Centre Number
For Examiner’s Use
Candidate Number
Surname
Other Names
Examiner’s Initials
Candidate Signature
Page
General Certificate of Secondary Education
Higher Tier
June 2011
German
Unit 2
46652H
Reading
Monday 27 June 2011
1.30 pm to 2.20 pm
H
You will need no other materials.
Mark
2/3
4/5
6/7
8/9
10/11
12/13
14/15
16/17
Time allowed
50 minutes
TOTAL
Instructions
Use black ink or black ball-point pen.
Fill in the boxes at the top of this page.
Answer all questions.
You must answer the questions in the spaces provided. Do not write your
answer outside the box around each page or on blank pages.
Answer the questions in English.
Do all rough work in this book. Cross through any work you do not want
to be marked.
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 45.
You must not use a dictionary.
(JUN1146652H01)
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46652H
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2
Answer all questions in English in the spaces provided.
1
Mehmet has placed this advert in a shop window.
Ich suche einen Job für die Sommerferien.
Ich gehe im Oktober auf die Uni und muss Geld verdienen.
Ich kann im Garten arbeiten oder einkaufen gehen.
Aber ich möchte nicht mit Kindern arbeiten!
Ich bin fleißig und gut gelaunt.
Bitte Mehmet unter 48 34 75 anrufen.
1 (a)
Why does Mehmet need to earn money?
......................................................................................................................................
(1 mark)
1 (b)
What jobs does he say he is willing to do? Mention one.
......................................................................................................................................
(1 mark)
1 (c)
What does he not want to do?
......................................................................................................................................
(1 mark)
1 (d)
How does he describe himself? Mention one thing.
......................................................................................................................................
(1 mark)
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2
Franziska is writing about her town.
Ich wohne in einer kleinen Stadt in Norddeutschland. Viele Touristen
besuchen die Stadt, weil sie ein historisches Schloss hat, das auch ich sehr
schön finde. Wenn das Wetter gut ist, treffe ich meine Freunde in dem
Park und wir plaudern dort. Aber es gibt keinen Jugendklub. Das finde ich
schlecht. Wenn es regnet oder kalt ist, müssen wir nach Hause gehen.
Um in die nächste Großstadt zu kommen, muss ich mit dem Bus fahren,
und der Bus fährt so langsam. Samstags gehe ich zum Fußballspiel. Die
Atmosphäre im Stadion ist immer toll.
2 (a)
A
B
C
D
E
F
What two things does she like about the town?
Write the correct letters in the boxes.
(2 marks)
2 (b)
What two things does she not like about the town?
Write the correct letters in the boxes.
(2 marks)
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3
These people are on holiday. They send e-mails to their parents.
message
Example:
X
Es ist draußen nebelig. Wir bleiben im Hotel und spielen
Tischtennis.
Tina
message
X
Hallo, Mutti! Ich bin schon in Salzburg. Das Flugzeug ist
pünktlich angekommen, und wir sind mit dem Taxi zum Hotel
gefahren. Es ist kalt und es schneit, aber das ist gut. Wir sind
heute schon Ski gefahren. Eislaufen kann man hier auch.
Christian
message
X
Also, Papa, wir sind in unserem Hotel in Regensburg. Aber das
Wetter ist leider nicht so gut. Vor zwanzig Minuten hat es
ein Gewitter gegeben. Wir haben also keinen Stadtbummel
gemacht, aber wir haben den Dom besucht, und das war sehr
interessant. Und die ganze Stadt ist so sauber.
Hanna
message
X
Hallo! Wir sind an der Küste in Norddeutschland. Es ist hier
sonnig und warm. Heute sind wir mit dem Schiff gefahren und
haben geangelt. Tschüs!
Josef
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WEATHER
A
B
C
D
E
F
4
5
6
ACTIVITY
1
2
3
What is the weather like? What activity have they done?
Write the correct letters and numbers in the tables.
Example:
3 (a)
Tina
Weather
Activity
F
6
Weather
Activity
Christian
(2 marks)
Weather
3 (b)
Hanna
(2 marks)
Weather
3 (c)
Activity
Josef
Activity
(2 marks)
____
6
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4
You read an article about healthy lifestyles.
Wie bleibe ich gesund?
Tipps für die Gesundheit
Die Mahlzeiten sind wichtig. Beginnen Sie den Tag mit einem
guten
!
