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= ABI - Fluency without memorised scripts =

'''Mini-description:''' Develop free, flexible contributions from '''keywords''' and '''argument maps''' instead of reciting fully memorised wording. The course is designed for '''Basisfach (BF)''' and '''Leistungsfach (LF)''' English in the Kursstufe in Baden-Württemberg.

[[Datei:Cartoon Man Speaking In Public.svg|500px|rahmenlos|center]]

'''Media warm-up:''' Look at the speaker for 20 seconds. Write only six English keywords. Then speak for 45 seconds about what makes a contribution sound convincing. No full sentences in your notes.

{{#ev:youtube| https://www.youtube.com/watch?v=LDkvRFCm8No |500|center}}

'''Viewing task:''' First viewing: gist only. Second viewing: collect six keywords. Then give a 60-second response: ''Which advice would help you most in an oral exam, and why?''

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= Einleitung =

'''Fluency is not speed and not perfection.''' In this course, fluency means that you can develop ideas coherently, react to a partner, reformulate when necessary and keep communication moving. You build language from meaning instead of reproducing a script.

For the current '''Abitur 2027''' at the allgemein bildendes Gymnasium in Baden-Württemberg, the official assessment documents for modern foreign languages explicitly include task fulfilment, interaction/discourse, spontaneous reaction and linguistic performance, including fluent speech. The Bildungsplan frames upper-secondary English at '''B2, in parts C1'''. BF and LF differ in complexity, breadth, depth and independence. This course trains those abilities without artificially difficult language.

'''Status check: 3 October 2026.''' The official Abitur page lists the '''Facherlass 2027, Stand 9.9.2025''', and the '''Beurteilungs- und Korrekturrichtlinienerlass 2027, Stand 7.7.2025'''. For later examination years, check the current documents again:
# [https://km.baden-wuerttemberg.de/de/schule/gymnasium/termine-und-informationen-zum-abitur Official Abitur information Baden-Württemberg]
# [https://www.bildungsplaene-bw.de/%2CLde/BP2016BW_ALLG_GYM_E2_LG Bildungsplan Englisch, Kursstufe]

This is a '''skills course'''. It does not reproduce compulsory literary texts, copyrighted exam material or unauthorised film sequences. Use the method with the official topics and materials assigned for your examination year.

'''Media rule:''' Commons files are embedded from their file pages; YouTube material is embedded from official uploader pages. Do not download or re-upload the videos for the course.

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== I-can goals ==

After the course, you can:
# '''Speak from keywords:''' I can develop a clear contribution from a small set of keywords instead of reading or reciting.
# '''Map an argument:''' I can connect claim, reason, evidence, counterargument and response.
# '''Use sources:''' I can connect a listening, viewing, reading or visual source to my own line of reasoning.
# '''Repair communication:''' I can paraphrase, clarify and continue when a word or sentence does not come immediately.
# '''Write independently:''' I can plan paragraphs from an argument map and produce new wording.
# '''Check information:''' I can verify sources, dates and AI-generated claims instead of treating them as evidence.

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== Vorwissen: 60-second cold start ==

[[Datei:Index cards (tabbed, showing hole).png|420px|rahmenlos|center]]

Use this fictional prompt: '''“A school should introduce one weekly device-free discussion lesson.”''' Write at most eight keywords. Speak for 60 seconds. Afterwards, mark each keyword as '''claim''', '''reason''', '''example''' or '''counterpoint'''. Keep the data fictional; you do not need personal information.

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= Core strategy: map → keywords → language =

[[Datei:MindMapGuidlines.svg|500px|rahmenlos|center]]

A useful note page is visual, sparse and flexible. Keep phrases short enough that you must create the grammar while speaking.

[[Datei:Complex argument2.svg|360px|rahmenlos|center]]

Build the reasoning before the wording:
# '''Claim:''' What do I want the listener to accept?
# '''Reasons:''' Why could the claim be justified?
# '''Evidence or example:''' What supports the reason?
# '''Counterargument:''' What could a reasonable person object?
# '''Response:''' Do I reject, qualify or partly accept the objection?

'''Keyword rule:''' one idea = one short cue. If your notes can be read aloud as polished sentences, they are too complete for this training.

