because the Smart Ped is a commuting option that
is meant to reduce exertion on the way to or from work; it would thus not be suited
to people whose main goal is to get some exercise outdoors. Option B is incorrect
because the Smart Ped cannot be considered a good substitute for a bicycle,
especially if bike-mounted commuters were interested in the exercise that a bike
would afford. Option C is incorrect because there is nothing in the article that
supports the claim that Germans are increasingly unable to walk, nor does it
support the implied claim that the Smart Ped would be better for such people. The
question asks why the Smart Ped would be of particular interest to German
consumers. The article states that the Smart Ped was developed with a particular
group of commuters in mind, people who spend part of their commute traveling by
car or train but have to walk the rest of the way. This is a reality for many German
employees, since many jobs are in urban areas where parking is scarce, and in
general walking and using public transportation is usually a part of daily routine of
most citizens. Therefore, the correct answer is option D.
27
Example 3 — Cultural Question
© iStock.com/Smith
1.
Auf Ihre kulturellen Kenntnisse bezogen, in welcher deutschsprachigen Region
würde man solch eine Landschaft wohl sehen können?
A.
B.
C.
D.
An der Ostseeküste
An der Mecklenburgischen Seenplatte
Im sächischen Elbsandsteingebirge
In den österreichischen Alpen
28
© Fotolia/Stefan Körber
2.
Auf Ihre Kulturkenntnisse bezogen, an welchem traditionellen deutschen
Feiertag stellen Kinder ihre Schuhe abends vor die Tür, um sie am nächsten
Morgen mit Süßigkeiten gefüllt vorzufinden?
A.
B.
C.
D.
Am Neujahrstag
Zu Weihnachten
Am Nikolaustag
Zu Ostern
Suggested Approach
These types of questions test your cultural knowledge. We recommend that you use
a combination of the strategies described on pages 20–21. Take a look at the
picture first and make sure you understand its content. Then read the question and
refer again to the stimulus material to verify the correct answer.
Question 1. The correct answer is option D. The image shows a summertime
alpine landscape with high snowcapped mountains, which, in the context of
German-speaking regions in Europe, can only be found in the Alps. All of the other
options involve landscapes where one would see either water or mountains to some
degree, but not the specifically the Alpine combination of the two.
Question 2. The correct answer is Option C. One of the highlights of St. Nicholas
Day (December 6) is the tradition in many European countries of children putting
shoes in front of the door the night before. Upon waking they find that their shoes
have been filled with sweets and small gifts. This is a tradition connected only to
Nikolaustag and not to any of the holidays mentioned in the other options.
29
Multiple-Choice Practice Questions
This section presents some sample test questions for you to review as part of your
preparation for the test. To demonstrate how each competency may be assessed,
each sample question is accompanied by the competency that it measures. While
studying, you may wish to read the competency before and after you consider each
sample question. Please note that the competency statements do not appear on the
actual test.
For each sample test question, there is at least one correct answer and a rationale
for each answer option. Please note that the sample questions are not necessarily
presented in competency order.
The sample questions are included to illustrate the formats and types of questions
you will see on the test; however, your performance on the sample questions
should not be viewed as a predictor of your performance on the actual test. A
Supplemental Guide for the LOTE–German test is available on the ETS TExES
website at www.texes.ets.org. See this guide for an overview of the directions,
testing tools and buttons that will be available to you during the test.
30
Listening Section
Set #1
Moderator Jens Olesen speaks with guest Arndt Klocke.
Transcript:
(MA)
[intro music] Guten Morgen! Mal ist die rechte Fahrspur gesperrt, mal
ist die linke Fahrspur gesperrt, mal dürfen LKW über 3,5 Tonnen die
Brücke gar nicht benutzen, mal müssen wir alle langsamer fahren.
Seit dieser Woche gibt es eine neue Liste über die maroden Brücken,
die im Besitz des Bundes sind, in Nordrhein-Westfalen. Arndt Klocke
vom Bündnis 90/Die Grünen ist der verkehrspolitische Sprecher. Also,
wie viele Brücken sind's?
(MB):
Es sind 240, die sehr stark äh sanierungsbedürftig sind in NordrheinWestfalen. Das sind gut 10% der vorhandenen Straßenbrücken, die
wir hier haben.
(MA)
Warum hat man das eigentlich nicht schon vor 15 Jahren angegangen,
das Problem?
(MB)
Ja, die Frage verstehe ich, ehrlich gesagt, auch nicht. Also, für die
Menschen, die in den 70er, 80er Jahren Brücken geplant und gebaut
haben, war ja mit Scherheit klar, dass etwa 25, 30 Jahre später diese
Brücken sanierungsbedürftig sind. Dafür ist überhaupt kein Geld
zurückgelegt worden, dafur gibt es keine Planung, und wir stellen
heutzutage fest, dass eben äh Dinge äh jetzt so dringend anstehen,
dass Sperrungen ähm eben auch eine Maßnahme sind, wie wir das
beispielsweise bei der Leverkusener Rheinbrücke auch erlebt haben.
Äh, man muss sagen, dass in den 90er Jahren, Ende der 90er Jahre
großer Augenmerk einfach auf den Osten gerichtet war. Wir haben
unglaublich viel Geld in den Aufbau der Verkehrswege im Osten äh
investiert. Jeder, der da unterwegs ist, in den Städten beispielsweise,
sich die Verkehrsanlagen ankuckt, die Straßenbahnlinien dort, äh
sieht wirklich ähm ... na ja, „blühende Landschaften“ ist vielleicht nicht
das richtige Wort, aber trotzdem sehr gut erhaltene und sehr gut
ausgebaute Verkehrswege. Und in der Zeit äh existierte dieses
Problem schon auch im Westen, da hat man die Sachen zurückgestellt,
hat gesagt: Das muss man jetzt nicht unbedingt machen, das kann
man in 5 Jahren angehen etc. Und man muss einfach jetzt feststellen,
dass über 10, 15 Jahre die Initiativen, die Maßnahmen nicht
angegangen worden sind, die dringend notwendig waren.
(MA)
Das heißt die öffentlich bestellten Planer und Ingenieure waren nicht in
der Lage, das zu leisten, was man von ihnen erwartet hat.
31
(MB)
Äh sie waren auf jeden Fall nicht in der Lage, das so umfassend zu
leisten, wie es notwendig wäre. Man kann das vielleicht gut mit einem
Zahnarztbesuch, der ausbleibt, vergleichen: Ähm, Wenn man die
Dinge nicht schnell angeht, dann wird es, wenn man da Jahre wartet,
äh bleibt der Schaden nicht so wie er ist, sondern er wird zunehmend
schlimmer, und jetzt ist es allerhöchste Eisenbahn, und wenn man
jetzt weiterschläft und keine Priorisierung auf den Erhalt macht, dann
wird es in 5 oder 10 Jahren noch viel verheerender sein, und da
werden wir noch mehr Sperrungen, und mehr äh äh Straßenschäden
haben, als wir das eigentlich heutzutage haben.
(MA)
Erleben wir den Verkehrsinfarkt oder wird's noch schlimmer? Wird's
noch schlimmer, wie schätzen Sie das ein?
(MB)
Also real würd' ich sagen, auch wenn's äh äh vielleicht für die
Zuschauer keine gute Nachricht ist, ich vermute, dass es schlimmer
wird. Wenn man sich den Straßenbericht ankuckt, dann wird es in den
nächsten Jahren eher schwieriger werden, äh auch selbst wenn jetzt
auf Sanierung schnell umgeswitcht werden würde, ähm und wenn das
weiter verschlafen wird in den nächsten Jahren, wird das noch deutlich
schwieriger fürs Land.
COMPETENCY 005
1.
Worum geht es hauptsächlich in diesem Interview?
A.
B.
C.
D.
Um
Um
Um
Um
die Wirkung von Architektur
den Erhalt von Infrastruktur
den Wert der Bildung
die Streitereien der Politik
Answer and Rationale
32
COMPETENCY 006
2.
Warum hat man nicht schon in den 1990er Jahren angefangen, die Brücken in
Nordrhein-Westfalen zu sanieren?
A. Man plante, an ihrer Stelle völlig neue Brücken zu bauen.
B. Zu dieser Zeit waren die staatlichen Kassen wegen der wirtschafltichen
Rezession fast leer.
C. Zu dieser Zeit sind öffentliche Gelder in den Wiederaufbau der ehemaligen
DDR geflossen.
D. Man ging davon aus, dass der Verkehr in Zukunft abnehmen würde.
COMPETENCY 005
3.
Warum erwähnt Herr Klocke Zahnärzte in diesem Kontext?
A. Bei Brücken und Zähnen zugleich wird der Schaden größer, wenn man nichts
unternimmt.
B. Wie bei Zähnen ist eine Brückenreparatur oft mit temporären „Schmerzen“
verbunden.
C. Bei Brücken und Zähnen zugleich ist eine regelmäßige Untersuchung der
Schlüssel zur „Gesundheit“.
D. Wie bei Zähnen braucht man bei Brücken vor allem fachlich ausgebildete
Experten, wenn man die Dinge instand halten will.
COMPETENCY 006
4.
Was ist Herrn Klockes Prognose für die Situation der Brücken in NordrheinWestfalen?
A.
B.
C.
D.
Es wird noch weitere Sperrungen geben.
Das Schlimmste ist schon vorbei.
An der Verkehrssituation wird sich mittelfristig nicht viel ändern.
Ohne drastische Sofortmaßnahmen steht ein Verkehrschaos bevor.
33
COMPETENCY 004
5.
Auf Ihre Kulturkenntnisse bezogen, in welchem Kontext ist das geflügelte Wort
von „blühenden Landschaften“ entstanden, das Arndt Klocke zitiert?
A. Es ist ein Zitat aus der Romantik, das die Sehnsucht nach einer schönen
Heimat ausdrückt.
B. Bundeskanzler Helmut Kohl hat den Menschen in der DDR „blühende
Landschaften“ infolge einer Wiedervereinigung mit der BRD prophezeit.
C. Es ist ein biblisches Zitat, das den Wunsch nach einem Leben im materiellen
Komfort verkörpern soll.
D. Umweltgruppen in Deutschland benutzen häufig das Bild von „blühenden
Landschaften“, um ein Ideal des Lebens im Einklang mit der Natur zu
illustrieren.
COMPETENCY 005
6.
In welcher Zeitform befindet sich der folgende Relativsatz aus dem Hörtext:
“dass über 10, 15 Jahre die Maßnahmen nicht angegangen worden sind,“ die
dringend notwendig waren?
A.
B.
C.
D.
Im
Im
Im
Im
Passiv
Passiv
Passiv
Passiv
Präsens
Perfekt
Präteritum
Plusquamperfekt
34
Set #2
MA:
Er ist immer noch rot, und trotzdem sieht er irgendwie anders aus.
Ich hab vorhin mal nachgekuckt, der neue 10 Euro Schein. Auch
sicherheitstechnisch wurden einige Fallstricke für Geldfälscher
eingebaut, denn allein in 2013 zog die Europäische Zentralbank
670.000 gefälschte Euro-Banknoten aus dem Verkehr. Was der neue
Schein kann, das erklärt uns Dr. Albert Sommer von der Deutschen
Bundesbank. Wunderschönen Guten Morgen, Herr Sommer!
MB:
Ja, schönen guten Morgen!
MA:
Guten Morgen. Herr Sommer, was ist denn erst mal optisch neu am
neuen Schein?
MB:
Ja, also rein optisch fällt einem als Erstes auf, dass die Farbe etwas
kräftiger geworden ist, ah, das erleichtert einfach so etwas die
Unterscheidung zwischen den einzelnen Stückelungen, also zwischen
dem 5-er, 10-er, 20-er und so weiter. Ja, und ansonsten neu sind
tatsächlich einige Sicherheitsmerkmale, die wir verändert haben und
die es den Fälschern etwas schwerer machen sollen, die Banknote zu
fälschen und in den Umlauf zu bringen.
