Cambridge IGCSE German - Foreign Language 0525 — 2018 May/June Paper 1 · Variant 2

* 7 2 0 9 8 9 4 3 8 6 * This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate. This document consists of 13 printed pages and 3 blank pages. DC (SC/SW) 148058/3 © UCLES 2018 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education GERMAN 0525/12 Paper 1 Listening May/June 2018 Approx. 45 minutes Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name in the spaces at the top of this page. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. The number of marks is given in brackets [ ] at the end of each question or part question.

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3 0525/12/M/J/18 © UCLES 2018 [Turn over Erster Teil Erste Aufgabe, Fragen 1–8 In dieser Aufgabe hören Sie einige Bemerkungen oder Gespräche. Sie hören jede Bemerkung und jedes Gespräch zweimal. Suchen Sie die Antwort heraus, die am besten passt, und kreuzen Sie das richtige Kästchen an. Opa verbringt eine Woche bei Martina. 1 Martina kommt nach Hause. Sie sagt: Um wie viel Uhr ist Opa angekommen? A A B C D [1] B C D 2 Martina hat eine Frage: Wie ist Opa gekommen? A A B C D [1] B C D

4 0525/12/M/J/18 © UCLES 2018 3 Martina hat noch eine Frage: Was möchte Opa tun? A A B C D [1] B C D 4 Martina will helfen. Sie sagt: Wo ist Mutti? A A B C D [1] B C D 5 Martina hat noch eine Frage: Wo möchte Opa spazieren gehen? A A B C D [1] B C D

5 0525/12/M/J/18 © UCLES 2018 [Turn over 6 Martina hat eine Idee. Sie sagt: Wohin gehen Opa und Martina? A A B C D [1] B C D 7 Opa will etwas sagen: Was möchte Opa jetzt machen? A A B C D [1] B C D 8 Opa hat eine Frage: Wo ist Opas Brille? A A B C D [1] B C D [Total: 8]

6 0525/12/M/J/18 © UCLES 2018 Zweite Aufgabe, Fragen 9–15 Sie hören jetzt zweimal eine Radiowerbung für ein Hotel in Österreich. Während Sie zuhören, schreiben Sie die Antworten auf Deutsch oder in Ziffern und kreuzen Sie die richtigen Kästchen an. Es gibt eine kurze Pause im Bericht. Bevor Sie die Informationen hören, lesen Sie bitte die Fragen durch. Hotel Adler 9 Das Hotel Adler begrüßt Gäste seit … . 10 Was für ein Zimmer ist im Sonderangebot? (Kreuzen Sie 1 Kästchen an) A B C 11 Welches Gericht ist etwas Besonderes? (Kreuzen Sie 1 Kästchen an) A B C 12 Nachts ist es um das Hotel ganz … . [1] [1] [1] [1] [PAUSE]

7 0525/12/M/J/18 © UCLES 2018 [Turn over 13 Wo können die Kinder spielen? (Kreuzen Sie 1 Kästchen an) A B C 14 Wie kommt man am besten zum Hotel? (Kreuzen Sie 1 Kästchen an) A B C 15 Wie reserviert man ein Zimmer? (Kreuzen Sie 1 Kästchen an) A B C [1] [1] [1] [Total: 7]

8 0525/12/M/J/18 © UCLES 2018 Zweiter Teil Erste Aufgabe, Frage 16 Sie hören jetzt zweimal ein Interview mit vier Jugendlichen. Sie reden über das Thema Nachbarn. Während Sie zuhören, kreuzen Sie an, wenn die Aussage richtig ist. Kreuzen Sie nur 6 Kästchen an (333333). Bevor Sie das Interview hören, lesen Sie bitte die Aussagen durch. Richtig Gregor (a) Gregor wohnt in einem kleinen Haus. (b) Den alten Mann nebenan findet er nett. (c) Die Kinder von der Nachbarfamilie sind manchmal laut. Johanna (d) Johanna hat viele Freunde unter den Nachbarn. (e) Am Abend ist sie meistens nicht zu Hause. (f) Im Sommer will sie Zeit im Garten verbringen. Felix (g) Felix versteht sich gut mit seinem Nachbarn. (h) Sein Freund wohnt ein paar Straßen entfernt. (i) Felix und sein Freund haben viele gemeinsame Interessen. Jasmine (j) Jasmines Nachbar ist meistens unterwegs. (k) Jasmines Nachbarin schreibt einen Roman. (l) Die Nachbarin will mit Jasmines Familie nichts zu tun haben. [Total: 6]

