A b i t u r p r ü f... ENGLISCH Nicht für den Prüfling bestimmt

Abiturprüfung 2011
Hinweise zur Korrektur und Bewertung
der Abiturprüfungsarbeiten in
Nicht für den Prüfling bestimmt
Die Lösungsvorschläge umreißen den Erwartungshorizont. Entscheidungen
bezüglich Umfang und Schwerpunktsetzung der zu erwartenden Antworten
obliegen dem jeweiligen Korrektor.
Für die Berechnung der Gesamtleistung in der schriftlichen Abiturprüfung in den
modernen Fremdsprachen sind die folgenden Leistungen zu berücksichtigen:
max. 30 BE aus dem dezentralen mündlichen Prüfungsteil
max. 20 BE aus dem zentralen Prüfungsteil Hörverstehen
max. 130 BE aus dem zentralen Prüfungsteil Textaufgabe
Für die Umrechnung der Bewertungseinheiten der Gesamtleistung in Noten bzw.
Notenpunkte ist folgende Tabelle zugrunde zu legen:
180 – 171
170 – 162
161 – 153
152 – 144
143 – 135
134 – 126
125 – 120
119 – 114
113 – 108
107 – 102
101 – 96
95 – 90
89 – 79
78 – 69
68 – 59
58 – 0
Abiturprüfung 2011
A. Listening comprehension
Allgemeine Korrekturhinweise:
Rechtschreib- und Grammatikfehler werden nur geahndet, sofern sie
sinnentstellend sind.
Alternative Lösungen sind zulässig, solange diese der Aussage des Hörtexts
entsprechen. Ausnahmen sind Aufgaben, bei denen im Rahmen des Zitats
einer Hörpassage mit Lücken die Wiedergabe ganz bestimmter Wörter bzw.
Ausdrücke gefordert ist. Diese sind mit einem Stern (*) gekennzeichnet.
Bei frei zu formulierenden Antworten sind selbstverständlich auch wörtliche
Übernahmen aus dem Hörtext sowie stichpunktartige Lösungen zu
1. What were race relations like in 1968? Do not tick more than ___ / 2
two options.
 Separate education was still lawful.
 The first state to ban segregation was California.
 Blacks had achieved a certain degree of equality.
 Blacks had legal access to all public places.
2. Which sentence is true about Steve Binder? Do not tick more ___ / 1
than one option.
 He recruits promising young artists.
 He gets black and white singers together in an anti-racist
 He produces a TV show.
 He owns a studio in California.
3. How does Harry Belafonte react to Steve Binder’s offer to work ___ / 3
with Petula Clark? Do not tick more than three options.
 Belafonte immediately accepts the offer and confirms it in a second
phone call.
 At first Belafonte is sceptical, but Binder wins him over during a
second phone call.
 Belafonte at first declines the offer, but changes his mind later.
 Eventually, Belafonte accepts the offer as he needs the publicity.
 Belafonte knows Petula Clark‟s hit song and would like to work with
 Belafonte finally accepts the offer because he thinks Petula Clark is
Abiturprüfung 2011
4. Fill in the missing words.*
___ / 3
Presenter: “They agreed that Petula and Harry should sing a duet, an
anti-war song that Petula had composed herself, called „Path(s) of
Glory‟ […] The special was being recorded in advance in a studio.“
5. Which drawing represents the situation best? Do not tick more ___ / 1
than one option.
6. Gapped summary: Complete the text.
___ / 2
According to Harry Belafonte, the incident was so momentous because
a white woman had touched a black man. This seriously undermined
racist thinking because many acts of discrimination had been justified
by the idea that white womanhood had to be protected.
7. What was the sponsor’s reaction? What did he demand?
___ / 2
was angry/outraged
demanded that the shot be cut / wanted the show not to be
8. Are these statements true or false?
___ / 4
Photos taken of “The Touch” were sent to popular 
American magazines.
Claude is Petula Clark‟s husband.