Zwischen den Mahlzeiten essen Sie keine Imbisse!
Also keine
oder Schokolade.
Man muss auch gut
. Gehen Sie nicht zu spät ins Bett!
Und wenn Sie den ganzen Tag lang im Büro sitzen, sollten Sie ein
paarmal in der Woche
treiben.
Fill in the gaps in the text with words from the table.
Write the correct letter in the box.
(06)
A
Sport
B
schlafen
C
Abendessen
D
Zigaretten
E
Spaß
F
Kekse
G
schmecken
H
Frühstück
(4 marks)
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ANSWER IN THE SPACES PROVIDED
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5
An Austrian friend has been to Tunisia in North Africa. He got this leaflet from his
travel company.
Die Umwelt: Wie man als Tourist helfen kann
Um der Umwelt zu helfen, haben wir diese Broschüre auf billiges
Papier gedruckt. Sie können auch helfen: Nehmen Sie bitte nicht
mehr als eine Broschüre pro Familie.
Als Tourist können Sie auch bei dem Umweltschutz hier in Tunesien
mithelfen. Machen Sie den Wasserhahn nur dann auf, wenn Sie
wirklich Wasser brauchen. Duschen Sie, anstatt ein Vollbad zu
nehmen.
Benützen Sie Plastiktüten mehr als einmal und entsorgen Sie Ihre
Batterien richtig. Da dieses in diesem Lande noch nicht möglich ist,
nehmen Sie die alten mit nach Hause.
5 (a)
How has the travel company tried to help the environment?
......................................................................................................................................
(1 mark)
5 (b)
How does the first paragraph suggest you can also help?
......................................................................................................................................
(1 mark)
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5 (c)
What environmentally friendly advice is given about the following?
5 (c) (i)
Water: ...........................................................................................................................
(1 mark)
5 (c) (ii)
Plastic bags: .................................................................................................................
(1 mark)
5 (c) (iii)
Batteries: ......................................................................................................................
(1 mark)
Turn over for the next question
____
5
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6
A newspaper interviewed some young people about their attempts to find an
apprenticeship. These are their replies.
Frage: Hast du eine Lehrstelle gefunden?
Anita (16)
Ich bin eigentlich zufrieden. Ich habe vier oder
fünf Bewerbungen geschrieben. Das einzige
Vorstellungsgespräch, das ich hatte, lief gut.
Die Firma hat mich eingestellt, nun werde ich
Einzelhandelskauffrau.
Murat (15)
Ich will Ingenieur werden. Ich habe 20 oder 30
Bewerbungen abgeschickt. Von vielen Firmen habe
ich danach gar nichts gehört, sie haben mir die Papiere
auch nicht zurückgeschickt. Bis jetzt habe ich keine
Lehrstelle, obwohl ich immer noch hoffe, dass ich eine
bekomme.
Tina (16)
Bei mir war es Glück: Ich habe vor einiger Zeit ein
Arbeitspraktikum in einer Firma gemacht. Die waren
mit mir so zufrieden, dass sie mich nun als Lehrling
eingestellt haben. Ich werde Sekretärin.
Stefan (17)
Ich habe die Nase voll. 35 Bewerbungen und keine
Lehrstelle. Dabei habe ich mich sogar für mehrere
verschiedene Berufe beworben, weil ich wusste, dass
ich keine Chance habe, wenn ich zu sehr auf einen
einzigen Beruf fixiert bin.
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Write the initial letter of the person’s name in the box. For Anita, write A, for Murat
write M etc.
6 (a)
Who has got a job at the firm where they did work experience?
(1 mark)
6 (b)
Who has applied for several different types of job?
(1 mark)
6 (c)
Who has got a job after an interview?
(1 mark)
6 (d)
Who is complaining that many firms do not respond?
(1 mark)
6 (e)
Who is least satisfied with the situation?
(1 mark)
Turn over for the next question
____
5
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7
You read this article about a forthcoming TV programme.
Eine ganz und gar unmögliche Familie
Eine ganz gewöhnliche Familie? Ganz und gar nicht! Bei
der Familie Miloud-Budrovics leben drei Nationalitäten in
einer Familie. Mama Zana ist Kroatin, Papa Ben ist Tunesier,
und dann gibt’s die zwei Kinder, Zakariah und Meriam,
die in Deutschland geboren sind. Die Familie hat sieben
Reisepässe, zwei Religionen und spricht drei Sprachen – vier,
wenn man Italienisch dazurechnet, das die Eltern sprechen,
wenn die Kinder sie nicht verstehen sollen.