MA:
So, dann sagen Sie schon mal, was da so drin ist, damit die Fälscher
sich schon mal darauf vorbereiten können, was im September auf sie
zukommt.
MB:
Ja, zunächt mal ham' wir das sogenannte Wasserzeichen geändert,
also wenn Sie die Banknote gegen das Licht halten, dann erscheint da
nicht mehr das „Tor“, wie bisher beim alten 10-er, sondern die
„Europa“. Das ist so eine mythologische Gestalt. Äh, der Hintergrund
ist einfach: Das ist ein Gesicht, und Gesichter können sich Menschen
üblicherweise sehr gut merken, und bemerken auch kleine
Veränderungen relativ schnell. Deswegen müssten die das schon
ziemlich gut fälschen, damit das nicht auffällt.
MA:
Jetzt ist mir aber aufgefallen: 10-Euro-Scheine kuckt keine Sau an.
Jeder prüft 50-Euro-Scheine; jagt sie durch mindestens 17 Scanner,
aber ein 10-Euro-Schein wird einfach in die Kasse gelegt, und das
war’s.
MB:
Na ja, zunächst mal ist es natürlich so, dass die Kassierer selbst
üblicherweise schon ein Händchen dafür haben, und äh Tricks haben,
wie sie das relativ schnell prüfen können, nicht? So am Rand gibt es
immer so Beschriftungen, die sind etwas erhoben,
MA:
Rübergeknibbelt, ja –
35
MB:
– da muss man nur mal kurz mit dem Finger drüberfahren, dann
merkt man schon, ob das echt ist. Auch das Material der Scheine ist
nicht so leicht äh nachzumachen, das ist so ein Baumwollgemisch. Also
man spürt das schon, die erfahrenen Leute spüren das relativ schnell,
ob's ‘ne echte oder falsche Banknote ist. Aber gut, äh ich mein' ich
kann nur jedem raten, selbst immer so ein waches Auge zu haben.
Das wird man nicht immer durchhalten können. Aber es ist halt so:
Wer eine falsche Banknote angedreht bekommt, der trägt den
Schaden. Also wenn er die abliefert, dann kriegt er die nicht ersetzt.
Das ist nun mal so.
MA:
So, aus dem 5-Euroschein konnten wir ja lernen. Der kam dann
irgendwann, der sieht 'n bisschen anders aus, und die meisten
Automaten haben sich an dem Ding verschluckt. Wird das uns beim
10-er genauso gehen, dass wir in Zukunft also sagen wir mal bis zum
Ende des Jahres neue und alte 10-er mit uns führen müssen, damit wir
auch mal 'nen Parkschein lösen können, oder wurde da vorgesorgt?
MB:
Also, wir hoffen das natürlich nicht; letztendlich ist es aber natürlich
so, dass das nicht in unserer Hand äh liegt. Wir stellen ab sofort den
Automatenherstellern die neuen Geldscheine zur Verfügung. Die sind
also jederzeit in der Lage, jetzt ihre Automaten entsprechend
anzupassen und umzurüsten, und wir hoffen, dass das dann gut
klappt. Aber das können wir natürlich nicht äh überprüfen.
COMPETENCY 005
7.
Aus welchem Grund hat die Bundesbank dem 10-Euroschein eine neue Farbe
gegeben?
A. Die neue Farbe
B. Die neue Farbe
C. Die neue Farbe
unterscheiden.
D. Die neue Farbe
können Fälscher nicht so leicht nachmachen.
passt besser zu dem Motiv auf dem neuen Schein.
hilft, den Schein von anderen Geldscheinen zu
harmoniert besser mit den Farben der anderen Scheine.
36
COMPETENCY 005
8.
Warum wurde das Wasserzeichen auf dem neuen 10-er Euroschein
ausgewechselt?
A.
B.
C.
D.
Das neue Wasserzeichen enthält eine neue Lichttechnik.
Das neue Bild sollte eine wichtige historische Persönlichkeit ehren.
Die Bevölkerung fand das alte Bild auf dem Schein nicht mehr zeitgemäß.
Menschen können sich das Aussehen von Gesichtern leichter merken.
COMPETENCY 006
9.
Welches potenzielle Problem glaubt der Moderator bei den neuen
Sicherheitsmerkmalen von 10-Euro-Scheinen zu sehen?
A. Die distinktive raue Oberfläche des neuen 10-EuroScheins wird nicht lange halten.
B. Die meisten Leute werden bei einem 10-EuroSchein gar nicht erst prüfen, ob er echt ist.
C. Der neue 10-Euro-Schein ist immer noch zu leicht zu fälschen.
D. Die Kassierer im Geschäft haben keine Zeit, um die feinen Merkmale zu
überprüfen.
COMPETENCY 005
10. Was macht die Deutsche Bundesbank, um die Probleme mit Geldautomaten, die
es bei der Einführung des 5-Euro-Scheines gab, dieses Mal zu vermeiden?
A. Die Bundesbank gibt den Automatenherstellen die neuen Scheine frühzeitig,
damit sie ihre Automaten anpassen können.
B. Die Bundesbank überprüft, ob alle existierenden Automaten die neuen 10Euro-Scheine korrekt erkennen können.
C. Die Bundesbank stellt den Automatenherstellern neue Geldscheinlesegeräte
zur Verfügung, die sie in ihre Automaten einbauen können.
D. Die Bundesbank wird die alten 10-Euro-Scheine so lange behalten, bis die
Automaten vollständig an die neuen Scheine angepasst sind.
37
COMPETENCY 005
11. Dr. Sommer spricht im Hörtext über „einige Sicherheitsmerkmale, die es den
Fälschern etwas schwerer machen sollen, die Banknote zu fälschen“ In
welchem Fall steht das Nomen „den Fälschern“?
A.
B.
C.
D.
im
im
im
im
Nominativ
Akkusativ
Dativ
Genitiv
COMPETENCY 004
12. Auf Ihre Kulturkenntnisse bezogen, was war die offizielle Währung in der
Bundesrepublik Deutschland zwischen 1947 und 2002, als der Euro eingeführt
wurde?
A.
B.
C.
D.
Der Taler
Die Reichsmark
Der Groschen
Die Deutsche Mark
38
Reading Section
Wandergesellen: Hunderte junge Handwerker folgen einer Uralt-Tradition
Sein Wanderbuch trägt Ingo Alex, 27, immer an der Brust, unter Weste und
Jackett: "Unersetzbar, ich schlafe auch darauf." Das Büchlein enthält zig Fotos,
handschriftliche Einträge und Stempel von Städten, in denen er schon war,
unterwegs kreuz und quer durch Deutschland, Österreich, die Schweiz.
Alex, gebürtiger Ulmer, ist gelernter Bierbrauer und Mälzer. Die meisten der knapp
400 Wandergesellen seien Zimmerer, Tischler, Dachdecker oder Maurer, sagt
Ludwig Hense, Präsident des Dachverbandes der Wandergesellen.
Bei acht Brauereien konnte Alex schon anheuern, ob im bayerischen Riedenburg
oder in Potsdam. In den ersten drei Monaten begleitete ihn noch ein Altgeselle. "Er
hat mir Tipps gegeben, wie man durchkommt, und die Regeln beigebracht."
Davon gibt es viele, etwa dass Wandergesellen kein Geld fürs Schlafen und Reisen
ausgeben dürfen. Darum tippeln sie meist zu Fuß oder per Anhalter. Oder dass sie
in den ersten drei Jahren plus einen Tag nicht mehr nach Hause können – 50
Kilometer um den früheren Wohnort herum reicht die sogenannte Bannmeile.
Seit Jahrhunderten schon gehen junge Handwerker auf Wanderschaft. Leicht
erkennbar sind sie an der charakteristischen Kluft: Hose mit weitem Schlag, Weste,
Jackett, dazu Hut und Wanderstock. "Die Gesellen müssen unverheiratet sein, ledig,
unter 30 und im Besitz des Gesellenbriefes,“ erklärt Jens Brinkmann von der
Rolandsschacht-Zunft für wandernde Bauhandwerker. "Und mit der Bahn fahren
sollen sie auch nicht." Die Regeln würden vor allem mündlich übermittelt: "Oft
erfahren die Gesellen selbst erst Genaueres von anderen Gesellen auf der Reise."
Zimmermann Marc Heerich, 28, tippelt seit drei Jahren. In Polen und Portugal war
er schon, am Mittelmeer und in der Südarktis. Auf der Deutschlandkarte zeigt er
den Bannkreis um seine sauerländische Heimatstadt Finnentrop. Am Ortsschild
musste er damals Abschied nehmen. "Das war wie ein Sprung aus dem Flugzeug",
erinnert Heerich sich. Mit nichts als fünf Euro in der Tasche und seinem Bündel
machte er sich auf, zurück blieben Freunde, Familie – und das Handy, ab sofort
tabu.
Er arbeitet heute hier, morgen dort und lässt sich einfach treiben. "Vom ersten Tag
an geht es um die Wurst", sagt Heerich, "wo esse ich, wo schlafe ich?" Mal musste
er im Freien übernachten, mal in einem Bankraum.
Die klassische Montur sei "im Winter viel zu kalt, im Sommer viel zu heiß" – aber
auch ein Türöffner in der Fremde. Sie schaffe Vertrauen. Denn wer die Kluft trägt,
muss sich stets ehrbar verhalten, "darauf haben wir unser Wort gegeben". Also
werde "einem unheimlich viel geholfen auf der Walz", so Heerich.
39
Mit leuchtenden Augen berichtet der Zimmermann von seinen Erlebnissen. Und
doch sehnt er sich so langsam nach seiner Heimat, nach Familie und Freunden.
Copyright: dpa / 11.02.2016
COMPETENCY 005
13. Der Wandergeselle Ingo Alex ist “auf der Walz”, oder man kann auch sagen,
dass er „tippelt“. Wie kann man diesen Begriff wohl am besten umschreiben?
A. Er reist durch das Land und arbeitet nur, wenn ihm das Geld ausgeht.
B. Er arbeitet in regelmäßig wechselnden Betrieben, um berufliche Erfahrungen
zu sammeln.
C. Er arbeitet ohne Bezahlung und akzeptiert dafür Verpflegung und
Unterkunft.
D. Er arbeitet an einem Arbeitsplatz weit entfernt von der Heimat und besucht
nur einmal im Jahr das Zuhause.
COMPETENCY 006
14. Welche Aussage würde der Wandergeselle Ingo Alex am ehesten machen?
A. „Ich möchte vielleicht als Nächstes in der Tschechischen Republik brauen.“
B. „Meine Frau sagt, sie vermisst mich zwar, aber nicht meine komische
Kleidung.“
C. „Mit den ermäßigten Karten für Wandergesellen kann man heutzutage auch
per Zug tippeln.“
D. „Als ich letztes Jahr zufällig durch meine Heimatstadt reiste, hat mich kaum
einer wiedererkannt.“
40
COMPETENCY 005
15. Wie beschreibt der Wandergeselle Marc Heerich den Anfang seiner
Wanderjahre?
A.
B.
C.
D.
Er war jeden Tag hungrig.
Es war eine Art Wiedergeburt.
Es ging schnell wie im Flug vorbei.
Es war ein existenzieller Schock.
COMPETENCY 005
16. Worauf bezieht sich wohl die „klassische Montur“ ?
A.
B.
C.
D.
Auf
Auf
Auf
Auf
das alltägliche Leben eines Wandergesellen
den Brief, den ein Wandergeselle bei sich tragen muss
die charakteristische Kleidung eines Wandergesellen
die Arbeit, die ein Wandergeselle typischerweise macht
COMPETENCY 004
17. Auf Ihre Kulturkenntnisse bezogen, auf welche hierachische Stufe kommt der
Geselle als nächste im Handwerksbetrieb?
A.
B.
C.
D.
Er
Er
Er
Er
wird
wird
wird
wird
Praktikant.
Auszubildender.
Arbeiter.
Meister.
