Reading Comprehension

There are five reading texts available . Each text has multiple-choice questions (just choose your answer and click to find out if you're right). Each text is also followed by a grammar exercise and a summary-writing exercise.

http://web2.uvcs.uvic.ca/elc/studyzone/410/reading/index.htm

Free Grammar and Vocabulary Exercises

Jede Menge Lernstoff mit drei unterschiedlichen levels bietet diese Seite:

http://www.speakspeak.com/html/d3_english_resources_grammar_practice.htm

Listening Comprehension - a diagnostic test

Hier ein Test aus dem Bereich Hörverstehen mit 100 Teilen.
Der Test kann online durchgeführt und im Anschluss sofort ausgewertet werden.

http://www.edict.com.hk/Diagnostic/listening.htm

Listening comprehension

Hörverstehensübungen mit worksheets und den jeweiligen Transkripten und Lösungen findest Du auf dieser Seite:

http://www.oup.com/elt/global/products/openforum/

Reading comprehension

Du möchtest deinen Zugang zu Texten testen. Du möchtest dein Textverständnis verbessern?
Diese Seite bietet jede Menge Lesestoff. Zu den jeweiligen Texten gibt es Zusatzübungen, deren Resultat nach der Bearbeitung angezeigt wird. Eine runde Sache.

http://www.usingenglish.com/comprehension/

Grammar Exercises

Eine Seite, die eine Unzahl an Grammatikübungen bietet. DieÜbungen sind dem jeweiligen Gebiet untergeordnet, so dass das gewünschte Gebiet leicht auffindbar ist. Have a try!

http://depts.gallaudet.edu/englishworks/exercises/main/grammar.html

Transitions with sample sentences

Wie strukturiere ich meinen Text logisch? Diese Seite gibt die Antwort. Alle Connectives sind mit Beispielsätzen versehen, so dass der Anwendungsaspekt Vorrang hat.

http://depts.gallaudet.edu/englishworks/writing/transitions.html

I. Nützliche Ausdrücke
Useful expressions.
Stellungnehmen
Gründe angeben
I feel (that)...I am convinced that...I personally believe that...It seems to me (that)...I firmly believe that...As I see...What I mean is...My (point of) view of the matter/problem is...My point of view is that...From my point of view...In my opinion/view...My view/feeling/opinion is that...To my mind...It you ask me...I’m certain, that...I claim, that...I feel strongly about...what I’m getting at...I’m willing to...I must concedeI (dis)approve ...I distinguish betweenI supposeIt evokes the feeling of...I like to emphasize/highlighte...First and foremostI like to point out, that...I dislike...Undoubtedly, ….In the formerIn the latterAt first glance
The (main/basic) reasons is that...The thing/point is...There are many points of view issues to consider here.. There are several questions to think about when discussing...The issues I want to mention/discuss here are...Another point to consider is this: ...A further problem to note is...Not only..., but... also...The reason why... is that...This leads inevitably to...The next item is...both... and.../as well... as...The cause is that...We have to regard, that/Regarding, that...Indeed
Weiterführung
besides....still....also....too...then....above all....what is more ...Moreover/Furthermore...In addition...Due to...Since,…

Liste
Ähnlichkeiten, Analogien
for one thing ... (and) for another (thing) to begin with to start with Secondly, ...; Thirdly, ...; Finally, ...; Last of all, ...First/First of all...in the first/second place..next..then..finally..last but not least..to conclude...last(ly)
equally..likewise..similarly...in the same way...resembling...

Einer Meinung zustimmen
Eine Meinung ablehnen
I agree. That is (quite) right/true.I couldn’t agree more.That is just how I see it.That is exactly my own view/opinion.
I do not agree.As a matter of fact, ...I cannot accept...Actually, ... In fact, I think (that)I doubt, that
Kontrast/Gegensatz
Beispiele
either...or...but...however..yet..nevertheless....in spite of/despite...instead of ...though...on the contrary......in contrast (to ...)by contrast.....on the one hand ...on the other (hand)...Whereas...
for example (e. g.)for instance....such as...that is to say.....Supposing (that)
namely...alternatively

Ergebnisse festhalten
Zusammenfassung und abschließende Bemerkung
As a result...As a consequence...Because of this...The effect of this is that...consequently....hence....thus....accordingly
To sum up...In short/in brief/in general...On the whole, ...All in all, ...In conclusion, then, it is clear that...To conclude, therefore, it seems that...Having considered all these issues...Having outlined the main arguments...Having taken all these factors into account...I come to the conclusion that...

II. Wortschatzliste für Comprehension and Comment
II.1 Aufzählen von Ideen, Fakten und Gründen
Enumerating ideas, facts and reasons.
Start
Entwicklung
Schluss
first of all...to begin with...to start with...in the first place....the first point I would like...first and foremost
secondly – thirdly – finally..then...in the second place...moreover...furthermore...besides..in addition to that...apart from that..another factor/problem is...the next point I want to mention is...the next point to be considered is...other factors to be taken in account are....we must also take into account tha..twe should also consider the fact that...another argument is
finally..eventually...in conclusion...last of all..the final point ist..here is only one point left

II.2 Bezugnahme zu den Argumenten des Autors
Referring to the author’s arguments in a text.
the author is of the opinion thatin his opinion/view/he bases his arguments on
the author...
claims..states...suggests..implies.. refers to...alludes to..deals with..discusses..puts forward the thesis that...presents/develops/defends the thesis that...expresses his point of view...holds the view that...agrees to/with.... approves (of), is in favour of
supports/sides with/sympathizes with /criticizes/blames sb. for/ reproaches sb with sb.....accuses sb. of having done sth....questions sb....raises objections to/opposes sb...objects by pointing out....argues that...comments on...assumes a critical attitude towards sb....argues for – against...points out that...bases his arguments on...supports/illustrates his arguments

II.3 Formulierung der eigenen Meinung
Expressing your own view.
with regard to an author’s opinion in a text
his argument does not hold good
he overlooks the fact that
the author’s proposals/arguments are convincing, but he fails to take into account that...
it is true that, but...
despite/in spite all this arguments
in my opinion/from my point of view
when discussing problems in a comment
to weigh the pros and cons
as far as I can see
as for/as to/with regard to
talking of
in contrast to/contrary to
as opposed to
the question of... -->
it should be pointed out that
I would like to point out that
it should be mentioned that
I’d like to emphasize the fact
consequently
the consequence would be
the consequence is whether
the result may be
it seems to me that
on the one hand
on the other hand
in fact
as a matter of fact
strictly speaking
we can draw the conclusion that
to sum up we may say
to sum up and make the point
as far as the question of... is concerned
it might be stated that

Nützliche Satzverknüpfungspartikel
Useful particle for sentence association.
Was?
Beispiele
Gedanken hinzufügen:
in addition, further, furthermore, also, besides, in the same way
Gedanken neu formulieren:
in other words, that means, that is, that is to say
Gedankengang abschließen:
in conclusion, in brief, in short, on the whole
Reihenfolge verdeutlichen:
first, second, next, finally, in the end
Gegenteil/Kontrast ausdrücken:
yet, however, on the other hand, on the contrary, in contrast, in spite of, despite, although, though, but,
Vergleich anstellen:
similarly, in the same way, likewise, both, likewise, equally, as well as, as.... as
Schlussfolgerung ausdrücken:
consequently, therefore, as a result, hence, accordingly, thus
Einräumung ausdrücken:
although, though, even if, after all, in any case
Bedingung ausdrücken:
if, unless, provided that, in case that
Begründung/Zweck anführen:
therefore, that is why, for this reason, because, because of, since, on account of, so that, due to
Bezugnahme ausdrücken:
concerning, regarding, related to, referring to
Beispiel anführen:
For example, for instance, in other words, such as
Ort beschreiben:
among, between, here, there, where, on the right/left, in the middle, in front of, behind, nearby, in the distance, in the foreground, in the background
zeitliche Verbindung knüpfen:
now, while, as soon as, before, after, as long as, initially, previously, recently, finally, eventually, meanwhile, at the same time, at the moment, in the end, at last, since, from now on, time and again, off and on, lately, in the past

Hilfreiche Ausdrücke und Wendungen
Useful expressions and phrases.
Einstieg:
Entwicklung:
Schluss:
Personally, I think/feel...
In my opinion...
I object to...
To my mind...
First of all.../furthermore...
To begin with.../Next....
One reason for this.../Another reason...
Likewise it must be mentioned....
And above all...
This can be seen .../So, for instance, ....
In a word....
To conclude...
As a result...
Consequently

Hinführen zum Thema:
Aufzählen von Gründen:
Ziehen einer Schlussfolgerung:
Most people would agree that
Many people seem to think
It has often been said
For the majority of people
As a general statement
Literally this statement means
In the first place
Apart from that
Above all
Finally
The logical result of this is
In consequence
This suggests
For that reason
That is why

Stilistische Aufwertung mit Adverben
Stylistic revaluation with adverbs.
Englisch
Deutsch
absolutely brilliant deeply hurt entirely different extremely cold extremely interesting highly unusual particularly difficult wonderfully creative severely limited
absolut genial tief verletzt völlig anders extrem kalt äußert interessant höchst ungewöhnlich besonders schwierig wunderbar kreativ streng limitiert

