Klassenarbeit Englisch Klasse 7 Gymnasium Nordrhein-Westfalen — mit Lösungen, kostenlos
Diese Seite fasst zusammen, was der Kernlehrplan NRW für Englisch in der Klasse 7 an der Gymnasium in Nordrhein-Westfalen vorsieht — und, genauso wichtig, was dort noch nicht behandelt wird.
| Bundesland | Nordrhein-Westfalen |
|---|---|
| Schulart | Gymnasium |
| Jahrgangsstufe | Klasse 7 |
| Fach | Englisch |
Was in dieser Jahrgangsstufe drankommt
- Past progressive und past perfect
- Present perfect progressive
- Ways of talking about the future
- Passiv (active vs. passive voice)
- Relativsätze (defining, non-defining, contact clause)
- Conditional sentences types 2 und 3
- Gerund
- Reported speech
- Ersatzformen der Modalverben (be able to, have to, be allowed to)
- Adverbialsätze (contrast, concession, comparison)
- British English vs. American English
- Themenfeld UK und USA (peer group, Schule in den USA, Migration)
Was noch nicht drankommt
Diese Inhalte folgen erst in späteren Jahrgangsstufen. Eine Aufgabe dazu ist der häufigste vermeidbare Fehler bei der Erstellung einer Leistungserhebung.
- Will-future progressive und will-future perfect
- Personal passive (Verben mit zwei Objekten, z. B. I was given…)
- Weitere Modalverben shall, might, used to, would, ought to
- Non-defining relative clauses mit Bezug auf einen ganzen Satz (which)
- Indirect questions
- Participle and infinitive clauses (Partizipial- und Infinitivkonstruktionen)
- Emphatische Inversion (word order: emphatic inversion)
Diese Abgrenzung ist aus dem Vergleich der Jahrgangsstufen abgeleitet und steht so nicht wörtlich im Lehrplan.
Komplette Beispiel-Klassenarbeit mit Erwartungshorizont
Mit School ExamDesigner erstellt und redaktionell geprüft — als Orientierung, wie eine Klassenarbeit für diese Jahrgangsstufe aussehen kann: Aufgaben, Erwartungshorizont mit AFB-Zuordnung und Punkten je Teilaufgabe sowie Notenschlüssel. Vor dem Einsatz bitte an die eigene Klasse und die Vorgaben der Fachschaft anpassen.
Part A — Reading Comprehension (14 Punkte)
Read this article from a school magazine.
New Girl in Manchester
When Priya was eleven, her family moved from Mumbai, India, to Manchester in the north-west of England. Her father had found a job at a hospital there, so the family packed fourteen boxes and said goodbye to their friends. "While we were waiting at the airport, I was so nervous that I couldn't eat," Priya remembers.
Her first weeks at Birch Lane High School were hard. The other students spoke very fast, and Priya, who had learned British English from books, didn't understand their Manchester accent at all. At lunchtime she often sat alone. Everything changed when her teacher asked her to join the school's cooking club. Priya showed the club how to make dal, a traditional Indian dish, and suddenly everyone wanted to talk to her.
Today, two years later, she has lots of friends and even supports Manchester United. There is only one thing she still misses: her grandmother, who calls her every Sunday from Mumbai. "If I had one wish," Priya says, "I would bring her to England tomorrow."
A1 Decide whether the statements are true or false. Correct the false statements with information from the text. (5 P)
- Priya's family moved to Manchester because her mother had found a job there.
- Priya felt very nervous at the airport.
- At first, Priya understood the Manchester accent without any problems.
- The cooking club helped Priya to make friends.
- Priya's grandmother lives in Manchester now.
A2 Answer the questions in complete English sentences. Use your own words as far as possible. (6 P)
- Why were Priya's first weeks at her new school so difficult? Give two reasons.
- How did the cooking club change Priya's life at school?
- Which two details in the last paragraph show that Priya feels at home in England today?
A3 At the end, Priya says: "If I had one wish, I would bring her to England tomorrow." Explain in your own words (2–3 sentences) what she means and what this tells us about her feelings. (3 P)
Part B — Use of English (16 Punkte)
B1 Put the verbs in brackets into the past progressive or the past perfect. (6 P)
- When Tom arrived at the bus stop, the bus __________ already __________ (leave).
- While we __________ (play) football in the park, it suddenly started to rain.
- Sarah was tired at school because she __________ (sleep) badly the night before.
- What __________ you __________ (do) when I called you yesterday evening?
- After the students __________ (finish) their posters, they presented them to the class.
- I __________ (read) a comic when the lights suddenly went out.
B2 Combine the two sentences with a relative clause (who, which, whose). If the relative pronoun can be left out, leave it out (contact clause). (5 P)
- The boy is my cousin. He won the chess competition.
- This is the film. We watched it last weekend.
- Mrs Lee is a teacher. Her lessons are never boring.
- Manchester is a city. It is famous for its two football clubs.
- The curry was delicious. Priya cooked it for the club.
