I85PREP
⌘ K
Hamburg ESA German study materials
Hamburg ESA German study resources

Hamburg ESA German practice questions

One question at a time. Build your Hamburg ESA German understanding.

First 50 of 190 questions. Each one lists the choices, the correct answer, and an explanation. The checker at the top of this page saves progress in this browser when it is available.

Continue in the practice tool above to load more questions, 50 at a time.

Question 1German language and linguistic reflection

Kompetenzbereich E.1 expects Prüflinge to determine Wortarten primarily by what?

  1. By the author’s hair color
  2. Only by English translation equivalents
  3. By formal criteria in their grammatical Erscheinungsformen Correct answer.
  4. Only by counting syllables

Explanation

E.1 Sprachwissen: candidates know central word classes in their grammatical forms and determine them after formal criteria-not by trivia or translation alone.

Question 2German language and linguistic reflection

In the sentence „Die Schülerinnen lesen den Artikel,“ what is „den Artikel“ typically analyzed as?

  1. Akkusativobjekt Correct answer.
  2. Subjekt in Nominativ
  3. Prädikat finite verb only
  4. Attribut inside the subject NP only

Explanation

„Lesen“ takes an accusative object; „den Artikel“ shows masculine Akkusativ marking-classic Satzglied identification for Sprachwissen tasks.

Question 3German language and linguistic reflection

E.2 Sprachgebrauch untersuchen includes recognizing which communication levels?

  1. Only RGB color levels
  2. Only sea level and altitude
  3. Inhalts- and Beziehungsebene Correct answer.
  4. Only Abitur LK vs GK

Explanation

E.2: candidates recognize and consider Inhalts- and Beziehungsebene in language use-what is said vs. how relationships are negotiated.

Question 4Literary text analysis

In German literary analysis, a text narrated using "ich" that reveals only that one character's own thoughts and observations is written from which perspective?

  1. Ich-Erzähler (first-person narrator) Correct answer.
  2. Auktorialer Erzähler (omniscient narrator)
  3. Personaler Erzähler (personal/limited third-person narrator)
  4. Neutraler Erzähler (neutral/camera-eye narrator)

Explanation

A first-person narrator narrates using "ich" and can only report what that one character perceives, thinks, or feels, giving a subjective and limited view of events. This is one of the standard narrative perspectives (Erzählperspektiven) taught in MSA-level German literary analysis.

Question 5Literary text analysis

A Sachtext (nonfiction/informational text) opens with the sentence: "Immer mehr Jugendliche verbringen ihre Freizeit ausschließlich vor dem Bildschirm, was Fachleute zunehmend besorgt." What is the primary function of this opening sentence?

  1. To introduce the topic and signal the author's concern as the article's central issue Correct answer.
  2. To provide a statistical conclusion for the entire article
  3. To offer a counterargument to the article's main claim
  4. To summarize the author's personal life story

Explanation

An opening sentence like this sets up the topic (young people's screen time) and immediately signals a stance - that experts are concerned - which frames the argument the rest of the Sachtext will likely develop. Recognizing how an introduction frames the main issue is a core Lesen competency tested at MSA level.

Question 6Literary text analysis

In a short poem, the lines end in a strict pattern where the first and third lines rhyme, and the second and fourth lines rhyme (a-b-a-b). What is this rhyme scheme called?

  1. Kreuzreim (cross rhyme) Correct answer.
  2. Paarreim (couplet rhyme)
  3. Umarmender Reim (enclosed rhyme)
  4. Schweifreim (tail rhyme)

Explanation

An a-b-a-b pattern, where every other line rhymes, is called Kreuzreim (cross rhyme) in German poetry terminology. Recognizing standard Reimschemata is part of the poetry-analysis competencies expected at MSA level.

Question 7Literary text analysis

A story is told entirely in the third person, but the narrator only reports what one character, Lukas, can see, hear, and feel - never revealing other characters' private thoughts. What narrative perspective is this?

