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= E8 M - Structure a presentation clearly =

'''Mini-Beschreibung:''' Plan an introduction, clear main points, useful examples and a strong ending. Use simple signposting language so your audience always knows where you are.

'''Level:''' English as a first foreign language, Klasse 8, M-Niveau, Baden-Württemberg.
'''Target speaking time:''' '''2:30–3:00 minutes''' for one prepared speaker, followed by about '''30–45 seconds''' for one or two audience questions. Speak at a moderate, natural pace. Fluency and accuracy both matter, but '''being understandable is more important than sounding like a native speaker'''.

[[Datei:WLM PU Presentation Speaking to Audience.JPG|500px|rahmenlos|center]]

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= Einleitung =

A clear presentation is like a route with signposts. Your audience needs to know where you start, where you are going and when you have reached the end. In this aiMOOC, you learn to build a short English presentation with four parts: '''introduction → main points → examples → ending'''.

You will first watch and listen, then notice useful language, try it yourself, ask for help if needed and finally prepare your own 2:30–3:00 minute presentation.

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== I can ... ==

{| class="wikitable"
! I can ...
! My target
|-
| structure a short presentation
| I use an introduction, 2–3 main points, examples and an ending.
|-
| guide my audience
| I use signposts such as ''First ...'', ''Next ...'', ''For example ...'' and ''To sum up ...''.
|-
| speak clearly
| I use pauses, sentence stress and an understandable pace.
|-
| use notes
| I speak from keywords instead of reading a full script.
|-
| answer a question
| I listen, respond briefly and ask for clarification when necessary.
|-
| improve my work
| I use feedback and correct important language or structure problems.
|}

{{BR}}
== Vorwissen: Quick start ==

Look at the picture. Imagine you are in the audience.

# [[Presentation opening|Opening]]: What should the speaker tell you in the first 20 seconds?
# [[Main point|Main points]]: How many main ideas can an audience follow easily in a short school presentation?
# [[Conclusion|Ending]]: What should the audience remember after the final sentence?

'''Try first in English.''' If you get stuck, ask: ''Can you give me a hint?''

'''Hint 1:''' Think of beginning – middle – end.
'''Hint 2:''' Think of topic – points – examples – summary.
'''Deutsch-Hilfe:''' Eine gute Kurzpräsentation braucht einen erkennbaren Anfang, einen geordneten Hauptteil und einen klaren Schluss.

{{BR}}
== Medien-Einstieg: Signposts guide people ==

[[Datei:Stirling Point Signpost, Bluff (5585763492).jpg|500px|rahmenlos|center]]

'''Think – pair – share:''' What does a real signpost do? What could a ''signpost'' do in a presentation?

Useful sentence starter: ''A signpost helps people to ...''

In presentation English, '''signposting language''' tells your audience what is happening next. It does not add new topic information; it shows the structure.

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= Listening and Viewing =

{{#ev:youtube| https://www.youtube.com/watch?v=fzIxD1jXn44 |500|center}}

Watch selected parts of the Oxford Online English video: the opening section and the section on signposting. Do not try to understand every word.

'''First viewing – gist:''' What is the main purpose of signposting language?

'''Second viewing – detail:''' Write down three phrases that show structure.

'''Third step – use:''' Choose one phrase and adapt it to a school topic.

Example topic: ''A good place for our next class trip.''

{{BR}}
== Listening with more than one speaker ==

Read or listen to this short classroom dialogue at a moderate, natural pace. Two learners can take the roles. The profiles are fictional.

'''Maya:''' Hi Leo. I have my presentation tomorrow, but my notes are too long.
'''Leo:''' What are your main points?
'''Maya:''' First, why our school garden matters. Then, my idea for a quiet reading area. Finally, the cost.
'''Leo:''' Good. Add one example to each point. And tell the audience when you move on.
'''Maya:''' So I could say, ''Let’s move on to my second point.''
'''Leo:''' Exactly. And how will you finish?
'''Maya:''' I’ll summarise the idea and ask one final question.

'''Listening task:''' What three changes should Maya make?

'''Hint:''' Listen for notes, examples and transitions.

'''Deutsch-Hilfe bei Bedarf:''' Maya soll ihre Notizen kürzen, Beispiele einbauen und Übergänge deutlich machen.

