Welcome to Your Language Studies in the Sixth Form

German

in the

Sixth Form

0bf425dd6b50ba542bc3995c2605ecae.doc Page 1 of 40 0bf425dd6b50ba542bc3995c2605ecae.doc Page 2 of 40 INTRODUCTION

Welcome to your Language Studies in the Sixth Form.

You may find that making the adjustment from GCSE to AS initially overwhelming. This is because you will deal with a different level of language, one where you express opinions, thoughts, disagreements and agreements and also language that you will have to use at a greater length.

This guide will inform you on the course in general and will help parents and students to focus more efficiently on the various tasks at hand with general guidelines and advice to make the most of your Language Studies at this level.

All information given in the booklet covers the syllabus and general requirements for German.

THE IDEAL CANDIDATE

 is well organised  is not afraid to use computers  strives for 100% by critically reflecting on your writing and speaking skills  aims for fluency and communication  takes responsibility for learning  has good reading habits  knows how to paraphrase  knows synonyms and antonyms  can work independently on listening and reading tasks  adapts to different activities  understands the examination criteria  uses the language assistant fully  asks for help  does not give up at the first hurdle

0bf425dd6b50ba542bc3995c2605ecae.doc Page 3 of 40 Expectations

What do we expect from you?

 regular punctual attendance at all lessons and conversation lessons (no less than 95% in each half term). Failure to do so will seriously jeopardise your future on the course.  completion of all homework. This includes oral presentation and preparation, listening, reading, writing and learning vocabulary  approximately 5 hours of work outside the classroom every week  discuss any difficulties you are having before they become too serious  a mature attitude to your studies  actively seeking help using specialist language resources/reference centre/ websites/ assistants  your opinions, ideas and suggestions, your voice!

What can you expect you from us?

 work will be set and marked regularly with written feedback  we will listen to you and support your study and help where necessary  we will set ways for improvement (by target-setting, referral to other resources)  we will encourage your independent study and research from the outset.  we will provide interesting lessons which will lead you towards your target grade  we will follow up on work missed and have regular contact with parents

We will take appropriate action should your attitude and/or effort jeopardise your expected grade.

0bf425dd6b50ba542bc3995c2605ecae.doc Page 4 of 40 YOUR SURVIVAL KIT

A good bi-lingual dictionary. You will need a bigger one than the one for GCSE, preferably with a list of verbs in various tenses. A dictionary and grammar book will be recommended. An A3 lever arch ring binder with subject dividers to manage your AS/A2 notes. Highlighter pens and a hole-punch will be very useful. Access to the Internet at home and at school so that you can research topics. E-mail access is also useful. Regular access to a quality English newspaper (no tabloids). Familiarise yourself with what is happening in France/ Germany/ Switzerland/ Austria/ Spain/ Europe. Collect articles on the topics you will be studying. A video-recorder/DVD player for recording films/relevant programmes and playing pre-recorded tapes. A trip/exchange to the country you are studying. You should aim to spend at least 2 weeks at some time during your 2 year course or longer if possible. Try to participate in any trips that the department offers.

0bf425dd6b50ba542bc3995c2605ecae.doc Page 5 of 40 TIPS FOR SUCCESS

Study skills:

 Listen and read authentic material  Use the Target Language throughout lessons.  Dictionary skills  Use of a monolingual dictionary  Collecting data on a data base  Effective listening skills  Use of ICT and internet  Independent research of topics  Summarising  Extracting key information  Developing writing skills  Formal and informal writing  Begin to develop creativity.

Listening:

It is about training your ear to a new phonic system. Therefore, you need regular (daily) practice.

 Listen to a variety of material (conversations, news items, reports, interviews, music…)  Take advantage of opportunities in town, on TV, in London.  Hire or watch foreign films at home. Why not try and hide the subtitles for 10 or 15 minutes?  Attend your lesson with the assistant regularly.  Borrow audio and video tapes from the department and the LRC.  Use satellite channels for foreign programmes.  By using the target language in class, your listening skills will improve as well.  Do not try and understand everything, concentrate on key words and cognates.  Make sure that you know exactly what is required before you start. (dates, numbers, name, opinion…)  Before attempting any question, listen to the passage thoroughly to find out what it is about.  Do not be put off by a wall of sound. Keep at it. Listen out for key words and what you know rather than trying to understand everything which is being said.

0bf425dd6b50ba542bc3995c2605ecae.doc Page 6 of 40 Regular listening practice is essential and you will then:

 Extend your vocabulary  Increase your comprehension of topic-based language  Improve your ability to recognise language at speed  Consolidate language you have already acquired  Extend your awareness of accent and intonation  Recognise general and precise message.  Improve your accent

Speaking:

 Whenever you have the opportunity to speak the language, whether in class or outside, do so!  Contribute as much as you can in class and do not worry about other students’ ability.  Begin good habits by using Target Language at all times in class.  Attend your lesson with the assistant regularly.  Take part in Work Experience opportunity.  Do not try and translate your thoughts into the Target Language.  Incorporate phrases and structures recently taught.  You do not need to produce the perfect sentence.  Do not feel that others in the group are better than you.  As absurd as it might sound, speak to yourself in the target language – even out of school  Record your voice to practise pronunciation.  Learn to speak from bullet points.  Keep a record of useful phrases from listening and reading texts.  Compile a bank of useful phrases (how to express your opinion, introduce an idea, disagree…)  Be aware of current affairs in this country to be able to explain them in the foreign language you are studying.  Choose your topic carefully.  Remember that it should have a very clear link to a country in which the language you are studying is spoken