Ab 27. August kommt eine Family-Doku-Soap über diese
Familie im deutschen Fernsehen. Die Zuschauer werden
sehen, wie die Familie über den nächsten Urlaub diskutiert,
über die mögliche Arbeitslosigkeit der Mutter spricht, oder wer
eigentlich der Boss zu Hause ist.
Oliver Petersen, der Regisseur der Sendung, ist voller
Begeisterung für diese Familie: „Das Besondere für mich an
der Familie ist, dass sie funktioniert – mit viel Humor und mit
viel Respekt. Sie kommen so gut miteinander aus.“
Zum Beispiel beim Thema Religion: Papa Ben ist Moslem,
Mama Zana ist Katholikin. Die Kinder wachsen in den
beiden Religionen auf. Die Familie feiert die Festtage beider
Religionen.
Oliver Petersen fasst es so zusammen: „Wenn die Gesellschaft
so gut funktionieren könnte, wie diese Familie, dann gäbe es
heutzutage keine Probleme mehr.“
7 (a)
Why does the writer think this is not a normal family? Mention one thing.
......................................................................................................................................
(1 mark)
7 (b)
When do the parents speak Italian?
......................................................................................................................................
(1 mark)
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7 (c)
What topics do the family discuss in the programme? Mention two.
1 ...................................................................................................................................
2 ...................................................................................................................................
(2 marks)
7 (d)
What does Oliver Petersen find special about the family? Mention one thing.
......................................................................................................................................
(1 mark)
7 (e)
How does the family deal with its different religious beliefs?
......................................................................................................................................
(1 mark)
7 (f)
What final conclusion does Oliver Petersen come to about this family and society in
general?
......................................................................................................................................
(1 mark)
Turn over for the next question
____
7
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8
You read this article in a magazine.
Ein Problem in der Eisdiele
Der Sommer war nicht besonders
schön gewesen, aber heute waren die
Temperaturen um die 30 Grad. Also
ging ich zur Eisdiele, um ein kaltes Eis
zu kaufen. Die Schlange war nicht so
lang und die ersten Personen haben
schnell ihr Eis bekommen und sind
weggegangen.
Aber der Herr vor mir konnte sich nicht
entscheiden. Ein normales Eis, also
Vanille, Schokolade oder Erdbeer,
wollte er nicht haben. Es musste etwas
Exotisches sein: Kiba (also KirschBanane) vielleicht. Aber so schnell ging’s
nicht.
Die anderen Leute in der Schlange hinter
mir wurden ungeduldig. Manche mussten schnell wieder zur Arbeit zurück.
Weiß er immer noch nicht, welche Sorte er nehmen will? Aber nachdem er
mehrere Sorten probiert hat, kommt endlich die Entscheidung: „Ich glaube,
ich nehme doch Vanille“.
Which four sentences are correct?
Write the letters in the boxes.
A
The whole summer in this year had been hot.
B
There was a long queue at the ice cream shop.
C
The people at the front of the queue were served quickly.
D
The man in front of the writer could not make up his mind.
E
The man in front of the writer wanted a strawberry ice cream.
F
Kiba ice cream is a mixture of lemon and banana.
G
Some people were impatient because they had to go back to work.
H
The man finally chose a normal flavour of ice cream.
(4 marks)
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9
You read this article about the writer Kerstin Duken.
Porträt: Die Autorin Kerstin Duken
Manche Autoren arbeiten jahrelang an dem ersten Buch. Aber bei Kerstin
Duken war es anders. Von der Idee bis zur Vollendung ihres ersten Romans
brauchte sie nur zwei Monate.
Sie kommt aus Bremen. Mit 22 hatte sie angefangen, bei einer Zeitung zu
arbeiten. Vorher hat sie ein paar Semester Politik und Philosophie studiert.
Davor, mit 19, hatte sie eine Banklehre gemacht, die an einem Montag um
9 Uhr begann, und um 9.15 Uhr wusste sie, dass das für sie nicht das
Richtige war.
Zehn Jahre war sie bei einer großen Agentur in Hamburg angestellt. Dann
wollte sie selbstständig arbeiten und Zeit zum Schreiben haben.
