39605 Aufgaben Sept 2017 Kern - VERITAS Verlag

Durchstarten

auFGaBen sePteMBer 20178. Klasse AHS/5. JG. BHS

12Zur ZentraLMaturaenGLisch

Mit Den OriGinaL Matura

auFGaBen+ LösunGen

39605_Aufgaben_Sept_2017_Kern.indb 1 18.09.18 17:27

3


3

AHS/HAK/HTL/HUM LesenBMBZenTrALMATUrA SepTeMBer 2017

5

1 8 P.

Read the text about a film set in New Zealand. Some parts are missing. Choose the correct part (A – K) for each gap (1– 8). There are two extra parts that you should not use. Write your answers in the boxes provided on the answer sheet. The first one (0) has been done for you.

Welcome to Hobbitland

14 December 2014

If seeing Bilbo and friends on the big screen isn’t enough, head to ‘Middle-earth,’ writes Hannah Stephenson.

The release of the new Hobbit movie, The Hobbit: The Battle of The Five Armies, is (0) ___. The

country was used as the sole filming location for both The Lord of the Rings and The Hobbit

trilogies, (1) ___, from the rivers of Marlborough to the mountains of Mount Cook and the back

country of Queenstown and Paradise.

Thanks to Bilbo Baggins and friends, New Zealand has been dubbed the ‘real Middle-earth,’ with 13 per cent of tourists saying The Hobbit trilogy movies were (2) ___ between July 2013 and

June 2014.

‘Set-jetting’ – holidaying in countries and locations where films are shot – is not a new

phenomenon. Jaws inspired a generation of movie fans to visit Martha’s Vineyard in

Massachusetts in 1975, and even Albuquerque, New Mexico, has (3) ___ around the world.

Tourism New Zealand chief executive Kevin Bowler says: “While it is clear that improving

economies and increased airline capacity are supporting tourism growth, the Hobbit factor has

(4) ___ around the world.”

Hobbiton Movie Set Tours, the real-life film set used in the The Lord of the Rings trilogy and The

Hobbit films, has welcomed around 800,000 people since first opening. The set was (5) ___,

complete with Hobbit holes, gardens bridge and mill.

Que

lle: r

udifo

toris

tau

/ Fo

tolia

Que

lle: r

udifo

toris

tau

/ st

ock.

adob

e.co

m


4 5

Lesen AHS/HAK/HTL/HUMBMB ZenTrALMATUrA SepTeMBer 2017

H. Stephenson: Travel review: Hit the Hobbit trail in New Zealand. In: Yorkshire Evening Post am 14.12.2014. Online abrufbar unter: www.yorkshireeveningpost.co.uk (Stand: 27.8.2018)

6

There’s a range of new packages (6) ___, from new evening dinner tours of Hobbiton to kayaking

trips down the Pelorus River, where the dwarves in the barrels scene was filmed. Nomad Safaris

(www.nomadsafaris.co.nz) also runs a combination of off-road adventure with Middle-earth

magic in the stunning alpine setting of the Queenstown region, as well as (7) ___ over the pass

of ‘Cardharas’ into the ‘Misty Mountains’ to land on a dramatic ridge line beside the Earnslaw

Glacier.

Other attractions include (8) ___, exploring the place where the Troll Camp Fire scenes were

filmed in The Hobbit: An Unexpected Journey and seeing the base of towering limestone cliffs.

For more information on Middle-earth adventures in New Zealand, visit: www.newzealand.com.

A a factor in influencing their decision to visit

B for visitors to experience the film locations

C once again expected to boost tourism in New Zealand

D visiting some of New Zealand’s historic buildings

E raised the profile of New Zealand exponentially

F a unique opportunity to meet your favourite Tolkien character

G in more than 250 points across both the North and South Islands

H rebuilt in 2011 for The Hobbit trilogy, this time in permanent materials

I guided tours through Mangaotaki Valley

J seen a flood of visitors since Breaking Bad hit TV screens

K the “Earnslaw Burn-Heli Hobbit” experience, travelling with a guide by helicopter

Quelle: Stephenson, H. Travel review: Hit the Hobbit trail in New Zealand. In Yorkshire Evening Post. Verfügbar unter http://www.yorkshireeveningpost.co.uk/lifestyle/travel/travel-review-hit-the-hobbit-trail-in-new-zealand-1-7002269 [8. Mai 2017].


4 5


7

There’s a range of new packages (6) ___, from new evening dinner tours of Hobbiton to kayaking

trips down the Pelorus River, where the dwarves in the barrels scene was filmed. Nomad Safaris

(www.nomadsafaris.co.nz) also runs a combination of off-road adventure with Middle-earth

magic in the stunning alpine setting of the Queenstown region, as well as (7) ___ over the pass

of ‘Cardharas’ into the ‘Misty Mountains’ to land on a dramatic ridge line beside the Earnslaw

Glacier.

Other attractions include (8) ___, exploring the place where the Troll Camp Fire scenes were

filmed in The Hobbit: An Unexpected Journey and seeing the base of towering limestone cliffs.

For more information on Middle-earth adventures in New Zealand, visit: www.newzealand.com.

A a factor in influencing their decision to visit

B for visitors to experience the film locations

C once again expected to boost tourism in New Zealand

D visiting some of New Zealand’s historic buildings

E raised the profile of New Zealand exponentially

F a unique opportunity to meet your favourite Tolkien character

G in more than 250 points across both the North and South Islands

H rebuilt in 2011 for The Hobbit trilogy, this time in permanent materials

I guided tours through Mangaotaki Valley

J seen a flood of visitors since Breaking Bad hit TV screens

K the “Earnslaw Burn-Heli Hobbit” experience, travelling with a guide by helicopter

2 7 P.

Read the text about a change of attitude towards wind farms in Britain, then choose the correct answer (A, B, C or D) for questions 1– 7. Put a cross () in the correct box on the answer sheet. The first one (0) has been done for you

Strong headwinds

Nearly half of all onshore wind farms in England and Wales are being refused planning permission, figures reveal. The percentage of such developments being refused planning permission has risen sharply over the last five years.

According to data obtained by law firm McGrigors, in 2005 29 per cent were turned down by planners – rising to 33 per cent in 2009 and 48 per cent last year.

The increase in objections is partly the result of the volume of wind turbine applications being proposed by energy companies. Under European climate change targets, around a third of all Britain's electricity will have to be generated by renewable energy sources by 2020. The majority of that green power will come from 10,000 new wind turbines at sea and on land.

But according to McGrigors, 32 out of 66 applications for onshore wind farms were rejected in 2010. Britain has 305 onshore wind farms and 3,360 turbines.

McGrigors, a leading commercial law firm which represents wind farm developers, claims energy companies will become increasingly frustrated with local planners refusing to give the go-ahead to money-spinning turbines.

However, Benny Peiser of the Global Warming Policy Foundation, which is sceptical of the Government's climate-change policy, including its plans for building wind farms, said: 'The public backlash against wind farms is not surprising.

'It is the inevitable and inexorable consequence of a costly, unpopular and completely pointless policy that is butchering Britain's green and pleasant landscape without having any effect on the climate. These green projects are only viable because of multi-million subsidies supporting a few hundred wealthy landowners and a handful of energy companies.

'By opposing wind farms, a growing number of neighbourhoods and communities are protecting both their local environments and their purses from blind exploitation.'

Jacqueline Harris, a partner at McGrigors, said wind farm developers believe they are not getting a 'balanced hearing' at local level. She said: 'The feeling is that local authorities are too often prioritising local concerns. There is little willingness to consider the benefits of renewable energy generation in context.'

She added: 'Objections based around the visual impact of wind turbines are overriding the wider need to deliver energy security and mitigate the impact of climate change. The visual impact of wind turbines is a common complaint and often successful grounds for objection.

'This applies even where the benefits of the development greatly outweigh the downsides to a small but vocal minority. Even single turbines, which can generate enough electricity for a few thousand houses, are being rejected because of the visual impact on a handful of properties.'

The Government's Localism Bill – which gives more power to local communities over planning decisions – could make it even more difficult for the wind farm developers to push through planning permission. According to Mr Peiser, the Bill has 'helped to empower individuals, councils and communities to oppose and halt wind farms.'

A spokesman for Renewables UK, which represents the wind farm industry, claimed: 'Wind farms bring real economic benefits to local communities. Every refused wind farm planning application is a missed opportunity to secure employment and business benefits at a local level, and further deliver on our energy security and climate change targets.'

Quelle: Derbyshire, D. The wind turbine backlash: Growing public opposition thwarts green energy drive. In Mail Online. Verfügbar unter http://www.dailymail.co.uk/news/article-2013233/The-wind-turbine-backlash-Growing-public-opposition-thwarts-green-energy-drive.html [8. Mai 2017].

David Derbyshire: The wind turbine backlash: Growing public opposition thwarts green energy drive. In: Mail Online am 11.7.2011.

Online abrufbar unter: www.dailymail.co.uk (Stand: 27.8.2018)


6 7


8

0 Many wind farm projects cannot be carried out due to

A technical weaknesses.B poor efficiency.C lack of approval.D financial shortages.

1 There are more cases of opposition because of the

A size of wind farms.B number of projects.C distrust of wind technology.D refusal of EU energy policy.

2 The wind industry feels more and more upset about

A negative media reports.B expensive procedures.C costly planning mistakes.D denied building permits.

3 Critics think wind farms spoil the countryside without

A saving the environment.B improving the national electricity supply.C showing any profit.D helping people who own the locations.

4 Wind farm managers think that local governments

A are unwilling to communicate.B know what is important.C fail to see the bigger picture.D misinform the public.

5 According to Jacqueline Harris, wind turbines cause opposition mostly because they

A generate noise.B are of little use.C are unpleasant to look at.D take local jobs away.

6 A new bill supporting local governments will

A restrict the rights of citizens.B make life harder for planners.C raise the construction costs.D shorten planning periods.

7 Wind farms can help local communities by providing

A energy independence.B a share in wind farm profits.C highly paid jobs.D support for their economy.


6 7


9

0 Many wind farm projects cannot be carried out due to

A technical weaknesses.B poor efficiency.C lack of approval.D financial shortages.

1 There are more cases of opposition because of the

A size of wind farms.B number of projects.C distrust of wind technology.D refusal of EU energy policy.

2 The wind industry feels more and more upset about

A negative media reports.B expensive procedures.C costly planning mistakes.D denied building permits.

3 Critics think wind farms spoil the countryside without

A saving the environment.B improving the national electricity supply.C showing any profit.D helping people who own the locations.

4 Wind farm managers think that local governments

A are unwilling to communicate.B know what is important.C fail to see the bigger picture.D misinform the public.

5 According to Jacqueline Harris, wind turbines cause opposition mostly because they

A generate noise.B are of little use.C are unpleasant to look at.D take local jobs away.

6 A new bill supporting local governments will

A restrict the rights of citizens.B make life harder for planners.C raise the construction costs.D shorten planning periods.

7 Wind farms can help local communities by providing

A energy independence.B a share in wind farm profits.C highly paid jobs.D support for their economy.

3 6 P.

Read the summary of a report on a dangerous procedure used in the production of jeans. Answer the questions (1– 6) using a maximum of 4 words. Write your answers in the spaces provided on the answer sheet. The first one (0) has been done for you.

Deadly denim

Sandblasting has become the key method for finishing most modern jeans requiring that ‘worn-out’ look. Under the sandblasting process the denim is smoothed, shaped and cleaned by forcing abrasive particles across it at high speeds. The process is fast and cheap, and demand for pre-worn denim has led to a massive rise in its use. But this fashion comes at a price: the health and even the lives of sandblasting workers.

There are two types of sandblasting processes: manual sandblasting and mechanical sandblasting. Both can be deadly. In manual sandblasting, compressors are used to blow out sand under pressure through a gun in order to bleach and batter the denim. This process is done in the absence of sealed blasting cabinets and ventilation, exposing the operators directly to silica particles (tiny particles of blasted sand) that are released from the guns. This silica dust, if inhaled, can cause severe respiratory problems in workers. In cases of intense or long-term exposure, it may even lead to the contraction of fatal diseases such as silicosis and lung cancer.

Although the most common form of sandblasting is manual blasting, sandblasting can also be performed mechanically in blasting cabinets, where the process is supposed to be more controlled. However, this report shows that mechanical sandblasting as done in Bangladesh actually continues to expose workers to silica dust. Our research found that mechanical sandblasting is largely carried out in unsealed environments with little protection for workers, using inadequate safety equipment. As a result, the use of this technique continues to expose workers to potentially fatal risk.

After the imposition of strict regulations on sandblasting in many European countries, the clothing industry largely outsourced production to as yet unregulated regions such as Turkey, Bangladesh, and China. It was in Turkey that the negative health effects of this process in the garment industry were recognised, with Turkish doctors being the first to sound the alarm over silicosis amongst garment sandblasters. In 2005 the first major study to link sandblasting jeans with silicosis was published.

Since Turkey implemented a ban on sandblasting in 2009, pressure on brands to stop using manual sandblasting has increased. In autumn 2010 the Killer Jeans campaign was launched, adding to the public call for the abolition of the practice from the industry and many brands

Que

lle: c

ham

illew

/ F

otol

iaQ

uelle

: cha

mille

w /

sto

ck.a

dobe

.com


8 9


Sarah Iqbal/Matthias Guggenberger/Khorshed Alam: Deadly Denim. Sandblasting in the Bangladesh Garment Industry. In: Publications from the Clean Clothes Campaign am 24.4.2013. Online abrufbar unter: https://cleanclothes.org (Stand: 27.8.2018)

10

announced a voluntary ban on sandblasting. Yet few if any brands have provided clear information on how these bans are being implemented and no brand has yet agreed to take responsibility for identifying and treating affected workers in their supply chain.

Our study interviewed 73 workers in seven factories and conducted numerous qualitative interviews with experts in the industry. Just under half of the interviewees recognized the logos of brands shown to them as being manufactured in the factories in which they worked. These brands included H&M, Levi’s, C&A, D&G, Esprit, Lee, Zara and Diesel, all of which, except D&G, claim to have banned sandblasting.

However, in general, the impact of the ban has been patchy, poorly monitored and widely circumvented, at least in the majority of factories we investigated.

For example, we discovered that regardless of whether a brand has ‘banned’ sandblasting or not, manual sandblasting still takes place, often at night to avoid detection. It is clear that sandblasting units are still open in most factories used by brands and retailers. In addition, smaller workshops reportedly still either only or predominately use manual sandblasting methods. Although it is possible to test for sandblasting, this is not covered in buyer/audit visits. Indeed, one manager interviewed believed buyers purposely do not test for sandblasting.

The failure of brands to change their designs or to increase production time to allow for suppliers to shift to the more labour-intensive and slower finishing techniques also helps perpetuate the use – sometimes clandestine and sometimes overt – of sandblasting.

The report also uncovered a pressing need to increase awareness of the health risks of sandblasting among workers.

0What illnesses can factory workers get from silica dust? (Give one answer.)

1What is often lacking where mechanical sandblasting is used? (Give one answer.)

2How did clothing manufacturers in Europe react to the restrictions on sandblasting?

3 Why was a ban on sandblasting introduced in Turkey?

4 How could the workers identify jeans made in their factories?

5 How do manufacturers escape limits on sandblasting?

6What could brands do to stop using sandblasting? (Give one answer.)

Quelle: Deadly Denim – Sandblasting in the Bangladesh Garment Industry. In cleanclothes.org. Verfügbar unter http://www.cleanclothes.org/resources/ccc/working-conditions/deadly-denim-sandblasting-in-the-bangladesh-garment-industry [12. August 2014].


8 9

AHS LesenBMBZenTrALMATUrA SepTeMBer 2017

D. Kelly: ‚War of the Worlds‘ Didn‘t Cause Mass Panic. In: KnowledgeNuts.com am 27.12.2013. Online abrufbar unter: http://knowledgenuts.com (Stand: 27.8.2018)

11














4 7 P.

Read the text about what happened after a radio program broadcast in 1938, then choose the correct answer (A, B, C or D) for questions 1–7. Put a cross () in the correct box on the answer sheet. The first one (0) has been done for you.

Radio program: War of the Worlds

The widespread panic caused by the first broadcast of War of the Worlds is well documented. Newspaper headlines point fingers at the radio drama for causing widespread panic, making countless people living in the areas named in the broadcast as invasion sites flee their homes in blind panic. It was mass hysteria unlike anything the United States had seen before that fateful night of October 31, 1938 … wasn’t it?

Newspapers were the Internet of the 1930s … and just because it was in the newspapers doesn’t mean it was true. If they’re telling the truth, millions of people heard the broadcast; they tuned in well after the disclaimer that it was a work of fiction, changing the radio station only when another popular program had ended.

Unfortunately, as good a story as it is, it’s not true. There were no documented cases of people dropping dead from stress-related heart attacks, there were no actual traffic jams and car accidents, and there was no mass exodus from any of the locations named in the broadcast as the site of alien invasion.

C.E. Hooper was a ratings company, and on the night of the infamous broadcast they were calling hundreds of homes across America to see what they were listening to. Of the 5,000 homes surveyed, only about 2 percent of them were tuned in to War of the Worlds; this was largely because there was a hugely popular show on another station at the same time: The Chase and Sanborn Hour. Extrapolating that data, that still suggests that a very small percentage of the population was even listening, and that small percentage is made even smaller by a number of CBS affiliate stations pre-empting the broadcast in favor of other programming.

In fact, CBS was so concerned about the newspaper headlines that followed the broadcast

that they commissioned their own survey to see how many of their listeners were inconvenienced by the radio drama. The answer? Not many.

Fact-checking that followed some of the newspapers’ claims about people being injured or hospitalized proved the stories inaccurate. No deaths were ever reported from the mass panic and evacuations. In fact, in the published memoirs of the New York Daily News radio editor, he recalls how deadly quiet the streets were in New York City on the night of the broadcast—a far cry from the legendary thousands of people that supposedly took to the streets thinking that the aliens were coming.

So where did the myth come from?

Newspaper editors saw a brilliant way to take a stab at the growing competition—radio. Radio was the new, up-and-coming thing, and it was taking a big piece of advertising revenue away from print media. And more than that, they also saw a way to increase their sales. Who would pass by a newsstand without picking up the latest edition with more information on this widespread panic about a Martian invasion?

Most of the stories that were run came off the wire services, growing in scale and severity with each re-telling. Once the headlines were on newsstands across the country, more and more people were saying that they had tuned in, that they, too, had been frightened by the broadcast, and they’d thought it was real.

Apparently, many newspaper editors missed the irony of spreading these falsified stories to demonstrate what an unreliable news source the radio really was.

Quelle: Kelly, D. ‘War of the Worlds’ Didn’t Cause Mass Panic. In KnowledgeNuts.com. Verfügbar unter http://knowledgenuts.com/2013/12/27/war-of-the-worlds-didnt-cause-mass-panic/ [8. Mai 2017].


10 11

Lesen AHSBMB ZenTrALMATUrA SepTeMBer 2017

12

0 The program War of the Worlds is said to have

A started some kind of a war. B led to extensive fear and chaos.C had the intended effect on listeners.D bored the audience.

1 After the broadcast, the print media wrote about

A the making of the program.B a high audience rate.C listeners’ complaints. D the true facts.

2 War of the Worlds caused

A a few automobile crashes.B chaos on the streets.C little of what is claimed.D more than was admitted.

3 Only few Americans listened to War of the Worlds because

A it was a late-night performance.B the program was difficult to receive.C live reports were unpopular.D another program attracted the audience.

4 The reaction of the print media made CBS

A investigate the case.B drop War of the Worlds.C adjust their programs.D say that the papers were wrong.

5 In a book about his own life, an American journalist remembers

A people who were hurt.B confused citizens.C traffic jams.D empty roads.

6 Journalists had spread the story

A because they believed it.B to harm their business rivals.C after hearing it on the radio.D before CBS could do it.

7 Reports after the broadcast of War of the Worlds led people to say they had

A listened to the radio program.B known the radio drama was a lie.C had doubts about the story.D read about it in the papers.


10 11

HAK/HTL/HUM LesenBMBZenTrALMATUrA SepTeMBer 2017

11














4 8 P.

Read the text about a new business venture at Dartmouth College in Hanover. Some parts are missing. Choose the correct part (A – K) for each gap (1– 8). There are two extra parts that you should not use. Write your answers in the boxes provided on the answer sheet. The first one (0) has been done for you.

Food off the truck

Two seniors at the Tuck School of Business at Dartmouth have rolled out a startup venture that is providing other students with nutritious fare along with a side of basic entrepreneurial principles.

After more than a year of planning, obtaining financing and gaining regulatory approval, The Box, a food truck, recently started (0) ___ on the Dartmouth College campus. And judging by the lines at the food window, the venture appears to be (1) ___.

The food truck, which blossomed from a class project, was started by Eric Winn and Mike Parshley with help from other students, professors and a cadre of financial backers.

Along with providing food that hadn’t been available on campus or in Hanover before, the venture is designed to involve student workers, allowing them to gain the experience of (2) ___, particularly marketing and management, Winn said.

“With the help of Tuck students, undergraduates are getting the hands-on experience of running a real business, and we’re planning for this project to be ongoing after we leave. Although we want to make money and to give our investors a return on their money, our ultimate goal is to (3) ___ by being a lasting part of the community that inspires future student-led ventures,” he said.

“The Box is an accelerated course for both Tuck and undergraduate students in the life of a startup business,” said Tuck associate professor Steven J. Kahl, who was one of the instructors who worked with Winn and Parshley to make the project a reality.

“They have had the full startup experience from dealing with suppliers, (4) ___ with all the HR [Human Resources] stuff as well as the general management of the operation. They’re even having to plan for succession, something most startups don’t face in the first few years,” Kahl said.

“They’ve had the experience of raising money and financing as well as the experience of owning a machine (the truck) and keeping it operating. They’re also (5) ___ and where it comes from, and they’re doing something that everybody loves — producing great food,” he said.

Winn had a background in food sales. After graduating from Dartmouth in 2004, he worked in Keene, N.H., for C&S Wholesale Grocers for nine years before returning to Tuck. He plans to (6) ___ after he graduates in June.

Parshley, who went to Colgate University, has a background in finance, and he’ll return to his job with the global consulting firm Bain & Co. in Boston after graduation from Tuck School.

Even with their backgrounds, they have found (7) ___.

“We know a lot more today than we did three weeks ago when we opened,” Winn said.Like most new businesses, The Box required a lot of research and planning before it could be pulled together.

39605_Aufgaben_Sept_2017_01-20.indd 11 27.09.2018 14:09:56

© VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch12 © VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch12

Lesen HAK/HTL/HUMBMB ZenTrALMATUrA SepTeMBer 2017

Warren Johnston: meals on Wheels: Tuck School Students Serve up Food, and Lessons in Business management. In: Valley newy am 13.4.2014. Online abrufbar unter: https://www.vnews.com (Stand: 27.8.2018, gekürzt)

12

They started with a business plan and went from there. Winn, Parshley and other Tuck students had to find the truck, determine the funding needed and meet federal, state and Hanover permitting requirements. They had to design the truck and figure out what equipment was needed.

The menu was essential, and they got professional help with that when they brought Tyler Harvey on board as the chef.

They also had to make sure there was a demand for their product, (8) ___.

The marketing research included a survey that received more than 600 responses, 11 focus group meetings, discussions with Hanover restaurant owners and taste-testing events.

The research was in keeping with national trends in the restaurant industry, which show strong

support in their target market for ventures like The Box.

A getting The Box rolling has been a learning experience

B evaluate the competition and develop a marketing strategy

C return to the company

D be creative and use their imagination

E serving quick, fresh Mediterranean-based cuisine

F driving The Box to be difficult

G organizing a team (of employees)

H learning about food

I being involved with every aspect of the business

J heading for a successful run

K make Dartmouth a better place

Quelle: Meals on wheels. In Valley News. Verfügbar unter http://www.vnews.com/home/11204359-95/meals-on-wheels-tuck-school-students-serve-up-food-and-lessons-in-business-management [2. August 2015].


13© VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch12 © VERITAS-Verlag, Linz – DuRCHSTARTEN ZuR ZENTRALMATuRA. Englisch12

AHS/HAK/HTL/HUM LesenLöSUngenZentralmatura September 2017

Task 1

WELCOME TO HOBBITLAND (MULTIPLE MATCHING)

Lösung

0 1 2 3 4 5 6 7 8C G A J E H B K I

Erklärung zur Lösung

2 0: C The release of the new Hobbit movie, The Hobbit: The Battle of The Five Armies, is once again expected to boost tourism in New Zealand.

! Hier geht es um einen neuen Film, von dem man einen neuen Anstoß für den Tourismus in Neusee-land erwartet.

2 1: G The country was used as the sole filming location for both The Lord of the Rings and The Hobbit trilogies, in more than 250 points across both the North and South Islands, from the rivers of Marlborough to the mountains of Mount Cook and the back country of Queenstown and Paradise.

! Der Satz informiert darüber, dass Neuseeland – sowohl die Nordinsel als auch die Südinsel – als Drehort für die Filme diente.

2 2: A … with 13 per cent of tourists saying The Hobbit trilogy movies were a factor in influencing their decision to visit …

! Der Satz beschreibt einen der Gründe, warum Touristen Neuseeland besuchen.

2 3: J … and even Albuquerque, New Mexico, has seen a flood of visitors since Breaking Bad hit TV screens around the world.

! Hier wird an zwei Beispielen gezeigt, dass bestimmte Filme und Fernsehserien auch in anderen Teilen der Welt zu eine Zunahme des Tourismus geführt haben.

2 4: E … the Hobbit factor has raised the profile of New Zealand exponentially around the world.

! Hier geht es um das Image Neuseelands, das durch die Hobbit-Filme einen deutlichen Schub auf der ganzen Welt erhielt.

2 5: H The set was rebuilt in 2011 for The Hobbit trilogy, this time in permanent materials, complete with Hobbit holes, gardens, bridge and mill.

! Hier wird erwähnt, dass einer der Drehorte, Hobbiton, für die Hobbit-Trilogie neu gebaut wurde, und zwar aus dauerhaften Materialien.

2 6: B There’s a range of new packages for visitors to experience the film locations, from new evening dinner tours of Hobbiton to kayaking trips down the Pelorus River.

! Der Absatz zählt einige der Touren zu den Schauplätzen der Tolkien-Filme auf.

2 7: K … in the stunning alpine setting of the Queenstown region, as well as ‘the Earnslaw Burn-Heli Hobbit‘ experience, travelling with a guide by helicopter over the pass of ‘Cardharas’ into the ‘Misty Mountains’.

! Hier wird eine weitere Möglichkeit für eine Tour zu den Schauplätzen der Filme vorgestellt.

2 8: I Other attractions include guided tours through Mangaotaki Valley, exploring the place where the Troll Camp Fire scenes were filmed.

! Auch hier geht es um einen geführten Ausflug zu einem der Schauplätze des Hobbit-Films.

Auszüge aus: H. Stephenson: Travel review: Hit the Hobbit trail in New Zealand.


© VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch14 © VERITAS-Verlag, Linz – DuRCHSTARTEN ZuR ZENTRALMATuRA. Englisch

Lesen AHS/HAK/HTL/HUMLöSUngen Zentralmatura September 2017

Task 2

STRONG HEADWINDS (MULTIPLE CHOICE)

Lösung

0 1 2 3 4 5 6 7C B D A C C B D


2 0: C Many wind farm projects cannot be carried out due to lack of approval.

‘Nearly half of all onshore wind farms in England and Wales are being refused planning permission, figures reveal. The percentage of such developments being refused planning permission has risen sharply over the last five years.’

! Immer mehr Windkraftanlagen in England erhalten keine Bau- und Betriebsgenehmigung.

! lack of approval = are being refused planning permission

! Die anderen Antwortmöglichkeiten werden im Text nicht angesprochen.

2 1: B There are more cases of opposition because of the number of projects.

‘The increase in objections is partly the result of the volume of wind turbine applications being proposed by energy companies.‘

! Die steigende Zahl der ablehnenden Baubescheide ist zum Teil auf die steigende Zahl der Bauanträge zurückzuführen.

! more cases of opposition = increase in objections; the number of projects = the volume of […] applications


2 2: D The wind industry feels more and more upset about denied building permits.

‘McGrigors […] claims energy companies will become increasingly frustrated with local planners refusing to give the go-ahead to money-spinning turbines.’

! Die Energieunternehmen sind zunehmend verärgert über die Ablehnung ihrer Bauvorhaben durch örtliche Planungsbehörden.

! more and more upset = increasingly frustrated; denied building permits = refusing to give the go-ahead


2 3: A Critics think wind farms spoil the countryside without saving the environment.

‘It is the […] consequence of a […] policy that is butchering Britain‘s […] landscape without having any effect on the climate.’

! Kritiker von Windenergieanlagen behaupten, dass die Anlagen zwar die Landschaft zerstören, aber keinen Einfluss auf umwelt und Klima haben.

! spoil the countryside = butchering Britain’s … landscape; without saving the environment = without having any effect on the climate

! Die anderen Antwortmöglichkeiten werden im Text zwar zum Teil angesprochen, aber nicht in diesem Zusammenhang.


15© VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch14 © VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch


2 4: C Wind farm managers think that local governments fail to see the bigger picture.

‘The feeling is that local authorities are too often prioritising local concerns. There is little willingness to consider the benefits of renewable energy generation in context.‘

! Die Windenergiebetreiber fühlen sich von den lokalen Behörden benachteiligt und werfen ihnen vor, nur auf lokale Interessen zu achten und die größeren zusammenhänge außer Acht zu lassen.

! local governments = local authorities; fail to see = little willingness to consider; the bigger picture = the benefits […] in context


2 5: C According to Jacqueline harris, wind turbines cause opposition mostly because they are unpleasant to look at.

‘The visual impact of wind turbines is a common complaint and often successful grounds for objection. […] Even single turbines […] are being rejected because of the visual impact on a handful of properties.’

! Laut ms harris werden Windkraftanlagen meist wegen der „optischen umweltverschmutzung“ abgelehnt – sie sind nicht schön anzusehen.

! cause opposition = a common complaint; unpleasant to look at = visual impact


2 6: B A new bill supporting local governments will make life harder for planners.

‘The Government‘s Localism Bill […] could make it even more difficult for the wind farm developers to push through planning permission.’

! Das neue Gesetz, das die Gemeinden stärkt, wird es noch schwieriger für die Windkraftunternehmen machen, Baugenehmigungen zu erhalten.

! bill supporting local governments = Localism Bill; will make life harder = could make it even more difficult; planners = wind farm developers


2 7: D Wind farms can help local communities by providing support for their economy.

‘Wind farms bring real economic benefits to local communities. Every refused wind farm planning application is a missed opportunity to secure employment and business benefits at a local level, and further deliver on our energy security and climate change targets.‘

! Der Sprecher eines Energieunternehmens behauptet, Windkraftanlagen bräuchten echte Vorteile für Gemeinden. Jede abgelehnte Anlage sei eine versäumte Gelegenheit für sichere Arbeitsplätze und Aufträge für die lokale Wirtschaft.

! help local communities = bring … economic benefits to local communities; support for their economy = secure employment and business benefits

! Die anderen Antwortmöglichkeiten werden im Text nicht angesprochen

Auszüge aus: David Derbyshire: The wind turbine backlash: Growing public opposition thwarts green energy drive.

39605_Aufgaben_Sept_2017_01-20.indd 15 18.09.18 17:34


Lesen AHS/HAK/HTL/HUMLöSUngen Zentralmatura September 2017

Task 3

DEADLY DENIM (SHORT ANSWERS)

Lösung

0 silicosis 3 doctors recognized negative effects1 sealed environment

protection for workersadequate safety equipment

4 by the logos

5 do sandblasting at night

2 they outsourced production 6 change their designsincrease production timeshift to different techniques


2 0: What illnesses can factory workers get from silica dust? ! silicosis

’In cases of intense or long-term exposure, it may even lead to the contraction of fatal diseases such as silicosis and lung cancer.’

2 1: What is often lacking where mechanical sandblasting is used? ! sealed environment / protection for workers / adequate safety equipment

‘Our research found that mechanical sandblasting is largely carried out in unsealed environments with little protection for workers, using inadequate safety equipment.’

! Ebenfalls akzeptiert: safety equipment, sealed blasting cabinets

! Nicht akzeptiert: carried in unsealed environments, environment, environments are unsealed, inadequate safety equipment, little protection for the workers, manual blasting, more controlled, sealed cabinets and ventilation, silica dust, unsealed environments, using inadequate safety equipment, ventilation, workers exposed to risk, workers potentially fatal risk

2 2: How did clothing manufacturers in Europe react to the restrictions on sandblasting? ! they outsourced production

‘After the imposition of strict regulations on sandblasting in many European countries, the clothing industry largely outsourced production to as yet unregulated regions such as Turkey, Bangladesh, and China.’

! Ebenfalls akzeptiert: by outsourcing, by outsourcing production, clothing industry outsourced, clothing industry outsourced production, outsourced production, outsourced to unregulated regions, outsourcing, outsourcing production, outsourcing to Turkey/Asia, produced in unregulated regions, production to unregulated region, production was outsourced, they are outsourced, they largely outsourced production, they moved their production, they outsourced production, they outsourced their production

! Nicht akzeptiert: claim to ban sandblasting, imposition of strict regulations, largely the production out, major studies were published, they made strict regulations, with studies


17© VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch16 © VERITAS-Verlag, Linz – DuRCHSTARTEN ZuR ZENTRALMATuRA. Englisch


2 3: Why was a ban on sandblasting introduced in Turkey? ! doctors recognised negative effects

‘It was in Turkey that the negative health effects of this process in the garment industry were recognized, with Turkish doctors being the first to sound the alarm over silicosis amongst garment sandblasters. In 2005 the first major study to link sandblasting jeans with silicosis was published.‘

! Ebenfalls akzeptiert: because negative health effects, because of negative effects, because of silicosis alarm, because of unhealthy effects, because sandblasting is unhealthy, doctors recognised health hazards, doctors found it harmful, doctors publish study, doctors recognize health effects, doctors sounded the alarm, health effects recognized, higher risk of illnesses, negative effects were published, negative health effects, negative health effects recognized, recognised negative health effects, risks were getting public, sandblasting causes silicosis, silicosis among garment sandblasters stop using manual sandblasting, Turkish doctors sound alarm, unhealthy effects were recognized

! Nicht akzeptiert: abolition of the practice, campaign was launched, have provided deal, information, killer jeans camp, Killer Jeans campaign, no clear bans of information, pressure on brands, pressure to stop it, they won’t affect workers, to pressure brands, Turkish doctors were first

2 4: How could the workers identify jeans made in their factories? ! by the logos

‘Our study interviewed 73 workers in seven factories and conducted numerous qualitative interviews with experts in the industry. Just under half of the interviewees recognized the logos of brands shown to them as being manufactured in the factories in which they worked.’

! Ebenfalls akzeptiert: by recognizing the logos, by their logos, identify logos of brand, logo, logos of brands, look at the logos, showing them the logos, the logos and brands, the logos of brands, they recognized brand logos, they recognized the logos, they were shown logos, with the logos

! Nicht akzeptiert: brands, didn’t recognize logo, impact of ban, most not at all, not from the logos, only the half could, sandblasting a lot, they often didn’t

2 5: How do manufacturers escape limits on sandblasting? ! do sandblasting at night

‘For example, we discovered that regardless of whether a brand has ‘banned’ sandblasting or not, manual sandblasting still takes place, often at night, to avoid detection.’

! Ebenfalls akzeptiert: by sandblasting at night, do it at night, do often at night, night-shifts, produce at night, takes place at night, they work at night, work at night, workers work at night

! Nicht akzeptiert: changing their design, not shown in visits, not testing it, poorly monitored, predomi-nantly sandblasting, slower finishing techniques, smaller workshops, they do it nightly, to test, to test for sandblasting, visits

2 6: What could brands do to stop using sandblasting? ! change their designs / increase production time / shift to different techniques

‘The failure of brands to change their designs or to increase production time to allow for suppliers to shift to the more labour-intensive and slower finishing techniques also helps perpetuate the use – sometimes clandestine and sometimes overt – of sandblasting.’

! Ebenfalls akzeptiert: change design, slower techniques, change finishing techniques, labour-intensive techniques, slower finishing techniques, use other techniques

! Nicht akzeptiert: a pressing need, clandestine, health risk of worker, increase production, sell more expensive, shift more techniques, shift to the labour, slower finishing, test for sandblasting, use manual sandblasting methods, use of clandestine

Auszüge aus: Sarah Iqbal/Matthias Guggenberger/Khorshed Alam: Deadly Denim. Sandblasting in the Bangladesh Garment Industry.



Lesen LöSUngen Zentralmatura September 2017

Task 4 AHS

RADIO PROGRAM: WAR OF THE WORLDS (MULTIPLE CHOICE)

Lösung

0 1 2 3 4 5 6 7B B C D A D B A


2 0: B The program War of the Worlds is said to have led to extensive fear and chaos.

‘Newspaper headlines point fingers at the radio drama for causing widespread panic, making countless people living in the areas named in the broadcast as invasion sites flee their homes in blind panic.’

! Man hat berichtet, die Ausstrahlung des Hörspiels ‘War oft the Worlds‘ hätte Massenpanik und Chaos ausgelöst.

! program = radio drama, broadcast; extensive fear and chaos = widespread panic, blind panic

! (C) mag vielleicht stimmen, wird im Text aber nicht erwähnt; (A) und (D) sind sicher falsch.

2 1: B After the broadcast, the print media wrote about a high audience rate.

‘Newspapers were the Internet of the 1930s … and just because it was in the newspapers doesn’t mean it was true. If they’re telling the truth, millions of people heard the broadcast […].‘

! Wenn es nach den Zeitungen von damals geht, hatten Millionen Menschen das Hörspiel verfolgt.

! a high audience rate = millions of people

! Keine der anderen Antwortmöglichkeiten stimmt mit dem Text überein.

2 2: C War of the Worlds caused little of what is claimed.

‘Unfortunately, as good a story as it is, it’s not true. There were no documented cases of people dropping dead from stress-related heart attacks, there were no actual traffic jams and car accidents, and there was no mass exodus from any of the locations named in the broadcast as the site of alien invasion.’

! Leider stimmt das, was die Zeitungen damals berichteten, nicht – es gab keine Panik, keine Massen-flucht aus der Stadt und kein Verkehrschaos.

! (A) mag vielleicht stimmen, wird im Text aber nicht erwähnt; (B) und (D) sind sicher falsch.

2 3: D Only few Americans listened to War of the Worlds because another program attracted the audience.

‘Of the 5,000 homes surveyed, only about 2 percent of them were tuned in to War of the Worlds; this was largely because there was a hugely popular show on another station at the same time: The Chase and Sanborn Hour.’

! Nur wenige Menschen hörten War oft the Worlds, weil auf einem anderen Sender zur selben Zeit eine sehr populäre Sendung ausgestrahlt wurde.

! only few = only about 2 percent; another program = a hugely popular show

! Keine der anderen Antwortmöglichkeiten findet eine Bestätigung im Text.


19© VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch18 © VERITAS-Verlag, Linz – DuRCHSTARTEN ZuR ZENTRALMATuRA. Englisch

LesenLöSUngenZentralmatura September 2017

2 4: A The reaction of the print media made CBS investigate the case.

‘In fact, CBS was so concerned about the newspaper headlines that followed the broadcast that they commissioned their own survey to see how many of their listeners were inconvenienced by the radio drama.’

! Der Sender CBS war sehr besorgt über die Folgen der Ausstrahlung, wie sie von den Zeitungen dargestellt wurden, und so veranlasste er eine eigenständige untersuchung der umstände.

! investigate the case = commissioned their own survey

! Keine der anderen Antwortmöglichkeiten findet sich im Text wieder.

2 5: D In a book about his own life, an American journalist remembers empty roads.

‘No deaths were ever reported from the mass panic and evacuations. In fact, in the published memoirs of the New York Daily News radio editor, he recalls how deadly quiet the streets were in New York City on the night of the broadcast—a far cry from the legendary thousands of people that supposedly took to the streets thinking that the aliens were coming.’

! In seinen Memoiren schreibt ein amerikanischer Journalist, dass es am Abend der Ausstrahlung von War of the Worlds besonders ruhig in den Straßen New Yorks war – keine Spur von Massenpanik, Evakuierungen und Toten.

! a book about his own life = published memoirs; empty roads = how deadly quiet the streets were

! Keine der anderen Antwortmöglichkeiten stimmt mit dem Text überein.

2 6: B Journalists had spread the story to harm their business rivals.

‘So where did the myth come from? Newspaper editors saw a brilliant way to take a stab at the growing competition – radio.’

! Wie kam es zu dieser Legendenbildung? Die Zeitungen wollten dem immer populärer werdenden Medium Radio „eins auswischen“ und setzten deshalb eine völlig übertriebene Geschichte in die Welt.

! to harm their business rivals = to take a stab at the … competition

! Für keine der anderen Antwortmöglichkeiten findet sich im Text ein Hinweis.

2 7: A Reports after the broadcast of War of the Worlds led people to say they had listened to the radio program.

‘Most of the stories that were run came off the wire services, growing in scale and severity with each re-telling. Once the headlines were on newsstands across the country, more and more people were saying that they had tuned in, that they, too, had been frightened by the broadcast, and they’d thought it was real.’

! Die vielen Meldungen in den Zeitungen und über das Radio ließen immer mehr Menschen glauben, sie hätten die Ausstrahlung selbst mitverfolgt, wären verängstigt gewesen und hätten gedacht, die Ereignisse würden sich tatsächlich ereignen.

! listened to the radio program = tuned in

! Keine der anderen Antwortmöglichkeiten passt zum Wortlaut des Textes.

Auszüge aus: D. Kelly: ‚War of the Worlds‘ Didn‘t Cause Mass Panic.


20 © VERITAS-Verlag, Linz – DuRCHSTARTEN ZuR ZENTRALMATuRA. Englisch

Lesen LöSUngen Zentralmatura September 2017

Task 4 HAK/HTL/HUM

FOOD OFF THE TRUCK (MULTIPLE MATCHING)

Lösung

0 1 2 3 4 5 6 7 8E J I K G H C A B


2 0: E After more than a year of planning, obtaining financing and gaining regulatory approval, The Box, a food truck, recently started serving quick, fresh Mediterranean-based cuisine on the Dartmouth College campus.

! Der Satz fasst die Entstehungsgeschichte von The Box zusammen.

2 1: J And judging by the lines at the food window, the venture appears to be heading for a successful run.

! Der Satz informiert über den Erfolg von The Box – vor dem Van warten Schlangen von Kunden.

2 2: I … the venture is designed to involve student workers, allowing them to gain the experience of being involved with every aspect of the business, particularly marketing and management.

! Der Satz erwähnt zwei Aspekte des Projekts – Marketing und Management. Studenten sollen die Möglichkeit erhalten, sich am unternehmen zu beteiligen und Erfahrungen zu sammeln.

2 3: K Although we want to make money and to give our investors a return on their money, our ultimate goal is to make Dartmouth a better place by being a lasting part of the community that inspires future student-led ventures.

! Der Satz erwähnt die Beweggründe der Gründer – sie wollen natürlich Geld verdienen und den Investoren eine Rendite zahlen, aber ihr wichtigstes Ziel ist es, die Lebensqualität in Dartmouth zu steigern und zukünftige studentische Projekte anzuregen.

2 4: G They have had the full startup experience from dealing with suppliers, organizing a team (of employees) with all the HR [Human Resources] stuff as well as the general management of the operation.

! Der Satz verweist auf die verschiedenen Aspekte der Gründung eines Startup unternehmens – umgang mit Lieferanten und Angestellten und ganz allgemein die Führung des unternehmens.

2 5: H They’re also learning about food and where it comes from, and they’re doing something that everybody loves — producing great food.

! Hier geht es um weitere Aspekte des Projekts. Die Studenten lernen über Lebensmittel und woher sie kommen, und sie liefern sehr gutes Essen.

2 6: C He plans to return to the company after he graduates in June.

! Der Satz handelt von Eric Winns vergangener und möglicherweise zukünftigen Karriere. Er hat Erfahrung mit der Lebensmittelbranche, da er neun Jahre lang für eine einschlägige Firma arbeitete, und er plant nach Abschluss seines Studiums dorthin zurückzukehren.

2 7: A Even with their backgrounds, they have found getting The Box rolling has been a learning experience.

! Hier geht es um die Erfahrungen der beiden Gründer bei der Betriebsgründung. Selbst mit ihrer Berufserfahrung war das unterfangen ein Lernprozess.

2 8: B They also had to make sure there was a demand for their product, evaluate the competition and develop a marketing strategy.

! Der Satz nennt drei umstände, über die man sich bei der Gründung von The Box Gedanken machen musste – Marktanalyse, Einschätzung der Konkurrenz, Entwicklung.

Auszüge aus: Warren Johnston: Meals on Wheels


MF 21

AHS/HAK/HTL/HUM HörenbMbZenTrALMATUrA SepTeMber 2017

5

1 6 P.

You are going to listen to a report about the demand for better air quality in China. First you will have 45 seconds to study the task below, then you will hear the recording twice. While listening, choose the correct answer (A, B, C or D) for each question (1–6). Put a cross () in the correct box on the answer sheet. The first one (0) has been done for you. After the second listening, you will have 45 seconds to check your answers.

Air quality in China

0 China’s big towns are mostly

A dominated by oil-based industries.B covered in thick polluted fog.C located in cold and windy areas.D struggling with an environmental crisis.

1 The rapid growth of Chinese towns is brought about by

A national government policy. B immigration from neighboring countries.C internal migration of rural people.D better transportation networks.

2 In regard to health and the environment, China’s citizens

A have never cared much.B always favor profit.C will always be worried.D are changing their minds.

3 Patients who are old are advised to

A do physical activities indoors.B spend more time outdoors.C undergo special treatment.D have check-ups in hospital.

Que

lle: W

alte

r B

abia

k /

Pix

elio

Que

lle: W

alte

r B

abia

k /

Pix

elio


22 23

Hören AHS/HAK/HTL/HUMbMb ZenTrALMATUrA SepTeMber 2017

6

4 The U.S. mission in the capital measured air pollutants to

A protect its diplomatic staff.B inform the internet community.C pass data on to China’s authorities.D support the Chinese government.

5 Tom Young runs a homepage to

A tell people about biology.B teach users about healthy lifestyles.C visualize environmental facts.D inform people about trendy sports.

6 Opposition by Chinese conservationists is

A increasing.B illegal.C rare.D peaceful.

Quelle: Morris, R. Chinese demand better air quality. In DW Deutsche Welle. Living Planet. Verfügbar unter http://www.dw.com/en/chinese-demand-better-air-quality/av-16415492 [28. April 2017].

Ruth Morris: Chinese demand better air quality. In: DW. Deutsche Welle. Living Planet am 29.11.2012. Online abrufbar unter: www.dw.com (Stand: 27.8.2018)

So kommst du zum Soundfile für die AHS: QR-Code mit deinem Smartphone einscannen oder http://e-zentralmatura.veritas.at/qr/549 eingeben.

Key: 549Key: 549

So kommst du zum Soundfile für HAK / HTL / HUM: QR-Code mit deinem Smartphone einscannen oder http://e-zentralmatura.veritas.at/qr/670 eingeben.

