1. Preparing Students for a Test

Transcription

Error Analysis and Assessment,
Unit 5
Designing Assessment Tools
Unit 5: The aims of this unit are:
 to learn to plan tests and other assessment tools that are appropriate for different age
groups and levels of English
 to get to know writing tasks that show students' understanding of grammatical
concepts
 to learn to estimate the time students will need to complete the tasks
 to learn to give simple, clear instructions for different task types
 to learn to distinguish between achievement tests and standardized proficiency tests
Tip: Use this unit together with the official brochure “Leitfaden zur Erstellung von Schularbeiten
in der Sekundarstufe 2 – AHS” published by the bm:ukk. The official brochure will inform you
about the new requirements of standardized proficiency tests. This handout focuses more on
formative assessment.
1. Preparing Students for a Test:
Learners at all levels need to know exactly what goals they will have to reach in a test
and how to prepare for the test. Give them
 checklists (topics, grammatical notions,...)
 text-writing recipes showing the criteria of a good text of this type
 good examples
Look at the following example of such study-tips for a year 1 class.
Our 2nd English Test will be on ..........................................
Revise the following topics:
 People’s appearance and clothes
How can I study
 Houses/ apartments, rooms, furniture
these topics?
 Family
 Hobbies
 Daily routine
Grammar:
 present simple tense (I play, she plays, he doesn’t play, do they play?)
 present simple tense + question words (What does it mean? Where do you live?...)
 present simple tense + adverb of frequency (I often go running; he never swims…)
 going to (I’m going to visit Jan tomorrow… )
 possessive adjectives (my coat, her boots, their hair…)
 this/these (this pullover is practical, these clothes are nice, these jeans are flared…)
Revise with your vocab box, your worksheets, your portfolio ...
Tip: Read the short sample texts aloud in funny ways:
 read and walk up and down your room,
 sing them to yourself at different speeds (Trauermarsch, Pop-song, Opera…)
 write them as running dictations
Unit 5
Good and bad examples
Compare the two tests on the colored sheets.
Work with a partner. Do the activities and
decide what is being tested in each task and
how efficient they are.
Important tips
Keep in mind: In most cases formative assessment will be more important than summative
assessment. Only the last few tests in years 7 and 8 must prepare the students for the
proficiency tests of the SRP.
Only the tests in year 7 and 8 (more than 100 minutes) must test all four skills areas like in the
SRP. Read the brochure “Leitfaden zur Erstellung von Schularbeiten in der Sekundarstufe 2”
for details.
Shorter tests and tests in lower school should not contain too many parts – make sure the
learners have enough time to do the tasks meaningfully. Don't try to test everything in one
Schularbeit. Find other ways to assess your learners' skills throughout the semester. (See unit
6)
Testing Language in Use: Remember that the LIU tasks may be good for standardized testing
but are NOT helpful for learning. Many of the tasks that you will find on the BIFIE and
BMUKK sites test grammar in unauthentic ways with little context. If you have already taken
PS 2 (Communicative Grammar) you will understand the difference between

notional grammar that is based on meanings and natural processing of language in
meaningful contexts
and structural grammar that focusses on forms and declarative rules.

In this handout you will find examples of tasks that combine writing, grammar and
vocabulary in meaningful, communicative tasks rather than spitting them up into lots of
abstract and often superficial fill-in activities.
Testing Listening and Reading: It is fairly difficult to design your own listening and reading
tests. To get started, use published materials from textbooks, the BIFIE site, Cambridge,
IELTS... for good examples. If possible, find a listening or reading task that matches the topic
and theme of the test. This will lower the stress for the learners because they can relate the
material to their pre-existing knowledge. Ideally, the new input from the reading or listening
can add a new aspect to the topic that you have just taught and thus learning and testing are
ideally combined.
More examples
Work with a partner. Look at the following examples of test tasks for different age-groups.
What does each of them test? List



the topics and lexical areas
the grammar notions,
and the text-writing skills and genres that are being tested.
Note that some of these asks may be different from the standardized tasks in the “Leitfaden”.
When, where and why do you want to use standardized tests?
When, where and why would you want to use integrated skills tests and achievement tests?
1st Test
2013
Unit 5
1b, Group A
January
1. Choose the correct pictures
6p
Listen to the picture descriptions. Choose one picture in each line. Then write the
correct letter in the box on the right side.
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
Unit 5
2. Answer the questions in complete sentences.
12p
Where is the clock in this classroom?
________________________________________________________________
Where is the plant?
________________________________________________________________
Where is the computer?
________________________________________________________________
What question does the boy want to ask? Guess .(Rate: Welche Frage könnte das
Kind haben?)
________________________________________________________________
3. What time is it? Write sentences. (Schreibe auch die Zahlen aus.)
6p
A
B
C
A: _________________________________________________________________
B: _________________________________________________________________
C: _________________________________________________________________
Unit 5
4. Fill in the words from the box: There are more words than you need!!!
16p
plays
homework
comes
start
lives
his
walks
gets up
breakfast
brothers’
brothers
go
get up
goes
off
play
leaves
they
is walk
starts
dinner
This is Tony. He ………………. in New York. New York
……..a big city, so Tony has to get up very early to go to
school. He ………………….at 6:30 and quickly gets dressed.
Then he has …………………..with his mom, his dad and his
two little brothers. Tony …………………for school at quarter
past seven. He walks to school with his friend who lives in the same street. They
……………. quickly for about 20 minutes. School ………………. at eight o’ clock and
ends at half past three or four o’ clock. Tony has lunch at school. After school Tony
walks home and ……………………with his two………………………… Max and Sam.
His ……………………….. favorite game is “Snakes and Ladders”. They play it every
day. Then Tony does his…………………………. At 7 p.m. his dad ……………………
home and ……………… have dinner together. Then Tony goes to his room and reads
one of ………….. favorite books. At 9 o’clock Tony ………………to bed and Tony’s
mom comes to turn ………….the lights.
5. My Family:
60p
Write about the members in your family, what they like and don’t like, their hobbies,
age etc. You can also write about your pets.
Write your text on a separate sheet. Write about 250 words.
Unit 5
New examples from Neue Mittelschule KLEX, produced by Mag. Laura Bergmann and Mag.
Christoph Schopper
What’s your name? __________________________________
1. Listening
Listen to the conversation and answer the questions
1. Tick the rooms that you can hear (Listening for specific information – Level
1)
 bedroom
 bathroom
 living room
 kitchen
 study
 toilet
1-6-2.mp3
 dining room
2. Where is Susie hiding? Tick the correct picture (Listening for specific information – Level
1)




