Unit 10 — Kommunikationsprüfung Mock

Learning objectives Link to heading

• I can deliver a 5-minute Abitur-style monologue from a stimulus and respond to a 5-minute examiner dialogue.
• I can use the formal spoken-academic register and rebut / concede in real time.
• I can self-assess my performance against the BW Abitur Bewertungsraster (grading grid).

curriculum framework (“Bildungsplan”) alignment Link to heading

• 3.4.1 / 3.5.1 Soziokulturelles Orientierungswissen / Themen
• 3.4.3.1 / 3.5.3.1 Hör-/Hörsehverstehen
• 3.4.3.3 / 3.5.3.3 Sprechen – an Gesprächen teilnehmen
• 3.4.3.4 / 3.5.3.4 Sprechen – zusammenhängendes monologisches Sprechen

(Sources: https://www.bildungsplaene-bw.de/,Lde/LS/BP2016BW/ALLG/GYM/E1/IK/11-12-LF / https://www.bildungsplaene-bw.de/,Lde/LS/BP2016BW/ALLG/GYM/E1/IK/11-12-BF)

Lead-in story Link to heading

Mr. Yilmaz set today’s lesson as a full-format mock Kommunikationsprüfung (oral exam). Format: 5-min monologue + 5-min examiner dialogue + 2-min closing. Bewertungsraster (grading grid) provided in advance: kommunikative Textgestaltung and sprachliche Korrektheit und Variabilität, weighted 50/50 in Basisfach (basic course), 40/60 in Leistungsfach (advanced course).

1. Activate Link to heading

Stimulus draw. Each pair draws a stimulus card (image, statistic, quote). 90 seconds prep + 2 minutes outline.

2. Input Link to heading

Kommunikationsprüfung (oral exam) format Link to heading

1. Monologue (5 min). Frame stimulus → 2-3 arguments → counter + concession → close.
2. Dialogue (5 min). Examiner asks 5-7 follow-ups. Candidate must rebut, concede, elaborate, and connect to broader knowledge.
3. Close (2 min). Synthesis + final stance.

Total ~12 minutes.

Bewertungsraster — sample categories Link to heading

Kommunikative Textgestaltung (40-50 %): Aufbau, Kohärenz, Adressatenbezug, Strategien der Gesprächsführung.

Sprachliche Korrektheit und Variabilität (50-60 %): Wortschatz, Grammatik, Idiomatik, Aussprache, Register-Sensibilität.

3. Practise Link to heading

Niveau E — controlled Link to heading

1. Match: kommunikative Textgestaltung → structure + coherence; sprachliche Korrektheit → vocabulary + grammar.
2. T or F: in Leistungsfach (advanced course), Sprache is weighted higher than Inhalt.

Niveau E — productive Link to heading

3. Self-assess your last rehearsed monologue in two columns: Aufbau / Sprache.

4. Produce Link to heading

Pair Komm-Prüfung mock. 12 minutes per pair. Audience scores using a simplified BW Bewertungsraster (grading grid). Class debrief at the end with each pair receiving one specific feedback sentence.

Sample Link to heading

Let me start with the stimulus image — a 2025 photograph of a flooded Bangladesh street with three rickshaws still operating. I would argue that the image is doing two things at once: documenting climate-induced displacement and resisting the framing of climate-vulnerable countries as purely passive. The available evidence suggests that the rickshaw economy in Bangladesh has, over the past fifteen years, adapted faster to seasonal flooding than urban planning has — through informal route shifts, raised platforms at intersections, and neighbourhood phone trees. The photograph captures this. Accordingly, what I am not saying is that the flooding is not a crisis; what I am saying is that the dominant Western framing of climate vulnerability tends to crop out the adaptation. Let me concede one point first: vulnerability is real, and the rickshaw economy itself has limits. When the floods exceed waist-height, the system breaks down. By contrast, between 2015 and 2025, the system handled approximately 80 % of seasonal events without major service disruption. On reflection, what the image is asking me to do is hold the crisis and the adaptation in the same frame. If I had to commit, I would say that international policy frames are, in this regard, ten years behind the photographs. The honest question for English-language climate journalism is not how vulnerable are these countries? but what have they already taught us that we have not yet absorbed?.

5. Reflect Link to heading

• I can deliver a 5-minute monologue from a stimulus.
• I can hold a 5-minute examiner dialogue.
• I can self-assess against the Bewertungsraster (grading grid).

One thing in your notebook: Write one sentence using something you learned in this Unit.

Exam example Link to heading

Part A — Comprehension (~24 BE) Link to heading

Listen twice to a sample monologue (above).

1. Stimulus type: ___ . 2. Two arguments: ___ . 3. Concession + statistic: ___ . 4. Closing question: ___ .

Part B — Analysis (~18 BE) Link to heading

Read the sample monologue above.

1. Two things the image is doing: ___ . 2. The not saying / saying contrast: ___ . 3. The specific concession: ___ . 4. Final commit: ___ .

Part C — Composition (~18 BE) Link to heading

Composition prompt: Write a 4-minute Komm-Prüfung-style monologue script (~280 words) on a stimulus of your choice. Use 6 spoken-academic phrases + 1 specific statistic.

Mediation (~30 BE) Link to heading

Mediation prompt: A 200-word German Klimawandel-Rede excerpt. Mediate the speaker’s rhetorical stance for an English-speaking climate-policy reader. (Source provided in class.)

Downloads Link to heading

Common pitfalls Link to heading

• Reading off prep notes during the monologue.
• Generic concessions; name the specific point.
• Missing the connect to broader knowledge expectation in the dialogue phase.

Further reading / listening Link to heading

• Bildungsplan-aligned Komm-Prüfung mock-stimulus collections (Klett, Stark).
• BBC Sounds — Question Time extracts for examiner-style follow-up rhythm.

Downloads

Presentation

Download .pptx

Worksheet

Download .pdf