Key: 670Key: 670


22 23


7

4 The U.S. mission in the capital measured air pollutants to

A protect its diplomatic staff.B inform the internet community.C pass data on to China’s authorities.D support the Chinese government.

5 Tom Young runs a homepage to

A tell people about biology.B teach users about healthy lifestyles.C visualize environmental facts.D inform people about trendy sports.

6 Opposition by Chinese conservationists is

A increasing.B illegal.C rare.D peaceful.

2 8 P.

You are going to listen to an interview about the influence of logos. First you will have 45 seconds to study the task below, then you will hear the recording twice. While listening, match the beginnings of the sentences (1–8) with the sentence endings (A–K). There are two sentence endings that you should not use. Write your answers in the boxes provided on the answer sheet. The first one (0) has been done for you. After the second listening, you will have 45 seconds to check your answers.

The Apple logo and the brain

0 Research shows the Apple logo can ___.

1 In an experiment, the Apple logo helped people to ___.

2 The IBM logo makes people ___.

3 The experts used logos to ___.

4 The researchers did not ___.

5 We should focus on logos which ___.

6 If a logo boosts creativity, we will ___.

7 The feelings that logos create can ___.

8 The research described in the interview can ___.

Que

lle: A

pple

Log

o /

Wik

imed

ia C

omm

ons

Quelle: Study: Apple Logo Stimulates the Brain. In NPR. Verfügbar unter http://www.npr.org/templates/story/story.php?storyId=89408933 [28. April 2017].

Que

lle: C

lker

-Fre

e-V

ecto

r-Im

ages

/ P

ixab

ayQ

uelle

: App

le L

ogo

/ W

ikim

edia

Study: Apple Logo Stimulates the Brain. In: National Public Radio (NPR) am 5.4.2008. Online abrufbar unter: www.npr.org (Stand: 27.8.2018)


24 25


8

A talk to the firms in question

B feel a bit better

C study people’s reactions

D perform better than others in a certain area

E communicate clear messages

F reflect on skills and abilities

G increase mental activity

H influence our memory

I be found in a publication

J remind us of something pleasant

K strengthen commitment to a company


24 25


9

A talk to the firms in question

B feel a bit better

C study people’s reactions

D perform better than others in a certain area

E communicate clear messages

F reflect on skills and abilities

G increase mental activity

H influence our memory

I be found in a publication

J remind us of something pleasant

K strengthen commitment to a company

3 7 P.

You are going to listen to a recording about a new educational concept. First you will have 45 seconds to study the task below, then you will hear the recording twice. While listening, match the beginnings of the sentences (1–7) with the sentence endings (A–J). There are two sentence endings that you should not use. Write your answers in the boxes provided on the answer sheet. The first one (0) has been done for you. After the second listening, you will have 45 seconds to check your answers.

Flipping the classroom

0 The new teaching concept ___.

1 For her task, the high school student in Colorado needs to ___.

2 If the student has problems in understanding, she can ___.

3 Back in class, instructors will ___.

4 Educators trying the new method found out that it can ___.

5 Flipped classes are well-liked in subjects which ___.

6 A headmaster points out that it has become easy to ___.

7 Parents like flipped classrooms because they can ___.

Que

lle: M

onke

y B

usin

ess

/ Fo

tolia

Quelle: Hood, G. More Teachers 'Flipping' The School Day Upside Down. In NPR. All Things Considered. Verfügbar unter http://www.npr.org/2012/12/07/166748835/more-teachers-flipping-the-school-day-upside-down [28. April 2017].

Que

lle: M

onke

y B

usin

ess

/ st

ock.

adob

e.co

m

Grace Hood: More Teachers ‚Flipping‘ The School Day Upside Down. In: National Public Radio (NPR) am 7.12.2012. Online abrufbar unter: www.npr.com (Stand: 27.8.2018)


26 27


10

A require analytical skills

B do an online quiz

C create short films and pass them on

D support their children

E monitor students’ understanding

F reverses class and homework elements

G improve exam results

H use a mobile device

I test their own knowledge

J watch sections of the tutorial again


26 27

AHS HörenbMbZenTrALMATUrA SepTeMber 2017

11

4


B do an online quiz









8 P.

You are going to listen to a recording about a special event held in Peru. First you will have 45 seconds to study the task below, then you will hear the recording twice. While listening, answer the questions (1–8) using a maximum of 4 words. Write your answers in the spaces provided on the answer sheet. The first one (0) has been done for you. After the second listening, you will have 45 seconds to check your answers.

Lucha Libro in Peru

0Why is it difficult to become a writer in Peru? (Give one answer.)

1What do Lucha Libro participants have to do before they go on stage? (Give one answer.)

2 Why do people normally come to the location of Lucha Libro?

3 How will the overall best participant of the whole event be rewarded?

4Who are the main characters of Chicken Wilson’s story? (Give one answer.)

5 What is said about Peru’s current economic situation?

6What kind of literature does the female writer frequently produce? (Give one answer.)

7What will the most successful participant do at the major literary event half a year later? (Give one answer.)

8 What might Lucha Libro help people to realize?

Que

lle: E

nter

M. /

Fot

olia

Quelle: Murphy, A. Peru makes book writing into a spectator sport and invites aspiring writers into combat. In The World. Verfügbar unter https://www.pri.org/stories/2013-09-30/peru-makes-book-writing-spectator-sport-and-invites-desperate-writers-combat [28. April 2017].

Que

lle: E

nter

M. /

sto

ck.a

dobe

.com

Annie Murphy: Peru makes book writing into a spectator sport and invites aspiring writers into combat. In: Public Radio International (PRI). The World am 30.9.2013. Online abrufbar unter: https://www.pri.org (Stand: 27.8.2018)


© VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch28 © VERITAS-Verlag, Linz – DURCHSTARTEN zUR zENTRALMATURA. Englisch28

Hören HAK/HTL/HUMbMb ZenTrALMATUrA SepTeMber 2017

11


B do an online quiz









4 7 P.

You are going to listen to a radio report on a new way of attracting customers to shops. First you will have 45 seconds to study the task below, then you will hear the recording twice. While listening, complete the sentences (1–7) using a maximum of 4 words. Write your answers in the spaces provided on the answer sheet. The first one (0) has been done for you. After the second listening, you will have 45 seconds to check your answers.

Help for shops

0 A “cash mob” encourages people to ___.

1The store manager wonders if ___. (Give one answer.)

2 The organizers picked the store in New York ___.

3 Cash mobs are particularly helpful for ___.

4When meeting customers, storekeepers get the chance to ___. (Give one answer.)

5 As well as supporting shops, cash mob customers can ___.

6 Nobody controls the trend so the shoppers must ___.

7 The basic idea of cash mobs is very effective so everybody is able to ___.

Quelle: Robinson, D. National Trend 'Mobs' Local Businesses With Cash. In NPR. Verfügbar unter http://www.npr.org/2012/03/29/149555396/national-trend-mobs-local-businesses-with-cash [28. April 2017].

Que

lle: c

hika

mila

n /

Foto

liaQ

uelle

: chi

ka m

ilan

/ st

ock.

adob

e.co

m


29© VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch28 © VERITAS-Verlag, Linz – DURCHSTARTEN zUR zENTRALMATURA. Englisch28

HörenLöSUngenZentralmatura September 2017

Task 1

AIR QUALITY IN CHINA (MULTIPLE CHOICE)

Lösung

0 1 2 3 4 5 6B C D A B C A


2 0: B China’s big towns are mostly covered in thick polluted fog.

‘Most of China‘s major cities are shrouded in smog. Like Lanzhou, they’re facing huge environmental strains, like the break-neck pace of urbanization.’

! Die meisten Großstädte in China liegen unter einer dicken Smogdecke.

! (D) stimmt vielleicht, wird aber so im Text nicht angesprochen. Für (A) und (C) gibt es keinen Hinweis im Text.

! China’s big towns = China’s major cities; covered in … fog = shrouded in smog

2 1: C The rapid growth of Chinese towns is brought about by internal migration of rural people.

‘China’s cities are absorbing a tidal wave of newcomers from the countryside, about 20 million a year. That means more roads, more cars, more steel, more smelters – more pollution.’

! Rund 20 Millionen Menschen ziehen jedes Jahr vom Land in die Städte Chinas. Das lässt die Städte sehr rasch wachsen und führt zu einer Vielzahl von Problemen.

! Für die anderen Antwortmöglichkeiten fehlt jeder Hinweis im Text.

! internal migration of rural people = wave of newcomers from the countryside

2 2: D In regard to health and the environment, China’s citizens are changing their minds.

‘It’s a reminder that China’s show-stopping economic rise has come at a huge cost to the environment. But analysts say attitudes are shifting. People are drawing a line, especially when it comes to their health.’

! Es gibt einen Meinungsumschwung in China betreffend Umwelt und Gesundheit.

! Die anderen Antwortmöglichkeiten werden im Hörtext nicht angesprochen.

! in regard to health = when it comes to their health; citizens are changing their minds = attitudes are shifting, people are drawing a line

2 3: A Patients who are old are advised to do physical activities indoors.

‘We advise the elderly to do exercise in a gym.’

! Ärzte raten älteren Menschen, wegen der Luftverschmutzung Sport nicht im Freien, sondern in einem Turnsaal oder Studio zu betreiben.

! (B) ist das Gegenteil des Gesagten; (C) und (D) werden im Text nicht erwähnt

! patients who are old = the elderly; to do physical activities = to exercise; indoors = in a gym

2 4: B The U.S. mission in the capital measured air pollutants to inform the internet community.

‘Two years ago, the U.S. embassy in Beijing began doing something the Chinese government refused to do: it posted air quality readings – from a monitor on its roof to Twitter. Eventually, the Chinese government gave in to public pressure and began publishing its own data.’

! Die amerikanische Botschaft in Beijing maß die Luftverschmutzung und verbreitete die Werte über Twitter.

! Keine der übrigen Antwortmöglichkeiten lässt sich durch den Hörtext belegen.

! the U.S. mission = the U.S. embassy; the capital = Beijing; measured air pollutants = air quality readings; the internet community = Twitter


© VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch30 © VERITAS-Verlag, Linz – DURCHSTARTEN zUR zENTRALMATURA. Englisch

Zentralmatura September 2017

HörenLöSUngen

2 5: C Tom Young runs a homepage to visualize environmental facts.

‘Tom Young is a biologist in Shanghai. But his hobby is to crunch the numbers on air pollution. He shows me his website, where he funnels public data into tidy graphs so that anyone can see.’

! Tom Young wandelt umweltrelevante Daten in Grafiken um, damit sie jeder sehen kann.

! Die anderen Antwortmöglichkeiten haben nichts mit dem Text zu tun.

! visualize environmental facts = funnels public data into tidy graphs

2 6: A Opposition by Chinese conservationists is increasing.

‘While he crunches the numbers, China’s environmentalists are getting bolder. There has been an uptick in massive protests over health risks related to industrial projects. Some have turned violent.‘

! Umweltgruppen leisten immer stärkeren Widerstand, der manchmal auch zu Gewalt führt.

! (B) stimmt vielleicht, wird aber so im Text nicht angesprochen. (A) und (C) stehen im Widerspruch zum Text.

! conservationists = environmentalists; opposition … is increasing = an uptick in massive protests

Auszüge aus: Ruth Morris: Chinese demand better air quality.

Task 2

THE APPLE LOGO AND THE BRAIN (MULTIPLE MATCHING)

Lösung

0 1 2 3 4 5 6 7 8G D F C A J B K I


2 0: G Research shows the Apple logo can increase mental activity.

‘A new study indicates that the logo on Apple products like iPods, iPhones, iMacs, stimulates your brain.‘

! Das Logo von Apple auf den verschiedenen Geräten regt laut der Studie das Gehirn an.

! research = a new study; increase mental activity = stimulates your brain

2 1: D In an experiment, the Apple logo helped people to perform better than others in a certain area.

‘The study found that people who were shown the Apple logo scored higher on a creativity test than those who were exposed to the IBM logo.’

! Das Logo von Apple wirkte sich stärker auf die Kreativität der Testpersonen aus als das IBM-Logo.

! performed better = scored higher; in a certain area = on a creativity test

2 2: F The IBM logo makes people reflect on skills and abilities.

‘When they think about the IBM logo, they think about the general notion of competence or professional.’

! Im Gegensatz zum Apple-Logo weckt das IBM-Logo Assoziationen bezüglich Fachwissen und Können.

! research = a new study; increase mental activity = stimulates your brain


31© VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch30 © VERITAS-Verlag, Linz – DURCHSTARTEN zUR zENTRALMATURA. Englisch


2 3: C The experts used logos to study people’s reactions.

‘You know, we showed people on the computer for very, very short durations, like 30 milliseconds, either the Apple logo or the IBM logo and then we looked at their behavior to see if, as you say, they hummed compositions or not.’

! Man zeigte den Versuchspersonen ganz kurz entweder das Apple-Logo oder das IBM-Logo und untersuchte anschließend ihre Reaktionen.

! people’s reactions = their bahavior

2 4: A The researchers did not talk to the firms in question.

‘But no, to ensure sort of the integrity of the project we’ve never actually even spoken to anyone at any of the companies whose logos we use.’

! Die Forscher hatten keinen Kontakt mit den Firmen, deren Logos sie untersuchten, um nicht die Glaubwürdigkeit der Studie zu gefährden.

! the firms in question = the companies whose logos we use

2 5: J We should focus on logos which remind us of something pleasant.

‘And then we should be strategically surrounding ourselves with logos that have associations that we find to be desirable.’

! Die Studienautoren finden, wir sollten uns mit Logos umgeben, die wir als angenehm empfinden.

! remind us of something pleasant = we find to be desirable

2 6: B If a logo boosts creativity, we will feel a bit better.

‘If every time you see an Apple logo you find yourself being more creative, you’re gonna be a little happier in all likelihood.’

! Es ist klar, dass man sich besser fühlt, wenn man das Gefühl hat, man wird kreativer, wenn man das Apple-Logo sieht.

! boosts creativity = find yourself … more creative; feel a bit better = be a little happier

2 7: K The feelings that logos create can strengthen commitment to a company.

‘We as consumers will start to pair the brand that we’re being exposed to with this increased happiness and that should, you know, result in some increase in loyalty from their customers, I would imagine, over time.’

! Man fühlt sich einer Marke stärker verbunden, wenn deren Logo positive Gefühle auslöst.

! strengthen commitment = increase in loyalty

2 8: I The research described in the interview can be found in a publication.

‘His study of the impact of logos appears in the April issue of the Journal of Consumer Research.’

! Man kann das Ergebnis der Studie in der April-Ausgabe einer Fachzeitschrift nachlesen.

! research = study; found in a publication = April issue of the Journal of Consumer Research

Auszüge aus: Study: Apple Logo Stimulates the Brain.




HörenLöSUngen

Task 3

FLIPPING THE CLASSROOM (MULTIPLE MATCHING)

Lösung

0 1 2 3 4 5 6 7F H J E G A C D


2 0: F The new teaching concept reverses class and homework elements.

‘Welcome to the 21st century classroom. It’s a world where students watch lectures at home and do homework at school.’

! Im Rahmen der neuen Unterrichtsmethode machen die Schüler ihre Aufgaben in der Schule und verfolgen den Unterricht zuhause.

! reverses class and homework elements = watch lectures at home and do homework at school

2 1: H For her task, the high school student in Colorado needs to use a mobile device.

‘When Bennett High School sophomore Jessica Miller sits down to do her chemistry homework, she pulls out her notebook, then she turns on an iPad.’

! Um ihre Hausaufgaben erledigen zu können, benötigt die Schülerin u. a. ein iPad.

! for her task = to do her chemistry homework; a mobile device = an iPad

2 2: J If the student has problems in understanding, she can watch sections of the tutorial again.

‘Miller can replay parts of the chemistry video podcast she doesn’t understand and fast forward through those that make sense.’

! Wenn ein Schüler Probleme mit dem Stoff hat, kann er das Video noch einmal ansehen.

! watch sections of the tutorial again = replay parts of the … video podcast

2 3: E Back in class, instructors will monitor students’ understanding.

‘Chemistry teacher Jennifer Goodnight walks up and down the rows of her classroom giving verbal quizzes, guiding students through labs and answering questions.‘

! Die Lehrerin kontrolliert, ob die Schüler den Stoff auch verstehen. Sie stellt und beantwortet Fragen und hilft bei Laborübungen.

! monitor students’ understanding = giving … quizzes, guiding … through labs and answering, questions

2 4: G Educators trying the new method found out that it can improve exam results.

‘She’s part of a growing group of teachers using the concept since it emerged here in the state in 2007. So far, she says it’s paying off with better test scores.’

! Die neue Methode scheint sich zu bewähren, denn die Prüfungsergebnisse haben sich verbessert.

! trying the new method = using the concept; improve exam results = better test scores

2 5: A Flipped classes are well-liked in subjects which require analytical skills.

‘He says the concept is popular in math and science classes, where students can easily become frustrated working problem sets at home.’

! Das Konzept bewährt sich in Fächern, die analytische Fähigkeiten erfordern, wie Mathematik und Physik.

! well-liked = popular; subjects which require analytical skills = math and science classes




2 6: C A headmaster points out that it has become easy to create short films and pass them on.

‘Now you can simply just take about five steps and record a video and then simply send it to your students and your parents and keep everybody informed, so now we are becoming even more transparent.’

! Der Direktor meint, es sei einfach, ein Video zu drehen und es den Schülern und Eltern zu schicken. Das würden auch die Transparenz fördern.

! it has become easy = you can simply just take five steps; create short films = record a video; pass them on = send it to your students and your parents

2 7: D Parents like flipped classrooms because they can support their children.

‘I can listen to the video as well when they need help and then I can try to help him understand what she’s saying.’

! Diese Mutter schätzt die neue Methode, weil auch sie sich die Videos ansehen und dann versuchen kann, ihrem Sohn zu helfen.

! support their children = try to help him understand

Auszüge aus: Grace Hood: More Teachers ‚Flipping‘ The School Day Upside Down.

Task 4 AHS

LUCHA LIBRO IN PERU (SHORT ANSWERS)

Lösung

0 books are expensive 5 is doing well now

1put on masks ORuse fake names

6she writes lyrical pieces ORshe writes poems

2 to see live bands 7release book OR reveal their identity OR take off the mask

3 gets a book contract 8 literature is not boring

4monkeys ORAmerican girl


2 0: Why is it difficult to become a writer in Peru? ! books are expensive

‘But let’s face it, it’s not easy to jump-start a writing career anywhere. But in Peru, where books are expensive and published in very small numbers, it’s especially tough.’

2 1: What do Lucha Libro participants have to do before they go on stage? (ONE answer) ! put on masks / use fake names

‘But now there’s Lucha Libro. It’s based on Mexico’s Lucha Libre, where wrestlers put on masks and pseudonyms to duke it out in a ring. Here the contestants put [on] masks and use fake names, too, but they take to the ring to write short stories, on the clock and in front of a live crowd.’

! Ebenfalls akzeptiert: put a mask on, put masks on, put on a mask, take a mask on, take fake names, take false names, take on a mask, take on pseudonyms, take on their masks, they put on masks, use masks, fake names, use pseudonyms, wear a mask, wear masks, wear masks, fake names

! Nicht akzeptiert: a literary wrestling, make good impression, mask, preparing a laptop, put off the mask, take a ring on, take at their masks, take off the mask, tell a short story, to write short stories, was a wrestler, writing a short story




HörenLöSUngen

2 2: Why do people normally come to the location of Lucha Libro? ! to see live bands

‘On a chilly Monday night, a bar called La Noche is packed. Usually people come to see live bands, but tonight they are here for Lucha Libro […].’

! Ebenfalls akzeptiert: live music oder bands muss erwähnt werden; for live bands, hear bands, listen to bands, listen to different bands, listen to live music, live bands, see live bands, to hear live bands, to listen to bands, to see life bands, to see live-bands, want to see bands

! Nicht akzeptiert: because of the show, come to see, drink, five minutes time, for dancing, hear short storys, it’s an event, listen to music, live balanced, only young people, see reading event, see the wrestling, see the writers, takes to stage, to drink, to have fun, to see life dance, to win the wrestling, watch people dance, wrestling, write a short story

2 3: How will the overall best participant of the whole event be rewarded? ! gets a book contract

‘At the end of a match, the losing writer has to take off their mask. The winner goes on to the next round, a week later. And the grand prize? It’s a book contract.’

! Ebenfalls akzeptiert: a book contract, get a publisher contract, gets a book published, gets a publishing contract, winning entry gets published, with a book contract, with a publishing contract

! Nicht akzeptiert: a price, beginning her career, book expectation, buy a book, come to next round, get a price, getting a book, go on next round, go on stage, go to next round, story will be presented, takes on stage, the audience choose, to get a writer, will be honored, with a book, with a little contest, with a price

2 4: Who are the main characters of Chicken Wilson’s story? (ONE answer) ! monkeys / American girl

‘No one is talking, but just a paragraph in, Chicken Wilson freezes. The seconds are ticking by, so the crowd starts cheering him on. … And he rallies, dashing off a short story about monkeys living in the city, and an American girl on vacation in Peru.’

! Ebenfalls akzeptiert: a girl, a monkey, a young girl, american girl, American girl on vacation, an American, monkey, monkey in a city, monkey living in city, monkeys and a girl, monkeys in a city, monkeys in the city, monkeys, American girl, young woman

! Nicht akzeptiert: Asian in Peru, Chicken, Chicken Wislson, plane ticket, tall, tall and goofy one, tall person, tall series

2 5: What is said about Peru’s current economic situation? ! is doing well now

‘He says that even though Peru’s economy is doing well right now, Peru is still feeling the impact of some hard decades. There was the military government in the 70s, the civil war in the 80s, and then, the collapse of the economy.’

! Ebenfalls akzeptiert: doing good now, doing well now, economy is doing well, feeling collapse of economy, feeling impact of collapse, feeling impact of past, gets better, good at the moment, impact of hard decades, impact of war, in a good situation, influenced by hard decades, is doing well, it is better now, it is getting better, it is good, it’s well now, still affected by problems, still impact from war, well but hard decades

! Nicht akzeptiert: bad after war, bad situation, because wars economy collapse, civil war, doing not well, hard decades, it is bad, it is great, it is not good, low economic wealth, military government, not very good, there was war, very bad




2 6: What kind of literature does the female writer frequently produce? (ONE answer) ! she writes lyrical pieces / she writes poetry

‘One young woman with a pale blond braid falling out the back of her black wrestler’s mask calls herself L, like the letter. … ‘When I write, I often write lyrical pieces, poems, and I usually sign them with that one letter’.’

! Ebenfalls akzeptiert: lyrical pieces, poems, Poems, lyrical pieces, poems, lyrical things, writes lyrical pieces, writes poems

! Nicht akzeptiert: a 5min story, a novel, book, careers, L stories, letter, love stories, lyrical poems and letters, miracle pieces, one letter, one letter pieces, palms, poems and letters, poems, local pieces, poetic books, short stories, surprising happenings, thrillers, underdog stories

2 7: What will the most successful participant do at the major literary event half a year later? ! release book / reveal their identity / take off their mask

‘Whoever wins the final round in a few weeks will have six months to finish their book. It’ll be released at the Lima Book Fair, where the writer will take off the mask and reveal his or her real identity, for the first time.’

! Ebenfalls akzeptiert: present a book, present book, present his book, publish a book, release their book, release their own book, reveal her identity, reveal his identity, reveal identity first time, reveal real identity, reveal the identity, reveal their identidy, show his/her identity, show their identity, show their real identity, take of the mask, take off mask, take off their masks, the book gets published

! Nicht akzeptiert: book fear, fear take of mask, finish his book, finished book releasing, it will be realized, release their books, rewind their mask, will be released, write a book

2 8: What might Lucha Libro help people to realize? ! literature is not boring

‘He says it’s also about changing the idea that literature is boring. According to him, this turns it into an event.’