2. Why is Susie hiding? (Relating utterances to their situational contexts – level 2)
 She doesn’t like her brother.
 She is playing.
 She doesn’t want to go to school.
 She is sad.
3. Where are Susi’s Mum and Dad? (Inferred meaning – level 3/4)
Mum is in the _________________________________.
Dad is in the __________________________________.
Unit 5
2. Reading Read the text and answer the questions
Hello, my name's Nicola. I live in London. I've got lots of things in my room. I've got a bed,
of course, and I've got two chairs. I've got an armchair too, and a nice picture. I've got a desk,
but I haven't got a bedside table. I've got a television but I haven't got a computer.
I go to school in London city. I like my school. I learn German at school and I love speaking
German. My grandmother is from Austria, so I’m very good at German. I’m not good at
mathematics, though. I think it’s very difficult. I never understand the teacher. I hate
mathematics – unlike my brother. He’s very good at mathematics.
a) Are these statements true or false (level 1 finding specific details)
Nicola has got one armchair
Nicola has got a bedside table
Nicola hates school
Nicola speaks German
b) Explain (level 2 understanding relationships among ideas)
Why does Nicola hate mathematics?
_________________________________________________________________c) Which room is Nicola's room? (Locating and comparing facts? Level 3)
Nicola’s room is room ____.
Explain why:
It’s not room _____ because
_________________________________________________________
_________________________________________________________
_________________________________________________________
d) What does “unlike my brother ” mean? (level 4 – predicting the meaning of unknown
words)
 my brother and I are the same
 my brother and I are different
 I don’t like my brother
 I like my brother
Error Analysis and Assessment
Unit 5
4. Writing
Write two short texts (about 50 – 60 words)
A) Karen’s room
Look at the picture and write about
 what Karen’s room is like
 what Karen has got in her room
 what Karen hasn’t got in her room
 why Karen likes / hates her room or what is the best
thing in her room
If you need help, you can get a HELP CARD. But then your
text will only be a D.
Success
criteria
1st form – writing (Level A1)
1. Klasse - Schreiben
A
Your text is about 50-60 words long. It has got an
introductory sentence and an ending.
Your sentences are connected (and, but).
At least one idea (bullet point) is described in more
detail, all bullet points are mentioned.
The reader can always understand what you mean.
You try out new structures or words.
There aren’t many mistakes in grammar and spelling
of basic words.
Your text is about 50-60 words long. It has got an
All bullet points are mentioned.
The reader can understand what you mean most of
the time.
Basic words and phrases are used correctly.
There are some mistakes in grammar but basic words
are spelled correctly in most cases, structures are
often used correctly.
Your text is about 50-60 words long. The structure is
not always clear. Most bullet points are mentioned
but ideas are not connected or explained.
the time.
Frequent mistakes in grammar and spelling.
Basic words and phrases are used correctly most of
the time. (No German!)
With the help card you reach B or C
Or: without help your level is below C
no assessable language
Dein Text hat die richtige Länge und Struktur
(Einleitung/Ende)
Deine Sätze sind miteinander verbunden (and, but)
Zumindest ein Detail ist etwas genauer beschrieben,
alle Punkte () sind erwähnt.
Der Leser versteht immer was du meinst.
Du probierst neue Strukturen und Wörter aus
Es gibt nicht viele Grammatikfehler und Fehler bei der
Schreibung von einfachen Worten.
B
C
D
try again
©Pölzleitner
(Einleitung/Ende)
Alle angegebenen Punkte sind erwähnt.
Der Leser versteht meistens was du meinst.
Du verwendest einfache Wörter und Strukturen.
Es gibt ein paar Grammatikfehler aber einfache
Wörter sind meistens richtig verwendet und einfache
Strukturen häufig richtig verwendet.
Dein Text hat die richtige Länge, die Struktur ist jedoch
nicht immer klar.
Die meisten angegebenen Punkte sind erwähnt, aber
nicht miteinander verbunden oder erklärt.
Es gibt häufig Grammatikfehler oder
Rechtschreibfehler.
Einfache Wörter und Phrasen sind meist richtig
verwendet. (Kein Deutsch!)
Mit Hilfekärtchen erreichst du B oder C
ODER ohne Hilfekärtchen liegt dein Level unter C
keine beurteilbare Schreibleistung
8
Unit 5
4. Writing
B) My friend MIKE
 ice cream, milk shakes , skating
 chocolate, swimming
Look at the picture and write about Mike
yuk!: spinach, onions, dancing
(60-80 words)
Ich spreche
Deutsch.
 say where he lives
I can speak
 say what languages he speaks
English.
 say what he likes, loves and hates Parlo Italiano.
Vienna,
 say what he does in the afternoons
Austria
 write about his family
 say why you like him
If you need help, you can get a HELP CARD. But then your
text will only be a D.
1 brother (4), 2 half-sisters (14, 18)
stepfather (nice, funny)
freetime:
skating,
swimming,
playing
with
friends
I’m 11
years old.
Dog - Rex
Success
criteria
1st form – writing (Level A1)
1. Klasse - Schreiben
A
Your text is about 60 words long or longer. It has got
an introductory sentence and an ending.
Your sentences are connected (and, but).
of basic words.
Your text is about 60 words long. It has got an
All bullet points are mentioned.
the time.
Your text is about 60 words long. The structure is not
always clear. Most bullet points are mentioned but
ideas are not connected or explained.
the time.
With the help card you reach B or C
(Einleitung/Ende)
Zumindest ein Detail ist etwas genauer beschrieben,
alle Punkte () sind erwähnt.
B
C
D
try again
©Pölzleitner
(Einleitung/Ende)
Alle angegebenen Punkte sind erwähnt.
nicht immer klar.
Rechtschreibfehler.
9
Unit 5
HELP CARD KAREN
This is Karen’s room. It is __________________.
Karen has got a __________________ and a
______________, but she hasn’t got a
_______________.
She has got a _____________________ but she hasn’t
got a ___________________.
She has got a ____________________ and a
________________.
She likes her room because ______________________
Words:
and | but | because
nice | small | big
bed | bedside table | beside light | poster | computer | desk
| chair | armchair | cupboard | wardrobe | soft toy | book
sofa | television | picture | bookshelf | loft bed | radio | stereo | table
Lösungsvorschlag:
This is Karen’s room. It is small. She has got a bed, a bedside table and a bedside light but she
hasn’t got a bookshelf. She’s got a big wardrobe. She’s got a desk and a chair. She’s got a computer
but she hasn’t got a television. She’s got an armchair but she hasn’t got a sofa. She’s got a poster
with a dog. She has got a cat. The cat is on her bed. She likes her room because her armchair is
cool.
©Pölzleitner
10
Unit 5
HELP CARD MIKE
 ice cream, milk shakes , skating
B) My friend MIKE
 chocolate, swimming
Look at the picture and write about Mike
yuk!: spinach, onions, dancing
Ich spreche
 say where he lives
freetime:
Deutsch.
 say what languages he speaks
skating,
I can speak
 say what he likes, loves and hates English.
swimming
Vienna,
 say what he does in the afternoons Parlo Italiano.
Austria
 write about his family
 say why you like him
1 brother (4), 2 half-sisters (14, 18)
stepfather (nice, funny)
Dog - Rex
This is my friend Mike. He is _________________years ____________.
Mike ______________ in _______________.
He speaks ___________, ______________ and ______________________.
He likes _____________________ and _______________________ and he loves
________________________ but he hates ______________and _____________.
He ___________________ skating __________ he ___________________swimming ___________
he ______________________dancing.
He ___________________ a dog. ___________ name is ________________.
He has got a ____________________ . ___________ brother ___________four years old.
He has got two ____________________ . ___________ step-sisters ___________14 and 18 years
old.
He has got a stepfather. His stepfather is ______________ ____________ _____________.
I like Mike because he is ________________________
Words:
and | but | because
live(s) in | speak(s) | love(s) | like(s) | hate(s) | has got | go(es)
Lösungsvorschlag:
This is my friend Mike. He is eleven years old.
Mike lives in Vienna, Austria.
He speaks German, English and Italian.
Mike likes ice cream and milkshakes and he loves chocolate but he hates spinach and onions.
He likes skating and he loves swimming but he hates dancing.
In his free-time he always goes skating or swimming.
Mike has got a big dog. Its name is Rex. I like Rex.
Mike has got a brother and two step-sisters. His brother is four years old and his step-sisters are 14
and 18 years old. His stepfather is nice and funny.
I like Mike because he is cool and funny.
©Pölzleitner
11
4th test
Unit 5
2a/b
May 29th, 2013
1. Listening
1. Listen for sports -Tick the ones you hear








