GCE EXAMINERS' REPORTS. GERMAN AS/Advanced

Size: px
Start display at page:

Download "GCE EXAMINERS' REPORTS. GERMAN AS/Advanced"

Transcription

1 GCE EXAMINERS' REPORTS GERMAN AS/Advanced JANUARY 2012

2 Statistical Information This booklet contains summary details for each unit: number entered; maximum mark available; mean mark achieved; grade ranges. N.B. These refer to 'raw marks' used in the initial assessment, rather than to the uniform marks reported when results are issued. Annual Statistical Report The annual Statistical Report (issued in the second half of the Autumn Term) gives overall outcomes of all examinations administered by WJEC.

3 GERMAN General Certificate of Education JANUARY 2012 Advanced Subsidiary/Advanced Principal Examiner: Renate Jahn, M.A., formerly Rydal Penrhos Independent School Unit Statistics The following statistics include all candidates entered for the unit, whether or not they 'cashed in' for an award. The attention of centres is drawn to the fact that the statistics listed should be viewed strictly within the context of this unit and that differences will undoubtedly occur between one year and the next and also between subjects in the same year. Unit Entry Max Mark Mean Mark GN Grade Ranges A 80 B 71 C 63 D 55 E 47 N.B. The marks given above are raw marks and not uniform marks. 1

4 GN2 Listening, Reading and Writing The paper posed no major problems and a number of candidates achieved high marks in the first part of the paper. Most marks were lost in the translation section Aufgabe 5, Teil 1 and in the essay. In Aufgabe 1, some students lifted directly from the text to answer the questions. Once again, candidates must be advised that their answers must satisfy the demands of the question and not simply state particulars that may relate to the question in some way. In this case, for example, a small number of candidates copied the second part of the first line of the interview, was du nach dem Abitur machen willst, but that fails to answer question 1: Was will Thomas von Sonja wissen? Other candidates were able to draw the right conclusions and wrote was sie nach dem Abitur machen will or even welche Zukunftspläne sie hat. Frequent answers to question 4 were erwaschen (sic!) werden/eine Erwachsene finden, which indicated that the concept of sich selbst finden or erwachsen werden had not been understood. Quite a few candidates had problems manipulating possessive pronouns in answer to question 6 Was wollen Sonja und Thomas in einem Jahr machen? The answer cannot possibly be über unsere Erfahrungen sprechen. Aufgabe 2 This question was generally done well, with quite a few candidates scoring middle marks. Surprisingly, the majority of candidates felt they had to manipulate the verb beginnen, they had overlooked that the modal verb wollen necessitates the infinitive of beginnen. Even though the past participle of haben is quite common, a number of candidates filled in the wrong form hatte. Aufgabe 3, Teil 1 There is still a tendency to insert the first word that springs to mind e.g. erst for question 1 instead of schon, and gekochtes instead of gekauftes in question 5. Both answers may be grammatically correct but they do contradict the text and were therefore wrong. The teacher does indeed prepare the Tiramisu himself and does not buy it ready made. Unfortunately, quite a few candidates failed to take enough care when tackling question 9. When inserting herumhängen into the slot they had overlooked the reflexive pronoun which calls for entspannen instead. Careful re-reading of the passage could also have avoided a loss of mark for question 10: Frequent answers were Hobby rather than Beruf. Writing articles is already a hobby of those students but they might make it their job in future. 2

5 Aufgabe 3, Teil 2 As in previous years, this exercise was generally done well, with a fair number of candidates scoring high marks probably because they analysed the text and checked their answers carefully. Questions f and g, however, carried a high error rate, possibly because the words Sorgen and Gastgeschenke were not known, though Gast and Geschenk are both GCSE vocabulary. Aufgabe 4 A good proportion of students scored high marks on this task, with many achieving at least one point for each sentence. Careful checking of answers, however, could have avoided losing marks by overlooking words such as ganz or zuerst. In many cases, deshalb was erroneously identified as a conjunction introducing a subordinate clause and for that reason a high proportion of candidates placed the verb at the end of the sentence, which resulted in the loss of both marks. A frequent version of this sentence was deshalb ist die Hausaufgaben wichtiger für die Schüler als die Zeitung. In this case, the verb is in the correct position but the choice of subject is wrong and, therefore, no points could be awarded. Aufgabe 5, Teil 1 A number of candidates struggled with this first translation task more than with the second part. Their difficulties partly stemmed from a lack of vocabulary. Words such as Gastgeber, ankreuzen, Fleisch, anbieten and even Flasche turned out to be stumbling blocks. The concept of ankreuzen posed difficulties to the majority of candidates. Some translation attempts such as Then you have to cross off what you like to eat misrepresented the meaning of the sentence or even turned it into the opposite of what was intended. Quite a few translations of the third sentence defied logic. When Christoph tries meat for the first time he starts to panic. This is nonsensical since Christoph is the cook after all, and he would not prepare meat if he had never eaten it before. A large proportion of students did not know how to translate nach dem Essen and renderings such as after the food were not uncommon. The fact that Christoph opens a second bottle of wine seemed to have confused a number of candidates who wrote that Christoph poured a second glass of wine. Other candidates must have overestimated Christoph s alcohol consumption and concluded that Christoph had two bottles of wine after the meal in which case he would no longer have worried about the washing, as indicated in the text. Aufgabe 5, Teil 2 Overall, candidates scored well on this exercise but some vocabulary items caused problems e.g. bedanken, Spaß machen and möchte lieber. Some sentences were translated into anything but good English. Translations such as the evening was very fun or he would prefer to be a guest than a cook make you wonder whether some candidates either have no feel for the appropriate register in their native language, or whether they have not checked their answers carefully enough. Few candidates made an attempt at natural English, and many left gaps in their answers. 3

