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Texas Examinations of Educator Standards™ (TExES™) Program

Preparation Manual Languages Other Than English (LOTE) — German (611)

TExES Languages Other Than English (LOTE) — German (611) 2

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Table of Contents About The Test ........................................................................................... 4

The Domains .............................................................................................. 7

The Standards ............................................................................................ 8

Domains and Competencies.......................................................................... 9

Domain I — Instruction and Assessment ............................................... 9

Domain II — Cultural Understanding .................................................... 12

Domain III — Interpretive Listening ..................................................... 12

Domain IV — Interpretive Reading ....................................................... 13

Domain V — Written Expression ........................................................... 14

Domain VI — Oral Expression .............................................................. 15

Approaches to Answering Multiple-Choice Questions ........................................ 16

How to Approach Unfamiliar Question Formats ...................................... 16

Question Formats ............................................................................... 17

Single Questions ................................................................................ 18

Questions Based on Instructional Practices ............................................ 18

Questions with Stimulus Material ......................................................... 20

Multiple-Choice Practice Questions ................................................................ 30

Answer Key and Rationales .......................................................................... 55

Succeeding on Written Expression Constructed-Response Tasks ....................... 74

Written Expression Constructed-Response Practice Tasks ........................ 77

Succeeding on Oral Expression Constructed-Response Tasks ............................ 82

Oral Expression Constructed-Response Practice Tasks ............................ 86



Succeeding on Instructional Practices Constructed-Response Tasks ................... 91

Instructional Practices Constructed-Response Practice Tasks ................... 94

Study Plan Sheet ........................................................................................ 97

Preparation Resources ................................................................................. 98



About The Test

Test Name Languages Other Than English (LOTE) — German

Test Code 611

Time 5 hours

Number of Questions 120 multiple-choice questions and 8 constructed-response tasks

Format Computer-administered test (CAT) The TExES Languages Other Than English (LOTE) — German (611) test is designed to assess whether a test taker has the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess. The 120 multiple-choice questions and 8 constructed-response tasks are based on the LOTE–German EC–12 test framework. Questions on this test range from grades EC–12. The test may contain questions that do not count toward the score. Your final scaled score will be based only on scored questions.



Section Competency Domain Number of Questions

Timing Weight

I Interpretive

Mode: Listening with Cultural and Linguistic

Knowledge (multiple choice)

Intercultural and Cross-Cultural Connections

Literal Comprehension of Oral

Messages

Inferential and Interpretive

Comprehension of Oral Messages

II III

36 Multiple-Choice Questions

(30 scored plus 6 not scored)

Approx. 50 minutes

20%

II Interpretive

Mode: Reading with Cultural and Linguistic

Knowledge (multiple choice)

Intercultural and Cross-Cultural Connections

Literal Comprehension of Written Communication

Inferential and Interpretive Analysis of

Written Communication

II IV

39 Multiple-Choice Questions


50 minutes 21.4%

III Writing Practice

Practice Using

Character Selector

1 Task 5 minutes Not Scored

IV Interpersonal

Writing

Presentational Writing

Integrated Skills: Writing (constructed response)

Language Structures

Writing Proficiency

V 3 Constructed-Response

Tasks: 1) Response toEmail, Memo

or Letter 2) Opinion/Position

Essay 3) IntegratedSkills: Writing

50 minutes 12%

V Integrated

Skills: Speaking

Presentational Speaking

Interpersonal Speaking

(constructed response)

Speaking Proficiency

VI 3 Constructed-Response

Tasks: 1) Integrated

Skills: Speaking 2) Oral

Presentation or Situation/Opinion

3) SimulatedConversation

Approx. 15 minutes

12%



Optional Break: 10 minutes Section Competency Domain Number of

Questions Timing Weight

VI Instructional

Practices (multiple choice)

Theories and Principles of Language

Learning

Theories and Practices of Second-Language Instruction and

Assessment

Instructional and Assessment Strategies for Implementing the

TEKS for LOTE

I 45 Multiple-Choice Questions


45 minutes 26.6%

VII Instructional

Practices (constructed response)

Theories and Principles of Language

Learning

Theories and Practices of Second-Language Instruction and

Assessment

Instructional and Assessment Strategies for Implementing the

TEKS for LOTE

I 2 Constructed-Response

Tasks: 1) Lesson Plan

2) Essay

35 minutes 8%



The Domains

Domain Domain Title

Approx. Percentage

of Test Standards Assessed

I. Instruction and Assessment 34.6% LOTE–German: I–III

II. Cultural Understanding 8% LOTE–German: IV

III. Interpretive Listening 16.7% LOTE–German: IV and V

IV. Interpretive Reading 16.7% LOTE–German: IV and VI

V. Written Expression 12% LOTE–German: VIII

VI. Oral Expression 12% LOTE–German: VII



The Standards LOTE Standard I The LOTE teacher understands language learning theories and principles of second-language acquisition and uses this knowledge to plan instruction and assessment that promotes success for all students in all areas of language learning as defined in the Texas Essential Knowledge and Skills (TEKS). LOTE Standard II The LOTE teacher understands assessment and instruction and applies this knowledge to monitor and promote student progress in all areas of language learning as defined in the Texas Essential Knowledge and Skills (TEKS). LOTE Standard III The LOTE teacher implements the Texas Essential Knowledge and Skills (TEKS), enabling students to communicate in the target language, through which they gain knowledge and understanding of other cultures, connect with other disciplines and acquire information, make comparisons that develop insight into the nature of language and culture and participate in multilingual communities at home and around the world. LOTE Standard IV The LOTE teacher understands the nature of culture and the connections between language and culture, and understands the practices, products and perspectives of the culture(s) in which the target language is used. LOTE Standard V As a demonstration of listening proficiency, the LOTE teacher is able to derive essential information, interpret meaning and evaluate oral communications in the target language (as applicable to the target language). LOTE Standard VI As a demonstration of reading proficiency, the LOTE teacher is able to derive essential information, interpret meaning and evaluate a variety of authentic materials written in the target language (as applicable to the target language). LOTE Standard VII As a demonstration of speaking proficiency, the LOTE teacher is able to construct effective interpersonal and presentational oral discourse in the target language (as applicable to the target language). LOTE Standard VIII As a demonstration of writing proficiency, the LOTE teacher is able to write effective interpersonal and presentational discourse in the target language (as applicable to the target language).



Domains and Competencies The content covered by this test is organized into broad areas of content called domains. Each domain covers one or more of the educator standards for this field. Within each domain, the content is further defined by a set of competencies. Each competency is composed of two major parts: The competency statement, which broadly defines what an entry-level

educator in this field in Texas public schools should know and be able to do.

The descriptive statements, which describe in greater detail the knowledge and skills eligible for testing.

Domain I — Instruction and Assessment

Competency 001: The LOTE teacher knows and understands language-learning theories and theories of second-language acquisition and their application to LOTE instruction and assessment to promote the learning goals defined in the Texas Essential Knowledge and Skills (TEKS) for LOTE and promote all students’ success as language learners.

The beginning teacher: A. Understands theories and processes of interlanguage development, including

predictable patterns in second-language development and factors affecting the time required to learn a language.

B. Understands the theories of cognitive processing that underlie first- and second- language acquisition.

C. Understands general learning theories and processes relevant to language acquisition, including theories and processes of second-language instruction and assessment (e.g., communicative approaches, content-based approaches).

D. Understands the roles of various learning styles (e.g., visual, tactile, aural) in second-language acquisition and plans, selects and creates a variety of instructional and assessment materials that are responsive to various language-learning styles and that raise students’ awareness of their own language-learning styles.

E. Understands the roles of individual students’ characteristics (e.g., motivation, first-language background), social processes and linguistic factors (e.g., language transfer, overgeneralization) and other factors (e.g., family attitudes and behaviors) in second-language acquisition.

F. Applies theories and processes that guide work with particular student populations in the LOTE classroom (e.g., heritage learners, gifted and talented, special needs) to plan, select and create instructional and assessment strategies that enhance language acquisition and success for all students.



G. Applies theories and processes of second-language learning, instruction and assessment in planning, selecting and creating a variety of instructional and assessment practices and sequences that are based on the learning goals defined in the Texas Essential Knowledge and Skills (TEKS) for LOTE.

H. Knows how to expand and enrich existing home background of heritage language/dialect of native speakers of the language.

Competency 002: The LOTE teacher understands and applies theories, strategies and practices of second-language instruction and assessment to promote students’ progress in all areas of language learning as defined in the Texas Essential Knowledge and Skills (TEKS) for LOTE.

The beginning teacher: A. Understands and applies knowledge of instructional strategies, materials,

technologies and activities to plan instruction that is appropriate for students’ varied interests, needs, learning styles, motivations and backgrounds and for fostering students’ progress in all areas of language learning.

B. Knows and understands a variety of informal and formal assessment methods for identifying and interpreting students’ affective and cognitive needs (e.g., attitudes about language learning, language strengths and weaknesses, cultural understandings); for determining students’ proficiency levels; for monitoring students’ progress; for reflecting on, adjusting and improving teaching practice; and for guiding students’ learning.

C. Plans, selects and implements a variety of informal and formal assessment methods, tools and rubrics for evaluating and promoting students’ interpersonal, interpretive and presentational communication skills in all modalities.

D. Applies knowledge of instructional strategies to encourage students’ self-evaluation and self-monitoring, including self-selection of personal learning strategies relevant to second-language acquisition.

E. Understands strategies for selecting, adapting and developing instructional strategies and informal and formal assessments for evaluating students’ language acquisition as reflected in state and national guidelines (e.g., TEKS for LOTE, American Council on the Teaching of Foreign Languages [ACTFL] Performance Guidelines for K–12 Learners).

F. Selects, creates, adapts and promotes age-appropriate and language-proficiency-level-appropriate materials, strategies and applications of various media to foster language learning and promote cultural understanding.



G. Understands strategies for promoting meaningful, proficiency-level-appropriate discourse in the target language by providing comprehensible input and opportunities to interact, negotiate meaning, speak extemporaneously, make cultural connections and participate in extended conversational interactions.

Competency 003: The LOTE teacher understands and applies strategies and approaches for implementing the TEKS for LOTE to promote students’ ability to communicate in the target language, gain knowledge and understanding of other cultures, connect with other disciplines and acquire information, make comparisons that develop insight into the nature of language and culture and participate in multilingual communities at home and around the world.

The beginning teacher: A. Applies knowledge of instructional and assessment strategies, practices and

sequences to facilitate the development of interpersonal communication in the target language.

B. Applies knowledge of instructional and assessment strategies, practices and sequences to facilitate the development of interpretive communication in the target language, including strategies for guiding students in the selection of materials for independent reading, listening and viewing in the target language.

C. Applies knowledge of instructional and assessment strategies, practices and sequences to facilitate effective communication in the target language, including strategies for making speech comprehensible.

D. Understands the use of instructional and assessment activities, materials and practices that integrate culturally significant practices, products and perspectives into the language-learning environment.

E. Understands and applies strategies for guiding students in their comprehension of the nature of language and culture through comparisons between the target cultures and the students’ own language(s) and culture(s), including strategies for helping students understand the influence of one language or culture on another.

F. Understands and applies strategies for creating interdisciplinary learning experiences to help students explore connections among disciplines; integrate knowledge, skills and methods of inquiry from different subject areas; build vocabulary in other disciplines; explore connections between the target language and their own career goals; and make personal connections across disciplines through the use of the target language.

G. Understands and applies strategies for connecting what is taught in the classroom to what is experienced in everyday life and can make cultural connections across disciplines.



H. Knows how to identify, plan and promote opportunities for students to participate in extracurricular activities (e.g., contests, field trips) and local ethnic organizations and events, including opportunities to work with individuals from a variety of backgrounds and cultures to establish community learning activities, and opportunities to study, travel and work abroad and at home.

Domain II — Cultural Understanding

Competency 004: The LOTE teacher understands the connections between language and culture, including the interactions among cultural products, practices and perspectives within the target language cultures.

The beginning teacher: A. Understands and analyzes connections among cultural products, practices

and perspectives in the target cultures.

B. Knows and understands that there are multiple perspectives within the target language cultures and can analyze and interpret ideas from diverse perspectives within these cultures.

C. Understands and analyzes important similarities and differences among products, practices and perspectives of target cultures and of multiple cultures within the United States.

D. Understands and analyzes the factors within the target cultures that influence language.

Domain III — Interpretive Listening

Competency 005: The LOTE teacher demonstrates the ability to understand the literal content of oral communications in the target language.

The beginning teacher: A. Derives essential information (main ideas and details) from oral discourse in

the target language on a variety of topics involving description and/or narration in different time frames (e.g., present, past, future) and in a variety of contexts (e.g., lecture, conversation, telephone message, public address announcement, news item, oral instructions).

B. Understands discourse in the target language likely to be encountered in social and professional situations within the target language cultures and communities, including discourse about cultural topics, connections to and comparisons with other disciplines and connections to and comparisons with what is experienced outside the classroom.



C. Understands the meaning of idiomatic words and expressions frequently used in oral discourse in the target language in a variety of culturally specific settings.

Competency 006: The LOTE teacher demonstrates the ability to infer, interpret and evaluate meaning from oral communications in the target language.

The beginning teacher: A. Interprets and evaluates oral messages in the target language in order to

make inferences (e.g., characterizing the tone, mood or point of view of one or more speakers; identifying a cause-and-effect relationship implied but not stated in an oral communication; analyzing the sociocultural context of an oral exchange; paraphrasing an oral message).

Domain IV — Interpretive Reading

Competency 007: The LOTE teacher demonstrates the ability to understand the literal content of authentic materials written in the target language.

The beginning teacher: A. Understands the literal content of a variety of authentic materials (e.g.,

determining the stated main idea of a passage; identifying an accurate summary of passage content; identifying the sequence of events in a passage; discerning details regarding character, setting or events described in a passage).

B. Understands various types of authentic target language texts and realia (e.g., literary works, personal letters, newspaper and magazine articles, informational texts, websites, forms, menus, posters) that represent a variety of cultural, community and cross-disciplinary perspectives, including materials that connect with what is experienced outside the classroom.

C. Understands frequently used idiomatic words and expressions in a variety of culturally specific authentic materials.



Competency 008: The LOTE teacher demonstrates the ability to infer, interpret and evaluate meaning from a variety of authentic materials written in the target language.

The beginning teacher: A. Applies critical-reading skills (e.g., making inferences about setting or

character from information provided in a passage; discerning implied cause-and-effect relationships in a passage; inferring an author’s assumptions, purpose or point of view in a passage; interpreting figurative language, such as metaphors and similes, in a literary passage) to a variety of authentic materials.

Domain V — Written Expression

Competency 009: The LOTE teacher demonstrates the ability to use a broad range of simple and complex language structures in the target language.

The beginning teacher: A. Uses simple and complex language structures and conventions of the written

language (e.g., accent marks, spelling, punctuation) in interpersonal and presentational writing.

B. Demonstrates a broad range of vocabulary, often-used idiomatic expressions and culturally appropriate usage in interpersonal and presentational writing.

Competency 010: The LOTE teacher demonstrates the ability to prepare effective interpersonal and presentational written discourse in the target language.

The beginning teacher: A. Demonstrates the ability to construct informal and formal written discourse

concerning a variety of practical, social and professional topics (e.g., writing a letter, writing about a literary passage; expressing views on a current issue; responding to an opinion or viewpoint; describing the reasoning behind a decision) and reflecting different cultural, community and cross-disciplinary perspectives.

B. Describes, narrates and explains in written discourse using tenses appropriate to the task and registers appropriate to the audience (e.g., informal, formal).

C. Uses appropriate vocabulary to write about topics of personal and public interest, including cultural perspectives, community events, comparisons between cultures, connections between the study of the target language and other academic disciplines and connections between what is taught in the classroom and real-life experiences.