0bf425dd6b50ba542bc3995c2605ecae.doc Page 7 of 40 Reading:

 Do not be put off by lengthy pieces of writing.  Look at titles, headings and pictures, opening and closing paragraphs for clues to their content.  Look for familiar words, cognates  Refrain from over using the dictionary.  Aim to record between 5 and 10 new words per article.  Organise vocabulary into topic areas in a file rather than a note book.  Try skim reading the passage first of all and then deal with the details.  Read for pleasure. Find a magazine, book, article on one of your interests and read it.  You may want to subscribe to a magazine or newspaper (monthly).  Try reading a book you know well in English in a translated version -  Try to read a little but often.  At first, do not be too ambitious, read short texts, headlines and adverts  Use resources in the LRC. You will find magazines and newspapers in German.  You should aim to use the internet to access information from the media  When doing background reading, do not try to understand every word, instead, keep going if you can understand the gist of what you are reading.  Do not try and translate every sentence. Aim to understand the gist.  In the first half term, aim for short texts and a variety of different topics.  When summarising texts in English, choose topics of interest.

Writing:

 Learn new vocabulary, phrases and structures on a weekly basis.  Expect vocabulary and grammar tests regularly.  Compile a bank of useful set-phrases and link words and recycle them. Do not see language in isolation.  Brainstorm your ideas and organise them before you start writing.  Do not translate word for word.  As much as possible, try and force yourself to think in the Target Language.  Be aware of current affairs in this country to be able to explain them in the foreign language you are studying.  Record and use good vocabulary and phrases you come across in your reading.  Check your work thoroughly before handing in. This must become a habit!  Spend adequate time on a writing task. Don’t rush it.  Try to develop your ideas.  Plan / organise your thoughts in paragraphs.  At first, do not attempt to create sentences that you are capable of producing in English. Think of an alternative, or a simpler way of conveying the same message.

0bf425dd6b50ba542bc3995c2605ecae.doc Page 8 of 40 A little and often Practice, practice, practice Confidence is the key.

Exam Board: AQA

Centre number: 17655

AS(2009 onwards) A2(2010 onwards)

1651 2651 French

1661 2661 German

1696 2696 Spanish

Unit numbers AS and A2:

French German Spanish

Unit 1 FREN1 GERM1 SPAN1

Unit 2 FRE2 GER2 SPA2

Unit 3 FREN3 GERM3 SPAN3

0bf425dd6b50ba542bc3995c2605ecae.doc Page 9 of 40 Unit 4 FRE4 GER4 SPA4

0bf425dd6b50ba542bc3995c2605ecae.doc Page 10 of 40 The AS exam at a glance

Time marks weighting

Unit 1

Listening, Reading and 2 hours Raw:110 AS: 70% Writing. UMS:140

Available in January and June

Unit 2

Speaking 35 minutes Raw: 50 AS: 30%  Discussion of a stimulus card.(5 minutes) UMS:60  Conversation (10 mintes)

Available in January and June

0bf425dd6b50ba542bc3995c2605ecae.doc Page 11 of 40 COURSE CONTENT

General topic areas at AS

1. MEDIA  Television (TV viewing habits, range of programmes, range of channels including satellite and internet, benefit and dangers of watching TV)  Advertising (purposes of advertising, advertising techniques, curbs on advertising, benefits and drawbacks of advertising)  Communication Technology (popularity of mobile phones and MP3 players, benefits and dangers of mobile phones, internet current use and potential usage, benefits and dangers of the internet).

2. POPULAR CULTURE  Cinema (types of films, changing trends, the place of cinema in popular culture, a good film I have seen, cinema versus the alternative ways of viewing films.)  Music (types of music, changing trends, the place of music in popular culture, music I like, how music defines personal identity.)  Fashion/ trends (how we can alter our image, how does look define who we are, lifestyles and leisure activities, the cult of the celebrity).

3. HEALTHY LIVING/LIFESTYLE  Sport/ exercise (traditional sports versus “fun” sports, reasons for taking part in sport/physical activities, factors influencing participation in sport/ physical exercise, links between physical exercise and health.)  Health and well-being (alcohol, tobacco, other drugs, diet, including eating disorders, the “work/life” balance, risks to health through accidents.  Holidays (types of holidays and holiday activities, the impact of tourism on holiday destinations, purposes and benefits of holidays, changing attitudes to holidays).

4. FAMILY/ RELATIONSHIPS  Relationships within the family (Role of parents and importance of good parenting, attitudes of young people towards other family members, changing models of family and parenting.  Friendship (characteristics and roles of friends, conflicts with friends, importance of friends, friendship versus love.

0bf425dd6b50ba542bc3995c2605ecae.doc Page 12 of 40  Marriage and Partnership (changing attitudes towards marriage and cohabitation, separation and divorce, the benefits and drawbacks of staying single, changing roles within the home.