6 Aufgabe 6 A fair number of candidates were able to achieve high marks with well-reasoned essays written in clear fluent language, showing sound command of the grammar. There was a clear preference for the first essay title, i.e. Ein Auslandsjahr ist teuer, gefährlich und sinnlos. The majority of students presented relevant ideas and well thought out arguments even when, at times, they turned out to be amusing; e.g. Einige möchte der Welt besser machen zum Beispiel Haus bauen oder der Dachlose essen gekochen (an idea gleaned from the listening text) or zum Beispiel nach Afrika könnte man gefressen werden. Ich will es nicht und es ist auch ein Grund, um nicht Ausland zu fahren. The second essay title relating to student jobs was the second most popular choice. By contrast to the first title, the quality of response varied enormously. It ranged from simplistic ideas such as man braucht einen Nebenjob, um einkaufen zu gehen to in einem Nebenjob lernt man Verantwortung; man lernt in einem Team zu arbeiten; man kann sich auf die Arbeitswelt vorbereiten. A minority of candidates opted for the remaining two titles. Unfortunately, a small number of students misunderstood topic c) and wrote about the importance of hobbies for young people rather than their culture, music or fashion. Word order remains a major stumbling block for a great number of students, even for those who tackled the word order exercise successfully. Careful checking with an eye on grammar and sentence structure could have avoided many such mistakes. Semantically related structures were often used inappropriately e.g. Spaß machen and Spaß haben. The same applies to anders, verschieden and unterschiedlich. Quite a number of students fell for false friends and sentences, such as ein Auslandsjahr ist teuer, denn im Ausland spendet man viel Geld für Essen und Wohnung. However, more disconcerting is the number of English structures in essays, e.g man kann lernen über Verantwortung, sie können man einen Job geben, es ist nicht gut für Schüler einen Nebenjob haben. Probably in an attempt to impress the examiner by sophisticated structures, an increasing number of students overload their essays with enrichment structures that are devoid of any content, e.g. Einleitend möchte ich sagen, dass das Auslandsjahr ein vieldiskutiertes Thema ist. In meinem Aufsatz möchte ich die Vor- und Nachteile diskutieren. Introductions such as this one may even result in the candidate losing focus on the topic, since it was not the advantages and disadvantages per se that should have been discussed, but whether a gap year was expensive, dangerous and meaningless. Another such meaningless introduction that counted nothing towards quality of answer was: Zuerst wollen wir unsere Frage unter die Lupe nehmen. Diese Frage interessiert mich sehr, denn sie wird oft diskutiert und ist ein heißes Eisen. Man liest immer wieder in der Zeitung, dass ein Auslandsjahr ist teuer, gefährlich und sinnlos. Aber ist das der Fall? Ich werde That is over 20 per cent of the stipulated word count totally wasted because it does not convey anything of substance. It was also obvious that a high proportion of students attempted structures which were beyond their grasp and therefore often failed to get their point across; e.g. Geschweige denn kann man klar eine Stelle im Ausland finden or meiner Meinung kommt darauf an Schüler arbeiten zu lange Stunden. Many candidates did not have a firm grasp of even the most common usages, e.g. Leute braucht Geld für einkaufen /für Freizeit spenden (Man braucht ); Leute sind/ist anders (die Menschen sind verschieden); im Gegenteil finde ich (im Gegensatz dazu... / andererseits...); and very few were able to use the most obvious statement auf die Uni gehen correctly and, instead, wrote an / in/ nach/ zu Uni with or without the correct(!) article. GCE German Examiner's Report - January 2012/LG

7 WJEC 245 Western Avenue Cardiff CF5 2YX Tel No Fax website:

GCE EXAMINERS' REPORTS

GCE EXAMINERS' REPORTS GCE EXAMINERS' REPORTS GERMAN AS/Advanced JANUARY 2014 Grade boundary information for this subject is available on the WJEC public website at: https://www.wjecservices.co.uk/marktoums/default.aspx?l=en

More information

FOR TEACHERS ONLY The University of the State of New York

FOR TEACHERS ONLY The University of the State of New York FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION G COMPREHENSIVE EXAMINATION IN GERMAN Friday, June 15, 2007 1:15 to 4:15 p.m., only SCORING KEY Updated information

More information

Exemplar for Internal Achievement Standard. German Level 1

Exemplar for Internal Achievement Standard. German Level 1 Exemplar for Internal Achievement Standard German Level 1 This exemplar supports assessment against: Achievement Standard 90885 Interact using spoken German to communicate personal information, ideas and

More information

FOR TEACHERS ONLY The University of the State of New York

FOR TEACHERS ONLY The University of the State of New York FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION G COMPREHENSIVE EXAMINATION IN GERMAN Friday, June 17, 2005 1:15 to 4:15 p.m., only SCORING KEY Updated information

More information

Modalverben Theorie. learning target. rules. Aim of this section is to learn how to use modal verbs.

Modalverben Theorie. learning target. rules. Aim of this section is to learn how to use modal verbs. learning target Aim of this section is to learn how to use modal verbs. German Ich muss nach Hause gehen. Er sollte das Buch lesen. Wir können das Visum bekommen. English I must go home. He should read

More information

AP GERMAN LANGUAGE AND CULTURE EXAM 2015 SCORING GUIDELINES

AP GERMAN LANGUAGE AND CULTURE EXAM 2015 SCORING GUIDELINES AP GERMAN LANGUAGE AND CULTURE EXAM 2015 SCORING GUIDELINES Identical to Scoring Guidelines used for French, Italian, and Spanish Language and Culture Exams Interpersonal Writing: E-mail Reply 5: STRONG

More information

GCE German (2660) Candidate Exemplar Work: Additional Candidate Exemplar Work Unit 1 (Autumn 2008)

GCE German (2660) Candidate Exemplar Work: Additional Candidate Exemplar Work Unit 1 (Autumn 2008) hij Teacher Resource Bank GCE German (2660) Candidate Exemplar Work: Additional Candidate Exemplar Work Unit 1 (Autumn 2008) The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee

More information

External Assessment Report 2014

External Assessment Report 2014 External Assessment Report 2014 Subject(s) Level(s) German Higher The statistics used in this report are prior to the outcome of any Post Results Services requests This report provides information on the

More information

AP WORLD LANGUAGE AND CULTURE EXAMS 2012 SCORING GUIDELINES

AP WORLD LANGUAGE AND CULTURE EXAMS 2012 SCORING GUIDELINES AP WORLD LANGUAGE AND CULTURE EXAMS 2012 SCORING GUIDELINES Interpersonal Writing: E-mail Reply 5: STRONG performance in Interpersonal Writing Maintains the exchange with a response that is clearly appropriate

