Glanz: aiMOOC über GPT aiMOOC Action erstellt

2026-10-03T17:18:16Z

aiMOOC über GPT aiMOOC Action erstellt

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{{T}}

{{BR}}
= ABI - English varieties verstehen =

'''Mini-description:''' Train listening flexibility with several clear English varieties and treat linguistic variation as normal. Target group: '''Basisfach (BF) / Leistungsfach (LF), Kursstufe Baden-Württemberg'''. English first; German help is the last support step.

[[Datei:English language distribution.svg|700px|rahmenlos|center]]

{{#ev:youtube| https://www.youtube.com/watch?v=2_q9b9YqGRY |500|center}}

{{BR}}
= Einleitung =

English is not one single sound system. It is used in many regional, social and international varieties. An '''accent''' mainly concerns pronunciation; a '''dialect/variety''' can also involve vocabulary, grammar and discourse conventions. Your goal here is not to imitate every accent. Your goal is to understand unfamiliar but intelligible English, notice patterns without stereotyping speakers, and adapt your own listening strategy.

'''Abi relevance, checked for 2027 (Baden-Württemberg):''' The official Facherlass for English includes unknown listening texts in the foreign language and names radio interviews, reports, speeches, radio plays and literary readings as possible listening material. The current curriculum distinguishes BF and LF by complexity, breadth, depth and differentiation. By the end of the course stage, learners work at B2, partly C1. This aiMOOC is therefore a '''skills module'''; it does not replace the current thematic canon or your teacher's examination guidance.

'''Independent work and data safety:''' Analyse and write yourself. No task requires an external AI service or an upload. If your school explicitly allows AI support, verify claims, sources and quotations yourself; do not submit AI-generated replacement essays. Use fictional data where possible. Recordings are voluntary and private unless everyone involved has explicitly agreed to sharing.

[https://km.baden-wuerttemberg.de/fileadmin/redaktion/m-km/intern/PDF/Dateien/Gymnasium/Dokumente_Abitur/Abitur_2027/Facherlass_2027_Stand_09.09.2025.pdf Official Facherlass Abitur 2027]
[https://www.bildungsplaene-bw.de/%2CLde/BP2016BW_ALLG_GYM_BFOE_01 Bildungsplan: Basisfach und Leistungsfach]
[https://www.iqb.hu-berlin.de/abitur/dokumente/englisch IQB: English operators from Abitur 2027]

{{BR}}
== I-can goals ==

{| class="wikitable"
! I can ...
! BF
! LF extension
|-
| understand the main idea and relevant details in a clear unfamiliar variety || with a second listen and note frame || across several sources, with fewer prompts
|-
| distinguish accent, vocabulary, register and discourse features || in one or two examples || across several varieties and contexts
|-
| explain why a feature affects comprehension || using sentence starters || with precise linguistic evidence
|-
| respond respectfully to variation || by avoiding value labels || by discussing norm, identity, intelligibility and context critically
|-
| transfer strategies to Abi listening, speaking and writing || with a checklist || independently across materials and AFB II/III tasks
|}

{{BR}}
== Before you start: prior knowledge ==

Think in English first.

# [[Accent]]: What can pronunciation change while meaning stays stable?
# [[Register]]: How do you speak differently with friends, in class or in a formal presentation?
# [[Context clues]]: Which non-linguistic clues help when a word is unclear?
# [[Listening strategy]]: Do you usually chase every word or build meaning from key information?

'''Quick self-check:''' Write one sentence beginning with ''I usually lose track when ...'' and one strategy beginning with ''Next time I will ...''.

{{BR}}
= Media entry: hear variation before naming it =

Listen first for meaning, not for origin. Do not guess a speaker's nationality, ethnicity or social background from voice alone.

{{#ev:youtube| https://www.youtube.com/watch?v=0XT04EO5RSU |500|center}}

'''Task:''' After the clip, note three ideas that support listening flexibility. Then write one question you still have about “standard English”.