D. Exhibits an appropriate level of cultural knowledge and sensitivity while writing cohesive summaries, essays, narratives, explanations and descriptions.

Domain VI — Oral Expression

Competency 011: The LOTE teacher demonstrates the ability to construct effective interpersonal and presentational oral discourse in the target language.

The beginning teacher: A. Demonstrates the ability to initiate communication and respond orally in the

target language in a variety of social and professional situations (e.g., describing events or circumstances, explaining a problem, discussing advantages and disadvantages of an idea or proposed course of action).

B. Describes, narrates and explains in oral discourse in the target language using tenses and moods appropriate to the task and the audience.

C. Uses appropriate vocabulary to present information about topics of personal and public interest, including cultural perspectives, community events, comparisons between cultures, connections between the study of the target language and other academic disciplines and connections between what is taught in the classroom and real-life experiences.

D. Demonstrates the ability to use spoken language in culturally appropriate ways, including the use of different registers (e.g., informal, formal) to satisfy the requirements of educational, professional and social situations.

E. Demonstrates a broad range of vocabulary, often-used idiomatic expressions, clearly comprehensible pronunciation and intonation and simple and complex language structures in oral discourse.



Approaches to Answering Multiple-Choice Questions The purpose of this section is to describe multiple-choice question formats that you will typically see on the Languages Other Than English (LOTE) — German test and to suggest possible ways to approach thinking about and answering them. These approaches are intended to supplement and complement familiar test-taking strategies with which you may already be comfortable and that work for you. Fundamentally, the most important component in assuring your success on the test is knowing the content described in the test framework. This content has been carefully selected to align with the knowledge required to begin a career as a LOTE–German teacher.

The multiple-choice questions on this test are designed to assess your knowledge of the content described in the test framework. In most cases, you are expected to demonstrate more than just your ability to recall factual information. You may be asked to think critically about the information, to analyze it, consider it carefully, and compare it with other knowledge you have or make a judgment about it.

Leave no questions unanswered. Questions for which you mark no answer are counted as incorrect. Your score will be determined by the number of questions you answer correctly.

The LOTE–German test is designed to include a total of 120 multiple-choice questions. Your final scaled score will be based only on scored questions. The questions that are not scored are being pilot tested to collect information about how these questions will perform under actual testing conditions. These pilot questions are not identified on the test.

In addition to the multiple-choice questions, the test will include several constructed-response questions/tasks for which you will provide a written or oral response. For more information on the constructed-response tasks, please see pages 74–97 of this preparation manual.

How to Approach Unfamiliar Question Formats

Some questions include introductory information such as a table, graph or reading passage (often called a stimulus) that provides the information the question asks for. New formats for presenting information are developed from time to time. Tests may include audio and video stimulus materials such as a movie clip or some kind of animation, instead of a map or reading passage.



Tests may also include interactive types of questions. These questions take advantage of technology to assess knowledge and skills that go beyond what can be assessed using standard single-selection multiple-choice questions. If you see a format you are not familiar with, read the directions carefully. The directions always give clear instructions on how you are expected to respond.

For most questions, you will respond by clicking an oval to choose a single option from a list of options. Other questions may ask you to respond by:

Selecting all that apply. In some questions, you will be asked to choose all the options that answer the question correctly.

Typing in an entry box. You may be asked to enter a text or numeric answer. Some questions may have more than one place to enter a response.

Clicking check boxes. You may be asked to click check boxes instead of an oval when more than one choice within a set of answers can be selected.

Clicking parts of a graphic. In some questions, you will choose your answer by clicking on location(s) on a graphic such as a map or chart, as opposed to choosing from a list.

Clicking on sentences. In questions with reading passages, you may be asked to choose your answer by clicking on a sentence or sentences within the reading passage.

Dragging and dropping Options into “targets” on the screen. You may be asked to choose an answer from a list and drag it into the appropriate location in a table, paragraph of text or graphic.

Selecting options from a drop-down menu. This type of question will ask you to select the appropriate answer or answers by selecting options from a drop-down menu (e.g., to complete a sentence).

Remember that with every question, you will get clear instructions on how to respond.

Question Formats

You may see the following types of multiple-choice questions on the test:

— Single Questions — Questions Based on Instructional Practices — Questions with Stimulus Materials

On the following pages, you will find descriptions of these commonly used question formats, along with suggested approaches for responding to each type.



Single Questions

Many questions on this test are simply discrete questions that do not involve referencing any material other than that presented as part of the question itself. Within Sections II and VI of the test, you will see some single questions. Be sure to consider each question in terms of only the information provided in the question — not in terms of specific situations or individuals you may have encountered. Questions Based on Instructional Practices

In Section VI of the test there will be questions that measure pedagogical knowledge and competence in the theories, methods and techniques associated with teaching a foreign language. The questions are related to instructional practices, understanding linguistic theories, integration of the national standards into curriculum and instruction as well as assessment of languages and cultures.

Example 1

1. As part of a class activity, a foreign-language teacher asks students about their plans for the upcoming spring break. One student replies in the target language with the equivalent of “Tomorrow, by car.” Apparently, the student has only partially understood the question.

Which of the following strategies would be most effective in getting the student to provide a more complete response?

A. Repeating the question “What are you planning to do on vacation?” and

giving the student another opportunity to respond B. Conducting a quick review on the interrogative words in the target language

in order to take advantage of this teaching opportunity C. Echoing the answer quietly, as if contemplating it, and then asking, “Where

are you going and for how long?” D. Translating the question into English, translating the student’s answer into

English and then asking the question a second time in the target language

Example 2

2. Which of the following activities is most appropriate to assess students’ skills in the interpersonal mode at the end of a unit?

A. Spontaneous role-play with partners B. Staged skits performed in groups C. Formal oral presentations D. Recited poem or song



Suggested Approach

Example 1 measures knowledge of instructional practices in order to create a supportive classroom where students use the target language and participate actively during class discussions. Option A is a repetition of the same question that the teacher had already asked when the student gave the partial response and, consequently, the teacher may not get a more complete response from the student. Therefore, option A may be eliminated as the best answer to this question. Option B includes a review of the interrogative words and does not emphasize productive language skills. Explicit grammar instruction may not necessarily improve the student’s linguistic output. Therefore, option B may be eliminated as the best answer to this question. Option C is an effective strategy because the teacher is providing meaningful feedback while encouraging the student to clarify the answer given previously. The teacher is negotiating meaning with the student and providing the opportunity for the student to expand the original response. Therefore, option C is the best response to this question. Option D includes a translation into English of the question and the student’s answer, but it does not use the target language to help the student with a correct answer. The student may lack the linguistic resources in the target language to give an appropriate answer and the English translation of the question may not lead into a more complete response in the target language. Therefore, option D may be eliminated as the best answer to this question. Example 2 measures knowledge of assessment models and their appropriate use. It requires selecting an assessment practice appropriate to an interpersonal task. Option A includes an activity that will require students to use the language while having a conversation with one another, which will require active negotiation of meaning among the partners. Since it is a spontaneous role-play, the two people participating in the conversation will need to introduce adjustments and clarifications when needed. Therefore, option A is the best response to this question. Option B indicates that the skits will be performed in groups, which may not allow participants to change what they want to say in order to clarify what they mean. Since the skits are staged, there will be an opportunity for participants to rehearse the conversations based on a previously agreed upon script. Therefore, option B may be eliminated as the best answer to this question.



Option C consists of an activity that will demonstrate a student’s skills in the presentational mode, where one student will present to an audience. In the oral presentation, the student will be directing the message to the members of the audience and there will be no opportunity for interaction. Therefore, option C may be eliminated as the best answer to this question.

Option D involves presentational communication where the speaker will be reciting a poem or singing a song to others, requiring the audience to interpret the meaning of the poem or song. This is an example of “one-way” speaking, with no direct opportunity for the audience to interact with the speaker to get a clarification of the message. Therefore, option D may be eliminated as the best answer to this question.

Questions with Stimulus Material

Many questions on this test are preceded by stimulus material that relates to the question or questions. Types of stimulus material will include reading comprehension passages, photographs and listening comprehension selections. You will be asked to read, view or listen to the stimulus material and identify important characteristics or draw conclusions based on the stimulus material. To listen to the stimulus material in this preparation manual, look for the audio icon and click on it to listen to the audio selection.

For the reading section of the test, you will see a reading stimulus and then be asked to respond to six multiple-choice questions related to that stimulus. You will be able to refer to the stimulus as you answer the questions. For the listening section of the test, you will be asked to listen to a selection and then respond to six multiple-choice questions related to that selection. You will hear each selection once and then will have time to preview the questions before you listen to the selection a second time. Then, you will have a short period of time per question to think about and select your response. For both the reading and listening sections of the test, the last two multiple-choice questions in each set are a culture question and a linguistics question more or less closely tied to the stimulus. You may need information not directly provided in the stimulus to answer these questions.

You can use several different approaches to respond to these types of questions. Some commonly used approaches for reading and listening comprehension are listed below.

Strategy 1 For reading comprehension, skim the stimulus material to understand its purpose, its arrangement, and/or its content. Then read the question and refer again to the stimulus material to verify the correct answer. For listening comprehension, listen to the stimulus the first time to get a general sense of its purpose, its arrangement, and/or its content. Listen to the stimulus the second time more carefully and critically.

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Strategy 2 For reading comprehension, skim the question before considering the stimulus material. The content of the question will help you identify the purpose of the stimulus material and locate the information you need to respond to the question.

Strategy 3 For reading comprehension, use a combination of both strategies; apply the “read the stimulus first” strategy with shorter, more familiar stimuli and the “skim the question first” strategy with longer, more complex or less familiar stimuli. You can experiment with the sample questions in this manual and then use the strategy with which you are most comfortable when you take the actual test.

For reading comprehension, whether you read the stimulus before or after you read the question, you should read it carefully and critically.

For the first four questions in each listening and reading set, be sure to consider the questions in terms of only the information provided in the stimulus—not in terms of specific situations or individuals you may have encountered. For questions 5 and 6, you may need to consider other factors.



Example 1 — Listening

Set #1: Annik Rubens Transcript: Bis heute spielt die Automobilindustrie in Deutschland eine sehr große Rolle. 2011 wurden 6 Millionen Autos in Deutschland gebaut. Nur China und die USA bauen mehr Autos als Deutschland. Kommen wir zu den wichtigsten deutschen Automarken. Fangen wir bei A an wie Audi. Die Firma wurde 1909 gegru ndet und befindet sich heute in Ingolstadt, also in Bayern. Seit zehn Jahren gehört Audi zum Volkswagen-Konzern. Ebenfalls in Bayern, genauer gesagt in Munchen, befindet sich die bekannte Automarke BMW. Es gibt sie seit 1916. Zu Beginn produzierte die Firma Flugmotoren, später Motorräder, dann Autos. Heute gehören auch Rolls Royce und Mini zu BMW. Weiter geht‘s mit Daimler. 1891 wurde die Daimler-Motoren-Gesellschaft gegrundet. Ab 1899 tauchte auch der Name Mercedes auf. Später dann Mercedes-Benz. Audi, Mercedes, BMW – das sind vor allem große Autos. Und sie werden derzeit leider immer größer. Den Deutschen gefällt der amerikanische Trend der SUVs. Auch wenn unsere Innenstädte klein und eng sind und es wenig Parkplätze gibt – die Autos werden immer größer. Mich persönlich ärgert das sehr. Mich ärgert auch, dass nach wie vor kaum auf alternative Energien gesetzt wird. Naturlich forschen alle großen Konzerne in diesem Bereich – sie versuchen das Rätsel zu lösen, wie wir auch ohne Benzin existieren können. Aber erst jetzt kam beispielsweise der e-smart auf den Markt – und er ist noch sehr, sehr teuer. Jetzt fragt Ihr Euch vielleicht, was fu r ein Auto ich selber fahre – ich fahre einen Ford. Einen winzig kleinen Ford namens Ford Ka. Damit bekomme ich auch in der Stadt meistens einen Parkplatz, und ich muss nicht viel Geld fu r Benzin ausgeben.

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1. Welche persönliche Meinung zur deutschen Autoindustrie gibt die Sprecherinab?

A. Sie ist enttäuscht darüber, dass deutsche Autos im Allgemeinen so teuersind.

B. Sie lobt die Firma Ford dafür, dass ihre Autos ohne Benzin fahren.C. Sie bewundert an den deutschen Autobauern, dass sie so traditionsbewusst

sind.D. Sie kritisiert an den deutschen Autos, dass sie nicht sehr umweltfreundlich

sind.

2. Auf Ihre kulturellen Kenntnisse bezogen, was ist wohl ein wichtiger Grunddafür, dass viele deutsche Innenstädte „klein und eng“ sind?

A. Sie wurden vor allem auf den Verkehr mit Fahrrädern zugeschnitten.B. Sie wurden meist nach Plänen gebaut, die von den wirtschaftlichen

Schwierigkeiten der Nachkriegzeit gezeichnet waren.C. Sie basieren teilweise auf Straßennetzen, die schon im Mittelalter

entstanden sind.D. Sie haben meist wenig Platz wegen ihrer typischen Lage an einem Fluss oder

einem Berg.

3. Im Beitrag sagt die Sprecherin, „Den Deutschen gefällt der amerikanischeTrend der SUVs.“ Wie kann man am besten die Funktion des Wortes„Deutschen“ in diesem Satz erklären?

A. „Deutschen“ bedeutet hier „deutschen Menschen“ und ist das indirekteObjekt des Verbes

B. „Deutschen“ steht hier parallel zum Adjektiv „amerikanische“ und modifiziertdas Substantiv „Trend“

C. „Deutschen“ bedeutet hier „deutscher Sprache“ und ist Teil einer Adverbial-Phrase

D. „Deutschen“ bezieht sich hier auf „eine deutsche Person“ und ist das direkteObjekt des Verbes



Suggested Approach — Listening

Listen to the stimulus carefully and critically. Then read each question and think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, determine the correct option, and select it on the computer.

Question 1. The speaker does not praise Ford for developing a non-fossil-fueled car, thus Option B is incorrect. Further, although she outlines the history of several German automakers, she does not express admiration for any particular adherence to tradition on their part, which means that option C is also incorrect. Finally, the speaker does not explicitly criticize German cars in general for being too expensive. The speaker does note that one particular environmentally friendly car model is very expensive, but this is not the same thing as saying that all German cars have overly high prices – thus option A is incorrect. The correct answer is option D. The speaker says she is angered („Mich ärgert das sehr”) that German cars are following the American trend toward SUVs and are getting bigger and bigger; she is also angry that there is hardly any focus on alternative energy, and that the one recently developed electric car is extremely expensive. All of these developments can be summarized as reflecting a lack of concern for environmental priorities on the part of car manufacturers.

Question 2. Probably no German city can claim that it has been built around the requirements of bicycle transportation, therefore option A is incorrect. Option B is incorrect because, although the German economy was undeniably weak in the immediate post-World War Two period, this economic uncertainty did not go hand in hand with narrow streets. On the contrary, the overwhelming tendency of postwar city planning was toward more, wider, and straighter streets in order to facilitate automobile circulation. Finally, option D is incorrect because, although many German cities are located by rivers, and a few are bounded by mountains, these geographic factors cannot be seen as the cause of their basic street layout, which has proven over the years to be changeable in much greater accordance with social and economic factors. The correct answer is option D because the old centers of many German cities can trace their origins back many hundreds of years, and often to the Middle Ages. Their relatively narrow and often winding streets are a reflection of the transportation systems of that era and also of the technical limitations that existed in construction.

