Englisch Abi LK 2020 PDF

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Englisch Abi LK am 19.03.2020 Vorschlag A  Sprachmitteilungsaufgabe … bedeutet, dass die Kernaussage des deutschen Ausgangtextes in englischer Sprache wiedergegeben werden soll. Schritt 1: Die zentrale Aussage des Textes suchen Schritt 2: Zentrale Aussage in den „Umbrella Sentence“ integrieren. Umbrella Sentence informiert über den Inhalt und situativen Rahmen und Quellenangabe Schritt 3: Wichtigsten Punkte um die Kernaussage aus Schritt 1 arrangieren Schritt 4: Wichtig sind die Aussagen des Textes und seine innere Logik, keine Details. Verwendung von Konjunktionen ist wichtig

Vorschlag B Aufgabe 1 – Textzusammenfassung – Vorbereitung: Umbrella sentence: Author When was it published and where? Genre Excerpt? Theme Leitfragen …. Sachtexte Um welches Problem/Thema geht es? Was will der Autor oder die Autorin aussagen? Wie baut er oder sie die Argumentation auf? Welche weitergehende Stellungnahme wird in den Folgeaufgaben verlangt? … literarischen Texten Welche Situation treffen wir an? Wer sind die Hauptfiguren und wie verhalten sie sich? Welche Grundstimmung finden wir vor? Um welches Thema/Problem geht es? Wie ist der Text strukturiert? Für welche weitergehende Fragestellung werden Informationen benötigt?  Was ist zentral wichtig?  Was ist rein ausschmückendes Beiwerk?  Was könnte man erwähnen, muss es aber nicht? o Könnte ich den Text verstehen, wenn mir diese Information nicht zur Verfügung steht? Formale und sprachliche Gestaltung Textlänge: 1/3 des Ursprungstextes Präsens! Bezugsveränderung: yesterday  the day before; I  he or she; here  there Keine direkte Rede oder Zitate! Verwendung von Kürzungsmittel: 1

Allgemeinbegriffe: statt oranges, apples and bananas  fruits Konjunktionen Aufgabe 2 – Analyse – a) Analyse im engeren Sinne - Die Wortwahl (Register, Häufigkeit) - Den Satzbau (einfach oder komplex) - Stilmittel und Sprachfiguren  Inwiefern unterstützen sie die Textaussafe oder unterlaufen sie diese, z.B. in einer Satire oder Parodie? b) Verknüpfung der Textvorlage mit einem zusätzlich in der Aufgabe zur Verfügung gestellten Material (Statistik, Cartoon, Werbeplakat) - Statistik o Vorliegende Diagramm beschreiben - Cartoon o Beschreibung des Cartoons sowohl Personen und deren Text  Präsens o Erkennen des Problems im Cartoon und Bezug herstellen zur momentanen politischen oder gesellschaftlichen Situation o Entschlüsselung der verwendeten Symbole o Interpretation der Botschaft, gestützt auf den gesammelten Informationen  Erst jetzt in Bezug mit Text setzen  Ein und dasselbe Thema?  Gleiche Perspektive oder andere? - Werbeplakat o Beschreibung des Posters (Was sieht man? Wer wirbt mit dem Plakat? Wofür wird geworben?) o Beschreibung des Posters im Detail; am besten nach einem Schema und Texte in eigenen Wörtern wiedergeben o Herstellung einer Beziehung zwischen Text und Bild (Gibt es Widersprüche zwischen Bild und Text? Ergänzen sich beide Komponenten? Verstärken das Bild bzw. der Text die Eindrücke? c) Im Unterricht Gelesenem mit dem Text in Bezug setzen o Anknüpfungspunkte herstellen o Meist durch Aufgabe gesteuerter Verlauf o Inwiefern widersprechen oder ergänzen sich Gelerntes und Neues? Aufgabe 3 – Kommentar, Stellungnahme, Diskussion – 1) Persönliche Stellungnahme oder Kommentar o Eigene Meinung zu einem gegebenen Problem äußern o Problem emotional, auf eigene Erfahrungen und persönliche Wertvorstellungen begründen o Mehrere Hauptgründe auswählen, reflektieren und begründen o Einbettung der Problemstellung in einen größeren Kontext vornehmen 2) Diskussion o Möglichst viele Facetten eines Problems entfalten, analytisch durchdringen und eine Bewertung vornehmen o Grundlagen der Bewertung müssen offengelegt und reflektiert werden o Analytische Schärfe, weniger emotional und auf einzelne Bedürfnisse gebunden o Diskussionsergebnis kann anderes Ergebnis sein als Persönliche Stellungnahme o Anfang:  Stichwortsammlung schreiben  Stichworte, die zusammengehören bündeln und in eine sinnvolle Rheinfolge bringen