  1. Personaler Erzähler (personal/limited third-person narrator) Correct answer.
  2. Auktorialer Erzähler (omniscient narrator)
  3. Ich-Erzähler (first-person narrator)
  4. Neutraler Erzähler (neutral narrator)

Explanation

A personal narrator uses third-person pronouns but is restricted to a single character's perspective, mirroring what that character alone perceives - exactly as described for Lukas. This differs from an omniscient narrator, who can access every character's inner life.

Question 8Literary text analysis

In a short story, the setting shifts from a brightly lit, noisy classroom to a silent, dim hallway just before an important conversation. What is the most likely narrative purpose of this contrast?

  1. To create a shift in mood that signals the seriousness or tension of the coming scene Correct answer.
  2. To indicate that the story has ended
  3. To show that the characters have traveled to a different city
  4. To demonstrate a printing error in the text

Explanation

Shifting from a bright, loud setting to a quiet, dim one is a common technique for signaling a change in mood or emotional stakes, preparing the reader for a more serious or tense scene. Recognizing how setting (Raumdarstellung) supports mood is part of MSA-level text analysis.

Question 9Reading, nonfiction and media

What are discontinuous text elements that may appear in the ESA Deutsch Textgrundlage?

  1. Only footnotes in a novel edition
  2. Schaubilder or Tabellen, for example Correct answer.
  3. Only stage directions in a drama
  4. Only rhyme schemes

Explanation

The Regelungen list discontinuous shares such as Schaubilder and Tabellen as possible parts of the pragmatic Textgrundlage. Candidates must retrieve information from continuous and discontinuous material.

Question 10Reading, nonfiction and media

Under Kompetenzbereich C (Lesen), what should Prüflinge be able to do with continuous and discontinuous texts?

  1. Memorize every word for verbatim recitation
  2. Translate every chart into Latin hexameters
  3. Ermitteln Informationen in both continuous and discontinuous texts Correct answer.
  4. Ignore tables and read only continuous prose

Explanation

The ESA Kompetenzen for Lesen include locating information in continuous and discontinuous texts, using text orientation aids, and applying reading strategies by purpose.

Question 11Reading, nonfiction and media

In D.3.2 (pragmatische Texte), what distinction should Prüflinge make in texts?

  1. Meter vs. rhyme only
  2. Nominativ vs. Akkusativ case labels only
  3. Author biography vs. publisher imprint only
  4. Information versus obvious valuation (Wertung) Correct answer.

Explanation

For pragmatic texts, candidates must distinguish Information from offensichtlicher Wertung and also recognize presentation forms such as information vs. entertainment.

Question 12Reading, nonfiction and media

A newspaper report states facts about recycling rates, then adds: „Das ist eindeutig zu wenig.“ What is the second sentence mainly doing?

  1. Expressing an evaluative judgment (Wertung) Correct answer.
  2. Providing a neutral definition of recycling
  3. Listing raw data without stance
  4. Naming a grammatical Satzglied

Explanation

The clause labels the rates as clearly insufficient-an evaluative Wertung. ESA Leseverstehen expects candidates to separate factual reporting from such judgments.

Question 13Reading, nonfiction and media

Which reading move best matches „sich mithilfe textueller Lesehilfen einen Überblick verschaffen“?

  1. Skip headings and start in the middle paragraph
  2. Use headings, captions, and layout cues to orient before close reading Correct answer.
  3. Translate the whole text into English first
  4. Count commas only

Explanation

ESA Lesen competencies include orienting in and between texts of varying complexity and using textual reading aids to gain an overview before deeper work.

Question 14Writing, argument and revision

B.3.1 Texte planen und strukturieren includes:

  1. Skipping planning because time always expands
  2. Only drawing doodles unrelated to the task
  3. Festlegen von Arbeitsschritten; collecting, weighting, selecting, and ordering ideas for intention, topic, and addressees Correct answer.
  4. Deleting the Aufgabenstellung

Explanation

Planning competence is explicit: set work steps; gather, weight, select, and order ideas/formulations by intention, theme, and Adressaten.