More information

0525 GERMAN (FOREIGN LANGUAGE)

0525 GERMAN (FOREIGN LANGUAGE) CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2014 series 0525 GERMAN (FOREIGN LANGUAGE) 0525/21 Paper 2 (Reading and Directed

More information

German Language Resource Packet

German Language Resource Packet German has three features of word order than do not exist in English: 1. The main verb must be the second element in the independent clause. This often requires an inversion of subject and verb. For example:

More information

Elena Chiocchetti & Natascia Ralli (EURAC) Tanja Wissik & Vesna Lušicky (University of Vienna)

Elena Chiocchetti & Natascia Ralli (EURAC) Tanja Wissik & Vesna Lušicky (University of Vienna) Elena Chiocchetti & Natascia Ralli (EURAC) Tanja Wissik & Vesna Lušicky (University of Vienna) VII Conference on Legal Translation, Court Interpreting and Comparative Legilinguistics Poznań, 28-30.06.2013

More information

Name: Klasse: Datum: A. Was wissen Sie schon? What do you know already from studying Kapitel 1 in Vorsprung? True or false?

Name: Klasse: Datum: A. Was wissen Sie schon? What do you know already from studying Kapitel 1 in Vorsprung? True or false? KAPITEL 1 Jetzt geht s los! Vor dem Anschauen A. Was wissen Sie schon? What do you know already from studying Kapitel 1 in Vorsprung? True or false? 1. Man sagt Hallo in Deutschland. 2. Junge Personen

More information

Search Engines Chapter 2 Architecture. 14.4.2011 Felix Naumann

Search Engines Chapter 2 Architecture. 14.4.2011 Felix Naumann Search Engines Chapter 2 Architecture 14.4.2011 Felix Naumann Overview 2 Basic Building Blocks Indexing Text Acquisition Text Transformation Index Creation Querying User Interaction Ranking Evaluation

More information

Exemplar for Internal Assessment Resource German Level 1. Resource title: Planning a School Exchange

Exemplar for Internal Assessment Resource German Level 1. Resource title: Planning a School Exchange Exemplar for internal assessment resource German 1.5A for Achievement Standard 90887! Exemplar for Internal Assessment Resource German Level 1 Resource title: Planning a School Exchange This exemplar supports

More information

GCE EXAMINERS' REPORTS. FRENCH AS/Advanced

GCE EXAMINERS' REPORTS. FRENCH AS/Advanced GCE EXAMINERS' REPORTS FRENCH AS/Advanced JANUARY 2011 Statistical Information This booklet contains summary details for each unit: number entered; maximum mark available; mean mark achieved; grade ranges.

More information

To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for German 1B.

To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for German 1B. GERM 1B German I, Second Semester #8861 (v.2.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for German 1B. WHAT TO BRING

More information

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

Cambridge International Examinations Cambridge International General Certificate of Secondary Education Cambridge International Examinations Cambridge International General Certificate of Secondary Education GERMAN 0525/01 Paper 1 Listening For Examination from 2015 SPECIMEN MARK SCHEME Approx. 45 minutes

More information

Classwork. Content. 1 Hallo, ich heiße! 2 Lernst du Deutsch? 3 Ich komme aus... 4 Wer bist du? Training A

Classwork. Content. 1 Hallo, ich heiße! 2 Lernst du Deutsch? 3 Ich komme aus... 4 Wer bist du? Training A Classwork Content 1 Hallo, ich heiße! 8 How to say hello and goodbye introducing yourself and others spelling Numbers from 0 to 20 W-questions and answers verb forms: sein and heißen The alphabet 2 Lernst

More information

Examiners Report/ Principal Examiner Feedback. Summer 2013. GCSE German (5GN04) Paper 01 Writing in German

Examiners Report/ Principal Examiner Feedback. Summer 2013. GCSE German (5GN04) Paper 01 Writing in German Examiners Report/ Principal Examiner Feedback Summer 2013 GCSE German (5GN04) Paper 01 Writing in German Edexcel and BTEC Qualifications Edexcel and BTEC qualifications come from Pearson, the UK s largest

More information

Mit einem Auge auf den mathema/schen Horizont: Was der Lehrer braucht für die Zukun= seiner Schüler

Mit einem Auge auf den mathema/schen Horizont: Was der Lehrer braucht für die Zukun= seiner Schüler Mit einem Auge auf den mathema/schen Horizont: Was der Lehrer braucht für die Zukun= seiner Schüler Deborah Löwenberg Ball und Hyman Bass University of Michigan U.S.A. 43. Jahrestagung für DidakEk der

More information

Student Booklet. Name.. Form..

Student Booklet. Name.. Form.. Student Booklet Name.. Form.. 2012 Contents Page Introduction 3 Teaching Staff 3 Expectations 3 Speaking German 3 Organisation 3 Self Study 4 Course Details and Contents 5/6 Bridging the gap and quiz 7/8

More information

Version 1.0: 0612. General Certificate of Secondary Education June 2012. German. (Specification 4665) Unit 4: Writing. Mark Scheme

Version 1.0: 0612. General Certificate of Secondary Education June 2012. German. (Specification 4665) Unit 4: Writing. Mark Scheme Version 1.0: 0612 General Certificate of Secondary Education June 2012 German 46654 (Specification 4665) Unit 4: Writing Mark Scheme Mark schemes are prepared by the Principal Examiner and considered,

More information

Successful Collaboration in Agile Software Development Teams

Successful Collaboration in Agile Software Development Teams Successful Collaboration in Agile Software Development Teams Martin Kropp, Magdalena Mateescu University of Applied Sciences Northwestern Switzerland School of Engineering & School of Applied Psychology

More information

Programme Director, Mr Josef Lederer

Programme Director, Mr Josef Lederer SPEECH DELIVERED BY THE CONSUL GENERAL AT A SCHENKER DINNER IN STUTTGART HELD ON FRIDAY 31 OCTOBER 2008 Programme Director, Mr Josef Lederer Sehr geehrter Leiter der Geschäftsstellen Stuttgart Herr Etzel,