41
COMPETENCY 005
18. Ein Satz beginnt mit den Worten “Davon gibt es viele.” Wie könnte man einem
Schüler die Funktion des Wörtchens „Da-“ erklären?
A. Es ist ein Füllwort, das nichts bedeutet und lediglich das Sprechen
erleichtert.
B. Es ist ein Pronomen, das sich auf „Tipps“ bezieht.
C. Es ist ein Pronomen, das sich auf „Regeln“ bezieht.
D. Es ist ein Adverb, das ungefähr „In dieser Situation“ bedeutet
42
Cultural Question
COMPETENCY 004
© erhard97 / Pixelio.de
19. Auf Ihre kulturellen Kenntnisse bezogen, warum hat man dieses Zitat gewählt,
um einem öffentlichen Protest Nachdruck zu verleihen?
A.
B.
C.
D.
Es
Es
Es
Es
ist
ist
ist
ist
eine berühmt gewordene Parole der 68er-Demonstranten.
ein Kernsatz der deutschen Verfassung.
eine Zeile aus dem Song einer beliebten deutschen Band.
ein philosophischer Grundsatz von Nietzsche.
43
Instructional Practices
Part A
This section is designed to measure your knowledge of languageacquisition theories and instructional practices.
COMPETENCY 002
1.
A foreign-language teacher wants to design lessons that will require students to
use critical-thinking skills. Which of the following activities will be most effective
for beginning-level students?
A. After watching a video about the target culture, students write to their pen
pal in a target country.
B. After watching a video about the target culture, students turn and talk to
their shoulder partner, summarizing the video.
C. After watching a video about the target culture, students reflect on their
own cultural practices and share their experiences in English.
D. After watching a video about the target culture, students conduct a
simulated phone conversation with a peer.
COMPETENCY 001
2.
Mr. Johnson teaches a class that includes students of multiple language levels.
He has noticed that some of his students who are native speakers are reluctant
to speak in class. He feels that he can connect with these students by
conducting home visits and learning about their home language. He hopes that
his efforts will lead students to take risks and participate more in class. Which
of the following best describes the strategy that Mr. Johnson is implementing?
Select all that apply.
A.
B.
C.
D.
Establishing a culture of learning
Connecting with families and communities
Organizing a safe classroom space
Creating an environment of respect
44
COMPETENCY 003
3.
After explaining present-tense forms of selected verbs to students, a foreignlanguage teacher in a first-year high school class wants to reinforce the
recognition of these verb forms in context. Which of the following activities will
best achieve this goal?
A. Asking students to talk about personal experiences using the present-tense
verb forms they are studying
B. Having students fill out a verb chart that includes the singular and plural
forms of the verbs they are studying
C. Leading students in reading a paragraph written in first person and then
asking students to rewrite it using third person
D. Asking students to highlight the present-tense forms in a text they are
reading as part of a class assignment
COMPETENCY 001
4.
Total Physical Response (TPR) is one method that can be used in teaching a
foreign language. Which of the following is the best example of a TPR activity?
A. To have students review the vocabulary studied in the previous lesson, the
teacher asks the class to stand and recite the words they learned.
B. To test students’ understanding, the teacher gives each student a command
that should be carried out.
C. As a review for a test, the teacher shows students flash cards with words
and asks the meanings of the words.
D. The teacher brings several items to class and asks students to respond with
the correct name of the item in the target language.
45
COMPETENCY 001
5.
A foreign-language teacher of a novice-level class wants to successfully group
students so they can orally present a dialogue from their textbook. Which one
of the following types of learners should the teacher make sure to include in
each group to reinforce oral communication skills?
A.
B.
C.
D.
Visual spatial
Kinesthetic
Logical reasoning
Verbal linguistic
COMPETENCY 003
6.
A foreign-language teacher of an advanced-level class would like to incorporate
viewpoints from the target culture that might contrast with viewpoints in the
students’ own country. Which of the following activities should the teacher
include in the instructional unit in order to meet this goal?
A. Have students explain the different opinions on the same topic as expressed
in an article from a target-country newspaper and an article from their
native country
B. Play a foreign language newscast for the class and have individual students
describe what they heard
C. Have a native speaker explain to the class the differences between the
political system in the target country and that of the students’ own country
D. Allow students to use the Internet to explore various historical sites in
preparation for a written report
46
COMPETENCY 001
7.
A world-language teacher has designed lessons in which students are asked to
read silently, listen to explanations, memorize words and rules, and prepare
written translations of texts. Which of the following best describes the language
approach taken by the teacher?
A.
B.
C.
D.
Direct method
Grammar translation
Proficiency-oriented
Project-based
47
Part B
This section is designed to measure your knowledge of the Standards for
Foreign Language Learning in the 21st Century.
48
COMPETENCY 003
8.
A school wants to incorporate into its curriculum new activities that meet the
standards for foreign language learning. Which of the following activities might
be incorporated in order to best address Comparisons Standard 4.1?
A. Students take target-language courses in other schools and compare them
to the courses they take in their own school and present a final oral report in
class.
B. Students read self-selected articles on cultural changes that have taken
place in other countries owing to globalization, evaluate them, and submit a
written report.
C. Students interview people from target-language countries about specific
aspects of their languages to determine how they differ from English and
submit a written report.
D. Students visit local cultural centers, obtain information about events from
different countries, and create a year-round calendar for the school so that
teachers can take their students to different events.
COMPETENCY 003
9.
Students in an advanced-level foreign-language class are studying in the target
language the newest trends in international business. They will follow the unit
up with a visit to the local branch of a company headquartered in the target
country, so that they can interview native speakers and gain field experience in
the topic. The visit to the company will enable the class to meet which of the
following foreign-language learning standards?
A.
B.
C.
D.
Comparisons Standard 4.1
Comparisons Standard 4.2
Communities Standard 5.1
Communities Standard 5.2
49
COMPETENCY 003
10. A foreign-language teacher is preparing a lesson to determine if students
comprehend and can correctly apply the future-tense forms of verbs during a
classroom assignment. Which of the following is the best activity for meeting
the Communication standard?
A.
B.
C.
D.
Students
Students
Students
Students
work in groups to talk about their family’s upcoming trip.
circle the verb forms in future tense they find in an article.
read a paragraph that uses the future tense of the verbs.
translate a short text from English into the target language.
COMPETENCY 003
11. A teacher of a second-year foreign language class explains to students that
they will read a blog post on the Internet written by a student their age who
lives in the target culture. He tells his class that the purpose of the blog is to
explain where the student and her family go to buy food, clothing and
household items, the same necessities that the students in the class buy. Which
standard is met with this reading activity?
A. Standard 1.3: Students present information, concepts and ideas to an
audience of listeners or readers on a variety of topics.
B. Standard 3.2: Students acquire information and recognize the distinctive
viewpoints that are only available through the foreign language and its
cultures.
C. Standard 4.1: Students demonstrate understanding of the nature of
language through comparisons of the language studied and their own.
D. Standard 5.2: Students show evidence of becoming lifelong learners by
using the language for personal enjoyment and enrichment.
50
COMPETENCY 003
12. A foreign-language teacher asks intermediate-level students to find an
authentic recipe from the target culture to prepare a dish for an upcoming
school festival. After choosing a recipe written in English, the students discuss
the ingredients in class, noting the similarities and differences between the
purchases made in the target culture and in their own culture. Which of the
following standards is being met in the class discussion?
A. Standard 1.2: Students understand and interpret written and spoken
language on a variety of topics.
B. Standard 3.1: Students reinforce and further their knowledge of other
disciplines through the foreign language.
C. Standard 4.2: Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own.
D. Standard 5.2: Students show evidence of becoming lifelong learners by
using the language for personal enjoyment and enrichment.
51
Part C
This section is designed to measure your knowledge of assessment of
languages and cultures.
COMPETENCY 002
13. Which of the following assessment types best measures oral communication?
A. A spoken presentation on a topic of the student’s choice given in the target
language
B. A portfolio with a collection of a student’s final drafts of class reports
C. A recording of a speech that the student has prepared at home
D. A journal entry with the student’s self-assessment of his or her oral
proficiency
COMPETENCY 002
14. As part of its efforts to make its heritage program more effective, a school
district wants to focus more on improving students’ writing skills. By the end of
the year, Ms. Cummins’ students must meet the advanced-level writing
proficiency requirements as described by the ACTFL Proficiency Guidelines.
Which of the following assessment activities is best suited to help her to
determine that the objective has been obtained?
A. Students are asked to compose brief e-mails to family members.
B. Students are given a scenario about which they must write a description
with significant precision and detail.
C. Students work in pairs in class to compose questionnaires that they will later
use to interview target-language speakers.
D. Students attend a target-language film screening and write responses to
comprehension questions.
52
COMPETENCY 002
15. A foreign-language teacher of students at the novice level always encourages
the students to read the questions on their test before playing the audio of a
listening comprehension test. Which of the following is the most pedagogically
sound explanation for the teacher’s recommendation for promoting student
success on a foreign language listening assessment?
A. The teacher is setting up listening with a purpose so that students will
attempt to identify answers as they listen.
B. The teacher is familiarizing students with the test content before the exam
administration.
C. The teacher is teaching time-management skills by directing students to the
questions.
D. The teacher knows that many students lack the necessary reading skills and
need extra time.
COMPETENCY 002
16. Which of the following types of assessment is a process-oriented assessment
approach, often incorporating phases for drafting, peer editing, revising, and
rewriting?
A.
B.
C.
D.
Summative assessment
Informal assessment
Standardized assessment
Diagnostic assessment
53
COMPETENCY 002
17. Ms. Baum’s goal is to ensure that students in her foreign-language class
achieve intermediate-level writing proficiency by the end of the course. Which
of the following tasks will best help her assess whether or not her students
have achieved this goal?
A. Students will memorize target-language poems and recite them for the
class.
B. Students will work in pairs to compose interviews and then videotape
themselves while interviewing each other.
C. Students will read short stories in the target language and then write
analysis papers in English.
D. Students will write a letter to a target-language friend, including details
about their daily routines.
54
Answer Key and Rationales
Listening and Reading Sections
Question
Number
Competency
Number
Correct
Answer
1
005
B
Rationales
Option B is correct because the interview is centrally concerned with the
condition of bridges in the German state of North Rhine-Westphalia, analyzing
the reasons why they were neglected in the past, and predicting whether or not
they will function adequately into the future. Option A is incorrect because the
interview does not focus on the aesthetic impact of architecture. Option C is
incorrect because it doesn’t have much to say about the value of education.
Option D is incorrect because the interview does not examine political
differences in any detail. Even though the guest does represent a political party,
he presents a largely technocratic argument about bridge upkeep and is
remarkably reticent about blaming any particular political party for past
maintenance failures.
Back to Question
55
Question
Number
Competency
Number
Correct
Answer
2
006
C
Rationales
Option C is correct because Mr. Klocke implies that bridge renovation in North
Rhine-Westphalia was not carried out in the 1990s because there was a “great
concentration” on the East at that time and that transport infrastructure in the
former East Germany had the highest priority; in the West, meanwhile, he states
that maintenance was deferred: “da hat man die Sachen zurückgestellt.”
Option A is incorrect because nothing in the audio supports the idea presented
that a wave of replacement bridges was planned. Option B is incorrect because
the audio does not support either of the contentions, neither that there was an
economic recession at that time, nor that the German government coffers were
empty as a result. Option D is incorrect because its contention is that traffic
experts at the time were predicting less need for bridges owing to declining traffic
volumes; this is not stated in the audio.
Back to Question
3
005
A
Option A is correct because Mr. Klocke compares bridge maintenance to the
maintenance of teeth, and states that a delay in carrying out necessary repairs
only results in bigger problems in the future. Option B is incorrect because he
does not emphasize that repairs can cause the “pain” of temporary inconvenience
to travelers. Option C is incorrect because, although it is plausible with its
recommendation of regular check-ups, Mr. Klocke does not actually draw this
particular parallel in the audio; his focus is on the size of the repairs to be made,
and not a schedule that will prevent repairs being necessary. Option D is
incorrect because, although it is a plausible statement, it does not reflect
anything that is said in the audio.
