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ABI LF - Vollständige Englisch-Abiturprüfung simulieren

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ABI LF - Vollständige Englisch-Abiturprüfung simulieren

Full structure, reduced source-text length, English first. This aiMOOC simulates a newly developed English Abitur examination for the Leistungsfach in Baden-Württemberg. You work with previously unseen listening material and then choose between an original literary and an original non-literary writing set. The mock exam does not reproduce copyrighted set texts or film sequences.

Prüfungsstand: 03.10.2026 – Zieljahrgang: Abitur 2027. Die Simulation orientiert sich am aktuellen Facherlass und Bildungsplan, ist aber keine amtliche Prüfungsaufgabe.

Mini-description: Complete Part I Listening, take a short break, then complete exactly one Part II Writing option. Do not open the feedback section until every answer has been submitted or saved.

Einleitung

This course trains the complete decision chain of an advanced English exam: understand → select → analyse → connect → evaluate → write → revise. In strict exam mode you use no generative AI, no external answer generator and no model essay. During later revision, any AI-generated claim or source must be checked against reliable evidence. Your own analysis remains the assessed achievement.

For the 2027 Leistungsfach, the central theme is On the Move: Migration and Cross-Cultural Encounters. The compulsory canon includes the film Arrival and short stories by Jhumpa Lahiri, Chimamanda Ngozi Adichie, Sefi Atta, Andrea Levy, Luis Alberto Urrea, Zadie Smith, Kit de Waal and Neel Mukherjee. The broader reference cultures also include the USA and the United Kingdom under Politics, culture, society – between tradition and change. No compulsory work is reproduced here.

I-can goals

I can listen for gist, detail, stance and implication without depending on a transcript.
I can summarise selectively and follow the task focus instead of retelling everything.
I can analyse literary and non-literary texts with precise evidence, method and effect.
I can connect material independently to migration, cross-cultural encounters, USA or UK contexts.
I can write sustained AFB II/III responses with a clear line of argument, differentiated judgement and appropriate register.
I can review my own performance using task fulfilment, evidence, structure, language and accuracy rather than relying on a replacement essay.

Vorwissen aktivieren

Before starting the mock, answer these prompts in English in one or two sentences each.

Migration: How can movement change a person's sense of belonging without completely replacing earlier identities?
Democracy: Why can disagreement be productive in a pluralistic society?
Text analysis: What is the difference between naming a stylistic device and analysing its function?
Source criticism: Which questions help you decide whether a statistic, quotation or AI-generated statement is trustworthy?

Official exam architecture 2027

Component	Simulation setting	What matters
Part I – Listening	about 30 minutes	Unknown English audio material; gist, detail, attitude, implication
Pause	15 minutes	No continuation of Part I
Part II – Writing	225 minutes including choice	Choose one complete set: literary or non-literary
Permitted reference tools	monolingual English dictionary; bilingual English–German/German–English dictionary; German spelling reference	Use dictionaries to confirm meaning and usage, not to replace thinking
Communication examination	separate from the written mock	Monologue and dialogue/interaktion; trained later in this aiMOOC

Important distinction: The written examination and the communication examination are different assessment components. This page fully simulates the written structure and then offers a separate communication-practice module.

Leistungsfach standard

In the Leistungsfach you are expected to cope with greater textual and conceptual complexity, broader contexts, deeper and more differentiated analysis, independent material linkage and a stronger emphasis on AFB II and AFB III. A strong response does not merely identify techniques: it explains how textual choices shape meaning and then evaluates why that matters.

Visual analysis chain:

CLAIM → EVIDENCE → METHOD → EFFECT → PURPOSE → JUDGEMENT

Use this chain as a planning tool, not as a rigid paragraph template.

Medien-Einstieg

Use the images as quick visual prompts. Describe first, infer second, contextualise third.

60-second prompt: What ideals can this monument symbolise, and where might there be a gap between an ideal and lived reality?

60-second prompt: How can institutions, history and public debate shape national identity?

Source-awareness prompt: A historical map is never “just geography”. Ask who produced it, what categories it uses and which power relations it makes visible or invisible.

Kontextwortschatz und Wortbildung

Use English meaning before German help. Work through the support ladder: context → word family → English explanation → visual association → dictionary → German rescue only if still necessary.