More information

Honors German 3/ German 3 Curriculum

Honors German 3/ German 3 Curriculum Honors German 3/ German 3 Curriculum Timeline Unit 1 Standards Objectives Content Additional Resources Performance Tasks Assessments 3 weeks Die ACTFL Students will be able Vocabulary: Handouts Students

More information

Coffee Break German. Lesson 09. Study Notes. Coffee Break German: Lesson 09 - Notes page 1 of 17

Coffee Break German. Lesson 09. Study Notes. Coffee Break German: Lesson 09 - Notes page 1 of 17 Coffee Break German Lesson 09 Study Notes Coffee Break German: Lesson 09 - Notes page 1 of 17 LESSON NOTES ICH SPRECHE EIN BISSCHEN DEUTSCH In this lesson you will learn how to deal with language problems

More information

Is Cloud relevant for SOA? 2014-06-12 - Corsin Decurtins

Is Cloud relevant for SOA? 2014-06-12 - Corsin Decurtins Is Cloud relevant for SOA? 2014-06-12 - Corsin Decurtins Abstract SOA (Service-Orientierte Architektur) war vor einigen Jahren ein absolutes Hype- Thema in Unternehmen. Mittlerweile ist es aber sehr viel

More information

FOR TEACHERS ONLY SECOND LANGUAGE PROFICIENCY EXAMINATION GERMAN. Monday, June 18, 2001 9:15 a.m. SCORING KEY

FOR TEACHERS ONLY SECOND LANGUAGE PROFICIENCY EXAMINATION GERMAN. Monday, June 18, 2001 9:15 a.m. SCORING KEY FOR TEACHERS ONLY SECOND LANGUAGE PROFICIENCY EXAMINATION GERMAN Monday, June 18, 2001 9:15 a.m. SCORING KEY Mechanics of Rating Use only red ink or red pencil in rating proficiency examination papers.

More information

3 How to write an argumentative text

3 How to write an argumentative text Let s practise a very popular text form at school: the ar gumentative essay which discusses the advantages and disadvantages of a problem. It consists of: 1. Introduction lead-in to the topic / question

More information

GCE. German. Edexcel Advanced Subsidiary GCE in German (8GN01) Edexcel Advanced GCE in German (9GN01) December 2008. First examination 2009

GCE. German. Edexcel Advanced Subsidiary GCE in German (8GN01) Edexcel Advanced GCE in German (9GN01) December 2008. First examination 2009 GCE German December 2008 Oral training guide Edexcel Advanced Subsidiary GCE in German (8GN01) First examination 2009 Edexcel Advanced GCE in German (9GN01) First examination 2010 Edexcel, a Pearson company,

More information

I-Q SCHACHT & KOLLEGEN QUALITÄTSKONSTRUKTION GMBH ISO 26262:2011. Liste der Work Products aus der Norm

I-Q SCHACHT & KOLLEGEN QUALITÄTSKONSTRUKTION GMBH ISO 26262:2011. Liste der Work Products aus der Norm I-Q SCHACHT & KOLLEGEN QUALITÄTSKONSTRUKTION GMBH ISO 26262:2011 Liste der Work Products aus der Norm 1. Work Products in der ISO 26262:2011 1.1 Liste ISO-26262:2011, part 1 - Vocabulary no relevant work

More information

Quiz name: Wo and Da Compounds Quiz

Quiz name: Wo and Da Compounds Quiz Name: Quiz name: Wo and Da Compounds Quiz Date: 1. Which preposition is used with the verb "sich interessieren"? 2. Which preposition is used with the verb "sprechen"? 3. Which preposition is used with

More information

A year abroad. Aufgabenbeispiel für GY/RS. Teil I (Fundamentum) Leseverstehen: Aufgabenbeispiel für Gymnasium/Realschule

A year abroad. Aufgabenbeispiel für GY/RS. Teil I (Fundamentum) Leseverstehen: Aufgabenbeispiel für Gymnasium/Realschule Aufgabenbeispiel für GY/RS Textvorlage und Aufgabenapparat Teil I (Fundamentum) Leseverstehen: Aufgabenbeispiel für Gymnasium/Realschule A year abroad 5 10 15 20 25 30 35 The following article from 2005

More information

GCE. German. Edexcel Advanced Subsidiary GCE in German (8GN01) Edexcel Advanced GCE in German (9GN01) November 2008. First examination 2009

GCE. German. Edexcel Advanced Subsidiary GCE in German (8GN01) Edexcel Advanced GCE in German (9GN01) November 2008. First examination 2009 GCE German November 2008 Oral Training Guide Edexcel Advanced Subsidiary GCE in German (8GN01) First examination 2009 Edexcel Advanced GCE in German (9GN01) First examination 2010 Final draft Contents

More information

It is also possible to combine courses from the English and the German programme, which is of course available for everyone!

It is also possible to combine courses from the English and the German programme, which is of course available for everyone! Vorläufiges English Programme im akademischen Jahr 2015/2016 Preliminary English Programme in the Academic Year 2015/2016 *for English see below* Im akademischen Jahr 2015/2016 freuen wir uns Ihnen erneut

More information

0525 Foreign Language German November 2003 FOREIGN LANGUAGE GERMAN... 2

0525 Foreign Language German November 2003 FOREIGN LANGUAGE GERMAN... 2 ONTENTS FOREIGN LNGUGE GERMN... 2 Paper 0525/01 Listening... 2 Paper 0525/02 Reading and irected Writing... 4 Paper 0525/03 Speaking... 7 Paper 0525/04 ontinuous Writing... 9 1 FOREIGN LNGUGE GERMN Paper

More information

LEARNING AGREEMENT FOR STUDIES

LEARNING AGREEMENT FOR STUDIES LEARNING AGREEMENT FOR STUDIES The Student Last name (s) First name (s) Date of birth Nationality 1 Sex [M/F] Academic year 20../20.. Study cycle EQF level 6 Subject area, Code Phone E-mail 0421 The Sending

