Englisch Abitur PDF

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Englisch Abitur...

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ANFORDERUNGSBEREICH 1 Operator: Describe (Beschreiben) ➔ “give a detailed account of something” ● Keine Deutung oder Interpretation ● Präsens als Grundtempus ● Adjektive

Connectives Textbeschreibung ● In the excerpt/ text… ● Additionally… ● X thinks that… ● At the beginning… ● Next, he/ she points out… ● He/ She also suggests, observes, argues, claims, reports that… ● Finally.../ eventually… ● When.../ Since.../ As… ● Again/ Once again… ● At this point… ● Another key point… ● Along with...

Bildbeschreibung ● The picture/ carton/ graph shows… ● In the picture I can see… ● There is/ There are… ● There is not a.../ There are not any… ● At the bottom/ At the top of the picture… ● On the left/ right of the picture… ● Next to ● In front of ● Behind ● Near ● On top of ● Under

Operator: Outline (Umriss) ➔ “give the main features or general principles of a text/ topic omitting minor details” ● Keine persönliche Wertung ● Keine Zitate ● Präsens als Grundtempus Connectives ● ● ● ● ● ● ● ● ● ●

In the excerpt/ text from… X describes… In the course of the speech… Furthermore, … The author addresses the question of why… The author first… Next, he/ she points out… He/ She also suggests, observes, argues, claims, reports that… Then he/ she describes, shows, underlines… Finally, .../ Eventually, …

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As the speech begins, … Since.../ As… After… Before… Soon afterwards… As soon as… Once again… At this point… Another key point… Along with… In addition, … Next, ...

Operator: State (Darlegen) ➔ “specify clearly” ● Keine Zitate oder Zusatzinformationen ● Keine eigene Meinung ● Präsens als Grundtempus Connectives Introduction ● The text XY written by.... ● In the text given ● The film/ novel/ short story/ drama is about ● The reader/ viewer gets to know… ● The excerpt taken from... Main part ● Firstly/ Primary… ● In the first chapter/ paragraph… ● n the following scene… ● Another aspect… ● Moreover, … ● Next, …

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In addition, … According to the author, … This leads to...

Conclusion ● In the end… ● At last… ● To sum up… ● Regarding all aspects… ● Finally, … ● All in all, … ● To conclude, it can be said that… ● Regarding all arguments, the author draws the conclusion...

Operator: Summarise (Zusammenfassen) ➔ “give a concise account of the main points” ● Who? What? When? Where? Why? ● Aufbau entspricht Struktur des Ausgangstextes ● Keine Zitate, persönliche Wertung, zusätzliche Informationen ● Präsens als Grundtempus

ANFORDERUNGSBEREICH 2 Operator: Analyse/ Examine (Analysieren, Überprüfen) ➔ “describe and explore in detail certain aspects and/ or features of the text and how they are presented” ● Zentrale Thematik und Gesamtwirkung ● Sprachverwendung und beabsichtigte Wirkung → sprachlich-rhetorische Besonderheiten ● Sachlich und objektiv ● Keine eigene Meinung ● Sprachlich distanzieren ● Zitate kennzeichnen ● Präsens als Grundtempus Connectives Überblick über den Aufbau des eigenen Textes: ● Analysing..., it can be seen that/ it can be said that/ it seems/ it is noticeable… ● The aim of the analysis is… ● In order to link...with..., the background to... will be briefly outlined ● The first part of the analysis will examine… ● The second part of the analysis will consider/ focus on… ● The final level of the analysis consist of... Die Einstellung des Autors analysieren/ untersuchen: ● The author/ speaker… ● The author puts forward the idea of… ● In the author’s view… ● According to the author’s perspective… ● The author argues/ claims/ states… ● The author emphasises/ demand for/ addresses the issue of… ● The author doubt the evidence for.../ that… ● The author questions the facts about.../ claims that.../ criticises the attitude of… ● The author ridicules the idea ● The author gives a prejudiced/ one-sided picture/ view of… ● The author warns of a development that could/ might…

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Having a critical/ objective/ sceptical view of..., the author… ● Show a/ an approving/ positive/ disapproving/ negative attitude Den Sprachgebrauch analysieren/ untersuchen: ● The given text is subdivided into three parts... ● The author makes use of colloquial/ informal/ formal language. ● The author’s use of words and expressions like... and...shows… ● The author’s attitude to...is expressed by his/ her use of language like… ● The author’s use of stylistic devices such as...and...emphasises that. ● When employing..., the author stresses/ emphasises/ highlights/ underlines the fact that… ● His/ her choice of words reveals.../ makes obvious/ clearly shows... Textbezüge herstellen: ● This shows that… ● A clear example of ...is… ● For example, the author’s use of enumeration… ● Evidence for...can be found when the author claims/ argues/… ● To illustrate.../ X is illustrated by… ● For instance… ● Another relevant language device is… ● The most striking stylistic device… ● By using/ repeating…