Back to Question
56
Question
Number
Competency
Number
Correct
Answer
4
006
A
Rationales
Option A is correct because Mr. Klocke says several times that the situation is
likely to get worse, thus implying that the current bridge closure at Leverkusen
will be followed by others. Option B is incorrect because he does not take the
optimistic stance that “the worst is behind us.” Option C is incorrect because
he does not assert that things have reached a kind of steady state. Option D is
incorrect because he refuses to portray the situation as one that will soon result
in a dramatic “traffic chaos.”
Back to Question
5
004
B
Option B is correct because in 1990 German Chancellor Helmut Kohl addressed
television viewers across Germany on the occasion of the currency union between
the Federal Republic and the German Democratic Republic and famously
predicted that the five eastern states would soon be turned into “blühende
Landschaften.” Options A, C and D are incorrect because they offer incorrect
etymologies for this phrase with a precise historical origin.
Back to Question
6
005
B
Option B is correct because the verb phrase consists of a past participle
(“angegangen”) together with a form of the verb werden, which marks it as a
passive form; the verb werden, meanwhile, is present as an attenuated past
participle (“worden”) and the conjugated auxiliary verb sind, which means that
the passive verb is being used in the present perfect tense. Options A, C and D
are incorrect because they would not account for the occurrence of these
particular verb forms in combination.
Back to Question
57
Question
Number
Competency
Number
Correct
Answer
7
005
C
Rationales
Option C is correct because Mr. Sommer states in the interview that the color
of the 10 Euro banknote is more pronounced than on the old banknote, and that
this is supposed to help to better distinguish between the different denominations
of Euro banknotes. Options A, B and D are incorrect because he does not give
any indication that the new color is supposed to make the banknote harder to
counterfeit or that there is another reason for the color change, such as
aesthetics or symbolic meaning.
Back to Question
8
005
D
Option D is correct because in the interview, Mr. Sommer explains that
changing the water mark on the new Euro banknote from a gate to the face of a
mythological figure was based on the fact that humans generally find it easy to
remember details of faces. Therefore it would be easier for people to notice if the
watermark on a banknote contains an inconsistency, which in turn makes it
harder for forgers to fake the watermark. Option A is incorrect because Mr.
Sommer does not claim that the technology of the watermark or how it responds
to light has changed. Options B and C are incorrect because it is not stated
that the choice of Europa was based on any particular input: it was not based on
support in the general population, and of course the mythological figure of
Europa would not honor any actual historical personage.
Back to Question
58
Question
Number
Competency
Number
Correct
Answer
9
006
B
Rationales
Option B is correct because moderator is concerned that people might not
check to see if a 10-Euro banknote is real or a fake. Halfway through the
interview, the reporter counters Mr. Sommer’s explanation of the new antiforgery measures with the observation that cashiers usually don’t take the time
to check a 10-Euro banknote the way they would with a 50-Euro banknote,
suggesting concern that the new security measures might not be effective in
preventing forgery. Mr. Sommer responds by explaining that cashiers are usually
good about noticing if a banknote is fake by its general feel and appearance,
without having to carefully check it first. Option D is incorrect because the
moderator does not claim that cashiers have no time to check banknotes — this
is also contradicted by his somewhat exaggerated observation that they will “run
a 50-Euro banknote through 17 different scanners.” Option A is incorrect
because, although the embossed surface of the new banknote is mentioned, the
moderator does not identify it as a problem. Option C is incorrect because the
moderator does not find fault with any of the specific security measures
described by Mr. Sommers and also makes no general assertion that the new
banknote might be too easy to fake.
Back to Question
59
Question
Number
Competency
Number
Correct
Answer
10
005
A
Rationales
Option A is correct because the moderator mentions problems that occurred
with the introduction of a new 5-Euro banknote, when vending machines had
trouble recognizing the new banknotes, and asks what is being done to prevent
similar problems with the 10-Euro banknote. Mr. Sommer answers that the
Deutsche Bundesbank does not have any control over this issue, but that it is
doing its part to help by supplying the producers of vending machines with the
new banknotes "as of now" so that they will be able to adjust their machines to
the new currency. Option B is incorrect because he specifically states that the
Bundesbank has no means of checking whether all vending machines are able to
recognize the new banknote. Option C is incorrect because no mention is made
of a plan for the government to supply the vending machine makers with the
necessary parts for accurate reading. Option D is incorrect because Mr.
Sommer does not mention any plan to time the rollout of the new banknote
based on the needs of the vending machine industry.
Back to Question
11
005
C
Option C is correct because in the quoted sentence, “den Fälschern” (dative
plural form of “der Fälscher”) is the dative object of the verb. Options A, B and
D are incorrect because the case identified in each does not match the form of
noun as given.
Back to Question
60
Question
Number
Competency
Number
Correct
Answer
12
004
D
Rationales
Option D is correct because the Deutsche Mark was introduced as the currency
of the Federal German Republic in 1947 and was used until 2002, when it was
completely replaced by the Euro for all types of transactions. Options A, B and
C are incorrect because they refer to older types of currency.
Back to Question
13
007
B
Option B is correct because from the text it can be inferred that Mr. Alex’s
experience as a Wandergeselle, or journeyman, is synonymous with an extended
trip in order to work for a limited time at a number of different firms and thereby
get to know many different techniques of his chosen trade. Option A is
incorrect because it is not supported with its contention that Mr. Alex only works
occasionally and grudgingly; it is in fact implicitly contradicted by the depiction of
Mr. Alex’s journey as a long chain of different employment opportunities.
Option C is incorrect because it is not supported with its contention that Mr.
Alex receives no pay, or that he receives free food; the reader is simply not privy
to this information. The text does support the notion that Mr. Alex is not
supposed to pay for lodging, and therefore might be trading a certain portion of
his labor for a place to sleep, but most of the statement in option C cannot be
verified. Option D is incorrect because it violates one of the general rules for
journeymen that we learn about (a journeyman may not go home at all for three
years) and it presents an overly vague description of what it means to be a
journeyman in a particular trade.
Back to Question
61
Question
Number
Competency
Number
Correct
Answer
14
008
A
Rationales
Option A is correct because Ingo Alex’s trade is that of a brewer, and having
already gathered experience at breweries in Germany, Austria, and Switzerland,
he might logically choose to go next to the Czech Republic, which is not far and
which has a very strong tradition of beer brewing. Options B, C and D are
incorrect because each one represents a violation of the rules governing
journeymen that are presented in the text: because journeymen cannot be
married; because one is not supposed to travel by train, nor pay for travel;
because the journeyman is not supposed to return home before the end of his or
her prescribed three-year stint.
Back to Question
15
007
D
Option D is correct because Mr. Heerich compares the transition to his life as
journeyman to jumping out of a plane and goes on to describe how each day
confronted him with basic, existential questions such as “Where am I going to
eat? Where am I going to sleep?” Option A is incorrect because even though
eating was an open question, Mr. Heerich does not say that he actually ever went
hungry. Option B is incorrect because he does not opine that it was “like being
born again.” Option C is incorrect because Mr. Heerich does not say that the
first few weeks or months “went by in a flash.”
Back to Question
62
Question
Number
Competency
Number
Correct
Answer
16
007
C
Rationales
Option C is correct because “Die klassische Montur” confronts the reader with
the challenge of trying to understand a low-frequency noun. Through close
reading of the text, “Montur” can be decoded as being the equivalent of “die
Kluft,” which in turn is described in the text as a set of clothes and accessories
that make up the typical, prescribed outfit of a journeyman. Options A, B and D
are incorrect because they don’t present a grammatically and syntactically
possible interpretation of the text.
Back to Question
17
004
D
Option D is correct because for any apprentice who has earned his or her
Gesellenbrief, the next step up is that of Meister, usually attainable through a
combination of practical experience, formal instruction, and final examination or
project completion. A journeyman with three years of experience in a range of
firms would be in a good position to pursue the rank of Meister. Options A, B
and C are incorrect because they represent lower rungs on the ladder of a
tradesman’s career and, as such, would not be reasonable options.
Back to Question
63
Question
Number
Competency
Number
Correct
Answer
18
007
C
Rationales
Option C is correct because the word “davon” is an abbreviated prepositional
phrase in which the pronoun da- represents the closest antecedent noun that fits
grammatically and logically. That noun is Regeln, since the sentence that would
result makes the best sense in context: “Von den Regeln gibt es viele,” followed
by examples of rules that apply to journeymen. Options A, B and D are
incorrect because they represent readings that violate the rules governing
pronouns and sentence construction.
Back to Question
19
004
B
Option B is correct because the sentence quoted in the sign is the beginning of
the first article of the German constitution, and as such is the foundational
principle of contemporary German law. Option A is incorrect because the
quoted sentence was not developed by young German protesters of the
generation of 1968. Option C is incorrect because it does not stem from the
lyrics of any popular German music group. Option D is incorrect because it
cannot be characterized as one of the foundational statements of Nietzsche’s
philosophy.
Back to Question
64
Instructional Practices Section
Question
Number
Competency
Number
Correct
Answer
1
002
C
Rationales
Option C is correct because reflecting on one’s own cultural practices is an
activity that involves critical thinking, and it is appropriate for beginning-level
students to complete the task in English. Options A, B and D are incorrect
because writing to a pen pal, summarizing the video and conducting a simulated
phone conversation are all tasks that are too difficult for beginning-level students
and that do not involve critical-thinking skills.
Back to Question
2
001
B, D
Option B is correct because by taking the time to reach out to families and to
tap community resources, teachers can increase their connections to students
exponentially and enhance the impact on students’ learning. Option D is correct
because the teacher is acknowledging the value of the heritage speakers’ home
language and showing respect for the students’ culture. Option A is incorrect
because the main focus of the teacher’s action is not to help students understand
the importance of what they are learning, how it will affect their education and
lives, and how to apply what they are learning in authentic situations. Option C
is incorrect because the main focus of the teacher’s action is not on creating a
safe classroom environment that will support learning.
Back to Question
65
Question
Number
Competency
Number
Correct
Answer
3
003
D
Rationales
Option D is correct because the activity teaches students to read and identify
the verb forms they are studying by recognizing them in the context of a text
they are reading. Option A is incorrect because the activity focuses on
speaking skills that do not specifically involve recognition of particular verb
forms. Option B is incorrect because although the activity promotes writing the
verbs and will help students write them accurately, it does not focus on the verbs
in context. Option C is incorrect because it is an activity that promotes
manipulating forms, which requires skills beyond recognition.
Back to Question
4
001
B
Option B is correct because the activity is based on the understanding of
language combined with the demonstration of physical movement. Option A is
incorrect because although the class is being asked to participate by standing
and reciting vocabulary, this activity is not the true definition of TPR. Option C is
incorrect because holding up vocabulary words and asking the class to identify
them is not an example of TPR. Option D is incorrect because there is no
physical action taken by the students by simply responding with the appropriate
vocabulary word for an item held up by the teacher.
Back to Question
66
Question
Number
Competency
Number
Correct
Answer
5
001
D
Rationales
Option D is correct because verbal linguistic learners are naturally skilled in
oral communication. Options A and B are incorrect because visual spatial and
kinesthetic learners may be helpful in staging the dialogue but will not
necessarily contribute oral communication skills. Option C is incorrect because
logical reasoning learners may be better contributors when planning and
organizing but not directly help with oral communication skills.
Back to Question
6
003
A
Option A is correct because the described activity includes a comparison of the
distinct viewpoints in the two cultures. Option B is incorrect because the
activity does not ask students to compare; they are only listening to a foreign
newscast. Option C is incorrect because a native speaker may not be able to
adequately explain to the class the differences between the political system in the
target country and that of the United States. Option D is incorrect because
students are not comparing different viewpoints when doing the research.