GB System of Government

The British Government
The System of Government
Britain is a parliamentary democracy with a constitutional monarch, Queen Elizabeth II, as head of the State. The British constitution, unlike those of most countries, is not set out in a single document. Instead it is made up of a combination of laws and practices which are not legally enforceable, but which are regarded as vital to the working of government.
The Monarchy
The stablility of the British government owes much to the monarchy. Its continuity has been interrupted only once (the republic of 1649-60) in over a thousand years.Today the Queen is not only the head of State, but also an important symbol of national unity. Her complete official royal title is 'Elizabeth the Second, by the Grace of God of the United Kingdom of Great Britain and Northern Ireland and of Her other Realms and Territories Queen, Head of the Commonwealth, Defender of the Faith', but she is usually referred to as Her Royal Highness or Queen Elizabeth.According to the law the Queen is head of the executive branch of the government, an integral part of the legislature, head of the judiciary, the commander-in-chief of all the armed forces of the Crown and the 'supreme governor' of the established Church of England. While that sounds like a lot of responsibility, the real power of the monarchy has been steadily reduced over the years to the point where the Queen is uninvolved in the day-to-day operation of the government. She is impartial and acts only on the advice of her ministers.The Queen, the Queen Mother, Prince Charles and the other members of the royal family take part in traditional ceremonies, visit different parts of Britain and many other countries and are closely involved in the work of many charities.
Parliament
Parliament, Britain's legislature, is made up of the House of Commons, the House of Lords and the Queen in her constitutional role.The Commons has 651 elected Members of Parliament (MPs), who represent local constituencies. The House of Lords is made up of 1,185 hereditary and life peers and peeresses, and the two archbishops and the 24 most senior bishops of the established Church of England.The center of parliamentary power is the House of Commons. Limitations on the power of the Lords (it rarely uses it power to delay passage of most laws for a year) is based on the principle that the Lords, as a revising chamber, should complement the Commons and not rival it. Once passed through both Houses, legislation requires the Royal Assent to become law.Parliament has a number of ways to exert control over the executive branch. Parliamentary committees question ministers and civil servants before preparing reports on matters of public policy and issues can be debated before decisions are reached. However, ultimate power rests in the ability of the House of Commons to force the government to resign by passing a resolution of 'no confidence'. The government must also resign if the House rejects a proposal so vital to its policy that it has made it a matter of confidence. The proceedings of both Houses of Parliament are broadcast on television and radio, sometimes live or more usually in recorded and edited form.

General elections to choose MPs must be held at least every five years. Voting, which is not compulsory, is by secret ballot and is from the age of 18. The simple majority system of voting is used. Candidates are elected if they have more votes than any of the other candidates, although not necessarily an absolute majority over all candidates.

Political Party System
The political party system is essential to the working of the constitution. Although the parties are not registered or formally recognized in law, most candidates for election belong to one of the main parties. Since 1945 eight general elections have been won by the Conservative Party and six by the Labour Party. A number of smaller parties have national and local organizations outside Parliament, and are also represented in local government.The Government is formed by the party with majority support in the Commons. The Queen appoints its leader as Prime Minister. As head of the Government the Prime Minister appoints about 100 ministers. About 20 ministers make up the Cabinet, the senior group making the major policy decisions. Ministers are collectively responsible for government decisions and individually responsible for their own departments. The second largest party forms the official Opposition, with its own leader and 'shadow cabinet'. The Opposition has a duty to challenge government policies and to present an alternative program.Policies are carried out by government departments and executive agencies staffed by politically neutral civil servants. Over half the Civil Service, about 295,000 civil servants, work in over 75 executive agencies. Agencies perform many of the executive functions of the government, such as the payment of social security benefits and the issuing of passports and drivers' licences. Agencies are headed by chief executives responsible for their performance and who enjoy considerable freedom on financial, pay and personnel matters.

USA System of Government

USA – system of governmentThe United States is the world's oldest surviving federation. It is a constitutional republic, "in which majority rule is tempered by minority rights protected by law." It is fundamentally structured as a representative democracy.The government is regulated by a system of checks and balances defined by the U.S. Constitution, which serves as the country's supreme legal document and as a social contract for the American people. In the American federalist system, citizens are usually subject to three levels of government, federal, state, and local; the local government's duties are commonly split between county and municipal governments. In almost all cases, executive and legislative officials are elected by a plurality vote of citizens by district. There is no proportional representation at the federal level, and it is very rare at lower levels. Federal and state judicial and cabinet officials are typically nominated by the executive branch and approved by the legislature, although some state judges and officials are elected by popular vote.
The federal government is composed of three branches:
Legislative: The bicameral Congress, made up of the Senate and the House of Representatives, makes federal law, declares war, approves treaties, has the power of the purse, and has the power of impeachment, by which it can remove sitting members of the government.
Executive: The president is the commander-in-chief of the military, can veto legislative bills before they become law, and appoints the Cabinet and other officers, who administer and enforce federal laws and policies.
Judicial: The Supreme Court and lower federal courts, whose judges are appointed by the president with Senate approval, appoints, interpret laws, and can overturn laws they deem unconstitutional.
The House of Representatives has 435 members, each representing a congressional district for a two-year term. House seats are apportioned among the states by population every tenth year. As of the 2000 census, seven states have the minimum of one representative, while California, the most populous state, has fifty-three. The Senate has 100 members with each state having two senators, elected at-large to six-year terms; one third of Senate seats are up for election every other year. The president serves a four-year term and may be elected to the office no more than twice. The president is not elected by direct vote, but by an indirect electoral college system in which the determining votes are apportioned by state. The Supreme Court, led by the Chief Justice of the United States, has nine members, who serve for life. The state governments are structured in roughly similar fashion; Nebraska uniquely has a unicameral legislature. The governor (chief executive) of each state is directly elected.
All laws and procedures of both state and federal governments are subject to review, and any law ruled in violation of the Constitution by the judiciary is voided. The original text of the Constitution establishes the structure and responsibilities of the federal government and its relationship with the individual states. Article One protects the right to the "great writ" of habeas corpus, and Article Three guarantees the right to a jury trial in all criminal cases. Amendments to the Constitution require the approval of three-fourths of the states. The Constitution has been amended twenty-seven times; the first ten amendments, which make up the Bill of Rights, and the Fourteenth Amendment form the central basis of Americans' individual rights.


Parties, ideology, and politics
The United States has operated under a two-party system for most of its history. For elective offices at all levels, state-administered primary elections choose the major party nominees for subsequent general elections. Since the general election of 1856, the major parties have been the Democratic Party, founded in 1824, and the Republican Party, founded in 1854. Since the Civil War, only one third-party presidential candidate—former president Theodore Roosevelt, running as a Progressive in 1912—has won as much as 20% of the popular vote.

Within American political culture, the Republican Party is considered "center-right" or conservative and the Democratic Party is considered "center-left" or liberal. The states of the Northeast and West Coast and some of the Great Lakes states, known as "blue states", are relatively liberal. The "red states" of the South and much of the Great Plains and Rocky Mountains are relatively conservative. A plurality of Americans identify as Democrats, yet significantly more Americans identify as conservative than liberal. Among the rights explicitly addressed in the Constitution, gun ownership is the subject of particularly contentious debate.

The incumbent president, Republican George W. Bush, is the 43rd U.S. president. All presidents to date have been men of European descent. After winning the 2008 presidential election, Democrat Barack Obama will be the first president of mixed European and African descent. The 2008 elections also saw the Democratic Party strengthen its control of both the House and the Senate. Every member of the U.S. Congress is a Democrat or a Republican except two independent members of the Senate. An overwhelming majority of state and local officials are also Democrats or Republicans.

English Grammar Exercises

Zur Wiederholung und zur Übung der Tenses und der Word Order

http://www.die-zeiten-in-englisch.de/corporate/grammitik/mix_tenses.php

Hörverstehen – Links zur Vorbereitung auf den ersten Teil der ZP 10

Hier findet ihr viele Links zu Webseiten mit denen ihr euer Hörverständnis trainieren und testen könnt.

Hinweis: Um Audiodateien abspielen zu können, benötigt ihr unter Umständen entsprechende Programme:
Real Player downloaden
Windows Media Player downloaden

• CDLP - Learning Activities
  

  Geschichten anhören, den Text mitlesen und anschließend verschiedene Aufgaben dazu machen.
  

1. Randall's ESL Listening Lab
   

   Hörverständnisaufgaben in den Kategorien "Easy", "Medium" und "Difficult". Diese Seite ist für die ZP 10 Vorbereitung am besten geeignet
   

2. ELLLO - English Language Listening Lab Online
   

   Auf dieser Webseite finden Sie verschiedene Hörverständnisaufgaben. Diese beinhalten Bilder, Quiz sowie ein Transkript der Audiodatei.
   

3. CNN Literacy Network
   

   Geschichten zu verschiedenen Themen. Zu einigen Texten gibt es auch Audio- oder Videodateien. Im Anschluss können eine Reihe von Hörverständnisaufgaben gemacht werden.
   

4. 1-language.com - Listening Center
   

   Gesprächen zuhören und anschließend Aufgaben dazu machen.
   

5. eflclub.com - Songs Room
   

   Lieder ( u.a. von den Beatles) anhören und die Lücken im Liedtext ausfüllen.
   

ZP 10 Hörverstehen

Zur Vorbereitung des ersten Teils der ZP 10 ist es unerlässlich in verschiedene "real life situations" hineinzuhören. Diese Seite ist aufgeteilt in EASY, MEDIUM, ADVANCED.
Zu allen Beispielen wird zunächst eine pre-reading activity, in der ihr Vokabular zum Thema des Hörtextes aktiviert.
Dann wird das Verständnis überprüft, das heißt:
Während ihr das Tonbeipiel abspielt, minimiert den Player und konzentriert euch auf die Fragen, klickt die Lösungen an und lasst euren "score" errechnen.
Beginnt mit den Beispielen aus der Rubrik EASY, das entspricht den Vorgaben der ZP 10.
Im Anschluss ist es möglich, sich post-listening activities anzuschauen.
Hier der LINK

Randall's Cyber Listening Lab
http://www.esl-lab.com/

Obama's speech "We are the United States of America"

How to write a summary

Writing a summary

Why summaries?