Aber sie wollte das Schreiben nicht zum Beruf machen. Es sollte ihr Hobby
bleiben. Ihre erste Regel lautet: Sie schreibt nur abends, zwei oder drei
Stunden lang. Die zweite Regel: Sie schreibt jeden Abend, außer wenn sie
erst nach Mitternacht nach Hause kommt oder den Abend durcharbeiten
muss.
9 (a)
In what way does Kerstin Duken differ from other authors?
......................................................................................................................................
(1 mark)
9 (b)
In what order did Kerstin Duken do these things? Put them in the order she did
them. Write 1 against the first, 2 against the second, 3 against the third.
Working for a newspaper
Politics and Philosophy student
Working in a bank
9 (c)
(1 mark)
How long did it take Kerstin Duken to realise that the job in a bank was not for her?
......................................................................................................................................
(1 mark)
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9 (d)
Why did she give up her job in Hamburg? Give one reason.
......................................................................................................................................
(1 mark)
9 (e)
What exactly is her first rule about writing?
......................................................................................................................................
(1 mark)
9 (f)
When might she not write? Give one example.
......................................................................................................................................
(1 mark)
END OF QUESTIONS
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Copyright © 2011 AQA and its licensors. All rights reserved.
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Version: 1.0:0611
General Certificate of Secondary Education
June 2011
German
46652H
(Specification 4665)
Unit 2: Reading (Higher)
Mark Scheme
Mark schemes are prepared by the Principal Examiner and considered, together with the relevant
questions, by a panel of subject teachers. This mark scheme includes any amendments made at the
standardisation events which all examiners participate in and is the scheme which was used by them
in this examination. The standardisation process ensures that the mark scheme covers the
candidates’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for standardisation each examiner analyses a number of candidates’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for.
If, after the standardisation process, examiners encounter unusual answers which have not been
raised they are required to refer these to the Principal Examiner.
It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of candidates’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular examination
paper.
Further copies of this Mark Scheme are available from: aqa.org.uk
Copyright © 2011 AQA and its licensors. All rights reserved.
Copyright
AQA retains the copyright on all its publications. However, registered centres for AQA are permitted to copy material from this
booklet for their own internal use, with the following important exception: AQA cannot give permission to centres to photocopy
any material that is acknowledged to a third party even for internal use within the centre.
Set and published by the Assessment and Qualifications Alliance.
The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered
charity (registered charity number 1073334).
Registered address: AQA, Devas Street, Manchester M15 6EX.
Mark Scheme – General Certificate of Secondary Education German – 46652H – June 2011
READING TESTS
Notes on the Marking Scheme
Non-verbal Answers
Follow the mark scheme as set out.
Verbal Answers
1.
The basic principle of assessment is that candidates should gain credit for what they
know, understand and can do. The following guidance should be borne in mind when
marking.
(a)
Credit should be given for all answers which convey the key idea required
intelligibly and without ambiguity. A separate assessment of spelling, punctuation
and grammar is not required on these papers because of the nature of the
answers. However, these aspects are an integral part of assessing
communication and marks cannot be awarded where errors in spelling,
punctuation or grammar lead to a failure to communicate the required information
without ambiguity.
(b)
Where a candidate has given alternatives or additional information in an answer,
the following criteria should be applied:
-
if the alternative/addition does not contradict the key idea or make it
ambiguous, accept;
if the alternative/addition contradicts the key idea or makes it ambiguous,
reject.
(c)
Where numbered lines are given within a question/section of a question, credit
should be given for correct answers, no matter which line they appear on.
(d)
Where a question has more than one section, a candidate may include as part of
the answer to one section the information required to answer another section. For
instance, the information required to answer section (b) might be given as part of
the answer to section (a). In such cases, credit should be given for having
answered section (b), provided that no incorrect answer has been given for that
section in the correct place.
(e)
Where a question or part of a question carries more than one mark, candidates
are given credit for all the correct answers they give, even if they have given
incorrect answers as well, except where any of the latter contradicts a correct
answer that they have given.
2.
...../..... means that these are acceptable alternative answers. (.....) means that this
information is not needed for full marks.
3.
In questions where candidates are asked to name, for example, three types of vegetable
sold in the market, only the first three items they write down should be considered.
4.
Accept
-
5.
T/F/?
/X/?
a mix and match approach using the above, where the response is clear and
unambiguous (eg. T and are both used by the candidate).