! Ebenfalls akzeptiert: books are not boring, literatur isn’t boring, literature is interesting, literature turns into event, reading is cool, reading is good, that literature is interesting, that literature isn’t boring

! Nicht akzeptiert: literature is boring, a book, a career as a writer, become a writer, becoming a writer, changing ideas, get out to read, hang out and read, hang out and relax, having a place, help for young writters, it gives opportunities, job as a writer, life balance, not become a writer, place to hang out, reading is important, to become a writer, to make a event, young people to read

Auszüge aus: Annie Murphy: Peru makes book writing into a spectator sport ...




HörenLöSUngen

Task 4 HAK/HTL/HUM

HELP FOR SHOPS (SHORT ANSWERS)

Lösung

0 spend their money 5 talk about their products ORbuild a relationship

1 people will show up ORthe police must come

6 meet new people

2 through a vote ORthrough social media

7 take ownership

3 small local businesses ORany downtown little business ORdowntown little local businesses

8 organize a cash mob


2 0: A ‘cash mob‘ encourages people to spend their money.

‘Well that idea has been spun off into ‘cash mobs’, where large crowds of consumers show up at small businesses to spend their money.’

2 1: The store manager wonders if people will show up. / … the police must come.

‘We get kind of nervous thinking, ‘Oh, nobody is gonna show up’, or else maybe there’ll be so many people that the police have to come to monitor.’

! Ebenfalls akzeptiert: cash mob comes, a mob arrives, any people will come, anybody will come, anybody will show up, anyone shows up, arrival of a mob, cash mob are coming, cash mob is coming, enough people come, lots of people come, many people come, many people will come, nobody turns up, nobody will come, nobody will show up, people are coming, people show up, police has to come, police have to come, police must come, police needs to come, police will be needed, so many people come, somebody comes, somebody shows up, the mob shows up, they need the police

! Nicht akzeptiert: 3000 turn out, cash mob helps them, customers visited the shop, improve local economy, it affects the economy, it is necessary, it might work, it works, it works this way, it’s encoura-ge shopping, people come very early, people stand up early, police don’t come, so many people here, the concept is good, the police come, the police doesn‘t act, the police is coming, the police shows up, the police will appear, they all buy something, they spend nothing, they will cope, this is against the law

2 2: The organizers picked the store in New York through a vote. / … through social media.

‘Lander’s was chosen by the mob through a vote on its social media accounts.’

! Ebenfalls akzeptiert: after a vote, because of a vote, because of social media, by a vote, by social media, by using social media, by voting, on social media, on social media account, on the social media, over social media, through an online vote, through social media account, through social media vote

! Nicht akzeptiert: and start cash mobs, because it’s famous, because it’s quite unpopular, because, it’s small, because many people wanted, because of local business, first cash mob, in the past, of their customers, open for new customers, social media accounts, to help the manager, to make social deals, to show in store




2 3: Cash mobs are particularly helpful for small local businesses / … any downtown little business / downtown little local businesses.

‘Ann Powers says she feels lucky because this infusion of new customers helps her store stay afloat.’

‘Ann Powers says cash mob is good for any downtown little local business, …’

! Ebenfalls akzeptiert: any downtown stores, dieing small businesses, downtown local businesses, dying businesses, dying shops, every downtown business, every downtown shop, every local business, every local shops, every small business, helping small businesses, little businesses, little local businesses, little shops, little stores, local businesses, local small businesses, small businesses, small companies, small downtown shops, small shops, small stores, smaller and local stores, supporting local shops, the local businesses

! Nicht akzeptiert: any cities, anyone, business, businesses, customers, customers and storekeepers, different countries, downtown, downtowns, every downtown, everybody, for business, good for business, increasing shops, only downtown, other social media deals, people with lower budget, shops, shops stay flow, shops stay on flow, smart businesses, social media, social media deals, stay a flow, stay in flow, stay the store open, storekeepers, the business, the shops

2 4: When meeting customers, storekeepers get the chance to talk about their products / … build a relationship.

‘I think with this, because we ask people to come and spend a little time in the store, we encourage the entrepreneur to spend some time with each of the shoppers and introduce themselves, talk about the products they have. It builds a relationship that you don’t get with a coupon.’

! Ebenfalls akzeptiert: build relationship, building a relationship, built relationships, built up relation-ships, get into a relationship, grow their relationship, introduce themselves, make relationships, new relationship, speak about products, speak with each other, speak with them, spend some time together, spend time together, spend time with customers, spend time with them, talk about new products, talk about products, talk about that products, talk face to face, talk personally, talk to customers, talk to people, talk to them, talk with them

! Nicht akzeptiert: ask them, bring people together, bring strangers together, businesses, buy more things, come to the store, convince them to come, deal with, give it back, go shopping, improve their social life, inform about new problems, make social deals, meet facebook friends, social media deals, spend some time, stay in contact, strangers, talk about the price, talk about their problems, talk with him, tell them to come, they become a name, to buy things cheaper, understand their problems

2 5: As well as supporting shops, cash mob customers can meet new people.

‘For example, Cleveland’s group has a rule that every mobber should try to meet at least three new people.’

‘We want people to actually get out from behind their computer screens and meet face to face and form what could be considered a real community’

! Ebenfalls akzeptiert: be social, find new contacts, find new friends, form a community, form a real community, get social, get together, interact with other people, know new people, make new friends, meet face to face, meet new people, meet other stranger, meet strangers, meet three new people, socialize, socialize with others, socially engage, talk face to face, to make friendships

! Nicht akzeptiert: bring people together, bring strangers together, bring three people, buy things cheaper, buying for themselves, connecting social network, get things cheaper, go online, having an online page, help in the shop, help small businesses, help to be social, helping small business, inter-fear with others, invite facebook friends, invite other friends, invite others, lead more people, make people more social, make social deals, not shop online, pay full price, people be social, relate number of friends, shop cheaper, shop normally, spend some times there, spend time in shop, support on social media


38 © VERITAS-Verlag, Linz – DURCHSTARTEN zUR zENTRALMATURA. Englisch


HörenLöSUngen

2 6: Nobody controls the trend, so the shoppers must take ownership.

‘But Chris Smith admits cash mobs could become another fad since technically no one’s in charge of the movement and each local mob must determine its own way forward.’

! Ebenfalls akzeptiert: choose their own way, control it, control it by themselves, control it itself, deter-mine its own way, determine it‘s own way, determine their own way, do as they want, do it by itself, do it by themselves, do it oneself, do it their way, do it theirself, do it themselves, find its own way, find their own way, have their own way, led the ownership, organise it, organise it themselves, set rules for themselves, take care about it, take ownership about it, take ownership of it

! Nicht akzeptiert: accept this, be free to all, be informed, call the business first, connect on social media, continue over social media, be successful, be truthful, bring strangers together, bring things together, call the shops first, control themselves, do this in facebook, find their own, get out from computer, get out from home, go forward, go out from home, go to the shops, inform their facebook friends, its own way forward, just let it happen, keep to it, let it flow, let it roll, live with it, look for trends, look forward, look for themselves, meet face to face, meet three people, must go out, not be scared, not worry, not worry about it, own way forward, own word, set trends by shopping, take attention, take care, watch out

2 7: The basic idea of cash mobs is very effective so everybody is able to organize a cash mob.

‘And as long as you stay true to the original concept, I think you’re always gonna be successful.’

‘Which means anyone can plan a cash mob anywhere, anytime.’

! Ebenfalls akzeptiert: build a cash mob, do a cash mob, do it, do it anywhere, do it anywhere anytime, have one, make a cash mob, make a new one, make one, open a cash mob, plan a cash mob, plan and organise one, plan it, plan on themselves, plan one, plan their own, set one up start a cash mob

! Nicht akzeptiert: be a part, be social, be successful, buy everyone and everywhere, buy something, cash mob anytime, complain a cash mob, decide by their own, enjoy to it, get help, make a diffe-rence, make a flash mob, meet face to face, meet new people, organize, profit from it, shop every-where and anytime, shop in peace, to spend some time, use anywhere and anytime


MF

Sprachverwendung im KontextBMBZentralMatura SepteMBer 2017 – aHS

39

Penny Junor: Happy and Glorious. In: Saga Magazine 06/2012, S. 325

1 10 P.

Read the text about the relationship between Queen Elizabeth II and Prince William, her grandson. Some words are missing from the text. Choose the correct answer (A, B, C or D) for each gap (1–10) in the text. Put a cross () in the correct box on the answer sheet. The first one (0) has been done for you.

The Queen and William

The Queen and William have a very special relationship. In the months before the wedding, he

saw her every week and if their diaries (0) ___ a meeting, they had lengthy discussions on the

phone. She is the one (1) ___ he seeks. She is the one he looks to as a (2) ___ in life. He admires

her integrity and her modesty – also the way she (3) ___ her privacy – and like her, he does not

care for celebrity. He was just 15 when his mother died, and since then, Granny, as he calls

her, (4) ___ particularly important to him. When he was at Eton, he (5) ___ to nip over the river to

Windsor to have tea with her and there is a closeness, perhaps because of the generation gap,

that she has never had with his father. When William (6) ___ to New Zealand in February 2011,

after the earthquake that devastated Christchurch, and on to visit the victims of the floods in

Australia, he had a letter of congratulations from the Queen when he came back. The Prince

of Wales has almost never had praise from either of his parents. It’s not something the older

generations of the family go in for very much.

It is not just that she has a soft spot for William. He says of her that, “She’s my grandmother first

and then she’s the Queen.” She (7) ___ probably say of him that he is her grandson first but then

he is her heir. Her priorities were never more acutely demonstrated (8) ___ in the days after Diana

died when she resolutely stayed in Scotland to help both boys come to terms with their loss.

Rightly, some would say, she put their (9) ___ before that of the country that was baying for her

to show her face in London. She seemed to misjudge the mood and (10) ___ it seemed that the

future of the monarchy was in jeopardy. But the professional in her quickly reasserted itself and a

moving last-minute live television broadcast saved the day.

Text: Junor, P. Happy and Glorious. In Saga Magazine. Verfügbar unter http://saga.inbro.net/seeinsidebrochure/SAGA-Magazine_June-2012/The-features/Happy-and-glorious/page_32 [29. November 2013].Bild: By John Pannell - Flickr: DSC_1324, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=15067302

com

mon

s.w

ikim

edia

.org

/Joh

n P

anne

ll-Fl

ickr

/CC

BY

2.0

/20

18


40 41

Sprachverwendung im KontextBMB ZentralMatura SepteMBer 2017 – aHS

6

0 Amight not permit

Bhaven’t permitted

C didn’t allow D cannot allow

1 A that’s support Bwho’s supporting

C advising that D whose advice

2 A fine example Bmajestic character

C royal figure D role model

3 A has maintained B is continuing C had preserved D was keeping

4 A has been B had been C is D is being

5 A wished B used Cwas enjoying

D was going

6 A left B would travel C flew D had gone

7 A ought B might C must D would

8 A rather than B than C even D even though

9 A feeling B kindness C welfare D goodness

10 A for a while B as from now C since then D some time


40 41


Nitin Nohria: Envy and the American Dream. In: Harvard Business Review. January/February 2013. Online abrufbar unter: https://hbr.org (Stand: 28.8.2018)7

0 Amight not permit

Bhaven’t permitted

C didn’t allow D cannot allow

1 A that’s support Bwho’s supporting

C advising that D whose advice

2 A fine example Bmajestic character

C royal figure D role model

3 A has maintained B is continuing C had preserved D was keeping

4 A has been B had been C is D is being

5 A wished B used Cwas enjoying

D was going

6 A left B would travel C flew D had gone

7 A ought B might C must D would

8 A rather than B than C even D even though

9 A feeling B kindness C welfare D goodness

10 A for a while B as from now C since then D some time

2 12 P.

Read the text about the dream of becoming a U.S. citizen. Some words are missing. Choose the correct part (A–O) for each gap (1–12). There are two extra parts that you should not use. Write your answers in the boxes provided on the answer sheet. The first one (0) has been done for you.

Saving the American Dream

Although it has been nearly 30 years since I came to the United States to attend graduate school,

it was only a decade ago that I decided to become an American citizen. I hadn’t thought “(0) ___

American” would be meaningful or emotional, but it was. I had to turn in my Indian passport and

pledge allegiance to the United States, and I worried about (1) ___ a piece of my identity. Midway

through the process, I was ambivalent. But like generations of immigrants before me, I went

through the interview, (2) ___ the citizenship exam, and entered a majestic room—in my case,

Boston’s Faneuil Hall—to take the oath. Standing there, (3) ___ I was proud to be an American,

and that, (4) ___ my new commitment to the United States, I was never going to lose my Indian

heritage. This opportunity for newcomers to hold on to a piece of their (5) ___ while embracing

the promise of a better future as an American is, I’ve come to (6) ___, just one important attribute

of the (7) ___ of values we know as the American Dream.

As anyone who (8) ___ attention to the 2012 U.S. presidential race can attest, it’s a dream that

seems to be in great peril. “The American Dream is slipping away,” the historian Jon Meacham

wrote before last summer’s political conventions, calling this (9) ___ “the crisis of our time.” We’re

right to be (10) ___. The American Dream is the country’s most important asset, more valuable

than its extraordinary natural (11) ___, deep financial capacity, or unparalleled workforce. It’s

so valuable (12) ___ a narrative that continues to draw people here from other countries, and

it inspires those of us who are already here to work hard every day to better ourselves and our

children. To watch this powerful force deteriorate is troubling—and understanding what might be

done to stop the deterioration is imperative.

Que

lle:

Pub

licD

omai

nPic

ture

s /

Pix

abay

Quelle: Nitin, N. Envy and the American Dream. In Harvard Business Review. January – February 2013 Issue. Verfügbar unter https://hbr.org/2013/01/envy-and-the-american-dream [2. Mai 2017].

Que

lle: P

ublic

Dom

ainP

ictu

res

/ P

ixab

ay


42 43


8

A because it is G having left M resources

B becoming H I realized that N set

C believe I issue O took

D deeply concerned J losing

E despite K paid

F getting over L past


42 43


9

A because it is G having left M resources

B becoming H I realized that N set

C believe I issue O took

D deeply concerned J losing

E despite K paid

F getting over L past

3 9 P.

Read the text written by a student about cheating nowadays. Some words are missing. Complete the text by writing one word for each gap (1–9) in the spaces provided on the answer sheet. The first one (0) has been done for you.

Cheating in the digital age

My parents always tell me that when it comes to school, I have it a lot easier than they did.

When they (0) ___ college in the 80s, the encyclopedia was still the go-to source for academic

information, and your only tools in the classroom were a notebook, pen, and an open mind. This,

to (1) ___, is unimaginable. Today’s educational technology makes it a lot easier to learn, and a lot

easier to cut corners.

For many students, cheating in school has become the norm. As students come up with more

sophisticated and high-tech ways to cheat, teachers become better at spotting the scams – often

using their own digital tools. Let the cat-and-mouse game begin!

Though it is no (2) ___ that technological advancement has made cheating easier, it has actually

made catching cheaters easier as well. Many schools now require students to submit their work

through the anti-plagiarism site Turnitin.com, which sifts through thousands of essays, literary

works, and webpages to ensure that students create original work.

But as educators build up their anti-cheating arsenal, the cheaters find new ways to outsmart

their teachers. One of the most well-known and accessible cheating options is

noneedtostudy.com, a website that says it all in the title. For $ 900, the company (3) ___ to

take an entire online course for a student. Popular courses include organic chemistry, calculus,

finance, and nursing. Other websites like onlineclasshelpers.com provide test-taking, essay-

writing, and online class-taking for “working” and “extremely busy” students. Some universities

are experimenting with a new program called CourseSmart. It (4) ___ professors to track

students’ reading progress on their E-Readers, to check if someone is skipping pages, not

highlighting passages, or just not reading at (5) ___. This software and other tools, like panoramic

cameras and face-scanners at highly secure testing centers, are just a few of the high-tech

measures universities have adopted to (6) ___ cheating.

Que

lle: F

älch

le, J

. / F

otol

ia

Que

lle: J

ürge

n Fä

lchl

e /

stoc

k.ad

obe.

com


44 45


Bianca Brooks: Cheating In The Digital Age. In: Youth Radio am 29.4.2013. Online abrufbar unter: https://youthradio.org (Stand: 28.8.2018)10

Though cheating has changed with the technology, the central issue remains: where is the

integrity? In my experience, my peers don’t (7) ___ cheating as a matter of right and (8) ___, but

whether or not they’ll get (9) ___. But the blame isn’t solely on the students or the teachers. I

believe the real problem lies in the education system, where true learning is secondary to passing

with the least effort.

Quelle: Brooks, B. Cheating In The Digital Age. In Youth Radio. Verfügbar unter https://youthradio.org/journalism/education/cheating-in-the-digital-age/ [2. Mai 2017].


44 45


A. Boyce: Heli-Skiing with a view in Greenland.11

Though cheating has changed with the technology, the central issue remains: where is the

integrity? In my experience, my peers don’t (7) ___ cheating as a matter of right and (8) ___, but

whether or not they’ll get (9) ___. But the blame isn’t solely on the students or the teachers. I

believe the real problem lies in the education system, where true learning is secondary to passing

with the least effort.

4 9 P.

Read the text about heli-skiing. Some words are missing. Use the word in brackets to form the missing word for each gap (1–9). Write your answers in the spaces provided on the answer sheet. The first one (0) has been done for you.

An unforgettable rush

The Kisaq, a comfortable 25-metre ship, navigates the fjords and takes us to the base of a

mountain situated in the middle of a vast icy wilderness, where the group loads the racks of

(0) ___ (equip) onto a helicopter on the beach. We (1) ___ (excite) explore the possibilities

amongst a collection of islands just off the coast. Although the pilots know the area, there is

always a (2) ___ (nerve) buzz in the first few minutes. The excitement grows as the loud roar

of the engines increases and the helicopter gently lifts off. The ride to the top of our first run is

spectacular, with the helicopter rising over the peaks, ridges, glaciers and cirques covered in

snow and dotted with rocks protruding above the pristine white landscape. At times we feel the

helicopter gently buffeting in the wind turbulence, but that is not unusual in these mountainous

regions.

We try to get a good view of the terrain and pick a good line down. Nearing the drop-off point,

everyone begins to feel the rush of adrenaline. After we land and (3) ___ (load) the racks, the

helicopter again lifts off and flies away, its rotors blowing the snow around us in all directions. That

instant when you are suddenly left alone in complete silence is one of the most (4) ___ (impress)

moments in heli-skiing, quite different from the slow approach of hiking up to the top. That

sudden change to an isolated peak with the most (5) ___ (credible) mountainscape beneath you

and the prospect of an exhilarating run down, can be better than the ride (6) ___ (it).

After a few minutes of taking in our (7) ___ (surround) we start to look at the best route to begin

our descent. Our minds switch from excitement mode to fear mode. We saw from the other side

of the valley and during the (8) ___ (fly) up that the slope is over 50 degrees, a realisation that

(9) ____ (define) gets the adrenaline pumping and makes us focus on not making any mistakes.

In Greenland, a ride down may be as long as 2,000 metres and it is even possible to finish on the

beach at sea level.

Que

lle: H

aert

le A

. / F

otol

ia

Quelle: Boyce, A. Heli-skiing with a view in Greenland. Verfügbar unter http://www.elephantlifestyle.com/heliskiing-with-a-view-in-greenland_86.html [14. Juli 2015].

Que

lle: H

aert

le A

. / s

tock

.ado

be.c

om


Sprachverwendung im KontextLöSungen

© VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch46 © VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch

Zentralmatura September 2017 – aHS

Task 1

THE QUEEN AND WILLIAM (MULTIPLE CHOICE)

Lösung

0 1 2 3 4 5 6 7 8 9 10c D D A A B c D B c A


2 0: C In the months before the wedding, he saw her every week and if their diaries didn’t allow a meeting, they had lengthy discussions on the phone.

! Die anderen Antwortmöglichkeiten sind sprachlich falsch und/oder ergeben keinen Sinn.

2 1: D She is the one whose advice he seeks.

! Die anderen Antwortmöglichkeiten sind sprachlich und grammatikalisch nicht möglich.

2 2: D She is the one he looks to as a role model in life.

! Die anderen Antwortmöglichkeiten sind grammatikalisch möglich, passen aber nicht in den Text.

2 3: A he admires her integrity and her modesty – also the way she has maintained her privacy – and like her, he does not care for celebrity.


2 4: A he was just 15 when his mother died, and since then, Granny, as he calls her, has been particularly important to him.

! Die anderen Antwortmöglichkeiten sind grammatikalisch nicht möglich.

2 5: B When he was at Eton, he used to nip over the river to Windsor to have tea with her …

! Die anderen Antwortmöglichkeiten passen sprachlich nicht in den Text.

2 6: C When William flew to new zealand in February 2011, after the earthquake that devastated christchurch, …

! Die anderen Antwortmöglichkeiten sind sprachlich und/oder grammatikalisch nicht möglich.

2 7: D She would probably say of him that he is her grandson first but then he is her heir.

! Aus dem zusammenhang ergibt sich, dass nur would infrage kommt.

2 8: B her priorities were never more acutely demonstrated than in the days after Diana died …

! Die anderen Antwortmöglichkeiten passen sprachlich nicht in den Text.

2 9: C Rightly, some would say, she put their welfare before that of the country …

! Die anderen Antwortmöglichkeiten ergeben im Textzusammenhang keinen Sinn.

2 10: A She seemed to misjudge the mood and for a while it seemed that the future of the monarchy was in jeopardy.


Penny Junor: happy and Glorious. In: Saga magazine 06/2012, S. 32


Sprachverwendung im Kontext löSungen

47© VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch46 © VERITAS-Verlag, Linz – DuRCHSTARTEN zuR zENTRALMATuRA. Englisch


task 2

SAVING THE AMERICAN DREAM (BANKED GAP FILL)

Lösung

0 1 2 3 4 5 6 7 8 9 10 11 12B J O H E L C N K I D M A


2 0: B I hadn’t thought ‘becoming American’ would be meaningful or emotional, but it was.

! Gesucht wird ein Verb (present participle), das zu American passt. Die anderen present participles in der Liste kommen nicht infrage.

2 1: J … and pledge allegiance to the united States, and I worried about losing a piece of my identity.

! Gesucht wird ein Verb (present participle), das zu identity passt – als Teil der Fügung to lose one’s identity.

2 2: O … I went through the interview, took the citizenship exam, and entered a majestic room …

! Gesucht wird ein Verb (past simple), das zu exam passt – als Teil der Fügung to take an exam.

2 3: H Standing there, I realized that I was proud to be an American, …

! Gesucht wird der Beginn des Hauptsatzes nach der Einleitung mit Standing there.

2 4: E … and that, despite my new commitment to the united States, I was never going to lose my Indian heritage.

! Gesucht wird eine Präposition, die einen gewissen Gegensatz („trotz“) zum folgenden Inhalt ausdrückt.

2 5: L This opportunity for newcomers to hold on to a piece of their past while embracing the promise of a better future …

! Gesucht wird ein Nomen, das im Gegensatz zu future steht.

2 6: C [This] is, I’ve come to believe, just one important attribute of …

! Gesucht wird ein Verb (infinitive), als Teil der Fügung come to believe.

2 7: N … one important attribute of the set of values we know as the American Dream.

! Gesucht wird ein Nomen, das zu values passt – als Teil der Fügung a set of values.

2 8: K As anyone who paid attention to the 2012 u.S. presidential race can attest, it’s a dream that seems to be in great peril.

! Gesucht wird ein Verb (past simple), das zu attention passt – als Teil der Fügung to pay attention.

2 9: I … calling this issue ‘the crisis of our time.’

! Das einzige Wort aus der Liste, das sich hier sinnvoll einsetzen lässt, ist issue.

2 10: D We’re right to be deeply concerned.