The summary was not invented to torture students. Instead, it is something very useful. Summaries of the essential contents of longer texts can be found in

• surveys summarizing the most important information of longer reports,
  
• blurbs giving a brief overview of the content of a book,
  
• dissertation abstracts containing short information about scientific theses,
  
• minutes recording the main results of a meeting.
  

What does a summary do?

In a summary, you tell the reader (or the teacher, if he doesn't know already)

• what a text talks about in general (the topic)
  
• what exactly a text talks about (the sub-topics of the text) and what it says about these things (the messages of a text)
  
• what is the overall message of the text.
  

A topic is one word or expression that a text or a paragraph is about. It can normally be found somewhere at the beginning of a text or paragraph. What is the topic of the following short paragraph?

Mike's house was so comfortable and warm! He really didn't want to leave, but he couldn't afford the rent, you know. And it had such a nice garden in the back!

What does the text say about this topic, __________________? That's the message of a paragraph. You should be able to express this message in one sentence or two. Sometimes, the author has done this bit of work for you and has put the message at the beginning or at the end of a paragraph / text, but sometimes you have to make it up yourself. Unfortunately, it's not always that clear what the message is.

A longer text will deal its topic by talking about different subtopics.

How do you write a summary

1. Take a first look at the text, try to understand what it is about (this might be the general topic of the text)
   
2. Read through the text, try to understand what it is really about (general topic), which things it talks about (subtopics), and what its overall message is. Underline the corresponding expressions in three colours. Colour pencils are expensive, so use the colours sparingly!
   
3. Read through the text again, try to find sections that talk about the same subtopic and mark them.
   Hint: Most of the time, a new topic will be treated in a new paragraph. Also watch out for adverbials that express a distance in time (a few years later), a logical contrast (however, nevertheless, on the other hand), a new development of the argument (therefore, consequently), or a new topic (As far as XYZ is concerned /As to XYZ,). You can underline these signal adverbials when you read through the text first.
   
4. Read through the text again (if you don't know it by heart yet) and try to understand which messages the text gives about its different subtopics. If you're lucky to find a key sentence, underline it, otherwise write down the message at the margin of the text.
   
5. At the same time, try to understand the logical connection between the different messages of the text. If you're lucky, the author has helped you with some nice adverbials of time or reason.
   
6. Congratulations! Your summary is finished. All you have to do now is write it down, in the following order:
   

• Overall topic of the text (XYZ's text ABC talks about X // deals with the question as to whether / why…)
  
• Subtopics and messages, connected logically or, if there's no logical connection to be seen, with First, second, third / Moreover / In addition.
  
• General message of the text (In general / On the whole, the author shows / makes it clear that… // Thus, the bottom line of XYZ's text is that…)
  

1. The tricky thing about a summary is its style. You're not supposed to just copy the text, because then your teacher would have nothing to correct. Instead, you're required
   

• to use your own words as far as possible
  
• to avoid repetitions, especially as far as the connections between the different ideas are concerned. Vary your choice of words.
  
• to be short and snappy: In general, a summary has about a third of the length of the original text.
  

1. Remind the reader time and again that you are summarizing. Moreover, if the author expresses his opinion, make it clear that it is his opinion, not yours, even if you happen to agree with him. You can do this by using the following expressions.
   

 

The author…

says, states, points out that ... claims, believes thinks that ... describes, explains, makes clear that/why … uses examples to confirm/prove that … doubts, asks the question as to whether ... agrees/ disagrees with the thesis/ view that … contradicts the view/ opinion that … criticizes/ analyses/ comments on … concludes that … shows that it is important to consider … contrasts X with Y / compares X to Y… tries to express … tries to convince the reader argues that … suggests that sth. should be done to/ against/ for … appeals to the reader/government/ ? to …

Applying for a job - an advertisement

The job advertisement


Administrative Assistant - Amazon.com[1]

Job Title: Administrative Assistant
Location: SEATTLE, WA
Job Type: Full-Time
============================

Amazon.com is looking for a highly motivated, detail-oriented self-starter to assist our Product Development group. In addition to day-to-day administration, responsibilities will involve challenging projects such as online research. This position requires a high level of organizational skills, as well as excellent written and oral communication skills. A solid knowledge of Microsoft Word and Excel is also required. Candidates must be bright[2], independent and flexible. Candidates with a passion for the Internet and creating the world's best e-commerce Web site will find this a very good job.

Required Skills:
* Organizational Skills
* Communication Skills
* MS Word
* MS Excel

Contact Information:
Jack Peters
Recruitment Manager
Amazon.com
P.O. Box 80387
Seattle, WA 98108

The Amazon.com philosophy is simple: if it’s good for our customers, it’s worth doing. Our company mission is to provide the best buying experience on the Internet. Put another way, we want people to come to Amazon.com, find whatever they want, discover things they didn’t know they wanted, and leave feeling like they have a favorite place to shop.
Work hard. Everyone at Amazon.com works hard and long. We act like owners because we are owners--stock options[3] are given to each of us.
Have fun. We like what we’re doing. Because of that, we have fun at work, and it makes it easy for us to work hard.
Make history. This is the most compelling reason to work at Amazon.com. What we’re building is new. We’re not trying to follow a company model--we are creating the model. Amazon.com is the product of a great idea, hard work, and exceptional people. We are pioneers in a growth industry, and we’re leading the way. But this is just the beginning; it’s still day one at Amazon.com. If you would like to help us build our company, we invite you to apply.
[1] Amazon.com = American Internet bookshop operating in other countries (incl. Germany), too
[2] bright = intelligent
[3] stock options = Firmenanteile (wie Aktien)

test your Vocabulary

Vocabulary I - Upload a Document to Scribd

Vocabulary "Youth Culture"

Young People

youth Jugend/Jugendlicher
youths männliche Jugendliche
youngster Kind/Junge
adolescence Jugendalter
adolescent Jugendlicher
teenager Teenager
teenage (adj.) im Teenageralter

Leisure Time

free/spare time Freizeit
go out weggehen/ausgehen
go clubbing in einen Club gehen / tanzen gehen
club Club
go to a concert/gig zu einem Konzert/Auftritt gehen
venue Veranstaltungsort/Treffpunkt
pub Kneipe
party Party
go shopping shoppen/einkaufen gehen
listen to music Musik hören
drink trinken
have fun Spaß haben / sich amüsieren
chill out relaxen/abhängen
hang out sich herumtreiben
at home zu Hause
be/feel relaxed entspannt sein

Music Styles

gothic Gothic
rock Rock
pop Pop
house House
techno Techno
hip hop Hiphop
grunge Grunge
punk Punk


Youth as a Consumer Group

pocket money Taschengeld
have a weekend job einen Wochenendjob haben
consume sth. etwas konsumieren
spending power Kaufkraft
major force in the market wichtiger Marktfaktor
wield power Macht ausüben
dominate the market den Markt beherrschen
designer label Designermarke
target of marketing campaigns Zielgruppe von Marketingkampagnen
satisfy new needs neue Bedürfnisse/Wünsche befriedigen

Conformism/Individuality

peer pressure Gruppendruck
group mentality Gruppenmentalität
the in-crowd Schickeria
conform to sth. sich an etwas anpassen
outsider Außenseiter
individual (adj, n) individuell/Individuum
be different anders sein

Self-Image

self-esteem Selbstwert
concern about your image Sorge um sein Image
feel good/bad about yourself mit sich zufrieden/unzufrieden sein
misunderstood missverstanden

Appearance

looks Aussehen
trendy trendy / im Trend
attention-grabbing Aufmerksamkeit erregend
normal normal
slender schlank
thin dünn
anorexic magersüchtig
overweight (adj, n) übergewichtig/Übergewicht
blemish-free makellos
acne Akne
spots Pickel
diet Ernährung/Diät
go/be on a diet eine Diät machen / auf Diät sein
go without food auf Essen verzichten
miss/skip meals Mahlzeiten auslassen
lose weight Gewicht verlieren
gain weight zunehmen
eat healthily sich gesund ernähren
exercise (n, v) Sport / Sport treiben
do sport Sport machen
go to the gym ins Fitnessstudio gehen
do aerobics Aerobic machen
muscular muskulös

Social Involvement

idealistic idealistisch
help others anderen helfen
volunteer (n, v) Freiwilliger / etwas freiwillig tun
community service Sozialdienst
join an organization einer Organisation beitreten
change the world die Welt verändern
be environmentally aware umweltbewusst sein
get involved in sth. sich engagieren bei/für etwas
be committed to sth. sich für etwas engagieren

Drugs and Alcohol

get drunk sich betrinken
have a hangover einen Kater haben
take drugs Drogen nehmen
drug/alcohol abuse Drogen-/Alkoholmissbrauch
become addicted to sth. von etwas abhängig werden

Love/Sexuality

have a girl-/boyfriend einen Freund / eine Freundin haben
have a relationship eine Beziehung haben
be in love (with sb.) (in jdn.) verliebt sein
be crazy about sb. nach jdm. verrückt sein
be attracted to sb. sich zu jdm. hingezogen fühlen
go on a date zu einer Verabredung / einem Date gehen
have a date with sb. eine Verabredung / ein Date mit jdm. haben
pick sb. up jdn. abschleppen
have a one-track mind nur an das Eine denken
have a one-night stand einen One-Night-Stand haben
have (unprotected) sex (ungeschützen) Geschlechtsverkehr haben
pick up / get a sexually transmitted disease / STD eine Geschlechtskrankheit bekommen
get/become pregnant schwanger werden
cheat on sb. jdn. betrügen