{{BR}}
= Reading: A short model =

'''Fictional school presentation plan – adapted text'''

''Good morning. Today I’d like to talk about a small idea for our school: a student repair station for bikes. First, I’ll explain the problem. Some students cycle to school, but small problems such as loose brakes or low tyre pressure can stop them from riding safely. Next, I’ll present the idea. A simple station could include a pump and a few basic tools. For example, students could use the pump before lessons instead of walking their bike home. Finally, I’ll explain how the station could be organised. The equipment could be checked once a week by a school team. To sum up, the project is small, practical and easy to understand. Thank you for listening. Do you have any questions?''

'''Reading task:''' Mark the introduction, two or three main points, the example and the ending.

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== What makes the model clear? ==

{| class="wikitable"
! Part
! Job
! Useful language
|-
| Introduction
| name the topic and route
| ''Today I’d like to talk about ...''
|-
| Main point 1
| start the first idea
| ''First, I’ll explain ...''
|-
| Main point 2
| move forward
| ''Next, I’ll present ...''
|-
| Example
| make an idea concrete
| ''For example, ...''
|-
| Ending
| summarise and close
| ''To sum up, ...''
|}

A clear presentation is not a long list of facts. Each point should have a purpose, and examples should help the audience understand the point.

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= Kontextwortschatz =

{| class="wikitable"
! Word or phrase
! Meaning in context
! Example
|-
| audience
| people listening to you
| ''Think about your audience.''
|-
| main point
| one important idea
| ''My second main point is cost.''
|-
| signpost
| language that shows structure
| ''Next, I’d like to show ...''
|-
| example
| a concrete case that explains a point
| ''For example, our class could ...''
|-
| visual
| picture, chart, object or slide
| ''This visual shows the idea.''
|-
| summary
| short restatement of key ideas
| ''To sum up, we need three things.''
|-
| question
| something the audience asks
| ''That’s a good question.''
|-
| keyword
| short note that helps you remember
| ''Use keywords, not full sentences.''
|}

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== Mini word challenge ==

Choose one topic you know well. Say one sentence with '''main point''', one with '''for example''' and one with '''to sum up'''.

If you need help, use this frame:

''My first main point is ... For example, ... To sum up, ...''

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= Aussprache und Verständlichkeit =

Your aim is '''clear speech''', not accent-free speech.

# [[Sentence stress|Stress]]: Stress content words: ''FIRST – MAIN point – SCHOOL garden.''
# [[Pausing|Pauses]]: Pause after a signpost: ''Next, / I’d like to show you ...''
# [[Intonation|Intonation]]: Let your voice fall at the end of a completed main point.
# [[Pace|Pace]]: Slow down slightly for key information, names and numbers.

'''Try:''' ''First, I’ll explain the problem. Next, I’ll show you an example. Finally, I’ll summarise the idea.''

Record yourself only if you choose to. Keep recordings private unless you and your teacher have explicitly agreed otherwise. Do not upload classmates’ voices or images without permission.

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= Build your presentation =

[[Datei:Power point presentation in class room.jpg|500px|rahmenlos|center]]

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== Step 1: Choose a manageable topic ==

Good M-level topics are familiar enough for you to explain without reading.

Possible school-safe topics include a hobby, a local place, a book, a sport, a school improvement idea, a useful app feature or a simple environmental action in your own everyday life.

Your presentation should have '''one clear message'''.

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== Step 2: Plan the route ==

{| class="wikitable"
! Time
! Part
! What to do
|-
| 0:00–0:25
| Introduction
| greet, name the topic, preview the route
|-
| 0:25–2:20
| Main part
| explain 2–3 main points and add examples
|-
| 2:20–3:00
| Ending
| summarise, give a final thought, invite a question
|}

'''M-level rule:''' Do not write a four-minute script and then speak too fast. Reduce content until your normal speaking pace fits the 2:30–3:00 minute target.

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== Step 3: Use simple signposting language ==

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

Choose a small set of phrases you can use reliably.