! Gesucht wird ein Adjektiv, das ein Gefühl ausdrückt. In Verbindung mit deeply ist concerned die einzige passende Lösung.

2 11: M The American Dream is the country’s most important asset, more valuable than its extraordinary natural resources, deep financial capacity, or unparalleled workforce.

! Gesucht wird ein Nomen (past simple), das zu natural passt – als Teil der Fügung natural resources.

2 12: A It’s so valuable because it is a narrative that continues to draw people here from other countries, …

! Gesucht wird die Einleitung eines Kausalsatzes (warum?) zur Begründung der Aussage.

Auszüge aus: Nitin Nohria: Envy and the American Dream.


Sprachverwendung im KontextlöSungen

© VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch48 © VERITAS-Verlag, Linz – DuRCHSTARTEN zuR zENTRALMATuRA. Englisch


task 3

CHEATING IN THE DIGITAL AGE (OPEN GAP FILL)

Lösung

0 entered 4 allows 8 wrong1 me 5 all 9 caught2 surprise 6 prevent3 offers 7 see


2 0: When they entered college in the 80s, the encyclopedia was still the go-to source for academic information, and …

! Verb in past tense als Teil der Fügung to enter college

2 1: This, to me, is unimaginable.

! personal pronoun as object

! Ebenfalls akzeptiert: many, most, us

! Nicht akzeptiert: admit, all, believe, change, compare, deny, forget, handle, hear, imagine, mention, mine, myself, now, nowadays, ourselves, parents, remember, restore, say, students, today

2 2: Though it is no surprise that technological advancement has made cheating easier, …

! Nomen

! Ebenfalls akzeptiert: secret, wonder

! Nicht akzeptiert: advantage, argument, doubt, evidence, excuse, fact, fault, good, lie, misery, oppor-tunity, proof, question, solution, truth

2 3: For $ 900, the company offers to take an entire online course for a student.

! Verb in 3rd person singular

! Ebenfalls akzeptiert: agrees, promises

! Nicht akzeptiert: accepts, allows, announces, assures, comes, declares, enabled, enables, encourages, ensures, goes, grants, has, helps, leads, manages, provides, says, starts, suggests, tries, used

2 4: It allows professors to track students’ reading progress on their E-Readers, …

! personal pronoun as object

! Ebenfalls akzeptiert: enables, helps, permits

! Nicht akzeptiert: advises, asks, ensures, includes, involves, leads, needs, offers, provides, shows, supports, takes, teaches, tells

2 5: … if someone is skipping pages, not highlighting passages, or just not reading at all.

! Ergänzung der Fügung at all

! Nicht akzeptiert: anyway, attention, least, tests, texts, them, this, time

2 6: … just a few of the high-tech measures universities have adopted to prevent cheating.

! Verb (infinitive nach to)

! Ebenfalls akzeptiert: combat, detect, eliminate, fight, hinder, identify, impede, minimize, reduce, spot, stop, tackle, uncover

! Nicht akzeptiert: avoid, ban, catch, control, digital, easily, help, learn, not, prohibit, provide


Sprachverwendung im Kontext löSungen

49© VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch48 © VERITAS-Verlag, Linz – DuRCHSTARTEN zuR zENTRALMATuRA. Englisch


2 7: In my experience, my peers don’t see cheating as a matter …

! Verb (infinitive nach don’t)

! Ebenfalls akzeptiert: consider, perceive, regard, view

! Nicht akzeptiert: affect, always, believe, call, do, handle, include, know, like, tend, try, use, want

2 8: … as a matter of right and wrong, …

! Adjektiv als Teil der Fügung (a matter of) right and wrong

! Nicht akzeptiert: acceptable, discipline, duty, evil, fact, fairness, false, freedom, good, injustice, justice, law, loyalty, offer, order, pledge, possibility, proud, responsibility, truth

2 9: … but whether or not they’ll get caught.

! Verb (past participle) als Teil der Fügung to get caught

! Ebenfalls akzeptiert: detected, penalized/penalised, punished, through

! Nicht akzeptiert: away, banned, better, blamed, cheating, consequences, degrees, difficulties, experi-ence, graduation, it, marks, on, one, passed, positive, problems, them, there, threw, trouble, troubles, you

Auszüge aus: Bianca Brooks: Cheating In The Digital Age.

task 4

AN UNFORGETTABLE RUSH (WORD FORMATION)

Lösung

0 equipment 4 impressive 8 flight1 excitedly 5 incredible 9 definitely2 nervous 6 itself3 unload 7 surroundings


2 0: … where the group loads the racks of equipment onto a helicopter on the beach.

! Nomen zu equip

2 1: We excitedly explore the possibilities amongst a collection of islands just off the coast.

! Adverb zu excited

! Nicht akzeptiert: excited, excitingly

2 2: … there is always a nervous buzz in the first few minutes.

! Adjektiv zu nerve

! Nicht akzeptiert: nervously

2 3: After we land and unload the racks, the helicopter again lifts off and flies away …

! Verb; Gegenteil von load

2 4: That instant […] is one of the most impressive moments in heli-skiing, …

! Adjektiv zu impress

! Nicht akzeptiert: impressing

2 5: … an isolated peak with the most incredible mountainscape beneath you …

! Adjektiv; Gegenteil von credible

! Nicht akzeptiert: credibly, credited, incredibly

2 6: That sudden change […] can be better than the ride itself.

! Reflexivpronomen zu it


Sprachverwendung im KontextLöSungen

50 © VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch


2 7: After a few minutes of taking in our surroundings we start to look at the best route …

! nomen zu surround

! nicht akzeptiert: surrounded, surrounding

2 8: We saw from the other side of the valley and during the flight up that the slope is over 50 degrees, …

! nomen zu fly

! nicht akzeptiert: flew, flying

2 9: … a realisation that definitely gets the adrenaline pumping.

! Adverb zu definite

! nicht akzeptiert: defined, defines, definition

Auszüge aus: A. Boyce: heli-Skiing with a view in Greenland.

Platz Für NotizeN:

39605_Aufgaben_Sept_2017_39-50.indd 50 18.09.18 17:34

MF 51

AHS SchreibenBMBZentrAlMAturA SepteMBer 2017

3

Hinweise zum Beantworten der Fragen

Sehr geehrte Kandidatin, sehr geehrter Kandidat!

Dieses Aufgabenheft enthält zwei Aufgaben. Die Zeit zur Bearbeitung dieser zwei Aufgaben beträgt 120 Minuten (B2) bzw. 125 Minuten (B1). Bitte bearbeiten Sie beide Aufgaben. Beachten Sie die Vorgaben der jeweiligen Aufgabenstellung.

Die Aufgaben sind unabhängig voneinander bearbeitbar.

Verwenden Sie für Ihre Arbeit einen schwarzen oder blauen Stift.

Verwenden Sie ausschließlich die Ihnen zur Verfügung gestellten Blätter. In die Beurteilung wird alles einbezogen, was auf den Blättern steht und nicht durchgestrichen ist. Streichen Sie Notizen auf den Blättern durch.

Bei Computereinsatz ist die Vorlage in das Textverarbeitungsprogramm zu übertragen.

Schreiben Sie auf jedes Blatt Ihre Kandidatennummer und fortlaufend die Seitenzahl. Falls Sie mit dem Computer arbeiten, richten Sie vor Beginn eine Kopfzeile ein, in der Ihre Kandidatennummer und die Seitenzahl stehen.

544531

1

Kandidatennummer

Seitenzahl

Jede Aufgabe enthält einen deutlich markierten Vordruck für das Layout Ihres Textes. Übertragen Sie diese Layoutvorgaben klar leserlich auf die Ihnen zur Verfügung gestellten Blätter bzw. in das Textverarbeitungsprogramm bei Verwendung eines Computers, da sie Bestandteil Ihres Textes sind. Beginnen Sie erst mit dem Verfassen Ihrer Texte, wenn Sie diesen Schritt abgeschlossen haben.

Schreiben Sie jeweils die genaue Uhrzeit, zu der Sie mit jeder Aufgabe beginnen bzw. zu der Sie mit der Aufgabe fertig sind, in den übertragenen Vordruck.

Zählen Sie nach jeder Aufgabe die Wörter Ihres Textes und schreiben Sie die Anzahl in den übertragenen Vordruck.

Die Verwendung eines Wörterbuchs ist nicht erlaubt.

Ihre Arbeit wird nach den folgenden Kriterien beurteilt:

�� Erfüllung der Aufgabenstellung�� Aufbau und Layout�� Spektrum sprachlicher Mittel�� Sprachrichtigkeit

Viel Erfolg!

1 40 P.

Every year, the University of Cambridge organises an essay competition for students learning English as another language.

You could be here next summer! Write an essay on the following topic:

‘University education is a basic right for all upper secondary school leavers.’

The winners will be offered a free summer course at the University of Cambridge.

You have decided to take part in this competition. In your essay, argue for or against the idea that a university education is a basic right for all upper secondary school leavers. In your essay you should:

�� examine the effects of automatic university admission on students�� consider what accepting all students would mean for universities�� speculate on how automatic university admission would affect society

Give your essay a title. Write around 400 words.

Notes (these will not be marked)

Que

lle: P

ecol

d /

Foto

liaQ

uelle

: Pec

old

/ st

ock.

adob

e.co

m

2 You must write an OPINION ESSAY.

2 This means that the register (language) is FORMAL.

2 You must decide if you are FOR (yes, upper secondary school leavers are all allowed to go to university if they want to) or AGAINST (no, university is not a basic right for school leavers).

2 You must include an INTRODUCTION and a CONCLUSION.

2 You must include THE 3 BULLET POINTS – examine, consider and speculate.

2 Think of your LINKING AND ORDERING WORDS: firstly, secondly etc. / furthermore, moreover, therefore etc.

2 You must think of a TITLE.

2 You must write about 400 WORDS (+/- 10%) – too few or too many is penalised under Task Achievement!

T!PS



Schreiben AHSBMB ZentrAlMAturA SepteMBer 2017

5

Übertragen Sie diese Formatvorlage auf Ihren Schreibbogen

Essay

Title: Starting time:

Finishing time:

Number of words:

2 40 P.

An international chain of language schools wants to update its programme. They have asked students around Europe for help to find out what kind of social activities are interesting for today’s students. The writers of the most helpful reports will get a two-week stay at one of the language schools.

Student preferences at your school

sight-seeing shopping sportsEnglish cookingclasses

80 %70 %60 %50 %40 %30 %20 %10 %

0 %

12-year-olds 16-year-olds

You have decided to send in a report based on this survey from your school.

In your report you should:

�� contrast the preferences�� discuss reasons for the results�� make recommendations for additional activities

Divide your report into sections and give them headings. Write around 250 words. Notes (these will not be marked)

Que

lle: B

MB

Dat

en n

ach:

BM

B

2 You must write a REPORT.

2 This means that the register (language) is FORMAL.

2 The report must have the correct FORMAT – a title, usually 5 SECTIONS with HEADINGS – and you must include an INTRODUCTION.

2 There are SET PHRASES AND EXPRESSIONS which you can always use in a report.

2 You must include THE 3 BULLET POINTS – contrast, discuss and make recommendations.

2 You must INTERPRET THE GRAPH(S) in words (usually one of the bullet points).


T!PS



Zentralmatura September 2017AHS Schreiben

löSungen

task 1

OPINION ESSAY

StEP 1: BrAINStOrm YOur IdEAS

Examine (weigh up the arguments) what would happen if all students went to university. What do you think about everyone going on to study, regardless of how well or badly they did in their final year? Students who just passed now being able to study Medicine or Law? If there is no pressure to get good grades at school in order to get into university, will students still try so hard?

Consider what would happen to the universities if all students were to start studying. Too many students, not enough places in the lecture rooms, people jamming the corridors, no books in the library, cafeteria over-flowing, toilets always occupied … Can you think of anything else?

Speculate (guess) what would happen to society if everyone could go to university. How would society change? Would there be fewer people unemployed? What are your ideas?

Remember to give your essay a title. You can do this at the start or after you have written your essay.

StEP 2: WrItE AN OPINION ESSAY

(a) Sample essay – HOW NOt to do it

Everybody should go to university if they want to!

A few days ago1 I stumbled upon2 this essay

competition from the University of Cambridge

about the idea that a university education is a

basic right for all upper secondary school

leavers. There are lots of people that really want

to go to university, but in many places around

the world they can’t3 go because there is nu-

merus clausus4 or you have to pay money and

many people can’t3 afford it5. In my opinion,

when you graduate from high school you should

go6 to the7 university and study what you want.

Firstly, it hasn’t3 been reported what auto-

matic admission would do8 to students but I

think it would be like a situation in Austria

here9. At the moment most courses are free for

all the students which10 pass the Matura11

but the really popular courses now have tests

to get in12, like medicine. This is because the

majority of students come from Germany, and

1: ago = das Komma nach ago fehlt ! A few days ago, …

2: I stumbled upon = Ausdruck, Wortwahl ! I came across

3: can’t / hasn’t / aren‘t / there’s = Ausdruck; keine short forms in einem förmlichen Text

4: numerus clausus = ein im Englischen unbekannter Ausdruck! ! a limit on numbers / entrance scores

5: it = ungenau, Ausdruck ! cannot afford the fees

6: you should go = irreführend, Ausdruck ! you should BE ABLE to go

7: the = Grammatik; kein Artikel ! go to university

8: what automatic admission would do = Formulierung, Ausdruck

! Besser: what the effect of automatic admission would be on students

9: like a situation in Austria here = Ausdruck, Formulie-rung ! like the situation here in Austria

10: which = Grammatik, Wortwahl ! who / that11: pass the Matura = Wortwahl „Matura“ muss erklärt

werden ! graduate from / finish high school; pass the final exam

12: tests to get in = Ausdruck, Wortwahl ! entrance exams / admission tests




Schreiben AHSlöSungen

there aren’t3 places enough13. But it was only

the Austrian students you won’t need an

exam because the Matura is a big exam14.

Secondly, if universities let everyone in15 it

will really full and crambed16 and there’s3,17

no space. Also18 the students may have no dis-

cipline because there are no rules in a univer-

sity and people can start fighting, so the at-

mosphere won’t3 be good for the students19.

Some people will leave, but universities will

need to say when, like20 after a semester. The

universities will have to build big rooms21 for

the first year students so that they can all fit22.

After the first year it isn’t5 so bad because you

study different subjects23.

Lastly, if everybody goes to university, it will

help young people get off the streets. They can

try it out and if they still don’t5 like it they can

leave the7 university. More people can also see

how hard it really is at the7 university. The pro-

fessors won’t5,24 be so high-nosed25 because

he only teaches a special class26 with only 5

students.

In conclusion27 I want to say that when you

finish your Matura,11 you should go to univer-

sity if that is what you want to do. (*) There are

of course some people which10 do not want to

go to university, so that is ok28. After about the

first semester the7 people will know what they

want to do so they might leave the university.

To go to the7 university and see what it’s5 like

is a basic human right!

(418 words)

13: places enough = Word order ! enough places

14: But it was … a big exam. = Das ist nicht verständlich formuliert!

! Besser: If it was only for Austrian students, there would not have to be an exam because the ‘Matu-ra’ is a big exam already.

15: let everyone in = Formulierung, Ausdruck, Wortwahl ! admit everyone / accept everyone / allow everyone to study

16: it will really full and crambed = Ausdruck, Wortwahl, Rechtschreibung

! it will really BE full and CRAMPED

17: there’s = Grammatik, zeit ! there would be

18: Hier fehlt das Komma nach Also ! Also, the students …

19: there are no rules … the students = unklare Formulie-rung, Satz zu lange

! Besser: ... rules are not as strict as in schools, and if the lectures are crowded, fights may break out and that would create a negative atmosphere.

20: like = umgangssprachlich, Ausdruck ! for example

21: big rooms = Wortwahl, Ausdruck ! bigger lecture halls / auditoriums

22: fit = Vokabel ! fit in23: study different subjects = Ausdruck

! you can specialize

24: won’t = Grammatik ! would not be25: high-nosed = Germanismus!

! arrogant / snobbish / stuck up

26: he only … special class = ungenau und verwirrend; Grammatik

! they teach classes

27: Es fehlt das Komma nach In conclusion(*) Es folgt ein neues, noch nicht vorgebrachtes Argument

– das hat in der conclusion aber nichts verloren!28: ok = Ausdruck, umgangssprachlich

! fine / alright

1 passende Länge




löSungen

(b) Sample article – HOW to do it

If you finish high school, you should have the chance to go to University!

Nowadays, schools are very different compared

to twenty years ago. We have a lot of technolo-

gy which helps us and there are more subjects

at school, but all this also puts more pressure

on the students. In Austria, to complete the

school leaving certificate, called the Matura,

you have to write a pre-scientific paper, give a

presentation, and take 7 exams, whether writ-

ten or oral. In my opinion, if you can pass the

Matura, you should be allowed to choose where

and what you want to study.

To begin with, most people think that if all stu-

dents who pass their final year exams have

automatic entry into university, there would be

a ‘student stampede’. This is the wrong impres-

sion because if students know that they can

study what they want without any pressures,

they would choose a course they would be in-

terested in. For example, Medicine is popular

only because it is difficult to get into. Many

students who finish high school with very good

grades think they have to study Medicine

because they are smart and after a year or so,

when their studies become difficult, they

realise that it is not for them. Furthermore,

nobody can say that just because you had

straight A’s, you would be a better doctor com-

pared to someone who had worse grades.

Moreover, universities will need more funding in

order to deal with the new system. They would

need to build large lecture rooms for the first-

year students. After a year, most students will be

able to decide if they want to keep studying,

change courses or simply quit. A problem could

be that some students might not cope with the

rush at the beginning and drop out.

1 Im Titel wird für den freien zugang zur Universität Stellung bezogen.

1 Hier wird diese Haltung mit Argumenten verstärkt.

1 Die Matura wird erklärt.

1 1st bullet point1 Hier wird versucht, die Angst vor einem Ansturm auf

die Universitäten zu nehmen.

1 2nd bullet point1 Hier wird auf die möglichen Folgen des freien zugangs

für die Universitäten hingewiesen.





Finally, by providing all high school leavers the

opportunity to go to university, it would take

many young people off the streets and give

them a purpose. Rather than just sitting at

home because young people often simply do

not know what to do, they can go to university

classes and experience university life. This

might motivate some to either keep studying or

to decide to leave and find a job.

All in all, if students can pass their final-year

exams at high school, they have proven them-

selves to be capable of going to university. By

giving everyone the chance to go to university,

students can choose the course they want to

study without any pressure and enjoy their

time at university.

(421 words)

1 3rd bullet point1 Hier wird eine mögliche Folge des freien Universitäts-

zugangs auf die Gesellschaft aufgezeigt.

1 Hier fasst der Autor / die Autorin seine / ihre Argumente noch einmal kurz zusammen. (Gute connecters ! to begin with, moreover, finally, all in all)

1 passende Länge




löSungen

task 2

rEPOrt


Contrast the preferences: in other words, interpret the graph in words. 2 Over 70% of the 16-year-olds say that their main social activity is shopping.

2 This is followed by just under 70% for English cooking classes.

2 In contrast, the majority of 12-year-olds, at 71%, are interested in doing sports, followed by sightseeing at just over 60%.

2 In comparison, only about 21% of 16-year-olds preferred sports and only about 24% of 12-year-olds preferred shopping.

Discuss (talk about) some of the reasons for the results: YOU have to make up these reasons! Why is it so? Why do 16-year-olds prefer shopping to sports? Is it because they are older and do not want to use so much energy? Why do the older students prefer cooking classes? Is it because they know that cooking is a social activity? What else can you think of?

Make recommendations (suggest) other suitable activities: What would you like to do at a language school? Watch movies in the original language? Go on a scavenger hunt? Play board games? Etc.

StEP 2: WrItE A rEPOrt

(a) Sample report – HOW NOt to do it

Date: September 19th

From: [email protected]

To: EY Language Schools

Subject: Social Activities

Introduction

In this report I’ll1 present the finding out2 of a

survey from my school. It is about what we like

to do in our free time3. The survey was with4

12-year-olds and 16-year-olds.

The preferences

There is5 some interesting differences between

what the 16-year-olds like to do in their free

time and what the 12-year-olds like to do. For

example, 12-year-olds love doing sports, but

not the 16-year-olds. The 16-year-olds love

shopping and english6 cooking classes. The7

sightseeing is interesting for 12-year-olds (*)

because they probably haven’t1 travelled alot,8

but the 16-year-olds don’t1 find it so interest-

ing9.

1: I’ll / haven’t / don’t / they’re / … = Ausdruck, Stil ! Keine short forms in einem förmlichen Text

2: finding out = Ausdruck, Wortwahl ! the findings of

3: in our free time = entspricht nicht ganz dem Thema! ! Besser: It is about the social activities we like to do.

4: was with = Hier fehlt ein Wort! ! was carried out with / was conducted / was done

5: there is = Grammatik ! there are 6: english = Rechtschreibung ! English 7: The sightseeing = Grammatik; kein Artikel

! Sightseeing is …(*) Die folgende Begründung because .. a lot ist überflüs-

sig; sie geht aus den Ergebnissen der Befragung nicht hervor.

8: alot = Rechtschreibung ! a lot 9: don’t find it so interesting = Ausdruck, Stil; etwas zu

lässig ! ... are not very interested in it.





(b) Sample report – HOW to do it

The reasons

The 12-year-olds really like sport because

they’re1 still young and fit. The most10 of them

play in a club and they’ve1 got friends their,11

but for 16-year-olds this is much12 different

because you are more busy13 with school and

homeworks14 so there isn’t1 time left to do lots

of sports. That is why 12-year-olds don’t1 like

shopping because they usually go with there15

mums, but when you’re1 16 you go with friends

and it’s1 really fun16.

Recommendations

Some17 additional activities can be to go18 to

a language café or even making19 a café at the

school with the good English speakers learn-

ing20 the younger ones. Another idea is to have

a film or movie night. We can buy some snack

food21 and eat them too.

Conclusion

Therefore22 it needs to have23 a choice of

social activities because 12-year-olds like

different things from24 16-year-olds.

(252 words)

10: The most = Grammatik, Ausdruck ! Most of them …

11: their = Rechtschreibung ! there12: much = Vokabel, Wortwahl

! quite / very / rather

13: more busy = Grammatik ! busier14: homeworks = Grammatik; kein plural

! … with school and homework

15: there = Rechtschreibung ! their16: it’s really fun = umgangssprachlich

! it is lots of fun

17: Some … = Ausdruck; nicht nötig ! Additional activities …

18: can be to go to = Grammatik, Ausdruck ! could be going to

19: making = Vokabel, Wortwahl ! organizing / having

20: learning = falsches Wort ! teaching21: can buy some snack food = could even buy some

snacks22: Therefore = Komma fehlt!

! Therefore, …

23: it needs to have = Ausdruck ! there needs to be

24: from = Grammatik, Wortwahl ! different … from

1 passende Länge


From: [email protected]

To: EY Language Schools

Subject: Report on which social activities are

preferred by students.

Introduction

The purpose of this report is to summarise the

findings of which social activities students pre-

fer to do in their free time. The survey, for 12-

and 16 -year-olds, was carried out at my school.

1 Die ersten zeilen entsprechen den formalen Anforde-rungen.

1 Der Titel spricht das Thema an.

1 Hier wird der Hintergrund der Umfrage erwähnt.




löSungen

The Preferences

As the results show, over 70% of the 16-year-

olds say that their main social activity is shop-

ping. This is followed by just under 70% for Eng-

lish cooking classes. In contrast, the majority of

12-year-olds, at 71%, are interested in doing

sports, followed by sightseeing at just over 60%.

In comparison, only about 21% of 16-year-olds

preferred sports and only about 24% of 12-year-

olds preferred shopping.