Communication

computer Computer
virtual reality virtuelle Realität
the real world die wirkliche Welt
e-mail Email
send an attachment einen Datei-Anhang verschicken
digital camera/photo Digitalkamera/Digitalfoto
(on) the Internet (im) Internet
be/go online online sein/gehen
have access to the Internet Internetzugang haben
download sth. etwas herunterladen
chat (v, n) chatten/Chat
chat room Chatroom
play computer games Computerspiele spielen
mobile phone (BE) /cell phone (AE) Handy
text message sb. jdm. eine SMS schicken
send a text message eine SMS schicken

Vocabulary "Who am I - Identity"

Aspects of Identity

appearance äußeres Erscheinungsbild
background Hintergrund
born into (a rich family) in (einer reichen Familie) geboren werden
born of/to (poor parents / a German family) als Kind (armer Eltern / einer deutschen Familie) geboren werden
region Region
national identity nationale Identität
social class soziale Schicht
upper/middle/working class Oberschicht/Mittelschicht/Arbeiterschicht
racial/ethnic identity ethnische Identität
ethnicity Ethnizität/Volkszugehörigkeit
mixed ethnic background gemischter ethnischer Hintergrund
of mixed ancestry von gemischter Herkunft/Abstammung
religious identity religiöse Identität
upbringing Erziehung
education Bildung/Erziehung
hereditary angeboren/erblich
acquired erworben

Personality

have/show personality traits Persönlichkeitszüge haben
self-confidence Selbstvertrauen
self-confident selbstsicher
assertive bestimmt/durchsetzungsfähig
aggressive aggressiv
self-awareness Selbstkenntnis
shape an individual’s personality die Persönlichkeit einer Person formen
attitudes Einstellungen/Haltungen/Gesinnungen
beliefs Überzeugungen
(stick to your) principles seinen Prinzipien treu bleiben
morals Moral/Sitten
interests Interessen
be interested in sth. sich für etwas interessieren
share values Werte teilen
role model Rollenvorbild
find yourself sich selbst finden
deny your origins seine Wurzeln/Herkunft verleugnen

Sexuality

gender identity Geschlechtsidentität
sexual identity sexuelle Identität
sexual orientation sexuelle Orientierung
heterosexual heterosexuell
homosexual homosexuell
bisexual bisexuell
enter into / end a relationship eine Beziehung beginnen / beenden

Strengths
realize your full potential sein volles Potenzial entfalten
have a positive outlook on life eine positive Lebenseinstellung haben
find fulfilment in sth. Erfüllung in etwas finden
ambition Ehrgeiz
ambitious ehrgeizig
aim high sich hohe Ziele setzen
achiever Erfolgstyp
seek self-fulfilment/happiness Selbsterfüllung/Glück suchen
be good/talented at sth. gut in / begabt für etwas sein
work hard for sth. hart für etwas arbeiten
focus on sth. sich auf etwas konzentrieren
strong point Stärke
self-confidence/self-respect Selbstvertrauen/Selbstachtung
overcome a problem ein Problem überwinden
mature reif
self-assured selbstbewusst
feel accepted sich akzeptiert fühlen

Weaknesses

self-doubt(s) Selbstzweifel
lack of self-confidence/self-respect mangelnde(s) Selbstvertrauen/Selbstachtung
shortcomings Schwäche/Fehler
self-consciousness Unsicherheit/Gehemmtheit
go/pass through an identity crisis eine Identitätskrise durchleben
have an inferiority/superiority complex einen Minderwertigkeits-/Überlegenheitskomplex haben
failure Scheitern/Versagen/Versager
fail in sth. bei etwas scheitern
be nervous/uncertain/confused about sth. nervös/unsicher/verwirrt bei einer Sache sein
feel threatened by sth. sich von etwas bedroht fühlen
feel like an outsider sich wie ein Außenseiter fühlen
be a snob ein Snob sein

Goals/Ambitions

have realistic goals realistische Ziele haben
achieve your goals seine Ziele erreichen
find a dream job einen Traumjob finden
pursue a dream einen Traum verfolgen
consider your options über die eigenen Möglichkeiten nachdenken

Vocabulary "The Family"

Family Members

relative Verwandter
relation Verwandter
wife Ehefrau
husband Ehemann
parent(s) Elternteil (Eltern)
mother Mutter
father Vater
sister Schwester
brother Bruder
half-sister/brother Halbschwester/-bruder
sibling das Geschwister
twin(s) Zwilling(e)
child Kind
daughter Tochter
son Sohn
stepmother/stepfather Stiefmutter/Stiefvater
stepsister/ stepbrother Stiefschwester/ Stiefbruder
stepson/stepdaughter Stiefsohn/Stieftochter
in-laws angeheiratete Verwandtschaft
mother-in-law/ father-in-law Schwiegermutter/ Schwiegervater
sister-in-law/ brother-in-law Schwägerin/ Schwager
daughter-in-law/ son-in-law Schwiegertochter/ Schwiegersohn
aunt Tante
uncle Onkel
niece Nichte
nephew Neffe
cousin Cousin/Cousine
grandmother/ grandfather Großmutter/ Großvater
grandchild Enkelkind
granddaughter/ grandson Enkelin/Enkel
great-grandmother/ great-grandfather Urgroßmutter/ Urgroßvater

Near-Family

godparent(s) Pate/Patin, (Paten)
godmother Patentante/Taufpatin
godfather Patenonkel/Taufpate
goddaughter Patentochter
godson Patensohn

Family Structures

a married couple verheiratetes Paar
a couple Paar/Pärchen
nuclear family Kernfamilie
one-/single-parent family Familie mit alleinerziehendem Elternteil
a childless couple kinderloses Paar
an adopted child adoptiertes Kind
natural/adoptive parents leibliche Eltern / Adoptiveltern
extended family Großfamilie / weiterer Familienkreis
an only child Einzelkind
gay/same-sex couple gleichgeschlechtliches Paar
gay/same-sex partnership gleichgeschlechtliche Partnerschaft
be related to sb. mit jdm. verwandt sein

Planning a Family

family planning Familienplanung
adopt a child ein Kind adoptieren
be adopted adoptiert werden/sein
surrogate mother Leihmutter
artificial insemination künstliche Befruchtung
sperm bank Samenbank
test-tube baby ‘Retortenbaby’
clone a human being ein menschliches Wesen klonen

Parents and Children

bring sb. up jdn. aufziehen
raise sb. jdn. großziehen
look after sb. sich um jdn. kümmern
take care of sb. auf jdn. aufpassen
support sb. jdn. (finanziell) unterstützen
educate sb. jdn. erziehen/(aus-)bilden
have good/bad relations with sb. gute/schlecht mit jdm. auskommen
have a good/bad relationship (with sb.) eine gute/schlechte Beziehung zu jdm. haben
get on well with sb. gut mit jdm. klarkommen/zurechtkommen
be strict with sb./ about sth. mit jdm. / in einer Sache streng sein
lay down the law Vorschriften machen
allow sb. to do sth. jdm. erlauben, etwas zu tun
check up on sb. jdn. kontrollieren
obey sb. jdm. gehorchen

(dis)obedience (Un)Gehorsam
rebel against sb. gegen jdn. rebellieren
obey/break rules Regeln befolgen/brechen

Providing for a Family

support your family (financially) seine Familie (finanziell) unterstützen
main breadwinner Hauptverdiener
homemaker Hausfrau
single/double income Einzel-/Doppelverdienst
pay maintenance (to sb.) (für jdn.) Unterhalt zahlen
childcare Kinderbetreuung
childcare support Kindergeld

Living Together/Apart

live together zusammenleben
move in with sb. mit jdm. zusammenziehen
be engaged to sb. mit jdm. verlobt sein
get married heiraten
fiancé Verlobter
fiancée Verlobte
get married heiraten
be married verheiratet sein
start a family eine Familie gründen
be happily/unhappily married glücklich/unglücklich verheiratet sein
divorce sb. sich von jdm. scheiden lassen
get divorced sich scheiden lassen
be divorced geschieden sein
separate (from sb.) sich (von jdm.) trennen
be separated getrennt sein
break up (with sb.) sich (von jdm.) trennen
live by yourself allein leben
live alone allein leben
stay/remain single alleinstehend bleiben
bachelor Junggeselle
widow Witwe
widower Witwer
live at home zu Hause leben
live under one roof unter einem Dach leben
leave home zu Hause ausziehen

Vocabulary "Personal Identity"

Topic Vocabulary ‘Personal Identity’


Aspects of Identity

appearance
background
born into (a rich family)
born of/to (poor parents / a German family)
region
national identity
social class
upper/middle/working class
racial/ethnic identity
ethnicity
mixed ethnic background
of mixed ancestry
religious identity
upbringing
education
hereditary
acquired


Personality

have/show personality traits
self-confidence
self-confident
assertive
aggressive
self-awareness
shape an individual’s personality
attitudes
beliefs
(stick to your) principles
morals
interests
be interested in sth.
share values
role model
find yourself
deny your origins


Sexuality

gender identity
sexual identity
sexual orientation
heterosexual
homosexual
bisexual
enter into / end a relationship


Strengths

realize your full potential
have a positive outlook on life
find fulfilment in sth.
ambition
ambitious
aim high
achiever
seek self-fulfilment/happiness
be good/talented at sth.
work hard for sth.
focus on sth.
strong point
self-confidence/self-respect
overcome a problem
mature
self-assured
feel accepted


Weaknesses

self-doubt(s)
lack of self-confidence/self-respect
shortcomings
self-consciousness
go/pass through an identity crisis
have an inferiority/superiority complex
failure
fail in sth.
be nervous/uncertain/confused about sth.
feel rootless
feel threatened by sth.
feel like an outsider
be a snob


Goals/Ambitions

have realistic goals
achieve your goals
find a dream job
pursue a dream
consider your options

Defining Democracy

DEFINING DEMOCRACY

Government of the People
Democracy may be a word familiar to most, but it is a concept still misunderstood and misused in a time when totalitarian regimes and military dictatorships alike have attempted to claim popular support by pinning democratic labels upon themselves. Yet the power of the democratic idea has also evoked some of history's most profound and moving expressions of human will and intellect: from Pericles in ancient Athens to Vaclav Havel in the modern Czech Republic, from Thomas Jefferson's Declaration of Independence in 1776 to Andrei Sakharov's last speeches in 1989.