climbing
ice hockey
ice skating
BMX freestyle
downhill racing
indoor tennis
indoor climbing
abseiling
2. What is true about Jonathan? Tick the sentences that are true






He’s an adventurous person.
His first adventure was on a school trip
He started climbing when he was 15
He thinks that the most important thing about climbing is to have fun.
He thinks that the equipment can be very expensive
He has never hurt himself while climbing
3. What do you think is true about Jonathan? Choose the correct
word/phrase:
a) In the holidays Jonathan likes to do something exciting /relax.
b) If Jonathan gets hurt (e.g. breaks an arm or leg), he would stop /go on doing
dangerous things.
c) Jonathan is careless / careful about safety.
d) Jonathan likes to do things alone/with his friends.
©Pölzleitner
12
Unit 5
 Reading
Read the excerpt from the school rules and answer the questions
SCHOOL RULES
1. _______________________Pupils of the school should, at all times, in and out of school, be polite towards others
2. _______________________
All pupils have to stay in the Dining Hall throughout their lunch period.
3. ________________________
a) Movement - inside the school buildings should be quiet, in single file on the left-hand side of stairs and corridors.
b) No pupil is allowed inside the buildings (other than The Dining Hall), during mid-morning break or during the lunchtime.
4. ________________________
a) Pupils are not allowed to leave the school during school hours
b) During breaks, games including football are allowed on the tennis court only. NO games of any type in the courtyard.
c) Pupils should travel directly between home and school and not hang around
d) Pupils have to wear their full school uniform on the way to and from school.
5. _________________________
a) You are not allowed to bring magazines or reading matter into school.
c) You are not allowed to bring electronic equipment to school e.g. radio, mobile phone, camera or mp3 players. d)
Chewing gum is not allowed in school.
e) Make up is not allowed.
1. Find 5 things that you are not allowed to do at Stanwell school and write
them down.
2. Find the correct titles for the paragraph and write them in
General | Outdoors | Indoors | Lunch | other rules
2.
Tick the things you are allowed to do.
 Eat lunch outside
 Play football on the tennis court
 Wear jeans on your way to school and put on your uniform in school.
 Bring your Bravo magazine to school and read during lunch break
 Wear eyeliner and lipstick
 Go down the stairs on the left hand side
©Pölzleitner
13
3.
Unit 5
Focus on Form – Routinentraining
Have to / allowed to
a)
I can write what people are allowed to do
What are the children allowed to do (+) or not alllowed to do (-)?
1) Tina / go out on weeknights (-)
2) Tom / go to the cinema during the week (+)
3) Tina and Monica / have a dog (+)
4) Tom and Paul / have any pets (-)
5) Complete and answer the question
What _________________________________(you / allowed to) do on
Saturday evening?
I
b)
I can say/ask what people have to do
Complete the dialogue with
have to (alle Formen auch Verneinung!)
tidy up / clean / do / stay
What are the rules in your family?
I ___________________ my room once a week but I
________________________ the bathroom.
But I think it’s unfair. My little sister _______________________anything.
Eveybody thinks she’s still a baby. There’s one rule, though: She
________________ out of my room.
Complete and answer the question
What _________________________________(you / have to) do in the
household?
I
but I
©Pölzleitner
14
c)
Unit 5
I can talk about experiences and events
Fill in the correct forms of to be and short answers.
 _____________ you ever _____________ to America?
 No, I ___________________.
 ______________you ever _____________ to England?
 Yes, I __________________. I ______________________ (be) there three
times.
When ____________________(be) the last time?
 I ________________(be) there last year in spring. It _______________
(be) very nice.
Make a similar dialogue. Use the prompts
 (ever / win a prize?)
_______________________________________________________?
 No, __________________________.
 (ever / do something dangerous?)
_______________________________________________________?
 Yes, __________________________.
(I / go climbing / in a cave)
 (When / you /go climbing in cave?)
_______________________________________________________?
 Two years ago. (It / be / silly)
Two years ago. It ______________________________________,really.
(I / break / my leg)
__________________________________________________________
©Pölzleitner
15
4.
Unit 5
Writing
Topic 1 -
My school rules
A student from England is going to come to KLEX next year. In his email he asked you
about the rules at KLEX.
Write an email back (about 120 words) in which you
 explain the rules during OL
 explain the rules in the breaks
 explain general rules