Core word	Word family	English explanation	Quick visualisation
migrate	migrant – migration – migratory	to move from one place or country to another, often for a longer period	arrow between two places
belong	belonging – belongings	to feel accepted, connected or appropriately placed	overlapping circles
displace	displaced – displacement	to force someone away from their usual home or position	home → interruption → new place
equal	equality – unequal – inequality	having the same status, rights or opportunities	balanced scales
persuade	persuasion – persuasive	to influence someone through reasons, language or appeal	claim → audience
interpret	interpretation – interpretive	to explain meaning by connecting evidence with context	evidence → meaning
credible	credibility – credibly	believable because evidence, expertise and transparency support a claim	source + evidence + context

Dictionary habit: Check part of speech, collocation, register and example usage. Do not stop at the first German equivalent.

Listening and Viewing

The first two videos are the unknown listening stimuli for Part I. Do not watch them before you begin the timed simulation. In strict mode, switch subtitles off and avoid looking at the screen so that the task functions as listening rather than viewing. The use of these publicly embedded materials is for educational practice; rights remain with the respective publishers.

PART I – LISTENING COMPREHENSION

Time target: about 30 minutes. Total: 20 BE.

Strict mode rule: Read the items first. Then play each stimulus once, uninterrupted. This one-play setting is a rule of this web simulation and not a statement about the technical playback routine of an official exam audio file.

Listening A – Forced movement, legal categories and human experience

Do not use a transcript. Answer in concise English.

A1–A5: Choose the best answer. One point each.

What is the central legal distinction highlighted between a refugee and an internally displaced person? A refugee has crossed an international border to seek protection; an internally displaced person remains within their own country.
Which group of causes is central to the explanation of forced displacement? War, violence and persecution.
Why did the modern international refugee framework develop particularly strongly after the Second World War? Large-scale displacement made international protection rules urgently necessary.
Which description best fits an asylum seeker? A person asking another country for protection while the claim is being considered.
What is the main communicative purpose of the video? To explain key concepts while connecting legal categories with human consequences.

A6–A10: Short answers. One point each.

Name one barrier that can make safe movement difficult for displaced people.
What must happen for a person to become a refugee in the cross-border sense explained in the video?
Name one challenge displaced people may face after reaching a place of relative safety.
Why is the distinction between legal categories practically important?
State one way in which the video prevents migration from appearing as a purely abstract topic.

Listening B – Media literacy and trustworthy information

B1–B5: Choose the best answer. One point each.

What is media literacy primarily about? Critically accessing, analysing, evaluating and understanding media messages.
What does the encoding/decoding idea emphasise? Producers construct messages, while audiences interpret them through their own contexts.
Why is it misleading to assume that one media message automatically creates one identical effect? Audiences differ in experience, knowledge and interpretation.
What is the problem with treating a text as if its meaning were completely fixed? It ignores the active role of audiences and context.
Which habit best supports trustworthy media use? Asking who created a message, on what evidence and for what purpose.

B6–B10: Short answers. One point each.

Name two factors that can influence how an audience decodes a message.
Give one reason why passive media consumption can be risky.
Name one question you should ask when evaluating the credibility of information.
How can the same media item reasonably produce different interpretations?
Complete the idea: Becoming media-literate means becoming a more active rather than a more ______ recipient.

STOP. Save or hand in all Part I answers before moving on. Do not open the feedback section.

15-minute break

Leave Part I closed. Move, drink water and reset. Do not use the break to search for answers.

Reading and Writing

PART II – WRITING. Time target: 225 minutes including choice.

Read both sets briefly, then choose exactly one complete option. Complete Tasks 1 and 2 and one of the two Task 3 alternatives in your chosen set.

OPTION A – Literary text

Original fictional exam text created for this aiMOOC. No passage from a compulsory work is reproduced.

Material A: “The Key in the Side Pocket”

When Leila arrived in Leicester, the key to the new flat lived in the smallest pocket of her coat. She checked for it at crossings, in queues, once even in the middle of a conversation. It was an ordinary silver key, light enough to forget and important enough not to.

Her mother called the flat “home” after three days. Leila waited.