{| class="wikitable"
! Function
! Useful phrase
|-
| introduce topic
| ''Today I’d like to talk about ...''
|-
| preview
| ''I’ll start with ..., then ..., and finally ...''
|-
| first point
| ''First, let’s look at ...''
|-
| next point
| ''Next, I’d like to move on to ...''
|-
| example
| ''For example, ...''
|-
| explain a visual
| ''This picture shows ...''
|-
| summarise
| ''To sum up, ...''
|-
| finish
| ''Thank you for listening. Any questions?''
|}

You do not need many impressive phrases. You need a few phrases that make your route easy to follow.

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== Step 4: Add examples, not extra lists ==

Weak: ''There are many reasons. It is useful, practical, interesting and good.''

Clearer: ''My second point is practicality. For example, students could use the station before school.''

An example should '''show''' what your point means.

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== Step 5: Use media actively ==

[[Datei:Public Speaking with Small Audiences.jpg|500px|rahmenlos|center]]

A picture or simple slide should support your message, not replace your speaking.

Try one of these:
# [[Image description|Image]]: Point to one detail and explain why it matters.
# [[Chart|Chart]]: State one trend or comparison.
# [[Object|Object]]: Show it, name it and connect it to your main point.
# [[Keyword slide|Keyword slide]]: Use only the words that help the audience follow your route.

Avoid slides full of sentences that you simply read aloud.

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= Functional grammar for M level =

Grammar is useful when it helps you explain information clearly.

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== Passive voice: focus on the process or result ==

At M level, use simple passive forms productively when they fit your topic.

'''Active:''' ''Our class tested the idea.''
'''Passive:''' ''The idea was tested by our class.''

'''Active:''' ''The school team checks the equipment every week.''
'''Passive:''' ''The equipment is checked every week.''

'''Try:''' Change into the passive: ''Students use the room for projects.''

'''Hint:''' object + form of ''be'' + past participle.

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== Reported speech: report feedback ==

Use backshift when you report an earlier comment.

Direct: ''The idea is useful.''
Reported: ''Maya said that the idea was useful.''

Reported question: ''Leo asked whether the plan was realistic.''

Reported command: ''The teacher told the group to shorten the introduction.''

'''Try:''' Report this: ''Can you give one example?''
Possible pattern: ''She asked whether ...'' or ''She asked me to ...'', depending on meaning.

'''Note for differentiation:''' At G level, passive and past perfect may mainly be recognised receptively and reported speech can be used without systematic backshift. At M/E level, productive passive and reported statements, questions and commands with appropriate backshift are practised. '''Past perfect progressive is an E-level receptive extension, not an M-level production target here.'''

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= Speaking workshop =

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== Your 2:30–3:00 minute task ==

Prepare a short presentation for classmates.

Your talk must include:
# [[Introduction|Introduction]]: topic + short preview.
# [[Main point|Main points]]: 2–3 clearly separated ideas.
# [[Example|Examples]]: at least two concrete examples.
# [[Visual aid|Media]]: at least one actively used visual.
# [[Conclusion|Ending]]: summary + final sentence.
# [[Question and answer|Q&A]]: answer one audience question in 30–45 seconds.

Use keyword notes. Do not read a complete script.

{{BR}}
== Help ladder ==

'''Level 1 – Try:''' Speak once without stopping. Mark only where you lose the route.

'''Level 2 – Ask:''' Ask a partner: ''Where did you lose me?'' or ''Which point was clearest?''

'''Level 3 – Hint:''' Add one signpost before every main point.

'''Level 4 – Language frame:''' ''Today I’d like to ... First ... For example ... Next ... Finally ... To sum up ...''

'''Level 5 – Deutsch-Hilfe:''' Wenn die Struktur noch unklar ist, notiere zuerst nur vier deutsche Stichwörter: Einstieg – Punkt 1 – Punkt 2 – Schluss. Formuliere dann die englischen Übergänge selbst.

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== Direct feedback: 2 stars and 1 next step ==

Partner A speaks. Partner B listens for structure, not personality.

{| class="wikitable"
! Check
! Feedback
|-
| I always knew which part I was hearing.
| Yes / Almost / Not yet
|-
| The examples supported the main points.
| Yes / Almost / Not yet
|-
| The speaker used an understandable pace.
| Yes / Almost / Not yet
|-
| The visual was explained, not just shown.
| Yes / Almost / Not yet
|-
| The ending summarised the message.
| Yes / Almost / Not yet
|}

Give two specific strengths and one next step.