{{BR}}
== A visual map is not a voice map ==

[[Datei:Dialects of English in UK and Ireland.svg|500px|rahmenlos|center]]

Maps can show broad dialect areas, but real speakers do not fit neat borders. Age, mobility, multilingualism, situation, identity and individual history also matter. Treat any map as a '''model''', not a label for a person.

{{BR}}
= Listening and viewing =

{{BR}}
== Listening routine: GIST → DETAIL → FEATURE → MEANING ==

# '''GIST''': Who is speaking, about what, and for what purpose?
# '''DETAIL''': Which names, reasons, examples or contrasts matter?
# '''FEATURE''': What do you notice in rhythm, vowels, consonants, stress, linking or vocabulary?
# '''MEANING''': Does the feature change meaning, or only the sound pattern?

Use subtitles only after the first listening when possible.

{{BR}}
== Station A: varieties inside the UK ==

{{#ev:youtube| https://www.youtube.com/watch?v=nDdRHWHzwR4 |500|center}}

'''BF focus:''' Choose two clearly explained examples. Complete: ''I heard ...; the speaker explains ...; this mattered for comprehension because ...''

'''LF extension:''' Separate phonetic observation from social interpretation. Which claims in the video are descriptive, and which are generalisations that would need evidence?

{{BR}}
== Station B: Scottish English ==

{{#ev:youtube| https://www.youtube.com/watch?v=pJtMnfTYjDQ |500|center}}

'''Listening target:''' Do not “translate the accent”. Listen for stressed content words, then reconstruct the proposition.

{{BR}}
== Station C: American and British pronunciation choices ==

{{#ev:youtube| https://www.youtube.com/watch?v=bopS20nazfU |500|center}}

'''Compare:''' Which pronunciation choices vary? Which remain mutually intelligible? Avoid writing “correct/incorrect” when both forms are established.

{{BR}}
== Station D: Australian English ==

[[Datei:Australian English vowel chart.svg|500px|rahmenlos|center]]

{{#ev:youtube| https://www.youtube.com/watch?v=5e9Bp5HktZ4 |500|center}}

'''Observation before imitation:''' Select two vowel or rhythm observations. Your task is receptive awareness, not accent performance.

{{BR}}
== Station E: code-switching, identity and context ==

{{#ev:youtube| https://www.youtube.com/watch?v=k9fmJ5xQ_mc |500|center}}

'''Question:''' How does the speaker connect language choice with audience, identity and ideas about being “articulate”? Use evidence from the talk, not stereotypes.

{{BR}}
== Free listening snippets on Wikimedia Commons ==

These files are openly licensed Commons media. Use them as tiny sound labs, not as complete portraits of a variety.

[[Datei:General American kit kid minimal pair.ogg|center]]
[[Datei:En-au-Melbourne.oga|center]]
[[Datei:Stephen Fry voice.flac|center]]

'''Micro-task:''' Replay a short sample three times. First write what you understood. Then note one sound feature. Finally check whether that feature actually affected meaning.

{{BR}}
= Reading: what are “World Englishes”? =

A useful starting point is that English changes when communities use it in different social and cultural settings. Variation can appear in pronunciation, vocabulary, grammar, pragmatics and discourse. A local form is not automatically an “error”. At the same time, a school or exam may require a particular register and clear, standard-compatible written language for a task.

[https://owl.purdue.edu/owl/multilingual/world_englishes/index.html Purdue OWL: World Englishes – introduction]
[https://www.britishcouncil.org/english-language-day British Council: English Language Day – examples including Indian and Nigerian English]
[https://www.dialectsarchive.com/ IDEA – International Dialects of English Archive]

{{BR}}
== Accent, dialect, register, idiolect ==

{| class="wikitable"
! Term
! English-first explanation
! Example question
|-
| '''accent''' || pronunciation patterns || How is /r/, a vowel or sentence stress realised?
|-
| '''dialect / variety''' || a broader pattern that may include pronunciation, vocabulary and grammar || Which forms occur repeatedly in a community or context?
|-
| '''register''' || language choices linked to situation, audience and purpose || Is the language formal, informal, academic or conversational?
|-
| '''idiolect''' || an individual's language pattern || Which features are personal rather than group-wide?
|}

