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= Einleitung =

'''E8 E - Shadowing for fluent speech'''

'''Mini-Beschreibung:''' Nutze kurze Audioabschnitte für [[Shadowing]], verbessere [[Rhythmus|rhythm]], [[Wortakzent|stress]], [[Intonation]] und [[Sprechflüssigkeit|fluency]] und trainiere verständliches, flexibles Sprechen. '''Accent-free English is not the goal. Intelligibility comes first.'''

[[Datei:Headphones icon.svg|260px|rahmenlos|center]]

'''English first → context → try → ask → hint → German help if needed.''' You work mainly in English. Use German only when a short clarification helps you move on. There is no full translation of the learning texts.

This aiMOOC is designed for '''English as a first foreign language, Klasse 8, E-Niveau, Baden-Württemberg'''. The pace is E8-E: natural but manageable audio, short preparation time, more independent choices, spontaneous reactions, discussion, perspective-taking, media awareness and transfer.

'''Privacy first:''' All learner profiles in this course are fictional. Recordings are optional and should stay on your own device unless your teacher has provided a safe school system. Do not upload voice recordings, names, faces or private social-media data. External AI tools are not needed. If AI is used in a teacher-approved setting, check its language level, facts and feedback; do not let it replace your own speaking or writing.

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== Media start: Hear the flow ==

Look at the waveform. Spoken language is not a row of separate words. It has strong and weak parts, pauses, pitch movement and links.

[[Datei:Audio Waveform and Close-up.jpg|500px|rahmenlos|center]]

'''Quick task:''' Say this line three times:

'''I really wanted to go, but I missed the bus.'''

# First: say every word with the same force.
# Second: stress '''really''', '''wanted''', '''go''', '''missed''', '''bus'''.
# Third: group it into chunks: '''I really wanted to go / but I missed the bus.'''

Which version is easiest to follow? Explain your answer in one sentence.

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== I-can goals ==

By the end, you can say:

# '''I can''' shadow a 4–10 second English audio clip at near-natural speed.
# '''I can''' notice and copy useful rhythm, sentence stress, chunking and intonation.
# '''I can''' keep meaning clear even when I do not copy every sound.
# '''I can''' react spontaneously after shadowing instead of only repeating.
# '''I can''' use the passive and reported speech in meaningful speaking tasks.
# '''I can''' check my own fluency and revise one specific feature.
# '''I can''' compare media models critically without treating one accent as the only correct English.

{{BR}}
== What you already know ==

Before you start, try without help.

'''Say aloud:'''
'''We were waiting for the bus when Maya called us.'''

Now answer:

# Which words carry the main message?
# Where would you pause?
# Does your voice rise or fall at the end?
# What changes if you stress '''Maya''' instead of '''called'''?

'''Ask → hint → German help:'''

'''Hint 1:''' Content words often carry more stress than small grammar words.

'''Hint 2:''' A pause should usually separate meaning groups, not split a phrase in the middle.

'''Deutsch-Hilfe:''' Betone vor allem die Wörter, die die neue oder wichtige Information tragen. Pausen helfen, Sinnabschnitte zu zeigen.

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= Core input =

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== What is shadowing? ==

'''Shadowing''' means listening to a short stretch of speech and repeating it almost immediately, while the audio continues. You do not wait for the full sentence.

For this course, shadowing is a '''fluency tool''', not an accent test. Your priorities are:

'''meaning → rhythm → stress → chunking → intonation → individual sounds'''

You may hear different English accents. Do not rank them as “better” or “worse”. Ask instead: '''Is the message understandable? Which features help me follow it?'''

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== A five-step shadowing routine ==

'''1. Listen for meaning.''' No speaking yet. What is happening?

'''2. Mark the flow.''' Add / for chunks and underline the strongest words.

'''3. Echo-shadow.''' Pause after 2–4 seconds and repeat.

'''4. Live-shadow.''' Repeat with a small delay while the audio continues.

'''5. Transfer.''' Change one detail and say your own version.

At E8-E level, start with '''one speaker and 4–6 seconds''', then move to '''two speakers and 6–10 seconds'''. A short three-speaker extract is an optional challenge.