Say what you think about the rules (explain in detail for some of them)
If you want: Say what rules in your dream-school are
Remember to make this an email (beginning / ending / refer to his
email)!
or Topic 2 - My exciting life (You are allowed to LIE!)
Imagine you’ve got a blog named “my exciting life”. In your first entry (~120
words) you write about your life.
Tell your readers




What you have done in your life
Tell them about some of your experiences in more detail
What you haven’t done yet (and want to do)
Your plans for what exciting thing you are going to do next (in detail! What,
why, when, where ….)
Success
criteria
excellent
well done
done
Your text has the correct length and the correct text type.
It is good to read. The ideas are connected, details are
given for many of the ideas. I can understand everything.
There are hardly any mistakes in basic grammar and
spelling of known words, the new structures (have to/
allowed to / present perfect vs past) are often used
correctly (more than 75%).
New words and phrases are used, sometimes correctly. (SO
USE YOUR DICTIONARY)
Your text has the correct length and the correct text type.
It has got an introduction. Some ideas are connected,
details are given for some of the ideas. I can understand
almost everything.
There are few mistakes in basic grammar and spelling of
known words, the new structures (have to/ allowed to /
present perfect vs past) are sometimes used correctly.
(more than 50%)
Simple words and phrases are used.
Your text has the correct length. Basic ideas are give but
not connected or explained.
©Pölzleitner
Dein Text hat die richtige Länge und ist der richtige Texttyp.
Er ist ansprechend zu lesen. Die die Ideen sind miteinander
verbunden. Du gibst detailliere Ausführungen für viele der
Ideen. Ich verstehe alles was du schreibst.
Es gibt kaum Grammatik und Rechtschreibfehler bei
bekannten Strukturen und Wörtern, die neuen Strukturen
sind fast immer richtig verwendet. Du verwendest
neue/unbekannte Wörter und Phrasen (auch wenn nicht
immer richtig) Verwende dein Wörterbuch!
Dein Text hat die richtige Länge und ist der richtige Texttyp.
Er hat eine Einleitung und manche Ideen sind miteinander
verbunden. Du gibst detailliere Antworten für einige der
Ideen. Ich verstehe fast alles was du schreibst.
Es gibt wenige Grammatik und Rechtschreibfehler bei
bekannten Strukturen und Wörtern, die neuen Strukturen
sind meistens richtig verwendet. Du verwendest einfache
bekannte Wörter und Phrasen
Dein Text hat die richtige Länge. Die Ideen sind nicht
miteinander verbunden. Es gibt viele Grammatik und
Rechtschreibfehler.
16
Unit 5
3rd test
2b GIBS
2001
I. Skiing Vocabulary
1. Label the picture of the skier. Find 15 words for the skiing outfit.
2. What might the skiing instructor be saying to the lady? Write 5 sentences.
April 2nd,
II. Experience
a. How many times have you done the following? Write true sentences using the expressions in
the box
go in an airplane; milk a cow; break an arm or leg; cook a meal; fail an exam; see a poisonous
snake; take a ferry-boat; cut your finger; lose a key; catch a fish;
b. Choose one of the above sentences and write a short paragraph about this experience. When
did it happen? Describe the event in detail.
III. Letter to the BBC
The BBC are looking for the most daring and courageous teenagers of the year.
Mr./Miss Daredevil will be elected in a quiz show next week. Young people are invited to send in
their applications to take part in the show and contest.
Write a short letter to the BBC and tell them how courageous and daring you are. Tell them about
all the dangerous and extraordinary experiences you have had in your life. (Invent some incredible
experiences) Write about 200 words.
Start like this:
Dear Mr. Showdy,
I would like to take part in your next show and courage contest. I am the most courageous and
daring person in my whole school...
©Pölzleitner
17
3rd test
Topics:
Unit 5
2b GIBS
Friday, May 9th 2003
General Reading Comprehension
Grammar: Expressing experiences in the present perfect tense
Reading Project
1. Reading Comprehension (20p)
…
2.. ‘I need a job.’ (40p)
You want to earn some money and decide to find a little job. Think of things you do well, such as
babysitting, gardening, mowing the lawn for old ladies, shopping, tutoring younger children in
Math, English or German. You might want to be a librarian at your local or church library or you
might be a computer freak who can install and debug programs for your neighbors and friends. You
might be an animal lover and walk dogs or feed cats and hamsters while their owners are on
holiday. You might also have other ideas and skills.
You have just found some interesting job offers posted on your school notice-board. Choose a job
you would like to do and write a short letter of application.
Describe yourself as a very skilled and experienced person in the area of your choice. Use the
present perfect tense to describe your general experiences and the past tense for specific events.
Start like this:
Dear Mr./Mrs. …………,
I have just read your advertisement on our school notice-board
and I feel that I am the ideal person to help you. …
Write about 150 words.
3. Reading Project: (40p)
A: Extraordinary Events
Choose a dramatic event in your book and write a short news story about it.
Be sure to cover the 5 W’s – who, what, when, where, why.
Find a fitting title. Write about 150 - 200 words.
©Pölzleitner
18
Unit 5
4th Test
year 4 GIBS
June
1. Grandma’s complaint:
Look at the two pictures and continue Grandma’s complaint about the changes that have happened
in the last 50 years.
Write a text of about 200 words. Include some description of the old, unspoilt Belcombe and
describe some of the major changes. Give details (what, who, when, why…) about one of the
changes. Start like this:
Belcombe used to be an unspoilt village on the south coast of England, but you wouldn’t recognize
it now….
2. Famous Personality:
Choose a famous person from any area of life whom you really admire. Explain why you have
chosen him/her. What are his/her outstanding achievements and contributions to society?
3. Find plausible excuses:
You’ve been acting strangely recently and your mother is very suspicious and alert. She notices
everything and constantly asks for explanations.
Find plausible excuses for the following things. Write one full sentence for each one.
Your hair is wet:
Your hands are shaking:
You’ve got blood on your hands:
There’s sawdust on the floor:
You look tired:
4. Mrs. Pölzleitner’s biography: Use the following notes to write a coherent text about Mrs.
Pölzleitner’s life. You may add little details to make the text more lively and interesting. (Feel free
to invent some details.)
born in Bruck/Mur 1960, school in Bruck till 1974, boarding school in Graz, graduate from
highschool in 1979, live in Graz 1979 to now, fall in love 1981, get married 1989, know husband
over 30 years, daughter Anna 1993,
Career: study English and French 1979 to 1984, 1980/81 year in Montclair, New Jersey, graduate
from university in 1984, start teaching at Schulschwestern 1985, teach at GIBS 1990 to now, 4
years of maternity leave between 1993 and 1997, during that time 1 year in Pittsburgh
©Pölzleitner
19
2nd test
Unit 5
5b GIBS
January 2013
1. Newspaper article: write about 200 -250 words
Choose an event in your novel that would make it into a local
newspaper. Write a well-structured article informing your reader about
the event.
Tip: Don’t forget to find a catchy title, a lead (intro sentence that will capture the readers’
interest and tell them what to expect). Answer the 5 Ws: Who? What? When? Where?
Why?. Remember: use formal language in your article.
2. Choose ONE of the following tasks and write about 200-250 words.
a: Be a Friend
When you are faced with a problem, it often helps to get some good
advice and tips from a friend. Go through your novel and choose a
moment where your main character is in trouble or sad and needs
some help from a friend. Write him/her a letter giving encouragement and advice in
this difficult situation.