[[Datei:IPA Vowels with all vowels.svg|500px|rahmenlos|center]]
[[Datei:General American monophthong chart.svg|450px|rahmenlos|center]]
[[Datei:New Zealand English monophthong chart.svg|450px|rahmenlos|center]]

{{BR}}
== Context vocabulary and word formation ==

Do not translate first. Use this help ladder:

# '''Context''': What does the sentence require: person, action, evaluation, place, cause?
# '''Word formation''': Identify prefix, root and suffix, for example ''un-familiar'', ''intellig-ible'', ''region-al''.
# '''Visualise''': Draw or imagine the situation.
# '''English explanation''': Paraphrase with simpler English.
# '''Dictionary''': Check an English learner's dictionary.
# '''German help''': Use German only if the meaning is still unstable.

{| class="wikitable"
! Word
! Build meaning in English
|-
| '''intelligibility''' || how easy speech is to understand; ''intelligible'' + ''-ity''
|-
| '''variation''' || systematic difference; ''vary'' → ''variation''
|-
| '''rhotic''' || an accent in which /r/ is pronounced in positions where non-rhotic accents may not pronounce it
|-
| '''stress''' || prominence given to a syllable or word
|-
| '''reduction''' || a sound becomes less full in unstressed speech
|-
| '''register''' || language choice suited to social situation and purpose
|-
| '''code-switching''' || moving between languages or varieties according to context
|}

{{BR}}
= Analyse: notice without stereotyping =

[[Datei:RhoticEngland2.png|450px|rahmenlos|center]]

A feature such as rhoticity can help you describe pronunciation, but it does not identify a whole person. Good analysis separates '''what you hear''' from '''what you infer'''.

Use the three-step evidence frame:
''Observation → possible linguistic description → cautious interpretation.''

Example: ''I hear /r/ after a vowel in several words → the sample sounds rhotic in these items → this may fit several English varieties, so I need more evidence before making a regional claim.''

{{BR}}
== Fictional data lab ==

All data below are fictional and contain no personal information.

{| class="wikitable"
! Sample
! Observation
! Safe conclusion
|-
| A || post-vocalic /r/ is audible in several words || this sample is rhotic in those items
|-
| B || several unstressed vowels are strongly reduced || reduction is a useful listening cue here
|-
| C || familiar vocabulary but different vowel qualities || lexical knowledge alone does not guarantee instant recognition
|-
| D || informal contractions and rapid linking || register and speech rate interact with accent
|}

'''BF:''' Analyse A and C with the evidence frame.

'''LF:''' Connect all four samples to the concepts of intelligibility, register and listener expectation. Add one limitation of the fictional data set.

{{BR}}
= Strategy training for difficult listening =

When comprehension drops, do not restart mentally from zero.

# Lock onto content words and discourse markers: ''first, however, because, the main point, for example''.
# Predict the semantic field from the task and context.
# Accept a short gap; keep listening for repair information.
# Write sound-like placeholders only when useful, then resolve them from context.
# On a second listen, target missing information instead of re-listening passively.

'''Listening flexibility''' means staying meaning-focused while your brain adjusts to unfamiliar patterns.

{{BR}}
= Speaking =

Your own goal is '''clear, appropriate, confident communication''', not accent erasure.

'''BF speaking frame:''' ''One feature I noticed was ... It initially made ... harder/easier to catch. I used ... as a strategy. This shows that ...''

'''LF extension:''' Compare two sources and discuss whether “standard English” is best understood as one accent, a set of conventions, or a context-dependent norm. Define your terms and avoid absolute claims.

'''Recording option:''' Audio recording is voluntary. Keep recordings private unless everyone involved has explicitly agreed to sharing. Do not upload classmates' voices or personal data.