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IMMER DEN ADRESSATEN IM BLICK BEHALTEN Entscheiden, an welchen Stellen Beispiele eingefügt werden sollten

Linking Words Ordnende linking Words  Verwendung zum Ordnen von Argumenten oder Aussagen      

first, second, third in the first place next last finally and then

(erstens, zweitens, drittens) (erstens) (als Nächstes) (zuletzt) (schließlich) (und dann)

Linking words, die Informationen hinzufügen       

in addition additionally furthermore as well as also and besides

(außerdem) (zusätzlich) (des Weiteren) (ebenso wie) (auch) (und) (zudem)

Linking words, die einen Kontrast verdeutlichen         

but (aber) despite of (trotz) however (trotzdem, dennoch) although (obwohl) whereas (wohingegen, währenddessen) on the one hand ... on the other hand (auf der einen Seite ... auf der anderen Seite) on the contrary (im Gegenteil) in contrast to (im Gegensatz zu) while (während, hier aber nicht zeitlich gemeint!)

Linking words, die etwas betonen      

undoubtedly indeed obviously in fact clearly especially

(zweifellos) (in der Tat) (offensichtlich) (tatsächlich) (eindeutig) (besonders)

Linking words, die Beispiele angeben      

for example for instance such as including that is namely

(zum Beispiel) (beispielsweise) (wie zum Beispiel) (dazu gehören) (das heißt) (nämlich/und zwar)

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Linking words, die Schlussfolgern         

thus so generally speaking therefore consequently for that reason in summary in conclusion as a result

(daher, demnach) (also) (im Allgemeinen) (deshalb, deswegen) (folglich) (aus diesem Grund) (zusammenfassend) (schließlich) (demzufolge)

Linking words, die einen Grund angeben    

as (weil)  They walked home from school as they missed the bus. since (da)  She did her homework in the evening since she had met her friends in the afternoon. because (weil)  She woke up because the doorbell rang. because of (wegen)  Because of the loud noises she can't concentrate.

Linking words, um etwas miteinander zu vergleichen     

like just as compared to just like similar to

(wie) (genauso wie) (im Vergleich zu) (genau/so wie) (ähnlich wie)

Writing an Essay Both sides of the argument is considered Structure: - a general introduction - positive aspects - negative aspects - conclusion, summarizing opinion Writing an Article Structure: -

interesting title in order to attract reader’s attention opening sentence relevant to title a lively informal style throughout the article direct questions and statements addressed to the reader informal linking devices a closing comment

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QI To kill a Mockingbird „Scout is used by Harper Lee to demonstrate how societal expectations of feminine behaviour are pushed upon girls right from a young age.”  Scout doesn’t confirm gender roles  First day at school, she has to wear a dress but feels very uncomfortable and doesn’t like it, usually she wears overalls, like her brother Desiree’s Baby by Kate Chopin (1893) Summary: Desiree is adopted by a white married couple who owns a plantation. The couple doesn’t know her ancestry, so it’s not clear whether she is really 100% white. When she is married with her husband and her get a child, it get’s clear, that Desiree can’t be completely white as their baby is black. Her husband abandons her and their child because he is white and it’s a huge conflict to have a mixed child. Themes: Racism -

The name of the husband’s family is tarnished because of the mixed child It’s not accepted to marry a woman who is not the same race

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Desiree’s adoptive parents don’t care where Desiree is from, they love her as it is their own child even though they assume she is from Texas. Therefore, she wouldn’t be white, and they accept the baby although it is mixed race. Desiree’s husband doesn’t accept her origin

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Desiree first denies that she is anything than white

Kinship:

Denial

Feminism -

Desiree stands up for her love, her origin, her baby although that’s not typically for that time