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== The support ladder: English before German ==

Use help in this order:
{| class="wikitable"
! Step
! What you do
|-
| '''Context'''
| Infer meaning from topic, sentence function, contrast and examples.
|-
| '''Word formation'''
| Use prefixes, suffixes and word families: ''argue → argument → argumentative''.
|-
| '''Visualisation'''
| Sketch a branch, arrow, timeline or contrast.
|-
| '''English explanation'''
| Define the idea with simpler English or an example.
|-
| '''Dictionary'''
| Check an English learner’s or bilingual dictionary for meaning, register and collocation.
|-
| '''German rescue'''
| Use a brief German explanation only if the earlier steps do not solve the problem.
|}

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== Context vocabulary and word formation ==

Do not learn isolated “high-level” words. Build usable families and collocations:
{| class="wikitable"
! Core idea
! Word family
! Useful combination
|-
| argument
| argue – argument – argumentative
| '''develop an argument'''
|-
| evidence
| evidence – evident – evidently
| '''support with evidence'''
|-
| persuade
| persuade – persuasive – persuasion
| '''a persuasive point'''
|-
| credible
| credible – credibility – credibly
| '''assess credibility'''
|-
| imply
| imply – implication – implicit
| '''an implicit assumption'''
|-
| qualify
| qualify – qualification – qualified
| '''qualify a claim'''
|}

'''Micro-task:''' Choose three rows and explain the difference between the family members in English before you use a dictionary.

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= Listening / Viewing =

[[Datei:Audio-input-microphone.svg|320px|rahmenlos|center]]

{{#ev:youtube| https://www.youtube.com/watch?v=HAnw168huqA |500|center}}

Use a '''teacher-set short excerpt''' rather than treating the full talk as compulsory material.
# '''Listen 1:''' write the speaker’s main message in five keywords.
# '''Listen 2:''' map one claim, one reason and one example.
# '''Respond:''' speak for 60–90 seconds from your map without copying the speaker’s wording.
# '''LF extension:''' identify a limitation, hidden assumption or context in which the advice may not transfer.

'''Listening habit:''' do not chase every unknown word. Track function: claim, example, contrast, cause, consequence, qualification.

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= Reading =

Use a short, legally provided text connected to the current Abi topic. Do not copy a complete compulsory text into your notes.

'''Three-pass reading:'''
# '''Pass 1 – gist:''' one sentence in your own English.
# '''Pass 2 – structure:''' two to four keywords per paragraph.
# '''Pass 3 – reasoning:''' mark claim, evidence, perspective, assumption and tension.

Then close the text and reconstruct the argument from your map. Re-open it only to check accuracy. This separates comprehension from imitation.

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= Analysis =

[[Datei:Argument terminology.svg|500px|rahmenlos|center]]

Analyse in two layers:
{| class="wikitable"
! Layer
! Question
! Typical output
|-
| '''What?'''
| What is the claim, perspective, tension or development?
| concise content analysis
|-
| '''How?'''
| How do structure, language, examples, narrative choices or visuals shape the effect?
| evidence-based analysis
|-
| '''Why it matters'''
| How does the choice support the communicative purpose?
| interpretation and evaluation
|}

'''AFB move:''' Do not stop at identifying a device. Connect '''observation → evidence → effect → purpose → judgement'''.

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== BF / LF differentiation ==

{| class="wikitable"
! Area
! BF
! LF
|-
| '''Material'''
| one manageable text, clip or visual; exemplar focus
| broader set of materials; greater text complexity
|-
| '''Planning'''
| guided argument map and optional prompts
| self-designed map and independent prioritisation
|-
| '''Analysis'''
| selected aspects with clear structure
| greater depth, alternative readings and source links
|-
| '''Synthesis'''
| connect one source to one own argument
| connect several sources independently and resolve tensions
|-
| '''AFB II/III'''
| targeted, scaffolded analytical and evaluative moves
| more sustained analysis, evaluation and transfer
|-
| '''Language'''
| secure B2-oriented communication
| B2 with selective C1-oriented range where it serves precision
|}

The goal is not to make LF language artificially ornate. Greater challenge comes from '''reasoning, independence, material linkage and precision'''.

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= Speaking =

[[Datei:Codex icon speechBubbles color-subtle.svg|320px|rahmenlos|center]]

{{#ev:youtube| https://www.youtube.com/watch?v=EdeZp0n0JHw |500|center}}

This Cambridge B2 video is '''not an Abi simulation'''. Use it to observe turn-taking, development, clarification and recovery.