The windows looked onto a row of brick houses whose gardens seemed to have agreed on the same narrow shape. In Rabat, the balcony outside Leila's old room had faced a mechanic's workshop, two satellite dishes and a jacaranda tree. She had complained about the noise there. Now she missed the exact rhythm of it: metal at eight, scooters at nine, the fruit seller after ten. Memory, she discovered, could edit sound.

At college she became good at introductions. “I moved here in August,” she would say. It sounded cleaner than the truth because the truth required a map of decisions that were not entirely hers: her mother's new job, her aunt's spare room for the first weeks, the rising rent they could no longer ignore, the promise that English qualifications would “open doors”. Leila noticed how often adults described the future as architecture.

One wet Thursday, a classmate named Ruth followed her out of the library.

“Which bus do you take?”

“The 48.”

“Same.”

They stood beneath the shelter while rain stitched the road into silver lines. Ruth complained about an essay. Leila complained about the vending machine tea. It was a small conversation, useless in the way that some necessary things are useless.

When the bus came, Ruth waved Leila ahead. Leila reached automatically into her coat and touched the key. For the first time she did not check that it was there. Her hand simply rested on the pocket.

That evening her mother had left a cardboard box in the hallway. “Books,” she said. “Your aunt posted the last ones.”

Leila opened it on the floor. The first novel smelled faintly of dust and the old flat's kitchen. A bus ticket from Rabat slipped from between two pages, faded at the edges. She laughed, then stopped. The ticket was no longer valid anywhere, yet she could not throw it away.

She placed it in the side pocket of her coat, next to the key.

The next morning she left early. Outside, the street was still blue with half-light. At the corner she heard a delivery van reverse, a dog bark behind a gate and someone lifting metal shutters from a shop front. The sounds were not the ones she had lost. They did not need to be.

At the bus stop, Ruth was already waiting.

“You're late,” she said.

“By thirty seconds.”

“Basically a local, then.”

Leila rolled her eyes, but the joke stayed with her. On the bus she watched the city move past the glass: familiar enough to name, unfamiliar enough to notice. In her pocket, the dead ticket and the working key touched whenever the bus turned.

All characters and events are fictional.

Tasks A

A1 – Comprehension / AFB I: Outline how Leila's understanding of “home” develops in the passage. Focus on relevant stages rather than retelling the plot.
A2 – Analysis / AFB II: Analyse how narrative perspective, setting and recurring objects are used to present the tension between memory, mobility and belonging. Support your points with concise textual evidence.
A3 – Choose ONE / AFB III: A3a Discussion: “Migration changes not only places but also the stories people tell about themselves.” Discuss this claim with reference to Material A and at least one compulsory 2027 work or film you know. Avoid plot summary. OR A3b Productive writing: Write a speech for an international youth forum entitled “Belonging is not a single address”. Develop a differentiated argument using ideas from Material A and at least one compulsory 2027 work or film. Do not imitate a published author's style.

OPTION B – Non-literary text

Original fictional exam material created for this aiMOOC. All organisations, survey data and people named in Material B are fictional.

Material B: “Freedom Needs Friction”

A democracy does not fail only when people stop speaking. It can also weaken when people speak constantly but stop listening.

The digital public sphere has made expression easier than at any earlier point in modern civic life. A student in Birmingham or Baltimore can publish an argument before a newspaper editor has finished breakfast. That accessibility matters. Freedom of expression is not an ornament of democracy; it is one of its operating conditions. Yet a right to speak does not automatically create a culture capable of hearing disagreement.

Our fictional Civic Practice Lab survey of 2,400 simulated respondents in the United Kingdom and the United States illustrates the problem. Majorities in both samples said they often encountered political claims online, but far fewer reported deliberately reading a source with which they expected to disagree. The gap is not proof that algorithms have “destroyed democracy”. It is a warning that convenience can become intellectual habit.

Platforms are built to reduce friction: one click to share, one swipe to dismiss, one recommendation after another. Democratic judgement needs a different kind of friction. It requires us to pause long enough to ask: Who benefits from this framing? What evidence would change my mind? Is this person making a factual claim, a moral argument or an emotional appeal? Those questions are slower than a feed.