Question 3. The correct answer is option A. The verb in the sentence, “gefallen” (“to be pleasing to”), requires both a subject in the nominative case and an object in the dative case. The subject in this sentence can be only “the American trend,” since that is the only noun phrase in the nominative case. “Den Deutschen” reveals to whom the American trend is pleasing. The capitalized form of the adjective “deutsch” indicates that it is being used as a noun, and the form of the article is consistent with a dative plural noun being used as an indirect object: the American trend is pleasing to the Germans. None of the other options conveys a grammatically possible reading of the sentence.



Example 2 — Reading

Elektrisch angetreten

Ich bin auf dem Weg zum Invalidenpark, wo ich Niko Klansek aus New York treffe. Er will mir seine Erfindung zeigen, das „Smart Ped“. Im Prinzip ein elektrischer Tretroller mit Straßenzulassung. Er nennt es anders: „Es ist das erste legale Kick-Assist-E-Bike der Welt“, hat er mir am Telefon erklärt. Ich bin gespannt auf die Probefahrt.

Wie fing alles an mit dem „Smart Ped“, dem Tretroller, der elektrisch mittritt? Ganz einfach: Am Anfang war das Rad. Genauer gesagt: das „Smart Wheel“. Ein Fahrrad-Laufrad mit integriertem elektrischem Antrieb. Die Idee ist nicht ganz neu, Hersteller wie Velorapida bieten Pedelecs nach ähnlichem Prinzip an. Aber Klansek hat ein einzelnes Elektro-Rad entwickelt, das jeder in sein ganz normales Fahrrad einbauen kann, egal ob Mountain-, City- oder Hollandrad. In vier verschiedenen Größen ist das „Smart Wheel“ zu haben.

Vielen Radfahrern gefiel die Idee offensichtlich. Denn bis November 2013 kamen bei Kickstarter 700.000 Dollar für das Start-up zusammen. „FlyKly“ hat der Zweirad-Enthusiast seine Firma genannt. „FlyKly will für urbane Menschen immer schlauere Tools für den Weg durch die Stadt entwickeln“, sagt der Tüftler. Und dazu passt auch Klanseks nächste Idee: Für normale Wegstrecken sei ein Fahrrad oder E-Bike sinnvoll, so der Ansatz. Aber was ist mit Pendlern, die per Auto oder Zuganreisen und dann das letzte Wegstück vom Bahnhof oder Parkplatz aus irgendwieanders zurücklegen müssen? Dafür bräuchte es ein leichtes, transportables undmöglichst simples Gefährt. Deshalb verkleinerte Klansek kurzerhand sein „SmartWheel“ auf 16 Zoll und baute es in einen klappbaren Tretroller ein. 25Stundenkilometer Höchstgeschwindigkeit leistet das Gefährt, nach Angaben seinesErfinders darf es legal auf der Straße und auf dem Radweg fahren.

Auf den ersten Blick unterscheidet sich der „Smart Ped“-Roller kaum von einem normalen Tretroller. Gebaut wird er dann, wenn Klansek via Crowdfunding bis Ende November 100.000 Euro zusammenbekommt, bei gut 95.000 ist er aber nach nur zwei Wochen schon. Vor der Probefahrt erklärt er mir das Prinzip: Je schneller ich antrete, desto mehr an Unterstützung kommt noch einmal elektrisch dazu. Trete ich nicht mehr, dann hält der Roller seine Geschwindigkeit für exakt 500 Sekunden konstant.

Ich cruise vorbei an Passanten, Autos und Hunden. Recht lässig fühlt sich das an. Ich bin richtig angetan von dem kleinen Roller, denn die Handhabung ist in jeder Hinsicht kinderleicht und das mühelose Dahingleiten könnte süchtig machen. Mir gefallen auch das schlichte Design und die robuste Bauweise – ein passendes Großstadtgefährt für den modernen Pendler. Empfehlenswert ist vor allem die „Premium“-Version. Die kostet zwar 100 Euro mehr, dafür wird der Scooter dann aber mit Schutzblechen, Klappständer und LED-Leuchten geliefert. Außerdem lässt sie sich im Gegensatz zur „Regular“-Version gleich zweifach zusammenfalten und

http://klansek.com/

http://flykly.com/



misst dann nur noch 62 mal 78 mal 35 Zentimeter. So lässt sie sich gut im Kofferraum, dem Fahrstuhl oder der U-Bahn transportieren. 1. Welche Beziehung besteht zwischen dem „Smart Wheel“ und dem „Smart Ped“?

A. Das Smart Wheel und das Smart Ped sind ähnliche Produkte von unterschiedlichen Herstellern.

B. Das Smart Wheel und das Smart Ped sind beide in Deutschland erfunden worden.

C. Das Smart Ped entstand aus der Kombination von einem Smart Wheel mit einem Roller.

D. Das Smart Ped ist eine vereinfachte und besonders preiswerte Version des Smart Wheel.

2. In welcher grammatikalischen Form steht das Verb im folgenden Satz: „Für

normale Wegstrecken sei ein Fahrrad oder E-Bike sinnvoll.“

A. Im Konjunktiv B. In einer Modalkonstruktion C. Im Indikativ D. Im Infinitiv

3. Auf Ihre Kulturkenntnisse bezogen, warum wäre das Smart Ped in Deutschland

wohl von besonderem Interesse?

A. Weil viele Deutsche sich in ihrer Freizeit gerne an der frischen Luft bewegen. B. Weil immer mehr Deutsche täglich mit dem Fahrrad zur Arbeit fahren

wollen. C. Weil immer mehr Deutsche gesundheitliche Probleme mit dem Laufen

haben. D. Weil viele Deutsche den Weg zur Arbeit teilweise zu Fuß zurücklegen.

Suggested Approach — Reading

Read the article and carefully consider the information presented. Question 1. Option A is incorrect because the Smart Ped and the Smart Wheel are made by the same company; option B is incorrect because neither was invented in Germany; option D is incorrect because the Smart Ped is a self-contained vehicle that can’t be put into the same category as the Smart Wheel, which is a part that only becomes useful when installed on a bike. The Smart Ped was developed by combining a conventional scooter with the Smart Wheel, a previous invention by the same developer who built the Smart Ped. The second and third paragraphs of the article describe how the Smart Ped — a scooter that is propelled by a



combination of manual and electrical power — was developed. First inventor Niko Klansek developed the Smart Wheel, which operates under the same principle, and which consumers could add to a regular bicycle in order to get a bike with added electrical support. Later he combined a smaller version of the original Smart Wheel with a fold-up scooter, which he called “Smart Ped”; therefore, the correct answer is option C.

Question 2. The correct answer is option A. The verb in this sentence is „sei”, which is the third person subjunctive (I) form of the word “sein.” None of the other options are accurate designations of this verb form.

Question 3. Option A is incorrect because the Smart Ped is a commuting option that is meant to reduce exertion on the way to or from work; it would thus not be suited to people whose main goal is to get some exercise outdoors. Option B is incorrect because the Smart Ped cannot be considered a good substitute for a bicycle, especially if bike-mounted commuters were interested in the exercise that a bike would afford. Option C is incorrect because there is nothing in the article that supports the claim that Germans are increasingly unable to walk, nor does it support the implied claim that the Smart Ped would be better for such people. The question asks why the Smart Ped would be of particular interest to German consumers. The article states that the Smart Ped was developed with a particular group of commuters in mind, people who spend part of their commute traveling by car or train but have to walk the rest of the way. This is a reality for many German employees, since many jobs are in urban areas where parking is scarce, and in general walking and using public transportation is usually a part of daily routine of most citizens. Therefore, the correct answer is option D.



Example 3 — Cultural Question

© iStock.com/Smith

1. Auf Ihre kulturellen Kenntnisse bezogen, in welcher deutschsprachigen Regionwürde man solch eine Landschaft wohl sehen können?

A. An der OstseeküsteB. An der Mecklenburgischen SeenplatteC. Im sächischen ElbsandsteingebirgeD. In den österreichischen Alpen



© Fotolia/Stefan Körber

2. Auf Ihre Kulturkenntnisse bezogen, an welchem traditionellen deutschenFeiertag stellen Kinder ihre Schuhe abends vor die Tür, um sie am nächstenMorgen mit Süßigkeiten gefüllt vorzufinden?

A. Am NeujahrstagB. Zu WeihnachtenC. Am NikolaustagD. Zu Ostern

Suggested Approach

These types of questions test your cultural knowledge. We recommend that you use a combination of the strategies described on pages 20–21. Take a look at the picture first and make sure you understand its content. Then read the question and refer again to the stimulus material to verify the correct answer.

Question 1. The correct answer is option D. The image shows a summertime alpine landscape with high snowcapped mountains, which, in the context of German-speaking regions in Europe, can only be found in the Alps. All of the other options involve landscapes where one would see either water or mountains to some degree, but not the specifically the Alpine combination of the two.

Question 2. The correct answer is Option C. One of the highlights of St. Nicholas Day (December 6) is the tradition in many European countries of children putting shoes in front of the door the night before. Upon waking they find that their shoes have been filled with sweets and small gifts. This is a tradition connected only to Nikolaustag and not to any of the holidays mentioned in the other options.



Multiple-Choice Practice Questions This section presents some sample test questions for you to review as part of your preparation for the test. To demonstrate how each competency may be assessed, each sample question is accompanied by the competency that it measures. While studying, you may wish to read the competency before and after you consider each sample question. Please note that the competency statements do not appear on the actual test.

For each sample test question, there is at least one correct answer and a rationale for each answer option. Please note that the sample questions are not necessarily presented in competency order.

The sample questions are included to illustrate the formats and types of questions you will see on the test; however, your performance on the sample questions should not be viewed as a predictor of your performance on the actual test.



Listening Section

Set #1

Moderator Jens Olesen speaks with guest Arndt Klocke.

Transcript:

(MA) [intro music] Guten Morgen! Mal ist die rechte Fahrspur gesperrt, mal ist die linke Fahrspur gesperrt, mal dürfen LKW über 3,5 Tonnen die Brücke gar nicht benutzen, mal müssen wir alle langsamer fahren. Seit dieser Woche gibt es eine neue Liste über die maroden Brücken, die im Besitz des Bundes sind, in Nordrhein-Westfalen. Arndt Klocke vom Bündnis 90/Die Grünen ist der verkehrspolitische Sprecher. Also, wie viele Brücken sind's?

(MB): Es sind 240, die sehr stark äh sanierungsbedürftig sind in Nordrhein-Westfalen. Das sind gut 10% der vorhandenen Straßenbrücken, die wir hier haben.

(MA) Warum hat man das eigentlich nicht schon vor 15 Jahren angegangen, das Problem?

(MB) Ja, die Frage verstehe ich, ehrlich gesagt, auch nicht. Also, für die Menschen, die in den 70er, 80er Jahren Brücken geplant und gebaut haben, war ja mit Scherheit klar, dass etwa 25, 30 Jahre später diese Brücken sanierungsbedürftig sind. Dafür ist überhaupt kein Geld zurückgelegt worden, dafur gibt es keine Planung, und wir stellen heutzutage fest, dass eben äh Dinge äh jetzt so dringend anstehen, dass Sperrungen ähm eben auch eine Maßnahme sind, wie wir das beispielsweise bei der Leverkusener Rheinbrücke auch erlebt haben. Äh, man muss sagen, dass in den 90er Jahren, Ende der 90er Jahre großer Augenmerk einfach auf den Osten gerichtet war. Wir haben unglaublich viel Geld in den Aufbau der Verkehrswege im Osten äh investiert. Jeder, der da unterwegs ist, in den Städten beispielsweise, sich die Verkehrsanlagen ankuckt, die Straßenbahnlinien dort, äh sieht wirklich ähm ... na ja, „blühende Landschaften“ ist vielleicht nicht das richtige Wort, aber trotzdem sehr gut erhaltene und sehr gut ausgebaute Verkehrswege. Und in der Zeit äh existierte dieses Problem schon auch im Westen, da hat man die Sachen zurückgestellt, hat gesagt: Das muss man jetzt nicht unbedingt machen, das kann man in 5 Jahren angehen etc. Und man muss einfach jetzt feststellen, dass über 10, 15 Jahre die Initiativen, die Maßnahmen nicht angegangen worden sind, die dringend notwendig waren.

(MA) Das heißt die öffentlich bestellten Planer und Ingenieure waren nicht in der Lage, das zu leisten, was man von ihnen erwartet hat.

http://www.tx.nesinc.com/content/docs/media/611_lote_german_Bruecken_WDR_2min44.mp3



(MB) Äh sie waren auf jeden Fall nicht in der Lage, das so umfassend zu leisten, wie es notwendig wäre. Man kann das vielleicht gut mit einem Zahnarztbesuch, der ausbleibt, vergleichen: Ähm, Wenn man die Dinge nicht schnell angeht, dann wird es, wenn man da Jahre wartet, äh bleibt der Schaden nicht so wie er ist, sondern er wird zunehmend schlimmer, und jetzt ist es allerhöchste Eisenbahn, und wenn man jetzt weiterschläft und keine Priorisierung auf den Erhalt macht, dann wird es in 5 oder 10 Jahren noch viel verheerender sein, und da werden wir noch mehr Sperrungen, und mehr äh äh Straßenschäden haben, als wir das eigentlich heutzutage haben.

(MA) Erleben wir den Verkehrsinfarkt oder wird's noch schlimmer? Wird's

noch schlimmer, wie schätzen Sie das ein? (MB) Also real würd' ich sagen, auch wenn's äh äh vielleicht für die

Zuschauer keine gute Nachricht ist, ich vermute, dass es schlimmer wird. Wenn man sich den Straßenbericht ankuckt, dann wird es in den nächsten Jahren eher schwieriger werden, äh auch selbst wenn jetzt auf Sanierung schnell umgeswitcht werden würde, ähm und wenn das weiter verschlafen wird in den nächsten Jahren, wird das noch deutlich schwieriger fürs Land.

COMPETENCY 005 1. Worum geht es hauptsächlich in diesem Interview?

A. Um die Wirkung von Architektur B. Um den Erhalt von Infrastruktur C. Um den Wert der Bildung D. Um die Streitereien der Politik

Answer and Rationale



COMPETENCY 006 2. Warum hat man nicht schon in den 1990er Jahren angefangen, die Brücken in

Nordrhein-Westfalen zu sanieren?

A. Man plante, an ihrer Stelle völlig neue Brücken zu bauen. B. Zu dieser Zeit waren die staatlichen Kassen wegen der wirtschafltichen

Rezession fast leer. C. Zu dieser Zeit sind öffentliche Gelder in den Wiederaufbau der ehemaligen

DDR geflossen. D. Man ging davon aus, dass der Verkehr in Zukunft abnehmen würde.

Answer and Rationale COMPETENCY 005 3. Warum erwähnt Herr Klocke Zahnärzte in diesem Kontext?

A. Bei Brücken und Zähnen zugleich wird der Schaden größer, wenn man nichts unternimmt.

B. Wie bei Zähnen ist eine Brückenreparatur oft mit temporären „Schmerzen“ verbunden.

C. Bei Brücken und Zähnen zugleich ist eine regelmäßige Untersuchung der Schlüssel zur „Gesundheit“.

D. Wie bei Zähnen braucht man bei Brücken vor allem fachlich ausgebildete Experten, wenn man die Dinge instand halten will.

Answer and Rationale COMPETENCY 006 4. Was ist Herrn Klockes Prognose für die Situation der Brücken in Nordrhein-

Westfalen?

A. Es wird noch weitere Sperrungen geben. B. Das Schlimmste ist schon vorbei. C. An der Verkehrssituation wird sich mittelfristig nicht viel ändern. D. Ohne drastische Sofortmaßnahmen steht ein Verkehrschaos bevor.




COMPETENCY 004 5. Auf Ihre Kulturkenntnisse bezogen, in welchem Kontext ist das geflügelte Wort

von „blühenden Landschaften“ entstanden, das Arndt Klocke zitiert?