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== Free audio model: one accent, not the target accent ==

The following Commons recording is one example of British English. Use only a short 4–8 second section. The task is to notice timing and chunks, '''not''' to copy an identity or erase your own accent.

[[Datei:Recording of speaker of British English (Received Pronunciation).ogg|center]]

'''Try:'''
# Listen once for meaning.
# Listen again and tap the beat on stressed words.
# Shadow one short section.
# Say the same idea again in your own natural voice.

{{BR}}
== Listening and viewing: natural-speed English ==

This BBC Learning English video works with natural-speed conversation and connected speech.

{{#ev:youtube| https://www.youtube.com/watch?v=WFF1VbE-E3A |500|center}}

'''Before viewing:''' Predict two things that may make fast speech difficult.

'''First viewing:''' Catch the situation and main idea only.

'''Second viewing:''' Note one linked phrase, one weak word and one stressed word.

'''After viewing:''' Shadow one short section that your teacher selects. Then close the video and answer a follow-up question in your own words.

'''Media check:''' Does the video explain how people really speak, or does it suggest that one accent is the only correct model? Give one piece of evidence.

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== Reading: The school radio test ==

The following profiles and situation are fictional.

'''Maya, 14, school radio team:''' “We want our short reports to sound clear, not perfect.”

'''Leo, 14, sound editor:''' “I used to slow every recording down. Now I first try normal speed and only slow it once if I really need to.”

'''Situation:'''

On Tuesday, the school radio team tested a new one-minute news format. The first version '''was recorded''' in a quiet room, but some sentences were hard to follow because every word had the same stress. Maya said that the team '''had already chosen''' the main facts, so they focused on rhythm and chunking. Leo asked whether the pauses '''had been placed''' in useful positions. After two short shadowing rounds, the report sounded clearer. Maya says that the goal '''is''' easy to remember: “Make the message clear first.”

'''E-only receptive notice:''' You may also meet a form such as '''They had been practising for ten minutes when the bell rang.''' Recognise that it describes an activity continuing before another past event. You do not need to produce the past perfect progressive here.

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== Reading check ==

Answer in short English sentences.

# Why was the first recording difficult to follow?
# What did the team change?
# Why does Maya use the present tense in “the goal is easy to remember”?
# Find one passive form.
# Find one reported question.

'''Hint:''' Look for forms with '''be + past participle''' and for a reporting verb followed by '''whether'''.

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== Context vocabulary ==

{| class="wikitable"
! Word or phrase
! Meaning in this course
! Use it
|-
| '''to shadow'''
| repeat speech almost immediately
| I shadowed a six-second clip.
|-
| '''chunk'''
| a short meaning group
| Mark three chunks.
|-
| '''sentence stress'''
| stronger focus on important words
| Move the stress to change the focus.
|-
| '''intonation'''
| the rise and fall of the voice
| Try a falling intonation.
|-
| '''fluency'''
| speaking with workable flow and few unnecessary stops
| Fluency is not the same as speed.
|-
| '''connected speech'''
| words influencing or linking to nearby words
| Connected speech can sound fast.
|-
| '''intelligibility'''
| how easy speech is to understand
| Intelligibility is our main goal.
|-
| '''to revise'''
| improve something after checking it
| Revise one feature, not everything at once.
|}

'''Fast retrieval:''' Cover the middle column and explain each term in your own words.

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== Pronunciation focus 1: Stress ==

A stressed syllable or word may sound '''longer, clearer, louder or higher'''. Stress helps listeners find the important information.

[[Datei:IPA-stress.png|80px|rahmenlos|center]]

Listen to the word '''stress''':

[[Datei:En-us-stress.ogg|center]]

Now compare:

'''I wanted the BLUE one.''' → not the red one.

'''I WANTED the blue one.''' → I did not just look at it.

'''I wanted the blue ONE.''' → one item is in focus.

'''Try:''' Say the same sentence three times and move the stress. Your partner explains the meaning change.

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== Pronunciation focus 2: Intonation ==

Intonation is pitch movement across a phrase. It can help signal whether a speaker is continuing, finishing, checking, reacting or highlighting a contrast.