Operator: Compare (Vergleichen) ➔ “show similarities and differences” ● Beispiele geben ● Zitate kennzeichnen ● Präsens als Grundtempus Connectives ● ● ● ● ● ● ● ● ● ● ● ●

Equally important Identically As well as Similarly Additionally Such as For example For instance Another key point Given these key points For the most part Opposite to First, second

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among amid to point out both...and either...or neither...nor in essence while with attention to on the other hand by and large on the whole generally speaking all things considered especially specifically

Operator: Explain (Erkläre) ➔ “show causes and effects in a given context ● Detailliert ● Zusammenhänge und Hintergründe ● Sinnvoll und logisch strukturieren ● Zitate und Textverweise ● Keine eigene Meinung oder Zusatzinformationen ● Präsens als Grundtempus Connectives ● ● ● ● ● ● ●

Although… As a result... Because… By... Consequently... Despite… Due to… Otherwise... Since… So... Therefore...

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Though... Thus... Unless… For that reason... Yet... In case... Until... In order...

Operator: Contrast (Vergleiche) ➔ “emphasise the differences between two or more things” ● Nur Unterschiede ● Sachlich präzise und strukturiert ● Zitate kennzeichnen ● Präsens als Grundtempus ● In general ● For this reason Connectives ● As much as ● in particular ● In the first place First, second, third ● in detail ● Like ● further last ● Moreover ● while ● As well as ● unlike ● In contrast ● In this case ● With attention to ● Especially ● Significantly

ANFORDERUNGSBEREICH 3 Operator: Comment (Kommentieren) ➔ “state clearly your opinions on the topic in question and support your views with evidence ● Interessanter Einleitungssatz ● Zum vorliegenden Thema Position beziehen, um eigene Meinung zu begründe ● Zitate und Beispiele als Beweis für These ● Fachwissen nutzen Connectives

Operator: Discuss (Diskutier) ➔ “investigate by argument; give reasons for and against” ● Sachliche Argumente ● Zuerst Position aufstellen, die ich nicht vertrete ● Schluss: eigene Meinung im Fazit ● Zitate und Beispiele → Beweis für These ● Fachwissen ● Präsens als Grundtempus Connectives ● ● ● ● ● ● ● ● ● ●

On the one hand… On the other hand… Many people would argue that… Some people believe that… Experts believe… While there are clearly many reasons to… To support this argument, one can come up with different examples… The arguments mentioned above lead to… Considering all the arguments that speak for and against… Another argument that also derives from the thought above is that…

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Consequently… Others believe that… There is evidence to believe that… Nobody can deny… Another reason... I am of the opinion that… The question arises whether… To name just one example, …

Operator: Justify (Begründung) ➔ “present reasons for decisions, positions or conclusions” ● Gründe, die eine bestimmte Meinung einer These unterstützen oder ablehnen ● Bezug auf Ausgangstext und Fachwissen ● Meinung muss explizit zum Ausdruck kommen ● Beispiele ● Begründung stichhaltig und logisch und im Kontext des Themas angesiedelt ● Präsens als Grundtempus Connectives

Operator: Assess/ Evaluate (Beurteilen) ➔ “consider in a balanced way points for and against something” ● Ausgewogene Pro- und Kontra Argumente ● Beispiele und Zitate ● Fachwissen ● Eigene Meinung ● Klar und präzise ● Präsens als Grundtempus Connectives

Operatoren

Rhetorical devices

Useful Phrases

Kazuo Ishiguro, Never Let Me Go Characters Kathy ● 31 years old, works as a "carer," very good at her job, the novel follows her life story, is empathetic, mild-mannered and passive Ruth ● Kathy's best friend from childhood, selfish and pathological lying, goes out with Tommy, but eventually feels badly about keeping him away from Kathy, later in life, she tries to make amends Tommy ● Another one of Kathy's classmates at Hailsham, as a boy, he is ostracized by the other students because of his short temper and immaturity, as an adult he is kind-hearted, enthusiastic, and painfully naive, involved in a love triangle with Kathy and Ruth Life as a Hailsham clone ● ● ● ● ● ●