Question 15Writing, argument and revision

B.3.2 Texte formulieren emphasizes vocabulary that is:

  1. Randomly mismatched to context
  2. Only English loanwords
  3. Only invented spellings
  4. Angemessen dem Verwendungszusammenhang, using practiced Wortschatz Correct answer.

Explanation

Formulating means using expressions appropriate to the use context and drawing on the practiced vocabulary range.

Question 16Reading, nonfiction and media

A task asks you to find three reasons a city gives for expanding bike lanes, stated in a flyer. Which operator best fits?

  1. interpretieren the flyer’s metaphors only
  2. verfassen a new bike-lane law
  3. nennen the reasons given in the text Correct answer.
  4. beurteilen without reading the flyer

Explanation

Nennen means stating something briefly and precisely-here, extracting the flyer’s listed reasons (Anforderungsbereich I). Interpretation or free law-writing would overshoot the ask.

Question 17Reading, nonfiction and media

When comparing two pragmatic texts on the same topic, what does vergleichen require?

  1. Copy one text and ignore the other
  2. Only count word frequency
  3. Only check spelling of titles
  4. Work out similarities and differences on given or chosen aspects and present them in a structured way Correct answer.

Explanation

The ESA operator vergleichen means working out Gemeinsamkeiten und Unterschiede regarding given or self-chosen aspects and presenting them in structured form.

Question 18Reading, nonfiction and media

Why might a table of monthly youth club attendance be included beside a short report?

  1. As a discontinuous element that can support information retrieval and overview Correct answer.
  2. To replace all continuous reading forever
  3. Because ESA 2026 forbids all numbers
  4. Only to test calligraphy

Explanation

Discontinuous elements such as Tabellen can appear with pragmatic texts so candidates practice retrieving and relating information across formats.

Question 19Reading, nonfiction and media

D.3 says Prüflinge should justify their judgment sachlich and draw on Textbeispiele. What does that mean in practice?

  1. State a gut feeling with no reference to the passage
  2. Give a reasoned judgment and support it with examples or quotes from the text Correct answer.
  3. Attack the author personally
  4. Only list page numbers without a claim

Explanation

Candidates develop their own Deutung, cite sources when taking over foreign text, and ground judgments with Textbeispiele-not with unsupported opinion or personal attacks.

Question 20Reading, nonfiction and media

Which pair best illustrates „Information vs. Unterhaltung“ as forms of Informationspräsentation?

  1. Nominativ vs. Dativ
  2. Two identical dictionary definitions
  3. A statistical agency brief vs. a humorous lifestyle column on the same theme Correct answer.
  4. Two ISBN numbers

Explanation

ESA D.3.2 expects candidates to distinguish how information is presented-e.g. informational vs. entertaining framing-even when the topic overlaps.

Question 21Reading, nonfiction and media

A task says: „Fasse die zentralen Aussagen des Textes in drei bis vier Sätzen zusammen.“ Which operator is this?

  1. zitieren
  2. gliedern only into Sinnabschnitte without summary
  3. ordnen events chronologically without content
  4. zusammenfassen Correct answer.

Explanation

Zusammenfassen means presenting the essentials briefly and in structured form. The ESA operator table example matches this wording.

Question 22Reading, nonfiction and media

What does belegen require when you make a claim about a pragmatic text?

  1. Secure the claim with quotes or references to suitable passages Correct answer.
  2. Invent supporting statistics not in the material
  3. Only underline random adjectives
  4. Change the author’s name

Explanation

Belegen means securing a Behauptung with Zitate or Verweise on passende Textstellen-core for Leseverstehen and later Schreiben tasks that demand evidence.

Question 23Reading, nonfiction and media

Operator beschreiben asks you to present a Sachverhalt how?

  1. With heavy Wertung and slogans
  2. Without Wertung (ohne Wertung darlegen) Correct answer.
  3. Only as a poem
  4. Only as a legal statute rewrite

Explanation

Beschreiben means laying out something (e.g. a Sachverhalt) without valuation-useful when a rescue operation or process in a text must be reported neutrally.