[[Datei:English Intonation There must be an easier way of getting to Northumberland with nuclues on "ea"-sier.png|500px|rahmenlos|center]]

The line below shows a real pitch contour from Singapore English. It is useful because English is globally diverse: one pronunciation model cannot represent all speakers.

[[Datei:SgE-Intonation.svg|500px|rahmenlos|center]]

'''Mini experiment:''' Say '''Really?''' in three ways:
# surprised,
# doubtful,
# calm and checking.

Do not change the word. Change only your voice.

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== Viewing: Intonation and contrast ==

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

While watching, write down one example in which stress or intonation changes the listener's interpretation.

Then create your own two-line mini-dialogue with contrastive stress.

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== Viewing: Stress, intonation and chunking together ==

This British Council video brings together several pronunciation features.

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

'''Watch selectively.''' You do not need every detail. Find:
# one point about word or sentence stress,
# one point about intonation,
# one point about chunking.

Then choose '''one''' feature for your next shadowing round.

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== Functional grammar in speech ==

Grammar is used to do something in communication.

{| class="wikitable"
! Function
! Model
! Your move
|-
| '''Passive: focus on the process/result'''
| The clip '''was recorded''' in a quiet room.
| Describe how a class audio task was made.
|-
| '''Reported statement with backshift'''
| Maya said that the team '''had chosen''' the facts first.
| Report what a classmate said earlier.
|-
| '''Reported statement without backshift when still true/current'''
| Maya says that the goal '''is''' clarity.
| Report a current idea.
|-
| '''Reported question'''
| Leo asked whether the pauses '''had been placed''' well.
| Report a question without question word order.
|-
| '''Reported command'''
| The teacher told us '''to shadow only one short section'''.
| Report an instruction.
|}

'''E-level production target:''' Use the passive and report statements, questions and commands. Use backshift when it fits the time relationship. Do not force backshift when you are reporting something current and still true.

'''Receptive grammar only:''' Past perfect forms can help you understand which past event happened first. Past perfect progressive is recognition only in this unit.

{{BR}}
== Shadowing lab: two fictional speakers ==

'''Context:''' Maya and Leo are preparing a 30-second school podcast.

'''Maya:''' “The first version was clear, but it sounded too flat.”

'''Leo:''' “Then let's mark the key words before we record it again.”

'''Maya:''' “Good idea. I want the listener to hear the contrast.”

'''Leo:''' “Right. And let's keep the pauses short.”

'''Round A – context:''' What problem are they solving?

'''Round B – try:''' Mark chunks with / and underline the stressed words.

'''Round C – ask:''' Compare with a partner. Where do your markings differ?

'''Round D – hint:''' New information, contrasts and key nouns or verbs often carry stress.

'''Round E – German help if needed:''' Markiere Sinnabschnitte. Betone nicht automatisch jedes Inhaltswort, sondern das, was in diesem Kontext besonders wichtig ist.

'''Round F – shadow:''' One partner reads naturally; the other shadows. Switch roles.

'''Round G – transfer:''' Change the situation from a podcast to a school announcement.

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== Speaking: From repetition to reaction ==

Shadowing is useful only if you can leave the model and speak for yourself.

Choose one prompt and speak for 30–45 seconds:

# Your class has made a short audio guide. What '''was recorded''', what was changed and why?
# A classmate asked, “Why did you slow the clip down?” Report the question and answer it.
# Someone told your group, “Speak faster.” Explain why speed alone does not create fluency.
# Compare two speakers from the course. Which pronunciation features make each one easy or difficult for you to follow? Avoid judging accents.

'''Partner follow-up:''' Ask one unscripted question. The speaker answers without reading.

{{BR}}
== Writing: A 70–100 word rehearsal note ==

Write a short rehearsal note for a fictional school podcast team.

Include:
# one sentence in the passive,
# one reported statement,
# one reported question or command,
# one sentence explaining a pronunciation goal,
# one revision you will make after listening back.

'''Revision focus:''' Check structure and precision first. Do not replace your own text with generated text.

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== Mediation: Explain the method, not every word ==

Your German-speaking classmate missed the lesson. Explain in '''simple German with key English terms''' how to do a safe shadowing practice at home.