In multiple choice questions where candidates must choose one letter or number, they
should automatically get no mark awarded if they give more than one. If the rubric
instructs them to write one letter or number in the box and they do so, but write a second
letter or number outside the box too, then the answer in the box should be considered.
3
Mark Scheme – General Certificate of Secondary Education German – 46652H – June 2011
6.
No mark scheme can cover all possible answers. When in doubt:
-
look for the key idea, where this is appropriate.
-
NFP = no further penalty
7.
Where a candidate has crossed out an answer and what was underneath remains legible
then it should be assessed. Where part of an answer is crossed out then only what
remains should be considered.
8.
Where a candidate spells the answer in such a way that it is a word in the target
language, no credit can be awarded.
9.
If a candidate offers two different responses in English or in the target language eg dog
(cat) or dog (Katze) where the answer is dog, no credit can be awarded.
4
Mark Scheme – General Certificate of Secondary Education German – 46652H – June 2011
GCSE Reading – Higher Tier
Question
Accept
Mark
Notes
1 (a)
Going to university (in October)
/ Money for uni / to pay for uni /
So he can afford to go to uni /
for university
1
Reject: university
(alone)
Question
Accept
Mark
Notes
Work in the garden /gardening /
gardener / garden (verb)
1
1 (b)
One of:
Go shopping /shopping
Question
1(c)
Work in a shop
Accept
Mark
Work with children / kids
1
Eg anything to do with children
1 (d)
Accept
Mark
Question
2 (b)
Notes
Reject: flexible
1
Good natured / good tempered /
good humoured / good
personality
2 (a)
Reject: work in a
nursery
One of:
Hard working/good
worker/efficient
Question
Notes
Reject specific
activities eg
babysit; childmind; look after
children
Must be a global answer
Question
Reject:
Accept
Mark
C and F (any order)
Reject: has good
moods; happy;
good laugh; kind
Notes
2
Accept
Mark
A and E (any order)
2
5
Notes
Mark Scheme – General Certificate of Secondary Education German – 46652H – June 2011
Question
3 (a)
Accept
Christian
Question
3 (b)
Hanna:
B
Josef:
A
Mark
1
Mark
2
Mark
There is one mark for each
correct answer.
5 (a)
Accept either
upper or lower
case letters, or a
mixture of both
Notes
(By printing) brochure/leaflet on
cheap (cheaper; cheapest)
paper
1
Reject: recycled
paper; also cheap,
recycled paper
(i.e. both in one
answer)
Accept
Mark
Notes
Not to take more than one
(brochure) per family
Question
5 (c) (i)
4
Notes
Mark
Question
5 (b)
Notes
2
H F B A (in that order)
Accept
Notes
2
Accept
Question
Notes
2
Accept
Question
4
5
Accept
Question
3 (c)
E
Mark
1
Accept
Mark
One of:
Only turn tap on when you need
water / Only use water when
you need it
1
Have a shower instead of a
bath / to save water
6
Reject: show to /
share with others
Notes
Mark Scheme – General Certificate of Secondary Education German – 46652H – June 2011
Question
5 (c) (ii)
Accept
Mark
Use them more than once/reuse
1
Accept
Mark
5 (c) (iii)
Dispose of them properly / Take
them home with you
1
Question
Accept
Mark
T
Question
6 (b)
6 (c)
6 (d)
Reject: recycle
Notes
Notes
1
Accept
Mark
A
Notes
1
Accept
Mark
M
Question
6 (e)
Mark
S
Question
Notes
1
Accept
Question
Reject: recycle;
Use a single bag
Question
6 (a)
Notes
Notes
1
Accept
Mark
S
Notes
1
Question
Accept
7 (a)
Three nationalities / seven
passports / two religions / three
/ four languages in one family
Mark
1
(Accept either ‘three’ or ‘four languages’;; both not needed)
7
Notes
Accept: A mixture
of nationalities /
come from
different countries
Mark Scheme – General Certificate of Secondary Education German – 46652H – June 2011
Question
7 (b)
Accept
When they don’t want the
children to understand / When
the children should not hear
them
Question
7 (c)
Mark
Notes
1
Accept
Mark
Notes
Two of:
Next holiday
2
Mother’s (possible)
unemployment
Who’s boss (at home)
Question
7 (d)
Accept
Mark
Notes
One of:
They get on well
The family ‘works’
1
They have a humorous
relationship
They treat each other with
respect
Question
7 (e)
Reject: the family
is functional
Reject: respectful
Accept
Mark
One of:
Notes
Reject: … member of all religions
The children are members of
both religions
1
They keep the feast days of
both religions
Question
7 (f)
Accept
Mark
If society was like this family
there would be no problems
Notes/Reject
Any answers from
(d)
[Answer needs to imply transfer
of this family’s relationship to society at large]
1
Accept ‘when’ for ‘if’
8
Mark Scheme – General Certificate of Secondary Education German – 46652H – June 2011
Question
8
Accept
Mark
Notes
C D G H (any order)
4
One mark for each correct
answer.