Back to Question
67
Question
Number
Competency
Number
Correct
Answer
7
001
B
Rationales
Option B is correct because the grammar translation approach focuses on
learning rules and structure versus building proficiency and communication.
Option A is incorrect because the Direct Method emphasizes using concrete
objects and actions to communicate rather than using translation, and it
advocates teaching grammar through practice and induction rather than through
explicit lessons. Option C is incorrect because proficiency-oriented instruction
aims to provide students with opportunities to develop and demonstrate their
language competencies, balancing content, function, and accuracy. Option D is
incorrect because project-based learning asks students to negotiate meaning to
understand others and use language to complete tasks.
Back to Question
8
003
C
Option C is correct because the focus of the interviews is to compare the target
language with the students’ native language. Option A is incorrect because
although the students are making comparisons, the comparisons are not
centered on the nature of the languages themselves. Options B and D are
incorrect because reading articles on cultural changes and creating a calendar of
events do not involve making language comparisons.
Back to Question
68
Question
Number
Competency
Number
Correct
Answer
9
003
C
Rationales
Option C is correct because students are using the target language both within
and beyond the school setting. Option A is incorrect because making
comparisons between the target language and the students’ own language is not
the primary focus of the activity. Option B is incorrect because making
comparisons between the target culture and the students’ own culture is not the
primary focus of the activity. Option D is incorrect because the visit to the local
company is a class requirement rather than an activity undertaken for personal
enjoyment.
Back to Question
10
003
A
Option A is correct because the described activity involves using interpersonal
communication and applying the verb forms in an authentic situation. Options B
and C are incorrect because the described activities include only identifying the
future tense but not using it within a communicative speech act. Option D is
incorrect because the described activity does not require students to use their
knowledge and demonstrate that they can apply it in real communication.
Back to Question
69
Question
Number
Competency
Number
Correct
Answer
11
003
B
Rationales
Option B is correct because the activity focuses on the connections (standard
3.2) that students can discover between their own culture and the culture of
another person who is of the same age and has the same needs as they do.
Option A is incorrect because standard 1.3 focuses only on presentation of
information not on drawing connections between pieces of information that have
been acquired. Option C is incorrect because standard 4.1 focuses only on
language comparisons. Option D is incorrect because standard 5.2 relates to
using the language for personal enjoyment outside of the classroom.
Back to Question
12
003
C
Option C is correct because the class discussion focuses on students’
comparison between what they usually buy in their own households and what
someone living in the target culture would need to buy (standard 4.2).
Options A and B are incorrect because the described standards (1.2 and 3.1)
focus on students’ understanding of the recipe written in the foreign language,
whereas the class activity focuses on discussing differences and similarities in
English. Option D is incorrect because although students may use language for
personal enjoyment and enrichment in preparing authentic dishes, the described
scenario and class discussion pertain to students making comparisons between
the buying practices of two cultures.
Back to Question
70
Question
Number
Competency
Number
Correct
Answer
13
002
A
Rationales
Option A is correct because the task of developing and making a presentation
gives each student the opportunity to provide evidence of speaking proficiency.
Option B is incorrect because a portfolio of written work does not provide
evidence of the student’s ability to speak. Option C is incorrect because a
recording developed at home will not show reliable and accurate evidence of a
student’s oral expression. Option D is incorrect because self-assessment may
give a distorted picture of the true speaking ability of the student.
Back to Question
14
002
B
Option B is correct because writing a detailed description is an appropriate
assessment task for measuring advanced-level writing proficiency. Options A
and D are incorrect because the tasks of composing brief e-mails and writing
responses to comprehension questions are not complex enough to measure
advanced-level writing proficiency. Option C is incorrect because composing
questionnaires is not a task complex enough to measure advanced-level writing
proficiency, and the interview activity assesses speaking proficiency rather than
writing proficiency.
Back to Question
71
Question
Number
Competency
Number
Correct
Answer
15
002
A
Rationales
Option A is correct because the teacher’s recommendation focuses on
identifying information gaps that students will try to fill in as they listen. Option
B is incorrect because although familiarizing students with test content before
an exam may affect student performance positively, the recommended activity
pertains to an actual testing situation, the content of which cannot be predicted.
Options C and D are incorrect because while time-management and reading
skills may be beneficial for student success on a test, directing the students to
read the written questions prior to listening to the audio is the action most likely
to positively affect their listening comprehension.
Back to Question
16
002
B
Option B is correct because an informal assessment tends to be performance
based, integrated into class time, and flexible in format. Option A is incorrect
because a summative assessment evaluates the final result and is often given at
the end of a course of study to determine if an objective has been met. Option C
is incorrect because a standardized assessment requires all test takers to
answer the same questions or questions that are comparable in difficulty under
the same conditions. Option D is incorrect because a diagnostic assessment is
often undertaken at the beginning of a unit of study to assess the skills, abilities,
interests, experiences, levels of achievement, or difficulties of an individual
student or a whole class.
Back to Question
72
Question
Number
Competency
Number
Correct
Answer
17
002
D
Rationales
Option D is correct because students are demonstrating the desired
intermediate-level writing proficiency by narrating in the present tense, a
fundamental skill at the intermediate level. Options A, B and C are incorrect
because reciting memorized poems, conducting target-language interviews, and
writing analyses in English will not provide any direct evidence of writing
proficiency skills in the target language.
Back to Question
73
Succeeding on Written Expression Constructed-Response
Tasks
Written Expression Constructed-Response Tasks
The LOTE–German test will include three tasks that require a constructed response
written in German. The written expression constructed-response scores will be
combined with the other constructed-response scores and the multiple-choice
section scores to produce a total test score.
For the written expression section of the test, you will be asked to write in the
target language (i.e., German) in ways outlined in the test. There will be three
tasks in the written expression section. The total testing time for the written
expression section is 50 minutes; therefore, you should manage your time so that
you have enough time to answer the three tasks within the allotted time. You will
type your response to each question (see information about the alternate character
toolbar on page 77). Your response must be written in the target language (i.e.,
German). In preparing your responses to the questions, you may choose to prepare
and organize your thoughts on the scratch paper provided. However, you will only
be scored on the response that you type on the computer. You may not use any
reference materials during the test.
This section includes an explanation of how the constructed responses will be
scored; sample questions appear in the next section.
74
Scoring Rubric for Written Expression — Response to Email, Memo or
Letter and Opinion/Position Essay
General
Score
3
High
Description
A response at
this level is
characterized
by most of the
following
features/
dimensions:
Features/Dimensions
Task
Topic
Completion
Development
• Fully
addresses
and
completes
the task
• Directly relates to
the topic; topic
well developed
• All or almost all
supporting details
or examples are
appropriate and
effective
Writing Skills
• Response is well organized and generally
coherent
• Demonstrates a high or mid-high degree of
control of a variety of structures; a few
grammatical errors occur with no evident
patterns
• Varied vocabulary appropriate for the content
and used with precision
• Very few errors in conventions of the written
language (orthography: spelling, accent marks
and punctuation; sentence structure)
• Register is appropriate (accurate social and/or
cultural references included)
2
Mid-High
A response at
this level is
characterized
by most of
the following
features/
dimensions:
• Addresses
and
completes
the task
• Relates to the
topic
• Response is organized, but some parts are not
fully developed
• Most supporting
details or
examples are well
defined
• Demonstrates a moderate degree of control of
a variety of structures; some grammatical
errors occur
• Appropriate vocabulary with occasional errors
such as making up words or code switching
• Some errors in conventions of the written
and punctuation; sentence structure) but they
do not impede communication
• Register is usually appropriate (generally
accurate social and/or cultural references
included)
1
Mid-Low
A response at
this level is
characterized
by most of
the following
features/
dimensions:
• Addresses
and
completes
the task
• Moderately relates
to the topic
• Response is inadequately organized/not
sequenced correctly
• Some supporting
details or
examples are
vague or not well
defined
• Demonstrates a lack of control of a variety of
structures; frequent grammatical errors occur
• Limited vocabulary; frequent errors such as
making up words or code-switching
• Frequent errors in conventions of the written
• Register is inappropriate (inaccurate social
and/or cultural references are included)
0
Low
A response at
this level is
characterized
by most of
the following
features/
dimensions:
• Partially
addresses
and/ or
partially
completes
the task
• Minimally relates
to the topic
• Most supporting
details or
examples are
irrelevant or not
effective
• Response is disorganized
• Demonstrates a lack of control of most
structures; numerous grammatical errors
impede communication
• Insufficient vocabulary; constant interference
from another language
• Pervasive errors in conventions of the written
and punctuation; sentence structure) impeding
communication
• Minimal to no attention to register (inaccurate
social and/or cultural references are included)
75
Scoring Rubric for Written Expression — Integrated Writing Skills
General
Score
3
High
Description
A response at
this level is
characterized
by most of the
following
features/
dimensions:
Features/Dimensions
Task
Topic
Completion
Development
• Fully
addresses
and
completes
the task
the topic; topic
well developed
supporting details
or examples are
appropriate and
effective
• Clearly
demonstrates a
high degree of
understanding of
the content in the
text
2
Mid-High
A response at
this level is
characterized
by most of
the following
features/
dimensions:
• Addresses
and
completes
the task
Writing Skills
coherent
• Demonstrates a high or mid-high degree of
patterns
and used with precision
• Very few errors in conventions of the written
• Relates to the
topic
fully developed
• Most supporting
details or
examples are well
defined
errors occur
• Demonstrates a
moderate degree
of understanding
of the content in
the text
such as making up words or code switching
• Some errors in conventions of the written
and punctuation; sentence structure) but they
do not impede communication
included)
1
Mid-Low
A response at
this level is
characterized
by most of
the following
features/
dimensions:
• Addresses
and
completes
the task
to the topic
• Response is inadequately organized/not
sequenced correctly
• Some supporting
details or
examples are
vague or not well
defined
• Demonstrates a
low degree of
understanding of
the content in the
text
0
Low
A response at
this level is
characterized
by most of
the following
features/
dimensions:
• Partially
addresses
and/or
partially
completes
the task
to the topic
• Most supporting
details or
examples are
irrelevant or not
effective
• Demonstrates a
poor degree of
understanding of
the content in the
text
making up words or code-switching
• Frequent errors in conventions of the written
and/or cultural references are included)
• Demonstrates a lack of control of most
• Pervasive errors in conventions of the written
and punctuation; sentence structure) impeding
communication
76
Alternate Character Toolbar
The Written Expression section of the LOTE–German test requires the test taker to
enter written responses on the computer. An alternate character toolbar for
inputting German accents and characters (e.g., ä, ö, ß) is built into the test. Just
before the Written Expression section, you will be presented with one unscored
question to use for practicing with the toolbar. You may take up to five minutes on
this practice question; your response will not be graded nor will it affect your grade
in any way.
A tutorial for using the toolbar is in the Test Preparation Resources section of the
ETS TExES website at www.texes.ets.org. From the left-side menu, select Test
Preparation Resources, then select TExES Preparation Resources, then click on
Tutorials; the German Alternate Character Toolbar Tutorial is available on this page.
If you are taking the LOTE–German test, you are strongly urged to view this tutorial
and practice using the toolbar before the day of your test.
Upon launching the tutorial, you will be presented with a blank area to practice
typing in German and inserting German characters and accents. You may type
anything you like; your response will not be saved. For example, you may answer
the question “Why are you taking the LOTE–German test?” The alternate character
toolbar may be repositioned anywhere on the screen. When you are finished,
choose Exit to close the tutorial.
NOTE: To execute the tutorial, you will need to have Java Runtime Environment,
version 1.5 or greater, installed on your computer. If you do not have Java Runtime
Environment, a free download available from the Java website at
www.java.com/en/download/windows_ie.jsp will install it on your computer.
Simply choose the correct download for your operating system. You may have to
reboot your computer after the installation.
If you are unsure if your computer has the Java Runtime Environment, the Java
website at www.java.com/en/download/installed8.jsp also provides an option
that will check your computer for you. Simply choose to “Verify Java version.”