{{BR}}
= Writing =

{{BR}}
== BF writing: structured response ==

Write 180–250 words:

'''“Why should advanced learners practise listening to more than one English variety?”'''

Use one media example, one linguistic concept and one listening strategy. A simple structure is:
''claim → evidence/example → explanation → implication.''

{{BR}}
== LF writing: analytical response ==

Write 300–450 words:

'''“Linguistic variation is normal, but communicative situations still create norms.” Discuss this tension using at least two course materials.'''

Move beyond listing differences. Analyse how intelligibility, identity, register, power and listener expectations interact.

{{BR}}
= Mediation =

A German exchange student says: ''“Ich verstehe meinen Podcast gut, aber im Gespräch mit internationalen Gästen verliere ich sofort den Faden.”''

'''Task:''' In English, give a short strategy note for the next conversation. Do not translate every German word. Select the relevant problem, explain two listening strategies and reassure the learner without suggesting that other accents are “wrong”.

{{BR}}
= Differentiation: one course, two pathways =

{| class="wikitable"
! Dimension
! BF
! LF
|-
| material range || 2–3 representative clips || 4–6 clips plus independent source connection
|-
| text complexity || short explanations and guided notes || denser linguistic commentary and source comparison
|-
| analysis || identify and explain a feature || evaluate patterns, limitations and competing interpretations
|-
| support || sentence frames, replay plan, glossary || optional prompts, more self-directed note-taking
|-
| AFB focus || I/II with selected III || stronger II/III and independent synthesis
|-
| output || concise speaking/writing || extended comparison and transfer
|}

No pathway should create artificial difficulty. Increase complexity because the analysis demands it, not by hiding meaning behind unnecessary vocabulary.

{{BR}}
= Help ladder =

Use support in this order:

# replay a short section
# read the task again and predict the answer type
# use context and word formation
# check an English explanation
# use an English learner's dictionary
# compare notes with a partner
# use a short German clarification only if needed

{{BR}}
= Feedback and error analysis =

After a task, classify the problem before “studying more”.

{| class="wikitable"
! Error type
! Typical sign
! Repair
|-
| '''sound mapping''' || “I knew the word when I saw it.” || compare sound and spelling; collect 3 examples
|-
| '''attention''' || “I got stuck on one word.” || practise gap tolerance and keep listening
|-
| '''lexis''' || “The key word was genuinely new.” || learn it in context and word family
|-
| '''speed/linking''' || “Words seemed to disappear.” || mark phrase boundaries and reductions
|-
| '''assumption''' || “I guessed the accent, then forced everything to fit.” || return to observable evidence
|-
| '''task reading''' || “I listened for the wrong information.” || underline the information type before listening
|}

'''Feedback rule:''' name one successful strategy, one precise problem, and one next action.

{{BR}}
= Transfer =

Use the same method outside this topic. In news reports, interviews, migration narratives, literature readings or science podcasts, ask:
''What is the communicative purpose? What do I need to understand? Which variation is relevant to meaning?''

This links directly to [[Hörverstehen]], [[Text- und Medienkompetenz]], [[Interkulturelle kommunikative Kompetenz]], [[Sprechen]], [[Schreiben]] and [[Sprachmittlung]].

{{BR}}
= Abi-Check Baden-Württemberg =

'''Stand: 03.10.2026; Prüfungsjahrgang 2027 geprüft.'''

For the 2027 English Abitur in Baden-Württemberg, the official Facherlass states that the LF written examination contains a listening section with unknown English-language audio material; listed examples include radio interviews, reports, speeches, radio plays and literary readings. The Facherlass also requires tasks and processing in the foreign language. In BF, the course-level assessment across the qualification phase covers listening, reading, analysis, mediation and different types of writing; BF and LF share the official thematic framework with level differentiation.

'''Important:''' This module trains the listening and language-awareness skills behind such tasks. Before exam preparation, re-check the current official Facherlass, IQB operators and school guidance because requirements can change.

{{BR}}
== Mini Abi drill ==

Choose a fresh, legal 2–4 minute English audio from a reputable source.