GERMAN Grammar Lists AS and A2

Advanced Subsidiary GCE and Advanced GCE candidates are expected to have studied closely the grammatical system and structures of the relevant foreign language during their course. In the examination they are required to use actively and accurately grammar and structures appropriate to the tasks set, drawn from the following lists. For structures marked (R), receptive knowledge only is required.

The case system Nouns • Impersonal • Gender • Separable/inseparable • Singular and plural forms • Modal (dürfen, können, mögen, • Genitive singular and dative mössen, sollen, wollen) plural forms • Auxiliary (haben, sein, werden) • Weak nouns • Infinitive constructions • Adjectives used as nouns • Negative forms Articles • Interrogative forms • Definite and indefinite • Tenses: • kein present Adjectives perfect • Adjectival endings perfect (modal verbs) (R) • Comparative and superlative imperfect/simple past (all verbs) • Demonstrative (dieser, jeder) future • Possessive conditional future perfect • Interrogative (welcher?) conditional perfect Adverbs Pluperfect • Comparative and superlative Passive voice (verbs with a direct object) • Interrogative (wann? warum? Passive voice (verbs with an indirect wo? wie? wieviel?) object) Qualifiers Imperative • sehr, besonders, kaum, recht, Subjunctive in conditional clauses wenig Particles (imperfect) • doch, eben, ja, mal, schon Subjunctive in conditional clauses Pronouns (pluperfect) (R) • Personal Subjunctive in indirect speech (R) • Reflexive Prepositions • Relative • Fixed case and dual case Clause structures • Indefinite (jemand, niemand) • Main clause word order • Possessive • Subordinate clauses (incl. • Interrogative (wer? wen? wem? Relative clauses) was?) Conjunctions Verbs Number, quantity and time • Weak, strong, mixed and (including use of seit, seitdem) irregular forms of verbs • Reflexive usages • Modes of address (du, ihr, Sie)

0bf425dd6b50ba542bc3995c2605ecae.doc Page 13 of 40 German A2 All grammar and structures listed for Advanced Subsidiary, plus: Verbs Tenses:  Perfect (all verbs including modal verbs)  Future perfect  Conditional perfect  Passive voice (verbs with an indirect object)  Subjunctive in conditional clauses (pluperfect) Other uses of the subjunctive • With als, als ob All forms of indirect speech Variations of normal word order Assessments

Unit 1: Listening, Reading and writing

FREN 1; GERM 1; SPAN 1

2 hours (AS 70%) 110 marks

Listening section

Candidates listen to approximately 5 minutes of material which is within their individual control. They answer all questions. This section comprises a task involving transfer of meaning into English and 2-4 items requiring short target- language or non verbal responses. Candidates are advised to spend approximately 30 minutes on this section.

Reading and Writing Section

Candidates answer all questions. This section comprises 3-4 items requiring short target language or non verbal responses, together with a cloze test. The cloze test comprises ten discrete sentences not based on any of the stimulus texts; in each case, candidates will be required to manipulate a given noun/ verb/ adjective.

Writing section

0bf425dd6b50ba542bc3995c2605ecae.doc Page 14 of 40 Candidates respond to one question from a choice of three. There is one question on three of the four AS topic areas. Candidates are advised to spend approximately 45 minutes on this section and must write a minimum of 200 words. The marks are allocated in the following way.

0bf425dd6b50ba542bc3995c2605ecae.doc Page 15 of 40 Assessment criteria: Writing

CONTENT marks Criteria

17-20 Very good  Response to the task is fully relevant with a good depth of treatment  Well organised structure in a logical sequence  Points made are well expressed and justified 

13-16 Good  Response to the task is mostly relevant with some depth of treatment  Structure is generally well ordered  Points made are mostly expressed and justified 

9-12 Sufficient  Response to the task is generally relevant, but treatment is often superficial  Reasonable structure with occasional lapses  Points are not always clearly expressed, and justification is only just sufficient 

5-8 Limited  Limited response to the task with some relevant information conveyed.  Limited evidence of structure  Points made sometimes difficult to understand, and justification is weak. 

1-4 Poor  Limited response to the task, with little relevant information conveyed  No real structure  Points difficult to understand, and little or no justification 

0 The answer shows no relevance to the task set. A zero score will automatically resulting a zero score for the answer as a whole

0bf425dd6b50ba542bc3995c2605ecae.doc Page 16 of 40 Quality of Language

Range of vocabulary Mark Criteria 5 Wide range of appropriate vocabulary

4 A range of appropriate vocabulary

3 Some variety of appropriate vocabulary

2 Limited variety of appropriate vocabulary

1 Very little use of appropriate vocabulary

0 No appropriate vocabulary

Range of structures Mark Criteria 5 Very good variety of grammatical structures used

4 Good variety of grammatical structures used

3 Some variety of grammatical structures used

2 Limited variety of grammatical structures used

1 Shows little grasp of grammatical structures

0 Shows no grasp of grammatical structures

Accuracy Mark Criteria 5 There may be inaccuracies, but these tend to occur in attempts at more complex structures

4 Largely accurate but with few basic errors

3 Generally accurate but still with some basic errors

2 Basic errors are frequent

1 The number of errors make comprehension difficult

0 Errors are such that communication is seriously impaired.

0bf425dd6b50ba542bc3995c2605ecae.doc Page 17 of 40 The marks awarded for each of range of vocabulary, range of structures and accuracy cannot be more than one band higher than the band awarded for content.