Question 24Reading, nonfiction and media

A chart shows rising complaints about noise, while the article headline praises „ruhige Nächte für alle.“ What reading skill is most relevant?

  1. Ignoring the chart as non-text
  2. Assuming headlines always match charts
  3. Relating discontinuous data to the continuous claim and checking consistency Correct answer.
  4. Translating the chart into music

Explanation

ESA expects orientation between continuous and discontinuous material. Comparing chart trends with headline claims tests whether candidates integrate both sources critically.

Question 25Reading, nonfiction and media

Which competence area covers knowing features of maps, diagrams, and tables?

  1. Only Kompetenzbereich B.1 Interpunktion
  2. Only Mathematik Leitidee Daten
  3. Only Sport theory
  4. D.1 Über Textwissen verfügen (diskontinuierliche Texte) Correct answer.

Explanation

Kompetenzbereich D.1 states that Prüflinge know central features of various discontinuous forms such as Karten, Diagramme, and Tabellen.

Question 26Reading, nonfiction and media

Operator gliedern typically asks candidates to:

  1. Divide a text into Sinnabschnitte by criteria Correct answer.
  2. Delete the Textgrundlage
  3. Sing the text
  4. Translate into French only

Explanation

Gliedern means subdividing a text by certain criteria-often into Sinnabschnitte-supporting overview and later summary or analysis.

Question 27Reading, nonfiction and media

When a pragmatic text mixes facts with advertising language, what should you watch for?

  1. That advertising never uses adjectives
  2. How linguistic means steer attention or evaluation while facts are presented Correct answer.
  3. That all ads are illegal in school texts
  4. That ESA forbids any Wertung words

Explanation

E.3 and D.3.2 together push candidates to notice Gestaltungsmittel and to separate information from valuation-especially when promotional language frames facts.

Question 28Reading, nonfiction and media

Operator zuordnen in the ESA list is exemplified by matching paragraphs to headings. What skill does that test?

  1. Free creative rewriting only
  2. Memorizing the operator table during the exam
  3. Allocating statements or sections to fitting categories or headings Correct answer.
  4. Ignoring paragraph boundaries

Explanation

Zuordnen means assigning something to something else (e.g. a statement to a heading). The Anhang example matches text sections to passende Überschriften.

Question 29Reading, nonfiction and media

Lesestrategien should be chosen depending on what, according to the Kompetenzen?

  1. Only the teacher’s favorite color
  2. Only the length of the lunch break
  3. Only the page count of the Rechtschreibwörterbuch
  4. Leseinteresse and Leseziel Correct answer.

Explanation

Prüflinge know different reading strategies and apply them depending on reading interest and reading goal-skimming for overview vs. close reading for Belege, for example.

Question 30Reading, nonfiction and media

A task: „Stelle den im Text beschriebenen Zusammenhang zwischen Handynutzung und Konzentrationsfähigkeit dar.“ Which operator?

  1. darstellen Correct answer.
  2. nennen only one word
  3. zitieren without structure
  4. ordnen chronologically only

Explanation

Darstellen means showing a Sachverhalt or Zusammenhang in structured form. The ESA example matches this mobile-phone/concentration wording.

Question 31Reading, nonfiction and media

Why must candidates check Vollständigkeit of the Aufgabensatz before starting?

  1. Because ESA forbids reading the instructions
  2. Because incomplete materials can miss pages or Anlagen needed for all three Prüfungsteile Correct answer.
  3. Because scoring starts only after lunch
  4. Because Schwerpunktthemen change mid-exam

Explanation

The Regelungen require the Prüfling to verify completeness (Anzahl der Blätter, Anlagen usw.) before Bearbeitungsbeginn-critical when charts or attachments support Leseverstehen.

Question 32Reading, nonfiction and media

Operator erklären (Anforderungsbereich II) asks you to:

  1. Only circle nouns
  2. Refuse to answer
  3. Lay out the statement or Zusammenhang understandably and nachvollziehbar Correct answer.
  4. Write only one synonym

Explanation

Erklären means presenting the statement of a text or a relationship in a clear, nachvollziehbar way-deeper than nennen, without necessarily full judgment.