Coming into the world clone-style not born but created in a lab Spending 16 years at the boarding school Hailsham Living in cottages with students from other schools for 2 years Working as a carer for donors (2-12 years) Getting a notice that they have to start donating their organs Donating organs 4 times (4 different operations at 4 different centres)

Artwork at Hailsham ● ●

They wanted to see if the students had souls They wanted to show the world that the children are really human

Miss Emily’s attitude towards the students at Hailsham ●

She had to fool them and lie to them to protect them

The love triangle ● ● ● ● ● ● ● ● ●

Kathy plans to have sex with Harry because she wants to try it out with someone who has done it before, someone who doesn't gossip about it She's waiting because shes scared that the first time will hurt But then Tommy and Ruth split up and it all get confused Kathy maybe is in love with Tommy and she could be his next girlfriend Ruth wants to get back together with Tommy and asks Kathy to help her, and Kathy is willing to help Tommy and Ruth are a couple again Ruth tells Kathy that she is sorry that she had kept Kathy and Tommy apart from each other all the time although she knew that they were really in love Now she wants them to be together and asks for a deferral She gives Tommy the address of Madame Tommy says that they can't stay together forever although they have loved each other all their lives

Edgar Allan Poe, “The Tell-Tale Heart” ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

The story starts with an unnamed narrator trying to convince the readers that he is a normal person Afterwards he narrates a story to prove himself sane The narrator tells that he lives with an old man and that he loves the old man because the old man has never done anything wrong to him, but he feels irritated with the eyes of the old man The narrator thinks that the old man has a “vulture-eye” The narrator gets into a sort insecurity because of the eyes of old man and it’s causing him pain For seven nights, at midnight, the unknown narrator enters the room of the old man trying to kill him but he couldn’t accomplish his deed Every night he goes into his room with a very dim ray of light just to see his eyes or comforting himself that the old man is not going to cause him any trouble On the eighth night he again intrudes into the old man’s room while entering a sound is produced which awakens the old man For one long hour, the narrator sits quietly in old man’s room During this one hour, the old man tries to comfort himself that nobody has entered in his room When the narrator gets assured that the old man is sitting silent he kills him The old man utters a loud shriek of pain and dies, because the narrator killed him with to old men’s own bed After the killing he dismembers the body into pieces and buries the pieces under the floor Meanwhile, the neighbors have heard the shriek of the old man and called the police The police knocks at door of the unknown narrator and enters the house The narrator convinces them that the shriek was his own in dream and tells them that the old was out The police seems get convinced but continues talking to him Suddenly he starts listening to the sounds of the old man’s heart which are his own obsessions The sounds increase with every passing second His situation gets worse with the echoes and his face starts changing colors He thinks that the voices are the heart beats of the old man In the end, he admits in front of the police that he has killed the old man and buried him underneath and gets caught

Arthur Conan Doyle, “A Scandal in Bohemia”, Sherlock: A Scandal in Belgravia A Scandal in Bohemia ● Dr. Watson visits his friend Sherlock Holmes in their old apartment in 221B Baker Street ● Sherlock Holmes shows him a letter from an unknown client he has received ● The client arrives and introduces himself as the Count von Kramm ● Holmes easily identifies von Kramm as actually being the King of Bohemia ● The king unmasks himself and explains that he fell in love with a young American opera singer named Irene Adler ● The king’s engagement to another woman will soon be announced and Irene Adler has sworn to stop the wedding ● Now he fears that she will use a photograph showing him and her together as blackmail against him ● Holmes is the King’s last hope of getting the photos ● The next morning, Holmes disguises himself as a groom ● Sherlock goes to Irene Adler’s house and gathers valuable information from her workers: miss Adler has an admirer, Godfrey Norton

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Mr. Norton soon arrives at Irene Adler’s house and then they both leave in separate carriages to the St. Monica’s Church He is swept into the church to witness the marriage of Ms. Adler and Mr. Norton In the evening H  olmes returns to Irene’s house, he is dressed as a clergyman He stages a fight with some men on the street and Irene brings him in to tend to his injuries Once he gets inside, he signals Watson to throws a small rocket into the house and yell “Fire!”. Irene runs to a panel in her sitting room to protect the photographs of her and the King Holmes observes this, and now knows where the photographs are hidden After that he informs her that the fire was a false alarm Later he later leaves the house and meets up with Watson on the street The two men walk back to the apartment in the Baker Street, they discuss plans to retrieve the photographs, hen they get to the front door, a young person walks by and says “Goodnight Mister Sherlock Holmes,” The next morning they arrive at Irene Adler’s home and find out that she has already left England, but has addressed a letter to Sherlock She congratulates him for tricking her into letting him in her home, but notes that she quickly saw through the clergyman disguise She also reveals that it was she, dressed as a young man, who greeted him the night before at the door of 221B Baker Street She and her new husband, Mr. Norton, have left England permanently, taking the photographs with them She says that the King doesn't need to worry, because she loves her new husband and has no desire to impede the King’s royal wedding The King is satisfied with this outcome to the case and offers Sherlock an emerald snake ring as payment Sherlock refuses the ring and instead requests a photo of Irene, because for him she is the most remarkable woman he has ever met