Reasons for the Results

According to the results, 16-year-olds and

12-year-olds have very different interests. Most

12-year-olds are interested in sightseeing as

they probably have not travelled as much as the

16-year-olds. For 16-year-olds, they prefer less

physical activities and can see shopping as a

social activity with friends rather than a chore

with their parents.

Recommendations

Some possible ideas for additional social activi-

ties would be to organise a language café with

all the students or even a film night, where the

film is shown in English without subtitles. An-

other idea would be to have a theatre produc-

tion as students of all ages can be involved.

Conclusion

Therefore, based on the results of the survey, it

would be best if the language school’s pro-

gramme offered a variety of social activities,

some specifically for the younger or older stu-

dents and some which all age groups can do

together.

(261 words)

1 1st bullet point1 Die Unterschiede, die sich aus der Umfrage ergeben

haben, werden dargelegt.

1 2nd bullet point1 Hier führt die Autorin mögliche Gründe für die unter-

schiedlichen Ergebnisse der Umfrage an.

1 3rd bullet point1 Hier macht die Verfasserin Vorschläge über zusätzliche

Aktivitäten der Sprachschule.

1 Im letzten Absatz zieht die Autorin ihren Schluss aus dem Ergebnis der Umfrage.

1 passende Länge


60 61

Schreiben HAKBMB ZentrAlMAturA SepteMBer 2017

3



Dieses Aufgabenheft enthält drei Aufgaben. Die Zeit zur Bearbeitung dieser drei Aufgaben beträgt 195 Minuten (B2) bzw. 200 Minuten (B1). Bitte bearbeiten Sie alle drei Aufgaben. Beachten Sie die Vorgaben der jeweiligen Aufgabenstellung.






544531

1

Kandidatennummer

Seitenzahl




Die Verwendung eines Wörterbuchs ist erlaubt.



Viel Erfolg!

1 40 P.

You work in the customer services department of an international furniture producer. Production has been outsourced from Europe to India. Your department has recently received complaints about delivery and quality. For her next trip to India, your boss has asked you to write a report on the current situation.


�� summarize the complaints�� give reasons for the complaints�� suggest measures to solve the issues

Divide your report into sections and give them headings. Write around 250 words.


Que

lle: t

asha

tuva

ngo

/ Fo

tolia

Que

lle: t

asha

tuva

ngo

/ st

ock.

adob

e.co

m

2 You must write a REPORT

2 This means that the register (language) is FORMAL

2 The report must have the correct FORMAT – a title, usually 5 SECTIONS with HEADINGS – and you must include an INTRODUCTION!


2 You MUST include THE 3 BULLET POINTS – summarize, give reasons and suggest.

2 You must write about 250 WORDS (+/ - 10%) – too few or too many is penalised under Task Achievement!

T!PS


60 61

Htl SchreibenBMBZentrAlMAturA SepteMBer 2017

3









544531

1

Kandidatennummer

Seitenzahl







Viel Erfolg!

1 40 P.

Your headmaster has hired the company coolschoolwebsite to build a new website for your school. It should be well-designed, interactive, and easy to navigate. In order to meet these demands, the company first of all wants to hear what students think about the existing website. As a student representative you have volunteered to write a report. In your report you should:

�� describe the main features of the existing website�� outline your personal experiences as a user of this website�� suggest features you consider important for the new website


Que

lle: E

rwoo

d G

. / F

otol

iaQ

uelle

: Erw

ood

G. /

sto

ck.a

dobe

.com



2 The report must have the correct FORMAT – a title, usually 5 SECTIONS with HEADINGS! You must include an INTRODUCTION!


2 You MUST include THE 3 BULLET POINTS – describe, outline and suggest.


T!PS


62 63

Schreiben HuMBMB ZentrAlMAturA SepteMBer 2017

3









544531

1

Kandidatennummer

Seitenzahl







Viel Erfolg!

1 40 P.

You work in the Food & Beverage Department of a large international business. For a meeting with your fruit and vegetable supplier, Veg Galore, about recent problems, your manager has asked you to write him a report. These are the notes you have made:

Recent problems: • late deliveries• wrong orders• quality

Possible measures:• discount?• contract conditions?• new supplier?


�� inform the manager about the recent problems with the supplier�� explain how the problems have affected the business�� recommend possible measures




2 The report must have the correct FORMAT – a title, usually 5 SECTIONS with HEADINGS! You must include an INTRODUCTION!


2 You MUST include THE 3 BULLET POINTS – inform, explain and recommend.


2 BRAINSTORM your ideas for each point.

2 WRITE your report!

T!PS


62 63

HAK/Htl/HuM SchreibenBMBZentrAlMAturA SepteMBer 2017

5


Report

Date: Starting time:

From: Finishing time:

To: Julia Smith Number of words:

Subject:

2 40 P.

You work for a tour operator specializing in work and study programs in English-speaking countries. Your company organizes all aspects of a stay for young people. You have been asked to produce a leaflet with information about what your company offers.

In your leaflet you should:

�� introduce your company and the services it provides�� argue how important language skills are for the future of young people �� convince the readers of further benefits of such a program

Divide your leaflet into sections and give them headings. Write around 250 words.


Que

lle: D

anie

l.Ern

st /

Fot

olia

Que

lle: L

indo

rf S

t. /

Foto

lia

Que

lle: m

ango

stoc

k /

Foto

lia

Que

lle: L

indo

rf S

t. /

stoc

k.ad

obe.

com

Que

lle: D

anie

l Ern

st /

sto

ck.a

dobe

.com

Que

lle: m

ango

stoc

k /

stoc

k.ad

obe.

com

2 You must write a LEAFLET.

2 This means that the register (language) is a mix of INFORMAL & FORMAL.

2 A leaflet must CATCH THE READER’S ATTENTION, so it should be informative and interesting and also ‘funky’, ‘eye-catching’, ‘talkative’.

2 Use a wide range of VOCABULARY, not just ‘nice’!

2 Be creative and use your personal experience.

2 You MUST include THE 3 BULLET POINTS – introduce, argue and convince.

2 Remember to divide your leaflet into sections and give each section an appropriate HEADING!

2 You must include an INTRODUCTION and a CONCLUSION.


T!PS



Schreiben HAK/Htl/HuMBMB ZentrAlMAturA SepteMBer 2017

7


Leaflet

Starting time:

Finishing time:

Number of words:

3 40 P.

You have come across the following entry on Business Chic, a blog for business people.

Dressing for successby Andrea Milnes

Sept 12

Would people buy an expensive piece of jewellery or order a six-course luxury dinner from a woman with green hair and worn-out jeans? I don’t think so. That's why I wear a suit to work every day. My jeans can wait until my day off.

Share your thoughts on workplace dress codes in the comments section.

You have decided to comment on this blog entry. In your comment you should:

�� give reasons why some people may not like dress codes �� explain how businesses can benefit from dress codes�� suggest what companies should do if employees break the dress code

Write around 250 words.


Que

lle: P

ictu

re-F

acto

ry /

Fot

olia

Que

lle: R

acle

Fot

odes

ign

/ st

ock.

adob

e.co

m

2 You must write a COMMENT to a BLOG.

2 This means that the register (language) can be INFORMAL.

2 You MUST include THE 3 BULLET POINT – give reasons, explain and suggest.

2 You must still include an INTRODUCTION and a CONCLUSION.

2 Decide if you are FOR or AGAINST the ideas in the blog entry.

2 Remember to think of a USER NAME and an EMAIL ADDRESS!


T!PS



Zentralmatura September 2017 Schreiben

löSungen

task 1 HAK

rEPOrt


Summarize the complaints: You should brainstorm a list of about 3 realistic complaints; for example, prob-lems with the delivery (it takes too long, or the products did not arrive, or the wrong products were delivered), problems with the quality (the products broke after a week, or the products could not be put together); etc.

Give for these complaints: Once again, these must be realistic reason; for example, problems with communi-cation, problems with the postal service or private delivery company. Can you think of anything else?

Suggest (recommend) how these problems can be solved: What can the company do to fix these problems? For example, produce in Europe again, have a company representative live in India, employ an international delivery company, etc.




From: Jenny Smith

To: Julia Smith

Subject: Current situation

Introduction

This report1 about2 complaints3 about the

furniture we make in Indian4. The customer

is5 not happy about the furniture and this is

the current situation.

Complaints

The big6 complaints is7 about delivery. (*)

There is lots of8 reasons like the things take

to9 long to come10, the things go to the falsch11

adress12, the things don’t13 come14 and there

is complaint15 about the quality that it is to9

cheap, people can’t13 build it, there is any-

thing16 missing. (*) And17 when the people

call somebody doesn’t pick18 up the phone.

Reasons

We have lots of complaining19 because of the

firma20 in Indian4. We don’t13 know where the

1: report = hier fehlt ein Wort ! report is 2: about = Nicht falsch, aber wenn man hier anders

formuliert, kommt es zu keiner Wortwiederholung im Anschluss

Besser: deals with 3: complaints = hier fehlt der Artikel the 4: Indian = Wortwahl, Grammatik; India ist das Land,

Indian das dazu passende Adjektiv Daher ! in India 5: The customer is = Grammatik (plural) ! The customers are … 6: big = Wortwahl, Ausdruck ! main 7: is = Grammatik (plural) ! are (*) bis (*) Der Satz ist viel zu lang! 8: is lots of = Grammatik, Ausdruck ! … are many … 9: to = Rechtschreibung ! too10: come = Ausdruck, Wortwahl Besser: to arrive11: falsch = Das geht ganz und gar nicht! Man kann nicht

einfach ein deutsches Wort verwenden, wenn einem das englische nicht einfällt!

Richtig: to the WRONG address12: adress = Rechtschreibung ! address13: don’t / can’t = Wortwahl, Ausdruck; KEINE short

forms in einem förmlichen Text! ! do not / cannot14: come = Ausdruck ! do not arrive at all15: is complaint = Grammatik (plural) ! are complaints14: come = Ausdruck ! do not arrive at all16: anything = Wortwahl ! something17: And … = Ausdruck; mit And beginnt man normaler-

weise keinen Satz. Besser: Moreover, … / Also, …




Schreiben löSungen


things is sending21 from. We don’t13 have a

contacting22 person he23 can speak eng-

lish24 but no german24 and this is not good25.

Maybe the post is making the mistake26 and

taking the box27 to the falsch11 house.

Solve the issues28

1. We must put29 somebody in Indian4 to keep

checking the stuff30.

2. This person must speaking31 german and

english24.

3. Maybe we can find a cheap place here32 to

make the furniture.

4. We must check the machines in Indian4 be-

cause we need to find out what the problem is.

Conclusion

(**) I think there is lots of8 problems and lots

of8 people are not happy, so we must change

the company. (**)

(217 words = too short)

18: somebody doesn’t pick up the phone = Ausdruck ! nobody picks up the phone

19: complaining = Wortwahl, Ausdruck ! complaints20: firma = Siehe Punkt 11! Richtig: firm / company21: is sending = Grammatik (passive) ! are sent22: contacting person = Wortwahl ! contact person23: he = Grammatik (relative pronoun)

! a contact person WHO can …24: english, german = Rechtschreibung

! English, German25: this is not good = Ausdruck

Besser: this is a disadvantage26: mistake = Grammatik (plural) ! mistakes27: taking the box = Ausdruck Besser: delivering the parcels / packages28: Solve the issues = Ausdruck

! Solving the issues / How to solve the issues / Possible solutions

29: put = Wortwahl ! have / place30: stuff = Wortwahl, Ausdruck; stuff = zeugs. Ist das

wirklich gemeint? Vielleicht ist staff = Personal gemeint?

31: speaking = Grammatik (infinitive) ! speak / be able to speak

32: a cheap place here = Ausdruck Besser: A cheaper place in Europe(**) bis (**) Als conclusion dürftig und nichtssagend! Besser: As people are not happy with the situation as

it is, we should consider several changes to improve the current conditions or our business will suffer.

1 zu kurz; unterhalb der geforderten Länge


From: Jennifer Smith

To: Julia Smith

Subject: Report on the current situation of our

furniture delivery and quality.

Introduction

The purpose of this report is to summarize the

complaints we have had from our customers

about the delivery and quality of our furniture.

These have started since we outsourced our

production to India.

1 Die ersten zeilen entsprechen den formalen Anforderungen.

1 Der Titel sagt, worum es in dem Bericht geht.

1 Hier wird der Grund für den Bericht genannt.




löSungen

Summary of Complaints

Firstly, the complaints about delivery include

orders taking a long time to arrive, orders being

delivered to the wrong address and in some ex-

treme cases, orders not arriving at all. In terms

of furniture quality, the complaints include

that the products are of poor quality, that peo-

ple cannot build them as parts have been badly

cut and, quite often, are missing. Lastly, when

customers ring up to complain, their calls go

unanswered.

Reasons for the Complaints

Customer complaints have started ever since

we began outsourcing our furniture produc-

tion to India. It is possible that there are cultur-

al and language problems which play a part in

most of the complaints. Further, the postal sys-

tem in India is very unreliable and problematic.

Possible Solutions

Possible suggestions to solve these problems

would be firstly, to send over a representative of

our company to India to handle all the orders

coming from Europe. Secondly, we should em-

ploy staff who can speak English and German.

A last measure could be that we leave India and

look for another production site in Europe.

Conclusion

Therefore, if we do not address these com-

plaints and work on the possible solutions, our

company’s turnover, as well as our reputation,

will be affected greatly.

(245 words)

1 1st bullet point1 Die wichtigsten Beschwerdepunkte werden dargelegt.

1 2nd bullet point1 Hier führt die Verfasserin des Berichts Gründe für die

Kundenbeschwerden an.

1 3rd bullet point1 Hier macht die Verfasserin Vorschläge zu Lösung der

genannten Probleme.

1 Im letzten Absatz warnt die Autorin vor negativen Folgen für das Unternehmen, wenn die Beschwerden zu keinen Verbesserungen führen.

1 passende Länge




Schreiben löSungen

task 1 Htl

rEPOrt


Describe the main features of the website at present: Think about what the website and homepage are like at the moment. Most websites have a homepage, contacts, links, photos, videos, news, services (e.g. a calendar), moodle, electronic class register, advertisements, etc. Which of these are functioning? Which of these are appropriate for a website?

Outline (explain) your opinion of the website: What do you think of the website as it is at the moment? Is it working properly? Do you think it is an easy website to navigate? What are the advantages (positives) and disadvantages (negatives)? Some ideas could be: homepage takes too long to upload, wrong information or not up-to-date, etc. Can you think of anything else?

Suggest (recommend) important features (ideas, functions) for the new website: What should the NEW web-site have? For example, it should be easy to navigate, it should have up-to-date information, the website de-sign has to be appealing, etc.




From: Jakob Schmitz

To: coolschoolwebsite

Subject: What students think about the

existing website

Introduction

This report is about what students at our school

think about the schools1 website at present.

We hope2 it will help coolschoolwebsite to

build a new and improved website.

Existing website

The website now has the basics like a home-

page, contacts, links, news, moodle, e-class-

book3, photos and videos, services and ads

from companies which sponsor projects at our

school. It’s ok4 to get around5 but alot6 of peo-

ple say its7 not clear and they get confused and

get lost in8 our website. Also9 because we have

lots of sponsors, we now have alot6 of ads on

the homepage and its7 confusing.

1: schools = hier fehlt der Apostroph ! the school’s website

2: We hope … = Für einen report nicht so gut; das passt eher in einen Brief (letter)

3: e-classbook = Wortwahl, Ausdruck Das „elektronische Klassenbuch“ ist eine Einrichtung, die für Österreich typisch ist; eine englische Entspre-chung wäre vielleicht ! electronic class register

4: ok = Ausdruck; zu umgangssprachlich Besser: alright / fine 5: get around = Wortwahl, Ausdruck

! to navigate 6: alot = Rechtschreibung ! a lot Besser: many people 7: its = Rechtschreibung, Wortwahl; its = Besitzanzeiger

zu it. Was gemeint ist, ist it’s = short form of ‘it is’. Short forms sollte man in einem förmlichen Text allerdings nicht verwenden!

8: in = Wortwahl, Grammatik (preposition) ! ON our website

9: Also = hier fehlt ein Komma ! Also, …




löSungen


Personal experiences

At the moment the website isn’t10 working

optimally11. The homepage is taking12 a long

time to upload and its7 hard to navigate and

find what area13 you need. There is also wrong

or really old information in14 the website, so

the person15 doesn’t10 put up-to-date infor-

mation on the website, which is really bad.

After the skiing trip last year we waited for two

months for the official photos.

Features for the new website

The really important thing we need for our new

website is to have up-to-date information and

for the other people16 to find the information

fast. Another very important feature the stu-

dents want is that the website is compatible

with all types of smartphones.

Conclusion

All in all17 a new website is really important for

our school because the18 technical school

needs a good website.

(241 words)

10: isn’t = Ausdruck; keine short forms in einem förm lichen Text ! is not

11: optimally = Wortwahl, Ausdruck ! at its best / as well as it should

12: is taking = Grammar (simple form) ! takes13: what area = Ausdruck, Formulierung

! … find the information you need.14: in = Grammatik (preposition) ! on15: the person = unklarer Ausdruck; wer ist damit

gemeint? ! the website manager16: the other people = Ausdruck, Formulierung

! the visitors to our website17: All in all = hier fehlt das Komma! ! All in all, …18: the = Ausdruck, Grammatik; falsche Verwendung des

bestimmten Artikels Besser: der unbestimmte Artikel a

! … because A technical school needs …

1 passende Länge

Date: September 19thFrom: Jakob SchmitzTo: coolschoolwebsiteSubject: Report on the student’s views of our

current school website.

Introduction

The aim of this report is to present the views of

the students about our school’s existing web-

site. It will explain briefly the main features, my

personal user experiences and lastly, I will


1 Der Titel sagt, worum es in dem Bericht geht.





Schreiben löSungen

make some suggestions which are vital for the

new website.

Features of the Existing Website

Our current website is functional, with the ba-

sics including a homepage, links, contacts,

moodle and electronic class registers, photos

and videos, news, services and advertisements

from companies which have sponsored pro-

jects or workshops at our school.

Personal Experiences with the Website

My personal experiences as a user of this web-

site have been mixed. When I started at the

school, the website worked much better, but

the demands were not as high. Our expecta-

tions of a website have changed a lot. For exam-

ple, the homepage takes too long to load, and it

is difficult to navigate through all the options.

The information is either out-of-date or it is

wrong. Moreover, the advertisements from our

sponsors are distracting as there are too many

of them.

Important Features for the New Website

The most important features which the new

website should have are a user-friendly web de-

sign and up-to-date information about the

school, and finally and most importantly, it has

to be compatible with all smartphones.

Conclusion

All in all, the existing website has served our

school well for close to 20 years, but it is time

for a change. This change means a new website,

and the company designing it should take into

account the students’ requests to produce a us-

er-friendly and up-to-date site.

(258 words)

1 1st bullet point1 Die wichtigsten Merkmale und Eigenschaften der

Website werden angeführt.

1 2nd bullet point1 Hier legt der Verfasser seine eigenen Erfahrungen im

Umgang mit der Website dar.

1 3rd bullet point1 Hier nennt der Verfasser die Punkte, auf die es bei der

Gestaltung der neuen Website ankommen wird.

1 Im letzten Absatz fasst der Autor das vorher Gesagte zusammen.

1 passende Länge




löSungen

task 1 HuM

rEPOrt


Inform (tell) your manager about the problems: Look at the notes given in the task. The task lists three problems – late deliveries, wrong orders and lower quality.

Explain how these problems have consequences for the business: For each of the above problems, try to explain a little more about these points. For example, late deliveries mean that certain products have not arrived at the restaurant in time to prepare certain dishes; or the quality in the products have gone down and your restaurant depends on fresh products, etc. Can you think of anything else?

Recommend (suggest) possible measures to improve the situation: Again, look at the notes given in the task. The task lists three measures which you can implement – discount, contract conditions and new supplier. Try to explain how you would like each measure to be carried out. For example, if Veg Galore do not improve, the restaurant should receive a discount of 25% on the products; or new contract details need to be worked out, etc.





To: Alex Morgan

Subject: Problems with Veg Galore

Introduction

This is a report to the manager telling him

about the problems1 with the supplyer2 Veg

Galore (*) how the problems effected3 the busi-

ness and to recommend possible measures (*).

The problems with Veg Galore

There are lots of problems with our fruit and

vegetable supplyer2 Veg Galore because it

isn’t4 doing its job, like taking5 the wrong or-

ders to the wrong places6 (**) or the deliveries

are late and that is really bad for a restaurant

because you need the stuff7 to start cooking.

Also8 the quality is down9 and we don’t4

know why. (**)

How the problems effected3 business

This is not good for the business because we are

a fresh food10 restaurant and we need all the

1: manager … problems = Ausdruck, Formulierung; eine allgemeinere Aussage wäre besser ! … a report about the problems with …

2: supplyer = Rechtschreibung ! supplier(*) bis (*) In eigenen Worten ausdrücken, nicht die Angabe wiedergeben! 3: effected = Wortwahl, Rechtschreibung ! affected 4: isn’t / don’t / what’s = Ausdruck; keine short forms in

einem förmlichen Text! 5: taking = Wortwahl ! delivering 6: places = Wortwahl ! restaurants(**) bis (**) Der ganze Satz ist zu lang! Nach places (restaurants) mit einem neuen Satz beginnen!

! … the wrong restaurants. Also, deliveries are late … 7: stuff = Wortwahl, Ausdruck; stuff = zeugs Besser: ingredients / produce 8: Also = hier fehlt das Komma! ! Also, … 9: is down = Ausdruck, Formulierung ! has gone down10: a fresh food restaurant = Ausdruck, Formulierung

! a health food restaurant / an organic restaurant11: because = Ausdruck, Wiederholung; zweimal because

im selben Satz ist zu viel! Besser: … AS that is what our customers want.12: regulers = Rechtschreibung ! regulars




Schreiben löSungen


the fruit and vegetables to be fresh because11

that is what our customers want. Our regu-

lers12 had said13 that the fruit is looking and

tasting old14 and that they don’t come15 if it

happens again. This is really bad because we

do16 really good breakfasts with fresh fruit.

Possible measures

How can we fix this problem17? I think we

need to talk to the boss of Veg Galore and say

to18 him the problems. We can get a discount

for the next month on the fruit and vegetables.

If this isn’t working4,19, we need to work out a

new contract or maybe we need to20 find a

new supplyer2 that bring the stuff to us bet-

ter21.

Conclusion

I don’t know4,22 what’s4 wrong with Veg Ga-

lore but it’s4 not good for our business, so we

need to find a new bringer23 of fruit and

vegetable24.

(261 words)

13: had said = Grammatik (present perfect) ! … HAVE said …

14: is looking and tasting old = Ausdruck, Formulierung, Grammatik (simple form) ! … looks old and tastes horrible …

15: don’t come = Ausdruck (keine short forms); Grammatik (future) ! … WILL not return if …

16: do = Wortwahl, Ausdruck; zu umgangssprachlich ! prepare / offer / provide / serve / make …

17: KEINE Fragen dieser Art in einem report! Besser: In order to fix this problem we need …18: say to = Ausdruck, Formulierung ! tell19: isn’t working = Ausdruck (keine short form);

Grammatik (simple form) ! If this does not work, we need …

20: we need to = Ausdruck, Wiederholung; zweimal we need to knapp hintereinander

21: bring the stuff to us better = Ausdruck, Formulierung ! will deliver the goods reliably/on time

22: I don’t know = Ausdruck (keine short form), Formulie-rung (keine direkte persönliche Stellungnahme)

Besser: In my opinion, what is wrong with VegGalore is not …

23: bringer = Wortwahl, Ausdruck ! supplier24: vegetable = Grammatik (plural) ! vegetables

1 passende Länge



To: Alex Morgan

Subject: Report on the recent problems with

the company Veg Galore.

