Klausurformat am Beispiel Joseph Conrad

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KLAUSURENVORSCHLÄGE

Textgrundlage: Abitur Haupttermin 2010

Anmerkung: Die folgenden Aufgaben können für jeden Text, jede Textsorte verwendet werden, also auch für Texte, die den SuS völlig unbekannt sind.

 

Ziel:  Textverstehen überprüfen (Leseverstehen)

Aufgabenformat 1: Schlüsselwörter/Sätze/Ausdrücke des Textes inhaltlich situieren und Bedeutung erklären

The following words are key terms of the excerpt given. Explain to what extent (three of) the following expressions/sentences (see below) are relevant key terms for the passage given.

Beispiel 1:
weakness (l. 18) - steamer (l. 5, 20) – stores (l. 6) – sugar (l. 26, 34, 38) – violent emotion (l. 41) – composure (l. 42) - chief (l. 49, 50) – stool (l. 53)

Beispiel 2:
“Stores were running short.” (l. 6)

“There was nobody there; and being left alone with their weakness, they became daily more like a pair of accomplices than like a couple of devoted friends.” (l. 18)

“And suddenly it seemed to Kayerts that he had never seen that man before.” (l. 39f.)

“’I am your chief, he began, trying to master the shakiness of his voice.’” (l. 49)

Aufgabenformat 2: Stilistische/erzähltechnische Merkmale des Textes nennen und erläutern

1. Which point of view is used by Joseph Conrad in this short story? Choose three examples from the text and explain how the reader is manipulated by this narrative perspective.
2. How does the author create tension in this excerpt? Give three examples from the text and explain them/their function.
3. Identify passages which structure this excerpt as introduction, turning point and climax. Justify your choice.

Aufgabenformat 3: gap filling

Dieses Aufgabenformat kann sich auch auf Einzelwörter/Ausdrücke beziehen. Beispielsweise könnte man die Verben (mocked, muttered, yelled etc.) zur Disposition stellen. Wichtig ist hier allerdings, dass es kein klassisches ‚richtig’ oder ‚falsch’ gibt, sondern dass allein die Argumentation über die Punktevergabe entscheidet, Und dass des Weiteren natürlich keine weiterführende Aufgabe auf diese Textpassage gelegt wird, in der die genaue Textaussage benötigt wird. (altes Analysis-Format).

In line 6 a sentence is missing. Decide on one of the following sentences/terms/expressions and explain your choice.

1. They were longing for the company of other white people.
2. Stores were running short.
3. Yet they managed to cope with the situation.

In line 22/23 a sentence is missing. Decide on one of the following sentences/terms/expressions and explain your choice.

1. Although he was sorry for the two men and didn’t want them to wait he decided that the other stations needed him more badly.
2. He thought that the useless station, and the useless men, could wait.
3. He told his assistant, the only one he trusted, to provide the poor devils with food as soon as possible.

In line 47 a sentence is missing. Decide on one of the following sentences/terms/expressions and explain your choice.

1. ’I don’t care about what you want or need, I have to think of myself,’
2. ‘Calm down, I suggest we ask Gobila for help,’
3. ’I forbid you to speak to me in that way,’ said Kayerts with a fair show of resolution.
4. ‘Well, you can’t have any – I had the last lump a few days ago,’ said Kayerts with a fair show of triumph.
5. ‘You louse, you bloody fool,’ shouted Kayerts angrily.

In line 53 a sentence is missing. Decide on one of the following sentences/terms/expressions and explain your choice.

1. All at once he looked dangerously in earnest.
2. But he still hesitated to touch his companion he had got used to. / He had meant to do this for a long time. /
3. The sugar was still the only thing he could think of.

Aufgabenformat 4: Nutzung von Vorwissen

Explain what the reader has learned in an earlier passage of the short story to be able to understand the following sentence.

• “Kayerts mooned about silently, spent hours looking at the portrait of his Melie.” (ll. 12f.)
• „... they became daily more like a pair of accomplices than like a couple of devoted friends.“ (ll. 18f.)
• „And suddenly it seemed to Kayerts that he had never seen that man before. Who was he? He knew nothing about him. What was he capable of?“ (ll. 39ff.)
• “Kayerts stood up also. ‚I am your chief,’ he began, ...”

Aufgabenformat 5: Überschriften für einzelne Passagen finden und erläutern.

Find a suitable heading for the following paragraphs and explain your choice.

1. (ll. 1 – 12) ................................................................
2. (ll. 12 – 17)
3. (ll. 18 -  29)
4. (ll. 30 – 46)
5. (ll. 47 – 54)

Aufgabenformat 6: Perspektivenwechsel

1. Rewrite the beginning (l.1 – 10) from Makola’s perspective.
2. Alternative:: Look at the situation described in this excerpt from Makola’s point of view and delete all sentences which this perspective would forbid.
3. Retell the events of this excerpt from the perspective of someone who is new at the outpost and thus does not know anything about the three men.

Aufgabenformat 7: Textteile streichen und begründen.

Explain the aspect of meaning which would be lost, if the following sentence(s) was/were deleted from the text.

1. “The steamer was late.” (l. 5)
2. “Carlier undermined by fever, could not swagger anymore, but kept tottering about, still with a devil-may-care air, as became a man who remembered his crack regiment.” (ll. 14ff.)
3. “... they drank the coffee without sugar. The last fifteen lumps Kayerts had solemnly locked away in his box, together with a half-bottle of Cognac, ‘in case of sickness,’ he explained. (ll. 24ff.)
4. “’Come! Out with that sugar, you stingy old slave-dealer.’” (l. 38)
5. “’ I am your chief,’ he began,...” (l. 49)
6. “Carlier swung a stool.” (l. 53)

 

 

Klausurformat am Beispiel Joseph Conrad: Herunterladen [doc] [486 KB]