'''BF:''' one listen for gist, one for three details, then a 90-second spoken summary.

'''LF:''' add a second source with a different variety. Compare how linguistic and contextual features affect comprehension and evaluate which strategy transferred best.

Do not use a full copyrighted film scene or reproduce a complete required text.

{{BR}}
= Folgekurs =

# [[ABI - Hörverstehen strategisch trainieren]]
# [[ABI - Analyse non-fictional texts]]
# [[ABI - Speaking und Kommunikationsprüfung]]
# [[ABI - Mediation Englisch]]
# [[World Englishes]]
# [[English as a lingua franca]]

{{BR}}
= Interaktive Aufgaben =

{{BR}}
== Quiz: Teste Dein Wissen ==

{{MC}}

'''What is the main goal of listening flexibility?'''
(Understanding meaning across unfamiliar but intelligible speech patterns)
(!Imitating every accent exactly)
(!Identifying a speaker's nationality from voice alone)
(!Avoiding all non-standard pronunciation)

{{E}}
<br>

{{MC}}

'''What does accent mainly refer to?'''
(Pronunciation patterns)
(!Only spelling)
(!Only grammar)
(!Only formal vocabulary)

{{E}}
<br>

{{MC}}

'''Which first-listening strategy is most useful?'''
(Listen for gist and communicative purpose)
(!Stop at every unknown word)
(!Translate every sentence into German)
(!Guess the speaker's background immediately)

{{E}}
<br>

{{MC}}

'''What is register?'''
(Language choice linked to situation, audience and purpose)
(!A fixed national accent)
(!A list of irregular verbs)
(!A phonetic alphabet)

{{E}}
<br>

{{MC}}

'''Which statement is safest after hearing post-vocalic r in a short sample?'''
(The sample is rhotic in the observed items)
(!The speaker must be from one specific country)
(!The speaker is using incorrect English)
(!The speaker's social class is certain)

{{E}}
<br>

{{MC}}

'''What should you do after missing one word in continuous speech?'''
(Keep listening and use later context)
(!Stop processing the rest of the sentence)
(!Assume the recording is faulty)
(!Switch immediately to German translation)

{{E}}
<br>

{{MC}}

'''Which support step should come before German help?'''
(Use an English explanation or learner's dictionary)
(!Ignore context)
(!Guess without checking)
(!Skip the task)

{{E}}
<br>

{{MC}}

'''What does code-switching describe?'''
(Moving between languages or varieties according to context)
(!Speaking only one accent for life)
(!Changing the spelling of every word)
(!Removing all informal language)

{{E}}
<br>

{{MC}}

'''How do BF and LF mainly differ in this course?'''
(LF uses greater breadth, depth and independent synthesis)
(!BF has no listening practice)
(!LF requires accent imitation)
(!BF uses only German materials)

{{E}}
<br>

{{MC}}

'''What is a useful feedback format after a listening task?'''
(One success, one precise problem and one next action)
(!Only a grade)
(!Only a list of unknown words)
(!A guess about the speaker's identity)

{{E}}
<br>

{{BR}}
== Memory ==

<div class="memo-quiz">
{|
|-
| Accent || Pronunciation pattern
|-
| Register || Situation-dependent language choice
|-
| Rhoticity || Audible post-vocalic r
|-
| Intelligibility || Ease of understanding
|-
| Reduction || Less full unstressed sound
|-
| Code-switching || Moving between language varieties
|}
{{E}}
<br>

{{BR}}
== Drag and Drop ==

<div class="lueckentext-quiz">

{| class="wikitable"
! Ordne die richtigen Begriffe zu.
! Thema
|-
| '''Gist'''
| Main idea and purpose
|-
| '''Detail'''
| Specific relevant information
|-
| '''Feature'''
| Observable language pattern
|-
| '''Meaning'''
| Effect on understanding
|-
| '''Transfer'''
| Use the strategy in a new context

|}
{{E}}

<br>
<br />

{{BR}}
== Kreuzworträtsel ==

<div class="kreuzwort-quiz">
{|
|-
| Accent || What mainly describes pronunciation patterns?
|-
| Register || What changes with audience, purpose and situation?
|-
| Rhoticity || What term describes whether post-vocalic r is pronounced?
|-
| Context || What helps you infer an unfamiliar word from the situation?
|-
| Intonation || What term describes patterns of pitch across speech?
|-
| Variety || What neutral term can describe a form of English used by a community?
|}
{{E}}
<br>