In the dictionary definition, democracy "is government by the people in which the supreme power is vested in the people and exercised directly by them or by their elected agents under a free electoral system." In the phrase of Abraham Lincoln, democracy is a government "of the people, by the people, and for the people."

Freedom and democracy are often used interchangeably, but the two are not synonymous. Democracy is indeed a set of ideas and principles about freedom, but it also consists of a set of practices and procedures that have been molded through a long, often tortuous history. In short, democracy is the institutionalization of freedom. For this reason, it is possible to identify the time-tested fundamentals of constitutional government, human rights, and equality before the law that any society must possess to be properly called democratic.

Democracies fall into two basic categories, direct and representative. In a direct democracy, all citizens, without the intermediary of elected or appointed officials, can participate in making public decisions. Such a system is clearly only practical with relatively small numbers of people--in a community organization or tribal council, for example, or the local unit of a labor union, where members can meet in a single room to discuss issues and arrive at decisions by consensus or majority vote. Ancient Athens, the world's first democracy, managed to practice direct democracy with an assembly that may have numbered as many as 5,000 to 6,000 persons--perhaps the maximum number that can physically gather in one place and practice direct democracy.

Modern society, with its size and complexity, offers few opportunities for direct democracy. Even in the northeastern United States, where the New England town meeting is a hallowed tradition, most communities have grown too large for all the residents to gather in a single location and vote directly on issues that affect their lives.

Today, the most common form of democracy, whether for a town of 50,000 or nations of 50 million, is representative democracy, in which citizens elect officials to make political decisions, formulate laws, and administer programs for the public good. In the name of the people, such officials can deliberate on complex public issues in a thoughtful and systematic manner that requires an investment of time and energy that is often impractical for the vast majority of private citizens.

How such officials are elected can vary enormously. On the national level, for example, legislators can be chosen from districts that each elect a single representative. Alternatively, under a system of proportional representation, each political party is represented in the legislature according to its percentage of the total vote nationwide. Provincial and local elections can mirror these national models, or choose their representatives more informally through group consensus instead of elections. Whatever the method used, public officials in a representative democracy hold office in the name of the people and remain accountable to the people for their actions.

Majority Rule and Minority Rights
All democracies are systems in which citizens freely make political decisions by majority rule. But rule by the majority is not necessarily democratic: No one, for example, would call a system fair or just that permitted 51 percent of the population to oppress the remaining 49 percent in the name of the majority. In a democratic society, majority rule must be coupled with guarantees of individual human rights that, in turn, serve to protect the rights of minorities--whether ethnic, religious, or political, or simply the losers in the debate over a piece of controversial legislation. The rights of minorities do not depend upon the goodwill of the majority and cannot be eliminated by majority vote. The rights of minorities are protected because democratic laws and institutions protect the rights of all citizens.

Diane Ravitch, scholar, author, and a former assistant U.S. secretary of education, wrote in a paper for an educational seminar in Poland: "When a representative democracy operates in accordance with a constitution that limits the powers of the government and guarantees fundamental rights to all citizens, this form of government is a constitutional democracy. In such a society, the majority rules, and the rights of minorities are protected by law and through the institutionalization of law."

These elements define the fundamental elements of all modern democracies, no matter how varied in history, culture, and economy. Despite their enormous differences as nations and societies, the essential elements of constitutional government--majority rule coupled with individual and minority rights, and the rule of law--can be found in Canada and Costa Rica, France and Botswana, Japan and India.

Democratic Society
Democracy is more than a set of constitutional rules and procedures that determine how a government functions. In a democracy, government is only one element coexisting in a social fabric of many and varied institutions, political parties, organizations, and associations. This diversity is called pluralism, and it assumes that the many organized groups and institutions in a democratic society do not depend upon government for their existence, legitimacy, or authority.

Thousands of private organizations operate in a democratic society, some local, some national. Many of them serve a mediating role between individuals and the complex social and governmental institutions of which they are a part, filling roles not given to the government and offering individuals opportunities to exercise their rights and responsibilities as citizens of a democracy.

These groups represent the interests of their members in a variety of ways--by supporting candidates for public office, debating issues, and trying to influence policy decisions. Through such groups, individuals have an avenue for meaningful participation both in government and in their own communities. The examples are many and varied: charitable organizations and churches, environmental and neighborhood groups, business associations and labor unions.

In an authoritarian society, virtually all such organizations would be controlled, licensed, watched, or otherwise accountable to the government. In a democracy, the powers of the government are, by law, clearly defined and sharply limited. As a result, private organizations are free of government control; on the contrary, many of them lobby the government and seek to hold it accountable for its actions. Other groups, concerned with the arts, the practice of religious faith, scholarly research, or other interests, may choose to have little or no contact with the government at all.

In this busy private realm of democratic society, citizens can explore the possibilities of freedom and the responsibilities of self-government--unpressured by the potentially heavy hand of the state.


THE PILLARS OF DEMOCRACY
Sovereignty of the people.

Government based upon consent of the governed.

Majority rule.

Minority rights.

Guarantee of basic human rights.

Free and fair elections.

Equality before the law.

Due process of law.

Constitutional limits on government.

Social, economic, and political pluralism.

Values of tolerance, pragmatism, cooperation, and compromise.

Martin Luther King "I HAVE A DREAM"

I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.

Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.


But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land. So we have come here today to dramatize a shameful condition.


In a sense we have come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness.

It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked "insufficient funds." But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. So we have come to cash this check — a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quick sands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God's children.

It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. Those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.

But there is something that I must say to my people who stand on the warm threshold which leads into the palace of justice. In the process of gaining our rightful place we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred.

We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny. They have come to realize that their freedom is inextricably bound to our freedom. We cannot walk alone.

As we walk, we must make the pledge that we shall always march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied, as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as our children are stripped of their selfhood and robbed of their dignity by signs stating "For Whites Only". We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream.

I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive.

Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair.

I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.

I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal."

I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.

I have a dream today.

I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; one day right there in Alabama, little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.

I have a dream today.

I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together.

This is our hope. This is the faith that I go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.

This will be the day when all of God's children will be able to sing with a new meaning, "My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim's pride, from every mountainside, let freedom ring."

And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania!

Let freedom ring from the snowcapped Rockies of Colorado!

Let freedom ring from the curvaceous slopes of California!

But not only that; let freedom ring from Stone Mountain of Georgia!

Let freedom ring from Lookout Mountain of Tennessee!

Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring.

And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, "Free at last! free at last! thank God Almighty, we are free at last!"

List "Analysis"

Vocabulary of Analysis

1. Linking words for essays, reports, papers
listing: firstly, secondly ...
to begin / start with ..., to conclude with
in the first place, in the second place
next , then , finally, last(ly)
to conclude ...
last but not least ...
to summarise , to sum up
adding: also, too, then
furthermore ...
moreover ...
in addition to that ...
above all ......
what is more ...
comparing: equally, likewise, similarly, in the same / a different way
compared to / with, in comparison with
as ... as , both ... and ...
you can´t compare it with ...
concluding: all in all...
in conclusion ...
to sum up ...
I draw the conclusion / arrive at the conclusion that ...
I conclude ...
consequently ..
exemplifying: for example (e.g.), for instance
that is (i.e.)
that is to say
... such as ...
namely ...
result: consequently
hence
therefore
thus
as a result
because of that ...-
that´s why ...
reformulating: to put it another way
in other words
alternative on the one hand... , on the other hand ...
contrasting: on the contrary
in contrast to that
but , yet, however
nevertheless ...
whereas ..., while ...
neither .... nor ...
on the one hand ..., on the other hand ...
concession: besides, however, still, though,
in spite of that, despite that
admittedly ,if , unless (if not)
2. Giving one´s own opinion
In my view; To my mind, In my opinion, As I see it,
I think that , I believe that , I have come to the conclusion that,
I would not say that ..., Therefore I cannot agree with ...,
I am doubtful whether / certain that ...
According to the text ...
It seems to me that ...
Another argument is that ...
As far as I am concerned, ....
One reason is that ...
I would say that ...
As we have seen, ...
As we know from ...., ...
For all these reasons I would support the view that ...
As a result ...
In short ...
With regard to ...
It is for this reason that I think ...
I am convinced that ...
I feel that ...

letter of application

Name & Title: Position: Name and Address of Company: Date:


Your Address:Tel: e-mail:
Dear {Mrs, Miss, Ms, Dr, Mr} {Name},

(Position applied for and reference number may form a subject heading.)