More information

Advanced Placement German

Advanced Placement German Instructional Unit 01. Appearance Kapitel 01 - Aussehen: wichtig - The students will be The students will speak and essay writing, class oder? able to express their write in the target language. discussion,

More information

Blended Learning for institutions

Blended Learning for institutions Hueber German for levels A1 and A2 Schritte international Experience success. Blended Learning for institutions Schritte international + DUO Face-to-face course with the successful Schritte international

More information

GERMAN DIE SCHULE UND DIE KULTUR HOME LEARNING YEAR 7

GERMAN DIE SCHULE UND DIE KULTUR HOME LEARNING YEAR 7 GERMAN DIE SCHULE UND DIE KULTUR HOME LEARNING YEAR 7 Name Tutor Group German Teacher Given out: Monday 4 January Hand in: Monday 11 January Parent/Carer Comment: Staff Comment: Target: This homework booklet

More information

The finite verb and the clause: IP

The finite verb and the clause: IP Introduction to General Linguistics WS12/13 page 1 Syntax 6 The finite verb and the clause: Course teacher: Sam Featherston Important things you will learn in this section: The head of the clause The positions

More information

GCE EXAMINERS' REPORTS

GCE EXAMINERS' REPORTS GCE EXAMINERS' REPORTS GERMAN AS/Advanced SUMMER 2015 Grade boundary information for this subject is available on the WJEC public website at: https://www.wjecservices.co.uk/marktoums/default.aspx?l=en

More information

GCE Conduct of Speaking Test Training Meetings

GCE Conduct of Speaking Test Training Meetings GCE Conduct of Speaking Test Training Meetings GCE German (2660) Unit 2 Pages Unit 2 Assessment Criteria 2-4 Unit 2 Examiner Marking Summary 5-6 Unit 2 Stimulus Cards 7-8 Unit 2 Prompt Cards 9 Unit 2 Commentaries

More information

Voraussetzungen/ Prerequisites *for English see below*

Voraussetzungen/ Prerequisites *for English see below* English Programme im akademischen Jahr 2013/2014 English Programme in the Academic Year 2013/2014 *for English see below* Im akademischen Jahr 2013/2014 freuen wir uns Ihnen erneut ein Programm mit englischsprachigen

More information

Semantic Web. Semantic Web: Resource Description Framework (RDF) cont. Resource Description Framework (RDF) W3C Definition:

Semantic Web. Semantic Web: Resource Description Framework (RDF) cont. Resource Description Framework (RDF) W3C Definition: Semantic Web: The Semantic Web is an extension of the current web in which information is given well-defined meaning, better enabling computers and people to work in cooperation. Tim Berners-Lee, James

More information

Big Walnut High School: German II

Big Walnut High School: German II Big Walnut High School: German II ACTFL/LinguaFolio Proficiency Guidelines for Level II: (Novice High-Intermediate Low) Ohio s New Learning Standards for World Languages Interpretive Communication 1. Derive

More information

Vorläufiges English Programme im akademischen Jahr 2015/2016 Preliminary English Programme in the Academic Year 2015/2016 *for English see below*

Vorläufiges English Programme im akademischen Jahr 2015/2016 Preliminary English Programme in the Academic Year 2015/2016 *for English see below* Vorläufiges English Programme im akademischen Jahr 2015/2016 Preliminary English Programme in the Academic Year 2015/2016 *for English see below* Im akademischen Jahr 2015/2016 freuen wir uns Ihnen erneut

More information

Information Systems 2

Information Systems 2 Information Systems 2 Prof. Dr. Dr. L. Schmidt-Thieme MSc. André Busche Übung 9 0. Allerlei 1. Übung 2. Hands on some things 2.1 Saxon 2.2 Corba 28.06.10 2/ 0. Allerlei 1. Übung 2. Hands on some things

More information

F+H GCSE GERMAN 8668/SF+SH. Paper 2 Speaking (Foundation and Higher) Specimen 2018 SPECIMEN MATERIAL

F+H GCSE GERMAN 8668/SF+SH. Paper 2 Speaking (Foundation and Higher) Specimen 2018 SPECIMEN MATERIAL SPECIMEN MATERIAL GCSE GERMAN Paper 2 Speaking (Foundation and Higher) F+H Specimen 2018 Teacher s Booklet To be conducted by the teacher-examiner Time allowed: 7-9 minutes at Foundation (+12 minutes supervised

More information

Mark Scheme. German GERM1. (Specification 2660) Unit 1: Listening, Reading and Writing. General Certificate of Education (A-level) June 2011

Mark Scheme. German GERM1. (Specification 2660) Unit 1: Listening, Reading and Writing. General Certificate of Education (A-level) June 2011 Version.0: 06 General Certificate of Education (A-level) June 20 German GERM (Specification 2660) Unit : Listening, Reading and Writing Mark Scheme Mark schemes are prepared by the Principal Examiner and

More information

Paul Kussmaul. Becoming a competent translator in a B.A. course. 1. Introduction

Paul Kussmaul. Becoming a competent translator in a B.A. course. 1. Introduction Paul Kussmaul Becoming a competent translator in a B.A. course 1. Introduction Becoming a translator involves a process, and processes can be divided into stages. Stages play a central role in teaching

More information

It is also possible to combine courses from the English and the German programme, which is of course available for everyone!

It is also possible to combine courses from the English and the German programme, which is of course available for everyone! English Programme im akademischen Jahr 2015/2016 English Programme in the Academic Year 2015/2016 *for English see below* Im akademischen Jahr 2015/2016 freuen wir uns Ihnen erneut ein Programm mit englischsprachigen

More information

Vorläufiges English Programme im akademischen Jahr 2015/2016 Preliminary English Programme in the Academic Year 2015/2016 *for English see below*

Vorläufiges English Programme im akademischen Jahr 2015/2016 Preliminary English Programme in the Academic Year 2015/2016 *for English see below* Vorläufiges English Programme im akademischen Jahr 2015/2016 Preliminary English Programme in the Academic Year 2015/2016 *for English see below* Im akademischen Jahr 2015/2016 freuen wir uns Ihnen erneut