Schools therefore have a civic role that goes beyond teaching students to identify “fake news”. The phrase itself can become lazy if it simply means “information I dislike”. Students need practice in comparing sources, distinguishing evidence from assertion and representing an opponent's position fairly before criticising it. That is not political neutrality in the sense of having no values. It is a commitment to procedures that make disagreement more informed.

The United States often tells its national story through liberty and individual rights; the United Kingdom often tells stories about continuity, institutions and gradual change. Both traditions contain contradictions, exclusions and struggles over who gets to belong. That complexity is not a reason to abandon national ideals. It is a reason to test ideals against experience.

The most useful classroom discussion is therefore not one in which everyone reaches the same opinion. It is one in which participants leave with a clearer account of the evidence, the strongest counterargument and the values at stake. A democracy should not aim for a population that never disagrees. It should aim for citizens who can disagree without making shared reality impossible.

Rhea Morgan, fictional commentary for “Civic Review”, 2026.

Material B2: Fictional data

Simulated response	United Kingdom	United States
Often encounters political claims online	81%	84%
Deliberately reads sources expected to disagree	39%	36%
Checks original evidence before sharing at least sometimes	52%	48%
Has taken part in a structured civic discussion in the last year	31%	28%

Dataset note: n = 2,400 simulated respondents. These figures are invented solely for this examination exercise and must not be cited as real research.

Tasks B

B1 – Comprehension / AFB I: Summarise Morgan's central argument about freedom of expression, digital media and democratic disagreement.
B2 – Analysis / AFB II: Analyse how the author uses argumentative structure, contrasts, questions, inclusive language and the fictional data to persuade the audience. Evaluate briefly how the dataset note affects the material's evidential value.
B3 – Choose ONE / AFB III: B3a Discussion: “A democracy is strongest when citizens can disagree without treating one another as enemies.” Discuss the statement with reference to Material B and relevant knowledge about either the USA or the United Kingdom. OR B3b Productive writing: Write an article for an English-language school magazine entitled “Better disagreement: what schools can teach democracy”. Use Material B as a point of departure, develop your own position and address at least one counterargument.

Analysis toolkit

Do not device-hunt. Start with meaning, then choose the evidence that best explains how the meaning is constructed.

Question	Literary focus	Non-literary focus
WHAT?	conflict, character, motif, change, theme	thesis, claim, evidence, assumptions
HOW?	narration, imagery, syntax, setting, symbolism	structure, diction, rhetoric, data, framing
WHY?	reader positioning, ambiguity, theme development	persuasion, credibility, audience positioning
SO WHAT?	link to belonging, identity, movement	link to democracy, identity, media literacy

Evidence rule: Short quotations or precise references support analysis. They do not replace it.

Writing

A strong LF response has a visible line of reasoning. Before drafting, write one sentence that answers the task directly. Each paragraph should then advance that answer.

Planning visualisation:

TASK WORD → THESIS → 3–5 LOGICAL MOVES → EVIDENCE → COUNTERPOINT → JUDGEMENT

For a discussion, do not collect disconnected pros and cons. Weigh them. For a creative or target-text task, keep the required audience, purpose and register visible throughout.

Support ladder

Use these levels only in training mode. In strict exam mode, skip the scaffolds.

Level	Support	Aim
Challenge	Connect two relevant compulsory works or contexts and test your thesis against a serious counterargument	Greater LF breadth and synthesis
Standard	Use the analysis chain and a five-minute paragraph map	Independent structure
Support	Mark task verbs, write one English paraphrase per paragraph, then consult an English dictionary	Reduce cognitive load without supplying answers
Last-resort language help	Check a bilingual dictionary or a brief German explanation after context and English explanation have failed	Preserve English-first learning

Speaking and communication examination

The communication examination is separate from the written exam. Practice a short monologue followed by interactive discussion. In the 2027 framework, the communication examination has its own preparation and assessment procedures; do not mix its speaking performance with the 255-minute written mock.

Technique video – watch after the written simulation, not during it:

Speaking practice: “Cross-cultural encounters are most productive when neither side expects immediate agreement.” Prepare a five-minute position and then discuss it with a partner. Recordings are optional and should remain private unless you deliberately choose to share them. Do not upload anyone else's voice or image without permission.