or b: Diary
Choose an interesting point in your novel (a high point or a low point)
and slip into your character’s mind. Write a diary entry for that day.
In your diary reflect upon the events that have happened, your feelings
about them and possible solutions or consequences in the future.
©Pölzleitner
20
1st TEST
6b GIBS (90min)
(1) LISTENING COMPREHENSION
Unit 5
25 Oct 2013
Points: ____ / 16
You are going to listen to a podcast about Malta as a popular
destination for filmmakers. 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 spaces next to the sentences. The first
one (0) has been done for you.
After the second listening, you will have 45 seconds to check your
answers.
Hollywood in the Mediterranean
0
The islands of Malta have become well known for
_G_.
Q1
Malta has both natural and man-made places _____.
Q2
Holiday makers and film directors _____.
Q3
The film sequences done in the United States _____.
Q4
Places found only on the islands of Malta _____.
Q5
The special southern feel of the islands _____.
Q6
Only a minimum of additions are necessary _____.
Q7
American film producers are drawn to Malta _____.
Q8
An indoor place to create special water scenes _____.
A
have similar reasons for liking Malta
B
can be managed due to the shuttle service
C
that have featured in various films
D
to turn it into a historic film set
E
because communication with locals is easy
F
is an added extra for film makers
(G
hosting popular films and TV series)
H
make it perfect for all kinds of films
I
can be matched with Maltese scenes
J
use tourists in crowd scenes
K
creates a stress free atmosphere
©Pölzleitner
21
Unit 5
(2) READING
Points: ____ / 18
Read the text about a different kind of holiday, then choose the correct answer for questions 15 on the following page. Put a cross () in the correct box.
Learning Holidays
Libby Purves learned survival skills in Canada and painting in Kent – forget lying on
a beach
The best trips teach you something, even if it is only a few Mexican dance steps or how to
do Compostage des Billets. But I have a particular weakness for being formally taught
rather than picking things up. Some of the best holidays I ever had were physically or
mentally quite strenuous, as I willingly revert to the status of a somewhat unpromising
pupil. There is something inspiring about going away to learn something.
Part of the attraction is being taught by a local. It beds you into the country faster than
anything else. Where's the fun in taking your own British ski instructor, for instance? All
they know is the right way to bend your knees. Ski with a proper Austrian, Swiss or
Norwegian and you learn the stories of the mountain, the legends of trolls or Krampus, the
local lore of avalanche and blizzard.
Go white-water rafting on the Dalaman river and an authoritative Turk takes charge of you
and lectures you about the environmental evils of dams as you hurl yourself from side to
side and dig the paddle in. Canoe the rapids of the Athabasca, as we did, under the
command of a tough Canadian hunter, and you find yourself strangely thrilled as you obey
his instructions to put mothballs round the tent at night and hang your food-box in a tree to
deter marauding bears.
Even an Azorean taxi-driver guide can exert pleasing authority: in thick fog at the top of a
mountain I suggested we go back down, but he said: “No-no! Mist will go soon. Best view
of volcano. Is necessary that you see.” Ten minutes later he was proved right.
I suppose there are people who don't like being bossed around when they're on holiday,
but I love it. Putting yourself under authority and instruction, you discard your dull
competent daily self and believe for a while that you hold untapped potential: there is a
future again, as there was when you were a child.
One of my best trips ever involved signing on as a somewhat past-it cadet on the
Norwegian square-rigger Staatsraad Lehmkuhl and racing through a North Sea gale: if you
shout “Blue Watch 23!” at me even now, eight years later, I snap to attention and reply
“Hoy!”.
The latest addiction is the short learning break. These work best when you accept your
limitations. Once you grasp that you will probably never be any good, there are any
number of things to attempt under kindly instruction within the UK – hurdle making, carving
decoy ducks, singing.
I am devoted to the ramshackle and ineffably artistic Flint House, in Broadstairs, where I
first spent a blissful weekend painting an icon under Peter Murphy's tutelage (proper egg
tempera, natural paints, rubbing gold-leaf down with an amethyst). The aim was not to
become a painter of icons, but to understand them better.
The following year I signed up there with Martin Cheek, the mosaic artist, and became a
slapdash mosaicist. I clipped tesserae for two days (sending shards everywhere), learnt
what andamento means and created a startling owl with mad glass eyes of Venetian
©Pölzleitner
22
Unit 5
millefiori.
Part of the appeal, admittedly, is that sitting round a big table with glue and art materials
and a teacher is exactly like being back at nursery school, only with coffee instead of milk.
Let others lie in warm hammocks reverting to the womb. I revert to four years old instead,
and life is good again.
Q1
When on holiday, the author very much likes
 learning from watching.
 learning by doing.
 dancing with locals.
 attending formal courses.
Q2
According to the author, enjoyable holidays are quite
 expensive.
 demanding.
 helpful.
 relaxing.
Q3
The advantage of native teachers is their knowledge of
 tales and folktales.
 the skill they teach.
 local traditions.
 local people.
Q4
In contrast to other holidaymakers, the author
 tries to avoid strict guidance.
 is happy about strict guidance.
 is happy to get rid of routines.
 tries to use her routines.
Q5
One of the author’s most unforgettable holidays involved
 a breathtaking view from a volcano.
 being informed about environmental problems.
 being a sailor.
 white-water rafting.
Q6
Through her painting experience, the author
 realized that she was a gifted person.
 learned to overcome her limitations.
 learned to make strange animals.
 got an insight into the artist’s work.
©Pölzleitner
23
(3a) VOCABULARY
Unit 5
Points: ____ / 20
Sustainable Tourism for Dummies
In class you have learnt about various forms of sustainable
tourism and its benefits. Choose one of the following
terms
 Ecotourism
 Green Tourism
 VolunTourism
 Community Based Tourism
 Slow Travel
and explain it briefly for someone who has never heard of sustainable tourism before. Address
the following questions in your explanation:
 What are the most important features of this kind of tourism?
 Who benefits from this kind of tourism?
Write approximately 100 words. Use professional vocabulary to express your ideas precisely
and efficiently.
(3b) VOCABULARY
Points: ____ / 6
Dos and Don’ts of a Responsible Tourist
Being a responsible traveler is not very difficult, but it does require one to think about the way
one is travelling and the impact our actions might have. Write down 3 meaningful suggestions
for travelers what they should do before and/or during their trip to make their vacation more
sustainable and green.
Write down full sentences for each suggestion. You don’t have to elaborate them in detail.
©Pölzleitner
24
Unit 5
(4) ARTICLE WRITING
Points: ____ / 40
Choose one of the following tasks and write about 300 words in an appropriate style. Use the
five paragraph structure and don’t forget to give your article a fitting title.
A)
TRAVEL & TOURISM
Visiting the amazon
rainforest
This trip will be the holiday of your lifetime: 30 hours by
boat, taking you into another world, right in the heart of the
rainforest, far from roads, shops and commercial tourist
lodges. You will spend a week at one of the most remote,
spectacular areas of Brazil.
You have just returned from one of the three holiday trips with your friends and the local newspaper
Weekend has asked you to write an article about your unique experience for their weekend edition.
In your article, you should