Question
Accept
Mark
Notes
9 (a)
She completed her first book in
two months
1
Accept ‘for a year’ for jahrelang in
OCR
Accept
Mark
Notes
Question
9 (b)
3–2–1
Question
9 (c)
1
Accept
Mark
15 minutes
Notes
1
Question
Accept
Mark
9 (d)
Either: Wanted time to write /
concentrate on her writing / had
no time to write
1
Notes
Or: Wanted to work for herself /
wanted to be self-employed
Question
9 (e)
Accept
Write for 2 – 3 hours in the
evening / write only in the
evening
Question
9 (f)
Mark
1
Accept
Notes
Reject: night /
afternoon
Mark
Notes
1
Reject: in the
middle of the night
One of:
She comes home after/at
midnight
She has to work through the
evening / work late
Higher Paper Total = 45 Marks
9
Mark Scheme – General Certificate of Secondary Education German – 46652H – June 2011
Mark Ranges and Award of Grades
Grade boundaries and cumulative percentage grades are available on the Results statistics
page of the AQA Website.
Convert raw or scaled marks into marks on the Uniform Mark Scale (UMS) by using the
link below.
UMS conversion calculator www.aqa.org.uk/umsconversion
10
Version 1.0: 0611
General Certificate of Secondary Education
June 2011
German
46652
(Specification 4665)
Unit 2: Reading
Report on the Examination
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Report on the Examination – General Certificate of Secondary Education German – 46652 – June 2011
Reading – June 2011
Foundation Tier
Question 1
The question was well done, with most students giving the correct answer to all parts.
However, there were some very badly formed figures which often made it difficult for the
examiners to decide whether the answer was correct or not. Students should be reminded
that their answers are read by people who are not familiar with their handwriting and should
make sure that numbers (and letters where applicable) are correctly formed.
Question 2
Most students recognised the correct month in part (a), but other parts of the question
caused greater difficulty. In part (b) almost 10% of the students appeared to refer to the
wrong day (Monday instead of Tuesday) and gave the incorrect answer C, while 17% chose
answer A (Dancing) – an activity which was not mentioned in the text at all. In part (c) 30%
of students chose the answer B. In part (e) 14% chose answer A (Football) despite the fact
that the two activities on Saturday were signposted with the words Vormittag and the time
16.00 hours.
Question 3
In part (a), while 73% of the students gave the correct answer, a further 10% gave the
answer D. Parts (b) and (c) were correctly answered by 89% and 88% of the students
respectively.
Question 4
All parts of this question were answered correctly by a large majority of the students.
Question 5
Despite the fact that the topic of the environment is now common in most German text
books, significant numbers of students chose the wrong answer to parts (a) and (b) in
particular. In (a) a fifth of students chose Tip 3, while in (b) only 77% gave the correct
answer (Tip 6: Duschen Sie!), while 10% chose Tip 4 (‘Put out the light when you leave the
room’).
Question 6
In question 6a many varieties of the answer ‘for university’ were correctly given (80%). 90%
of students gave the correct answer to 6(b), although some incorrectly interpreted the
reference to einkaufen to mean that Mehmet was going to work in a shop. The answer to 6c
required a direct reference to the text (Work with children) and answers which were too
specific (e.g. babysit) could not be given credit. 58% gave the correct answer to this
question. In 6d the vocabulary items fleißig and gut gelaunt seemed to pose a problem to
students. Only 28% gave a correct answer and there were many guesses such as reliable,
flexible, and punctual. Students who did not know gut gelaunt often offered an answer such
as good listener, good learner or good mannered.
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Report on the Examination – General Certificate of Secondary Education German – 46652 – June 2011
Question 7
This question required students to identify positive and negative aspects within a longer text.
67% gained both marks in part (a), while 63% were successful in identifying both features in
part (b).