More information

LEJ Langenscheidt Berlin München Wien Zürich New York

LEJ Langenscheidt Berlin München Wien Zürich New York Langenscheidt Deutsch in 30 Tagen German in 30 days Von Angelika G. Beck LEJ Langenscheidt Berlin München Wien Zürich New York I Contents Introduction Spelling and pronunciation Lesson 1 Im Flugzeug On

More information

QCF Qualifications in Languages. German. Level 1

QCF Qualifications in Languages. German. Level 1 QCF Qualifications in Languages German For teaching from September 2012 SPOKEN GERMAN: Communicating Personal Information Assessment Criteria 1.1 and 1.2 Task: Meeting New People CC- BY-SA 2007 Miraceti

More information

DAYTON CHRISTIAN SCHOOL SYSTEM PROPOSED 4/06 COURSE OUTLINE APPROVED:CURR DIR 8/06 GERMAN 2 AD TEAM 8/31/06 SUPERINTENDENT 8/31/06

DAYTON CHRISTIAN SCHOOL SYSTEM PROPOSED 4/06 COURSE OUTLINE APPROVED:CURR DIR 8/06 GERMAN 2 AD TEAM 8/31/06 SUPERINTENDENT 8/31/06 DAYTON CHRISTIAN SCHOOL SYSTEM PROPOSED 4/06 COURSE OUTLINE APPROVED:CURR DIR 8/06 GERMAN 2 AD TEAM 8/31/06 SUPERINTENDENT 8/31/06 COURSE CONTENT TIME FRAME: Unit 1 Review Unit 2 Bayern Bei den Baumanns

More information

1003 Inhaltsverzeichnis

1003 Inhaltsverzeichnis 1003 Einführung - Freizeit und Hobbys Springen wir ins Thema 2 How do people spend their freetime? What sorts of hobbies and activities do you enjoy? 1 Vokabelkasten 4 Introduction to the Vokabelkasten

More information

Collaboration or Cooperation? Analyzing Group Dynamics and Revision Processes in Wikis

Collaboration or Cooperation? Analyzing Group Dynamics and Revision Processes in Wikis Collaboration or Cooperation? Analyzing Group Dynamics and Revision Processes in Wikis Claudia Kost, University of Alberta Nike Arnold, Portland State University Lara Ducate, University of South Carolina

More information

German for beginners in 7 lessons

German for beginners in 7 lessons Olena Shypilova German for beginners in 7 lessons Study course 2012 German for beginners in 7 Lessons Thank you for choosing and joining our on-line German course. The course consists of 7 lessons. Due

More information

GETTING FEEDBACK REALLY FAST WITH DESIGN THINKING AND AGILE SOFTWARE ENGINEERING

GETTING FEEDBACK REALLY FAST WITH DESIGN THINKING AND AGILE SOFTWARE ENGINEERING GETTING FEEDBACK REALLY FAST WITH DESIGN THINKING AND AGILE SOFTWARE ENGINEERING Dr. Tobias Hildenbrand & Christian Suessenbach, SAP AG Entwicklertag Karlsruhe, 22 May 2014 Ich wollte Mitarbeiter so motivieren,

More information

Virtual Organization Virtuelle Fabrik 2007-05-02

Virtual Organization Virtuelle Fabrik 2007-05-02 Wi irtsch haftsi inform matik Virtual Organization Virtuelle Fabrik 2007-05-02 Mark Nierste Tim Sender Robin Schultz Carsten Pfeifer Agenda A. The Virtuelle Fabrik Euregio Bodensee B. Business model of

More information

Was will mein Gesprächspartner? (Hier achte ruhig auf den Gesichtsausdruck oder die Bewegungen deines Gesprächspartners!)

Was will mein Gesprächspartner? (Hier achte ruhig auf den Gesichtsausdruck oder die Bewegungen deines Gesprächspartners!) Sprechen - Speaking Das Sprechen in der englischen Sprache ist viel leichter, wenn du einige Tipps beherzigst! 1. Bevor du ein Gespräch beginnst, überlege dir: Was ist die Situation? Welche Rolle soll

More information

GM0101S HEADSTART STUDENT GUIDE PREPARED IY THE DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER

GM0101S HEADSTART STUDENT GUIDE PREPARED IY THE DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER GM0101S HEADSTART PREPARED IY THE DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER GERMAN PROGRAM Prepared by DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER SEPTEMBER 1977 CONTENTS Course Description

More information

Kapitel 2 Unternehmensarchitektur III

Kapitel 2 Unternehmensarchitektur III Kapitel 2 Unternehmensarchitektur III Software Architecture, Quality, and Testing FS 2015 Prof. Dr. Jana Köhler jana.koehler@hslu.ch IT Strategie Entwicklung "Foundation for Execution" "Because experts

More information

I Textarbeit. Text 1. I never leave my horse

I Textarbeit. Text 1. I never leave my horse BEJ Musterprüfung Englisch (11020) 1 I Textarbeit Text 1 I never leave my horse 1 5 10 15 20 Police officers in Ireland don t carry guns. But they often ride through Dublin on horses. Julie Folan is a

More information

Cross-linguistic differences in the interpretation of sentences with more than one QP: German (Frey 1993) and Hungarian (É Kiss 1991)

Cross-linguistic differences in the interpretation of sentences with more than one QP: German (Frey 1993) and Hungarian (É Kiss 1991) Cross-linguistic differences in the interpretation of sentences with more than one QP: German (Frey 1993) and Hungarian (É Kiss 1991) 1. Quantifier Scope in English (May 1977, 1985) Predictions of May

More information

Diese Liste wird präsentiert von. Netheweb.de

Diese Liste wird präsentiert von. Netheweb.de Diese Liste wird präsentiert von Netheweb.de Die Liste enthält 1000 Do-Follow Blogs, die zum Linkbuilding genutzt werden können, es kann sein, dass verkürzte URL s nicht korrekt weiter geleitet werden.