Introduction

The aim of this report is to present recent prob-

lems we have had with our fruit and vegetable

supplier Veg Galore. It will explain what the

problems have been, how these have affected

our business and give future recommendations.


1 Der Titel sagt, worum es in dem Bericht geht: die Probleme mit einem Lieferanten.





löSungen

Recent Problems

The problems we are having with Veg Galore is

that they are delivering their products later and

later. Next, when the products are finally deliv-

ered, they have actually been sent to the wrong

restaurants. The worst part of it all is that the

quality of the fruit and vegetables has gone

down but the prices have gone the opposite

direction.

How do the Problems Affect Business?

All of the problems listed above have had a

disastrous effect on our restaurant businesses.

Many of our regular customers have noticed

the decrease in the quality of the fruit and veg-

etables and have not returned. Sales have

declined rapidly. Also, we cannot serve some of

our advertised daily specials as the ingredients

were delivered far too late for our cooks to start

preparing in time for the lunchtime rush.

Recommendations

Possible measures to improve the situation

would be for the head-of-department to speak

to Veg Galore directly and re-negotiate a new

contract which should include discounts. If

this does not work, we will have to look for a

new and more reliable supplier.

Conclusion

Therefore, if we do not address these problems

and work on the possible solutions, our restau-

rant’s turnover, as well as our reputation, will

be seriously affected.

(248 words)

1 1st bullet point1 Die wichtigsten Probleme im zusammenhang mit dem

Lieferanten werden aufgelistet.

1 2nd bullet point1 Hier zeigt die Verfasserin, welche Auswirkungen durch

die Probleme mit dem Lieferanten bisher schon spürbar sind.

1 3rd bullet point1 Hier nennt die Autorin zwei mögliche Vorgehens weisen,

um das Problem in den Griff zu bekommen.

1 Im letzten Absatz warnt die Verfasserin vor den Folgen für das Unternehmen, wenn es nicht gelingt, die Probleme zu lösen.

1 passende Länge




Schreiben löSungen

task 2 HAK/Htl/HuM

lEAflEt


Introduce your company: Say what it does and what services it provides. The task says that it organizes all aspects of a stay for young people. What are these aspects? For example, your company takes care of (deals with) the paperwork like visas, it selects homestay families, it finds appropriate schools and workplaces, and it handles any complaints. Can you think of anything else?

Argue to the readers why having good language skills is necessary for their future: What are the advantages (positives) of being able to speak another language? For example, you are flexible with where you work, you can communicate with different people, etc.

Convince (win-over) the readers why your company’s program has so many benefits: Why is your company better than the others? For example, the customers receive personal attention, or your company has a wealth of experience and a good reputation, it has many contacts and can cater for different tastes. Can you think of anything else?

StEP 2: WrItE A lEAflEt

(a) Sample leaflet – HOW NOt to do it

Introduction

We’re a tour operator that organizes trips to

english1 speaking countries like England, Ire-

land, Malta and far away like2 America and

Canada. Here is some more informations3.

Services

We have lots and lots4 of experiences5 with

planning trips for students6 to different

countries. We have a big network of homestay

families and schools or7 boarding schools if

you don’t want to stay with a family. We do all

the work like getting8 the visas, finding the

school, the homestay family, etc. (*) You can

choose if you want to fly or go by train or bus or

drive there. (*) We have parent9 information

night every month so that we can present our

company and you can ask questions.

English is important

We all know english1 is the world language10

now so young people really need to learning11

it very fast12. If you go to a13 english1 speak-

ing country and you are with young people, you

1: english = Rechtschreibung ! English 2: and far away like = Ausdruck, Formulierung

! and to far-away places like 3: informations = Grammatik (singular)

! … some more information. 4: lots and lots = Ausdruck, Formulierung

! a lot / extensive 5: experiences = Grammatik (singular)

! experience 6: planning trips for students = Ausdruck

! planning student trips / organizing students’ exchanges

7: or = Wortwahl ! but also 8: getting = Wortwahl ! organizing, obtaining(*) bis (*) Der ganze Satz ist irrelevant und sollte weg gelassen werden. 9: parent = Grammatik (plural) ! parents10: world language = Ausdruck, Wortwahl

! world’s leading language11: learning = Grammatik (infinitive) ! learn12: very fast = Ausdruck ! as soon as possible13: a = Grammatik (article) ! an




löSungen

(b) Sample leaflet – HOW to do it

you will pick up the language in no time. We

have tours for young kids14 and big kids14.

Other Benefits

We are really flexible, so if you have a special

request we can fix it15 for you. You can go for

the time you want16 and if you don’t like your

family we can change it. Our past students all

had a great time and the parents don’t have to

worry because we do the papier17 work.

Try it

Our company has the experience and is trust-

ed18 so if you like adventures why don’t you try

going to a13 english1 speaking country.19

(257 words)

14: kids and … kids = Wortwahl, Formulierung ! children and teens

15: fix it = Ausdruck ! arrange it16: You can go for the time you want … = Ausdruck,

Formulierung ! You can go any time you want and for as long as you want

17: papier = Rechtschreibung ! paper, paperwork18: is trusted = Ausdruck, Formulierung ! can be trusted19: Mit Why don’t you … beginnt eine Frage, also muss

am Ende des Satzes auch ein Fragezeichen stehen! ! … an English speaking country?

1 passende Länge

Introduction

Have you ever wondered what school is really

like in England or Ireland? Have you ever want-

ed to ride a yellow school bus to school like they

do in America? Have you ever wanted to work

on a farm? If that’s a ‘yes’, then BEE Happy

Tours can arrange it all for you!

BEE Happy Tours

We’re a tour operator which organizes your

work or school exchanges from start to finish.

We take care of all the paperwork – visas, in-

surance, flights, etc. All you need to do is tell us

where you’d like to go and what you’d like to do.

We have a huge network of schools, homestay

families and work places to choose from.

English + The Future

English is now the most widely spoken lan-

guage in the world, and the sooner you learn it

the better and easier it is! There is no better way

to learn a language than going to an English-

1 In der Einleitung wird versucht, das Interesse an einem Auslandsaufenthalt zu wecken.

1 1st bullet point1 Hier erfährt man mehr über das Unternehmen und

seine Dienstleistungen.

1 2nd bullet point1 Es folgt eine Aufzählung von Gründen, warum man

Englisch lernen sollte.




Schreiben löSungen

speaking country. Not only will you be speak-

ing in no time, but you’ll also learn about the

culture, too.

More Benefits for You

Learning English and learning about the cul-

ture of the country you go to are just two of the

many benefits there are. Others include mak-

ing lots of new friends, taking part in new ac-

tivities, and experiencing an amazing time!

Just read some of the feedback we’ve had on our

facebook page.

Give it a Go!

If you’re curious, there’s an information night

every Thursday. We’re a trusted company with

years of experience, so we can guarantee that

your time away will be fantastic!

(265 words)

1 3rd bullet point1 Hier versucht der Verfasser, den Leser mit noch mehr

Argumenten für einen Auslandsaufenthalt zu gewinnen.

1 In der conclusion verweist der Verfasser auf die große Erfahrung der Firma und auf die Informationsabende.

1 passende Länge




löSungen

task 3 HAK/Htl/HuM

cOmmENt


Give some (realistic) reasons as to why there are people who do not like dress codes. If you had to follow a dress code, what would be some of the reasons why you would hate it? For example, clothes are a reflection of your personality, it is a freedom of choice what you wear and when you wear it, it restricts your individua-lity, etc. Can you think of anything else?

Explain why it would benefit a business if there were a dress code: Why do some companies or businesses have dress codes? What are the advantages? For example, with the police or fire-fighters everyone can recognise them and their clothing is protective. Also, lawyers want to present a professional image and this is achieved when everyone wears a suit, etc. Do you have any other ideas?

Suggest (recommend) what kinds of (realistic) consequences a company could implement if an employee breaks the dress code. For example, a warning system where the employee needs to be warned three times and then they are dismissed; or the company can have a ‘casual day’ once a week or month, etc. Can you think of anything else?

StEP 2: WrItE A cOmmENt

(a) Sample comment – HOW NOt to do it

User name: JenSmith04

Email: [email protected]

Hey1 Andrea

I don’t know what to say to your blog because

do you wear2 a suit to work every day because

you work in a3 office? I mean, that’s normal.

But if you’re a3 alternative person and you work

in a clothing shop then to having4 green hair

and worn-out jeans is ok5.

It’s weird6 if a company makes7 a dress code.

It’s a8 freedom of choice to wear what you like.

IIt’s like showing your personality with your

clothes and if your personality is that it likes

suits9 then you should where it10. I think if you

want a dress code you can go and work in the

army11 or the polizei12 because you always

have to wear the same13.

Maybe14 if a business is very strict and

successful, like a lawyer company15, then

1: Hey = Als Anrede oder Gruß „in“; besser wäre aber ! Hi oder Hello.

2: … blog because do you wear … = Ausdruck, Formu-lierung, Satzlänge ! … say to your blog. Do you wear a suit …

3: a = Grammatik (article) = AN 4: to having = Grammatik, Ausdruck; ! entweder

having oder to have 5: ok = Ausdruck ! Besser: fine / alright 6: It’s weird = Wortwahl ! unusual / odd 7: makes = Wortwahl ! has / implements 8: a = Wortwahl ! Besser: your 9: if your personality is that it likes suits = Ausdruck,

Formulierung ! … and if you like suits, you should …10: it = Grammatik (plural) ! them oder: … you should

wear one.11: go and work in the army = Ausdruck, Formulierung

! you can always join the army or the police12: polizei = Rechtschreibung ! police13: the same = Ausdruck, Wortwahl ! a uniform / the

same type of clothes14: Maybe = Ausdruck, Formulierung; nicht erforderlich

! If a business is …15: a lawyer company = Wortwahl, Ausdruck ! a low

office / a law firm




Schreiben löSungen

(b) Sample comment – HOW to do it

you’ll need16 a dress code so that everybody

looks the same and when customers17 come

over18 everybody looks professional. A suit

also19 looks good on everybody too19, it doesn’t

matter if you’re fat or thin or tall or short – you

look good. But20 if a company has a dress code,

it needs to tell the people21 before they come

to work22 because I won’t23 work for a compa-

ny like that. They need24 to tell me in my inter-

view or else its25 not fair. (*)

Well, I think its25 important to do something

you really like and that means your job but also

wearing what you like. If you like suits, you’ll

be a lawyer26 and sit in an office but if you

don’t like suits you’ll be26 something different

like a popstar.

(267 words)

16: you’ll need = Grammatik, Formulierung ! you might need

17: customers = Wortwahl ! clients18: come over = Wortwahl, Ausdruck ! come to the

office19: also … too = Ausdruck, Formulierung; eines der

Wörter genügt ! entweder A suit also looks good … oder … looks good on everybody, too.

20: But = Nicht gut am Satzbeginn! Besser: However, if …21: people = Wortwahl ! staff / employees22: come to work = Ausdruck, Formulierung ! before

they are hired23: won’t = Grammatik, Formulierung ! I WOULD NOT

work for …24: need = Grammatik (conditional) ! They WOULD

NEED to tell me …25: its = Rechtschreibung, Ausdruck; its = possessive of it;

it’s = short for it is(*) Dieser Absatz erfüllt NICHT den bullet point!26: you’ll be a lawyer … you’ll be something different =

Ausdruck, Formulierung; unklar! Besser: you should be a lawyer or …

1 passende Länge

User name: JenSmith04

Email: [email protected]

Hi Andrea,

I just read your blog about ‘dressing for success’

and my opinion is that what you wear should

match or fit in with the place or situation you are

in. You need to be adaptable. Nobody would

wear a swimsuit to work unless they were a life-

guard. I’m sure that a woman with green hair

and worn-out jeans won’t work in a luxury res-

taurant.

Most people would say that clothes reflect your

personality. It’s the freedom of choice, being

able to wear what you want and when you want

1 In der Einleitung bezieht die Verfasserin des Textes bereits Stellung zum Thema.

1 1st bullet point1 Hier weist die Autorin auf die Bedeutung von Beklei-

dungsvorschriften für manche Menschen hin.




löSungen

it, and not being restricted in any way. For some

people, these issues are very important and

that’s why they’ll probably choose jobs which

don’t have a dress code.

There are several reasons for businesses to have

a dress code. Firstly, some businesses such as

supermarkets or airlines have uniforms so that

people can tell the difference between who is

working at the business and who is the custom-

er. Secondly, other businesses, like law firms,

want to present a professional and business-like

atmosphere and this is achieved by wearing

suits.

If a company does have a dress code and the

employees knew about it when they applied for

the job, then there has to be a range of meas-

ures. To begin with, the company should hand

out warnings, and if this does not help, then the

employee must be fired.

All in all, most people choose their careers for

many reasons and one part is what they will

wear on the job. If they want to wear suits every

day they might become lawyers, and if they

want to wear fashionable clothes, they might

become bloggers.(268 words)

1 2nd bullet point1 Es folgen Gründe, die aus Sicht von Unternehmen für

eine Bekleidungsvorschrift sprechen.

1 3rd bullet point1 Hier schlägt die Autorin Maßnahmen vor, die Firmen

ergreifen können, wenn sich Angestellte nicht an die Vorschriften halten.

1 In der conclusion betont die Autorin nochmals die Wichtigkeit des Themas und mögliche Konsequenzen.

1 passende Länge


Durchstarten

antwortblätter & transcrIPts

8. Klasse AHS/5. JG. BHS

12Zur ZentralMaturaenglIsch

MIt Den orIgInal Matura

auFgaben+ lösungen


82 © VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch 83© VERITAS-Verlag, Linz – DuRchSTARTEn zuR zEnTRALmATuRA. Englisch

Task 1

Task 2

ACHTUNG: Für wissenschaftliche Auswertung bitte hier abschneiden.&

1

2

NAME:

ANTWORTBLATT

Strong headwindsVon der

Lehrperson auszufüllen

0 A B C X D richtig falsch

1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

7 A B C D

___ / 7 P.



Dieses Aufgabenheft enthält vier Aufgaben. Die Zeit zur Bearbeitung dieser vier Aufgaben beträgt 60 Minuten.


Bevor Sie mit den Aufgaben beginnen, trennen Sie das Antwortblatt heraus.

Schreiben Sie Ihre Antworten ausschließlich auf das dafür vorgesehene Antwortblatt. Beachten Sie dazu die Anweisungen der jeweiligen Aufgabenstellung. Sie können im Aufgabenheft Notizen machen. Diese werden bei der Beurteilung nicht berücksichtigt.

Schreiben Sie bitte Ihren Namen in das vorgesehene Feld auf dem Antwortblatt.

Bei der Bearbeitung der Aufgaben sind keine Hilfsmittel erlaubt.

Kreuzen Sie bei Aufgaben, die Kästchen vorgeben, jeweils nur ein Kästchen an. Haben Sie versehentlich ein falsches Kästchen angekreuzt, malen Sie dieses vollständig aus und kreuzen Sie das richtige Kästchen an.

A B C X D

Möchten Sie ein bereits von Ihnen ausgemaltes Kästchen als Antwort wählen, kreisen Sie dieses Kästchen ein.

A B C D

Schreiben Sie Ihre Antworten bei Aufgaben, die das Eintragen von einzelnen Buchstaben verlangen, leserlich und in Blockbuchstaben. Falls Sie eine Antwort korrigieren möchten, malen Sie das Kästchen aus und schreiben Sie den richtigen Buchstaben rechts neben das Kästchen.

B FG

Falls Sie bei den Aufgaben, die Sie mit einem bzw. bis zu maximal vier Wörtern beantworten können, eine Antwort korrigieren möchten, streichen Sie bitte die falsche Antwort durch und schreiben Sie die richtige daneben oder darunter. Alles, was nicht durchgestrichen ist, zählt zur Antwort.

falsche Antwort richtige Antwort

Beachten Sie, dass bei der Testmethode Richtig/Falsch/Begründung beide Teile (Richtig/Falsch und Die ersten vier Wörter) korrekt sein müssen, um mit einem Punkt bewertet werden zu können.

Jede richtige Antwort wird mit einem Punkt bewertet. Bei jeder Aufgabe finden Sie eine Angabe zu den maximal erreichbaren Punkten.

Viel Erfolg!

Welcome to Hobbitland Von der Lehrperson auszufüllen

richtig falsch richtig falsch richtig falsch richtig falsch

0 1 2 3 1 2 3

C4 5 6 7 4 5 6 7

8 8

___ / 8 P.


1

2

NAME:

ANTWORTBLATT

Strong headwindsVon der



1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

7 A B C D

___ / 7 P.



Dieses Aufgabenheft enthält vier Aufgaben. Die Zeit zur Bearbeitung dieser vier Aufgaben beträgt 60 Minuten.







A B C X D


A B C D


B FG



Beachten Sie, dass bei der Testmethode Richtig/Falsch/Begründung beide Teile (Richtig/Falsch und Die ersten vier Wörter) korrekt sein müssen, um mit einem Punkt bewertet werden zu können.


Viel Erfolg!

Welcome to Hobbitland Von der Lehrperson auszufüllen


0 1 2 3 1 2 3

C4 5 6 7 4 5 6 7

8 8

___ / 8 P.

SEPTEMBER 2017 LESEn



Task 3

Task 4 - AHS


3

4

NAME:

ANTWORTBLATT

___ von 28 P.

Deadly denimVon der


0 silicosis richtig falsch

1

2

3

4

5

6

___ / 6 P.

Radio program: War of the WorldsVon der


0 A B X C D richtig falsch

1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

7 A B C D

___ / 7 P.


3

4

NAME:

ANTWORTBLATT

___ von 28 P.

Deadly denimVon der



1

2

3

4

5

6

___ / 6 P.

Radio program: War of the WorldsVon der



1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

7 A B C D

___ / 7 P.

LESEn SEPTEMBER 2017



Task 4 - HAK/HTL/HUM


3

4

NAME:

ANTWORTBLATT

___ von 29 P.

Deadly denimVon der



1

2

3

4

5

6

___ / 6 P.

Food off the truck Von der Lehrperson auszufüllen


0 1 2 3 1 2 3

E4 5 6 7 4 5 6 7

8 8

___ / 8 P.

SEPTEMBER 2017 LESEn



Task 1

Task 2

Task 3


1

2

NAME:

ANTWORTBLATT

The Apple logo and the brain Von der Lehrperson auszufüllen


0 1 2 3 1 2 3

G4 5 6 7 4 5 6 7

8 8

___ / 8 P.



Dieses Aufgabenheft enthält vier Aufgaben. Die Zeit zur Bearbeitung dieser vier Aufgaben beträgt zwischen 40 und 45 Minuten und endet mit der entsprechenden Schlussansage der Sprecherin/des Sprechers.







A B C X D


A B C D


B FG




Viel Erfolg!

Air quality in ChinaVon der



1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

___ / 6 P.


1

2

NAME:

ANTWORTBLATT

The Apple logo and the brain Von der Lehrperson auszufüllen


0 1 2 3 1 2 3

G4 5 6 7 4 5 6 7

8 8

___ / 8 P.



Dieses Aufgabenheft enthält vier Aufgaben. Die Zeit zur Bearbeitung dieser vier Aufgaben beträgt zwischen 40 und 45 Minuten und endet mit der entsprechenden Schlussansage der Sprecherin/des Sprechers.







A B C X D


A B C D


B FG




Viel Erfolg!

Air quality in ChinaVon der



1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

___ / 6 P.


3

4

NAME:

ANTWORTBLATT

___ von 29 P.

Flipping the classroom Von der Lehrperson auszufüllen


0 1 2 3 1 2 3

F4 5 6 7 4 5 6 7

___ / 7 P.

Lucha Libro in PeruVon der


0 books are expensive richtig falsch

1

2

3

4

5

6

7

8

___ / 8 P.

HÖREn SEPTEMBER 2017



Task 4 - AHS

Task 4 - BHS


3

4

NAME:

ANTWORTBLATT

___ von 29 P.



0 1 2 3 1 2 3

F4 5 6 7 4 5 6 7

___ / 7 P.

Lucha Libro in PeruVon der


0 books are expensive richtig falsch

1

2

3

4

5

6

7

8

___ / 8 P.


3

4

NAME:

ANTWORTBLATT

___ von 28 P.



0 1 2 3 1 2 3

F4 5 6 7 4 5 6 7

___ / 7 P.

Help for shopsVon der


0 spend their money richtig falsch

1

2

3

4

5

6

7

___ / 7 P.

SEPTEMBER 2017 HÖREn



SPRACHVERWEnDUnG IM KOnTEXT SEPTEMBER 2017

Task 1

Task 2

NA

ME

:

AC

HTU

NG

: Für

wis

sens

chaf

tlich

e A

usw

ertu

ng b

itte

hier

abs

chne

iden

.&

1 2

AN

TWO

RTB

LATT

The Queen and WilliamVon der



1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

7 A B C D

8 A B C D

9 A B C D

10 A B C D

___ / 10 P.


0 1 2 3

B4 5 6 7

8 9 10 11

12

Von der Lehrperson auszufüllen


1 2 3

4 5 6 7

8 9 10 11

12

___ / 12 P.

Hin

wei

se z

um B

eant

wor

ten

der

Frag

en

Seh

r ge

ehrt

e K

andi

datin

, seh

r ge

ehrt

er K

andi

dat!

Die

ses

Auf

gabe

nhef

t ent

hält

vier

Auf

gabe

n. D

ie Z

eit z

ur B

earb

eitu

ng d

iese

r vi

er A

ufga

ben

betr

ägt

45 M

inut

en.

Verw

ende

n S

ie fü

r Ih

re A

rbei

t ein

en s

chw

arze

n od

er b

laue

n S

tift.

Bev

or S

ie m

it de

n A

ufga

ben

begi

nnen

, tre

nnen

Sie

das

Ant

wor

tbla

tt h

erau

s.

Sch

reib

en S

ie Ih

re A

ntw

orte

n au

ssch

ließl

ich

auf d

as d

afür

vor

gese

hene

Ant

wor

tbla

tt. B

each

ten

Sie

daz

u di

e A

nwei

sung

en d

er je

wei

ligen

Auf

gabe

nste

llung

. Sie

kön

nen

im A

ufga

benh

eft N

otiz

en m

ache

n. D

iese

w

erde

n be

i der

Beu

rtei

lung

nic

ht b

erüc

ksic

htig

t.

Sch

reib

en S

ie b

itte

Ihre

n N

amen

in d

as v

orge

sehe

ne F

eld

auf d

em A

ntw

ortb

latt

.

Bei

der

Bea

rbei

tung

der

Auf

gabe

n si

nd k

eine

Hilf

smitt

el e

rlaub

t.

Kre

uzen

Sie

bei

Auf

gabe

n, d

ie K

ästc

hen

vorg

eben

, jew

eils

nur

ein

Käs

tche

n an

. Hab

en S

ie v

erse

hent

lich

ein

fals

ches

Käs

tche

n an

gekr

euzt

, mal

en S

ie d

iese

s vo

llstä

ndig

aus

und

kre

uzen

Sie

das

ric

htig

e K

ästc

hen

an.

AB

CX

D

Möc

hten

Sie

ein

ber

eits

von

Ihne

n au

sgem

alte

s K

ästc

hen

als

Ant

wor

t wäh

len,

kre

isen

Sie

die

ses

Käs

tche

n ei

n.

AB

CD

Sch

reib

en S

ie Ih

re A

ntw

orte

n be

i Auf

gabe

n, d

ie d

as E

intr

agen

von

ein

zeln

en B

uchs

tabe

n ve

rlang

en, l

eser

lich

und

in B

lock

buch

stab

en. F

alls

Sie

ein

e A

ntw

ort k

orrig

iere

n m

öcht

en, m

alen

Sie

das

Käs

tche

n au

s un

d sc

hrei

ben

Sie

den

rich

tigen

Buc

hsta

ben

rech

ts n

eben

das

Käs

tche

n.