Question 8
Part (a) was well done, with 87% of students gaining two marks, while 65% gained both
marks for part (c). Part (b) appeared to pose more of a problem. Only 11% of students
gained both marks, while a further 50% scored one. The weather response seemed to pose
most difficulty here, with many students offering either answer C or D. Students seemed
either not to be familiar with the word Gewitter, or they had only read the second sentence of
the text (Aber das Wetter ist leider nicht so gut) and had chosen their answer on the basis of
the information suggested there.
Higher Tier
Question 1
As always in these ‘overlap’ questions, performance was better than in the equivalent
question at Foundation Tier. Parts (a), (b) and (c) were answered correctly by the large
majority of the students. Performance on part (d) also improved, but students’ vocabulary
knowledge again appeared to be somewhat lacking. Only 47% of students gained a marked
for part (d).
Question 2
Students at this level were more successful in identifying the correct aspects of Franziska’s
town. 91% of students gained two marks for both parts (a) and (b).
Question 3
In parts (a) and (c) a majority of the students gained both the marks, but part (b) again
proved to be a problem (presumably for the reasons suggested in Foundation Tier Question
8, above) and only 34% gained both marks.
Question 4
52% of students gained all four marks for this question. D (Zigaretten) was often offered as a
word to fill the second gap. It may well be that students had understood also as the English
word ‘also’ and thought that the text was merely referring to items which were bad for health.
It is important in completing these cloze test questions that students relate their choice of
answer to the text preceding or following the gap.
Question 5(a)
There appeared to be an assumption by many students suggested that the paper had been
recycled, although the text did not say so. In answering questions at Higher Tier there is a
need to read carefully and to answer using the actual information given in the text (here
billig). Only 25% of students gained a mark for this question.
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Report on the Examination – General Certificate of Secondary Education German – 46652 – June 2011
Question 5(b)
The most striking feature about answers to this question was the students’ inability to spell
the word brochure. Many were misled by the German spelling. Again, it was important to
render the information in the text accurately. Many students failed to gain the mark by
offering some form of paraphrase such as ‘show it to your family’ or ‘share the leaflet with
others’. 72% of students gained a mark for this question.
Question 5(c) (i)
This question was only moderately well done (45% correct). Lots of other water saving or
health tips were given, such as ‘have a short shower’; ‘turn the tap off when cleaning your
teeth’; ‘only drink bottled water’. It was even suggested that visitors to Tunisia bring their
own water. A lot of students offered generalities such as saving or not wasting water, which
could not be credited. Some students got the shower/bath idea the wrong way round and
suggested that visitors should have a bath rather than a shower.
Question 5(c) (ii)
This question was reasonably well done (71% correct). Most understood the idea of re-using
the plastic bags. It was important to distinguish between ‘re-use’ and ‘re-cycle’, as the latter
suggests disposal of the bag, and was not considered to be correct. There were also some
other suggestions e.g. only use one bag; don’t use plastic bags at all – but sadly they were
not mentioned in the text.
Question 5(c) (iii)
Although only 27% of students gained a mark for this question it was pleasing to see that
many students could correctly understand the phrase ‘entsorgen Sie ihre Batterien richtig’.
In attempting to render the second possible answer to this question (take the batteries home
with you), many students did not appear to recognise the phrase nach Hause and suggested
keeping the batteries in the house. There were again many generalisations or suggestions
that visitors should use rechargeable batteries. The suggestion that visitors should sort their
batteries was a common answer.
Question 6
Answering this question required students to scan a range of texts for the relevant
information. As several texts may contain information relevant to the answer, it is always
important, having found a potential answer, to check that other sections of text do not contain
material which is more correct than the one chosen. Part (a) was the question in which
students performed best (91% correct) - perhaps because the text contained the word
Arbeitspraktikum. Students were least successful (42% correct) on part (b). Here several
respondents refer to the number of applications they have sent off, but only Stefan states
that he is considering more than one type of job. Parts (c), (d) and (e) were correctly
answered by 70%, 78% and 67% of the students respectively.
Question 7(a)
Part (a) was extremely well done, with 93% of students giving a correct answer. Most
offered the answer ‘three nationalities’, but there was a scattering of other acceptable
answers also.