b)
describe this interesting and different type of holiday
discuss the benefits of this kind of trip and
inform the reader of possible challenges or risks involved.
NEW MEDIA
The parents association of your school has recently invited the famous neuroscientist Prof. Spitzer
to give a talk about the dangers of Smartphones and other new media.
Some members of staff are now planning to restrict media use and have suggested a complete ban
of cell phones in the school building while another group of teachers is planning to use a set of
school-owned tablet computers in class.
What is your view on this issue?
Write an article for GIBS News explaining your and your fellow students’ views. In your article, you
should



explain the role and use of new media among teenagers
discuss the advantages and
comment on possible dangers that the new media might have.
Good luck!
©Pölzleitner
25
Unit 5
A few examples of SRP-type writing tasks (from the BIFIE homepage)
Report
Writing (30 minutes)
The Council of Europe is trying to set European standards for sports facilities in schools. In
order to find out the needs and wishes of young people, schools have been asked to send in
reports on what their students would like to have.
Your school has interviewed students aged 14 – 18 with the following results:
Write a report.
In your report you should
analyze the chart
evaluate the benefits and costs of each feature
recommend two sports facilities
Article
You see the following announcement in Vienna Review, an Austrian magazine read mainly by
the international community.
Youth Concerns
We are inviting young readers to write an article on one of the problems faced by young
people today: The need to adhere to current beauty ideals at any cost. We will print the three
best articles.
In your article:
explain one way of achieving this
evaluate advantages / disadvantages of this measure
suggest an alternative
Write an article of about 220 words.
©Pölzleitner
26
Unit 5
Letter of complaint
You and your parents spent a 10-day holiday at a hotel whose advertisement you can see
below. Some of the services listed in the advertisement were not available. Write a letter of
about 150 words to the manager in which you complain about the following:
• no porter on arrival – long wait
• spa pool, sauna – under construction
• camera stolen from the car in the car park
• neighbouring disco noisy at night
ABBEYGLEN CASTLE HOTEL
Clifden, Connemara, Co. Galway, Eire.
Abbeyglen Castle is a four star luxury hotel set in idyllic
gardens with open fires, candlelight dining, elegant
bedrooms, Jacuzzi spa pool, sauna, afternoon Tea, car
parking, porterage, warm welcome and peace and
quiet.
Golf, fishing, pony trekking and hill walking nearby.
Pets welcome.
SPECIAL OFFERS
Any 3 days June £179
Any three days July/August £199
DINNER, BED AND BREAKFAST
© Bundesinstitut für Bildungsforschung, Innovation & Entwicklung des österreichischen Schulwesens
Article: Beispiel einer Schreibaufgabe (article) auf Niveau B2 für Englisch:
Extreme cheating in the news


Last year eight parents and teachers were jailed in China after using hitech communication devices to help pupils cheat in college entrance
exams.
1,171 pupils caught cheating in an exam in Kenya last summer were
punished by having to wait two years before they could re-sit any exams.
Candy, June 2010, p.51
Candy, an English teen magazine, is doing a series of articles on exam cheating and is
interested in teenagers’ attitudes to cheating. As a prize for the best entries, Candy is
giving away Bluetooth earpieces. You have decided to send in an article to the
magazine. You should:



describe a case of cheating you have heard about
discuss how cheating methods have changed in recent years
explain your personal attitude to cheating in exams
Write around 250 words. Give your article a title.
©Pölzleitner
27
Unit 5
© Bundesinstitut für Bildungsforschung, Innovation & Entwicklung des österreichischen Schulwesens
ESSAY: Beispiel einer Schreibaufgabe (essay) auf Niveau B2 für Englisch:
You see the following advertisement on the website of an international newspaper:
You have decided to take part in the competition. In your essay argue if technology
has changed our life for the better or for the worse.
You should:



outline the effects of technology on people’s free time
discuss the consequences for education and learning
analyse the influence of so much technology on people’s health
Write around 400 words. Give your essay a title.
For more examples of SRP-type tests in year 7 and 8 (over 100 min) check the BIFIE Leitfaden and
the homepage of the BMBF:
http://www.bmukk.gv.at/schulen/unterricht/ba/reifepruefung_ahs_mslf_lf.xml
©Pölzleitner
28
Unit 5
Examples of writing tasks for lower school:
© Klex, Mag. Laura Bergmann and Mag. Christoph Schopper
Your room’s a mess!
(Do this exercise after you’ve done TB p.50/ex7)
This is your room. It’s a mess. Your mother is angry.
Das ist dein Raum. Er ist unordentlich.
Write a dialogue between you and your mother.
Schreibe einen Dialog zwischen dir und deiner Mutter.
 Your mother comes into your room. She
sees the mess and is angry. Deine Mutter
kommt in dein Zimmer. Sie sieht die Unordnung und
ist zornig.

soft toys
Your mother asks you where things are and
where they belong. (At least 3 times) Deine
Mutter fragt dich wo Dinge sind und wohin sie
gehören.