A. Es ist ein Zitat aus der Romantik, das die Sehnsucht nach einer schönen Heimat ausdrückt.

B. Bundeskanzler Helmut Kohl hat den Menschen in der DDR „blühende Landschaften“ infolge einer Wiedervereinigung mit der BRD prophezeit.

C. Es ist ein biblisches Zitat, das den Wunsch nach einem Leben im materiellen Komfort verkörpern soll.

D. Umweltgruppen in Deutschland benutzen häufig das Bild von „blühenden Landschaften“, um ein Ideal des Lebens im Einklang mit der Natur zu illustrieren.

Answer and Rationale COMPETENCY 005 6. In welcher Zeitform befindet sich der folgende Relativsatz aus dem Hörtext:

“dass über 10, 15 Jahre die Maßnahmen nicht angegangen worden sind,“ die dringend notwendig waren?

A. Im Passiv Präsens B. Im Passiv Perfekt C. Im Passiv Präteritum D. Im Passiv Plusquamperfekt




Set #2

MA: Er ist immer noch rot, und trotzdem sieht er irgendwie anders aus. Ich hab vorhin mal nachgekuckt, der neue 10 Euro Schein. Auch sicherheitstechnisch wurden einige Fallstricke für Geldfälscher eingebaut, denn allein in 2013 zog die Europäische Zentralbank 670.000 gefälschte Euro-Banknoten aus dem Verkehr. Was der neue Schein kann, das erklärt uns Dr. Albert Sommer von der Deutschen Bundesbank. Wunderschönen Guten Morgen, Herr Sommer!

MB: Ja, schönen guten Morgen!

MA: Guten Morgen. Herr Sommer, was ist denn erst mal optisch neu am neuen Schein?

MB: Ja, also rein optisch fällt einem als Erstes auf, dass die Farbe etwas kräftiger geworden ist, ah, das erleichtert einfach so etwas die Unterscheidung zwischen den einzelnen Stückelungen, also zwischen dem 5-er, 10-er, 20-er und so weiter. Ja, und ansonsten neu sind tatsächlich einige Sicherheitsmerkmale, die wir verändert haben und die es den Fälschern etwas schwerer machen sollen, die Banknote zu fälschen und in den Umlauf zu bringen.

MA: So, dann sagen Sie schon mal, was da so drin ist, damit die Fälscher sich schon mal darauf vorbereiten können, was im September auf sie zukommt.

MB: Ja, zunächt mal ham' wir das sogenannte Wasserzeichen geändert, also wenn Sie die Banknote gegen das Licht halten, dann erscheint da nicht mehr das „Tor“, wie bisher beim alten 10-er, sondern die „Europa“. Das ist so eine mythologische Gestalt. Äh, der Hintergrund ist einfach: Das ist ein Gesicht, und Gesichter können sich Menschen üblicherweise sehr gut merken, und bemerken auch kleine Veränderungen relativ schnell. Deswegen müssten die das schon ziemlich gut fälschen, damit das nicht auffällt.

MA: Jetzt ist mir aber aufgefallen: 10-Euro-Scheine kuckt keine Sau an. Jeder prüft 50-Euro-Scheine; jagt sie durch mindestens 17 Scanner, aber ein 10-Euro-Schein wird einfach in die Kasse gelegt, und das war’s.

MB: Na ja, zunächst mal ist es natürlich so, dass die Kassierer selbst üblicherweise schon ein Händchen dafür haben, und äh Tricks haben, wie sie das relativ schnell prüfen können, nicht? So am Rand gibt es immer so Beschriftungen, die sind etwas erhoben,

MA: Rübergeknibbelt, ja –

http://www.tx.nesinc.com/content/docs/media/611_lote_german_10-Euro-Schein_2min50.mp3



MB: – da muss man nur mal kurz mit dem Finger drüberfahren, dann merkt man schon, ob das echt ist. Auch das Material der Scheine ist nicht so leicht äh nachzumachen, das ist so ein Baumwollgemisch. Also man spürt das schon, die erfahrenen Leute spüren das relativ schnell, ob's ‘ne echte oder falsche Banknote ist. Aber gut, äh ich mein' ich kann nur jedem raten, selbst immer so ein waches Auge zu haben. Das wird man nicht immer durchhalten können. Aber es ist halt so: Wer eine falsche Banknote angedreht bekommt, der trägt den Schaden. Also wenn er die abliefert, dann kriegt er die nicht ersetzt. Das ist nun mal so.

MA: So, aus dem 5-Euroschein konnten wir ja lernen. Der kam dann

irgendwann, der sieht 'n bisschen anders aus, und die meisten Automaten haben sich an dem Ding verschluckt. Wird das uns beim 10-er genauso gehen, dass wir in Zukunft also sagen wir mal bis zum Ende des Jahres neue und alte 10-er mit uns führen müssen, damit wir auch mal 'nen Parkschein lösen können, oder wurde da vorgesorgt?

MB: Also, wir hoffen das natürlich nicht; letztendlich ist es aber natürlich

so, dass das nicht in unserer Hand äh liegt. Wir stellen ab sofort den Automatenherstellern die neuen Geldscheine zur Verfügung. Die sind also jederzeit in der Lage, jetzt ihre Automaten entsprechend anzupassen und umzurüsten, und wir hoffen, dass das dann gut klappt. Aber das können wir natürlich nicht äh überprüfen.

COMPETENCY 005 7. Aus welchem Grund hat die Bundesbank dem 10-Euroschein eine neue Farbe

gegeben?

A. Die neue Farbe können Fälscher nicht so leicht nachmachen. B. Die neue Farbe passt besser zu dem Motiv auf dem neuen Schein. C. Die neue Farbe hilft, den Schein von anderen Geldscheinen zu

unterscheiden. D. Die neue Farbe harmoniert besser mit den Farben der anderen Scheine.




COMPETENCY 005 8. Warum wurde das Wasserzeichen auf dem neuen 10-er Euroschein

ausgewechselt?

A. Das neue Wasserzeichen enthält eine neue Lichttechnik. B. Das neue Bild sollte eine wichtige historische Persönlichkeit ehren. C. Die Bevölkerung fand das alte Bild auf dem Schein nicht mehr zeitgemäß. D. Menschen können sich das Aussehen von Gesichtern leichter merken.

Answer and Rationale COMPETENCY 006 9. Welches potenzielle Problem glaubt der Moderator bei den neuen

Sicherheitsmerkmalen von 10-Euro-Scheinen zu sehen?

A. Die distinktive raue Oberfläche des neuen 10-Euro-Scheins wird nicht lange halten.

B. Die meisten Leute werden bei einem 10-Euro-Schein gar nicht erst prüfen, ob er echt ist.

C. Der neue 10-Euro-Schein ist immer noch zu leicht zu fälschen. D. Die Kassierer im Geschäft haben keine Zeit, um die feinen Merkmale zu

überprüfen. Answer and Rationale COMPETENCY 005 10. Was macht die Deutsche Bundesbank, um die Probleme mit Geldautomaten, die

es bei der Einführung des 5-Euro-Scheines gab, dieses Mal zu vermeiden?

A. Die Bundesbank gibt den Automatenherstellen die neuen Scheine frühzeitig, damit sie ihre Automaten anpassen können.

B. Die Bundesbank überprüft, ob alle existierenden Automaten die neuen 10-Euro-Scheine korrekt erkennen können.

C. Die Bundesbank stellt den Automatenherstellern neue Geldscheinlesegeräte zur Verfügung, die sie in ihre Automaten einbauen können.

D. Die Bundesbank wird die alten 10-Euro-Scheine so lange behalten, bis die Automaten vollständig an die neuen Scheine angepasst sind.




COMPETENCY 005 11. Dr. Sommer spricht im Hörtext über „einige Sicherheitsmerkmale, die es den

Fälschern etwas schwerer machen sollen, die Banknote zu fälschen“ In welchem Fall steht das Nomen „den Fälschern“?

A. im Nominativ B. im Akkusativ C. im Dativ D. im Genitiv

Answer and Rationale COMPETENCY 004 12. Auf Ihre Kulturkenntnisse bezogen, was war die offizielle Währung in der

Bundesrepublik Deutschland zwischen 1947 und 2002, als der Euro eingeführt wurde?

A. Der Taler B. Die Reichsmark C. Der Groschen D. Die Deutsche Mark




Reading Section

Wandergesellen: Hunderte junge Handwerker folgen einer Uralt-Tradition Sein Wanderbuch trägt Ingo Alex, 27, immer an der Brust, unter Weste und Jackett: "Unersetzbar, ich schlafe auch darauf." Das Büchlein enthält zig Fotos, handschriftliche Einträge und Stempel von Städten, in denen er schon war, unterwegs kreuz und quer durch Deutschland, Österreich, die Schweiz. Alex, gebürtiger Ulmer, ist gelernter Bierbrauer und Mälzer. Die meisten der knapp 400 Wandergesellen seien Zimmerer, Tischler, Dachdecker oder Maurer, sagt Ludwig Hense, Präsident des Dachverbandes der Wandergesellen. Bei acht Brauereien konnte Alex schon anheuern, ob im bayerischen Riedenburg oder in Potsdam. In den ersten drei Monaten begleitete ihn noch ein Altgeselle. "Er hat mir Tipps gegeben, wie man durchkommt, und die Regeln beigebracht." Davon gibt es viele, etwa dass Wandergesellen kein Geld fürs Schlafen und Reisen ausgeben dürfen. Darum tippeln sie meist zu Fuß oder per Anhalter. Oder dass sie in den ersten drei Jahren plus einen Tag nicht mehr nach Hause können – 50 Kilometer um den früheren Wohnort herum reicht die sogenannte Bannmeile. Seit Jahrhunderten schon gehen junge Handwerker auf Wanderschaft. Leicht erkennbar sind sie an der charakteristischen Kluft: Hose mit weitem Schlag, Weste, Jackett, dazu Hut und Wanderstock. "Die Gesellen müssen unverheiratet sein, ledig, unter 30 und im Besitz des Gesellenbriefes,“ erklärt Jens Brinkmann von der Rolandsschacht-Zunft für wandernde Bauhandwerker. "Und mit der Bahn fahren sollen sie auch nicht." Die Regeln würden vor allem mündlich übermittelt: "Oft erfahren die Gesellen selbst erst Genaueres von anderen Gesellen auf der Reise." Zimmermann Marc Heerich, 28, tippelt seit drei Jahren. In Polen und Portugal war er schon, am Mittelmeer und in der Südarktis. Auf der Deutschlandkarte zeigt er den Bannkreis um seine sauerländische Heimatstadt Finnentrop. Am Ortsschild musste er damals Abschied nehmen. "Das war wie ein Sprung aus dem Flugzeug", erinnert Heerich sich. Mit nichts als fünf Euro in der Tasche und seinem Bündel machte er sich auf, zurück blieben Freunde, Familie – und das Handy, ab sofort tabu. Er arbeitet heute hier, morgen dort und lässt sich einfach treiben. "Vom ersten Tag an geht es um die Wurst", sagt Heerich, "wo esse ich, wo schlafe ich?" Mal musste er im Freien übernachten, mal in einem Bankraum. Die klassische Montur sei "im Winter viel zu kalt, im Sommer viel zu heiß" – aber auch ein Türöffner in der Fremde. Sie schaffe Vertrauen. Denn wer die Kluft trägt, muss sich stets ehrbar verhalten, "darauf haben wir unser Wort gegeben". Also werde "einem unheimlich viel geholfen auf der Walz", so Heerich.



Mit leuchtenden Augen berichtet der Zimmermann von seinen Erlebnissen. Und doch sehnt er sich so langsam nach seiner Heimat, nach Familie und Freunden.

Copyright: dpa / 11.02.2016 COMPETENCY 005 13. Der Wandergeselle Ingo Alex ist “auf der Walz”, oder man kann auch sagen,

dass er „tippelt“. Wie kann man diesen Begriff wohl am besten umschreiben?

A. Er reist durch das Land und arbeitet nur, wenn ihm das Geld ausgeht. B. Er arbeitet in regelmäßig wechselnden Betrieben, um berufliche Erfahrungen

zu sammeln. C. Er arbeitet ohne Bezahlung und akzeptiert dafür Verpflegung und

Unterkunft. D. Er arbeitet an einem Arbeitsplatz weit entfernt von der Heimat und besucht

nur einmal im Jahr das Zuhause. Answer and Rationale COMPETENCY 006 14. Welche Aussage würde der Wandergeselle Ingo Alex am ehesten machen?

A. „Ich möchte vielleicht als Nächstes in der Tschechischen Republik brauen.“ B. „Meine Frau sagt, sie vermisst mich zwar, aber nicht meine komische

Kleidung.“ C. „Mit den ermäßigten Karten für Wandergesellen kann man heutzutage auch

per Zug tippeln.“ D. „Als ich letztes Jahr zufällig durch meine Heimatstadt reiste, hat mich kaum

einer wiedererkannt.“ Answer and Rationale



COMPETENCY 005 15. Wie beschreibt der Wandergeselle Marc Heerich den Anfang seiner

Wanderjahre?

A. Er war jeden Tag hungrig. B. Es war eine Art Wiedergeburt. C. Es ging schnell wie im Flug vorbei. D. Es war ein existenzieller Schock.

Answer and Rationale COMPETENCY 005 16. Worauf bezieht sich wohl die „klassische Montur“ ?

A. Auf das alltägliche Leben eines Wandergesellen B. Auf den Brief, den ein Wandergeselle bei sich tragen muss C. Auf die charakteristische Kleidung eines Wandergesellen D. Auf die Arbeit, die ein Wandergeselle typischerweise macht

Answer and Rationale COMPETENCY 004 17. Auf Ihre Kulturkenntnisse bezogen, auf welche hierachische Stufe kommt der

Geselle als nächste im Handwerksbetrieb?

A. Er wird Praktikant. B. Er wird Auszubildender. C. Er wird Arbeiter. D. Er wird Meister.




COMPETENCY 005 18. Ein Satz beginnt mit den Worten “Davon gibt es viele.” Wie könnte man einem

Schüler die Funktion des Wörtchens „Da-“ erklären?

A. Es ist ein Füllwort, das nichts bedeutet und lediglich das Sprechen erleichtert.

B. Es ist ein Pronomen, das sich auf „Tipps“ bezieht. C. Es ist ein Pronomen, das sich auf „Regeln“ bezieht. D. Es ist ein Adverb, das ungefähr „In dieser Situation“ bedeutet




Cultural Question

COMPETENCY 004

© erhard97 / Pixelio.de 19. Auf Ihre kulturellen Kenntnisse bezogen, warum hat man dieses Zitat gewählt,

um einem öffentlichen Protest Nachdruck zu verleihen?

A. Es ist eine berühmt gewordene Parole der 68er-Demonstranten. B. Es ist ein Kernsatz der deutschen Verfassung. C. Es ist eine Zeile aus dem Song einer beliebten deutschen Band. D. Es ist ein philosophischer Grundsatz von Nietzsche.




Instructional Practices

Part A This section is designed to measure your knowledge of language-acquisition theories and instructional practices. COMPETENCY 002 1. A foreign-language teacher wants to design lessons that will require students to

use critical-thinking skills. Which of the following activities will be most effective for beginning-level students?

A. After watching a video about the target culture, students write to their pen

pal in a target country. B. After watching a video about the target culture, students turn and talk to

their shoulder partner, summarizing the video. C. After watching a video about the target culture, students reflect on their

own cultural practices and share their experiences in English. D. After watching a video about the target culture, students conduct a

simulated phone conversation with a peer. Answer and Rationale COMPETENCY 001 2. Mr. Johnson teaches a class that includes students of multiple language levels.

He has noticed that some of his students who are native speakers are reluctant to speak in class. He feels that he can connect with these students by conducting home visits and learning about their home language. He hopes that his efforts will lead students to take risks and participate more in class. Which of the following best describes the strategy that Mr. Johnson is implementing? Select all that apply.