'''3–2–1 fluency drill:''' Speak about the same issue three times, but reduce your notes each round: first 10 keywords, then 7, then 5. Rephrase deliberately; do not try to reproduce the previous wording.

Useful short repair moves are chunks, not scripts: '''Let me rephrase that. – The key point is … – What I mean is … – A better example would be … – I partly agree, but …'''

'''Dialogue switch:''' after a monologue, a partner challenges one reason. Respond first to the partner’s point, then return to your line of argument.

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= Writing =

Plan before you phrase:
# Draw a paragraph map with '''claim – evidence/example – analysis – link'''.
# Limit the plan to keywords.
# Write the paragraph without a phrase sheet.
# Hide the draft and rewrite once from the map.
# Compare both versions: the reasoning should stay stable while wording may change.

'''BF:''' one clearly structured paragraph or short response. '''LF:''' link two materials, weigh an alternative interpretation and make the relationship between evidence and judgement explicit.

A strong paragraph is not the one that sounds memorised; it is the one whose reasoning survives rephrasing.

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= Mediation =

Mediation is selective communication, not line-by-line translation. Use a fictional German source note such as: '''„Die Schule testet vier Wochen lang eine freiwillige englische Debattenpause. Es werden keine Namen oder Aufnahmen veröffentlicht.“'''

Create six English keywords, decide what an English-speaking exchange student needs to know, and give a 45-second mediation. Change register for a friend, a teacher and a formal school notice.

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= Help, feedback and error analysis =

[[Datei:Checklist-icon.svg|320px|rahmenlos|center]]

Feedback follows '''meaning first, language second'''.

{| class="wikitable"
! Check
! Question
|-
| '''Task'''
| Did I answer what was asked?
|-
| '''Structure'''
| Could a listener follow my line of reasoning?
|-
| '''Interaction'''
| Did I react to the other person instead of waiting for my next prepared point?
|-
| '''Fluency'''
| Did I keep going through paraphrase and repair?
|-
| '''Precision'''
| Which one recurring grammar, vocabulary or pronunciation issue should I improve next?
|}

'''Error log:''' record patterns, not every slip. A useful entry is: ''problem → repaired version → one new example''. Fluency does not mean error-free speech.

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== Optional recording, privacy and AI use ==

Recordings are '''voluntary and private'''. You may practise live without recording. If you record, keep the file local, do not upload it unless you actively choose to, and delete it after self-feedback if you wish.

Use '''fictional data''' in practice tasks. Do not enter classmates’ names, personal details or school-internal information into external services. This course does not require external AI access.

If you use AI elsewhere, treat its output as a claim to be checked: verify '''source, date, quotation, context and plausibility'''. Do not submit AI-generated replacement essays. Your final analysis and writing should be built from your own source work and argument map.

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= Transfer lab =

[[Datei:Collecting ideas for brainstorming.png|420px|rahmenlos|center]]

Use one argument map for three outputs:
# '''Speaking:''' 90-second monologue from six keywords.
# '''Writing:''' one evidence-based paragraph with new wording.
# '''Mediation or dialogue:''' adapt the same reasoning to a different audience.

Then change the topic. If the strategy still works, you are training transfer rather than memorisation.

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= Abi-Check 2027 =

'''Officially checked for examination year 2027 on 3 October 2026.''' The Baden-Württemberg Abitur page currently provides the '''Facherlass 2027, Stand 9.9.2025''', and the '''Beurteilungs- und Korrekturrichtlinienerlass 2027, Stand 7.7.2025'''. For modern foreign languages, the communication criteria include task fulfilment/content, strategy and interactive/discourse competence, and linguistic performance. Higher performance descriptions include coherent argumentation, spontaneous reaction and fluent speech. The Bildungsplan target for upper-secondary English is B2, in parts C1.

'''What this means for your practice:''' train idea development, interaction, repair, precision and source-based reasoning together. Do not optimise only for pre-written phrasing.

'''Before your exam:''' re-check the official documents for your exact examination year and school context. If rules or focus areas change, the official sources override this course.