77
Written Expression Constructed-Response Practice Tasks
Preparing for the Written Expression Constructed-Response Tasks
Following are three sample written expression constructed-response tasks that
represent the types of tasks you will see on the LOTE–German test.
In preparing for the written expression constructed-response tasks, you may wish
to draft a response to the task by reading the question and planning, writing and
revising your response. The total testing time for the Written Expression section is
50 minutes; therefore, you should manage your time so that you have enough time
to answer the three tasks within the allotted time. Because you will be
demonstrating your proficiency in the German language, be sure to write in
German. Also, because no reference materials will be available during the test, it is
recommended that you refrain from using a dictionary, a thesaurus or textbooks
while writing your practice responses.
General Directions for Responding to the Written Expression
Constructed-Response Tasks
A Supplemental Guide for the LOTE–German test is available on the ETS TExES
website at www.texes.ets.org. See this guide for an authentic preview of the
screens for this computerized task.
Written Expression Section Directions
The Written Expression section includes three tasks and is designed to measure
different aspects of your writing ability.
Question
1
2
3
Task
Response to Email, Memo or Letter
Opinion/Position Essay
Writing Integrated Skills
For each type of question, you will be given specific directions. You will have 50
minutes to answer all of the questions. A clock at the top of the screen will indicate
how much time is remaining.
You can move from one question to the next by clicking Next. You can skip
questions and go back to them later as long as there is time remaining. If you want
to return to previous questions, click Back.
For later review, you can mark a question by clicking Mark, which will place a
check mark next to the question on the Review screen. Clicking Mark again will
remove the check mark. A question will remain marked until you unmark it, even if
you change the answer. You can click Review at any time, and the Review screen
will show you which questions you have answered and which you have not
answered. The Marked column shows all questions you have marked for review.
From the Review screen, you may go directly to any question.
78
Sample Written Expression Constructed-Response Tasks
TASK ONE
COMPETENCIES 009, 010 — Written Expression Section
Question 1: Response to Email, Memo or Letter
Directions: Read the following email and write an appropriate response. Write your
response in the space provided. Manage your time so that you allow enough time to
plan, write and revise your response. Your answer should be a minimum of 60
words.
Sample 1
Stellen Sie sich vor, Sie leben in Deutschland und mieten dort seit Kurzem eine
Wohnung in einem großen Mietsgebäude. Letztes Wochenende kam eine Freundin
für zwei Tage zu Ihnen zu Besuch, die ihren kleinen Hund mitbrachte. Heute finden
Sie den untenstehenden Brief in Ihrem Briefkasten. Beantworten Sie den Brief, um
die Situation zu klären.
Sehr geehrte(r) Mieter(in),
mehrere Bewohner dieses Hauses haben sich bei Ihrem Hausmeister über
Hundelärm beklagt, der aus Ihrer Wohnung zu hören ist. Es scheint, dass Sie sich
vor Kurzem einen Hund angeschafft haben, der regelmäßig laut bellt, wenn
Bewohner im Treppenhaus hinauf-oder heruntergehen.
Wie Sie eigentlich wissen sollten, ist es den Mietern laut §1.2.1 der Hausordnung
untersagt, in der Wohnung Haustiere zu halten, insbesondere wenn diese die Ruhe
im Haus stören. Es handelt sich daher um einen Verstoß gegen §1.2.1 der
Hausordnung.
Als Anlage finden Sie eine Rechnung für die Mahngebühr in Höhe von €200, die Sie
uns bitte innerhalb einer Woche überweisen. Weiterhin haben Sie drei Tage Zeit,
um den Missstand zu beheben. Wenn wir über diesen Zeitpunkt hinaus Hinweise
bekommen sollten, dass Sie immer noch einen Hund in Ihrer Wohnung haben,
müssen Sie mit weiteren Strafgebühren und eventuell noch strikteren Maßnahmen
rechnen, bis hin zum Verlust ihrer Wohnung. Wir hoffen, dass wir diese
unangenehmen Schritte aufgrund Ihres schnellen Handelns nicht einleiten müssen.
Sollten Sie eine Frage oder Stellungnahme zu diesem Schreiben haben, können Sie
mich gern per E-Mail unter [email protected] kontaktieren.
Mit bestem Gruß
Thomas Schielke
Wohnungsverwaltung
Heimbaugesellschaft mbH
79
TASK TWO
COMPETENCIES 009, 010 — Written Expression Section
Question 2: Opinion/Position Essay
Directions: Read the following question and write an essay on the topic given.
Write your response in the space provided. Make sure that your essay includes
reasons and/or examples to support your opinion. Manage your time so that you
have enough time to plan, write, and revise your response. Your response should
be a minimum of 120 words.
Sample 2
Viele Leute meinen, dass ein erfolgreich abgeschlossenes Bachelor-Studium das
Minimum ist, was Jugendliche an Bildung brauchen, um im späteren Leben Erfolg zu
haben. In Deutschland spielt aber das praxisorientierte System der Ausbildung
(auch „Lehre“ genannt) nach wie vor eine wichtige Rolle, in der viele
Schulabgänger auf Facharbeit in Industrie und Handwerk vorbereitet werden.
Glauben Sie, dass es unser Ziel sein soll, alle Jugendlichen auf die Universität zu
schicken?

Äußern Sie Ihre Meinung und begründen Sie sie.

Nennen Sie konkrete Beispiele, die Ihre Meinung unterstützen.
TASK THREE
COMPETENCIES 007, 008, 009, 010 — Written Expression Section
Question 3: Writing Integrated Skills
Directions: Based on the information from the passage below, complete the
following task. Manage your time so that you can plan, write and revise your
response. Your response should be a minimum of 120 words.
80
Sample 3
Wo ist das Abenteuerland?
Sly müsste man sein! Der Zehnjährige wächst auf Helgoland auf, und jetzt in den
Sommerferien verbringt er ganze Tage mit den anderen Inselkindern auf der
vorgelagerten Düne. Nur ab und zu bekommt sie ein Erwachsener zu Gesicht. Die
Kinder bauen Hütten, spielen am Strand, gehen schwimmen. Als Sly aber einmal
aufs Festland reiste, fragte er: „Mama, gibt’s hier gar keine Kinder? Ich sehe
überhaupt niemanden draußen spielen.“ So blickt ein Inselkind auf die deutsche
Normalität im Jahr 2015.
In dieser begleiten die zum Schlagwort gewordenen Helikopter-Eltern ihren
Nachwuchs morgens bis ins Klassenzimmer und kutschieren ihn nachmittags zu
Freunden, in die Reithalle, zum Musikunterricht. Kaum etwas fällt ihnen schwerer,
als die Kinder allein rauszulassen, zu zweckfreiem Spielen, zum Stromern.
Untersuchungen zeigen, dass Kinder in Deutschland sich in den sechziger Jahren in
einem Radius von mehreren Kilometern frei bewegen konnten, heute kommen sie
allein kaum noch 500 Meter vom eigenen Zimmer weg.
Die Konsequenzen sieht Urs Kühne in seiner Zahnarzt-Praxis in HamburgBahrenfeld. Fragt man ihn nach seinen jungen Patienten, berichtet er von einer
Zunahme der „Frontzahnfrakturen“ infolge „unabgefangener Stürze“. Mit anderen
Worten: Die Kinder können nicht mehr richtig fallen. „Viele Kinder und Jugendliche
haben sensomotorische Defizite“, sagt Kühne. „Es fehlt einfach der Umgang mit
Balance, Kraft und Koordination.“
Genau das kann lernen und trainieren, wer draußen spielt und seine Grenzen
austesten darf. „Kinder müssen systematisch in bewältigbare Gefahrensituationen
gebracht werden. Dann nimmt das Unfallrisiko auch ab.“ So spitzt es Klaus Fischer
zu, der als Professor an der Universität Köln Bewegungserziehung lehrt. Doch statt
fallen zu dürfen, werden die Kinder ruhiggestellt. Längst wissen Forscher: Vom
körperlichen Reiz profitieren auch die kognitiven Fähigkeiten. Toben und
Umherstromern sind gut fürs Konzentrationsvermögen. Wer sich bewegt, lernt
besser.
Jedes Risiko zu vermeiden ist genau die falsche Strategie. Wie soll sich jemand in
der Welt zurechtfinden, wenn jede Gefahr von ihm ferngehalten wird? Wer heute
zwischen fünf und fünfzehn Jahren alt ist, wird einen Beruf ergreifen, wenn
Deutschlands Bevölkerung schrumpft. Die Kinder von heute werden dann die
Geschicke dieses Landes leiten: Sie sollen als Ärzte und Pfleger auf
Krankenstationen zusammenarbeiten, sie werden mit Problemen von Flüchtlingen
bis Klimawandel konfrontiert sein, sie müssen als Lehrer und Erzieher die
übernächste Generation prägen. Und dafür müssen Kinder ihre eigenen
Erfahrungen machen, Risiken eingehen, ihre Grenzen testen dürfen. Und sie
müssen lernen, mit anderen Menschen klarzukommen, ohne dass Mama oder Papa
danebenstehen.
© Katrin Hörnlein: „Wo ist das Abenteuerland?“ DIE ZEIT Nr 34/2015
81
Writing Task
Nachdem Sie diesen Text gelesen haben, erklären Sie was „Stromern“ ist, und
warum es laut Artikel wichtig ist.
82
Succeeding on Oral Expression Constructed-Response
Tasks
Oral Expression Constructed-Response Tasks
The LOTE–German test includes three tasks that require a constructed response
spoken in German. The oral expression constructed-response scores will be
combined with the other constructed-response scores and the multiple-choice
section scores to produce a total test score.
For the oral expression section of the test, you will be asked to speak in the target
language (i.e., German) in ways outlined in the test. There will be three tasks
requiring different types of responses in this section. For each task, you will read
the directions in English and listen to the actual question in the target language
(i.e., German). You will have time to consider and prepare for all of the oral
expression tasks. Following the preparation time, you will be prompted to speak.
You may choose to make notes to prepare your response on the scratch paper
provided. However, you will be scored only on your recorded oral response.
Be sure to speak naturally and appropriately in the target language (i.e., German)
when responding to the questions. The test is designed to measure your proficiency
in the target language (i.e., German). There are no prescribed answers to these
questions; however, each response needs to follow all the task directions to be
appropriate. Say as much as you can until the response time is over or until you
feel you have provided a thorough response.
This section includes an explanation of how the constructed responses will be
scored; sample questions appear in the next section.