0bf425dd6b50ba542bc3995c2605ecae.doc Page 18 of 40 Unit 2: Speaking Test

FRE 2; GER 2; SPA 2

35 minutes (including 20 minutes preparation time) (AS 30%) 50 marks

Part 1 Discussion of a stimulus card (5 minutes)

Candidates have 20 minutes supervised preparation time during which they should prepare ONE of the two card given to them by the examiner. The cards will be selected at random from a set of six provided by AQA, ensuring that there is no overlap with the candidate’s choice of topic for discussion in Part 2. The cards will be based on the four topics prescribed for AS, ie Media, Popular Culture, Healthy Living/Lifestyle and Family/ Relationships. At least one card will be set on each of these topics. Each card will cover one sub-topic, eg a card on Television from the topic Media.

Candidates may make notes during their preparation time and may refer to these notes during this part of the test. There will be five questions printed on each card which will form the basis of the discussion. Candidates are also expected to respond to broader issues within the sub-topic area prescribed on the card.

Part 2 Conversation (10 minutes)

The conversation will cover three of the four AS topics. The first topic in the conversation will be nominated by the candidate and can be any topic of his/her choice (3 minutes maximum). The remaining two topics in the Conversation will be chosen by the examiner from the topics prescribed at AS, avoiding any overlap with the topic of the stimulus card discussed in Part 1 and with the candidate’s nominated topic.

0bf425dd6b50ba542bc3995c2605ecae.doc Page 19 of 40 The test will be recorded. All tests will be marked by an AQA examiner.

Mark In response to the stimulus question

5 Develops a wide range of relevant points

4 Develops a number of relevant points

3 Some relevant points made but with little development

2 Response is brief and lacking in development

0-1 No or very little meaningful response

Mark In the more general discussion

5 Responds to all opportunities to express and develop ideas and opinions

4 Some evidence of developing ideas and opinions

3 Ideas and opinions are simplistic and under- developed

2 Meaningful ideas and opinions are rarely expressed

0-1 or very little meaningful response

0bf425dd6b50ba542bc3995c2605ecae.doc Page 20 of 40 Part 2 Conversation (10 minutes)

Mark Fluency 9-10 A generally confident speaker, demonstrating a good pace of delivery, with some slight hesitation between and during utterances 7-8 respond but hesitating regularly between and during utterances 5-6 Inappropriate pace of delivery (fast, slow or erratic) adversely affects the natural flow of conversation 3-4 The pace of delivery (either hurried and garbled or slow and halting) is such that the flow of communication is severely impaired 0-2 Little or no fluency

Mark Interaction 9-10 Sustains a meaningful exchange; takes the lead on occasion. Responds well to regular opportunities to react spontaneously in developing ideas. 7-8 Reacts reasonably well with some, but infrequent, evidence of spontaneity in response to opportunities to develop ideas. 5-6 Tends to react rather than initiate, but attempts to give additional information. Little evidence of spontaneity and much use made of pre- learned responses. 3-4 Generally dependent on the examiner. Volunteering little additional information. Excessive use made of pre-learned responses. 0-2 Little or no significant reaction.

Mark Pronunciation and Intonation 5 Good 4 Fairly good 3 Intelligible 2 Poor 0-1 Barely intelligible

Mark Knowledge of Grammar 13-15 Very good command of the language. Good use of idiom, complex structures and range of vocabulary. Highly accurate grammar and sentence structure; occasional mistakes. 10-12 Good command of the language. Attempts to use complex constructions and a wide range of vocabulary. Good grammar and sentence structure; generally accurate. 7-9 A variety of linguistic structures used, generally effectively. Limitations in the use of more complex structures and more sophisticated vocabulary. Errors

0bf425dd6b50ba542bc3995c2605ecae.doc Page 21 of 40 generally minor but with some serious errors in more complex structures 4-6 Reasonable performance. Tends to use unsophisticated constructions and vocabulary. Grammatical errors do not generally interfere with communication. 0-3 Generally comprehensible to a native speaker. Limited range of constructions, vocabulary and sentence patterns. Serious grammatical errors may sometimes cause difficulties for immediate comprehension.

0bf425dd6b50ba542bc3995c2605ecae.doc Page 22 of 40 Grade boundary UMS Marks AS French - German and Spanish

 Unit 1 (FREN1/GERM1/SPAN1)

A B C D E U

112-140 98-111 84-97 70-83 56-69 0-55

 Unit 2 (FRE2/GER2/SPA2)

A B C D E U

48-60 42-47 36-41 30-35 24-29 0-23

Final grade (total 200):

A B C D E U

160-200 140-159 120-139 100-119 80-99 0-79

0bf425dd6b50ba542bc3995c2605ecae.doc Page 23 of 40 The A2 exam at a glance

time marks Weighting

Unit 3

Listening, Reading and 2 hours 30 Raw:110 35 % of Writing. A level UMS: 140

Available in June only

Unit 4

Speaking 35 minutes Raw:50 15 % of (including A level 20 minutes UMS: 60 Available in June only preparation)

AS + A2 = A Level

0bf425dd6b50ba542bc3995c2605ecae.doc Page 24 of 40 Course content Topics at A2

For A2, candidates must study two of the five Cultural Topics listed, together with the remaining three topics.