More information

2005 German. Advanced Higher Reading and Translation. Finalised Marking Instructions

2005 German. Advanced Higher Reading and Translation. Finalised Marking Instructions 2005 German Advanced Higher Reading and Translation Finalised Marking Instructions These Marking Instructions have been prepared by Examination Teams for use by SQA Appointed Markers when marking External

More information

English Programme im akademischen Jahr 2014/2015 English Programme in the Academic Year 2014/2015 *for English see below*

English Programme im akademischen Jahr 2014/2015 English Programme in the Academic Year 2014/2015 *for English see below* English Programme im akademischen Jahr 2014/2015 English Programme in the Academic Year 2014/2015 *for English see below* Im akademischen Jahr 2014/2015 freuen wir uns Ihnen erneut ein Programm mit englischsprachigen

More information

Johns Hopkins University 210.161.13 - German Elements I Intersession 2015 MTWTHFR: 1:00 3:30, ROOM TBA

Johns Hopkins University 210.161.13 - German Elements I Intersession 2015 MTWTHFR: 1:00 3:30, ROOM TBA German 210.161, Syllabus Intersession 2014!1 Johns Hopkins University 210.161.13 - German Elements I Intersession 2015 MTWTHFR: 1:00 3:30, ROOM TBA Christiane Ketteler; jbirke1@jhu.edu http://blackboard.jhu.edu

More information

Gerlang 1 Spring 2014 Tentativer Kursplan

Gerlang 1 Spring 2014 Tentativer Kursplan Gerlang 1 Spring 2014 Tentativer Kursplan (NK = text: Deutsch: Na Klar) WEEK ONE THEME: Einführung Objectives for Week One meet, great and introduce myself express politeness, gratitude express lack of

More information

Scheme of Work: German - Form 3 2015/16

Scheme of Work: German - Form 3 2015/16 Scheme of Work: German - Form 3 2015/16 Textbook: Schritte International 2 and 3 Four per week 1 st Term Dates Aims and Objectives No. of Lessons 28 th Sept - 12 th Oct Unit 12: Der Kunde ist König (cont.)

More information

MUSTER. ENGLISH G 21/D3 Test No. 1 Unit 1: My London. 1 LISTENING The London Eye. G - Level: Listen to three texts and tick the correct box.

MUSTER. ENGLISH G 21/D3 Test No. 1 Unit 1: My London. 1 LISTENING The London Eye. G - Level: Listen to three texts and tick the correct box. Name: Date: 1 LISTENING The London Eye G - Level: Listen to three texts and tick the correct box. Right Wrong 1 can buy tickets for the London Eye at the ticket office. 2 The ticket office opens at 10.00

More information

I) Reading comprehension

I) Reading comprehension Realschulaufnahmetest Englisch Name: Date: I) Reading comprehension a) Read the text Lesen Sie den Text Rickie Rich and his girlfriend Christine Cash have got a lot of time for breakfast this morning because

More information

Satzstellung. Satzstellung Theorie. learning target. rules

Satzstellung. Satzstellung Theorie. learning target. rules Satzstellung learning target Aim of this topic is to explain how to arrange the different parts of a sentence in the correct order. I must admit it took quite a long time to handle this topic and find

More information

Microsoft Certified IT Professional (MCITP) MCTS: Windows 7, Configuration (070-680)

Microsoft Certified IT Professional (MCITP) MCTS: Windows 7, Configuration (070-680) Microsoft Office Specialist Office 2010 Specialist Expert Master Eines dieser Examen/One of these exams: Eines dieser Examen/One of these exams: Pflichtexamen/Compulsory exam: Word Core (Exam 077-881)

More information

Course Outline and Syllabus Instructor: e-mail address: Phone: Staff Assistant A blue folder Office Hours: Text Materials PF 3640.C64, 1999.

Course Outline and Syllabus Instructor: e-mail address: Phone: Staff Assistant A blue folder Office Hours: Text Materials PF 3640.C64, 1999. 1 German 2, Section 001 Fall 2010 Penn State Altoona Course Outline and Syllabus 143 Hawthorn, Monday and Wednesday 10:00 AM 10:50 AM 143 Hawthorn, Friday 10:00 AM 11:50 AM Instructor: Dr. Ilse-Rose Warg

More information

Scheme of Work: German - Form 3

Scheme of Work: German - Form 3 Scheme of Work: German - Form 3 Textbook: Schritte International 2 and 3 1 st Term Dates Aims and Objectives No. of 26 th Sep 5 th Nov Unit 13: Neue Kleider Vocabulary: Learning vocabulary regarding clothes

More information

Wo wohnst du? - Where do you live? Ich wohne in der Stadt. - I live in the city.

Wo wohnst du? - Where do you live? Ich wohne in der Stadt. - I live in the city. Kapitel 3 Where you live wohnen - to live ich wohne wir wohnen du wohnst ihr wohnt er wohnt sie wohnen Wo wohnst du? - Where do you live? Ich wohne in der Stadt. - I live in the city. Wo wohnt Hans? -

More information

Level 2 German, 2014

Level 2 German, 2014 91123 911230 2SUPERVISOR S Level 2 German, 2014 91123 Demonstrate understanding of a variety of spoken German texts on familiar matters 9.30 am Wednesday 12 November 2014 Credits: Five Achievement Achievement

More information

Translating Alice s Adventures in Wonderland

Translating Alice s Adventures in Wonderland University of Hanover English Department Textual Analysis and Production, SoSe 2005 Shane Denson Translating Alice s Adventures in Wonderland Anke Noß Matr.Nr: 2462350 Lbs 2. Sem ankenoss@web.de Translating

More information

German Beginners. Stage 6 Syllabus. Preliminary and HSC Courses

German Beginners. Stage 6 Syllabus. Preliminary and HSC Courses German Beginners Stage 6 Syllabus Preliminary and HSC Courses Original published version updated: June 2009 Assessment and Reporting information updated 2009 Copyright Board of Studies NSW for and on behalf

More information

German spelling. upper and lower case theory. upper and lower case. summary. rule G04: Adjectives rule G06: Noun+adjective rule G07: Verbs

German spelling. upper and lower case theory. upper and lower case. summary. rule G04: Adjectives rule G06: Noun+adjective rule G07: Verbs German spelling upper and lower case summary upper case rule G01: Beginning of a sentence rule G02: Names and proper names rule G03: Nouns rule G05: Adjective with an article or quantity-adjectives rule

More information

Wortschatzliste 5-1. Students will be able to identify typical foods of Germany. Students will be able to explain which foods they like and dislike.