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= Folgekurs =

Continue with:
# [[ABI - Spontaneous speaking under time pressure]]
# [[ABI - Argument maps for AFB II and III]]
# [[ABI - Source synthesis without template writing]]
# [[ABI - Error analysis for independent revision]]

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= Interaktive Aufgaben =

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== Quiz: Teste Dein Wissen ==

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'''What is the main purpose of a keyword plan in this course?'''
(To trigger independent language from a clear idea structure)
(!To store complete sentences for exact repetition)
(!To replace source analysis)
(!To avoid using evidence)

{{E}}
<br>

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'''Which sequence best represents an argument map?'''
(Claim reason evidence counterargument response)
(!Quotation translation vocabulary ending)
(!Introduction grammar title conclusion)
(!Question answer script repetition)

{{E}}
<br>

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'''What should you try before switching to German help?'''
(An English explanation using context or simpler words)
(!A complete memorised paragraph)
(!An automatic translation of the full text)
(!A replacement essay)

{{E}}
<br>

{{MC}}

'''What does fluency mean in this course?'''
(Developing ideas coherently while keeping communication moving)
(!Speaking as fast as possible)
(!Speaking without any grammar errors)
(!Repeating a learned text exactly)

{{E}}
<br>

{{MC}}

'''What is a useful repair strategy when a word is missing?'''
(Paraphrase the idea and continue)
(!Stop until the exact word returns)
(!Switch to a memorised speech)
(!Ignore the task completely)

{{E}}
<br>

{{MC}}

'''How should evidence be used in analysis?'''
(Connected to an explanation of effect and purpose)
(!Listed without comment)
(!Replaced by personal preference)
(!Memorised without context)

{{E}}
<br>

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'''What characterises LF differentiation in this course?'''
(Greater depth independence and material linkage)
(!More artificial vocabulary in every sentence)
(!Longer memorised scripts)
(!No structure at all)

{{E}}
<br>

{{MC}}

'''What is the purpose of the second rewrite from an argument map?'''
(To keep the reasoning while creating fresh wording)
(!To make both versions identical)
(!To remove all evidence)
(!To translate every sentence into German)

{{E}}
<br>

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'''How should AI-generated information be treated?'''
(As claims that require source and context checks)
(!As automatically verified evidence)
(!As a substitute for independent analysis)
(!As compulsory material)

{{E}}
<br>

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'''What is the privacy rule for recordings in this course?'''
(Recordings are voluntary and may stay private and local)
(!All recordings must be uploaded)
(!Classmates must be named)
(!External AI access is required)

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<br>

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== Memory ==

<div class="memo-quiz">
{|
|-
| Claim || Central position
|-
| Evidence || Support for a reason
|-
| Counterargument || Reasonable challenge
|-
| Paraphrase || Same idea in new wording
|-
| Repair move || Recovery when communication stalls
|-
| Register || Language adapted to audience and situation
|}
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<br>

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== Drag and Drop ==

<div class="lueckentext-quiz">

{| class="wikitable"
! Ordne die richtigen Begriffe zu.
! Thema
|-
| '''Claim'''
| Main position
|-
| '''Reason'''
| Why the position may be justified
|-
| '''Evidence'''
| Support for the reason
|-
| '''Counterargument'''
| Challenge to the position
|-
| '''Response'''
| Rejection qualification or partial agreement

|}
{{E}}

<br>

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== Kreuzworträtsel ==

<div class="kreuzwort-quiz">
{|
|-
| Fluency || What describes coherent language that keeps communication moving?
|-
| Evidence || What supports a reason in an argument?
|-
| Rebuttal || What answers an objection to a claim?
|-
| Coherence || What makes ideas logically connected and easy to follow?
|-
| Paraphrase || What means expressing the same idea in new wording?
|-
| Register || What changes when language is adapted to audience and situation?
|}
{{E}}
<br>

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== LearningApps ==

<iframe> https://learningapps.org/index.php?s=ABI+Fluency+without+memorised+scripts </iframe>

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== Lückentext ==

<quiz display=simple>
{'''Vervollständige den Text.'''<br>
|type="{}"}
Fluency means developing ideas with { coherence } instead of reproducing a complete script.
A flexible plan uses { keywords } to trigger language.
An argument begins with a central { claim }.
Reasons become stronger when they are supported by { evidence }.
A reasonable opposing point is a { counterargument }.
When wording breaks down, you can keep communicating through { paraphrase }.
Before German help, the support ladder asks for an English { explanation }.
AI-generated information needs a source and context { check }.
</quiz>