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10 0525/12/M/J/18 © UCLES 2018 Zweite Aufgabe, Fragen 17–24 Sie hören jetzt zwei Gespräche über den deutschen Schultag. Nach jedem Gespräch gibt es eine Pause. Gespräch Nummer 1: Fragen 17–21 Jetzt hören Sie zweimal ein Gespräch mit Erich. In jedem Satz gibt es ein Wort, Wörter oder eine Ziffer, die nicht zu dem Sinn des Gesprächs passen. Hören Sie gut zu und schreiben Sie jedes Mal das richtige Wort / die richtigen Wörter auf Deutsch oder die richtige Ziffer. Bevor Sie zuhören, lesen Sie bitte die Fragen 17–21 durch. 17 Am Wochenende steht Erich auf, wenn der Wecker klingelt. …[1] 18 Zum Frühstück trinkt er eine Tasse Tee. …[1] 19 Nach dem Mittagessen geht es ihm besser. …[1] 20 Erichs perfekter Schultag fängt um 11 Uhr an. …[1] 21 Er könnte vor der Schule Fußball spielen. …[1] [PAUSE]

11 0525/12/M/J/18 © UCLES 2018 [Turn over Gespräch Nummer 2: Fragen 22–24 Jetzt hören Sie zweimal ein Gespräch mit Frau Schulz, Erichs Mutter. Hören Sie gut zu und beantworten Sie die Fragen auf Deutsch. Bevor Sie zuhören, lesen Sie bitte die Fragen 22–24 durch. 22 Warum ist Erich an Schultagen schlecht gelaunt? …[1] 23 Wann geht Erich abends auf sein Zimmer? …[1] 24 Erichs Idee, den Schultag zu ändern, funktionert gut für: (i) …[1] aber nicht gut für: (ii) …[1] [Total: 9]

12 0525/12/M/J/18 © UCLES 2018 Dritter Teil Erste Aufgabe, Fragen 25–30 Jetzt hören Sie zweimal ein Gespräch mit Paul Onyango, einem Sportler. Hören Sie gut zu und beantworten Sie die Fragen. Sie haben für jede Frage vier Antworten zur Auswahl. Suchen Sie die Antwort heraus, die am besten passt, und kreuzen Sie das richtige Kästchen an. Es gibt eine Pause im Gespräch. Bevor Sie das Gespräch hören, lesen Sie bitte die Fragen und Antworten durch. 25 Der Frankenweg-Lauf … A hat vor einem Monat stattgefunden. [1] B hatte nur ein paar Teilnehmer. C war diesmal ein ganz gewöhnliches Rennen. D wurde von Paul Onyango gewonnen. 26 Paul Onyango … A hat sein Haus um 9 Uhr verlassen. [1] B startete wegen einer Zugverspätung nicht rechtzeitig. C hat den Beginn des Rennens verpasst. D kam pünktlich im Startbereich an. 27 Er ist im Rennen gelaufen, … A obwohl er nicht genug trainiert hatte. [1] B weil er unbedingt gewinnen wollte. C da er das Preisgeld brauchte. D weil Laufen ihm Spaß macht. [PAUSE]

13 0525/12/M/J/18 © UCLES 2018 [Turn over 28 Während des Rennens … A redete Paul mit den Zuschauern. [1] B führte Paul von Anfang an. C lief Paul zuerst ganz allein. D wurde Paul immer hoffnungsloser. 29 Paul … A hatte keine Schwierigkeiten beim Rennen. [1] B meinte, dass das Wetter zu warm war. C fand die Landschaft zu flach. D war mit seiner Leistung hundertprozentig zufrieden. 30 Paul … A ist schon lange Berufssportler. [1] B ging in Deutschland zur Schule. C ist schon als Jugendlicher viel gelaufen. D darf nur zwei Jahre in Deutschland bleiben. [Total: 6]