Wortschatzliste 5-1. Students will be able to identify typical foods of Germany. Students will be able to explain which foods they like and dislike. Wortschatzliste 5-1 Objective: Students will be able to identify typical foods of Germany. Students will be able to explain which foods they like and dislike. das Obst der Apfel die Trauben die Orange

More information

Formulaic sequences in native and nonnative argumentative writing in German

Formulaic sequences in native and nonnative argumentative writing in German Formulaic sequences in native and nonnative argumentative writing in German Article Accepted Version Jaworska, S., Krummes, C. and Ensslin, A. (2015) Formulaic sequences in native and non-native argumentative

More information

Deutsch 1020 Alexander

Deutsch 1020 Alexander Deutsch 1020 Anna Alexander Büro: OLD MAIN 341 Sprechstunden: Dienstag und Donnerstag von 16.00 bis 17.00 Uhr und Termine nach Vereinbarung Email: anna.alexander@hotmail.com Required Texts: Vorsprung,

More information

GCE EXAMINERS' REPORTS. BUSINESS STUDIES (NEW) AS/Advanced

GCE EXAMINERS' REPORTS. BUSINESS STUDIES (NEW) AS/Advanced GCE EXAMINERS' REPORTS BUSINESS STUDIES (NEW) AS/Advanced JANUARY 2010 Statistical Information This booklet contains summary details for each unit: number entered; maximum mark available; mean mark achieved;

More information

LEARNING AGREEMENT FOR STUDIES

LEARNING AGREEMENT FOR STUDIES LEARNING AGREEMENT FOR STUDIES The Student Last name (s) First name (s) Date of birth Nationality 1 Sex [M/F] Academic year 20../20.. Study cycle 2 EQF level 6 (Bachelor) oder 7 (Master) Phone Subject

More information

German Language Support Package

German Language Support Package German Language Support Package August 2014 Dear Parents and Students of Goethe International Charter School, Welcome to a new and exciting school year of great learning experiences and success! The key

More information

GCE MARKING SCHEME. GERMAN AS/Advanced

GCE MARKING SCHEME. GERMAN AS/Advanced GCE MARKING SCHEME GERMAN AS/Advanced SUMMER 2011 INTRODUCTION The marking schemes which follow were those used by WJEC for the Summer 2011 examination in GCE GERMAN. They were finalised after detailed

More information

Dokumentation über die Übernahme von. "GS-R-3" (The Management System for Facilities and Activities) "Sicherheitskriterien für Kernkraftwerke"

Dokumentation über die Übernahme von. GS-R-3 (The Management System for Facilities and Activities) Sicherheitskriterien für Kernkraftwerke Dokumentation über die Übernahme von "GS-R-3" () in die "Sicherheitskriterien für Kernkraftwerke" REVISION D APRIL 2009 1. INTRODUCTION BACKGROUND 1.1 This Safety Requirements publication defines the requirements

More information

Student s Handbook. Professional Exchange Program IFMSA. Name of the Student: Nationality: Hospital: Department: Supervising doctor: Start date:

Student s Handbook. Professional Exchange Program IFMSA. Name of the Student: Nationality: Hospital: Department: Supervising doctor: Start date: SCOPE-Logbuch Student s Handbook Professional Exchange Program IFMSA Name of the Student: Nationality: Hospital: Department: Supervising doctor: Start date: End date: Dear Student and Doctor, this student`s

More information

Mark Scheme. German 1661. Specification. General Certificate of Education. Listening, Reading and Writing. 2010 examination - June series

Mark Scheme. German 1661. Specification. General Certificate of Education. Listening, Reading and Writing. 2010 examination - June series Version: 1.0: 0610 General Certificate of Education German 1661 Specification GERM1 Listening, Reading and Writing Mark Scheme 2010 examination - June series Mark schemes are prepared by the Principal

More information

Coffee Break German Lesson 06

Coffee Break German Lesson 06 LESSON NOTES WIE VIEL KOSTET DAS? In this episode of Coffee Break German we ll start by learning the numbers from zero to ten and then learn to deal with transactional situations involving paying for things

More information

O CONNOR ebook How do I say that in English?

O CONNOR ebook How do I say that in English? O CONNOR ebook How do I say that in English? O CONNOR Kommunikation ohne Grenzen Ihr Spezialist für Sprachund Kommunikationstraining O CONNOR ebook How do I say that in English? Dear English Learner, First

More information

Mark Scheme (Results) Summer 2014. Pearson Edexcel GCE in German (6GN04/01) Paper 4

Mark Scheme (Results) Summer 2014. Pearson Edexcel GCE in German (6GN04/01) Paper 4 Scheme (Results) Summer 2014 Pearson Edexcel GCE in German (6GN04/01) Paper 4 Edexcel and BTEC Qualifications Edexcel and BTEC qualifications come from Pearson, the world s leading learning company. We

More information

Bound and referential pronouns

Bound and referential pronouns Bound and referential pronouns *with thanks to Birgit Bärnreuther, Christina Bergmann, Dominique Goltz, Stefan Hinterwimmer, MaikeKleemeyer, Peter König, Florian Krause, Marlene Meyer Peter Bosch Institute

More information

Stefan Engelberg (IDS Mannheim), Workshop Corpora in Lexical Research, Bucharest, Nov. 2008 [Folie 1]

Stefan Engelberg (IDS Mannheim), Workshop Corpora in Lexical Research, Bucharest, Nov. 2008 [Folie 1] Content 1. Empirical linguistics 2. Text corpora and corpus linguistics 3. Concordances 4. Application I: The German progressive 5. Part-of-speech tagging 6. Fequency analysis 7. Application II: Compounds

More information

Year 7 outline GERMAN following Echo 1 All beginner groups

Year 7 outline GERMAN following Echo 1 All beginner groups Year 7 outline GERMAN following Echo 1 All beginner groups Autumn Term 1 Topic Hallo Sub topics Wie heißt du? Introduce yourself, Echo 1 p6, 7. Hallo! 3 lessons: greeting people, saying listening booklet

More information