You answer your mother’s questions. Du
beantwortest die Fragen deiner Mutter.


Your mother asks you to tidy up. Deine Mutter bittet dich aufzuräumen.
You agree and you say that you are sorry. Du stimmst zu und entschuldigst dich.
Success criteria
A
B
C
D
F
Your text is 50-80 words long or longer. It follows the structure
given. Your sentences are connected (and, but are used
correctly) and always coherent.
At least one idea (bullet point) is described in more detail, all
bullet points are mentioned. Your text relates to the picture.
There aren’t many mistakes in grammar and spelling of basic
words.
Your text has the correct length and structure.
All bullet points are mentioned. You sentences are connected
(and, but are used correctly most of the time) and often
coherent. Your text relates to the picture. The reader can
understand what you mean most of the time. Basic words and
phrases are used correctly. There are some mistakes in
grammar but basic words are spelled correctly in most cases,
structures are often used correctly.
Your text has the correct length. The structure is not always
clear. Most bullet points are mentioned but ideas are not
connected or explained.
The reader can understand what you mean most of the time.
Basic words and phrases are used correctly most of the time.
With help you reach B or C
e.g. text too short, less than half of the bullet points
mentioned, basic words and phrases often incorrect, severe
breakdown of communication, German words used
©Pölzleitner
Dein Text hat die richtige Länge und folgt der vorgegebenen
StrukturDeine Sätze sind miteinander verbunden (and, but) und
Bezüge zwischen den Sätzen sind immer klar.
Zumindest einer der angegebenen Punkte ist etwas genauer
ausgeführt, alle Punkte sind erwähnt. Dein Text passt zum Bild.
Alle angegebenen Punkte sind erwähnt. Dein Text passt zum
Bild.
Es gibt ein paar Grammatikfehler aber einfache Wörter sind
meistens richtig verwendet und einfache Strukturen häufig
richtig verwendet.
Dein Text hat die richtige Länge, die Struktur ist jedoch nicht
immer klar.Die meisten angegebenen Punkte sind erwähnt,
aber nicht miteinander verbunden oder erklärt. Der Leser
versteht meistens was du meinst.
Es gibt häufig Grammatikfehler oder Rechtschreibfehler.
Einfache Wörter und Phrasen sind meist richtig verwendet.
ODER ohne Hilfekärtchen liegt dein Level unter C z.B. der Text
is zu kurz, weniger als die Hälfte der Punkte erwähnt, einfache
Wörter und PHrasen häufig falsch, die Kommunikation gelingt
nicht, Deutsch wird verwendet.
29
Unit 5
Help card: Your room’s a mess!
Mum: Oh my god!
You: What’s the matter?
Mum: Your ______________ a mess!
You: My room’s _______________?
Mum: Yes, your ___________________. Where ____________________
belong?
You: On ______________________.
Mum: That’s right. ________________ bookshelf. Look, there
_______________________ and there are some
_____________________________.
You: But Mum…
Mum: And where ____________________________________?
You: _______________________.
Mum: That’s ___________. ______________________. Look, there
________________ floor.
You: But …..
Mum: And ____________________________pens belong?
You: ___________________________________
Mum: _______________________________
You: I’m sorry, Mum.
Mum: ___________it _____________!
You: Yes, Mum. Sorry.
Help card Julia’s room
In the picture you can see Julia’s room.
There’s a …… . On the …. there is a ….
Next to the …. there is a…. . On the …. there is a ….
Julia has got a big window in her room. Next to the …. there is a ….
In the …. there are many ….and …..
Next to the …. there is a …...
The room is a mess. There are ….. on the floor.
One drawer is open. …… there are ……
I (don’t) like Julia’s room because ……
drawer = Lade
rug = Teppich
doll = Puppe
Useful words
Bunk bed | teddy bear | chest of drawers | picture | cupboard | books | soft
toys | door | school bag | rug | drawer | doll | doll house | hat
©Pölzleitner
30
Unit 5
Julia’s room
Describe Julia’s room
 Describe Julia’s room
in a way that the
reader can imagine it
well. Beschreibe Julia’s
Raum so, dass der Leser ihn
sich gut vorstellen kann.

Say what there is in
the room. Sag was es im
Raum gibt.

Say where the things.
Use prepositions. Sag
wo die Dinge sind –
verwende Präpositionen.