A. Establishing a culture of learning B. Connecting with families and communities C. Organizing a safe classroom space D. Creating an environment of respect




COMPETENCY 003 3. After explaining present-tense forms of selected verbs to students, a foreign-

language teacher in a first-year high school class wants to reinforce the recognition of these verb forms in context. Which of the following activities will best achieve this goal?

A. Asking students to talk about personal experiences using the present-tense

verb forms they are studying B. Having students fill out a verb chart that includes the singular and plural

forms of the verbs they are studying C. Leading students in reading a paragraph written in first person and then

asking students to rewrite it using third person D. Asking students to highlight the present-tense forms in a text they are

reading as part of a class assignment Answer and Rationale COMPETENCY 001 4. Total Physical Response (TPR) is one method that can be used in teaching a

foreign language. Which of the following is the best example of a TPR activity?

A. To have students review the vocabulary studied in the previous lesson, the teacher asks the class to stand and recite the words they learned.

B. To test students’ understanding, the teacher gives each student a command that should be carried out.

C. As a review for a test, the teacher shows students flash cards with words and asks the meanings of the words.

D. The teacher brings several items to class and asks students to respond with the correct name of the item in the target language.




COMPETENCY 001 5. A foreign-language teacher of a novice-level class wants to successfully group

students so they can orally present a dialogue from their textbook. Which one of the following types of learners should the teacher make sure to include in each group to reinforce oral communication skills?

A. Visual spatial B. Kinesthetic C. Logical reasoning D. Verbal linguistic

Answer and Rationale COMPETENCY 003 6. A foreign-language teacher of an advanced-level class would like to incorporate

viewpoints from the target culture that might contrast with viewpoints in the students’ own country. Which of the following activities should the teacher include in the instructional unit in order to meet this goal?

A. Have students explain the different opinions on the same topic as expressed

in an article from a target-country newspaper and an article from their native country

B. Play a foreign language newscast for the class and have individual students describe what they heard

C. Have a native speaker explain to the class the differences between the political system in the target country and that of the students’ own country

D. Allow students to use the Internet to explore various historical sites in preparation for a written report




COMPETENCY 001 7. A world-language teacher has designed lessons in which students are asked to

read silently, listen to explanations, memorize words and rules, and prepare written translations of texts. Which of the following best describes the language approach taken by the teacher?

A. Direct method B. Grammar translation C. Proficiency-oriented D. Project-based




Part B This section is designed to measure your knowledge of the Standards for Foreign Language Learning in the 21st Century.



COMPETENCY 003 8. A school wants to incorporate into its curriculum new activities that meet the

standards for foreign language learning. Which of the following activities might be incorporated in order to best address Comparisons Standard 4.1?

A. Students take target-language courses in other schools and compare them

to the courses they take in their own school and present a final oral report in class.

B. Students read self-selected articles on cultural changes that have taken place in other countries owing to globalization, evaluate them, and submit a written report.

C. Students interview people from target-language countries about specific aspects of their languages to determine how they differ from English and submit a written report.

D. Students visit local cultural centers, obtain information about events from different countries, and create a year-round calendar for the school so that teachers can take their students to different events.

Answer and Rationale COMPETENCY 003 9. Students in an advanced-level foreign-language class are studying in the target

language the newest trends in international business. They will follow the unit up with a visit to the local branch of a company headquartered in the target country, so that they can interview native speakers and gain field experience in the topic. The visit to the company will enable the class to meet which of the following foreign-language learning standards?

A. Comparisons Standard 4.1 B. Comparisons Standard 4.2 C. Communities Standard 5.1 D. Communities Standard 5.2




COMPETENCY 003 10. A foreign-language teacher is preparing a lesson to determine if students

comprehend and can correctly apply the future-tense forms of verbs during a classroom assignment. Which of the following is the best activity for meeting the Communication standard?

A. Students work in groups to talk about their family’s upcoming trip. B. Students circle the verb forms in future tense they find in an article. C. Students read a paragraph that uses the future tense of the verbs. D. Students translate a short text from English into the target language.

Answer and Rationale COMPETENCY 003 11. A teacher of a second-year foreign language class explains to students that

they will read a blog post on the Internet written by a student their age who lives in the target culture. He tells his class that the purpose of the blog is to explain where the student and her family go to buy food, clothing and household items, the same necessities that the students in the class buy. Which standard is met with this reading activity?

A. Standard 1.3: Students present information, concepts and ideas to an

audience of listeners or readers on a variety of topics. B. Standard 3.2: Students acquire information and recognize the distinctive

viewpoints that are only available through the foreign language and its cultures.

C. Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

D. Standard 5.2: Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.




COMPETENCY 003 12. A foreign-language teacher asks intermediate-level students to find an

authentic recipe from the target culture to prepare a dish for an upcoming school festival. After choosing a recipe written in English, the students discuss the ingredients in class, noting the similarities and differences between the purchases made in the target culture and in their own culture. Which of the following standards is being met in the class discussion?

A. Standard 1.2: Students understand and interpret written and spoken

language on a variety of topics. B. Standard 3.1: Students reinforce and further their knowledge of other

disciplines through the foreign language. C. Standard 4.2: Students demonstrate understanding of the concept of culture

through comparisons of the cultures studied and their own. D. Standard 5.2: Students show evidence of becoming lifelong learners by

using the language for personal enjoyment and enrichment. Answer and Rationale



Part C This section is designed to measure your knowledge of assessment of languages and cultures. COMPETENCY 002 13. Which of the following assessment types best measures oral communication?

A. A spoken presentation on a topic of the student’s choice given in the target language

B. A portfolio with a collection of a student’s final drafts of class reports C. A recording of a speech that the student has prepared at home D. A journal entry with the student’s self-assessment of his or her oral

proficiency Answer and Rationale COMPETENCY 002 14. As part of its efforts to make its heritage program more effective, a school

district wants to focus more on improving students’ writing skills. By the end of the year, Ms. Cummins’ students must meet the advanced-level writing proficiency requirements as described by the ACTFL Proficiency Guidelines. Which of the following assessment activities is best suited to help her to determine that the objective has been obtained?

A. Students are asked to compose brief e-mails to family members. B. Students are given a scenario about which they must write a description

with significant precision and detail. C. Students work in pairs in class to compose questionnaires that they will later

use to interview target-language speakers. D. Students attend a target-language film screening and write responses to

comprehension questions. Answer and Rationale



COMPETENCY 002 15. A foreign-language teacher of students at the novice level always encourages

the students to read the questions on their test before playing the audio of a listening comprehension test. Which of the following is the most pedagogically sound explanation for the teacher’s recommendation for promoting student success on a foreign language listening assessment?

A. The teacher is setting up listening with a purpose so that students will

attempt to identify answers as they listen. B. The teacher is familiarizing students with the test content before the exam

administration. C. The teacher is teaching time-management skills by directing students to the

questions. D. The teacher knows that many students lack the necessary reading skills and

need extra time. Answer and Rationale COMPETENCY 002 16. Which of the following types of assessment is a process-oriented assessment

approach, often incorporating phases for drafting, peer editing, revising, and rewriting? A. Summative assessment B. Informal assessment C. Standardized assessment D. Diagnostic assessment




COMPETENCY 002 17. Ms. Baum’s goal is to ensure that students in her foreign-language class

achieve intermediate-level writing proficiency by the end of the course. Which of the following tasks will best help her assess whether or not her students have achieved this goal?

A. Students will memorize target-language poems and recite them for the

class. B. Students will work in pairs to compose interviews and then videotape

themselves while interviewing each other. C. Students will read short stories in the target language and then write

analysis papers in English. D. Students will write a letter to a target-language friend, including details

about their daily routines. Answer and Rationale


Answer Key and Rationales Listening and Reading Sections

Question Number

Competency Number

Correct Answer Rationales

1 005 B Option B is correct because the interview is centrally concerned with the condition of bridges in the German state of North Rhine-Westphalia, analyzing the reasons why they were neglected in the past, and predicting whether or not they will function adequately into the future. Option A is incorrect because the interview does not focus on the aesthetic impact of architecture. Option C is incorrect because it doesn’t have much to say about the value of education. Option D is incorrect because the interview does not examine political differences in any detail. Even though the guest does represent a political party, he presents a largely technocratic argument about bridge upkeep and is remarkably reticent about blaming any particular political party for past maintenance failures. Back to Question


Question Number

Competency Number


2 006 C Option C is correct because Mr. Klocke implies that bridge renovation in North Rhine-Westphalia was not carried out in the 1990s because there was a “great concentration” on the East at that time and that transport infrastructure in the former East Germany had the highest priority; in the West, meanwhile, he states that maintenance was deferred: “da hat man die Sachen zurückgestellt.” Option A is incorrect because nothing in the audio supports the idea presented that a wave of replacement bridges was planned. Option B is incorrect because the audio does not support either of the contentions, neither that there was an economic recession at that time, nor that the German government coffers were empty as a result. Option D is incorrect because its contention is that traffic experts at the time were predicting less need for bridges owing to declining traffic volumes; this is not stated in the audio. Back to Question

3 005 A Option A is correct because Mr. Klocke compares bridge maintenance to the maintenance of teeth, and states that a delay in carrying out necessary repairs only results in bigger problems in the future. Option B is incorrect because he does not emphasize that repairs can cause the “pain” of temporary inconvenience to travelers. Option C is incorrect because, although it is plausible with its recommendation of regular check-ups, Mr. Klocke does not actually draw this particular parallel in the audio; his focus is on the size of the repairs to be made, and not a schedule that will prevent repairs being necessary. Option D is incorrect because, although it is a plausible statement, it does not reflect anything that is said in the audio. Back to Question


Question Number

Competency Number


4 006 A Option A is correct because Mr. Klocke says several times that the situation is likely to get worse, thus implying that the current bridge closure at Leverkusen will be followed by others. Option B is incorrect because he does not take the optimistic stance that “the worst is behind us.” Option C is incorrect because he does not assert that things have reached a kind of steady state. Option D is incorrect because he refuses to portray the situation as one that will soon result in a dramatic “traffic chaos.” Back to Question

5 004 B Option B is correct because in 1990 German Chancellor Helmut Kohl addressed television viewers across Germany on the occasion of the currency union between the Federal Republic and the German Democratic Republic and famously predicted that the five eastern states would soon be turned into “blühende Landschaften.” Options A, C and D are incorrect because they offer incorrect etymologies for this phrase with a precise historical origin. Back to Question

6 005 B Option B is correct because the verb phrase consists of a past participle (“angegangen”) together with a form of the verb werden, which marks it as a passive form; the verb werden, meanwhile, is present as an attenuated past participle (“worden”) and the conjugated auxiliary verb sind, which means that the passive verb is being used in the present perfect tense. Options A, C and D are incorrect because they would not account for the occurrence of these particular verb forms in combination. Back to Question


Question Number

Competency Number


7 005 C Option C is correct because Mr. Sommer states in the interview that the color of the 10 Euro banknote is more pronounced than on the old banknote, and that this is supposed to help to better distinguish between the different denominations of Euro banknotes. Options A, B and D are incorrect because he does not give any indication that the new color is supposed to make the banknote harder to counterfeit or that there is another reason for the color change, such as aesthetics or symbolic meaning. Back to Question

8 005 D Option D is correct because in the interview, Mr. Sommer explains that changing the water mark on the new Euro banknote from a gate to the face of a mythological figure was based on the fact that humans generally find it easy to remember details of faces. Therefore it would be easier for people to notice if the watermark on a banknote contains an inconsistency, which in turn makes it harder for forgers to fake the watermark. Option A is incorrect because Mr. Sommer does not claim that the technology of the watermark or how it responds to light has changed. Options B and C are incorrect because it is not stated that the choice of Europa was based on any particular input: it was not based on support in the general population, and of course the mythological figure of Europa would not honor any actual historical personage. Back to Question


Question Number

Competency Number


9 006 B Option B is correct because moderator is concerned that people might not check to see if a 10-Euro banknote is real or a fake. Halfway through the interview, the reporter counters Mr. Sommer’s explanation of the new anti-forgery measures with the observation that cashiers usually don’t take the time to check a 10-Euro banknote the way they would with a 50-Euro banknote, suggesting concern that the new security measures might not be effective in preventing forgery. Mr. Sommer responds by explaining that cashiers are usually good about noticing if a banknote is fake by its general feel and appearance, without having to carefully check it first. Option D is incorrect because the moderator does not claim that cashiers have no time to check banknotes — this is also contradicted by his somewhat exaggerated observation that they will “run a 50-Euro banknote through 17 different scanners.” Option A is incorrect because, although the embossed surface of the new banknote is mentioned, the moderator does not identify it as a problem. Option C is incorrect because the moderator does not find fault with any of the specific security measures described by Mr. Sommers and also makes no general assertion that the new banknote might be too easy to fake. Back to Question


Question Number

Competency Number


10 005 A Option A is correct because the moderator mentions problems that occurred with the introduction of a new 5-Euro banknote, when vending machines had trouble recognizing the new banknotes, and asks what is being done to prevent similar problems with the 10-Euro banknote. Mr. Sommer answers that the Deutsche Bundesbank does not have any control over this issue, but that it is doing its part to help by supplying the producers of vending machines with the new banknotes "as of now" so that they will be able to adjust their machines to the new currency. Option B is incorrect because he specifically states that the Bundesbank has no means of checking whether all vending machines are able to recognize the new banknote. Option C is incorrect because no mention is made of a plan for the government to supply the vending machine makers with the necessary parts for accurate reading. Option D is incorrect because Mr. Sommer does not mention any plan to time the rollout of the new banknote based on the needs of the vending machine industry. Back to Question

11 005 C Option C is correct because in the quoted sentence, “den Fälschern” (dative plural form of “der Fälscher”) is the dative object of the verb. Options A, B and D are incorrect because the case identified in each does not match the form of noun as given. Back to Question


Question Number

Competency Number


12 004 D Option D is correct because the Deutsche Mark was introduced as the currency of the Federal German Republic in 1947 and was used until 2002, when it was completely replaced by the Euro for all types of transactions. Options A, B and C are incorrect because they refer to older types of currency. Back to Question

13 007 B Option B is correct because from the text it can be inferred that Mr. Alex’s experience as a Wandergeselle, or journeyman, is synonymous with an extended trip in order to work for a limited time at a number of different firms and thereby get to know many different techniques of his chosen trade. Option A is incorrect because it is not supported with its contention that Mr. Alex only works occasionally and grudgingly; it is in fact implicitly contradicted by the depiction of Mr. Alex’s journey as a long chain of different employment opportunities. Option C is incorrect because it is not supported with its contention that Mr. Alex receives no pay, or that he receives free food; the reader is simply not privy to this information. The text does support the notion that Mr. Alex is not supposed to pay for lodging, and therefore might be trading a certain portion of his labor for a place to sleep, but most of the statement in option C cannot be verified. Option D is incorrect because it violates one of the general rules for journeymen that we learn about (a journeyman may not go home at all for three years) and it presents an overly vague description of what it means to be a journeyman in a particular trade. Back to Question


Question Number

Competency Number


14 008 A Option A is correct because Ingo Alex’s trade is that of a brewer, and having already gathered experience at breweries in Germany, Austria, and Switzerland, he might logically choose to go next to the Czech Republic, which is not far and which has a very strong tradition of beer brewing. Options B, C and D are incorrect because each one represents a violation of the rules governing journeymen that are presented in the text: because journeymen cannot be married; because one is not supposed to travel by train, nor pay for travel; because the journeyman is not supposed to return home before the end of his or her prescribed three-year stint. Back to Question

