ABITURPRÜFUNG 2001                         Arbeitszeit: 180 Minuten
          ENGLISCH 
     als Grundkursfach



                              Textaufgabe II
                   
        During the night after his first day  Marcus woke up every  half- 
     hour or so.  He could tell from  the luminous hands  of his dinosaur
     clock:  10.41,  11.19,  11.55,  12.35,  12.55,  1.31 ... He couldn't 
     believe he was going to have to go back there  the next morning, and
 5   the morning after that,  and the morning after that, and ... more or 
     less every morning for the rest of his life, just about.  
        He just wasn't right for schools.  Not secondary schools, anyway.
     That was it. And how could you explain that to anyone? It was OK not
     to be right  for some things  (he already  knew  he wasn't right for
10   parties, because he was too shy,  or for baggy trousers, because his		 
     legs  were too short),  but  not being  right for  school was  a big
     problem.  Everyone went to school.  There was no way  round it. Some
     kids,  he knew,  got taught  by their parents  at home,  but his mum
     couldn't do that because she went out to work. Unless he paid her to
15   teach him - but  she'd  told him  not  long ago  that she got  three
     hundred  and fifty pounds  a week  from  her job.  Three hundred and 
     fifty pounds a week!  Where was  he going to get  that kind of money
     from?  Not from a paper round, he knew that much.The only other kind
     of person he could think of who didn't go to school was the Macaulay
20   Culkin1 kind.  They'd had somthing about him on  Saturday-morning TV
     once,  and they said he got taught  in a caravan sort of thing  by a
     private tutor.  That would be OK,  he supposed.  Better than OK, be-     
     cause  Macaulay Culkin probably got three hundred and fifty pounds a
     week, maybe even more,  which meant  that if he were Macaulay Culkin
25   he  could pay  his mum to teach him.  But  if being  Macaulay Culkin
     meant  being good at drama,  then forget it:  he was crap  at drama, 
     because  he hated standing up  in front of people.  Which was why he 
     hated school.  Which was why he wanted to be Macaulay Culkin.  Which
     was  why  he  was  never  going to be Macaulay Culkin  in a thousand
30   years, let alone in the next few days. He was going to have to go to   
     school tomorrow.
        He was quiet at breakfast.  'You'll get used to it,' his mum said
     as he was eating his cereal,  probably because he was looking miser-
     able. He just nodded,  and smiled at her; it was an OK thing to say.
 
                                                         PLEASE TURN OVER

                                    - 2 -    

35   There had been times when he knew,  somewhere in him,  that he would
     get used to it,  whatever it was,  because  he had learnt  that some 
     hard things became softer  after a very little while.  The day after      
     his dad left,  his mum had taken him to Glastonbury  with her friend
     Corinne and they'd had a brilliant time in a tent. But this was only
40   going get worse.  That  first  terrible,  horrible,  frightening day
     was going to be as good as it got. 
        He got  to school early,  went to the form room,  sat down at his
     desk.  He was safe enough there.  The kids who had given him  a hard
     time yesterday  were probably not the sort to arrive at school first
45   thing;  they'd be off somewhere smoking  and taking drugs and raping
     people, he thought darkly. There were a couple of girls in the room,
     but they ignored him, unless the smort of laughter he heard while he
     was getting his reading book out had anything to do with him.
        What was there to laugh at? Not much, really, unless you were the
50   kind of person   who was on permanent lookout for something to laugh
     at.  Unfortunately,  that was exactly  the kind of person  most kids
     were, in his experience. They patrolled up and down school corridors
     like sharks,  except  that what they were on the lookout for  wasn't
     flesh  but the wrong trousers,  or the wrong  haircut,  or the wrong
55   shoes, any or all of which sent them wild with excitement. As he was
     usually  wearing  the wrong shoes  or the wrong  trousers,  and  his
     haircur  was wrong all the time,  every day  of the week,  he didn't
     have to do very much to send them all demented.
		 
                                     From: Nick Hornby, About a Boy, 1998
		 



     Annotation:
     
     1 Macaulay Culkin: famous American child actor



ENGLISCH als GRUNDKURSFACH  -  Textaufgabe I

WORKSHEET:

                                                        maximum number of 
                                                        points attainable 
  I. Questions on the text

     Read all the questions first, then answer them
     in the given order.
     Use your own words as far as is appropriate.


     1. Describe the situation Marcus finds himself in during   
        the night.                                                     10

     2. What role does Macaulay Culkin play in Marcus' thoughts?       20

     3. What does the reader learn about the boy's family background    
        and about his relationship to his mother?                      10
		 
     4. How does Marcus see his fellow pupils? What Thoughts and           
        feelings do they evoke in him?                                 10
                      
     5. How is Marcus characterized in the text, explicitly and           
        implicitly?                                                    20
                                                                                       
     6. What narrative perspective is used in this passage and what     
        is the effect on the reader?                                   10



		
 II. Composition                                                       40 

     Choose  o n e  of the following topics.
     Write about 120 to 150 words.

     1. "Schools should concentrate more on developing social
        skills than on teaching pupils facts and facts only."
        Discuss.
		 
     2. Leaving school as soon as possible may be tempting for  
        quite a few pupils. Weigh the pros and cons.

				
		 
III. Translation                                                       40 

     Translate the following text into German:     
                                                                    _____ 

                                                                      160


                                                         PLEASE TURN OVER



          Whatever happened  to school uniform?  In the 1960s  and 70s it    
       seemed to be on its way out.  But then something happened. Britain   
       pulled   back  from  total abolition.  Today that group of scruffy
       adolescents  at the  school gates will - more likely than not - be
       wearing variants  on the same  basic blue,  black  or  green dress
       code1.
          Much of the rest  of the world  would  probably  see  Britain's
       school uniforms as an anachronism - so why have many schools voted
       to retain them? "They appeal to parents," says Malory Wober of the 
       University of Michigan. "Uniform represents order and the majority
       of British parents still want that from schools." Among headteach-
       ers the argument is often put that uniform reduces competitiveness
       between  fashion-conscious pupils  and  obscures  the  differences 				
       between rich and poor children.
          British teenagers  like the  challenge  of a uniform.  One head
       said: "When I think of the efforts they go to to subvert the rules
       I think it's almost an essential part of growing up."

                  From: The Times Educational Supplement, 14 January 2000


       1 dress code:  set of rules  about what clothes you must wear in a
         school, business etc.