B3 Complete the conditional sentences (type 2). Put both verbs in brackets into the correct form. (5 P)
- If Priya __________ (live) in London, she __________ (visit) the museums every weekend.
- If I __________ (be) you, I __________ (join) the cooking club.
- We __________ (travel) to India if the flights __________ (be) cheaper.
- If my grandmother __________ (have) a smartphone, we __________ (chat) every day.
- What __________ you __________ (do) if you __________ (have to) move to another country?
Part C — Writing (15 Punkte)
Imagine you are on a two-week exchange in the USA and you have just finished your first day at an American middle school. Write a diary entry (90–110 words) in which you
- describe two things at the American school that are different from your school in Germany,
- explain how you felt during the day and why,
- say what you are looking forward to in the next two weeks.
Begin with "Dear diary," and count your words.
Erwartungshorizont
| Aufgabe | Erwartete Leistung / Lösung | AFB | Punkte |
|---|---|---|---|
| A1 | a) false — her father had found a job (at a hospital). b) true. c) false — she didn't understand the accent at all. d) true. e) false — she lives in Mumbai and calls Priya every Sunday. Je 1 P (bei false nur mit sinngemäßer Korrektur). | I | 5 |
| A2 | a) The other students spoke very fast and she didn't understand the Manchester accent; (deshalb) she often sat alone at lunchtime — zwei Gründe erforderlich. b) She showed the others how to cook an Indian dish, so everyone wanted to talk to her / she made friends. c) She has lots of friends and she supports Manchester United. Je 2 P (1 P Inhalt, 1 P Sprache/eigene Worte). | II | 6 |
| A3 | Sinngemäß: Her wish cannot come true at the moment (unrealer Wunsch, conditional 2) — she would bring her grandmother to England immediately if she could. Zeigt: Obwohl sie sich in England zu Hause fühlt, vermisst sie ihre Großmutter sehr / ein Teil ihres Herzens ist noch in Mumbai. 2 P Deutung, 1 P Schlussfolgerung zu den Gefühlen. | III | 3 |
| B1 | a) had already left · b) were playing · c) had slept · d) were … doing · e) had finished · f) was reading. Je 1 P; falsche Zeitform = 0 P im Item. | II | 6 |
| B2 | a) The boy who won the chess competition is my cousin. b) This is the film we watched last weekend. (Kontaktsatz; "which/that" hier Abzug von ½ P, da Auslassung verlangt) c) Mrs Lee is a teacher whose lessons are never boring. d) Manchester is a city which is famous for its two football clubs. (auch: that) e) The curry Priya cooked for the club was delicious. (Kontaktsatz) Je 1 P. | II | 5 |
| B3 | a) lived / would visit · b) were (auch: was) / would join · c) would travel / were · d) had / would chat (auch: could chat) · e) would … do / had to. Je 1 P (beide Verbformen korrekt). | II | 5 |
| C — Inhalt/Aufgabenerfüllung | Textsorte Tagebucheintrag erkennbar (Anrede "Dear diary", Ich-Perspektive, persönlicher Ton); alle drei Leitpunkte umgesetzt: a) zwei konkrete Unterschiede zur deutschen Schule (3 P), b) Gefühle mit Begründung (2 P), c) Ausblick auf die nächsten zwei Wochen (2 P); Umfang 90–110 Wörter (1 P). | II–III | 8 |
| C — Ausdruck und Strukturen | Altersgemäßer, themenbezogener Wortschatz (Schule, Gefühle); variierter Satzbau; sinnvoller Einsatz der Jahrgangsstrukturen (z. B. past progressive beim Erzählen, Relativsätze, looking forward to + gerund) wird positiv gewertet; passende Verknüpfungen (while, however, that's why …). | II | 4 |
| C — Sprachrichtigkeit | Grammatik, Rechtschreibung und Zeichensetzung weitgehend korrekt; Fehler beeinträchtigen das Verständnis nicht. | I | 3 |
| Gesamt | 45 |
Notenschlüssel
| Note 1 | Note 2 | Note 3 | Note 4 | Note 5 | Note 6 |
|---|---|---|---|---|---|
| 45–39 P | 38–33 P | 32–27 P | 26–20 P | 19–9 P | 8–0 P |
Eigene Arbeit erstellen
School ExamDesigner erstellt Aufgaben, Musterlösungen und einen Erwartungshorizont für genau diese Jahrgangsstufe — und hält sich dabei an die Abgrenzung oben. Kostenlos, als Word-Datei zum Weiterbearbeiten.
Quelle: Kernlehrplan NRW, Kernlehrplan für die Sekundarstufe I Gymnasium in Nordrhein-Westfalen — Englisch (G9), Heft 3417, 1. Auflage 2019; RdErl. d. Ministeriums für Schule und Bildung v. 23.06.2019 – 526-6.03.13.02-143664 (https://lehrplannavigator.nrw.de/system/files/media/document/file/g9_e_klp_3417_2019_06_23.pdf). Recherchiert 2026-11-06.