15 007 D Option D is correct because Mr. Heerich compares the transition to his life as journeyman to jumping out of a plane and goes on to describe how each day confronted him with basic, existential questions such as “Where am I going to eat? Where am I going to sleep?” Option A is incorrect because even though eating was an open question, Mr. Heerich does not say that he actually ever went hungry. Option B is incorrect because he does not opine that it was “like being born again.” Option C is incorrect because Mr. Heerich does not say that the first few weeks or months “went by in a flash.” Back to Question


Question Number

Competency Number


16 007 C Option C is correct because “Die klassische Montur” confronts the reader with the challenge of trying to understand a low-frequency noun. Through close reading of the text, “Montur” can be decoded as being the equivalent of “die Kluft,” which in turn is described in the text as a set of clothes and accessories that make up the typical, prescribed outfit of a journeyman. Options A, B and D are incorrect because they don’t present a grammatically and syntactically possible interpretation of the text. Back to Question

17 004 D Option D is correct because for any apprentice who has earned his or her Gesellenbrief, the next step up is that of Meister, usually attainable through a combination of practical experience, formal instruction, and final examination or project completion. A journeyman with three years of experience in a range of firms would be in a good position to pursue the rank of Meister. Options A, B and C are incorrect because they represent lower rungs on the ladder of a tradesman’s career and, as such, would not be reasonable options. Back to Question


Question Number

Competency Number


18 007 C Option C is correct because the word “davon” is an abbreviated prepositional phrase in which the pronoun da- represents the closest antecedent noun that fits grammatically and logically. That noun is Regeln, since the sentence that would result makes the best sense in context: “Von den Regeln gibt es viele,” followed by examples of rules that apply to journeymen. Options A, B and D are incorrect because they represent readings that violate the rules governing pronouns and sentence construction. Back to Question

19 004 B Option B is correct because the sentence quoted in the sign is the beginning of the first article of the German constitution, and as such is the foundational principle of contemporary German law. Option A is incorrect because the quoted sentence was not developed by young German protesters of the generation of 1968. Option C is incorrect because it does not stem from the lyrics of any popular German music group. Option D is incorrect because it cannot be characterized as one of the foundational statements of Nietzsche’s philosophy. Back to Question


Instructional Practices Section

Question Number

Competency Number


1 002 C Option C is correct because reflecting on one’s own cultural practices is an activity that involves critical thinking, and it is appropriate for beginning-level students to complete the task in English. Options A, B and D are incorrect because writing to a pen pal, summarizing the video and conducting a simulated phone conversation are all tasks that are too difficult for beginning-level students and that do not involve critical-thinking skills. Back to Question

2 001 B, D Option B is correct because by taking the time to reach out to families and to tap community resources, teachers can increase their connections to students exponentially and enhance the impact on students’ learning. Option D is correct because the teacher is acknowledging the value of the heritage speakers’ home language and showing respect for the students’ culture. Option A is incorrect because the main focus of the teacher’s action is not to help students understand the importance of what they are learning, how it will affect their education and lives, and how to apply what they are learning in authentic situations. Option C is incorrect because the main focus of the teacher’s action is not on creating a safe classroom environment that will support learning. Back to Question


Question Number

Competency Number


3 003 D Option D is correct because the activity teaches students to read and identify the verb forms they are studying by recognizing them in the context of a text they are reading. Option A is incorrect because the activity focuses on speaking skills that do not specifically involve recognition of particular verb forms. Option B is incorrect because although the activity promotes writing the verbs and will help students write them accurately, it does not focus on the verbs in context. Option C is incorrect because it is an activity that promotes manipulating forms, which requires skills beyond recognition. Back to Question

4 001 B Option B is correct because the activity is based on the understanding of language combined with the demonstration of physical movement. Option A is incorrect because although the class is being asked to participate by standing and reciting vocabulary, this activity is not the true definition of TPR. Option C is incorrect because holding up vocabulary words and asking the class to identify them is not an example of TPR. Option D is incorrect because there is no physical action taken by the students by simply responding with the appropriate vocabulary word for an item held up by the teacher. Back to Question


Question Number

Competency Number


5 001 D Option D is correct because verbal linguistic learners are naturally skilled in oral communication. Options A and B are incorrect because visual spatial and kinesthetic learners may be helpful in staging the dialogue but will not necessarily contribute oral communication skills. Option C is incorrect because logical reasoning learners may be better contributors when planning and organizing but not directly help with oral communication skills. Back to Question

6 003 A Option A is correct because the described activity includes a comparison of the distinct viewpoints in the two cultures. Option B is incorrect because the activity does not ask students to compare; they are only listening to a foreign newscast. Option C is incorrect because a native speaker may not be able to adequately explain to the class the differences between the political system in the target country and that of the United States. Option D is incorrect because students are not comparing different viewpoints when doing the research. Back to Question


Question Number

Competency Number


7 001 B Option B is correct because the grammar translation approach focuses on learning rules and structure versus building proficiency and communication. Option A is incorrect because the Direct Method emphasizes using concrete objects and actions to communicate rather than using translation, and it advocates teaching grammar through practice and induction rather than through explicit lessons. Option C is incorrect because proficiency-oriented instruction aims to provide students with opportunities to develop and demonstrate their language competencies, balancing content, function, and accuracy. Option D is incorrect because project-based learning asks students to negotiate meaning to understand others and use language to complete tasks. Back to Question

8 003 C Option C is correct because the focus of the interviews is to compare the target language with the students’ native language. Option A is incorrect because although the students are making comparisons, the comparisons are not centered on the nature of the languages themselves. Options B and D are incorrect because reading articles on cultural changes and creating a calendar of events do not involve making language comparisons. Back to Question


Question Number

Competency Number


9 003 C Option C is correct because students are using the target language both within and beyond the school setting. Option A is incorrect because making comparisons between the target language and the students’ own language is not the primary focus of the activity. Option B is incorrect because making comparisons between the target culture and the students’ own culture is not the primary focus of the activity. Option D is incorrect because the visit to the local company is a class requirement rather than an activity undertaken for personal enjoyment. Back to Question

10 003 A Option A is correct because the described activity involves using interpersonal communication and applying the verb forms in an authentic situation. Options B and C are incorrect because the described activities include only identifying the future tense but not using it within a communicative speech act. Option D is incorrect because the described activity does not require students to use their knowledge and demonstrate that they can apply it in real communication. Back to Question


Question Number

Competency Number


11 003

B Option B is correct because the activity focuses on the connections (standard 3.2) that students can discover between their own culture and the culture of another person who is of the same age and has the same needs as they do. Option A is incorrect because standard 1.3 focuses only on presentation of information not on drawing connections between pieces of information that have been acquired. Option C is incorrect because standard 4.1 focuses only on language comparisons. Option D is incorrect because standard 5.2 relates to using the language for personal enjoyment outside of the classroom. Back to Question

12 003 C Option C is correct because the class discussion focuses on students’ comparison between what they usually buy in their own households and what someone living in the target culture would need to buy (standard 4.2). Options A and B are incorrect because the described standards (1.2 and 3.1) focus on students’ understanding of the recipe written in the foreign language, whereas the class activity focuses on discussing differences and similarities in English. Option D is incorrect because although students may use language for personal enjoyment and enrichment in preparing authentic dishes, the described scenario and class discussion pertain to students making comparisons between the buying practices of two cultures. Back to Question


Question Number

Competency Number


13 002 A Option A is correct because the task of developing and making a presentation gives each student the opportunity to provide evidence of speaking proficiency. Option B is incorrect because a portfolio of written work does not provide evidence of the student’s ability to speak. Option C is incorrect because a recording developed at home will not show reliable and accurate evidence of a student’s oral expression. Option D is incorrect because self-assessment may give a distorted picture of the true speaking ability of the student. Back to Question

14 002 B Option B is correct because writing a detailed description is an appropriate assessment task for measuring advanced-level writing proficiency. Options A and D are incorrect because the tasks of composing brief e-mails and writing responses to comprehension questions are not complex enough to measure advanced-level writing proficiency. Option C is incorrect because composing questionnaires is not a task complex enough to measure advanced-level writing proficiency, and the interview activity assesses speaking proficiency rather than writing proficiency. Back to Question


Question Number

Competency Number


15 002 A Option A is correct because the teacher’s recommendation focuses on identifying information gaps that students will try to fill in as they listen. Option B is incorrect because although familiarizing students with test content before an exam may affect student performance positively, the recommended activity pertains to an actual testing situation, the content of which cannot be predicted. Options C and D are incorrect because while time-management and reading skills may be beneficial for student success on a test, directing the students to read the written questions prior to listening to the audio is the action most likely to positively affect their listening comprehension. Back to Question

16 002 B Option B is correct because an informal assessment tends to be performance based, integrated into class time, and flexible in format. Option A is incorrect because a summative assessment evaluates the final result and is often given at the end of a course of study to determine if an objective has been met. Option C is incorrect because a standardized assessment requires all test takers to answer the same questions or questions that are comparable in difficulty under the same conditions. Option D is incorrect because a diagnostic assessment is often undertaken at the beginning of a unit of study to assess the skills, abilities, interests, experiences, levels of achievement, or difficulties of an individual student or a whole class. Back to Question


Question Number

Competency Number


17 002 D Option D is correct because students are demonstrating the desired intermediate-level writing proficiency by narrating in the present tense, a fundamental skill at the intermediate level. Options A, B and C are incorrect because reciting memorized poems, conducting target-language interviews, and writing analyses in English will not provide any direct evidence of writing proficiency skills in the target language. Back to Question


Succeeding on Written Expression Constructed-Response Tasks Written Expression Constructed-Response Tasks

The LOTE–German test will include three tasks that require a constructed response written in German. The written expression constructed-response scores will be combined with the other constructed-response scores and the multiple-choice section scores to produce a total test score.

For the written expression section of the test, you will be asked to write in the target language (i.e., German) in ways outlined in the test. There will be three tasks in the written expression section. The total testing time for the written expression section is 50 minutes; therefore, you should manage your time so that you have enough time to answer the three tasks within the allotted time. You will type your response to each question. Your response must be written in the target language (i.e., German). In preparing your responses to the questions, you may choose to prepare and organize your thoughts on the erasable sheets provided. However, you will only be scored on the response that you type on the computer. You may not use any reference materials during the test.

This section includes an explanation of how the constructed responses will be scored; sample questions appear in the next section.


Scoring Rubric for Written Expression — Response to Email, Memo or Letter and Opinion/Position Essay

Score

General Description

Features/Dimensions

Task Completion

Topic Development

Writing Skills

3 High

A response at this level is characterized by most of the following features/ dimensions:

• Fully addresses and completes the task

• Directly relates to the topic; topic well developed

• All or almost all supporting details or examples are appropriate and effective

• Response is well organized and generally coherent

• Demonstrates a high or mid-high degree of control of a variety of structures; a few grammatical errors occur with no evident patterns

• Varied vocabulary appropriate for the content and used with precision

• Very few errors in conventions of the written language (orthography: spelling, accent marks and punctuation; sentence structure)

• Register is appropriate (accurate social and/or cultural references included)

2 Mid-High


• Addresses and completes the task

• Relates to the topic

• Most supporting details or examples are well defined

• Response is organized, but some parts are not fully developed

• Demonstrates a moderate degree of control of a variety of structures; some grammatical errors occur

• Appropriate vocabulary with occasional errors such as making up words or code switching

• Some errors in conventions of the written language (orthography: spelling, accent marks and punctuation; sentence structure) but they do not impede communication

• Register is usually appropriate (generally accurate social and/or cultural references included)

1 Mid-Low


• Addresses and completes the task

• Moderately relates to the topic

• Some supporting details or examples are vague or not well defined

• Response is inadequately organized/not sequenced correctly

• Demonstrates a lack of control of a variety of structures; frequent grammatical errors occur

• Limited vocabulary; frequent errors such as making up words or code-switching

• Frequent errors in conventions of the written language (orthography: spelling, accent marks and punctuation; sentence structure)

• Register is inappropriate (inaccurate social and/or cultural references are included)

0 Low


• Partially addresses and/ or partially completes the task

• Minimally relates to the topic

• Most supporting details or examples are irrelevant or not effective

• Response is disorganized • Demonstrates a lack of control of most

structures; numerous grammatical errors impede communication

• Insufficient vocabulary; constant interference from another language

• Pervasive errors in conventions of the written language (orthography: spelling, accent marks and punctuation; sentence structure) impeding communication

• Minimal to no attention to register (inaccurate social and/or cultural references are included)


Scoring Rubric for Written Expression — Integrated Writing Skills

Score General

Description

Features/Dimensions

Task Completion

Topic Development

Writing Skills

3 High


• Fullyaddressesandcompletesthe task

• Directly relates tothe topic; topicwell developed

• All or almost allsupporting detailsor examples areappropriate andeffective

• Clearlydemonstrates ahigh degree ofunderstanding ofthe content in thetext

• Response is well organized and generallycoherent

• Demonstrates a high or mid-high degree ofcontrol of a variety of structures; a fewgrammatical errors occur with no evidentpatterns

• Varied vocabulary appropriate for the contentand used with precision

• Very few errors in conventions of the writtenlanguage (orthography: spelling, accent marksand punctuation; sentence structure)

• Register is appropriate (accurate social and/orcultural references included)

2 Mid-High


• Addressesandcompletesthe task

• Relates to thetopic

• Most supportingdetails orexamples are welldefined

• Demonstrates amoderate degreeof understandingof the content inthe text

• Response is organized, but some parts are notfully developed

• Demonstrates a moderate degree of control ofa variety of structures; some grammaticalerrors occur

• Appropriate vocabulary with occasional errorssuch as making up words or code switching

• Some errors in conventions of the writtenlanguage (orthography: spelling, accent marksand punctuation; sentence structure) but theydo not impede communication

• Register is usually appropriate (generallyaccurate social and/or cultural referencesincluded)

1 Mid-Low



• Moderately relatesto the topic

• Some supportingdetails orexamples arevague or not welldefined

• Demonstrates alow degree ofunderstanding ofthe content in thetext

• Response is inadequately organized/notsequenced correctly

• Demonstrates a lack of control of a variety ofstructures; frequent grammatical errors occur

• Limited vocabulary; frequent errors such asmaking up words or code-switching

• Frequent errors in conventions of the writtenlanguage (orthography: spelling, accent marksand punctuation; sentence structure)

• Register is inappropriate (inaccurate socialand/or cultural references are included)

0 Low


• Partiallyaddressesand/orpartiallycompletesthe task

• Minimally relatesto the topic

• Most supportingdetails orexamples areirrelevant or noteffective

• Demonstrates apoor degree ofunderstanding ofthe content in thetext

• Response is disorganized• Demonstrates a lack of control of most

structures; numerous grammatical errorsimpede communication

• Insufficient vocabulary; constant interferencefrom another language

• Pervasive errors in conventions of the writtenlanguage (orthography: spelling, accent marksand punctuation; sentence structure) impedingcommunication

• Minimal to no attention to register (inaccuratesocial and/or cultural references are included)


Written Expression Constructed-Response Practice Tasks Preparing for the Written Expression Constructed-Response Tasks

Following are three sample written expression constructed-response tasks that represent the types of tasks you will see on the LOTE–German test.

In preparing for the written expression constructed-response tasks, you may wish to draft a response to the task by reading the question and planning, writing and revising your response. The total testing time for the Written Expression section is 50 minutes; therefore, you should manage your time so that you have enough time to answer the three tasks within the allotted time. Because you will be demonstrating your proficiency in the German language, be sure to write in German. Also, because no reference materials will be available during the test, it is recommended that you refrain from using a dictionary, a thesaurus or textbooks while writing your practice responses.

General Directions for Responding to the Written Expression Constructed-Response Tasks

Written Expression Section Directions

The Written Expression section includes three tasks and is designed to measure different aspects of your writing ability.