1. ENVIRONMENT  Energy  Protecting the planet  Pollution

2. THE MUTICULTURAL SOCIETY  Immigration  Integration  Racism

3. CONTEMPORARY SOCIAL ISSUES  Wealth and poverty  Impact of scientific and technological progress.  Law and order

CULTURAL TOPIC

 A Target language-speaking region/ community  A period of 20th century history from a Target Language speaking country/ community.  The work of an author from a target-language speaking country/ community.  The work of a dramatist or poet from a target language speaking country/ community.  The work of a director, architect, musician or painter from a target language speaking country/ community.

0bf425dd6b50ba542bc3995c2605ecae.doc Page 25 of 40 Assessments

Unit 3: Listening, Reading and writing

FREN 3; GERM 3; SPAN 3

2 ½ hours - 35% of A Level 110 marks

Listening section

Candidates listen to approximately 6 minutes of material which is within their individual control. They answer all questions. This section comprises 3-5 items requiring short target-language or non-verbal responses. Candidates are advised to spend approximately 30 minutes on this section.

Reading and Writing Section Candidates answer all questions. This section comprises 2-4 items requiring short target-language or non- verbal responses, together with a task involving transfer of meaning from the target language into English and a task involving transfer of meaning from English into the target language. Candidates are advised to spend approximately 1 hour on this section.

Writing Section Candidates respond with one piece of writing to one question from a choice of two, based on each of the five A2 Cultural Topic areas, ie ten questions are set. Candidates are advised to spend approximately 1 hour on this section and must write a minimum of 250 words. The marks are allocated in the following way.

0bf425dd6b50ba542bc3995c2605ecae.doc Page 26 of 40 Assessment criteria: Writing

CONTENT

marks Criteria

21-25 Very good  Thorough understanding and knowledge of the task  Wide range of relevant examples and evidence  Clear evidence of evaluation and well justified personal reaction  Well-organised structure with clear progression

16-20 Good  Sound understanding and knowledge of the task  Good range of relevant examples and evidence  Some evidence of evaluation and personal reaction, but not always convincingly justified  Logical structure with some progression

11-15 Sufficient  Some understanding and knowledge of the task  Some relevant examples and evidence  Some evaluation and personal reaction evident but often not justified; over reliance on received ideas  Structure is satisfactory though there may be some deficiencies

6-10 Limited  Limited understanding and knowledge of the task  Limited use of relevant examples and evidence  Limited evaluation and personal reaction; mainly descriptive or factual  Structure limited – often unclear or confusing

0-5 Poor  Little understanding and knowledge of the task  Lack of relevant evidence; few examples  Little or no evaluation and/or personal reaction  Structure mainly unfocused and/or disorganised

0bf425dd6b50ba542bc3995c2605ecae.doc Page 27 of 40 Quality of Language

Range of vocabulary Mark Criteria 5 Very wide range of vocabulary used 4 A wide range of vocabulary used 3 Some variety in the use of vocabulary 2 Little variety in the use of vocabulary 0-1 Very little use of appropriate vocabulary

Complexity of Language Mark Criteria 5 Very wide range of complex structures 4 A wide range of structures including complex constructions 3 A variety of structures used, with some attempts at complex constructions 2 Structures mainly simple, with little variety 0-1 Structures very simple an limited in scope

Accuracy Mark Criteria 5 Highly accurate with only occasional errors 4 Generally accurate with few errors 3 More accurate than inaccurate; errors rarely impede communication 2 Some errors but these generally do not impede communication 0-1 Many errors which significantly impede communication

It should be noted that the marks awarded for each of range of vocabulary, range of structures and accuracy cannot be more than one band higher than the band awarded for content.

0bf425dd6b50ba542bc3995c2605ecae.doc Page 28 of 40 Assessments

Unit 4: Speaking

FRE 4; GER 4 ; SPA 4

35 minutes (including 20 minutes preparation time) 15 % of A Level 50 marks

Candidates have 20 minutes supervised preparation time during which they should prepare ONE of the two cards given to them by the examiner. The two cards will cover two separate topics. The cards will be selected at random from a set of six provided by AQA. These will be based on three of the topics prescribed at A2, ie the environment, and contemporary Social Issues. Two cards will be set from each topic area, covering different sub-topics, eg a card on Pollution and a card on Energy from the topic Environment. Candidates are expected to choose one of the tow points of viewexpressed on their chosen card, present this point of view for no more than one minute and then defend or justify it. Candidates may make notes during their preparation time and may refer to these notes during this part of the test.

Part 2 Conversation (10 minutes)

The conversation will cover both Cultural Topics studied by the candidate. Approximately 5 minutes should be spent discussing each Cultural Topic.

The test will be recorded and will be conducted by either the teacher or by an AQA examiner. All tests will be marked by an AQA examiner.