Question 33Reading, nonfiction and media

How does erläutern differ from a bare nennen?

  1. Erläutern means deleting the text
  2. Erläutern means translating into Latin
  3. There is no difference in the ESA Anhang
  4. Erläutern adds understandable explanation plus examples or Textbelege Correct answer.

Explanation

Erläutern (II/III) means making a statement or relationship understandable and illustrating it with examples or Textbelege-more than a short nennen.

Question 34Reading, nonfiction and media

A pragmatic text claims „Alle Jugendlichen hassen Bibliotheken,“ but the table shows high library visits. Best next step?

  1. Überprüfen the claim against the discontinuous evidence and note the contradiction Correct answer.
  2. Accept the claim because it is printed
  3. Ignore both claim and table
  4. Rewrite the table as a sonnet only

Explanation

Überprüfen means critically questioning statements and assessing validity with criteria and reasons. Contradictory table data is exact material for that operator.

Question 35Reading, nonfiction and media

What does interpretieren require beyond a vague guess?

  1. Only counting letters
  2. Deutung of passages/statements plus Belege for that Deutung Correct answer.
  3. Only listing author birthdays
  4. Only changing punctuation

Explanation

Interpretieren (II/III) means interpreting Textstellen or statements and bringing Belege for that Deutung-e.g. interpreting a title with textual support.

Question 36Reading, nonfiction and media

Why are Quellenangaben required when taking over fremde Texte?

  1. Because ESA bans all quotation
  2. Because sources replace understanding
  3. D.3 lists giving sources when adopting foreign text as a competence Correct answer.
  4. Because BSFB forbids pragmatic texts

Explanation

Under D.3, Prüflinge give Quellen when taking over fremde Texte-academic honesty and exam craft for summary/paraphrase tasks.

Question 37Reading, nonfiction and media

Operator ordnen is exemplified by putting events into which kind of sequence?

  1. Alphabetical order of author first names only
  2. Random shuffle
  3. Order by font size only
  4. Zeitlicher Reihenfolge when that is the criterion Correct answer.

Explanation

Ordnen means grouping by criteria or placing into a sequence; the ESA example is ordering events chronologically.

Question 38Reading, nonfiction and media

A Leseverstehen item asks you to match captions to parts of a Schaubild. Which competencies are most directly involved?

  1. Only creative fiction writing
  2. Orienting in discontinuous text and retrieving/assigning information Correct answer.
  3. Only memorizing APO-AH Abitur Schwerpunkte
  4. Only translating into Plattdeutsch

Explanation

Working with Schaubilder engages D.1 discontinuous text knowledge and C Lesen information retrieval-often via zuordnen-style tasks.

Question 39German language and linguistic reflection

Gruppensprachen knowledge under E.2 helps you analyze pragmatic texts that:

  1. Show in-group language varieties and their social signaling Correct answer.
  2. Never use informal vocabulary
  3. Are always written in Latin
  4. Contain only chemical formulas

Explanation

Knowing Gruppensprachen supports analyzing how group-related varieties appear and function in Sprachhandeln-useful for youth media or workplace jargon in pragmatic texts.

Question 40German language and linguistic reflection

E.3 focuses on linguistic-stylistic aspects. What should Prüflinge know on the word, sentence, and meaning levels?

  1. Only keyboard shortcuts
  2. Sprachliche Mittel that secure Textzusammenhang (Kohäsion) Correct answer.
  3. Only ISBN formats
  4. Only printer DPI settings

Explanation

E.3: candidates know sprachliche Mittel securing textual cohesion at Wort-, Satz-, and Bedeutungsebene and can explain effects of basic Gestaltungsmittel.

Question 41German language and linguistic reflection

Which device most clearly creates Kohäsion across sentences?

