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1. Reading Comprehension Part I
The following article from 2005 deals with Johanna who went abroad after year 10 at her
German school to go to an American High School for one year.
Read the entire text twice before answering the questions.
A year abroad
th
Johanna wanted to go to America from the time she was 12. So when she got to 10 grade, she was
sure she wanted to spend a year at an American High School. She started applying for a place in fall
before she went, and had to do a language test as part of her application. The American High School
Johanna went to was in New Jersey, on the coast, not far from Atlantic City.
Before she went, Johanna got to know her host family by email. When she got there, she liked them at
first, but after a while she had problems with the host father. “He was just a difficult person, even his
own grown-up daughters didn't really get along with him”, says Johanna.
Fortunately, Johanna had made a very good friend at her high school, and she was able to arrange to
stay with her friend’s family instead. The organization helped Johanna to change families, and her
second American home was a big success. Today, she says, they feel like a real family.
Going to school in the US was a very interesting experience for Johanna. “They were much stricter”,
she says. “You even had to get a card signed if you wanted to go to the restroom during lessons, so
they could make sure you weren't hanging around in the hall”. Some of the lessons were harder,
others easier. “I thought mathematics was hard, says Johanna, “but math isn't my best subject
anyways.” One thing she noticed was that teachers were generally younger than in Germany, and
often friendlier to the students. The school day started at 7.45 and finished at 14.20 at Johanna's
school. They had a 40-minute period for Lunch, usually burgers or pizza, French Fries and cakes, but
with a choice of salads for the health-conscious.
Most kids stay on in the afternoons after lessons to take part in clubs or sports. There was a wide
variety of activities - drama club, newspaper club, poetry, a jazz group, French, German, Spanish or
Latin for fun. Sports - an important part of high school life - were also on offer in the afternoons.
Johanna says her stay in the States helped her English a lot, particularly her spoken English. “I find it
really easy to talk in English lessons now”, she says. Writing is a different matter, sometimes she puts
slang words she learnt in the US into written work. After a year, Johanna says the US started feeling
like home. The Americans she met were open, friendly and interested. She liked the informal way
neighbors got together for barbecues, the way they just dropped in for a chat. She keeps in touch with
her second host family she stayed with, and even visited them last Christmas.
(Words: 463) Based on original Text from “Read on”, Oct. 2005, p. 5.6 (www.readon.de).
1.1 Questions on the text
1. The title of the article is "A Year Abroad". Choose the most fitting subtitle.
a)
Friendly Americans
O
b)
Sweet home America
O
c)
Learning English the easy way
O
d)
New experiences in New Jersey
O
2. Complete the statement: Johanna decided to spend a year at an American High School …
a)
when she did the language test.
O
b)
soon after the beginning of Year 10.
O
c)
when she was 12.
O
d)
at the end of Year 10.
O
3. How did she get along with the families she stayed with?
a) First family: _____________________________________________________________________
b) Second family:___________________________________________________________________
4. What was different at the American High School, compared to Johanna's German school back
home?
a) Lessons: _____________________________________________________________________
b) Teachers: ____________________________________________________________________
c) School: ______________________________________________________________________
5. What does the text say about afternoon activities at Johanna's American High School?
a)
Johanna took part in various activities.
O
b)
Most students do sports.
O
c)
Many kids learn Spanish or German just for fun.
O
d)
You can choose from a number of activities.
O
6. What did Johanna like about Americans and their way of life?
a) Americans: __________________________________________________________________
b) American Way of Life: __________________________________________________________
______________________________________________________________________________
7. How has her stay abroad improved her English? ______________________________________
______________________________________________________________________________
8. What effect did her stay abroad have on her written English? ____________________________
_______________________________________________________________________________
9. What helped Johanna to feel at home in the US?
a)
The Americans had regular barbecues.
b)
She visited the first family at Christmas.
c)
The Americans were easy to talk to.
d)
She had lots of friends in the neighborhood.
O
O
O
O
2. Reading Comprehension Part II
Most American teenagers look forward to learning how to drive. After you pass the test it’s
great. Mobility at last! But at first you have to learn the fundamentals. You better make sure
that you get an instructor you can really trust. Here’s what Sue experienced.
Read the entire text twice before answering the questions.
Driving lessons
I’d always been nervous about learning to drive. I didn’t think I’d be a good driver, I was certain I’d be
too terrified to go over ten m.p.h. When I was finally old enough to get my license, I signed up with a
private driving school, the same one my brother John had used. I wasn’t surprised when I got the
same instructor, Frank.
John said Frank was very funny and easygoing. I knew that Frank was Cuban and very religious, but I
didn’t know that he dressed like a Hell’s Angel most of the time. Walking down my driveway to meet
him for the first time my heart beat quickened and my steps slowed down. Frank just handed me the
keys for the little red car and said “Go on!” Loud music in Spanish was coming from the speakers. It
was “Amazing Grace” - a religious song.
Frank was not very encouraging. He didn’t say much, except to tell me when to turn. But he liked
singing gospel songs as we sped onto the highway, or as we drove along narrow country roads.
Frank also loved to shout, usually in Spanish, to warn people: “Stop, before you kill us all!” He never
shouted at me. But he did call me “Señorita Tortuga” (Turtle Girl) when I was going five miles under
the speed limit on an unfamiliar road. I was shocked when the car suddenly sped up on its own, until I
realized that Frank was controlling it.
I don’t know how much I learned from my lessons with Frank. He never told me anything except that I
was going to kill him, and to turn right at the next crossroads. One day he didn’t say anything, so I
stopped and asked Frank where to go. “To the end of the world. Always straight to the end of the
world”, he said in a thick Spanish accent. Frank put in a tape. I could only make out a few of the words
with my school Spanish: “Este es peligroso, peligroso! PELIGROSO!” someone shouted. This is
dangerous, dangerous, DANGEROUS!