Include:
# what '''shadowing''' is,
# why clips should be short,
# why '''intelligibility''' matters more than accent-free speech,
# how to keep recordings private,
# what to do if the audio is too difficult.

Do not translate the whole course. Mediate the useful information.

{{BR}}
== Feedback ladder ==

After one recording or live practice, choose only '''one''' feedback target.

{| class="wikitable"
! Level
! Feedback
|-
| '''1 Meaning'''
| I understood the message / I lost the message at ...
|-
| '''2 Chunking'''
| This pause helped / this pause split a phrase.
|-
| '''3 Stress'''
| The key word was clear / the focus was unclear.
|-
| '''4 Intonation'''
| The ending sounded finished / checking / surprised / unclear.
|-
| '''5 Flow'''
| The rhythm was steady / there were unnecessary stops.
|}

'''Feedback rule:''' Say one success, one specific next step, then repeat the line once.

{{BR}}
== Error analysis ==

Match the problem to the best repair.

{| class="wikitable"
! Problem
! Likely cause
! Best next step
|-
| Every word sounds equally strong.
| No focus on information structure.
| Mark 2–4 key words and shadow again.
|-
| You run out of breath.
| Chunks are too long.
| Add logical pauses.
|-
| You miss the meaning while copying sounds.
| The clip is too long or too difficult.
| Shorten it and listen for meaning first.
|-
| Your speech becomes faster but less clear.
| Speed has become the goal.
| Return to normal pace and stress key words.
|-
| You stop after every word.
| You are reading word by word.
| Mark chunks and speak across word boundaries.
|}

'''Important:''' An accent difference is not automatically an error. Repair only what blocks meaning, changes the intended message or prevents smooth communication.

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== Media and AI check ==

Before using a clip, ask:

# Is the source suitable for school?
# Is the extract short enough for focused practice?
# Are the speakers presented respectfully, without cultural stereotypes?
# Am I copying private social-media content? If yes, stop.
# Am I uploading my voice or personal data somewhere? If yes, check school rules first.
# If AI feedback is used, can I verify the language level, facts and corrections myself?

'''Safe default:''' Use the embedded public learning media, Commons files, a teacher voice or a partner voice. Keep your own recordings private.

{{BR}}
== Transfer challenge: New media, same method ==

Find a school-approved English clip with '''one or two speakers'''. It may be a news explainer, educational video, podcast extract or teacher recording.

Use only 5–10 seconds.

# State the context.
# Predict the difficult feature.
# Listen twice.
# Mark chunks and stress.
# Shadow.
# Change one idea and respond spontaneously.
# Evaluate the source: Who made it, for whom, and what kind of English does it present?

{{BR}}
== Can-do check ==

Rate yourself: '''not yet – with help – mostly – independently'''.

{| class="wikitable"
! Can-do statement
! My level
|-
| I can catch the main idea before I shadow.
|
|-
| I can mark useful chunks.
|
|-
| I can stress key information.
|
|-
| I can use intonation to show meaning.
|
|-
| I can shadow a short clip without losing the message.
|
|-
| I can transfer the model into my own sentence.
|
|-
| I can use a passive form in speaking.
|
|-
| I can report a statement, question or command.
|
|-
| I can give specific pronunciation feedback.
|
|-
| I can keep recordings private and check media critically.
|
|}

Choose the lowest item and repeat one task from the course.

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== Follow-up course ==

Continue with '''[[E8 E - Connected speech in real conversations]]'''. There you focus more closely on linking, weak forms, reductions and spontaneous turn-taking.