Mediation – optional training, not Part II of this mock

Situation: A German partner school has drafted the following fictional note: “Bei einer Projektwoche zu Demokratie und Medien sollen Schülerinnen und Schüler nicht nur Quellen prüfen, sondern auch lernen, Gegenpositionen fair wiederzugeben. Persönliche Daten und Aufnahmen dürfen nur freiwillig verwendet werden.”

Task: In English, explain the essential points to an international student team in an appropriate message. Do not translate word by word; mediate purpose and meaning.

Post-exam Listening/Viewing training

Only use this section after completing Part I.

Use the British Council listening video to compare your process with explicit listening strategies. Identify one habit you already use and one you will deliberately change.

Feedback – erst nach vollständiger Abgabe öffnen

Stop condition: Open this section only after you have saved or handed in all listening answers and your complete chosen writing set. This feedback gives criteria and indicative points, not a replacement essay.

Listening key

Equivalent wording is acceptable in short answers if the meaning is accurate.

Item	Indicative answer
A1	Refugee: cross-border protection; internally displaced person: remains within own country
A2	War, violence and/or persecution
A3	Post-war mass displacement created an urgent need for international protection rules
A4	A person seeking protection while an asylum claim is being decided
A5	Explaining concepts while showing their human consequences
A6	For example legal restrictions, lack of safe routes, money or documentation
A7	The person crosses an international border and seeks protection outside the home country
A8	For example insecure housing, limited services, work restrictions, separation, trauma or uncertainty
A9	Categories can determine protection, procedures, rights and access to support
A10	It connects definitions with the experiences and choices of displaced people
B1	Critical access, analysis, evaluation and understanding of media messages
B2	Producers encode messages; audiences decode them through context and experience
B3	Different audiences interpret messages differently
B4	It ignores audience agency and context
B5	Ask about creator/source, evidence and purpose
B6	Any two relevant factors such as prior knowledge, culture, experience, beliefs or context
B7	Assumptions, framing or weak evidence can pass unnoticed
B8	For example: Who created this? What evidence supports it? What is the purpose?
B9	Audiences bring different contexts, knowledge and expectations to the same message
B10	active

Self-score: 20 BE maximum. Treat the result as diagnostic, not as an official grade unless a teacher applies the official conversion rules.

Writing feedback – Option A

A1: A focused answer should show movement from resistance to a more layered idea of home. Relevant stages include Leila's reluctance to use the word, selective memory of Rabat, tentative social connection in Leicester, and the final coexistence of the old bus ticket with the working key.

A2: Strong analysis may address close focalisation through Leila, the liminal bus/road setting, sound imagery, the repeated key and ticket, architecture metaphors, the movement from deliberate checking to unconscious familiarity, and the final image of old and new objects touching. The decisive step is to connect technique to the tension between continuity and change.

A3: High-level responses develop an independent thesis, connect material rather than merely mentioning it, distinguish similarities from differences, integrate a relevant compulsory work or film accurately, and arrive at a weighed judgement. No model essay is provided.

Writing feedback – Option B

B1: A focused summary should capture the argument that free expression needs active listening, critical source use and structured disagreement; digital convenience can weaken those habits, while schools can practise the procedures needed for informed civic disagreement.

B2: Strong analysis may address the opening paradox, contrasts between speed and “friction”, rhetorical questions, inclusive “we”, parallel examples, the USA/UK comparison, qualification of the algorithm claim, and the strategic use of percentages. Because the dataset is explicitly fictional, it can be analysed as a persuasive device inside the simulation but cannot function as real-world evidence.

B3: High-level responses define the democratic problem precisely, use contextual knowledge accurately, distinguish assertion from evidence, address a serious counterargument and reach a nuanced judgement. No model essay is provided.

Content and language check

For the 2027 assessment framework, writing is judged with substantial weight on language as well as content. Use this diagnostic grid after drafting.

Code	Check	Revision question
T	Task fulfilment	Did I answer exactly what the operator and focus require?
E	Evidence	Is each major analytical claim anchored in material or reliable context?
A	Analysis	Do I explain effect and function rather than merely label techniques?
C	Coherence	Does each paragraph advance one visible line of reasoning?
L	Lexis	Is vocabulary precise, varied and collocationally natural?
G	Grammar	Are complex structures controlled rather than merely ambitious?
R	Register	Does tone fit essay, speech, article or other target text?
S	Source integrity	Have I checked every factual claim, quotation, statistic and AI-assisted suggestion?