Paragraph One:
Why you are writing? Conventional opening stating the purpose of the letter, where and when you saw the vacancy advertised etc.
Paragraph Two:
Useful to 'set the scene' for the reader. Who are you? What are you doing now or have done recently?.
Paragraph Three:
Why you can do the job!- Key Skills- Personal Qualities - Relevant Experience, AchievementsUse the Job Description and Person Specification to 'Fit Yourself to the Job' - give evidence! Be positive & imaginative but not arrogant.
Paragraph Four:
What attracts you to the job? What attracts you to the Company?Enthusiasm, Motivation, Confidence.
Paragraph Five:
Conventional close - Confirm what you want!Circumstances / Availability - for interview or meeting? .

Yours sincerely,
{signature}

List "you and your job"

to make a living
für seinen Lebensunterhalt sorgen
to earn one’s living
seinen Lebensunterhalt verdienen
a part-time job
eine Teilzeitarbeit
a full-time job
eine Ganztagsstelle
working hours
Arbeitszeit
career prospects
Berufsaussichten
unemployed
arbeitslos
unemployment
Arbeitslosigkeit
unemployment benefits
Arbeitslosenunterstützung
unemployment rate
Arbeitslosenquote
a job opportunity
Berufschance
a future occupation
ein zukünftiger Beruf
the job market
der Arbeitsmarkt
employer
Arbeitgeber
employee
Arbeitnehmer
to be self-employed
einer selbständigen Arbeit nachgehen
an entrepreneur
ein Unternehmer
civil servant
Beamter
to hire
einstellen
to dismiss
entlassen
notice
Kündigung
to quit
(selber) kündigen
to earn
verdienen
income
Einkommen
wages
Lohn
salary
Gehalt (monatlich)
to get a pay rise
eine Gehaltserhöhung bekommen
to increase
erhöhen
to get promotion
befördert werden
to work overtime
Überstunden machen
to go on strike
streiken
trade union
Gewerkschaft
a commuter
ein Pendler
department
Abteilung

List "You and the media"

daily/weekly newspaper
Tageszeitung/Wochenzeitung
magazine
Zeitschrift
copy
Exemplar
editorial
Leitartikel
headline
Schlagzeile
editor
Redakeur
a letter to the editor
ein Leserbrief
data
Daten
data processing
Datenverarbeitung
data protection
Datenschutz
to boot
(einen Computer) starten
icon
Bildschirmsymbol
file
Datei
folder
Ordner
to save (as)
speichern (unter)
application
Anwendung
word processing
Textverarbeitung
a weblog
ein Online-Tagebuch
an email address
E-Mail-Adresse
to send an email
eine E-Mail verschicken
to receive an email
eine E-Mail empfangen
an attachment
ein Anhang
the world wide web
das Internet
the Internet
das Internet
on the Internet
im Internet
to connect
eine Verbindung herstellen
to disconnect
eine Verbindung unterbrechen
to process
verarbeiten
a cell phone/ a mobile phone
ein Handy
an addict
eine abhängige Person/ein Süchtiger
to become addicted to
süchtig werden nach
to be addicted to
süchtig sein nach
addiction
Sucht
to spend time online
Zeit im Internet verbringen
to chat
chatten

List "hobby and leisure"

spare time
Freizeit
leisure
Freizeit
leisure activities
Freizeitaktivitäten
recreation
Freizeit und Erholung
recreational facilities
Freizeiteinrichtungen
to relax
sich entspannen
entertainment
Unterhaltung
to have a night out
abends ausgehen
for pleasure
zum Vergnügen
to go in for sth.
etwas sehr mögen
He goes in for mountaineering
er geht sehr gerne Bergsteigen
to collect
sammeln
to play a musical instrument
ein Musikinstrument spielen
to play the piano
Klavier spielen
to take photos of sth.
etwas fotografieren
photographer
Fotograf
victory
Sieg
defeat
Niederlage
to deserve to win
verdient gewinnen
to cancel (a match)
(ein Spiel) absagen
competition
Wettbewerb
to compete with
sich messen/wetteifern mit
to do aerobics
Aerobic machen
skiing
Skifahren
spectator
Zuschauer
supporter
Fan
hooligan
Hooligan
stadium
Stadion
opponent
Gegner
programme
Sendung
re-run
Wiederholung
to go to the movies
ins Kino gehen
a documentary
ein Dokumentarfilm
a script
ein Drehbuch
TV serial
Fernsehserie

performance
Aufführung, Vorstellung
a thriller
ein Krimi
rehearsal
Probe
dress rehearsal
Generalprobe
to celebrate
deiern
adventure holiday
Abenteuerurlaub
to go on holiday
in Ferien fahren
travel agency
Reisebüro
to travel by air/train/ship/car
mit (…) reisen
holidaymaker
Urlauber
journey
Reise
voyage
Seereise
to go abroad
ins Ausland reisen
to inquire (about)
sich erkundigen (nach)
gift shop
Souvenirladen
passport
Reisepass
valid
gültig
invalid
ungültig
booking
Buchung
to go to the seaside
ans Meer fahren
to sunbathe
sich sonnen
sunscreen
Sonnenschutz
accommodation
Unterkunft
a bath and a shower
Bad und Dusche
a guesthouse
eine Pension
a mobile home
ein großer Wohnwagen
self-catering
Selbstverpflegung
a waiter/ a waitress
ein Kellner/eine Kellnerin
a wide choice of
eine große Auswahl an
to order
bestellen
to serve
servieren
a meal
eine Mahlzeit
the menu
die Speisekarte
to leave a tip
ein Trinkgeld geben
the bill
die Rechnung

List "You and others"

relationship (with)
Beziehung (mit)
to form a relationship with sb.
eine Beziehung zu jemandem aufbauen
a close friend
ein guter Freund
a date
eine Verabredung
to date sb.
mit jemandem ausgehen
to go out with sb.
mit jemandem ausgehen
boyfriend/girlfriend
Freund/Freundin
to get to know sb.
jemanden kennenlernen
to get on with sb.
mit jemandem auskommen
to have an argument with sb.
mit jemandem streiten
to fall in love with sb.
sich in jemanden verlieben
to be in love with
in jemanden verliebt sein
to break up (with sb.)
sich trennen (von jemandem)
to react to
reagieren auf
cooperative
hilfsbereit
handsome
gutaussehend (bei Männern)
beautiful
schön
pretty
hübsch
to blush
erröten
conceited
eingebildet
vain
eitel
to be popular with
beliebt sein bei
ugly
hässlich
to flatter sb.
jemandem schmeicheln
to get into trouble with sb.
mit jemandem Ärger bekommen
to make fun of sb.
sich über jemanden lustig machen
to meet
sich treffen/kennen lernen
to get together
zusammenkommen
mutual affection
gegenseitige Zuneigung
to betray sb.
jemanden enntäuschen, im Stich lassen
private affairs (Plural!!!)
Privatleben
to be faithful to
jemandem treu sein
to be loyal/disloayal to
jemandem true/untrue sein

List "You and others"

relationship (with)
Beziehung (mit)
to form a relationship with sb.
eine Beziehung zu jemandem aufbauen
a close friend
ein guter Freund
a date
eine Verabredung
to date sb.
mit jemandem ausgehen
to go out with sb.
mit jemandem ausgehen
boyfriend/girlfriend
Freund/Freundin
to get to know sb.
jemanden kennenlernen
to get on with sb.
mit jemandem auskommen
to have an argument with sb.
mit jemandem streiten
to fall in love with sb.
sich in jemanden verlieben
to be in love with
in jemanden verliebt sein
to break up (with sb.)
sich trennen (von jemandem)
to react to
reagieren auf
cooperative
hilfsbereit
handsome
gutaussehend (bei Männern)
beautiful
schön
pretty
hübsch
to blush
erröten
conceited
eingebildet
vain
eitel
to be popular with
beliebt sein bei
ugly
hässlich
to flatter sb.
jemandem schmeicheln
to get into trouble with sb.
mit jemandem Ärger bekommen
to make fun of sb.
sich über jemanden lustig machen
to meet
sich treffen/kennen lernen
to get together
zusammenkommen
mutual affection
gegenseitige Zuneigung
to betray sb.
jemanden enntäuschen, im Stich lassen
private affairs (Plural!!!)
Privatleben
to be faithful to
jemandem treu sein
to be loyal/disloayal to
jemandem true/untrue sein

List " Verbs"

to feel inferior (to)
sich (jem. gegenüber) minderwertig fühlen
to feel superior (to)
sich (jem. gegenüber) überlegen fühlen
to behave
sich verhalten
to look forward to
sich freuen auf
to receive
erhalten
to praise sb. or sth.
jem. für etwas loben
to identify with
sich identifizieren mit
to adapt to
sich anpassen an
to justify
rechtfertigen
to protect (from)
(be)schützen (vor)
to hesitate
zögern
to support
unterstützen
to rely on
sich verlassen auf
to focus on
sich konzentrieren auf
to apply to
1. gelten für 2. anwenden auf
to prevent sb. from
jemanden hindern an
to succeed in
erfolgreich sein mit
to depend on
abhängig sein von
to avoid
vermeiden
to threaten
(be)drohen
to provide
liefern, bereitstellen
to achieve
erreichen
to suffer (from)
leiden (an)
to deal with
handeln von
to be involved in
beteiligt sein an
to demand
fordern
to claim
behaupten
to affect
betreffen
to mention
erwähnen
to prove to be
sich erweisen als
to suggest
vorschlagen
to regard sb./sth. as
etwas/jem. halten für
to provoke
provozieren
to suppose
annehmen
to insult
beleidigen

to flee (from)
fliehen (vor)
to influence
beeinflussen
to make use of
benutzen
to require
benötigen
to preserve
bewahren
to reply
entgegnen
to welcome
willkommen heißen
to characterize
charakterisieren
to discuss sth.
über etwas reden
to allude to
anspielen auf
to remind sb. of sth.
jem. an etwas erinnern
to confess
gestehen
to assure sb. of sth.
jem. etwas versichern
to admit
zugeben
to promise
versprechen
to contradict
widersprechen
to refer to
sich beziehen auf
to deny
leugnen
to consist of
bestehen aus
to insist on
bestehen auf
to make up one’s mind
sich entschließen
to describe
beschreiben
to recommend
empfehlen
to refuse
sich weigern
to conclude from
schlussfolgern aus
to doubt sth.
an etwas zweifeln
to reproach sb. with sth.
jemandem etwas vorwerfen
to complain (about)
sich beschweren (über)
to long for
sich sehnen nach
to feel ashamed of
sich schämen
to regret
bedauern
to cause
verursachen
to spread
verbreiten
to illustrate
veranschaulichen
to waste
verschwenden