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Report on the Examination – General Certificate of Secondary Education German – 46652 – June 2011
Question 7(b)
Part (b) was less well done, with only 32% of students giving a correct answer. Many
suggested that Italian was a language which the parents only used privately or when the
children were not there. This appeared to derive from a misunderstanding of verstehen as ‘to
stay’. Those who misread the same verb as aufstehen suggested Italian was used when the
children would not get up. Sometimes the syntax of the sentence was not correctly
understood and led to the answer ‘when the children don’t understand’.
Question 7(c)
Part (c) A requirement of Grade A is that students should be able to read for detail. In
consequence, students who offered answers based on a single word (unemployment,
holidays, boss).did not gain a mark. The required answers were: mother’s unemployment;
next holiday; who the boss of house is. 26% of students gained two marks for this question,
while a further 36% scored one mark. Some students combined the words the words they
recognised in their own individual way and suggested that the mother’s boss was coming to
visit.
Question 7(d)
This question also revealed that focussing on individual words is not a good strategy at
Higher Tier. Having found the key words relating to a question, there is a need to read
around them. Here, answers consisting of single words such as ‘humour’ or ‘respect’ could
not be credited. It was the relationship between the family members which was important.
60% of students gained a mark for this question.
Question 7(e)
In order to gain a mark for this question, students simply needed to demonstrate that one of
the two examples from the text had been understood. Many, however gave vague
generalisations and there were also many answers which could not be substantiated from
the text: they don’t discuss religion; the children choose which religion they want to belong to;
they each keep to their own religion. There was confusion between aufwachsen and
waschen.
Question 7(f)
This was one of the more difficult questions and it discriminated effectively. It was answered
correctly by 25% of the students. Most were satisfied with stating that the family got on well,
and did not draw a link with society, as the text implied, and as the question asked them to.
Question 8
This question was well done, with 86% of students scoring either three or four marks.
Question 9(a)
It seemed to the examiners that words from the text were assembled in every possible order
to provide answers for this question. Students constructed their answers around the words
which they recognised. Detailed reading was required and it was necessary to make
mention of both ‘two months’ and ‘first novel’ in order to gain the mark. The word Roman did
not appear to be known and there were many students who made reference to Kerstin
Duken writing about the Romans.
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Report on the Examination – General Certificate of Secondary Education German – 46652 – June 2011
Question 9(b)
This question aimed at testing students’ understanding of the sequencing words vorher and
davor in order to put the jobs into the correct order. 40% of students scored a mark on this
question.
Question 9(c)
Examiners were surprised at the number of students who failed to give the correct answer to
this question. Ten years (the time she worked for the agency in Hamburg), three years
(presumably achieved by subtracting 19 from 22), and a month (from Monate in the previous
paragraph) were common incorrect answers. This illustrates the danger of locating a time
expression in the text and assuming it to be the correct answer without reading the context in
which it appears.
Question 9(d)
51% gave the correct answer to this question, but there was also a lot of answers which were
not related to the text at all. Again there were many answers based on the recognition of
single words e.g. schreiben led to the answer ‘she wanted to write’. Once again the necessity
of giving sufficient detail in answers to Higher Tier questions cannot be over-emphasised.
Question 9(e)
Again it was necessary to give sufficient detail (a reference to the evening, plus the amount
of time). Careless errors often cost students the mark: the number of hours was sometimes
wrong, and Abend was often rendered as ‘afternoon’ or even ‘weekend’. Students should
also be aware that the use of the word ‘night’ for Abend is ambiguous.
The key word here was Regel. Some students either did not see this word, did not know it,
or did not read far enough and gave answers built around the cognate Hobby (‘keep it as a
hobby’). Stunden was often rendered as paragraph, chapter, or page, while other students
(presumably knowing the word from the school context) understood it as ‘period’. 54% of
students gained a mark for this question.
Question 9(f)
Mitternacht did not always appear to be known by the students and was often rendered as ‘in
the middle of the night’. The answer ‘after midnight’ did not give sufficient detail and once
again students needed to take the context of the key word into account (When she gets
home after midnight). Students should also be advised that at Higher Tier a ‘when’ question
might not simply require a time answer. The answer at this level may be a statement or
sentence beginning with ‘When ..’.
Mark Ranges and Award of Grades
Grade boundaries and cumulative percentage grades are available on the Results statistics
page of the AQA Website.
Convert raw or scaled marks into marks on the Uniform Mark Scale (UMS) by using the
link below
UMS conversion calculator www.aqa.org.uk/umsconversion
7