Fehleranalyse

After feedback, select only the three error patterns with the highest impact. Correct them and formulate a prevention rule.

Pattern	Example diagnosis	Prevention rule
Summary becomes retelling	Too many chronological details	Select only information that serves the task focus
Device spotting	“This is a metaphor” without function	Add effect, purpose and link to the thesis
Context dumping	Learned facts appear without analytical relevance	Link context explicitly to the material and task
Weak evaluation	Conclusion repeats earlier claims	Weigh criteria and explain why one consideration matters more
Unchecked source	Statistic or AI claim accepted without verification	Trace it to a reliable original source before using it
Language overload	Long sentences lose grammatical control	Split the sentence where the logical relation becomes unclear

Transfer

After the exam, revisit the migration stimulus with the visuals turned on. Ask how images, animation and narration interact. Which meanings came from audio alone, and which were strengthened or altered by the visual channel?

Then transfer the same question to Arrival without embedding or reproducing the film: How can audiovisual form shape an audience's understanding of language, encounter and uncertainty?

Abi-Check

Timing: I can finish Part I decisively and still preserve the full writing block.
Choice: I can compare literary and non-literary options quickly without reading both in excessive detail.
AFB I: I select rather than retell.
AFB II: I explain how form creates meaning.
AFB III: I weigh, connect and judge rather than list.
Context: I can use the 2027 focus, USA and UK contexts without forcing irrelevant knowledge into an answer.
Language: I revise for precision, cohesion, register and grammatical control.
Integrity: I can distinguish real evidence from fictional practice data and verify sources or AI-assisted claims.

Folgekurs

Continue with ABI LF - Hörverstehen trainieren, ABI LF - Literary Analysis vertiefen, ABI LF - Non-literary Analysis und Comment, ABI LF - Kommunikationsprüfung simulieren and ABI LF - Fehleranalyse und Revision.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

Which theme is the central 2027 English focus used in this mock? (On the Move: Migration and Cross-Cultural Encounters) (!Science and Technology Only) (!Shakespearean Comedy Only) (!Environmental Chemistry)

Which two competence areas structure the written LF examination simulated here? (Listening and Writing) (!Speaking and Translation) (!Grammar and Vocabulary) (!Reading Aloud and Dictation)

What choice is offered at the start of Part II? (A literary or a non-literary complete task set) (!Two listening tracks only) (!A German essay or an English essay) (!A film production or a podcast production)

What should an AFB I summary primarily do? (Select information according to the task focus) (!Retell every event chronologically) (!List as many quotations as possible) (!Judge every stylistic device)

What is the key move in AFB II analysis? (Explain how textual choices create meaning and effect) (!Name devices without interpretation) (!Replace evidence with background knowledge) (!Translate the text into German)

What distinguishes a strong AFB III response? (It weighs evidence and develops an independent judgement) (!It avoids counterarguments) (!It repeats the introduction) (!It summarises the source only)

Which tool should normally come before German help when a word is unclear? (An English explanation or dictionary check) (!An automatic full translation) (!A model essay) (!An unchecked AI answer)

How should fictional data in Material B be treated outside the simulation? (It must not be cited as real evidence) (!It can be presented as an official survey) (!It automatically proves the author's argument) (!It needs no source label)

What is the relationship between the written and communication examinations? (They are separate assessment components) (!They are the same examination) (!Speaking replaces listening inside Part I) (!The written exam consists only of dialogue)

What should happen before opening the feedback section? (All exam answers should be completed and saved or handed in) (!Only the literary text should be read) (!The listening answer key should be memorised) (!A model essay should be generated)

Memory

Outline	Select and present the relevant main points
Analyse	Explain how form and language create meaning
Evaluate	Judge by explicit criteria and evidence
Belonging	A sense of connection to a place or group
Credibility	The quality of being worthy of trust
Counterargument	A serious objection to your own position

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Outline	Focused selection
Analyse	Method and effect
Discuss	Weighed argument
Compare	Similarities and differences
Evaluate	Criteria-based judgement

Kreuzworträtsel

Migration	What process describes movement from one place or country to another for longer-term residence?
Evidence	What must support a strong analytical claim?
Register	What term describes language appropriate to audience and purpose?
Cohesion	What quality links sentences and paragraphs clearly?
Dialogue	What interactive speaking form requires responding to another person?
Credibility	What quality asks whether information deserves trust?