Question Task 1 Response to Email, Memo or Letter 2 Opinion/Position Essay 3 Writing Integrated Skills

For each type of question, you will be given specific directions. You will have 50 minutes to answer all of the questions.


Sample Written Expression Constructed-Response Tasks

TASK ONE

COMPETENCIES 009, 010 — Written Expression Section

Question 1: Response to Email, Memo or Letter

Directions: Read the following email and write an appropriate response. Write your response in the space provided. Manage your time so that you allow enough time to plan, write and revise your response. Your answer should be a minimum of 60 words.

Sample 1

Stellen Sie sich vor, Sie leben in Deutschland und mieten dort seit Kurzem eine Wohnung in einem großen Mietsgebäude. Letztes Wochenende kam eine Freundin für zwei Tage zu Ihnen zu Besuch, die ihren kleinen Hund mitbrachte. Heute finden Sie den untenstehenden Brief in Ihrem Briefkasten. Beantworten Sie den Brief, um die Situation zu klären.

Sehr geehrte(r) Mieter(in),

mehrere Bewohner dieses Hauses haben sich bei Ihrem Hausmeister über Hundelärm beklagt, der aus Ihrer Wohnung zu hören ist. Es scheint, dass Sie sich vor Kurzem einen Hund angeschafft haben, der regelmäßig laut bellt, wenn Bewohner im Treppenhaus hinauf-oder heruntergehen.

Wie Sie eigentlich wissen sollten, ist es den Mietern laut §1.2.1 der Hausordnung untersagt, in der Wohnung Haustiere zu halten, insbesondere wenn diese die Ruhe im Haus stören. Es handelt sich daher um einen Verstoß gegen §1.2.1 der Hausordnung.

Als Anlage finden Sie eine Rechnung für die Mahngebühr in Höhe von €200, die Sie uns bitte innerhalb einer Woche überweisen. Weiterhin haben Sie drei Tage Zeit, um den Missstand zu beheben. Wenn wir über diesen Zeitpunkt hinaus Hinweise bekommen sollten, dass Sie immer noch einen Hund in Ihrer Wohnung haben, müssen Sie mit weiteren Strafgebühren und eventuell noch strikteren Maßnahmen rechnen, bis hin zum Verlust ihrer Wohnung. Wir hoffen, dass wir diese unangenehmen Schritte aufgrund Ihres schnellen Handelns nicht einleiten müssen. Sollten Sie eine Frage oder Stellungnahme zu diesem Schreiben haben, können Sie mich gern per E-Mail unter [email protected] kontaktieren.

Mit bestem Gruß

Thomas Schielke Wohnungsverwaltung Heimbaugesellschaft mbH


TASK TWO

COMPETENCIES 009, 010 — Written Expression Section

Question 2: Opinion/Position Essay

Directions: Read the following question and write an essay on the topic given. Write your response in the space provided. Make sure that your essay includes reasons and/or examples to support your opinion. Manage your time so that you have enough time to plan, write, and revise your response. Your response should be a minimum of 120 words.

Sample 2

Viele Leute meinen, dass ein erfolgreich abgeschlossenes Bachelor-Studium das Minimum ist, was Jugendliche an Bildung brauchen, um im späteren Leben Erfolg zu haben. In Deutschland spielt aber das praxisorientierte System der Ausbildung (auch „Lehre“ genannt) nach wie vor eine wichtige Rolle, in der viele Schulabgänger auf Facharbeit in Industrie und Handwerk vorbereitet werden. Glauben Sie, dass es unser Ziel sein soll, alle Jugendlichen auf die Universität zu schicken?

Äußern Sie Ihre Meinung und begründen Sie sie.

Nennen Sie konkrete Beispiele, die Ihre Meinung unterstützen.

TASK THREE

COMPETENCIES 007, 008, 009, 010 — Written Expression Section

Question 3: Writing Integrated Skills

Directions: Based on the information from the passage below, complete the following task. Manage your time so that you can plan, write and revise your response. Your response should be a minimum of 120 words.


Sample 3

Wo ist das Abenteuerland?

Sly müsste man sein! Der Zehnjährige wächst auf Helgoland auf, und jetzt in den Sommerferien verbringt er ganze Tage mit den anderen Inselkindern auf der vorgelagerten Düne. Nur ab und zu bekommt sie ein Erwachsener zu Gesicht. Die Kinder bauen Hütten, spielen am Strand, gehen schwimmen. Als Sly aber einmal aufs Festland reiste, fragte er: „Mama, gibt’s hier gar keine Kinder? Ich sehe überhaupt niemanden draußen spielen.“ So blickt ein Inselkind auf die deutsche Normalität im Jahr 2015.

In dieser begleiten die zum Schlagwort gewordenen Helikopter-Eltern ihren Nachwuchs morgens bis ins Klassenzimmer und kutschieren ihn nachmittags zu Freunden, in die Reithalle, zum Musikunterricht. Kaum etwas fällt ihnen schwerer, als die Kinder allein rauszulassen, zu zweckfreiem Spielen, zum Stromern. Untersuchungen zeigen, dass Kinder in Deutschland sich in den sechziger Jahren in einem Radius von mehreren Kilometern frei bewegen konnten, heute kommen sie allein kaum noch 500 Meter vom eigenen Zimmer weg.

Die Konsequenzen sieht Urs Kühne in seiner Zahnarzt-Praxis in Hamburg-Bahrenfeld. Fragt man ihn nach seinen jungen Patienten, berichtet er von einer Zunahme der „Frontzahnfrakturen“ infolge „unabgefangener Stürze“. Mit anderen Worten: Die Kinder können nicht mehr richtig fallen. „Viele Kinder und Jugendliche haben sensomotorische Defizite“, sagt Kühne. „Es fehlt einfach der Umgang mit Balance, Kraft und Koordination.“

Genau das kann lernen und trainieren, wer draußen spielt und seine Grenzen austesten darf. „Kinder müssen systematisch in bewältigbare Gefahrensituationen gebracht werden. Dann nimmt das Unfallrisiko auch ab.“ So spitzt es Klaus Fischer zu, der als Professor an der Universität Köln Bewegungserziehung lehrt. Doch statt fallen zu dürfen, werden die Kinder ruhiggestellt. Längst wissen Forscher: Vom körperlichen Reiz profitieren auch die kognitiven Fähigkeiten. Toben und Umherstromern sind gut fürs Konzentrationsvermögen. Wer sich bewegt, lernt besser.

Jedes Risiko zu vermeiden ist genau die falsche Strategie. Wie soll sich jemand in der Welt zurechtfinden, wenn jede Gefahr von ihm ferngehalten wird? Wer heute zwischen fünf und fünfzehn Jahren alt ist, wird einen Beruf ergreifen, wenn Deutschlands Bevölkerung schrumpft. Die Kinder von heute werden dann die Geschicke dieses Landes leiten: Sie sollen als Ärzte und Pfleger auf Krankenstationen zusammenarbeiten, sie werden mit Problemen von Flüchtlingen bis Klimawandel konfrontiert sein, sie müssen als Lehrer und Erzieher die übernächste Generation prägen. Und dafür müssen Kinder ihre eigenen Erfahrungen machen, Risiken eingehen, ihre Grenzen testen dürfen. Und sie müssen lernen, mit anderen Menschen klarzukommen, ohne dass Mama oder Papa danebenstehen.

© Katrin Hörnlein: „Wo ist das Abenteuerland?“ DIE ZEIT Nr 34/2015


Writing Task

Nachdem Sie diesen Text gelesen haben, erklären Sie was „Stromern“ ist, und warum es laut Artikel wichtig ist.


Succeeding on Oral Expression Constructed-Response Tasks Oral Expression Constructed-Response Tasks

The LOTE–German test includes three tasks that require a constructed response spoken in German. The oral expression constructed-response scores will be combined with the other constructed-response scores and the multiple-choice section scores to produce a total test score.

For the oral expression section of the test, you will be asked to speak in the target language (i.e., German) in ways outlined in the test. There will be three tasks requiring different types of responses in this section. For each task, you will read the directions in English and listen to the actual question in the target language (i.e., German). You will have time to consider and prepare for all of the oral expression tasks. Following the preparation time, you will be prompted to speak. You may choose to make notes to prepare your response on the erasable sheets provided. However, you will be scored only on your recorded oral response.

Be sure to speak naturally and appropriately in the target language (i.e., German) when responding to the questions. The test is designed to measure your proficiency in the target language (i.e., German). There are no prescribed answers to these questions; however, each response needs to follow all the task directions to be appropriate. Say as much as you can until the response time is over or until you feel you have provided a thorough response.

This section includes an explanation of how the constructed responses will be scored; sample questions appear in the next section.


Scoring Rubric for Oral Expression — Integrated Speaking Skills

Score General

Description

Features/Dimensions

Task Completion

Topic Development

Language Use

3 High



• Directly relates tothe topic; topicwell developed


• Clearlydemonstrates ahigh degree ofunderstanding ofthe content in thetext

• Demonstrates high or mid-high degree ofcontrol of a variety of structures; a very fewgrammatical errors occur with no evidentpatterns

• Varied vocabulary appropriate for the contentused with precision

• High level of fluency• Very good pronunciation• Well-organized, generally coherent response• Register is appropriate (accurate social and/or

cultural references included)

2 Mid-High





• Demonstrates amoderate degreeof understandingof the content inthe text

• Demonstrates a moderate degree of control ofa variety of structures; some grammaticalerrors occur

• Appropriate vocabulary with occasional errorssuch as making up words or code-switching

• Moderate level of fluency with occasionalhesitance; some successful self correction

• Good pronunciation• Organized response with some coherence• Register is usually appropriate (generally

accurate social and/or cultural referencesincluded)

1 Mid-Low





• Demonstrates alow degree ofunderstanding ofthe content in thetext


• Limited vocabulary, frequent errors such asmaking up words and code-switching

• Low level of fluency with frequent hesitance• Fair pronunciation with interference from

another language• Disorganized response with little coherence• Register is inappropriate (inaccurate social

and/or cultural references included)

0 Low


• Partiallyaddressesand/orpartiallycompletesthe task



• Demonstrates apoor degree ofunderstanding ofthe content in thetext

• Demonstrates a lack of control of numerousstructures; numerous grammatical errorsimpede communication


• Poor fluency with labored expression• Poor pronunciation, which affects

comprehension• Disorganized response with no coherence• Minimal to no attention to register (inaccurate

social and/or cultural references are included)


Scoring Rubric for Oral Expression — Oral Presentation or Situation/Opinion

Score General

Description

Features/Dimensions

Task Completion

Topic Development

Language Use

3 High



• Directly relates tothe topic, well-developedtreatment of thetopic


• Demonstrates high or mid-high degree ofcontrol of a variety of structures; a very fewgrammatical errors occur with no evidentpatterns


• High level of fluency• Very good pronunciation• Well-organized, generally coherent response• Register is appropriate (accurate social and/or


2 Mid-High





• Demonstrates a moderate degree of control ofa variety of structures, some grammaticalerrors occur

• Appropriate vocabulary with occasional errorssuch as making up words or code- switching


• Good pronunciation• Organized response with some coherence• Register is usually appropriate (generally


1 Mid-Low






• Limited vocabulary; frequent errors such asmaking up words and code-switching


another language• Disorganized response with little coherence• Register is inappropriate (inaccurate social


0 Low


• Partiallyaddressesand/ orpartiallycompletesthe task






comprehension• Disorganized response with no coherence• Minimal to no attention to register (inaccurate



Scoring Rubric for Oral Expression — Simulated Conversation

Score General

Description

Features/Dimensions

Task Completion

Topic Development

Language Use

3 High



• Respondsfully to allor almostall of theparts/prompts oftheconversation

• Responses relatedirectly to thetopic and includea well- developedtreatment of all oralmost all theelements in thethread of theconversation

• Demonstrates high or mid-high degree ofcontrol of a variety of structures; a fewgrammatical errors occur with no evidentpatterns


• High level of fluency• Very good pronunciation• Well-organized, generally coherent responses• Register is appropriate (accurate social and/or


2 Mid-High



• Responds toall oralmost allof the parts/prompts oftheconversation

• Responses relateto the topic andinclude mostelements in thethread of theconversation

• Demonstrates a moderate degree of control ofa variety of structures, some grammaticalerrors occur

• Appropriate vocabulary with occasional errorssuch as making up words or code- switching


• Good pronunciation• Organized responses with some coherence• Register is usually appropriate (generally


1 Mid-Low


• Addressesandcompletessome partsof the task

• Responds tomost parts/prompts oftheconversation

• Responses relatemoderately to thetopic and includesome elements inthe thread of theconversation


• Limited vocabulary, frequent errors such asmaking up words and code-switching


another language• Disorganized responses with little coherence• Register is inappropriate (inaccurate social


0 Low


• Partiallyaddressesand/ orpartiallycompletesthe task

• Respondsinappropriately to someparts/prompts oftheconversation

• Responses relateminimally to thetopic and includefew elements inthe thread of theconversation




comprehension• Disorganized responses with no coherence• Minimal to no attention to register (inaccurate



Oral Expression Constructed-Response Practice Tasks Preparing for the Oral Expression Constructed-Response Tasks

Following are three sample oral expression constructed-response tasks that represent the types of tasks you will see on the LOTE–German test.

In preparing for the oral expression constructed-response tasks, you may wish to make notes to prepare your oral response on the erasable sheets provided. However, you will be scored only on the responses you record after the instructions indicate that you should begin speaking. Each task will have its own timing for preparation and response. Also, because no reference materials will be available during the test, it is recommended that you refrain from using a dictionary, a thesaurus or textbooks while preparing your practice responses.

General Directions for Responding to the Oral Expression Constructed-Response Tasks

Oral Expression Section Directions

The Oral Expression section includes three tasks and is designed to measure different aspects of your ability to speak German. This section lasts approximately 15 minutes.

Question Task 1 Speaking Integrated Skills 2 Oral Presentation or Situation/Opinion 3 Simulated Conversation

For each type of question, you will be given specific directions, including the amount of time allowed for preparation and speaking. Answer each question according to the directions. It is to your advantage to say as much as you can in the time allowed.

Relax and speak as clearly and confidently as you can. Maintain a consistent distance from the microphone and speak directly into it. Keep your voice at a consistent level of loudness (neither too soft nor too loud).


Sample Oral Expression Constructed-Response Tasks

TASK ONE

COMPETENCIES 007, 008, 011

Question 1: Speaking Integrated Skills

Directions: You will have 5 minutes to complete the speaking task: 1 minute to read the passage below, 2 minutes to prepare and 2 minutes to record your response. The passage you will be reading for this task is the same passage you read in the integrated writing skills task.

Sample 1

Wo ist das Abenteuerland?

Sly müsste man sein! Der Zehnjährige wächst auf Helgoland auf, und jetzt in den Sommerferien verbringt er ganze Tage mit den anderen Inselkindern auf der vorgelagerten Düne. Nur ab und zu bekommt sie ein Erwachsener zu Gesicht. Die Kinder bauen Hütten, spielen am Strand, gehen schwimmen. Als Sly aber einmal aufs Festland reiste, fragte er: „Mama, gibt’s hier gar keine Kinder? Ich sehe überhaupt niemanden draußen spielen.“ So blickt ein Inselkind auf die deutsche Normalität im Jahr 2015.

In dieser begleiten die zum Schlagwort gewordenen Helikopter-Eltern ihren Nachwuchs morgens bis ins Klassenzimmer und kutschieren ihn nachmittags zu Freunden, in die Reithalle, zum Musikunterricht. Kaum etwas fällt ihnen schwerer, als die Kinder allein rauszulassen, zu zweckfreiem Spielen, zum Stromern. Untersuchungen zeigen, dass Kinder in Deutschland sich in den sechziger Jahren in einem Radius von mehreren Kilometern frei bewegen konnten, heute kommen sie allein kaum noch 500 Meter vom eigenen Zimmer weg.