{{BR}}
== LearningApps ==

<iframe> https://learningapps.org/index.php?s=ABI+-+English+varieties+verstehen </iframe>

{{BR}}
== Lückentext ==

<quiz display=simple>
{'''Vervollständige den Text.'''<br>
|type="{}"}
An { accent } mainly concerns pronunciation. A broader language { variety } may also include vocabulary and grammar. On a first listen, focus on { gist } instead of chasing every word. A feature such as audible post-vocalic r can be described as { rhoticity }. The ease with which speech can be understood is called { intelligibility }. When a word is unclear, use { context } before translating. Language choices connected to audience and purpose belong to { register }. Moving between languages or varieties can be described as { code-switching }. Good analysis separates an observation from an unsupported { stereotype }. After feedback, choose one concrete next { action }.
</quiz>

<br>

{{BR}}
= Offene Aufgaben =

{{BR}}
=== Leicht ===

# [[Listening log]]: Listen to one short clip from the course and record three key words, one main idea and one strategy that helped.
# [[Accent myth check]]: Write down one common claim about an English accent and reformulate it as a cautious, evidence-based statement.
# [[Vocabulary map]]: Build a small word-family map around ''vary'', ''intelligible'' or ''communicate''.
# [[Private shadowing]]: Repeat one neutral sentence after a short audio to notice rhythm; recording is optional and remains private.

{{BR}}
=== Standard ===

# [[Two-source comparison]]: Compare two course clips for rhythm, vowel/consonant features and communicative effect without ranking the accents.
# [[Listening strategy experiment]]: Test subtitles-after-first-listen versus subtitles-from-start and evaluate which supports retention better.
# [[Mini interview]]: Ask a willing classmate which English varieties they encounter in media; record notes only, not audio, unless they explicitly consent.
# [[Visual explanation]]: Create a one-page diagram showing GIST → DETAIL → FEATURE → MEANING with your own examples.

{{BR}}
=== Schwer ===

# [[World Englishes analysis]]: Use two reputable sources to explain how English adapts to local contexts and identify one limitation in each source.
# [[Corpus thinking]]: Design a fictional mini-corpus with six short utterances and propose which features you would code without inferring speaker identity.
# [[Abi transfer task]]: Select a fresh legal audio and create BF and LF questions for AFB I–III, then justify the level difference.
# [[Critical reflection]]: Write a balanced analysis of the statement “Standard English is useful, but no single accent owns English”, using evidence and clear definitions.

{{:Offene Aufgabe - MOOC erstellen}}

{{BR}}
= Lernkontrolle =

# [[Listening transfer]]: You hear a clear but unfamiliar variety in a new topic. Explain which three strategies you would apply first and why.
# [[Evidence versus inference]]: Given three pronunciation observations, separate what can be described safely from what would be stereotyping.
# [[BF-LF comparison]]: Redesign one BF listening task for LF by increasing conceptual depth rather than simply adding harder vocabulary.
# [[Communication repair]]: Create a short dialogue in which a misunderstanding caused by pronunciation or vocabulary is repaired respectfully.
# [[Source evaluation]]: Compare an educational video with a university or dictionary source. Explain where they agree, differ and which claims require caution.
# [[Exam connection]]: Explain how practice with English varieties can improve performance on an unseen listening text even when accent identification is never asked.