A Scandal in Belgravia ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

Holmes has become a minor celebrity after Watson blogs about the cases they solved One day, Holmes and Watson are brought to meet Mycroft in Buckingham Palace Mycroft reveals that Irene  Adler,  took compromising photographs of herself and a female member of the royal  family The authority wants to retrieve Adler's smartphone, which contains those photographs Holmes and Watson try to get into Adler's home by deception, but Adler has been expecting them and goes out to meet them nude As Watson deliberately triggers the fire alarm, Holmes finds Adler's hidden safe, which Adler has glanced at nervously Suddenly several CIA operatives break into the house and demand that Holmes open the safe Holmes solves the password, and in subsequent chaos, some agents are killed, Holmes gets the phone first, and Adler then sedates Holmes, takes the phone instead, and escapes On Christmas Eve, Holmes learns via text message that Adler has sent him her phone Considering the phone's importance, Holmes thinks she might die soon Indeed, the police find a mutilated body, identified to be Adler Later, on New Year's Eve, Watson is taken to see Adler, who is alive and faked her death Holmes followed them and learns this, too Meanwhile, Neilson's team holds Mrs. Hudson hostage, and Holmes subdues Neilson Adler comes, and reveals that she is still being hunted She asks Holmes to decipher a code stolen from MOD 

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Sherlock effortlessly cracks it, revealing it to be airline  seat allocation numbers Adler conveys this information to Moriarty, who taunts Mycroft Holmes that he (Moriarty) now knows their plan A government official brings Holmes to Heathrow  Mycroft confirms that the government have decided to fly a plane full of corpses, so as not to alert the terrorists who tries to bomb the plane, reminiscent of the Coventry myth However, as Holmes unwittingly helped Adler (and thus Moriarty) crack the code, the scheme was foiled Adler reveals a list of demands to Mycroft, including protection, in exchange for the contents of her phone However, Holmes figures out the unlocking password to be "SHER", so that words on the screen together reads "I AM SHER-LOCKED" Now without her leverage, Adler pleads for protection, but Sherlock and Mycroft turn her down Some months later, Mycroft informs Watson that Adler has been killed by terrorists, but intends to tell Holmes instead that she has entered a witness protection programme in America Holmes asks for Adler's phone, and says that Adler's last text message was "Goodbye, Mr Holmes", suggesting her death After Watson leaves, in the flashback it is shown that Holmes was disguised as the executioner and had rescued Adler

Amy Tan, “Two Kinds“ ● ● ● ●

Protagonist: Jing-mei, born in the USA with migration background (2nd  generation immigrant) Antagonist: Her mother, wants Jing-mei to become famous; lost everything in China emigrate to the USA (1st generation immigrant) Setting - Time: 1949 + 10 years Setting - Place: San Francisco

East Is East

Plot ● ● ●

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Salford, 1971 Pakistani shop owner George Khan lives in a house with his British wife Ella and their seven children Determined to raise them as traditional muslims, George sends sons Nazir, Abdul, Tariq, Saleem, Maneer and Sajid to the mosque and makes daughter Meenah dress in saris, but the kids don’t want to be traditional muslims When George arranges a marriage for the eldest son Nazir, he flees mid-ceremony George plots to bring Tariq and Abdul into line by marrying them to the daughters of Bradford butcher Mr. Shah When Tariq discovers the plan, he smashes the gold watches George has brought as wedding gifts and Maneer refuses to tell George who was responsible When Ella tries to stop George beating Maneer George turns on her Nazir returns home but a bruised Ella tells him to leave before George gets back The next day the uptight Shahs pay a visit with their daughters Art student Saleem arrives with his latest artwork, which accidentally falls into Mrs. Shah's lap As the Shahs leave in disgust, George turns on Ella, who tells him that if he can't accept his family as they are he sh...