83
Scoring Rubric for Oral Expression — Integrated Speaking Skills
General
Score
3
High
Description
A response at
this level is
characterized
by most of the
following
features/
dimensions:
Features/Dimensions
Task
Topic
Completion
Development
• Fully
addresses
and
completes
the task
the topic; topic
well developed
supporting details
or examples are
appropriate and
effective
• Clearly
demonstrates a
high degree of
understanding of
the content in the
text
2
Mid-High
1
Mid-Low
A response at
this level is
characterized
by most of
the following
features/
dimensions:
A response at
this level is
characterized
by most of
the following
features/
dimensions:
• Addresses
and
completes
the task
• Relates to the
topic
• Most supporting
details or
examples are well
defined
• Demonstrates a
moderate degree
of understanding
of the content in
the text
• Addresses
and
completes
the task
A response at
this level is
characterized
by most of
the following
features/
dimensions:
• Partially
addresses
and/or
partially
completes
the task
• Demonstrates high or mid-high degree of
control of a variety of structures; a very few
patterns
used with precision
• High level of fluency
• Very good pronunciation
• Well-organized, generally coherent response
errors occur
such as making up words or code-switching
• Moderate level of fluency with occasional
hesitance; some successful self correction
• Good pronunciation
• Organized response with some coherence
included)
to the topic
• Some supporting
details or
examples are
vague or not well
defined
• Limited vocabulary, frequent errors such as
making up words and code-switching
• Demonstrates a
low degree of
understanding of
the content in the
text
0
Low
Language Use
to the topic
• Most supporting
details or
examples are
irrelevant or not
effective
• Demonstrates a
poor degree of
understanding of
the content in the
text
• Low level of fluency with frequent hesitance
• Fair pronunciation with interference from
another language
• Disorganized response with little coherence
and/or cultural references included)
• Demonstrates a lack of control of numerous
• Poor fluency with labored expression
• Poor pronunciation, which affects
comprehension
• Disorganized response with no coherence
84
Scoring Rubric for Oral Expression — Oral Presentation or
Situation/Opinion
General
Score
3
High
2
Mid-High
Description
A response at
this level is
characterized
by most of the
following
features/
dimensions:
A response at
this level is
characterized
by most of
the following
features/
dimensions:
Features/Dimensions
Task
Topic
Completion
Development
• Fully
addresses
and
completes
the task
the topic, welldeveloped
treatment of the
topic
supporting details
or examples are
appropriate and
effective
• Addresses
and
completes
the task
• Relates to the
topic
• Most supporting
details or
examples are well
defined
Language Use
• Demonstrates high or mid-high degree of
control of a variety of structures; a very few
patterns
used with precision
• High level of fluency
• Very good pronunciation
• Well-organized, generally coherent response
a variety of structures, some grammatical
errors occur
such as making up words or code- switching
• Moderate level of fluency with occasional
• Good pronunciation
• Organized response with some coherence
included)
1
Mid-Low
A response at
this level is
characterized
by most of
the following
features/
dimensions:
• Addresses
and
completes
the task
to the topic
• Some supporting
details or
examples are
vague or not well
defined
• Low level of fluency with frequent hesitance
• Fair pronunciation with interference from
another language
• Disorganized response with little coherence
0
Low
A response at
this level is
characterized
by most of
the following
features/
dimensions:
• Partially
addresses
and/ or
partially
completes
the task
to the topic
• Most supporting
details or
examples are
irrelevant or not
effective
• Demonstrates a lack of control of numerous
• Poor fluency with labored expression
• Poor pronunciation, which affects
comprehension
• Disorganized response with no coherence
85
Scoring Rubric for Oral Expression — Simulated Conversation
General
Score
3
High
2
Mid-High
1
Mid-Low
0
Low
Description
A response at
this level is
characterized
by most of the
following
features/
dimensions:
A response at
this level is
characterized
by most of
the following
features/
dimensions:
A response at
this level is
characterized
by most of
the following
features/
dimensions:
A response at
this level is
characterized
by most of
the following
features/
dimensions:
Features/Dimensions
Task
Topic
Completion
Development
• Fully
addresses
and
completes
the task
• Responds
fully to all
or almost
all of the
parts/
prompts of
the
conversation
• Addresses
and
completes
the task
• Responds to
all or
almost all
of the parts/
prompts of
the
conversation
• Addresses
and
completes
some parts
of the task
• Responds to
most parts/
prompts of
the
conversation
• Partially
addresses
and/ or
partially
completes
the task
• Responds
inappropriat
ely to some
parts/
prompts of
the
conversation
• Responses relate
directly to the
topic and include
a welldeveloped
treatment of all or
almost all the
elements in the
thread of the
conversation
to the topic and
include most
elements in the
thread of the
conversation
moderately to the
topic and include
some elements in
the thread of the
conversation
minimally to the
topic and include
few elements in
the thread of the
conversation
Language Use
•
Demonstrates high or mid-high degree of
patterns
•
Varied vocabulary appropriate for the content
used with precision
•
High level of fluency
•
Very good pronunciation
•
Well-organized, generally coherent responses
•
Register is appropriate (accurate social and/or
•
Demonstrates a moderate degree of control of
a variety of structures, some grammatical
errors occur
•
Appropriate vocabulary with occasional errors
such as making up words or code- switching
•
Moderate level of fluency with occasional
•
Good pronunciation
•
Organized responses with some coherence
•
Register is usually appropriate (generally
included)
•
Demonstrates a lack of control of a variety of
•
Limited vocabulary, frequent errors such as
•
Low level of fluency with frequent hesitance
•
Fair pronunciation with interference from
another language
•
Disorganized responses with little coherence
•
Register is inappropriate (inaccurate social
•
Demonstrates a lack of control of numerous
•
Insufficient vocabulary; constant interference
•
Poor fluency with labored expression
•
Poor pronunciation, which affects
comprehension
•
Disorganized responses with no coherence
•
Minimal to no attention to register (inaccurate
86
Oral Expression Constructed-Response Practice Tasks
Preparing for the Oral Expression Constructed-Response Tasks
Following are three sample oral expression constructed-response tasks that
In preparing for the oral expression constructed-response tasks, you may wish to
make notes to prepare your oral response on the scratch paper provided. However,
you will be scored only on the responses you record after the instructions indicate
that you should begin speaking. Each task will have its own timing for preparation
and response. Also, because no reference materials will be available during the test,
it is recommended that you refrain from using a dictionary, a thesaurus or
textbooks while preparing your practice responses.
General Directions for Responding to the Oral Expression
Oral Expression Section Directions
The Oral Expression section includes three tasks and is designed to measure
different aspects of your ability to speak German. This section lasts approximately
15 minutes.
Question
1
2
3
Task
Speaking Integrated Skills
Oral Presentation or Situation/Opinion
Simulated Conversation
For each type of question, you will be given specific directions, including the
amount of time allowed for preparation and speaking. Answer each question
according to the directions. It is to your advantage to say as much as you can in
the time allowed.
Relax and speak as clearly and confidently as you can. Maintain a consistent
distance from the microphone and speak directly into it. Keep your voice at a
consistent level of loudness (neither too soft nor too loud).
87
Sample Oral Expression Constructed-Response Tasks
TASK ONE
COMPETENCIES 007, 008, 011
Question 1: Speaking Integrated Skills
Directions: You will have 5 minutes to complete the speaking task: 1 minute to
read the passage below, 2 minutes to prepare and 2 minutes to record your
response. The passage you will be reading for this task is the same passage you
read in the integrated writing skills task.
Sample 1
Wo ist das Abenteuerland?
Sly müsste man sein! Der Zehnjährige wächst auf Helgoland auf, und jetzt in den
Sommerferien verbringt er ganze Tage mit den anderen Inselkindern auf der
vorgelagerten Düne. Nur ab und zu bekommt sie ein Erwachsener zu Gesicht. Die
Kinder bauen Hütten, spielen am Strand, gehen schwimmen. Als Sly aber einmal
aufs Festland reiste, fragte er: „Mama, gibt’s hier gar keine Kinder? Ich sehe
überhaupt niemanden draußen spielen.“ So blickt ein Inselkind auf die deutsche
Normalität im Jahr 2015.
In dieser begleiten die zum Schlagwort gewordenen Helikopter-Eltern ihren
Nachwuchs morgens bis ins Klassenzimmer und kutschieren ihn nachmittags zu
Freunden, in die Reithalle, zum Musikunterricht. Kaum etwas fällt ihnen schwerer,
als die Kinder allein rauszulassen, zu zweckfreiem Spielen, zum Stromern.
Untersuchungen zeigen, dass Kinder in Deutschland sich in den sechziger Jahren in
einem Radius von mehreren Kilometern frei bewegen konnten, heute kommen sie
allein kaum noch 500 Meter vom eigenen Zimmer weg.
Die Konsequenzen sieht Urs Kühne in seiner Zahnarzt-Praxis in HamburgBahrenfeld. Fragt man ihn nach seinen jungen Patienten, berichtet er von einer
Zunahme der „Frontzahnfrakturen“ infolge „unabgefangener Stürze“. Mit anderen
Worten: Die Kinder können nicht mehr richtig fallen. „Viele Kinder und Jugendliche
haben sensomotorische Defizite“, sagt Kühne. „Es fehlt einfach der Umgang mit
Balance, Kraft und Koordination.“
Genau das kann lernen und trainieren, wer draußen spielt und seine Grenzen
austesten darf. „Kinder müssen systematisch in bewältigbare Gefahrensituationen
gebracht werden. Dann nimmt das Unfallrisiko auch ab.“ So spitzt es Klaus Fischer
zu, der als Professor an der Universität Köln Bewegungserziehung lehrt. Doch statt
fallen zu dürfen, werden die Kinder ruhiggestellt. Längst wissen Forscher: Vom
körperlichen Reiz profitieren auch die kognitiven Fähigkeiten. Toben und
88
Umherstromern sind gut fürs Konzentrationsvermögen. Wer sich bewegt, lernt
besser.
Jedes Risiko zu vermeiden ist genau die falsche Strategie. Wie soll sich jemand in
der Welt zurechtfinden, wenn jede Gefahr von ihm ferngehalten wird? Wer heute
zwischen fünf und fünfzehn Jahren alt ist, wird einen Beruf ergreifen, wenn
Deutschlands Bevölkerung schrumpft. Die Kinder von heute werden dann die
Geschicke dieses Landes leiten: Sie sollen als Ärzte und Pfleger auf
Krankenstationen zusammenarbeiten, sie werden mit Problemen von Flüchtlingen
bis Klimawandel konfrontiert sein, sie müssen als Lehrer und Erzieher die
übernächste Generation prägen. Und dafür müssen Kinder ihre eigenen
Erfahrungen machen, Risiken eingehen, ihre Grenzen testen dürfen. Und sie
müssen lernen, mit anderen Menschen klarzukommen, ohne dass Mama oder Papa
danebenstehen.
© Katrin Hörnlein: „Wo ist das Abenteuerland?“ DIE ZEIT Nr 34/2015.
Speaking Task
Stellen Sie sich vor, Freunde von Ihnen haben eine zehnjährige Tochter. Sie haben
Angst, dass der Tochter draußen etwas passieren könnte. Deshalb verbieten sie ihr
generell, nach der Schule ohne Aufsicht der Eltern aus dem Haus zu gehen.
Nachdem Sie den Artikel gelesen haben, geben Sie den Freunden einen Rat.
TASK TWO
COMPETENCY 011 — Oral Expression Section
Question 2: Oral Presentation or Situation/Opinion
Directions: You will be asked to speak and give your opinion on a specific topic.
First, you will have 15 seconds to review the information provided. You will have
2 minutes to prepare your response before you are asked to speak. Then, you will
have 2 minutes to give your response. A tone will indicate when you should begin
speaking. You should respond as fully and as appropriately as possible.
Sample 2
Es ist unbestritten, dass Plastik die Umwelt belastet. Sollte man daher Plastiktüten
von Läden verbannen und nicht mehr an den Kassen in Supermärkten und anderen
Geschäften anbieten?

Äußern Sie Ihre Meinung und begründen Sie sie.

Nennen Sie konkrete Beispiele, die Ihre Meinung unterstützen.
89
TASK THREE
COMPETENCY 011 — Oral Expression Section
Question 3: Simulated Conversation
Directions: You will participate in a simulated conversation within a context. First,
you will have 30 seconds to read the outline of the conversation. The shaded lines
of the outline give you an idea of what you will hear during the conversation, while
the other lines give you an idea of what you will be expected to say. You will have
five turns to participate in the conversation. A tone will indicate when to begin
speaking. Each time it is your turn to speak, you will have 25 seconds to respond.
You should participate in the conversation as fully and as appropriately as possible.
Sample 3
Stellen Sie sich vor, Sie begegnen Ihrer Freundin Lena auf der Straße.
Lena
Sie
Lena
Sie
Lena
Sie
Lena
Sie
Lena
Sie
grüßt Sie und stellt eine Frage.
antworten.
macht einen Vorschlag.
nehmen den Vorschlag an und stellen Fragen.
antwortet und stellt eine Frage.
antworten.
erwähnt ein Problem.
äußern Ihre Meinung.
macht einen Vorschlag.
antworten und verabschieden sich.
The text below is a script that would be heard and not seen.
Woman
Hallo, schön, dich einmal zu sehen! Mensch, wo hast du die ganze Zeit
gesteckt?