Say if YOU like the
room. Explain why
(not). Sag ob du den Raum magst. Erkläre warum.
Success criteria
A
Your text is 50-80 words long or longer. It has an introductory
sentence. Your sentences are connected (and, but are used
correctly) and always coherent and cohesive.
At least one idea (bullet point) is described in more detail, all bullet
points are mentioned. Your text relates to the picture.
There aren’t many mistakes in grammar and spelling of basic words.
B
Your text has the correct length and an introductory sentence.
All bullet points are mentioned. You sentences are connected (and,
but are used correctly most of the time) and cohesive/coherent most
of the time. Your text relates to the picture. The reader can
understand what you mean most of the time. Basic words and
phrases are used correctly.
There are some mistakes in grammar but basic words are spelled
correctly in most cases, structures are often used correctly.
Your text has the correct length. The structure is not always clear.
Some sentences are incoherent. Most bullet points are mentioned
but ideas are not connected or explained.
C
D
e.g. text too short, less than half of the bullet points mentioned,
basic words and phrases often incorrect and incoherent, severe
F
©Pölzleitner
Dein Text hat die richtige Länge und hat einen
Einleitungssatz.
und Bezüge zwischen den Sätzen sind immer klar.
Zumindest einer der angegebenen Punkte ist etwas
genauer ausgeführt, alle Punkte sind erwähnt. Dein
Text passt zum Bild.
Dein Text hat die richtige Länge und einen
Einleitungssatz.
Alle angegebenen Punkte sind erwähnt. Dein Text passt
zum Bild.
nicht immer klar. Die meisten angegebenen Punkte
sind erwähnt, aber nicht miteinander verbunden oder
erklärt. Der Leser versteht meistens was du meinst.
Rechtschreibfehler. Einfache Wörter und Phrasen sind
meist richtig verwendet.
ODER ohne Hilfekärtchen liegt dein Level unter C z.B.
der Text is zu kurz, weniger als die Hälfte der Punkte
erwähnt, einfache Wörter und PHrasen häufig falsch,
die Kommunikation gelingt nicht, Deutsch wird
verwendet.
31
Unit 5
Mike’s typical day
Look at the chart and write about Mike’s typical day. You don’t have to mention everything. Write
about 80-100 words. Schau dir die Tabelle an und schreibe über Mike’s typischen Tag. Du musst nicht alles
erwähnen. Schreibe etwa 80-100 Worte.
time
6:00
6:05
6:15
6:45
7:25
7:45 – 15:30
12:45 – 14:00
16:10
16:10-16:30
16:30-18:00
18:00
20:15
20:15-20:50
Mike’s comment
terrible! Too early! 
wake up
get up and get dressed
breakfast
leave home
get to school
school
lunch break
get home
take dog for a walk
watch TV, play computer games,
read or listen to music
dinner
go to bed
read
hot chocolate and toast! 
ok
lunch – yuk! play in yard 
every day! 
with mum and dad, yummy! 
ghost story!
Success criteria
A
B
C
D
F
Your text is 80-100 words long or longer. It has an introductory
sentence. Your sentences are connected (and, but are used
correctly) and always coherent and cohesive.
At least one event is described in more detail, all events are
mentioned. Your text relates to the chart.
There aren’t many mistakes in grammar and spelling of basic
words.
Your text has the correct length and an introductory sentence.
All bullet points are mentioned. You sentences are connected
(and, but are used correctly most of the time) and
cohesive/coherent most of the time. Your text relates to the
chart. The reader can understand what you mean most of the
time. Basic words and phrases are used correctly.
There are some mistakes in grammar but basic words are
spelled correctly in most cases, structures are often used
correctly.
Your text has the correct length. The structure is not always
clear. Some sentences are incoherent and/or not cohesive.
Most bullet points are mentioned but ideas are not connected
or explained.
e.g. text too short, less than half of the events mentioned, basic
words and phrases often incorrect and incoherent, severe
©Pölzleitner
Dein Text hat die richtige Länge und hat einen
Einleitungssatz. Deine Sätze sind sinnvoll miteinander
verbunden (and, but) und Bezüge zwischen den Sätzen sind
immer klar. Zumindest einer der angegebenen Punkte ist
etwas genauer ausgeführt, alle Punkte sind erwähnt. Dein
Text passt zur Tabelle.
Dein Text hat die richtige Länge und einen Einleitungssatz.
Die Sätze sind meist sinnvoll und korrekt miteinander
verbunden.
Alle angegebenen Punkte sind erwähnt. Dein Text passt zur
Tabelle.
Es gibt ein paar Grammatikfehler aber einfache Wörter sind
meistens richtig verwendet und einfache Strukturen häufig
richtig verwendet.
Dein Text hat die richtige Länge, die Struktur ist jedoch nicht
immer klar. Die meisten angegebenen Punkte sind erwähnt,
aber nicht miteinander verbunden oder erklärt. Der Leser
versteht meistens was du meinst.
Es gibt häufig Grammatikfehler oder Rechtschreibfehler.
Einfache Wörter und Phrasen sind meist richtig verwendet.
ODER ohne Hilfekärtchen liegt dein Level unter C z.B. der
Text is zu kurz, weniger als die Hälfte der Ereignisse erwähnt,
einfache Wörter und Phrasen häufig falsch, die
Kommunikation gelingt nicht, Deutsch wird verwendet.
32
Unit 5
Compare Mike’s typical day to the following task:
What is your favorite day in the year?
Write about your favorite day in the year. How does your favorite day start? What do you do? How
does your day end? Tell us lots of details. Write as much as you can.
Or the speaking version:
Pölzleitner
©Pölzleitner
33
Unit 5
A new pen-friend
Your school wants to make an exchange with England. You got the email address of your exchange
partner. Deine Schule will einen Austausch mit England machen. Du hast die Email Adresse deines Austauschpartners
bekommen.
Write an email (80-100words) in which you Schreibe eine Email in der du
 Say hello – Deinen Partner begrüßt (Anrede)
 Say a few things about yourself – ein paar Dinge über dich selbst erzählst
 Tell your partner about your daily routine – ein paar Dinge über deinen Tagesablauf schreibst
 Ask your partner about himself/herself (at least five questions) – ein paar Fragen stellst
(mindestens 5)
 Say goodbye – dich verabschiedest
Try to work your questions into the text in a meaningful way! Versuche die Fragen SINNVOLL in
den Text einzubauen.
Success criteria
A
B
C
D
try again
©Pölzleitner
Your sentences are connected (and, but are used
correctly) and the sentences are always coherent and
cohesive.
of basic words.
All bullet points are mentioned. You sentences are
connected (and, but are used correctly most of the
time) and coherent/cohesive most of the time.
the time.
Your text has the correct length. The structure is not
always clear. Most bullet points are mentioned but
ideas are not connected or explained.
the time.
e.g. text too short, less than half of the bullet points
mentioned, basic words and phrases often incorrect,
severe breakdown of communication, German words
used
Deine Sätze sind miteinander korrekt und sinnvoll
verbunden (and, but)
Zumindest einer der angegebenen Punkte ist etwas
genauer ausgeführt, alle Punkte sind erwähnt.
Alle angegebenen Punkte sind erwähnt. Die Sätze sind
meist sinnvoll und richtig miteinander verbunden.
nicht immer klar.
Rechtschreibfehler.
z.B. der Text ist zu kurz, weniger als die Hälfte der
Punkte erwähnt, einfache Wörter und Phrasen häufig
falsch, die Kommunikation gelingt nicht, Deutsch wird
verwendet.
34

1. Preparing Students for a Test

Transcription

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