  1. A random typo
  2. Deleting all verbs
  3. A Pronomen referring back to a previously named referent Correct answer.
  4. Changing topic every three words without links

Explanation

Pronominal reference is a classic cohesion device on the word/meaning level linking sentences into a Zusammenhang.

Question 42German language and linguistic reflection

In „Obwohl es regnete, fand das Fest statt,“ obwohl introduces which kind of relation?

  1. A pure temporal calendar date
  2. A mathematical equality
  3. A bibliographic citation
  4. A concessive (einräumende) relation Correct answer.

Explanation

Obwohl marks concession: the festival happened despite rain-typical connector analysis in Sprachgebrauch tasks on Textzusammenhang.

Question 43German language and linguistic reflection

Which punctuation knowledge is tied to ESA Schreiben/Sprachwissen expectations?

  1. Ignoring all commas in German
  2. Knowing and generally applying the most important Interpunktionsregeln Correct answer.
  3. Using only English quotation rules
  4. Placing a period after every word

Explanation

B.1 Richtig schreiben: Prüflinge know the most important punctuation rules and apply them usually reliably; E.1 also includes Zeichensetzung in Sprachhandeln.

Question 44German language and linguistic reflection

A text repeats key nouns instead of using pronouns, making it choppy. What stylistic issue is this?

  1. Perfect Kohärenz automatically
  2. A required ESA Schwerpunktthema
  3. Weak variation/cohesion management on the word level Correct answer.
  4. Proof that pronouns are banned

Explanation

E.3 expects awareness of means that secure Zusammenhang; clumsy repetition without purposeful emphasis can signal weak cohesive variation.

Question 45German language and linguistic reflection

„Man sollte bedenken, dass…“ in an opinion column often functions as:

  1. A mathematical proof
  2. A stage direction
  3. A table caption only
  4. A hedging/argumentative framing move Correct answer.

Explanation

Such phrases manage the Beziehung-/Inhaltsführung of an argument-softening or guiding the reader-matching E.2 argumentation and Sprachgebrauch analysis.

Question 46German language and linguistic reflection

Determining whether „schnell“ is Adverb or Adjektiv in context trains:

  1. Formal Wortartbestimmung in Erscheinungsformen Correct answer.
  2. Only map reading
  3. Only exam timing math
  4. Only BSFB postal addresses

Explanation

The same form can be different Wortarten by use; ESA E.1 wants formal, context-sensitive determination.

Question 47German language and linguistic reflection

Which example best shows Beziehungsebene in a workplace email?

  1. „Laut Protokoll waren 12 Personen anwesend.“
  2. „Könntest du mir bitte den Link noch heute schicken? Danke!“ Correct answer.
  3. A temperature table with no address
  4. An ISBN list

Explanation

Politeness markers and requests negotiate the relationship between writer and addressee (Beziehungsebene), beyond bare propositional content.

Question 48German language and linguistic reflection

Passive voice in a report („Es wurden Fehler gefunden“) can stylistically:

  1. Always prove the writer is lying
  2. Remove all punctuation needs
  3. Background the agent and foreground the process/result Correct answer.
  4. Create a rhyme scheme

Explanation

Explaining effects of Gestaltungsmittel (E.3) includes noticing how Passiv can de-emphasize actors-common in pragmatic institutional texts.

Question 49German language and linguistic reflection

Orthografie knowledge in E.1 should be applied when?

  1. Only in Mathematik
  2. Only when singing
  3. Never, because a dictionary bans spelling
  4. Beim Sprachhandeln-including writing and revision Correct answer.

Explanation

E.1 links important Aussprache, Orthografie, and Zeichensetzung rules to application in Sprachhandeln; B.1/B.3.3 reinforce correct writing and revision.

Question 50German language and linguistic reflection

A task asks you to examine how Digitalisierung is portrayed in an excerpt. Which operator fits?

  1. untersuchen Correct answer.
  2. nennen a single date only
  3. ordnen fonts by size
  4. verfassen a shopping list unrelated to the text

Explanation

Untersuchen means opening a passage/topic toward specified aspects-the ESA example is investigating how Digitalisierung is represented in an excerpt.