B

F

G

Falls

Sie

bei

den

Auf

gabe

n, d

ie S

ie m

it ei

nem

bzw

. bis

zu

max

imal

vie

r W

örte

rn b

eant

wor

ten

könn

en, e

ine

Ant

wor

t kor

rigie

ren

möc

hten

, str

eich

en S

ie b

itte

die

fals

che

Ant

wor

t dur

ch u

nd s

chre

iben

Sie

die

ric

htig

e da

nebe

n od

er d

arun

ter.

Alle

s, w

as n

icht

dur

chge

stric

hen

ist,

zähl

t zur

Ant

wor

t.

falsch

e Antw

ort

richti

ge A

ntwort

Bea

chte

n S

ie, d

ass

die

Rec

htsc

hrei

bung

der

Ant

wor

ten

im P

rüfu

ngst

eil S

prac

hver

wen

dung

im K

onte

xt

korr

ekt s

ein

mus

s, d

amit

Ant

wor

ten

als

richt

ig g

ewer

tet w

erde

n kö

nnen

. Die

s gi

lt au

ch fü

r G

roß-

und

K

lein

schr

eibu

ng s

owie

etw

aige

Akz

ente

, die

aus

der

Ant

wor

t kla

r er

kenn

bar

sein

müs

sen.

Jede

ric

htig

e A

ntw

ort w

ird m

it ei

nem

Pun

kt b

ewer

tet.

Bei

jede

r A

ufga

be fi

nden

Sie

ein

e A

ngab

e zu

den

m

axim

al e

rrei

chba

ren

Pun

kten

.

Viel

Erf

olg!NA

ME

:

AC

HTU

NG

: Für

wis

sens

chaf

tlich

e A

usw

ertu

ng b

itte

hier

abs

chne

iden

.&

1 2

AN

TWO

RTB

LATT

The Queen and WilliamVon der



1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

7 A B C D

8 A B C D

9 A B C D

10 A B C D

___ / 10 P.


0 1 2 3

B4 5 6 7

8 9 10 11

12

Von der Lehrperson auszufüllen


1 2 3

4 5 6 7

8 9 10 11

12

___ / 12 P.

Hin

wei

se z

um B

eant

wor

ten

der

Frag

en

Seh

r ge

ehrt

e K

andi

datin

, seh

r ge

ehrt

er K

andi

dat!

Die

ses

Auf

gabe

nhef

t ent

hält

vier

Auf

gabe

n. D

ie Z

eit z

ur B

earb

eitu

ng d

iese

r vi

er A

ufga

ben

betr

ägt

45 M

inut

en.

Verw

ende

n S

ie fü

r Ih

re A

rbei

t ein

en s

chw

arze

n od

er b

laue

n S

tift.

Bev

or S

ie m

it de

n A

ufga

ben

begi

nnen

, tre

nnen

Sie

das

Ant

wor

tbla

tt h

erau

s.

Sch

reib

en S

ie Ih

re A

ntw

orte

n au

ssch

ließl

ich

auf d

as d

afür

vor

gese

hene

Ant

wor

tbla

tt. B

each

ten

Sie

daz

u di

e A

nwei

sung

en d

er je

wei

ligen

Auf

gabe

nste

llung

. Sie

kön

nen

im A

ufga

benh

eft N

otiz

en m

ache

n. D

iese

w

erde

n be

i der

Beu

rtei

lung

nic

ht b

erüc

ksic

htig

t.

Sch

reib

en S

ie b

itte

Ihre

n N

amen

in d

as v

orge

sehe

ne F

eld

auf d

em A

ntw

ortb

latt

.

Bei

der

Bea

rbei

tung

der

Auf

gabe

n si

nd k

eine

Hilf

smitt

el e

rlaub

t.

Kre

uzen

Sie

bei

Auf

gabe

n, d

ie K

ästc

hen

vorg

eben

, jew

eils

nur

ein

Käs

tche

n an

. Hab

en S

ie v

erse

hent

lich

ein

fals

ches

Käs

tche

n an

gekr

euzt

, mal

en S

ie d

iese

s vo

llstä

ndig

aus

und

kre

uzen

Sie

das

ric

htig

e K

ästc

hen

an.

AB

CX

D

Möc

hten

Sie

ein

ber

eits

von

Ihne

n au

sgem

alte

s K

ästc

hen

als

Ant

wor

t wäh

len,

kre

isen

Sie

die

ses

Käs

tche

n ei

n.

AB

CD

Sch

reib

en S

ie Ih

re A

ntw

orte

n be

i Auf

gabe

n, d

ie d

as E

intr

agen

von

ein

zeln

en B

uchs

tabe

n ve

rlang

en, l

eser

lich

und

in B

lock

buch

stab

en. F

alls

Sie

ein

e A

ntw

ort k

orrig

iere

n m

öcht

en, m

alen

Sie

das

Käs

tche

n au

s un

d sc

hrei

ben

Sie

den

rich

tigen

Buc

hsta

ben

rech

ts n

eben

das

Käs

tche

n.

B

F

G

Falls

Sie

bei

den

Auf

gabe

n, d

ie S

ie m

it ei

nem

bzw

. bis

zu

max

imal

vie

r W

örte

rn b

eant

wor

ten

könn

en, e

ine

Ant

wor

t kor

rigie

ren

möc

hten

, str

eich

en S

ie b

itte

die

fals

che

Ant

wor

t dur

ch u

nd s

chre

iben

Sie

die

ric

htig

e da

nebe

n od

er d

arun

ter.

Alle

s, w

as n

icht

dur

chge

stric

hen

ist,

zähl

t zur

Ant

wor

t.

falsch

e Antw

ort

richti

ge A

ntwort

Bea

chte

n S

ie, d

ass

die

Rec

htsc

hrei

bung

der

Ant

wor

ten

im P

rüfu

ngst

eil S

prac

hver

wen

dung

im K

onte

xt

korr

ekt s

ein

mus

s, d

amit

Ant

wor

ten

als

richt

ig g

ewer

tet w

erde

n kö

nnen

. Die

s gi

lt au

ch fü

r G

roß-

und

K

lein

schr

eibu

ng s

owie

etw

aige

Akz

ente

, die

aus

der

Ant

wor

t kla

r er

kenn

bar

sein

müs

sen.

Jede

ric

htig

e A

ntw

ort w

ird m

it ei

nem

Pun

kt b

ewer

tet.

Bei

jede

r A

ufga

be fi

nden

Sie

ein

e A

ngab

e zu

den

m

axim

al e

rrei

chba

ren

Pun

kten

.

Viel

Erf

olg!



SEPTEMBER 2017 SPRACHVERWEnDUnG IM KOnTEXT

Task 3

Task 4

NA

ME

:

AC

HTU

NG

: Für wissenschaftliche A

uswertung bitte hier abschneiden.

&

3 4

AN

TWO

RTB

LATT

___ von 40 P.

An unforgettable rushVon der


0 equipment richtig falsch

1

2

3

4

5

6

7

8

9

___ / 9 P.

Cheating in the digital ageVon der


0 entered richtig falsch

1

2

3

4

5

6

7

8

9

___ / 9 P. NA

ME

:

AC

HTU

NG

: Für wissenschaftliche A

uswertung bitte hier abschneiden.

&

3 4

AN

TWO

RTB

LATT

___ von 40 P.

An unforgettable rushVon der


0 equipment richtig falsch

1

2

3

4

5

6

7

8

9

___ / 9 P.

Cheating in the digital ageVon der


0 entered richtig falsch

1

2

3

4

5

6

7

8

9

___ / 9 P.



SCHREIBEn SEPTEMBER 2017

Task 1 - AHS

4


Essay

Title: Starting time:

Finishing time:

Number of words:



SEPTEMBER 2017 SCHREIBEn

Task 2 - AHS

6


Report



To: EY Language Schools Number of words:

Subject:




Task 1 - HAK

4


Report



To: Julia Smith Number of words:

Subject:



Task 1 - HTL

4


Report



To: coolschoolwebsite Number of words:

Subject:





Task 1 - HUM

4


Report



To: Alex Morgan Number of words:

Subject:




6


Leaflet

Starting time:

Finishing time:

Number of words:





8


Blog comment

Starting time:

User name:

Finishing time:

Email: Number of words:

Comment:




HÖREn SEPTEMBER 2017 TRAnSCRIPTS

TASK 1

AIR QUALITY IN CHINA (3:40’)

SP … Speaker (Ruth morris)

SP: Lanzhou sits in a valley, so there is little airflow to carry pollutants away. But a big part of the problem is manmade. The area is home to petrochemical plants, coal mines and heavy industry, and Lanzhou is hardly an anomaly. most of china’s major cities are shrouded in smog. Like Lanzhou, they are facing huge environ-mental strains, like the breakneck pace of urbanization. (sound of machinery)

I asked a worker at this Lanzhou construction site what they were building. (man speaking chinese) he said, I’m not sure; if it’s not a highway, it’s a tall building. china’s cities are absorbing a tidal wave of newcomers from the countryside, about 20 million a year. That

means more roads, more cars, more steel, more smelters, more pollution. meanwhile china still relies on coal for three quarters of its energy needs. coal burning power plants have helped make it the world’s number one greenhouse gas polluter. It’s a reminder that china’s show-stopping economic rise has come at a huge cost to the environment. But analysts say attitudes are shifting. People are drawing a line, especially when it comes to their health.

(woman speaking chinese) Dr. Jiang Fang is a respiratory specialist with twenty years’ experience in Lanzhou. Outside her office,

patients wander the halls with chest X-rays in hand. She runs through some of the ailments caused by dirty air – runny nose, asthma, lung cancer, cardiovascular disease.

(Dr. Jiang speaking chinese) FEmALE TRAnSLATOR: We tell our patients to decrease activities outdoors in spring and winter. Secondly,

we advise them to pay attention to the airflow indoors. We advise the elderly to do exercise in a gym.SP: As we were leaving our office, Dr. Jiang stopped my translator. he’d been complaining of sinus problems. (man speaking) She told him he was having a reaction to the air pollutants and wrote him a prescription for an inhaler. Two years ago, the uS embassy in Beijing began doing something the chinese government refused to do. It

posted air quality readings from a monitor on its roof to Twitter. Eventually, the chinese government gave in to public pressure and began publishing its own data. A few cities have even begun to track tiny particu-lates, 2.5 microns in diameter or less. This is especially important because these smaller particulates can easily penetrate lungs and enter the bloodstream. They’re extremely hazardous and until recently they were absent from the official data.

mAn: I’m trying to google my website.SP: Tom Young is a biologist in Shanghai, but his hobby is to crunch the numbers on air pollution. he shows me

his website where he funnels public data into tidy graphs so that anyone can see.TOm: I think it’s the general trend that wider population … they are now equipped with better knowledge,

quantified knowledge, of their living environment and the quality of it.SP: Young says he hopes his site will help people decide when to exercise. It might even reveal trends. While he

crunches the numbers, china’s environmentalists are getting bolder. There has been an uptick in massive protests over health risks related to industrial projects. Some have turned violent. Experts say the govern-ment gets the message, but it remains to be seen whether china’s new generation of leaders can rein in pollution and still deliver the amazing economic growth the chinese have come to expect.

Ruth morris: chinese demand better air quality. In: DW. Deutsche Welle. Living Planet am 29.11.2012. Online abrufbar unter: www.dw.com (Stand: 27.8.2018)



TRAnSCRIPTS HÖREn SEPTEMBER 2017

TASK 2

THE APPLE LOGO AND THE BRAIN (2:45’)

SP … Speaker (Susan Stamberg) PF … Professor Gavan Fitzsimons

SP: We offer a bit of insight into the power of iPod marketing. A new study indicates that the logo on Apple products like iPods, iPhones, imacs stimulate your brain. The study found that people who were shown the Apple logo scored higher on the creativity test than those who were exposed to the IBm logo, presumably because they were mirroring the traits they associate with those logos.

Professor Gavan Fitzsimons of the Fuqua School of Business at Duke university co-wrote the study on logos and the brain. he joins us now from Durham, north carolina. So, Professor, tell us what exactly were the traits that people associated with Apple and with IBm?PF: People find that when they think about the Apple logo they think very strongly about associations with

creativity. When they think about the IBm logo, they think about the general notion of competence or professional.

SP: So the people you studied actually took on traces they associated with these brands? I mean the Apple creative ones began humming new compositions and the IBm ones got organized and competent?

PF: Essentially, yes. umh … you know, we showed people on the computer, for a very, very short duration, like 30 milliseconds, either with the Apple logo or the IBm logo, and then we looked at their behavior to see if, as you say, they hummed compositions or not. The Apple Prime people were much more creative than the IBm Prime people by, like, 20 to 30 percent.

SP: This is a tremendous advertisement for Apple! Are they involved in this project at all, like funding it?PF: not surprisingly, many people ask me that question …SP: Yeah. PF: … but no, to ensure sort of the integrity of the project we’ve never actually even spoken to anyone … any of

the companies whose logos we use.SP: huh … What do you think the message is for consumers, Professor?PF: We’re obviously being influenced by the things around us and so we should be somewhat wary of what’s

around us, and then we should be strategically surrounding ourselves with logos that have associations that we find to be desirable.

SP: hmm … I wonder what’s the implication for advertisers then?PF: If every time you see an Apple logo you find yourself being more creative, you’re gonna be a little happier in

all likelihood.SP: hm..hmm.PF: And all of a sudden, I think, at a non-conscious level, we’re gonna start to … we as consumers will start to

pair the brand that we’re being exposed to with this increased happiness, and that should, you know, result in some increase in loyalty from their customers, I would imagine, over time.

SP: Thanks very much. Gavan Fitzsimons is a professor at the Fuqua School of Business at Duke university. his study of the impact of logos appears in the April issue of the Journal of consumer Research. Thanks!

PF: Thank you, Sue.

Study: Apple Logo Stimulates the Brain. In: national Public Radio (nPR) am 5.4.2008. Online abrufbar unter: www.npr.org (Stand: 27.8.2018)



TASK 3

FLIPPING THE CLASSROOM (3:45’)

SP … Speaker Gh … Grace hood JG … Jennifer Goodnight JO … Jerry Overmyer GG … Greg Green

SP: In some middle schools and high schools completing a homework assignment could be as simple as watching a video like this.

VOIcE FROm VIDEO: Okay, welcome to podcast 4.4. now we’re gonna talk about writing and naming ionic bonds.SP: Welcome to the 21st century classroom. It’s a world where students watch lectures at home and do

homework at school. Grace hood, from member station Kunc, reports on so-called ‘classroom flip-ping’ in rural colorado, one of the first places to test the idea.

Gh: When Bennett high School sophomore Jessica miller sits down to do her chemistry homework she pulls out her notebook. Then she turns on an iPad. (voices)

JEnnIFER: Whenever she changes a slide I’ll pause it. I write everything up on the screen down.Gh: miller can replay parts of the chemistry video podcast she doesn’t understand and fast forward to

those that make sense. Then she takes her notes to class where her teacher can review them.JG: If you have podcast 4 notes done raise your hand … if you have podcast 4 notes done raise your hand.

Okay, I will come around and check them.Gh: chemistry teacher Jennifer Goodnight walks up and down the rows of her classroom, giving verbal

quizzes, guiding students through labs and answering questions.JG: This is right because cadmium is a transition metal and his charge originally came from here, right?

Because that’s hydroxide. (fading)Gh: Goodnight is one of about five teachers flipping their classrooms at this small school on colorado’s

eastern plains. She’s part of a growing group of teachers using the concept since it emerged here in the state in 2007. So far, she says, it’s paying off with better test scores. She’s been teaching for 12 years and flipping her classroom for the past two.

JG: If they’re gonna have their iPads all the time, might as well put a lecture on it. So on their way home from school, on the bus or whatever, they can maybe watch a lecture for homework that night. It is truly about meeting them where they’re at, realizing that the 21st century is different.

JO: The whole concept of just sitting and listening to a lecture is really that what’s getting outdated. Stu-dents are just not buying into that any more.

Gh: Jerry Overmyer is creator of the Flipped Learning network for teachers, which has almost 10,000 mem-bers. he says the concept is popular in maths and science classes where students can easily become frustrated working problem sets at home, while videos seem to get the most attention. he says what really matters is how teachers use classroom time.

JO: It’s about that personalized face-to-face time. now that you’re not spending class time … class time doing lectures, you know, you’re working one-on-one with students, how are you gonna use that time?

Gh: While there’s little academic research on the concept, it appears to work in a variety of schools, from colorado to Illinois to michigan. Outside Detroit, clintondale principal Greg Green tested the idea in 2010 as a way to curb disciplinary issues and boost scores. It worked well enough that Green flipped the entire school which has a large number of at-risk students.

GG: now you can simply just take five steps and record a video and then simply send it to your students and your parents and keep everybody informed. So, now we’re becoming even more transparent.

Gh: That transparency can go a long way toward winning over parents who are sceptical of the idea. Back in colorado, Bennett high School parent Denise Patschke says she found herself questioning classroom flipping videos when her son first came home from school. But as time went on, she began to watch them.





DEnISE: I can listen to the video as well. When they need help, and then I can try to help him understand what she’s saying.

Gh: chemistry is tough enough for high school students, let alone parents who feel they can’t offer help because their last class was 25 years ago. A flipped classroom could make it easier for everyone.

Grace hood: more Teachers ‚Flipping‘ The School Day upside Down. In: national Public Radio (nPR) am 7.12.2012. Online abrufbar unter: www.npr.com (Stand: 27.8.2018)




TASK 4 - AHS

LUCHA LIBRO IN PERU (3:40’)

SP … Speaker Am … Annie murphy

SP: So, I believe every has a novel in them just waiting to get written. But let’s face it, it’s not easy to jumpstart a writing career anywhere. But in Peru, where books are expensive and published in very small numbers, it’s especially tough. But now there’s ‘Lucha Libro’! It’s based on mexico’s Lucha Libre, where wrestlers put on masks and pseudonyms to duke it out in a ring. here the contestants put masks and use fake names, too, but they take to the ring to write short stories on the clock and in front of a live crowd. crazy, right?

Reporter Annie murphy has the story.Am: On a chilly monday night a bar called La noche is packed. (music) usually people come to see live bands, but tonight they are here for Lucha Libro, a form of literary wrestling,

where new writers are given three random words, a laptop hooked up to a gigantic screen and five minutes to write a short story. At the end of a match, the losing writer has to take off their mask. The winner goes on to the next round a week later. And the grand prize? It’s a book contract! (music)

The crowd is youngish, people in their 20s and 30s, a lot of big glasses and skinny jeans. An announcer in striped referee shirt takes the stage. (announcer speaking Spanish)

The first contestant is a guy by the name chicken Wilson. he’s tall and goofy, but when he sees the three words projected on the screen behind him he gets serious. he’s got monkey, plane ticket and dictionary to work with. (announcer speaking Spanish)

The announcer counts to three and the clock starts. no one is talking. But just a paragraph in, chicken Wilson freezes. The seconds are ticking by, so the crowd starts to turn him on. (cheers)

And he rallies, dashing off a short story about a monkey living in the city and an American girl on vacation in Peru. This event is more than just a bunch of young writers fooling around in wrestling masks, says Dante Trujillo. he runs the Solar editorial house, which will publish the winning entry. he says that even though Peru’s economy is doing well right now, Peru is still feeling the impact of some hard decades. There was the military government in the 70s, the civil war in the 80s and then the collapse of the economy.

(Trujillo speaking Spanish)TRAnSLATOR: And so, for young authors just beginning their career, the best advice you can give them is to get

out of Peru.Am: Backstage, chicken Wilson explains that his pseudonym is a family nickname. But other contestants say that

there is more to their stage names. One young woman with a pale blond braid falling out the back of her black wrestler’s mask calls herself L, like the letter. (L speaking Spanish)

TRAnLSATOR: When I write I often write lyrical pieces, poems, and I usually sign them with that one letter. L also stands for ‘loser’ to me, and this concept of the underdog, a person nobody thinks can win. I’m really into that.

Am: Actually, it’s chicken Wilson who ends up losing his match, while L advances. Whoever wins the final round in a few weeks will have six months to finish their book. It’ll be released at the Lima Book Fair, where the writer will take off the mask and reveal his or her real identity for the first time.

Writer Jonathon Vasquez is one of the founders of Lucha Libro. he says the chance to win that coveted pub-lishing contract is important but not all there is to it. (Vasquez speaking Spanish)

he says it’s also about changing the idea that literature is boring. According to him, this turned it into an event because it’s not just the opportunity for a young person to become a writer, he says, it’s also having a place for young people to hang out and to read.

Annie murphy: Peru makes book writing into a spectator sport and invites aspiring writers into combat. In: Public Radio International (PRI). The World am 30.9.2013. Online abrufbar unter: https://www.pri.org (Stand: 27.8.2018)




TASK 4 - HAK/HTL/HUM

HELP FOR SHOPS (3:16’)

DR … Daniel Robison AP … Ann Powers cS … chris Smith AS … Andrew Samtoy

SPEAKER: Okay, you may have heard of ‘flash mobs’, where a mass of people invade a public space to create a scene. Well, that idea has been spun off into ‘cash mobs’, where large crowds of consumers show up at small businesses to spend their money. But as Daniel Robison reports from member station WBFO, cash mobs are about a whole lot more than propping up the local economy.

DR: It’s 5 o’clock on a Friday and mostly quiet in Lander’s clothing, a mom-and-pop store in Jamestown, new York. But shop owner Ann Powers is anticipating the arrival of a mob.

AP: You get kind of nervous thinking, oh, nobody is gonna show up, or else maybe there’ll be so many people that the police will have to monitor.

DR: About three dozen people turn out. It’s Tiffani conti’s first cash mob.TIFFAnI: I actually bought a little tie for my son. So, yup, everybody seemed to walk out of the store with

something.DR: Lander‘s was chosen by the mob through a vote on its social media accounts. Ann Powers says she

feels lucky because this infusion of new customers helps her store stay afloat.AP: cash mob is good for any downtown little local business. We‘re dying. We‘re dinosaurs.DR: The idea started last fall when Buffalo blogger chris Smith envisioned using the purchasing power of

flash mobs to help small businesses. he set a few ground rules: Each person should try to spend $20 and pay full price for items. he says this sets cash mobs apart from other social media deals.

cS: What you get with a Groupon or a Living Social deal is a one-time injection. And it‘s not necessarily a profit able injection. You‘re having to cut your prices so significantly. I think with this, because we ask people to come and spend a little time in the store, we encourage the entrepreneur to spend some time with each of the shoppers and introduce themselves, talk about the products they have. It builds a relationship that you don‘t get with a coupon.

DR: nearly 200 cash mobs have cropped up in 35 states and a handful of countries, mostly through word of mouth online. Andrew Samtoy runs the national cash mobs blog from cleveland. he says the idea has spread so quickly because it‘s not just about helping small business.

AS: We‘re consciously using social media to get people to actually be social.DR: For example, cleveland‘s group has a rule that every mobber should try to meet at least three new

people. Samtoy says these events bring strangers together to rally around a common cause.AS: In this day and age people are counting the number of friends on Facebook or Twitter and thinking

that that is … somehow relates to the number of friends they have in real life. We want people to actually get out from behind their computer screens and meet face to face and form what could be considered a real community.

DR: But chris Smith admits cash mobs could become another fad, since technically no one‘s in charge of the movement, and each local mob must determine its own way forward.

cS: The best way to let something grow is to not worry about it. Let people take ownership of it and do it the way that works for them. And as long as you stay true to the original concept, I think you‘re always going to be successful.

DR: Which means anyone can plan a cash mob anywhere, anytime. But Smith recommends calling the business first just to make sure it‘s OK.


39605 Aufgaben Sept 2017 Kern - VERITAS Verlag

Documents

Transcript of 39605 Aufgaben Sept 2017 Kern - VERITAS Verlag