14 0525/12/M/J/18 © UCLES 2018 Zweite Aufgabe, Fragen 31–38 Jetzt hören Sie zweimal ein Gespräch zwischen Iris und Philipp über sein Hobby. Hören Sie gut zu und beantworten Sie die Fragen auf Deutsch. Es gibt zwei Pausen im Gespräch. Bevor Sie das Gespräch hören, lesen Sie bitte die Fragen durch. 31 Was ist passiert, als Philipp auf seinem Segelboot war? …[1] 32 Mit wem segelt Philipp normalerweise? …[1] 33 Warum war Philipp an dem Sonntag allein auf dem Boot? …[1] [PAUSE] 34 Wie war das Wetter, als Philipp 200 Meter vom Seestrand entfernt war? Nennen Sie einen Punkt. …[1] 35 Wie fühlte sich Philipp? …[1] 36 Warum musste Philipp hart arbeiten? …[1] [PAUSE]

15 0525/12/M/J/18 © UCLES 2018 37 Was hat der Mann auf dem Motorboot gemacht? Nennen Sie zwei Punkte. (i) …[1] (ii) …[1] 38 Wie sieht Philipps Boot nach dem Unfall aus? Nennen Sie einen Punkt. …[1] [Total: 9]

16 0525/12/M/J/18 © UCLES 2018 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. BLANK PAGE

IGCSE™ is a registered trademark. This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate. This document consists of 13 printed pages. © UCLES 2018 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education GERMAN 0525/12 Paper 1 Listening May/June 2018 MARK SCHEME Maximum Mark: 45 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the May/June 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

0525/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 2 of 13 1 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.

0525/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 3 of 13 GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

0525/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 4 of 13 2 General Marking Principles 2.1 It is not possible to list all acceptable alternatives in the Detailed Mark Scheme provided in Section 4. You will need to consider all alternative answers and unexpected approaches in candidates’ scripts, make a decision on whether they communicate the required elements, in consultation with your Team Leader if necessary (or with your Product Manager if you are a single Examiner), and award marks accordingly. The following marking principles underpin the detailed instructions provided in Section 4 of the Mark Scheme. Where a decision is taken to deviate from these principles for a particular question, this will be specified in the Mark Scheme. Often the general principles will have to be weighed up against each other, e.g. the answer might pass the look-alike test (3.5(b)), but if the candidate has produced an answer that is another word in the target language they will not score (3.6). 2.2 Crossing out: (a) If a candidate changes his/her mind over an answer and crosses out an attempt, award a mark if the final attempt is correct. (b) If a candidate crosses out an answer to a whole question but makes no second attempt at it, mark the crossed out work. 2.3 More than the stipulated number of boxes ticked/crossed by the candidate: (a) If more than one attempt is visible, but the candidate has clearly indicated which attempt is his/her final answer (e.g. by crossing out other attempts or by annotating the script in some way), mark in the usual way. (b) If two attempts are visible (e.g. 2 boxes ticked instead of the 1 box stipulated), and neither has been crossed out/discounted by the candidate, no mark can be awarded. (c) Where candidates must tick a number of boxes (e.g. tick the 6 true statements) and tick too many, apply the following rule: deduct the number of ‘extra’ answers indicated by the candidate from their number of correct answers. The remaining number is the mark awarded, e.g. the candidate is asked to tick 6 statements, but ticks 8. 5 of the ticks are correctly placed, but 2 are ‘extras’ (8 ticks placed by candidate minus 6 ticks required by rubric = 2 ‘extras’). Therefore the candidate is awarded a mark of 3. (d) Answers in pen do not take precedence over answers in pencil, e.g. if a candidate is asked to tick 1 box and ticks 2, one in pen and the other in pencil, the mark cannot be awarded unless there is explicit indication from the candidate as to which is his/her final answer.

0525/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 5 of 13 2.4 For questions requiring more than one element for the answer, (i) and (ii), where the answers are interchangeable: (a) Both correct answers on line 1 and line 2 blank = 2 (b) Both correct answers on line 1 and line 2 wrong = 1 (or vice-versa) 2.5 Answers requiring the use of German (rather than a non-verbal response) should be marked for communication. Tolerate inaccuracies provided the message is clear. (a) ‘If in doubt, sound it out’: if you read what the candidate has written, does it sound like the correct answer? (b) Look-alike test: does what the candidate has written look like the correct answer? (c) Accept incorrect gender or person unless Mark Scheme specifies otherwise. (d) Accept incorrect possessive adjectives, e.g. mein, dein, sein etc., unless Mark Scheme specifies otherwise. (e) Accept incorrect tense unless Mark Scheme specifies otherwise. (f) Tolerate incorrect auxiliary unless Mark Scheme specifies otherwise. (g) Tolerate incorrect use of infinitive unless Mark Scheme specifies otherwise. 2.6 Unless the Mark Scheme specifies otherwise, do not accept incorrect German if the word given means something else in German. (Incorrect German which constitutes a word in any language other than German is marked (i) on the basis of whether it is accepted or refused in the Mark Scheme and (ii) if not mentioned in the Mark Scheme, on the basis of 3.5 above). 2.7 Where words are combined or split inappropriately do not award the mark, e.g.su permarkt (inappropriate splitting or combination is an indication that the candidate has not understood).