TONE (25 seconds) TONE
Woman
Hey, ich wollte dich was fragen. Stell dir vor: Freunde von meinen
Eltern gehen im Herbst für drei Jahre nach Frankreich. Sie haben eine
tolle Vierraumwohnung mitten in der Altstadt, und während sie im
Ausland sind, wollen sie die vermieten, am liebsten an Bekannte. Da
habe ich gedacht: da könnte man eine tolle Dreier-Wohngemeinschaft
starten! Hättest du Lust, mit mir da einzuziehen?
90
Woman
Gute Frage. So genau weiß ich all die Details auch noch nicht. Aber
das mit der dritten Person müsste man zuallererst klären. Kennst du
zufällig jemanden, der in Frage kommt? Was ist dir denn an einem
Mitbewohner wichtig?
Woman
Ja, das sehe ich auch so. Es fällt mir aber gerade ein, dass die
Wohnung einen kleinen Nachteil hat: sie ist im fünften Stock, und es
gibt keinen Aufzug. Wir müssten also jeden Tag ganz schön Treppen
steigen. Wäre das ein Problem für dich?
Woman
Okay, gut zu wissen! Auf jeden Fall sollten wir uns alles ganz genau
überlegen, bevor wir hingehen und einen Vertrag unterzeichnen.
Vielleicht sollte ich einen Termin ausmachen, damit wir uns die
Wohnung zusammen mal genau anschauen können. Wann hättest du
Zeit?
91
Succeeding on Instructional Practices
Instructional Practices Constructed-Response Tasks
The LOTE–German test will include two tasks that require a constructed response
written in English that reflects your knowledge of instructional practices. The
instructional practices constructed-response scores will be combined with the other
constructed-response scores and the multiple-choice section scores to produce a
total test score.
For the instructional practices constructed-response section of the test, you will be
asked to write in English in ways outlined in the test. There will be two tasks in this
section. The total testing time for the instructional practices constructed-response
section is 35 minutes; therefore, you should manage your time so that you have
enough time to answer the two tasks within the allotted time. You will type your
response to each question. Your response must be written in English. In preparing
your responses to the questions, you may choose to prepare and organize your
thoughts on the scratch paper provided. However, you will only be scored on the
response that you type on the computer. You may not use any reference materials
during the test.
This section includes an explanation of how the instructional practices constructed
responses will be scored; sample questions appear in the next section.
92
Scoring Rubric for Foreign Language Pedagogy — Lesson Plan
Score
General
Description
3
High
A response at
this level
demonstrates
evidence of a
high degree of
competence in
response to the
assignment, but it
may have a few
minor errors.
2
MidHigh
A response at
this level
demonstrates
evidence of
competence in
response to the
assignment, but it
has minor errors.
1
MidLow
A response at
this level
demonstrates
evidence of
limited
competence in
response to the
assignment and it
has one or more
major errors.
0
Low
A response at
this level
demonstrates
evidence of
little or no
competence in
response to the
assignment and it
is obviously
flawed.
Score Descriptors
• Fully addresses and fully elaborates all categories
(vocabulary, materials, procedures and assessment)
• Demonstrates a high degree of content understanding and
all or almost all content information is accurate and well
developed
• All teaching techniques described are appropriate for age,
grade and proficiency level
• All materials and activities discussed are appropriate for
age, grade and proficiency level
• Assessment instrument described elicits appropriate
information on targeted learning objective
• Response is well organized and generally coherent
• Addresses all categories (vocabulary, materials,
procedures and assessment), but some points are not
fully elaborated
• Demonstrates a moderate degree of content understanding
and most content information is accurate
• Most teaching techniques described are appropriate for
• Most materials and activities discussed are appropriate for
• Assessment instrument described elicits moderate amount
of information related to learning objective
• Response is organized, but some parts are not fully
developed
• Addresses only some of the categories (vocabulary,
materials, procedures and assessment)
• Demonstrates a low degree of content understanding and
only some content information is accurate
• Some of the teaching techniques described are appropriate
for age, grade and proficiency level
• Some materials and activities discussed are appropriate for
• Assessment instrument elicits minimal information related
to learning objective
• Response is inadequately organized or not sequenced
correctly
• Addresses almost none of the categories (vocabulary,
materials, procedures and assessment)
• Demonstrates a poor understanding of content and content
information is inaccurate
• Teaching techniques described are not appropriate for age,
grade and proficiency level
• Materials are not connected to procedures and activities
are not appropriate for age, grade and proficiency level
• Assessment instrument is not described and/or the
instrument described does not relate to learning objective
93
Scoring Rubric for Foreign Language Pedagogy — Essay
Score
General Description
3
High
A response at this level
demonstrates evidence of
a high degree of
competence in response
to the assignment, but it
may have a few minor
errors.
2
MidHigh
competence in response
to the assignment, but it
has minor errors.
1
Mid-Low
limited competence in
response to the
assignment and it has one
or more major errors.
0
Low
little or no competence
in response to the
assignment and it is
obviously flawed.
Score Descriptors
• Fully addresses and completes the task
• Clearly demonstrates a high degree of
understanding of the content required by the
question
• All content information is accurate and well
developed
• All or almost all supporting details or examples
are appropriate and effective
coherent
• Addresses and completes the task
• Demonstrates a moderate degree of
understanding of the content required by the
question
• Most content information is accurate
• Most supporting details or examples are
appropriate and effective
fully developed
• Addresses and completes the task
• Demonstrates a low degree of understanding of
the content required by the question
• Some content information is accurate
• Some supporting details or examples are vague,
not well defined, not appropriate or not effective
• Response is inadequately organized or not
sequenced correctly
• Partially addresses and/or partially completes
the task
• Demonstrates a poor understanding of the
content required by the question
• Most content information is inaccurate
• Most supporting details or examples are
irrelevant, not effective or missing
94
Instructional Practices Constructed-Response
Practice Tasks
Preparing for the Instructional Practices Constructed-Response Tasks
Following are two sample instructional practices constructed-response tasks that
In preparing for the instructional practices constructed-response tasks, you may
wish to draft a response by reading the question, and planning, writing and revising
your response. The total testing time for this section is 35 minutes; you should
manage your time so that you have enough to answer both tasks within the allotted
time. Be sure to write in English. Also, because no reference materials will be
available during the test, it is recommended that you refrain from using a
dictionary, a thesaurus or textbooks while writing your practice responses.
General Directions for Responding to the Instructional Practices
Foreign Language Pedagogy: Instructional Practices
This section is intended to measure how well you can integrate and/or apply your
knowledge of foreign language pedagogy and theories when designing instructional
units. It is not a measure of foreign language proficiency; responses should be
written in English.
Question
1
2
Task
Lesson Plan
Opinion/Position Essay
For each type of question, you will be given specific directions. Although responses
should be written in English, the alternate character toolbar is provided in case you
need to include words in a foreign language.
You will have 35 minutes to answer the two questions. A clock at the top of the
screen will indicate how much time is remaining.
You can move to the next question by clicking Next. You can skip questions and go
back to them later as long as there is time remaining. If you want to return to
previous questions, click Back.
For later review, you can mark a question by clicking Mark, which will place a
check mark next to the question on the Review screen. Clicking Mark again will
remove the check mark. A question will remain marked until you unmark it, even if
you change the answer.
You can click Review at any time; the Review screen will show you which questions
you have answered and which you have not. The Marked column shows all
questions you have marked for review. From the Review screen, you may go
directly to any question.
95
You may now begin. Click Continue to go on.
Sample Instructional Practices Constructed-Response Tasks
Question 1: Lesson Plan
Directions: You will be given a scenario to design a lesson. Your response should
be written in English. It should be grade appropriate and should address the
objective given. Write your response in the space provided in the response
book.
Make
•
•
•
sure that you include the following information in your lesson:
Vocabulary you will include in the lesson
Materials you will use in the lesson
Detailed description of procedures and activities that will be part of the
lesson
• Informal or formal assessment or evaluation of students’ learning
Manage your time so that you allow enough time to plan, write and revise your
response. Typically, an effective response will contain a minimum of 200 words.
TASK ONE
Assume that you are teaching a second-year, high school foreign-language class.
Your students are from 14 to 16 years of age. Most students are in the intermediate
range, as described in the ACTFL Proficiency Guidelines. Design an instructional unit
on activities that students do after school. At the end of the unit, students will use
the target language to describe activities they do after school. Your unit will cover
three class periods of 50 minutes each.
School Grade:
Student Profile:
Proficiency Level:
Theme/Topic:
Objective:
Second year, high school
14–16 years of age
Intermediate range in the ACTFL Proficiency Guidelines
After-school activities
Students will use the target language to describe activities they
do after school.
3 class periods of 50 minutes each
Length of Unit:
Vocabulary:
Materials:
Procedures/Activities:
Assessment:
Make sure you include all the blank categories in your response.
96
Question 2: Opinion/Position Essay
Directions: Read the following question and write an essay in English on the topic
given. Write your response in English in the space provided.
Make sure that your essay includes reasons and/or examples to support your
opinion.
Manage your time so that you have enough time to plan, write and revise your
essay. Typically, an effective essay will contain a minimum of 150 words.
TASK TWO
The school district where you teach is considering possible topics for an upcoming
in-service training session. You have been selected as one of the presenters to
discuss ideas on the best approach to teaching vocabulary in the foreign-language
classroom. Write an essay explaining some of the best strategies for helping
students acquire new words and phrases in the target language.
97
Study Plan Sheet
STUDY PLAN
Content
covered
on test
How well do
I know the
content?
What
material do
I have for
studying
this
content?
What
material do
I need for
studying
this
content?
Where can
I find the
materials
I need?
Dates
planned for
study of
content
Date
Completed
98
Preparation Resources
The resources listed below may help you prepare for the TExES test in this field.
These preparation resources have been identified by content experts in the field to
provide up-to-date information that relates to the field in general. You may wish to
use current issues or editions to obtain information on specific topics for study
and review.
JOURNALS
Foreign Language Annals, American Council on the Teaching of Foreign Languages
(ACTFL).
The German Quarterly, American Association of Teachers of German (AATG).
Language Educator, American Council on the Teaching of Foreign Languages (ACTFL)
Die Unterrichtspraxis/Teaching German, American Association of Teachers of German
(AATG).
OTHER RESOURCES
Clementi, Donna and Terrill, Laura (2013). The Keys to Planning for Learning:
Effective Curriculum, Unit, and Lesson Design. Alexandria, Va.: ACTFL.
López-Burton, Norma and Minor, Denise (2014). On Being a Language Teacher. A
Personal and Practical Guide to Success. New Haven and London: Yale University
Press.
Omaggio Hadley, Alice. (2001). Teaching Language in Context, Third Edition. Boston,
Mass.: Heinle & Heinle.
Patrick, Paula (2007). The Keys to the Classroom. Alexandria, VA: ACTFL.
Sandrock, Paul (2010). The Keys to Assessing Language Performance: Teacher’s
Manual. Alexandria, VA: ACTFL.
Shrum, Judith and Glisan, Eileen (2010). Teacher’s Handbook: Contextualized
Language Instruction, Fourth Edition. Boston, Mass.: Heinle & Heinle.
ONLINE RESOURCES
American Association of Teachers of German (AATG) — www.aatg.org
ACTFL Proficiency Guidelines 2012 — http://www.actfl.org/publications/guidelinesand-manuals/actfl-proficiency-guidelines-2012
About.com: German Language — http://german.about.com/
Best German Websites — www.uni.edu/becker/German2.html
Center for Applied Linguistics (CAL) — www.cal.org
Der Spiegel — www.spiegel.de
Deutsche Welle — www.dw-world.de/dw/0,,265,00.html?id=265
99
Focus — www.focus.de
Frankfurter Allgemeine Zeitung — www.faz.net/s/homepage.html
Texas Education Agency (TEA) — www.tea.texas.gov
100

Languages Other Than English (LOTE) German

Transcription

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