0bf425dd6b50ba542bc3995c2605ecae.doc Page 29 of 40 Part 1 Discussion of stimulus card (AO2)

Marks In response to the stimulus material

5 Develops a wide range of relevant points

4 Develops a number of relevant points

3 Some relevant points made

2 Response is brief and lacking in development

0-1 Very little meaningful response

Marks Marks in the face of challenges by the examiner

9-10 Responds readily to all opportunities to develop views and defend or justify opinions

7-8 Frequent evidence of developing views and defending or justifying opinions

5-6 Little evidence of developing views and defending or justifying opinions

3-4 Meaningful views are rarely expressed

0-2 Very little meaningful response

0bf425dd6b50ba542bc3995c2605ecae.doc Page 30 of 40 Part 2 - Conversation (10 minutes) (AO1) Mark Fluency 5 A thoroughly confident speaker; able to sustain a conversation at a natural pace. 4 A generally confident speaker demonstrating a good pace of delivery, with some slight hesitation between and during utterances. 3 Prompt to respond but hesitating regularly between and during utterances. 2 Lacking in confidence. Inappropriate pace of delivery (fast, slow or erratic) adversely affects the natural flow of conversation. 0-1 The pace of delivery (either hurried and garbled or slow and halting) is such that the flow of communication is severely impaired.

Mark Interaction 9-10 Sustains a meaningful exchange with very little prompting. Responds well to regular opportunities to react spontaneously. Can develop ideas and counter views. 7-8 Responds reasonably well with some evidence of spontaneity. Reacts infrequently to opportunities to develop ideas and counter views. 5-6 Tends to react rather than initiate. Limited evidence of spontaneity in developing responses to questions seeking views and opinions. More comfortable with factual information. 3-4 Generally dependent on the examiner’s prompting, which elicits only occasional attempts to give additional information. 0-2 Minimal reaction with little or no development of responses independent of any prompting.

Mark Pronunciation and Intonation 5 Very Good 4 Good 3 Fairly good 2 Intelligible 0-1 Poor

Mark Knowledge of Grammar 13-15 Very good command of the language. Good use of idiom, complex structures and range of vocabulary. Highly accurate grammar and sentence structure; occasional mistakes. 10-12 Good command of the language. Attempts to use complex constructions and a wide range of vocabulary. Good grammar and sentence structure; generally accurate. 7-9 A variety of linguistic structures used, generally effectively. Limitations in the use of more complex structures and more sophisticated vocabulary. Errors generally minor but with some serious errors in more complex structures 4-6 Reasonable performance. Tends to use unsophisticated constructions and vocabulary. Grammatical errors do not generally interfere with communication. 0-3 Generally comprehensible to a native speaker. Limited range of constructions, vocabulary and sentence patterns. Serious grammatical errors may sometimes cause difficulties for immediate comprehension.

0bf425dd6b50ba542bc3995c2605ecae.doc Page 31 of 40 Grade boundary UMS Marks A2 French - German and Spanish

 Unit 3 (FREN3/ GERM3/ SPAN3)

A B C D E U

112-140 98-111 84-97 70-83 56-69 0-55

 Unit 4 (FRE4/ GER4/ SPA4)

A B C D E U

48-60 42-47 36-41 30-35 24-29 0-23

Final grade (total 400):

A B C D E U

320-400 280-319 240-279 200-239 160-199 0-159

0bf425dd6b50ba542bc3995c2605ecae.doc Page 32 of 40

Useful internet site addresses

The sites given represent a selection of the large number available. The list should not be regarded as recommended or exhaustive. It is suggested that interested teachers and students should experiment and pursue their own research to find suitable and helpful websites.

German

Search engines and government sites Yahoo.de Easy access to a wide range of information. google.de Option to use French, otherwise similar to Yahoo www.bmbf.de Bildunsministerium www.bmeia.gv.at Aussenministerium Österreich www.bmi.bund.de Bundesministerium des Innern (Websites of other government departments can be modelled on the above.)

Museums and libraries www.deutsche-museen.de Links to German museums. www.bideutschland.de Bibliothek und Information Deutschland

The media www.dw-world.de Deutsche Welle – German language news: print, video and radio. www.focus.de Focus Magazine website www.spiegel.de Spiegel Magazine (Websites of other newspapers, television channels etc can be modelled on the above.)

0bf425dd6b50ba542bc3995c2605ecae.doc Page 33 of 40 Miscellaneous organisations

http://www.goethe.de/ins/gb/lp/prj/ifs/al Goethe Institut London : Loads of v useful A Level resources on a /the/enindex.htm variety of topics. www.destatis.de Statistisches Bundesamt Deutschland http://www.uni- University of Karlsruhe: resources karlsruhe.de/Outerspace/VirtualLibrary/ on German culture (in English) www.umweltbundesamt.de Umweltbundesamt German language www.neue-rechtschreibung.de German Spelling Reform

Opinion poll and government organisations These organisations provide a wealth of information about trends in German life.

www.austria.gv.at Austrian Government body. www.bundesregierung.de German Government body.

Regions Information about all aspects of the life, www.berlin.de culture and economy of the region.

Tourism www.germany-tourism.de Tourist information about all areas of Germany.