0525/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 6 of 13 2.8 Annotation used in the Mark Scheme: (a) INV = invalidation and is used when additional material included by the candidate is judged to invalidate an otherwise correct answer thus preventing him/her from scoring the mark (INV = 0). (b) tc = ‘tout court’ and means that on its own the material is not sufficient to score the mark. (c) HA = harmless additional material which in conjunction with the correct answer does not prevent the candidate from scoring the mark. (d) BOD = benefit of the doubt and is used to indicate material considered by the Examiner and judged to be more correct than incorrect: the benefit of the doubt is given to the candidate and the mark is awarded. 2.9 No response and ‘0’ marks There is a NR (No Response) option in RM Assessor. Award NR (No Response): If there is nothing written at all in the answer space or If there is only a comment which does not in any way relate to the question being asked (e.g. ‘can’t do’ or ‘don’t know’) or If there is only a mark which isn’t an attempt at the question (e.g. a dash, a question mark). Award 0: If there is any attempt that earns no credit. This could, for example, include the candidate copying all or some of the question, or any working that does not earn any marks, whether crossed out or not.

0525/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 7 of 13 2.10 Extra material: It is the candidate’s responsibility to answer questions in such a way as to demonstrate to the Examiner that s/he has understood the recorded material. Where candidates introduce extra, irrelevant material to an otherwise correct answer the danger is that the Examiner is being forced to ‘choose’ the correct answer and s/he cannot be certain that the candidate has shown understanding. Where the Examiner is put in this position the mark cannot be awarded. The Detailed Mark Scheme cannot cover all eventualities and where specific instructions are not provided, Examiners must check the transcript to ensure the correct elements which would qualify for the mark are not contradicted or distorted by any extra material. The following, general, rules should be applied: (a) Extra material, mentioned in the Mark Scheme, which reinforces the correct answer or in itself constitutes an alternative correct answer: this is acceptable and is not penalised (b) Extra material which constitutes an alternative answer, but which is not explicitly mentioned in the Mark Scheme: the Examiner needs to decide, by consulting the transcript and the Team Leader if necessary, whether the alternative answer constitutes: (i) an alternative correct answer, in which case this falls into category (a) and the answer should be rewarded (ii) or an answer which on its own would be refused, in which case this falls into category (c) and the answer should be refused (c) Extra material which constitutes an alternative answer specifically refused in the Mark Scheme: this puts the Examiner in the position of having to ‘choose’ which is the candidate’s ‘final’ answer – the Examiner cannot be sure what the candidate has understood – and the mark cannot be awarded (d) Extra material which distorts or contradicts the correct answer: this affects communication – the Examiner cannot be sure what the candidate has understood – and the mark cannot be awarded (e) Extra material introduced by the candidate and which does not feature in the original transcript: this affects communication – the Examiner cannot be sure what the candidate has understood – and the mark cannot be awarded. It can sometimes be difficult to draw the line between what is a deduction made by an able candidate on the basis of what they have heard and pure guesswork. Therefore where a particular answer is not covered in the Mark Scheme, Examiners should consult their Team Leader

0525/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 8 of 13 3 Detailed Mark Scheme Section 1 Exercise 1 Question Answer Marks Guidance 1 B 1 2 C 1 3 D 1 4 A 1 5 C 1 6 B 1 7 C 1 8 A 1

0525/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 9 of 13 Section 1 Exercise 2 Question Answer Marks Guidance 9 1925 1 10 C 1 11 B 1 12 ruhig 1 Must start ru- (with or without umlaut) and end -ig or –ich Accept: Ruhe 13 A 1 14 C 1 15 B 1