The tape editor felt uneasy.
American television aired the production on April 29th, 
9. How did the public react to the show according to Steve ___ / 1
Binder? Do not tick more than one option.
They had expected more.
They were outraged.
They found it touching.
They were crazy about it.
Abiturprüfung 2011
10. Which of the following titles is most appropriate for this radio ___ / 1
programme? Do not tick more than one option.
 The power of music
 A historic performance
 The end of racial discrimination
 A romance begins
__ / 20
Abiturprüfung 2011
Textaufgabe I
Textaufgabe I
B. Questions on the text
1. Describe how recent developments in entertainment technology have
affected family life. Refer to lines 15-35.
the immense choice and constant availability of entertainment systems have a
detrimental effect on family life; the traditional image of the family gathering
around the TV is gone and there is no true communication in the family any
more, as
children, especially, have trouble focusing on the family as they are busy
multi-tasking with various electronic devices and communicating in
different social networks with several partners simultaneously
teenagers often shut themselves off from oral communication by wearing
the individual family members even watch TV separately in different rooms
2. Outline the psychological, biological and moral consequences of
living in a world of unlimited choice and excessive media
a considerable amount of energy is wasted on the act of choosing
the more choice, the less the individual will be able to appreciate and enjoy
one option; there is no time to digest information and ponder about a
certain issue “before […] rattling on to the next question” (l. 48)
psychologists claim that children’s media multi-tasking and the fact that TV
demands “ever-faster shifts of attention” (l. 38) harm the development of
brain cells that regulate attention span
an increasing number of children even suffer from Attention Deficit
in general, people become restless and their attention span is shortened
people’s perception changes, which may eventually affect their moral
attitude; people are so busy using their electronic devices and so
immersed in their own world that they are no longer aware of what is going
on around them; they might even fail to notice that someone needs help
Abiturprüfung 2011
Textaufgabe I
3. What is the writer’s attitude to infinite choice? Analyse three
examples of how she uses language and style to get her view across.
The writer adopts a predominantly critical attitude towards a society of infinite
options. Only once does she concede that choice can also be regarded as a
blessing, which “it is preposterous to complain about” (l. 27).
She addresses the reader directly and uses numerous rhetorical devices to
make him aware of the drawbacks of excessive choice and to create a
humorous tone which is likely to make the reader more susceptible to her
criticism and warnings:
parallelism and anaphora (“a time when coffee …, when women …, when
there …”, ll. 1 ff.): underlines how simple and relaxed life was in the past, in
contrast to the present when people are spoilt for choice
parallelism and contrast (“We have more options, but less time ... . We can
discover … but have no chance to reflect …”, ll. 45 ff.): emphasises that
people hardly benefit from innumerable alternatives
enumeration and exaggeration (cf. ll. 12-14): humorous description of the
ridiculously large number of options in some areas
enumeration (“texting … playing … adjusting … glancing …”; “options in
music, conversational partners, games …”, ll. 22 ff.): mirrors the
restlessness of teenagers who simultaneously use different devices for
different purposes
graphic descriptions (“the remote control … clutched tightly in your hot
hand”, l. 18) and metaphors (“in an electronic bubble of tailor-made
entertainment options”, ll. 50/51; “ears … flooded with Bach or Björk …
eyes glued to a hand-held computer”, ll. 52/53): vividly and humorously
illustrate how absorbed people are in their entertainment devices
extended metaphor in the concluding paragraph (“children … suddenly
propelled into a vast sweet shop …”, ll. 60 ff.): underlines how attractive
and tempting a wide choice might appear, but at the same time stresses
that not all the options are of equal quality; finally it reminds people to
choose responsibly (“to navigate it wisely”, ll. 62/63)
individual solutions
Abiturprüfung 2011
Textaufgabe I
2. Folgende inhaltliche Punkte sollten in der Schülerarbeit enthalten sein:
Heinz Rudolf Kunze’s project:
his version of Shakespeare's Twelfth Night is a musical-like re-telling of the
original story, not a translation
the play was chosen because it is a comedy with a timeless subject (love)
he tries to capture the original spirit of the Elizabethan popular theatre by
introducing a modern language and updating the puns and jokes
Heinz Rudolf Kunze’s aims:
he wants to make Shakespeare accessible and enjoyable for a large
number of people (all age groups, all educational backgrounds)
he hopes to draw people into the theatre who are usually rather reluctant to
expose themselves to “high culture” and broaden their horizon that way
Abiturprüfung 2011
Textaufgabe II
Textaufgabe II
B. Questions on the text
1. Describe Jimmy and Monica’s dilemma as shown in ll. 1-41. Sum up
briefly their attempts to solve their problem.