Bookshops site gives information about the current availability and prices of books, videos, CDs etc. www.amazon.de German Amazon

0bf425dd6b50ba542bc3995c2605ecae.doc Page 34 of 40 Useful Essay Phrases – German

Meinungen Opinions

Ich bin der Meinung, dass I am of the opinion that Ich bin der Ansicht, dass I am of the opinion that Ich bin der Auffassung, dass I am of the opinion that Ich vertrete den Standpunkt, dass My standpoint is that Ich vertrete die Ansicht, dass My view is that Meiner Auffassung nach In my opinion Meines Erachtens In my opinion Meiner Ansicht nach In my opinion Meiner Meinung nach In my opinion Ich bin der Überzeugung, dass I am convinced that Ich bin davon überzeugt, dass I am convinced that Ich bin (absolut/vollkommen) I am (absolutely/completely) sure sicher, dass that Ich glaube, dass I think that Ich meine, dass I think that Ich denke, dass I think that Ich finde, dass I find that Ich möchte behaupten, dass I would like to argue that Für mich ist wichtig, dass For me it is important that Für meine Begriffe ist ... nötig In my opinion … is necessary Wichtig wäre für mich, dass It would be important to me that Wie ich das sehe, As I see it Man darf … nicht vergessen One must not forget … Man muss sich überlegen One has to consider Man muss auch … bedenken One must also consider … It is a matter of concern to all of us Es geht uns alle an, dass that Im allgemeinen In general Es ist aber auch eine Frage von It is also a question of Ich würde aber raten, dass However, I would advise Soweit das mich angeht As far as I am concerned Was mich betrifft As far as I am concerned Ich finde, das Problem ist auf … I think the problem can be traced back zurückzuführen to … Ich finde es erschreckend, dass I think it’s dreadful that Mich stört es am meisten, dass I am most worried/ disturbed that Dagegend ist einfach nichts zu sagen One cannot say anything against it

Einleiten Introducing To begin with, I would like to say Einleitend möchte ich sagen, dass that Zuerst will ich auf das Problem des First I would like to go into the … (+Genitiv) eingehen problem of …

0bf425dd6b50ba542bc3995c2605ecae.doc Page 35 of 40 Bevor ich micht mit … (+Dativ) befasse, möchte ich Before I go into … I would like to Angenommen, dass … Assuming that Nehmen wir einmal an, dass Assuming that Man gewinnt häufig den Eindruck, dass One often gets the impression that Gehen wir davon aus, dass Let’s assume that Es ist zum Thema geworden It has become an issue Ein umstrittenes Thema A controversial issue Eine heikle Frage A delicate question Es geht um (folgendes) … It is concerned with Es handelt sich um It is a matter of Es handelt von It deals with Es ist eine Frage von It is a question of

Zusammenfassen Summing up

Im Endeffekt In the end Letzten Endes In the end/ finally Entscheidend für mich ist, dass For me it is crucial that Es ist nicht zu bezweifeln, dass It is not to be doubted that Es ist nicht zu leugnen, dass It cannot be denied that Es lässt sich nicht widerlegen It cannot be refuted Es liegt auf der Hand, dass It is obvious that Offensichtlich Obviously Selbstverständlich Of course Auffallend dabei ist, dass It is striking that Aus diesem Grund ist zu schließen, For this reason one must conclude dass that Daher/ Daraus ist zu schließen From this it is to be concluded Daraus folgt Hence Daraus ergibt sich, dass As a result Daraus resultiert, dass As a result Daraus lässt sich schließen, dass Hence Daraus lässt sich folgern, dass Hence Daraus lässt sich der Schluss ziehen, dass The conclusion of this is that Das führt zur Schlussfolgerung, dass This leads to the conclusion that Schließlich/ zum Schluss Finally Alles in allem All in all Um alle Punkte zusammenzufassen To sum up Um nach … zu beurteilen In order to judge according to Die logische Konsequenz daraus ist, The logical consequence of this is dass that

Zeitenfolge Sequence of time

0bf425dd6b50ba542bc3995c2605ecae.doc Page 36 of 40 Im Laufe der nächsten Jahre In the course of the next few years In den letzten Jahren In recent years In letzter Zeit Recently In nächster Zeit In the near future Gegenwärtig At present Fortan/ von jetzt an From now on Über viele Jahre hinaus Over many years to come

Begründen Giving Reasons aufgrund dessen because of which unter diesen Umständen under these circumstances Der Grund besteht darin, dass The reason for this is that Anlass dazu gibt The reason for this is that Was dazu geführt hat ist, dass What has led up to this is that Ausgangspunkt von … war The starting point for this was Das ist oft auf … zurückzuführen This can often be traced back to Das liegt darin, dass This is because The crux of this matter is whether/ Entscheidend ist, ob/ dass that Es nützt nichts, dass jetzt alle It is no good everyone protesting protestieren now Laut dieser Statistiken According to these statistics Diese Statistiken zeigen, dass These statistics show that

Zustimmen Agreeing

Da gebe ich Ihnen recht I agree with you Sie haben recht You are right Das stimmt That’s correct Ich bin ganz Ihrer Meinung I agree with you completely Ohne Zweifel Without doubt Ich bin damit einverstanden I agree with that Genau. (Ganz genau) Exactly. Eben. Exactly. Sehr richtig. That is correct. Ich teile Ihre Auffassung. I share your opinion. Ich kann Ihnen nur zustimmen/bestätigen. I can only agree with you. Das finde ich auch I think so, too

Ablehnen Disagreeing

Ich muss Ihnen aber widersprechen I must contradict you Leider kann ich nicht zustimmen Unfortunately, I cannot agree Ich bin ganz anderer Meinung I have quite a different opinion