<br>
<br>

{{BR}}
= Lernnachweis =

For a strong learning record, show that you can:
# understand gist and relevant details in at least two unfamiliar but clear English varieties
# describe selected pronunciation, vocabulary or register features with evidence
# distinguish observation from stereotype
# use context, word formation, English explanation and dictionary support before German help
# reflect on a listening error and document a successful repair strategy
# produce a clear BF or LF speaking/writing response appropriate to the task
# cite media and information sources and verify AI-assisted claims if AI was used under school rules
# protect privacy: use fictional data where possible, keep recordings voluntary/private and never upload others' voices without consent

<br>
<br>

{{BR}}
= OERs zum Thema =

<iframe> https://en.m.wikipedia.org/wiki/World_Englishes </iframe>

[https://commons.wikimedia.org/wiki/File:English_language_distribution.svg Wikimedia Commons: English language distribution]
[https://commons.wikimedia.org/wiki/File:Dialects_of_English_in_UK_and_Ireland.svg Wikimedia Commons: UK and Ireland dialect areas]
[https://www.mq.edu.au/faculty-of-medicine-health-and-human-sciences/departments-and-schools/department-of-linguistics/our-research/collective-for-language-sciences/australian-voices Macquarie University: Australian Voices]
[https://owl.purdue.edu/owl/multilingual/world_englishes/index.html Purdue OWL: World Englishes]
[https://www.britishcouncil.org/english-language-day British Council: English Language Day]

{{BR}}
= Medien- und Quellencheck =

The course embeds or links to media that their publishers make publicly available; availability and platform permissions may change. It does not copy or rehost complete copyrighted texts or protected film sequences. Commons files are used through their file pages and licences. For exam work, always check source, date, authorship and context.

'''Checked sources (03.10.2026):'''
# [https://km.baden-wuerttemberg.de/fileadmin/redaktion/m-km/intern/PDF/Dateien/Gymnasium/Dokumente_Abitur/Abitur_2027/Facherlass_2027_Stand_09.09.2025.pdf Ministerium für Kultus, Jugend und Sport Baden-Württemberg: Facherlass Abitur 2027]
# [https://www.bildungsplaene-bw.de/%2CLde/BP2016BW_ALLG_GYM_BFOE_01 Bildungsplan Baden-Württemberg: Basisfach und Leistungsfach]
# [https://www.iqb.hu-berlin.de/abitur/dokumente/englisch IQB: English operators]
# [https://owl.purdue.edu/owl/multilingual/world_englishes/index.html Purdue OWL: World Englishes]
# [https://www.mq.edu.au/faculty-of-medicine-health-and-human-sciences/departments-and-schools/department-of-linguistics/our-research/collective-for-language-sciences/australian-voices Macquarie University: Australian Voices]

{{BR}}
= Verknüpfte Lernbereiche =

{| align=center
{{:D-Tab}}
'''[[ABI - English varieties verstehen]]'''
# [[Hörverstehen]]
# [[World Englishes]]
# [[English as a lingua franca]]
# [[Aussprache und Intonation]]
# [[Text- und Medienkompetenz]]
# [[Interkulturelle kommunikative Kompetenz]]
# [[Sprechen]]
# [[Schreiben]]
# [[Sprachmittlung]]
# [[Abitur Englisch Baden-Württemberg]]
|}

[[Kategorie:Englisch]]
[[Kategorie:Englisch Oberstufe]]
[[Kategorie:Abitur]]
[[Kategorie:Abitur Baden-Württemberg]]
[[Kategorie:Hörverstehen]]
[[Kategorie:World Englishes]]
[[Kategorie:Basisfach]]
[[Kategorie:Leistungsfach]]
[[Kategorie:Kursstufe]]
[[Kategorie:B2]]
[[Kategorie:C1]]
[[Kategorie:Medienbildung]]
[[Kategorie:Interkulturelle Kompetenz]]

{{BR}}
= aiMOOC-Projekte =
[[Kategorie:AI_MOOC]] [[Kategorie:GPT aiMOOC]]
{{MT}}

ABI - English varieties verstehen - Versionsgeschichte

Glanz: aiMOOC über GPT aiMOOC Action erstellt