<br>

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= Offene Aufgaben =

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=== Leicht ===
# [[Keyword sprint]]: Turn a short teacher-provided paragraph into eight English keywords and reconstruct the meaning without looking at the original.
# [[One-minute map talk]]: Build claim, reason and example for a fictional school issue and speak for one minute without full-sentence notes.
# [[Word-family builder]]: Create five word families relevant to the current Abi topic and explain each family member in simple English.
# [[Repair challenge]]: Explain six topic words without saying the target word; practise paraphrase instead of stopping.

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=== Standard ===
# [[Listening map]]: Use a short legal audio or video excerpt, map its argument and give a 90-second independent response.
# [[Reading reconstruction]]: Close a short text after mapping it and reconstruct its reasoning; reopen it only for an accuracy check.
# [[Dialogue pivot]]: Present a claim, let a partner challenge it and respond directly before returning to your own line of reasoning.
# [[Rewrite from the map]]: Write one paragraph, hide it and write a second version from the same map; compare reasoning and wording.

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=== Schwer ===
# [[Source synthesis]]: Combine two short sources with different perspectives into one argument map and explain where they agree, differ or leave a gap.
# [[AFB III transfer]]: Apply an argument from one topic to a new context, state the limits of the transfer and justify your judgement.
# [[LF mini-colloquium]]: Prepare only keywords for a three-minute contribution, then answer two unannounced analytical follow-up questions.
# [[Feedback redesign]]: Analyse your own recurring communication breakdowns and design a one-week practice cycle with one measurable focus per day.

{{:Offene Aufgabe - MOOC erstellen}}

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= Lernkontrolle =

# [[Map-to-speech transfer]]: You receive a new visual and a short statement. Build a keyword map in five minutes and give a structured two-minute response without complete sentences in your notes.
# [[Counterargument test]]: Explain a position, formulate the strongest reasonable objection and decide whether to reject, qualify or partly accept it.
# [[Cross-source reasoning]]: Connect evidence from two unfamiliar short sources and explain whether they support the same conclusion.
# [[Repair under pressure]]: During a dialogue, replace three deliberately blocked words through paraphrase without abandoning the argument.
# [[Writing independence]]: Produce a paragraph from a keyword map, then justify which sentence carries the main analytical work and why.
# [[Source-check transfer]]: Evaluate a short AI-generated factual claim by identifying what source, date and context evidence would be needed before using it.

<br>
<br>

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= Lernnachweis =

A successful learning record should show:
# You can build a clear contribution from keywords rather than a memorised script.
# You can structure claim, reason, evidence, counterargument and response.
# You can analyse how evidence and language choices contribute to purpose and effect.
# You can interact, repair and paraphrase when communication becomes difficult.
# You can adapt register and detail to audience, task and BF/LF level.
# You can verify sources and clearly distinguish your own reasoning from external or AI-generated material.
# You can transfer one reasoning structure into speaking, writing and mediation.

<br>
<br>

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= OERs zum Thema =

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

<br>

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= Verknüpfte Lernbereiche =

{| align=center
{{:D-Tab}}
'''[[Englisch als fortgeführte Fremdsprache]]'''
# [[Sprechen]]
# [[Schreiben]]
# [[Hörverstehen]]
# [[Leseverstehen]]
# [[Sprachmittlung]]
# [[Argumentation]]
# [[Textanalyse]]
# [[Wortschatz]]
# [[Abitur Baden-Württemberg]]
|}

[[Kategorie:Englisch]]
[[Kategorie:Abitur]]
[[Kategorie:Baden-Württemberg]]
[[Kategorie:Kursstufe]]
[[Kategorie:Basisfach]]
[[Kategorie:Leistungsfach]]
[[Kategorie:Fremdsprache]]
[[Kategorie:Sprachkompetenz]]
[[Kategorie:Prüfungsvorbereitung]]

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= aiMOOC-Projekte =
[[Kategorie:AI_MOOC]] [[Kategorie:GPT aiMOOC]]
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ABI - Fluency without memorised scripts - Versionsgeschichte

Glanz: aiMOOC über GPT aiMOOC Action erstellt