List "School"

to practise
üben
to train
eine berufliche Ausbildung machen
to have difficulty in
Schwierigkeiten haben zu …
improvement
Leistungssteigerung
to improve
sich verbessern, steigern
progress (always use the singular!!!)
Fortschritt, Fortschritte
education
Erziehung
to bring up
erziehen
upbringing
Erziehung
gifted
begabt
talented
begabt
to profit from
profitieren von
good/bad manners
gute/schlechte Manieren
punishment
Strafe, Bestrafung
severe
hart (z.B. eine harte Strafe)
strict
streng
to praise s.o. for sth.
jem. für etw. loben
praise
Lob
to deserve praise
Lob verdienen
personality
Persönlichkeit, Charakter
to attend school
die Schule besuchen
to be truant
die Schule schwänzen
at school
in der Schule
public school
Privatschule
state school
öffentliche Schule
coeducational school
gemischte Schule (Mädchen und Jungen)
form
die Klasse
classmate
Klassenkamerad
lesson
Unterrichtsstunde
private tuition
Nachhilfe
subject
Fach
favourite subject
Lieblingsfach

religious education (RE)
Religionsunterricht
physical education (PE)
Sport
timetable
Stundenplan
dictionary
Wörterbuch
to look up
nachschlagen
to be absent from school
in der Schule fehlen
groupwork
Gruppenarbeit
pairwork
Partnerarbeit
teaching method
Unterrichtsmethode
to pay attention (to)
aufpassen; zuhören
to speak (English) fluently
(Englisch) fließend sprechen
to prepare for
sich vorbereiten auf
schoolyard
Schulhof
to take an exam
eine Prüfung ablegen
to pass an exam
eine Prüfung bestehen
school performance
das Abschneiden in der Schule
to fail
nicht bestehen, durchfallen
to cheat
schummeln, fuschen
mark
Note
school report
Zeugnis
primary school
Grundschule
secondary school
weiterführende Schule
grammar school
Gymnasium
comprehensive school
Gesamtschule
boarding school
Internat
headteacher
Schulleiter
form teacher
Klassenlehrer
student council
die SV
curriculum
Lehrplan
good/poor attendance
regelmäßiger/unregelmäßiger Schulbesuch
O level
mittlere Reife
A level
Abitur
to get a degree in
einen Hochschulabschluss bekommen in

List "Social Life"

discrimination
Diskriminierung
to discriminate against sb.
jemanden diskriminieren
to treat sb. unfairly/unjustly
jemanden ungerecht behandeln
an individual
ein Individuum
race relations
Beziehungen zwischen den Rassen
a racist
ein Rassist
racial minority
rassische Minderheit
racial discrimination
Rassendiskriminierung
to be prejudiced against sb.
jemandem gegenüber Vorurteile haben
upper class
Oberschicht
wealthy
reich
working class
Arbeiterklasse
poverty
Armut
to live in poverty
in Armut leben
to struggle for
kämpfen für
the struggle for
der Kampf für
independence
Unabhängigkeit
equality
Gleichheit
equal opportunities
Chancengleichheit
politics
die Politik (allgemein)
policy
(konkrete) Politik
a politician
ein Politiker
resistance
Widerstand
non-violent resistance
gewaltloser Widerstand
to bring about change
Veränderungen herbeiführen
to support a just cause
eine gerechte Sache unterstützen
an act of civil disobedience
ein Akt zivilen Ungehorsams
to advocate peaceful resistance
friedlichen Widerstand befürworten
riot
Auffuhr, Krawall
to make a rebellion
einen Aufstand machen
to overthrow a government
eine Regierung stürzen
current affairs
Tagespolitik, aktuelle Fragen
an incident
ein Zwischenfall
to sentence sb. to
jemanden zu etwas verurteilen
trial (of)
Strafprozess (gegen)

List "Ausbildung"

vocational training
berufliche Ausbildung
schooling
schulische Ausbildung
skills
Fähigkeiten, Fertigkeiten
basic skills
Grundfertigkeiten, Grundkenntnisse
a job offer
ein Stellenangebot
career aspiration
Berufswunsch
application
Bewerbung
applicant
der Arbeitssuchende
to apply for
sich bewerben für/um
to apply to
sich bewerben bei
application form
Bewerbungsformular
application documents
Bewerbungsunterlagen
curriculum vitae
Lebenslauf
personal data sheet
tabellarischer Lebenslauf
job interview
Vorstellungsgespräch
vocational counsellor
Berufsberater
job centre
Arbeitsamt
career guidance
Berufsberatung
apprentice
Lehrling
to be an apprentice to sb.
bei jem. in die Lehre gehen
apprenticeship
Lehre
profession
Beruf
career
Karriere
vacancy
offene Stelle
qualifications
Qualifikationen
to qualify for
geeignet sein für
training course
Ausbildungskurs

connectives

besides
außerdem
in spite of this
trotzdem
in contrast to this
im Gegensatz dazu
in addition
darüber hinaus
on the contrary
im Gegenteil
consequently
folglich
as a result of this
demzufolge
nevertheless
trotzdem
although
obwohl
according to this
demgemäß
The obvious conclusion to be drawn from this is …
Die offensichtliche Schlussfolgerung, die man daraus ziehen kann, ist …
This illustrates quite clearly
Dies veranschaulicht ziemlich deutlich
after all
immerhin
therefore
darum
that’s why
deshalb
for that reason
deswegen
apart from this
darüber hinaus
in my opinion
meiner Meinung nach
in my view
meiner Meinung nach
I hold the view that …
Ich bin der Ansicht, dass
on the one hand … on the other hand
einerseits … andererseits
there is more to this than meets the eye
darin ist mehr, als man auf den ersten Blick sieht
moreover
außerdem
there are two sides to this problem
dieses Problem hat zwei Seiten
of course
natürlich
perhaps
vielleicht
probably
wahrscheinlich
obviously
offenbar
apparently
anscheinend
it seems to me that …
es scheint mir, dass …
to put it in a nutshell
zusammenfassend gesagt
all things considered
alles in allem
above all
vor allem
first of all
zuallererst

useful adjectives 2

curious
neugierig
boastful
angeberisch
rude
rücksichtslos
gentle
sanft
cunning
schlau, verschlagen
taciturn
schweigsam
selfish/unselfish
egoistisch/selbstlos
quarrelsome
streitsüchtig
strict
streng
indifferent (to)
gleichgültig (gegenüber)
petty
kleinlich
consistent
konsequent
moody
launisch
passionate
leidenschaftlich
bad-tempered
missmutig
yielding
nachgiebig
obstinate
rechthaberisch
quick-witted
schlagfertig
strange
seltsam, sonderbar
energetic
energisch
over-sensitive
überempfindlich
thoughtless
unbesonnen, gedankenlos
unjust
unfair, ungerecht
impudent
unverschämt
forgetful
vergesslich
understanding
verständnisvoll
sensible
vernünftig
embarrassed
verlegen
disappointed
enttäuscht
cautious
vorsichtig
reserved
zurückhaltend
reliable/unreliable
zuverlässig/unzuverlässig
confused
verwirrt
absent-minded
zerstreut, gedankenverloren
dreamy
verträumt

useful adjectives

helpful
hilfsbereit
arrogant
arrogant
snobbish
herablassend
obtrusive
aufdringlich
sincere/insincere
aufrichtig/unaufrichtig
industrious
fleißig
self-conscious
gehemmt
self-confident
selbstbewusst
modest
bescheiden
malicious
boshaft
patient/impatient
geduldig/ungeduldig
ambitious
ehrgeizig
honest/dishonest
ehrlich/unehrlich
stubborn
eigensinnig, stur
disgusting
ekelhaft
determined
entschlossen
experienced
erfahren
inventive
erfinderisch
serious
ernst
cowardly
feige
cheerful
fröhlich
timid
ängstlich
fearless
furchtlos
obedient
gehorsam
jealous
eifersüchtig
straightforward
gerade heraus
conscientious
gewissenhaft
unscrupulous
skrupellos
cruel
grausam
generous
großzügig
polite/impolite
höflich/unhöflich
indolent
faul, träge
suspicious (of)
misstrauisch (gegenüber)
courageous
mutig
envious (of)
neidisch (auf)

Englisch Vorgaben ZP 10

Zentrale Prüfungen am Ende der Klasse 10 an
Gymnasien
Unterrichtliche Voraussetzungen für die schriftlichen Prüfungen
im Jahr 2009
Vorgaben für das Fach Englisch
1 Hinweise zur Konzeption und Vorbereitung der schriftlichen Prüfung
1.1. Struktur der schriftlichen Prüfung
Die schriftliche Prüfung besteht aus zwei Teilen:
Im ersten Teil werden Basiskompetenzen im Bereich Hörverstehen überprüft. Die Aufgabenformate orientieren sich an den Lernstandserhebungen und überprüfen Kompetenzen aus den Jahrgangsstufen 5 bis 10.
Im zweiten Teil werden Kompetenzen aus den Jahrgangsstufen 9 und 10 überprüft. Die Aufgaben sind komplexer und kombinieren Leseverstehen und Schreiben sowie die Verfügbarkeit sprachlicher Mittel.