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Angelina Sandoval by Richard Vasquez (published 1970 plays before and during the 2nd World War) Summary: (The family have their origin in Mexico and have immigrated to America three generations before Angelina Sandoval was born. She is the second generation which was born in America.) Angelina is the eldest offspring, her parents were disappointed, that their first born was a girl. The second born child was a boy and therefore was the second in command of the family. He would be included in decisions like building, moving or any plans. If the family only could afford one education, it would be for the first-born son. Angelina learned at school that the rest of the world didn’t feel the same as Angelina’s parents about the first-born child. She learned that his brother was very selfish. Father is disappointed, that Angelina is bright and her brother, Gregorio (oldest son), was dark. In America it is better to have a light skin. Angelina had to leave school at the age of 16 in order to help the family to finance Gregorio’s education. Their father started a shop with Gregorio. All the effort was put into Gregorio in order to become a successful businessman. In 1941, all men older than 18 had to register for the draft. Only a few weeks after registering, the three Sandoval boys were called up for military services. During the war, the boys came home several times and were changing. The father of the family already bought a new machine for Gregorio when he comes back. But one day they got a death note, that Gregorio has fallen in the war. The second born boy suggested that he could take over the business, maybe not as good as Gregorio, but he would do his best. But their father was against that, he put all his hopes into Gregorio and now the hopes dissolved. He (father) would rather give the shop away than let any of his other boys take Gregorio’s place. Angelina decides to leave the family’s farm. She is annoyed that she is 23 years old and didn’t even have one real date because Gregorio and their father first would interview the man. Angelina wants to work in the city and still would be able to support her parents. Her brother thinks it’s not a proper way of life for a girl, if she lives in the city. Another brother supports Angelina’s point and view and feels the same way, especially since he is in the Army. When Angelina announces to her parents, that she will go away, her father thinks that this would have never happened in Mexico and the only reason she wants to leave is, that the Americans hat a bad impact on her. Chinese Talk by John Steinbeck (plays in the late 1890’s) A Chinese man, Lee, talks to his Irish neighbour, Samuel, who wonders that all Chinese people talk pidginEnglish instead of proper English as they live in America. Lee first also talks in Pidgin-English and later switches in proper English and explains, that everyone expects Chinese people to talk in Pidgin, that’s why Americans don’t understand Chinese people if they talk proper English. Most people can’t separate their observations and their preconceptions. That’s the reason why Americans don’t understand Chinese people talking proper English. Lee also explains that he never got completely integrated in America, he always stays the Chinese man and never get mixed up. Samuel feels quite integrated and can’t understand Lee’s point of view and askes why Lee is not going back to China. But in China he is seen as a foreign devil, as he is too American for China. Lee feels less foreign in America than in China. Samuel also explains that there are some clichés about Irish people as well, everyone always comes to him in order to laugh as it is known, that Irish people are happy and full of jokes. They will tell you jokes even though deep inside they are dark but as it is expected they tell jokes.

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Waverly Jong: Rules of the Game by Amy Tan (published 1989/90 and plays in the 1950s) Waverly Jong lives with her mother in San Francisco’s Chinatown like most Chinese children. In Chinatown there are many Chinese shops and tourists visit this area. American boy says in school that Chinese people do Chinese torture. (Chinese torture = Chinesische Foltermethode) Waverly’s mother is angry when she asks her what it means and says that Americans are lazy and Chinese people do business, do medicine, do painting and the best torture. The Chinese in Chinatown were poor, for Christmas they met in church and the children get presents which were donated. Waverly’s brother got a chess set. Their mother wanted them to throw it away, but they kept it. Waverly started to study each chess piece and tried to absorb the power each contained. She started to play chess very often and got better and better and not only against her brothers but also against men on the street. Soon she started to play local tournaments and as she becomes more and more successful, she plays tournaments which are further away from Chinatown and soon national tournaments were played. By her 9th birthday she was a national chess champion. An American world chess champion said a woman would never win the world chess championship. Waverly does not have to do any chores at home anymore as the whole family was so focused on Waverly becoming a world champion. Her brothers had to do all the chores  gender role changed  American Dream for Waverly Jong but so much pressure on her that she runs away and kind of turns in a nightmare Saturday Afternoon by Erskin Caldwell (1931) – Racism and violence – The short story “Saturday Afternoon” by Erskine Caldwell is structured around a single event plot— the killing of an African-American named Will Maxie by men in a small American town. The narrative is organized according to classical plot elements (exposition, rising action, climax, falling action and resolution), but what strikes about its structure is the detached tone which makes both the rising action and the climax seem less tensed, as if the killing of a man was the most ordinary thing in the world to do on a Saturday afternoon. Tom Denny is one of the main characters in the short story. He works in a butcher shop together with Jim Baxter. It is mentioned that Will Maxie earned more money than Tom and Jim with selling people meat. It is told that Will talked to a white women which is the trigger for the murder. In addition, a collective2 character of white men is used to display the racist thoughts and the violent attitudes. The white men sell and drink Coca-Cola and homemade whisky during the time they are actual torturing and killing Will, as if they were gathered to some entertainment show. After Will was killed Tom and Jim get back to town in order to do their weekly trading - to sell people meat for Sunday lunch. The main theme of “Saturday Afternoon” is that of indifference to violence. A side theme of the narrative is that of racism. Through this account, the author tries to show the dangers of violence becoming something common and how indifferent violence can lead to as much cruelty as purposefully violence. Racism comes apparent in the short story by using all types of racist names such as “gingerbread nigger” or “yellow-face coon”.