0bf425dd6b50ba542bc3995c2605ecae.doc Page 37 of 40 Andererseits muss man auch sagen, On the other hand one must also dass say that Ich bin nicht damit einverstanden I do not agree with that Das kann ich nicht akzeptieren I cannot accept that Das mag sein, aber That may be, but Nevertheless it would be possible Trotzdem wäre es möglich, dass for Aber gleich wichtig für mich wäre Equally important for me would be Zweifellos stimmt es oft, dass …, Undoubtedly it is often true that …, aber but Das stimmt gar nicht, ganz im Gegenteil That is not true, quite the opposite Es hat doch keinen Sinn There is no point in Nein, ich sehe nicht ein, dass No, I don’t see why Ich finde, das liegt eher daran, dass I think it is caused more by That is an (immoderate) Das ist maßlos übertrieben. exaggeration. Das ist völlig absurd! That is completely absurd. Das finde ich nicht von Bedeutung I do not consider that of importance

Gegenargumente Counter-Arguments

Das kann man aber nicht beweisen One cannot prove that Das ist aber nicht bewiesen It is not proven Das ist schon möglich, aber That may be possible, but Ist es wirklich so, dass Is it really true that Ich frage mich, ob I wonder whether/ if Das würden die meisten Leute nicht Most people would not be willing to gern akzeptieren accept that You must not simply accept the fact Sie dürfen nicht hinnehmen, dass that Das Schwierige an so einem Plan The difficulty with such a plan could könnte sein, dass be that Sie dürfen nicht vergessen, dass You must not forget that Das ist nicht zu leugnen, aber That cannot be denied, but Zwar … , aber … Although OR: but … Das Argument hat zwar einiges für This is a valid point, but (still) OR: sich, aber (trotzdem) Although this is a valid point, … Einerseits ist das richtig, On the one hand this is correct, but andererseits lässt sich nicht on the other hand it cannot be leugnen, dass denied that Eigentlich …, aber Actually …., but Allerdings However

Vorschläge Suggestions Ich schlage vor, dass wir I suggest that we Ich würde vorschlagen, dass I would suggest that Mein Vorschlag wäre, … zu machen My suggestion would be to

0bf425dd6b50ba542bc3995c2605ecae.doc Page 38 of 40 Ich möchte dazu sagen, dass I would like to add that Meiner Meinung nach sollte man zuerst… In my opinion one should first Hinzu kommt, dass It has to be added that Außerdem Apart from that

Erklären Explaining Sehen Sie nicht ein, dass Don’t you see that Aber verstehen Sie nicht, dass Don’t you understand that Wie erklärt man diesen Trend? How does one explain this trend? Ob es daran liegt, dass Whether it is because of Ob es möglich ist zu sagen Whether it is possible to say Vor allem finde ich, liegt es an Most of all I think it is caused by Ohne … wäre die Situation nicht so Without … the situation would not schlimm/ hoffnungslos be so bad/ hopeless Den Einfluss von … darf man nicht One must not forget the influence vergessen of… Wenn Leute ein Bedürfnis nach … haben, ist es vielleicht auf … If people have a need for … it can zurückzuführen perhaps be traced back to …

Zugeständnisse machen Making Concessions Ich wollte das nicht ganz glauben I did not really want to believe that Ich war einfach anderer Meinung, aber My opinion was different, but Das stimmt genau That is exactly right

Andere herausfordern Challenging others Finden Sie nicht, dass Don’t you think that Was sagen Sie dazu? What do you say about it? Im Gegensatz zu In contrast to Im Gegenteil! On the contrary!

Abwägen Weighing up On the one hand … on the other Einerseits … ,andererseits hand Auf der einen Seite …, auf der On the one hand … on the other anderen Seite hand Wenn man … richtig bedenkt, muss If one really considers …, one must man sich fragen ask oneself Die Vorteile davon sind …., die Nachteile The advantages of it are …, the aber … disadvantages however Für die meisten leute aber ist es For most people it is not a question keine Frage von of jedoch however trotzdem in spite of this

0bf425dd6b50ba542bc3995c2605ecae.doc Page 39 of 40 immerhin/ nichtsdestoweniger nevertheless Man darf nicht vergessen, dass one must not forget that Man muss beachten/ bedenken, dass One ought to consider that Dabei ist zu bedenken, dass One needs to think about Wir sollten auch … in Erwägung We also need to take … into ziehen account im Grunde genommen/ grundsätzlich basically in erster Linie/ vor allem above all nicht nur … sondern auch not only… but also sowohl … als auch both … and … sowie auch … as well as statt … zu instead of … Statt immer nur zu klagen, kann Instead of just complaining one can man auch etwas Konstruktives tun also do something constructive anstatt, dass instead of im übrigen/ noch dazu over and above that außerdem/ darüber hinaus anyway/ in addition Das hat als Folge, dass The consequence of it is that Folge davon ist, dass The upshot of it is that Daraus ergibt sich, dass It follows that Das Ergebnis davon kann nur … sein The result of it can only be The situation is becoming more Die Situation spitzt sich zu acute Hat sich die Lage verbessert? Has the situation improved? Ich will nicht bestreiten, dass …, I do not want to question the fact aber was hilft es, wenn that …, but what good is it if

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