1.2 Vorbereitende Klassenarbeit
Die Schülerinnen und Schüler sollen auf die konkreten Bedingungen vorbereitet sein. Daher
wird den Schulen empfohlen, in der Jahrgangsstufe 10 eine der regulären Klassenarbeiten
unter den Bedingungen der zentralen Prüfung (z. B. Aufgabenformate des zweiten Prüfungsteils
mit entsprechendem Bewertungsverfahren) zu schreiben.

1.3 Hilfsmittel
In den zentralen Prüfungen am Ende von Klasse 10 sind Wörterbücher nicht zugelassen
(RdErl. d. MSW v. 18.11.2005). In den Prüfungen am Ende der Sekundarstufe I wird ein
Wortschatz verwendet, der den Schülerinnen und Schülern geläufig sein soll. Die methodische
Einübung der Wörterbucharbeit im Unterricht bleibt davon unberührt.

2 Unterrichtliche Schwerpunkte für die Vorbereitung auf die schriftliche
Prüfung im Jahr 2009

Grundlage für die zentral gestellten Aufgaben der schriftlichen Prüfung sind die Vorgaben
des Kernlehrplans (gem. RdErl. d. Ministeriums für Schule, Jugend und Kinder v. 27.9.2004).
Mit den Kompetenzerwartungen des Kernlehrplans sind nicht immer Festlegungen auf relevante Inhalte verbunden. Um allen Schülerinnen und Schülern vergleichbare Lerngelegenheiten bieten zu können, sind also zusätzlich konkretisierende Vorgaben für den Unterricht erforderlich.
Die Verpflichtung zur Beachtung der gesamten Obligatorik des Kernlehrplans – vor allem
Kapitel 2 „Anforderungen am Ende der Sekundarstufe I“ und Kapitel 3.3 „Kompetenzerwartungen am Ende der Jahrgangsstufe 10“ – bleibt von den folgenden Schwerpunktsetzungen unberührt. Die Realisierung dieser Obligatorik liegt in der Verantwortung der Schule. Zur Vorbereitung auf die schriftliche Prüfung sind außerdem die in Kapitel 4 des Kernlehrplans aufgeführten Aufgabentypen zu beachten, die die fachlichen Standards und Kompetenzerwartungen veranschaulichen und konkretisieren.
Die folgenden Schwerpunktsetzungen gelten für die Vorbereitung auf die zentrale Prüfung im
Jahr 2009.
Gymnasium, Englisch 2
2.1 Interkulturelle Kompetenzen
Die interkulturellen Kompetenzen werden im Rahmen der Überprüfung der kommunikativen
Kompetenzen erfasst. Die Schülerinnen und Schüler müssen kulturbedingte Unterschiede
und Gemeinsamkeiten in den Lebensbedingungen und Lebensweisen der eigenen und der
anglophonen Kulturen nachvollziehen, erläutern und kritisch hinterfragen können.
Thematisch-inhaltlicher Schwerpunkt sind die Lebenssituation und die Zukunftsperspektiven
von Jugendlichen in den folgenden Bereichen:
Ausbildung/Schule (Lernbetrieb im eigenen bzw. in einem fremden Land, Auslandsaufenthalt bzw.-austausch),
berufliche Orientierung (individuelle Interessenprofile, Berufsprofile/Bewerbung),
persönliche Lebensgestaltung (Freizeitgestaltung in der peer group, Freundschaft und Liebe, The Media and You),
Teilhabe am gesellschaftlichen Leben (historische Dimension, aktuelle Dimension: Demokratie und Partizipation; kommunikative Dimension: Veränderung der Kommunikations- und Informationsstrukturen durch neue Technologien).
Vorrangige Bezugskulturen für die genannten Bereiche sind Großbritannien und Australien.
Ein grundlegendes Orientierungswissen zu den genannten Bereichen wird vorausgesetzt.
2.2 Kommunikative Kompetenzen
Die kommunikativen Kompetenzen Hörverstehen, Leseverstehen und Schreiben bilden den
Schwerpunkt der Aufgabenstellungen für die Prüfung (vgl. 2.5). Das Hörverstehen wird einzeln
im ersten Prüfungsteil überprüft. Leseverstehen und Schreiben werden in Verbindung
miteinander überprüft (vgl. unten "Vom Ausgangstext zum Zieltext").
Die Prüfung setzt gezieltes Üben des Hörverstehens in der Weise voraus, dass die Schülerinnen
und Schüler in der Lage sind, Hörtexten unter Einsatz unterschiedlicher Hörstile ausgewählte
Hauptaussagen und Einzelinformationen zu entnehmen. Sie können beispielsweise
aus Ansagen und öffentlichen Mitteilungen konkrete Informationen heraushören,
in Hörsequenzen das Thema und den Gesamtzusammenhang ermitteln,
in Alltagsgesprächen die kommunikative Absicht von einzelnen Äußerungen erkennen.
Die Prüfung setzt gezieltes Üben des Schreibens in der Weise voraus, dass die Schülerinnen
und Schüler in der Lage sind, zusammenhängende Texte in beschreibender, berichtender,
erzählender, zusammenfassender und argumentativer Form zu verfassen. Sie können
anwendungsorientierte Textformate (z. B. Lebenslauf, Bewerbung) aus ihrem Lebenszusammenhang verwenden, produktionsorientierte Verfahren im Umgang mit Texten einsetzen sowie ein grundlegendes analytisch-interpretierendes Instrumentarium einsetzen, um die Wirkung von Texten zu beschreiben.
2.3 Verfügbarkeit von sprachlichen Mitteln und sprachliche Korrektheit
Im Rahmen der Überprüfung der kommunikativen Kompetenzen werden die Verfügbarkeit
von sprachlichen Mitteln und die sprachliche Korrektheit integrativ erfasst. Die Verfügbarkeit
von sprachlichen Mitteln (Wortschatz/Grammatik) wird explizit in den komplexen Aufgaben
des zweiten Prüfungsteils erfasst. Die Überprüfung setzt ein gezieltes Üben in der Weise
voraus, dass Schülerinnen und Schüler in der Lage sind, im Kontext passende Inhaltswörter,
häufig verwendete Kollokationen und längere Fügungen zu verwenden, um sich zu den thematisch-inhaltlichen Schwerpunkten (2.1) schriftlich äußern zu können.
2.4 Methodische Kompetenzen
Die methodischen Kompetenzen werden integrativ im Rahmen der Aufgaben zur Überprüfung
der kommunikativen Kompetenzen erfasst.
Im Umgang mit Texten müssen die Schülerinnen und Schüler damit vertraut sein,
Handlungsmuster aufzufinden und zu beschreiben (z. B. typische Handlungsverläufe in Kurzgeschichten),
Gestaltungsmittel im Text aufzufinden und ihre Wirkung zu erläutern sowie
Argumentationsmuster aufzufinden und zu beschreiben (z. B. in Reden oder Leserbriefen).
Die Schülerinnen und Schüler müssen auch in der Lage sein, eigene Texte selbstständig im
Hinblick auf sprachliche Korrektheit zu überprüfen und ggf. zu überarbeiten.
2.5 Text- und Aufgabenformate der Prüfung im Überblick
Textformate Aufgabenformate
Hörverstehen  gesprochene Texte auf Anrufbeantwortern
 öffentliche Ansagen
 Werbespots
 Alltagsgespräche
 Interviews
 thematisch gebundene Diskussionen
geschlossene / halboffene Aufgabenformate:
 Richtig/Falsch-Aufgaben
 Auswahlaufgaben (multiple choice)
 Zuordnungsaufgaben (matching)
 Lückentest bzw. Einsetzaufgaben
 Kurzantwort-Aufgaben
Leseverstehen  Zeitungsartikel
 Info- und Werbebroschüren
 kurze Lexikonartikel
 Leserbrief, Brief
 Kurzgeschichte
 Romanauszug
 Gedichte
Leseverstehen und Schreiben (kombiniert) in
schulformspezifischer Ausprägung mit drei
Teilaufgaben:
(1) Textverständnis
(2) Textbearbeitung
(3) Textproduktion
Der Ausgangstext kann auch Bildelemente
enthalten (z. B. Werbeanzeige).
Schreiben  E-Mail/Brief, Leserbrief (für eine Jugendzeitschrift),
Bewerbungsschreiben, Bericht,
Lebenslauf
 summary, Textanalyse, comment
 Fortsetzen einer Erzählung, Versprachlichen
einer Bildergeschichte, szenischer
Dialog und weitere produktionsorientierte Textformate
Schreiben:
offene Aufgabenformate:
 durch Fragen, Stichwörter, Bilder oder Diagramme/
Grafiken gesteuerte Textproduktion
durch inhaltliche Vorgaben (Schreibanlass,
Aspekte, Themen) gesteuerte Textproduktion
Verfügbarkeit
sprachlicher
Mittel (Wortschatz/
Grammatik)
 geschlossene und halboffene Aufgaben zur Überprüfung von Inhaltswörtern, häufig verwendeten
Kollokationen und längeren Fügungen
 geschlossene Aufgaben zur Identifikation und Korrektur von sprachlichen Fehlern in kommunikativen
Situationen (z.B. Verfassen einer E-Mail)