Die Konsequenzen sieht Urs Kühne in seiner Zahnarzt-Praxis in Hamburg-Bahrenfeld. Fragt man ihn nach seinen jungen Patienten, berichtet er von einer Zunahme der „Frontzahnfrakturen“ infolge „unabgefangener Stürze“. Mit anderen Worten: Die Kinder können nicht mehr richtig fallen. „Viele Kinder und Jugendliche haben sensomotorische Defizite“, sagt Kühne. „Es fehlt einfach der Umgang mit Balance, Kraft und Koordination.“

Genau das kann lernen und trainieren, wer draußen spielt und seine Grenzen austesten darf. „Kinder müssen systematisch in bewältigbare Gefahrensituationen gebracht werden. Dann nimmt das Unfallrisiko auch ab.“ So spitzt es Klaus Fischer zu, der als Professor an der Universität Köln Bewegungserziehung lehrt. Doch statt fallen zu dürfen, werden die Kinder ruhiggestellt. Längst wissen Forscher: Vom körperlichen Reiz profitieren auch die kognitiven Fähigkeiten. Toben und


Umherstromern sind gut fürs Konzentrationsvermögen. Wer sich bewegt, lernt besser.

Jedes Risiko zu vermeiden ist genau die falsche Strategie. Wie soll sich jemand in der Welt zurechtfinden, wenn jede Gefahr von ihm ferngehalten wird? Wer heute zwischen fünf und fünfzehn Jahren alt ist, wird einen Beruf ergreifen, wenn Deutschlands Bevölkerung schrumpft. Die Kinder von heute werden dann die Geschicke dieses Landes leiten: Sie sollen als Ärzte und Pfleger auf Krankenstationen zusammenarbeiten, sie werden mit Problemen von Flüchtlingen bis Klimawandel konfrontiert sein, sie müssen als Lehrer und Erzieher die übernächste Generation prägen. Und dafür müssen Kinder ihre eigenen Erfahrungen machen, Risiken eingehen, ihre Grenzen testen dürfen. Und sie müssen lernen, mit anderen Menschen klarzukommen, ohne dass Mama oder Papa danebenstehen.

© Katrin Hörnlein: „Wo ist das Abenteuerland?“ DIE ZEIT Nr 34/2015.

Speaking Task

Stellen Sie sich vor, Freunde von Ihnen haben eine zehnjährige Tochter. Sie haben Angst, dass der Tochter draußen etwas passieren könnte. Deshalb verbieten sie ihr generell, nach der Schule ohne Aufsicht der Eltern aus dem Haus zu gehen. Nachdem Sie den Artikel gelesen haben, geben Sie den Freunden einen Rat.

TASK TWO

COMPETENCY 011 — Oral Expression Section

Question 2: Oral Presentation or Situation/Opinion

Directions: You will be asked to speak and give your opinion on a specific topic. First, you will have 15 seconds to review the information provided. You will have 2 minutes to prepare your response before you are asked to speak. Then, you will have 2 minutes to give your response. A tone will indicate when you should begin speaking. You should respond as fully and as appropriately as possible.

Sample 2

Es ist unbestritten, dass Plastik die Umwelt belastet. Sollte man daher Plastiktüten von Läden verbannen und nicht mehr an den Kassen in Supermärkten und anderen Geschäften anbieten?

Äußern Sie Ihre Meinung und begründen Sie sie.

Nennen Sie konkrete Beispiele, die Ihre Meinung unterstützen.

http://www.tx.nesinc.com/content/docs/media/611_lote_german_Speaking_Task_Integrated_Skills.mp3

http://www.tx.nesinc.com/content/docs/media/611_lote_german_Speaking_Task_2_Oral_Presentation_or_Situation.mp3


TASK THREE

COMPETENCY 011 — Oral Expression Section

Question 3: Simulated Conversation

Directions: You will participate in a simulated conversation within a context. First, you will have 30 seconds to read the outline of the conversation. The shaded lines of the outline give you an idea of what you will hear during the conversation, while the other lines give you an idea of what you will be expected to say. You will have five turns to participate in the conversation. A tone will indicate when to begin speaking. Each time it is your turn to speak, you will have 25 seconds to respond. You should participate in the conversation as fully and as appropriately as possible.

Sample 3

Stellen Sie sich vor, Sie begegnen Ihrer Freundin Lena auf der Straße.

Lena grüßt Sie und stellt eine Frage. Sie antworten. Lena macht einen Vorschlag. Sie nehmen den Vorschlag an und stellen Fragen. Lena antwortet und stellt eine Frage. Sie antworten. Lena erwähnt ein Problem. Sie äußern Ihre Meinung. Lena macht einen Vorschlag. Sie antworten und verabschieden sich.

The text below is a script that would be heard and not seen.

Woman Hallo, schön, dich einmal zu sehen! Mensch, wo hast du die ganze Zeit gesteckt?

TONE (25 seconds) TONE

Woman Hey, ich wollte dich was fragen. Stell dir vor: Freunde von meinen Eltern gehen im Herbst für drei Jahre nach Frankreich. Sie haben eine tolle Vierraumwohnung mitten in der Altstadt, und während sie im Ausland sind, wollen sie die vermieten, am liebsten an Bekannte. Da habe ich gedacht: da könnte man eine tolle Dreier-Wohngemeinschaft starten! Hättest du Lust, mit mir da einzuziehen?


http://www.tx.nesinc.com/content/docs/media/611_lote_german_Speaking_Task_3_Simulated_Conversation.mp3


Woman Gute Frage. So genau weiß ich all die Details auch noch nicht. Aber das mit der dritten Person müsste man zuallererst klären. Kennst du zufällig jemanden, der in Frage kommt? Was ist dir denn an einem Mitbewohner wichtig?


Woman Ja, das sehe ich auch so. Es fällt mir aber gerade ein, dass die Wohnung einen kleinen Nachteil hat: sie ist im fünften Stock, und es gibt keinen Aufzug. Wir müssten also jeden Tag ganz schön Treppen steigen. Wäre das ein Problem für dich?


Woman Okay, gut zu wissen! Auf jeden Fall sollten wir uns alles ganz genau überlegen, bevor wir hingehen und einen Vertrag unterzeichnen. Vielleicht sollte ich einen Termin ausmachen, damit wir uns die Wohnung zusammen mal genau anschauen können. Wann hättest du Zeit?



Succeeding on Instructional Practices Constructed-Response Tasks Instructional Practices Constructed-Response Tasks

The LOTE–German test will include two tasks that require a constructed response written in English that reflects your knowledge of instructional practices. The instructional practices constructed-response scores will be combined with the other constructed-response scores and the multiple-choice section scores to produce a total test score.

For the instructional practices constructed-response section of the test, you will be asked to write in English in ways outlined in the test. There will be two tasks in this section. The total testing time for the instructional practices constructed-response section is 35 minutes; therefore, you should manage your time so that you have enough time to answer the two tasks within the allotted time. You will type your response to each question. Your response must be written in English. In preparing your responses to the questions, you may choose to prepare and organize your thoughts on the erasable sheets provided. However, you will only be scored on the response that you type on the computer. You may not use any reference materials during the test.

This section includes an explanation of how the instructional practices constructed responses will be scored; sample questions appear in the next section.


Scoring Rubric for Foreign Language Pedagogy — Lesson Plan

Score General Description Score Descriptors

3 High

A response at this level demonstrates evidence of a high degree of competence in response to the assignment, but it may have a few minor errors.

• Fully addresses and fully elaborates all categories(vocabulary, materials, procedures and assessment)

• Demonstrates a high degree of content understanding andall or almost all content information is accurate and welldeveloped

• All teaching techniques described are appropriate for age,grade and proficiency level

• All materials and activities discussed are appropriate forage, grade and proficiency level

• Assessment instrument described elicits appropriateinformation on targeted learning objective

• Response is well organized and generally coherent

2 Mid-High

A response at this level demonstrates evidence of competence in response to the assignment, but it has minor errors.

• Addresses all categories (vocabulary, materials,procedures and assessment), but some points are notfully elaborated

• Demonstrates a moderate degree of content understandingand most content information is accurate

• Most teaching techniques described are appropriate forage, grade and proficiency level

• Most materials and activities discussed are appropriate forage, grade and proficiency level

• Assessment instrument described elicits moderate amountof information related to learning objective

• Response is organized, but some parts are not fullydeveloped

1 Mid-Low

A response at this level demonstrates evidence of limited competence in response to the assignment and it has one or more major errors.

• Addresses only some of the categories (vocabulary,materials, procedures and assessment)

• Demonstrates a low degree of content understanding andonly some content information is accurate

• Some of the teaching techniques described are appropriatefor age, grade and proficiency level

• Some materials and activities discussed are appropriate forage, grade and proficiency level

• Assessment instrument elicits minimal information relatedto learning objective

• Response is inadequately organized or not sequencedcorrectly

0 Low

A response at this level demonstrates evidence of little or no competence in response to the assignment and it is obviously flawed.

• Addresses almost none of the categories (vocabulary,materials, procedures and assessment)

• Demonstrates a poor understanding of content and contentinformation is inaccurate

• Teaching techniques described are not appropriate for age,grade and proficiency level

• Materials are not connected to procedures and activitiesare not appropriate for age, grade and proficiency level

• Assessment instrument is not described and/or theinstrument described does not relate to learning objective

• Response is disorganized


Scoring Rubric for Foreign Language Pedagogy — Essay

Score General Description Score Descriptors

3 High

A response at this level demonstrates evidence of a high degree of competence in response to the assignment, but it may have a few minor errors.

• Fully addresses and completes the task• Clearly demonstrates a high degree of

understanding of the content required by thequestion

• All content information is accurate and welldeveloped

• All or almost all supporting details or examplesare appropriate and effective

• Response is well organized and generallycoherent

2 Mid-High

A response at this level demonstrates evidence of competence in response to the assignment, but it has minor errors.

• Addresses and completes the task• Demonstrates a moderate degree of

understanding of the content required by thequestion

• Most content information is accurate• Most supporting details or examples are

appropriate and effective• Response is organized, but some parts are not

fully developed

1 Mid-Low

A response at this level demonstrates evidence of limited competence in response to the assignment and it has one or more major errors.

• Addresses and completes the task• Demonstrates a low degree of understanding of

the content required by the question• Some content information is accurate• Some supporting details or examples are vague,

not well defined, not appropriate or not effective• Response is inadequately organized or not

sequenced correctly

0 Low

A response at this level demonstrates evidence of little or no competence in response to the assignment and it is obviously flawed.

• Partially addresses and/or partially completesthe task

• Demonstrates a poor understanding of thecontent required by the question

• Most content information is inaccurate• Most supporting details or examples are

irrelevant, not effective or missing• Response is disorganized


Instructional Practices Constructed-Response Practice Tasks Preparing for the Instructional Practices Constructed-Response Tasks

Following are two sample instructional practices constructed-response tasks that represent the types of tasks you will see on the LOTE–German test.

In preparing for the instructional practices constructed-response tasks, you may wish to draft a response by reading the question, and planning, writing and revising your response. The total testing time for this section is 35 minutes; you should manage your time so that you have enough to answer both tasks within the allotted time. Be sure to write in English. Also, because no reference materials will be available during the test, it is recommended that you refrain from using a dictionary, a thesaurus or textbooks while writing your practice responses.

General Directions for Responding to the Instructional Practices Constructed-Response Tasks

Foreign Language Pedagogy: Instructional Practices

This section is intended to measure how well you can integrate and/or apply your knowledge of foreign language pedagogy and theories when designing instructional units. It is not a measure of foreign language proficiency; responses should be written in English.

Question Task 1 Lesson Plan 2 Opinion/Position Essay

For each type of question, you will be given specific directions.

You will have 35 minutes to answer the two questions.


Sample Instructional Practices Constructed-Response Tasks

Question 1: Lesson Plan

Directions: You will be given a scenario to design a lesson. Your response should be written in English. It should be grade appropriate and should address the objective given. Write your response in the space provided.

Make sure that you include the following information in your lesson:

• Vocabulary you will include in the lesson• Materials you will use in the lesson• Detailed description of procedures and activities that will be part of the

lesson• Informal or formal assessment or evaluation of students’ learning

Manage your time so that you allow enough time to plan, write and revise your response. Typically, an effective response will contain a minimum of 200 words.

TASK ONE

Assume that you are teaching a second-year, high school foreign-language class. Your students are from 14 to 16 years of age. Most students are in the intermediate range, as described in the ACTFL Proficiency Guidelines. Design an instructional unit on activities that students do after school. At the end of the unit, students will use the target language to describe activities they do after school. Your unit will cover three class periods of 50 minutes each.

School Grade: Second year, high school Student Profile: 14–16 years of age Proficiency Level: Intermediate range in the ACTFL Proficiency Guidelines Theme/Topic: After-school activities Objective: Students will use the target language to describe activities they

do after school. Length of Unit: 3 class periods of 50 minutes each Vocabulary: Materials: Procedures/Activities: Assessment:

Make sure you include all the blank categories in your response.


Question 2: Opinion/Position Essay

Directions: Read the following question and write an essay in English on the topic given. Write your response in English in the space provided.

Make sure that your essay includes reasons and/or examples to support your opinion.

Manage your time so that you have enough time to plan, write and revise your essay. Typically, an effective essay will contain a minimum of 150 words.

TASK TWO

The school district where you teach is considering possible topics for an upcoming in-service training session. You have been selected as one of the presenters to discuss ideas on the best approach to teaching vocabulary in the foreign-language classroom. Write an essay explaining some of the best strategies for helping students acquire new words and phrases in the target language.


Study Plan Sheet

STUDY PLAN

Content covered on test

How well do I know the content?

What material do I have for studying

this content?

What material do I need for studying

this content?

Where can I find the materials I need?

Dates planned for

study of content

Date Completed


Preparation Resources The resources listed below may help you prepare for the TExES test in this field. These preparation resources have been identified by content experts in the field to provide up-to-date information that relates to the field in general. You may wish to use current issues or editions to obtain information on specific topics for study and review.

JOURNALS

Foreign Language Annals, American Council on the Teaching of Foreign Languages (ACTFL).

The German Quarterly, American Association of Teachers of German (AATG).

Language Educator, American Council on the Teaching of Foreign Languages (ACTFL)

Die Unterrichtspraxis/Teaching German, American Association of Teachers of German (AATG).

OTHER RESOURCES

Clementi, Donna and Terrill, Laura (2013). The Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design. Alexandria, Va.: ACTFL.

López-Burton, Norma and Minor, Denise (2014). On Being a Language Teacher. A Personal and Practical Guide to Success. New Haven and London: Yale University Press.

Omaggio Hadley, Alice. (2001). Teaching Language in Context, Third Edition. Boston, Mass.: Heinle & Heinle.

Patrick, Paula (2007). The Keys to the Classroom. Alexandria, VA: ACTFL.

Sandrock, Paul (2010). The Keys to Assessing Language Performance: Teacher’s Manual. Alexandria, VA: ACTFL.

Shrum, Judith and Glisan, Eileen (2010). Teacher’s Handbook: Contextualized Language Instruction, Fourth Edition. Boston, Mass.: Heinle & Heinle.

ONLINE RESOURCES

American Association of Teachers of German (AATG) — www.aatg.org

ACTFL Proficiency Guidelines 2012 — http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012

About.com: German Language — http://german.about.com/

Best German Websites — www.uni.edu/becker/German2.html

Center for Applied Linguistics (CAL) — www.cal.org

Der Spiegel — www.spiegel.de

Deutsche Welle — www.dw-world.de/dw/0,,265,00.html?id=265


Focus — www.focus.de

Frankfurter Allgemeine Zeitung — www.faz.net/s/homepage.html

Texas Education Agency (TEA) — www.tea.texas.gov

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