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QII Buying a house by Joan Riley (1987) – Minorities in Great Britain – Following an advertisement, Adella Johnson and her husband Stanton, immigrants from Jamaica, look at a house on Eldridge Road in Brixton. They were determined to build a better life for the children. The estateagent told them a very high price for the house. When Mrs Johnson wanted to see another house, she was told that this is not possible because they were already sold. She knew that the agent was lying. Since she asked persistently, he told her the real reason: some people do not sell houses to everyone. She wanted to pressure the agent to say that the reason is she's black. Her husband didn't help her and said the agent was just doing his job. The agent still wanted to sell her the house, even though it was very run-down. She realized she had no choice. She could not return to Jamaica. Either they buy this house, or they don't buy any other house. The story ends openly, and the reader can only guess that they finally bought the house.

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QIII Apartheid (ca. 1940-1994) At the end of the Second World War, the white population began to expand the structures of apartheid through a two-tier system of law. (Apartheid = racist population segregation) This form of politics led to: 1. A spatial separation of the European and native population 2. The exploitation and deprivation of rights of the non-white population 3. The oppression of the coloured population 4. The settlement of Africans in specially designated areas While the economic boom came in 1960, only the white people benefited from it and became more and more rich, while the poverty among the blacks increased. (Mit Ende des zweiten Weltkriegs begann die weiße Bevölkerung durch ein Zweiklassenrecht die Strukturen der Apartheid auszubauen. (Apartheid = rassistische Bevölkerungstrennung) Diese Form der Politik führte zu: 1. eine räumliche Trennung von europäischer und einheimischer Bevölkerung 2. der Ausbeutung und Entrechtung der nicht-weißen Bevölkerung 3. der Unterdrückung der farbigen Bevölkerung 4. der Ansiedlung von Afrikanern in gesondert ausgewiesene Gebiete Während 1960 der wirtschaftliche Aufschwung kam, profitierten hauptsächlich nur die weißen davon und wurden immer reicher, während die Armut unter den Schwarzen zunimmt.)

Mother to Mother by Sindiwe Magona “Wie kann man das Unrecht erzählen, dass durch das Apartheidtssystem in Südafrika unzähligen schwarzen Menschen angetan wurde? Naja, zum Beispiel so wie dieses Buch es tut: am Beispiel einer Frau die ihr leben lang für sich und ihre Kinder kämpft aber letztlich machtlos ist gegenüber dem Druck der Ungerechtigkeit und der Gewalt die ihrerseits mörderische Gewalt erzeugt. How can we tell the injustice that the apartheid system in South Africa has done to countless black people? Well, for example, as this book does: the example of a woman who fights for herself and her child ren all her life but is ultimately powerless against the pressure of injustice and the violence that in turn ge nerates murderous violence. The Park by James Matthews (1962) – Apartheid in South Africa – The story is written in the perspective of a South African boy. He is in the park at a playground and a white boy uses the same swing as the one for the blacks and the attendant told the white boy to get off. The black boy explains to the white boy that the council says that blacks are not allowed to use the swings of the whites. And this swing is for blacks so whites should use their own swings.  physical segregation between whites and blacks An attendant watchs that blacks stay out of the park (follow the rules) and the white girls and boys don’t get injured. The nurses wear a uniform as they are black and usually not allowed to be at white’s playground. Only when they wear the uniform they are allowed to stay there. The playground for the blacks is at the other side of the city.

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The black boy goes to the playground in the night, when everyone is gone. Attendant sees him and threaten him with the police, and they must do terrible things to blacks if they don’t follow the rules as the boy gets very afraid. Once Upon a Time by Nadine Gordimer (takes place during the apartheid) The short story starts with a frame story where the narrator gets told to write a story for children, but she does not to anything just because she should. In order to calm herself down from the rear of a burglar, she tells herself a bedtime story: A family lives in a suburb where coloured people are not allowed to enter. As more criminal acts take place in the city, the family tries to protect themse...