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= Interaktive Aufgaben =

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== Quiz: Teste Dein Wissen ==

{{MC}}

'''What is the main goal of shadowing in this course?'''
(Clear and fluent communication)
(!Accent-free speech)
(!Speaking as fast as possible)
(!Copying every sound perfectly)

{{E}}
<br>

{{MC}}

'''What should you do before live-shadowing?'''
(Listen for meaning)
(!Start speaking before you know the context)
(!Translate every sentence into German)
(!Memorise the whole video)

{{E}}
<br>

{{MC}}

'''What is a chunk?'''
(A short meaning group)
(!A difficult vowel)
(!A grammar mistake)
(!A type of accent)

{{E}}
<br>

{{MC}}

'''Which feature helps listeners notice important information?'''
(Sentence stress)
(!Spelling)
(!Font size)
(!Word count)

{{E}}
<br>

{{MC}}

'''What can intonation signal?'''
(A speaker's meaning or attitude)
(!Only the number of syllables)
(!Only past tense)
(!Only spelling rules)

{{E}}
<br>

{{MC}}

'''Which sentence contains a passive form?'''
(The clip was recorded in a quiet room.)
(!Leo recorded the clip in a quiet room.)
(!Leo is recording the clip.)
(!Leo records the clip every week.)

{{E}}
<br>

{{MC}}

'''Which is a reported question?'''
(Leo asked whether the pauses had been placed well.)
(!Leo asked, Where are the pauses?)
(!Where had the pauses been placed?)
(!Leo places the pauses well.)

{{E}}
<br>

{{MC}}

'''What should you do if speed reduces clarity?'''
(Return to a manageable pace and stress key words)
(!Speak even faster)
(!Remove all pauses)
(!Ignore the meaning)

{{E}}
<br>

{{MC}}

'''What is the safest default for your own practice recording?'''
(Keep it private on your device)
(!Post it publicly)
(!Upload it to an unknown AI service)
(!Add personal social-media details)

{{E}}
<br>

{{MC}}

'''Which statement best fits English accent diversity?'''
(Intelligibility matters more than copying one accent)
(!Only one English accent is correct)
(!All learners should remove their accent)
(!Accent is more important than meaning)

{{E}}
<br>

{{BR}}
== Memory ==

<div class="memo-quiz">
{|
|-
| Shadowing || Immediate repetition
|-
| Chunking || Meaning groups
|-
| Sentence stress || Information focus
|-
| Intonation || Pitch movement
|-
| Fluency || Smooth workable flow
|-
| Intelligibility || Easy to understand
|}
{{E}}
<br>

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

<div class="lueckentext-quiz">

{| class="wikitable"
! Ordne die richtigen Begriffe zu.
! Thema
|-
| '''Listen first'''
| Meaning
|-
| '''Mark slashes'''
| Chunking
|-
| '''Underline key words'''
| Stress
|-
| '''Follow pitch movement'''
| Intonation
|-
| '''Change one detail'''
| Transfer

|}
{{E}}

<br>

{{BR}}
== Kreuzworträtsel ==

<div class="kreuzwort-quiz">
{|
|-
| Shadowing || What do you call almost immediate repetition of heard speech?
|-
| Rhythm || What describes the pattern of strong and weak beats in speech?
|-
| Intonation || What describes the rise and fall of the voice?
|-
| Chunking || What is the process of grouping speech into meaning units?
|-
| Fluency || What term describes speaking with a workable smooth flow?
|-
| Passive || What voice is used in the sentence The clip was recorded?
|}
{{E}}
<br>

{{BR}}
== LearningApps ==

<iframe> https://learningapps.org/index.php?s=E8+E+-+Shadowing+for+fluent+speech </iframe>

{{BR}}
== Lückentext ==

<quiz display=simple>
{'''Vervollständige den Text.'''<br>
|type="{}"}
Before shadowing, listen for { meaning } first.
A short meaning group is called a { chunk }.
Important information is often highlighted through sentence { stress }.
The rise and fall of the voice is called { intonation }.
Speaking smoothly does not simply mean speaking very { fast }.
In the sentence The clip was recorded, recorded is part of a { passive } form.
A reported yes-or-no question often uses { whether }.
Your practice recording should normally stay { private }.
After copying a model, change one idea to create a { transfer } task.
The final goal is clear and flexible { communication }.
</quiz>

<br>

{{BR}}
= Offene Aufgaben =

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

# [[Shadowing-Mikroclip]]: Choose a 4–6 second school-approved clip, mark two chunks and shadow it three times.
# [[Stress-Detektiv]]: Write five short sentences and underline the word that carries the main new information.
# [[Intonations-Labor]]: Record or perform one neutral word such as “Really?” with three different intentions; keep any recording private.
# [[Chunk-Karte]]: Take a six-line dialogue and add / where natural meaning groups end.