0525/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 10 of 13 Section 2 Exercise 1 Question Answer Marks Guidance (a) (b) 9 (c) 9 (d) (e) (f) 9 (g) 9 (h) (i) 9 (j) 9 (k) (l) 16 Type in the letter for each correct option: b, c, f, g, i, j 6 A mark out of 6 is entered for the whole exercise in the mark input box. USE MARKING TOOL TO TICK ‘9’ EACH CORRECT ANSWER UNLESS ALL 6 CORRECT If more than 6 boxes are ticked by the candidate, indicate ‘working’ in ‘Comments’ box: e.g. 7 boxes ticked of which 6 are correct use formula 6 – 1 = 5 (where 1 = the number of extra boxes ticked).

0525/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 11 of 13 Section 2 Exercise 2: Part 1 Question Answer Marks Guidance 17 An Schultagen / In der Woche 1 18 (Ein Glas) Milch 1 Accept Milk. Ein glass/glace Milch etc. NOT eine Tasse Milch 19 (der) ersten Pause 1 20 14 Uhr 30 1 21 (seine) Hausaufgaben machen/ (länger) schlafen 1 Section 2 Exercise 2: Part 2 Question Answer Marks Guidance 22 Er bekommt nie/nicht genug Schlaf/ Er ist müde/ weil er früh aufstehen/aufwachen muss 1 Do not accept genung Do not accept answers that imply he doesn’t sleep well. Accept: findet das frühe Aufstehen schwer 23 Zur richtigen Zeit 1 Accept : nicht spät Richtig Zeit, der richtigen Zeit etc, 24 (i) Teenager 1 Answer does not have to complete the sentence semantically, i.e. accept Es ist nicht schlecht für Teenager. Teenager must be spelt correctly, although an s is acceptable. Do not accept groβe Kinder. 24 (ii) Kleine(re) Kinder / Familienleben / Eltern 1 Accept answers like Familienleben sehr compliziert werden. Note: For questions with 2 interchangeable answers: 2 correct answers on line 1, line 2 blank = 2; 2 correct answers on line 1, line 2 wrong = 1 (or vice versa)

0525/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 12 of 13 Section 3 Exercise 1 Question Answer Marks Guidance 25 D 1 26 C 1 27 D 1 28 C 1 29 B 1 30 C 1 Section 3 Exercise 2 Question Answer Marks Guidance 31 Ein Blitzschlag hat ihn getroffen / Er hatte einen Unfall 1 Accept any answer that includes Blitz or reference to a storm (Sturm or Gewitter). Ignore misspellings of schlag. Treat anything else as a harmless addition. 32 (Mit seinem) Vater 1 33 Er machte einen (Segel)wettbewerb mit 1 Apply sound alike/look alike rule. Do not accept other answers mentioning birthday etc. 34 Es gab ein Gewitter/dunkelgraue Wolken Es begann stark zu regnen (any one) 1 Accept es regnete/ es war wolkig etc. / Es blitzte Do not accept: Es war schlect/nicht gut 35 (Er hatte ein bisschen) Angst Als ob er von einer großen Hand geschlagen würde (any one) 1 Not schlecht

0525/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 13 of 13 Question Answer Marks Guidance 36 Er musste das Boot unter Kontrolle behalten 1 Accept any version of Kontrolle/kontrollieren. Give BOD where possible. Mention of Boot not necessary. Accept alternative interpretations, e.g. Wegen des Unwetters 37 Er hat den Notdienst/für Hilfe/das Krankenhaus angerufen Er hat Philipp aus seinem Boot geholt/ Er ist an Land gefahren/ Er hat Philipp geholfen (any two) 2 Not Er hat angerufen tc Refuse: er hat Phillip gesehen Refuse: Er hatte sein Handy dabei Refuse idea of taking the Segelboot ashore An attempt at a verb is necessary. 38 Die Segel sind (völlig) verbrannt/kaputt Es gibt mehrere Löcher (im Boot) Das Boot ist kaputt/verbrannt Verbrannt (tc) (any one) 1 Do not accept simply Nicht so gut Ignore any misspellings of völlig as HA For spellings of verbrannt/ Löcher apply look alike/sound alike rule. Give BOD where possible Note: For questions with 2 interchangeable answers: 2 correct answers on line 1, line 2 blank = 2; 2 correct answers on line 1, line 2 wrong = 1 (or vice versa)