Jimmy and Monica are in a financial predicament and cannot afford to
send their son Toby to a private school any longer
they are sitting in front of the computer, browsing through websites of
church and state schools and looking for an alternative to Toby’s old
they find two schools they approve of: a Church of England school, which
is their first choice, and a state school which is nearby and has a good
reputation; they decide to apply to both schools
when their application is rejected as the two schools are full and Toby is
sent to a school they do not like, Monica tries to contact the authorities,
writes letters to politicians etc., but to no avail
2. Outline the characteristics of the different schools mentioned in the
text. What do Jimmy and Monica’s reactions show about their
preconception of education in Britain?
schools mentioned in the text:
public schools such as Abbey Hall or St. Hilda’s
o are fee-paying
o are single-sex
o offer excellent education
o have small classes and large facilities
o and cater for the upper/middle classes
the Church of England school Jimmy and Monica want to apply to
o offers free tuition
o is coeducational
o offers a wide range of extracurricular activities and pedagogical
o relies on the active participation of parents
the state school they would prefer after the church school seems to offer
comparable standards and also caters for the middle classes
Abiturprüfung 2011
Textaufgabe II
all in all, these tuition-free schools offer a solid education, especially for
ambitious parents who cannot afford to send their children to expensive
private schools
Caterham Road is a tuition-free school, too, but it does not have a good
reputation; it is quite old and is mainly attended by working class and
immigrant children
the upper and middle classes seem to shun these ghetto schools which
are said to produce yobs, drug dealers, bullies and criminals
Monica and Jimmy’s reactions indicate that the best education you can get in
Britain is private and that those who can afford private education would not
even consider sending their children to a state school because state schools
have a very negative reputation; hence, Monica and Jimmy are very surprised
to learn that there are schools which offer good education for free.
3. Characterise Monica and Jimmy and examine their relationship.
a caring mother who wants the very best for her children and considers her
son “more-special-than-the-rest” (l. 51)
not very consistent
o as she has no other choice she pretends that the state system is
good, to some extent even better than the private system (cf. ll. 10;
o she appreciates the “inclusively multicultural” (l. 8) character of the
Church school, but objects to Caterham because there are “children
of newly arrived immigrants” (l. 36)
o believes that she can persuade the education authority to place her
son in a good school
o is convinced that home-schooling would be better for her son than
Caterham Road
emotional, hysterical, tends to overreact and exaggerate
does not give in easily
more concerned about money: he is the one who repeatedly mentions that
everything the C of E school offers is free
Abiturprüfung 2011
Textaufgabe II
frustrated that he is broke and has too much time on his hands because he
has lost his job (cf. ll. 16; 53)
o does not believe that Caterham Road or any other school will “turn
[his son] into a crack dealer” (l. 23)
o is well aware that his son is a normal child who will somehow make
his way at Caterham Road
they both care about their children’s education and discuss the different
Monica plays a slightly domineering role: she is the one who takes action
as soon as they learn that Toby will be sent to Caterham Road
normally, Jimmy seems to let her decide, but this time – “[u]nusually for
Jimmy” (l. 56) – he asserts himself
all in all, the two characters complement each other and Jimmy manages
to curb Monica’s hysteria