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

# [[Podcast-Probe]]: Create a fictional 30-second school-podcast script with two speakers and rehearse it using the five-step shadowing routine.
# [[Reported-Speech-Reporter]]: Interview a partner with three school-related questions, then report one statement, one question and one command.
# [[Media-Vergleich]]: Compare two embedded media clips for pace, speaker number, accent variety, chunking and usefulness for learners.
# [[Mediation-Guide]]: Explain shadowing to a German-speaking learner in a short bilingual guide without translating the whole lesson.

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

# [[Fluency-Experiment]]: Test whether changing only chunking or only sentence stress makes a self-written text easier to understand; document your evidence.
# [[Perspective-Switch]]: Write and perform two versions of the same announcement from different speakers' viewpoints, changing stress and wording.
# [[Medienkritik-Shadowing]]: Analyse a school-approved clip for speaker roles, target audience, editing and language model, then design a fair shadowing task from it.
# [[Transfer-Diskussion]]: Lead a three-minute group discussion on the statement “Speaking faster means speaking more fluently” and support your position with examples from practice.

{{:Offene Aufgabe - MOOC erstellen}}

{{BR}}
= Lernkontrolle =

# [[Shadowing-Transfer]]: You receive a new eight-second clip. Explain which two pronunciation features you would focus on first and why.
# [[Fehleranalyse Fluency]]: A learner speaks quickly but stresses every word equally. Diagnose the communication problem and design one repair step.
# [[Grammatik im Kontext]]: Turn a short active school announcement into a passive version and explain how the focus changes.
# [[Reported Speech in interaction]]: Report a partner's statement, question and command, choosing backshift only where it fits the time relationship.
# [[Medienkritik Englisch]]: Compare two English-speaking media models without ranking accents. Explain which features help comprehension for a Klasse-8 learner.
# [[Datenschutz beim Sprechen]]: Design a safe home practice routine that uses audio and optional self-recording without public uploads or unnecessary external services.

<br>
<br>

{{BR}}
= Lernnachweis =

For a successful learning record, show that you can:

# shadow a short, level-appropriate English clip while keeping the meaning,
# mark and use chunks, sentence stress and intonation,
# react spontaneously after the model instead of only repeating,
# use the passive productively in a meaningful context,
# report statements, questions and commands with suitable tense choices,
# recognise the time relationship expressed by past perfect forms,
# recognise past perfect progressive when it occurs without needing to produce it,
# give precise, respectful feedback focused on intelligibility,
# revise one spoken or written product in a targeted way,
# evaluate a media source and protect personal data,
# explain why clear communication matters more than accent-free speech.

<br>
<br>

{{BR}}
= OERs zum Thema =

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

'''Further OER-style media in this aiMOOC:''' Wikimedia Commons files above are used from their file pages with the licences stated there. YouTube material is embedded from public educational channels rather than copied. If a school blocks external video, use the Commons audio, a teacher voice or a partner voice instead.

<br>

{{BR}}
= Verknüpfte Lernbereiche =

{| align=center
{{:D-Tab}}
'''[[E8 E - Shadowing for fluent speech]]'''
# [[Listening]]
# [[Speaking]]
# [[Aussprache]]
# [[Intonation]]
# [[Wortakzent]]
# [[Sprechflüssigkeit]]
# [[Connected Speech]]
# [[Passiv im Englischen]]
# [[Reported Speech]]
# [[Mediation]]
# [[Medienkompetenz]]
# [[Datenschutz]]
|}

[[Kategorie:Englisch]]
[[Kategorie:Klasse 8]]
[[Kategorie:Baden-Württemberg]]
[[Kategorie:E-Niveau]]
[[Kategorie:Aussprache]]
[[Kategorie:Sprechen]]
[[Kategorie:Hörverstehen]]
[[Kategorie:Medienbildung]]
[[Kategorie:AI_MOOC]]

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

E8 E - Shadowing for fluent speech - Versionsgeschichte

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