LearningApps

Lückentext

The written simulation begins with

before the longer writing section. In Part II you choose between a literary and a

task set. A focused summary selects information instead of retelling the whole

. Analysis connects evidence, method, effect and

. In higher-order tasks you should consider a serious

before reaching a judgement. The 2027 focus used here is migration and cross-cultural

. In strict exam mode, generative AI should not produce a substitute

. After the complete submission, feedback supports structured

.

Offene Aufgaben

Leicht

Listening diary: Listen to a short English news or education clip and record three points you understood from audio alone before checking visuals or captions.
Word families: Create a one-page visual map for migrate, belong, displace, equal, persuade and interpret; add one self-written example sentence per family.
Source check: Find one real statistic about migration or media use, trace it to the original publisher and write three sentences explaining why you consider the source credible or limited.
Visual analysis: Choose one freely licensed historical image and record a 90-second English description that moves from observation to interpretation.

Standard

Literary micro-analysis: Write one analytical paragraph on the key-and-ticket motif in Material A using claim, evidence, method, effect and judgement.
Argument map: Turn Material B into a visual map of thesis, reasons, evidence, qualification and counterargument without copying complete sentences.
Speaking rehearsal: Prepare a five-minute monologue on whether belonging requires cultural adaptation; then conduct a private partner discussion and note two moments where your view changed or became more precise.
Mediation project: Create a short English information card for an international partner class explaining a German school rule or civic project without translating sentence by sentence.

Schwer

Comparative analysis: Compare Material A with one compulsory 2027 work or film on one precise aspect of belonging, showing both similarity and difference.
Civic discourse investigation: Compare how two credible UK or US sources frame the same contested issue; identify evidence, omissions, vocabulary and audience assumptions.
Full timed rewrite: Re-do one Part II set under timed conditions after a one-week interval, then compare only structure, evidence and error patterns with your first version.
Oral examination design: Develop a copyright-safe communication-exam stimulus with a five-minute monologue prompt and a ten-minute discussion route; justify why it requires AFB II/III thinking.

Lernkontrolle

Transfer Migration: A character says, “I belong wherever my documents say I belong.” Explain why this definition may be too narrow and develop a more differentiated concept using social, legal and personal dimensions.
Transfer Media Literacy: Two reliable sources report the same event with different headlines. Design a method for deciding whether the difference is legitimate framing or misleading distortion.
Transfer Analysis: Take one recurring object from Material A and show how its meaning would change if the story were told by Leila's mother instead.
Transfer Democracy: Evaluate whether reducing online “friction” is always harmful for democratic participation. Develop one benefit, one risk and a criterion for judgement.
Transfer Exam Strategy: You have 35 minutes left and your AFB III response lacks a counterargument and conclusion. Decide how to allocate the remaining time and justify the decision.
Transfer Source Integrity: An AI assistant supplies a persuasive statistic with no source. Describe a verification sequence and explain what you would do if no reliable original source can be found.

Lernnachweis

For a credible learning record, demonstrate that you can complete unseen listening tasks, select and summarise relevant information, analyse literary and non-literary material with evidence, connect material independently to the 2027 contexts, develop a differentiated AFB III judgement, write in appropriate English register and reflect on recurring errors.

A strong Lernnachweis contains your own timed work, a brief error-analysis table, a revised paragraph and a source-check note. Optional speaking recordings remain private unless you deliberately choose otherwise. No external AI access or upload is required. AI-generated claims, quotations and references must be verified, and AI must not replace the assessed essay.

OERs zum Thema

The official 2027 ministry documents and the current Baden-Württemberg Bildungsplan take precedence over summaries on third-party pages. Wikipedia can be useful for orientation but may lag behind current examination rules.

Official starting points:

Media note: Wikimedia Commons images on this page are linked as freely licensed or public-domain resources according to their Commons file pages. YouTube videos are embedded from their publishers for educational use; no film from the compulsory canon is reproduced.

Verknüpfte Lernbereiche

ABI LF - Vollständige Englisch-Abiturprüfung simulieren

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