After hours of listening to Spanish sermons and gospel songs, Frank gave me my final certificate. It
was a standard certificate, except that Frank had filled it in with beautiful calligraphy. I was surprised
that Frank could write so beautifully.
(Words 389)
Adapted from: Michelle Sommers: Short stories for teens. Intermediate Level. Speak easy Publications. Stuttgart: Klett 2000.
S. 15.
2.1 Questions on the text
1. Who are the main characters of the story?
a)
Frank and John
b)
Frank and Sue
c)
John and Sue
d)
Frank and Jean
2. Where does the story take place?
a)
in Spain
b)
in Cuba
c)
in the U.S.A.
d)
in Mexico
3. Who tells the story?
a)
a married woman
b)
a teenage girl
c)
an old lady
d)
a divorced woman
4. What’s Frank’s job?
a)
a car seller
b)
a gospel singer
c)
a driving instructor
d)
a Spanish teacher
5. The lessons are always …
a)
boring
b)
unusual
c)
ordinary
d)
easy
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
6. Complete the statement. Frank called Sue “Senorita Tortuga” because ______________________.
7. What is special about the certificate?_________________________________________________
_________________________________________________________________________________
2.2 Language
1. Sue’s feelings. Find three adjectives from the text to describe Sue’s feelings.
Example: nervous
a) ______________________
b) ______________________
c) ______________________
2. Write down two more adjectives that describe people’s feelings.
_________________________
_________________________
3. Communication with Frank.
Complete the sentences with words from the box.
spoke – called – said – told – shouted - discussed
a) Frank _______________________ Sue “Senorita Tortuga”.
b) He _______________________ in Spanish to warn other people.
c) He _____________________ with a thick Spanish accent.
d) He ____________________ Sue where to go.
4. Accidents. Complete the sentences with words from the box.
made – avoided – caused – had – reduced – witnessed - happened
a) This accident could have been _______________________ if safety procedures had been
followed.
b) The campaign against drinking and driving has ______________________ road accidents by 20 %.
c) He had been driving for 30 years and he had never ___________________ an accident of any kind.
d) It was the kind of accident that could have _______________________ to almost anyone.
e) It’s hard to say what ______________________ the accident, but police think the driver fell asleep.
2.3 More questions on the text
1. Describe Frank. What do we learn about him? What is special about him? (At least 80 words)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Describe how Sue feels before and during the lessons with Frank and explain what makes her feel
that way. (At least 100 words)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Choose one of the following tasks:
a) Sue got an email from her friend Jean. Answer Jean’s email. (At least 100 words)
" To ... [email protected]
__________________________________________________________________________
Subject: Learning to drive
Dear Sue.
Have you already got your certificate? I am just about to start my driving lessons. Please tell me a little
bit about your instructor. Did you trust him? Would you recommend him? Why?
Please answer soon.
Sincerely, Jean
" To ... [email protected]
__________________________________________________________________________
Subject: My driving instructor
Hi Jean.
Thanks for your mail. Well, Frank has just handed me my certificate......... (to continue)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
b) Give your opinion:
In many American States one can get one’s driver’s license when turning 16. In some States,
however, there are some restrictions for drivers under 18. Teenagers in Germany should be allowed to
get their driver’s license at the age of sixteen, too. What are the pros and cons? Should there be any
restrictions? (at least 100 words)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Creative Writing III
I have a dream, too!
First read an extract from Martin Luther King's famous "I Have A Dream" speech, given in 1963
before an American audience of both black and white people in the context of the Civil Rights
Movement:
“I Have A Dream”, Martin Luther King, Jr., (extract)
“... I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We
hold these truths to be self-evident, that all men are created equal." I have a dream that one day on
the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to
sit down together at the table of brotherhood.
I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice,
sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.
I have a dream that my four little children will one day live in a nation where they will not be judged by
the color of their skin but by the content of their character.
I have a dream today! ... “
Now read about the dreams of two students at American schools published in the online
.MidLink Magazine.:
Dream Archives
Everyone, everywhere has dreams. In honor of Martin Luther King, Jr.'s birthday and Black History
Month in America, MidLink Magazine readers share their dreams ...
I Have a Dream, too!
My dream is that our world will be friends. It doesn't matter if you are a different religion or color, it
doesn't matter if you are blind, deaf, or even paralyzed. On the inside, we are all the same. People
may look different or act different, God made us all special. If any person or thing is different, that
doesn't mean that they are stupid or weird, that just means that God made that person or thing
special. ...
By Alyssa, St. Margaret's Episcopal School, Mission Viejo, CA 30
I have a dream
I have a dream that our world will be simpler. I think that many people don't appreciate what they all
have. I know that many times, I forget all of the nice things I have at home and I don't use them. I
believe that if we eliminated the computers, fax machines, and TVs, that this world would be more full
of love. Back in the early 1900's, people respected everything they had. I know they did, because I
read in books that many people were poor and couldn't afford modern things and they were happy that
way. ...
By Melissa Scharenbroch, Kiel Middle School, Kiel, WI 45
(http://www.ncsu.edu/midlink/dreams/dreams.main.html)
3.1 Tasks:
1) Point out what Martin Luther King, Jr. says he dreams of in the extract.
2) Outline in how far the dreams of the American students differ from King's dream.
3) Complete the statements of Alyssa and Melissa in your own words. (Write at least five sentences
for each statement).
4) Choose one of the following tasks:
a) What is your opinion on dreaming about the future? Is it useful or not? Explain. (At least a 100
words)
b) Write your own “I have a dream, too” text for the internet Dream Archives. Make sure it differs from
the other texts; try to convince young readers of your ideas. (At least 100 words)