Useful feedback: ''Your second signpost was very clear.''
Too vague: ''It was good.''

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= Fehleranalyse =

{| class="wikitable"
! Problem
! Example
! Better strategy
|-
| no route
| ideas arrive in random order
| preview 2–3 main points
|-
| too much text
| speaker reads every sentence
| reduce notes to keywords
|-
| missing transition
| point 1 suddenly becomes point 2
| add ''Next, I’d like to ...''
|-
| example without connection
| interesting detail, but no clear purpose
| say what the example proves
|-
| rushed ending
| ''That’s it, bye.''
| summarise one message and close
|-
| grammar blocks fluency
| speaker restarts every sentence
| correct important errors after the first full run
|}

'''Repair task:''' Choose one problem from the table. Rehearse only that part again.

{{BR}}
= Writing =

Write a '''presentation map''', not a full speech.

{| class="wikitable"
! Part
! Your keywords
|-
| Topic
|
|-
| Main point 1
|
|-
| Example 1
|
|-
| Main point 2
|
|-
| Example 2
|
|-
| Optional main point 3
|
|-
| Final message
|
|}

Then write only your first two sentences and your final two sentences in full. These are the places where accuracy and confidence matter most.

{{BR}}
= Mediation =

A German-speaking classmate gives you a short German note about a school project. Explain the key information in English to an exchange student.

Do not translate every word. Select what the listener needs and structure it with signposts.

'''English first:''' ''The main idea is ... First ... Another important point is ...''

'''Deutsch-Hilfe bei Bedarf:''' Sprachmittlung bedeutet sinngemäßes Weitergeben, nicht Wort-für-Wort-Übersetzen.

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= Questions after the presentation =

Useful responses:

''That’s a good question.''
''I think the main reason is ...''
''Could you repeat the last part, please?''
''Do you mean ...?''
''I’m not completely sure, but based on my information ...''

It is better to ask for clarification than to pretend you understood.

{{BR}}
= Safe and responsible use of AI =

AI can help you check a level, find unclear parts or suggest practice questions, but it should not replace your own presentation.

# [[Fact checking|Check facts]]: Compare important information with a reliable source.
# [[Language level|Check level]]: Make sure suggestions still sound like language you understand and can use.
# [[Feedback|Check feedback]]: Decide whether AI feedback is relevant before changing your work.
# [[Authorship|Keep your voice]]: Do not replace your own text with a polished text you could not explain yourself.
# [[Data protection|Protect data]]: Do not send private recordings, names, images or classmates’ data to external AI tools without explicit permission.
# [[Recording|Recordings]]: Practice recordings are voluntary and should remain private unless sharing was agreed in advance.

{{BR}}
= Transfer: from school to work =

The same structure can help in a later internship or workplace situation.

Example: You report a small problem.

''Today I’d like to explain a problem with the delivery area. First, I’ll describe what happened. Next, I’ll show one example. Finally, I’ll suggest a simple solution.''

The topic changes, but the route remains clear.

{{BR}}
= Can-do-Check =

Mark each statement: '''Yes – Almost – Not yet'''.

{| class="wikitable"
! Can-do
! Self-check
|-
| I can present for 2:30–3:00 minutes without reading a full script.
|
|-
| I can use at least four signposts naturally.
|
|-
| I can connect examples to main points.
|
|-
| I can use one visual actively.
|
|-
| I can use simple passive forms when useful.
|
|-
| I can report a statement, question or command.
|
|-
| I can answer or clarify one audience question.
|
|-
| I can use feedback to improve one specific weakness.
|
|}

If three or more items are ''Not yet'', repeat the speaking workshop with a shorter topic and fewer main points.

{{BR}}
= Follow-up =

Continue with [[E8 M - Present with confidence and answer questions]] to work on audience contact, spontaneous follow-up questions and more flexible speaking.

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= Interaktive Aufgaben =

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

{{MC}}

'''What should come near the start of a clear presentation?'''
(A short preview of the main points)
(!A complete list of every detail)
(!A long apology)
(!The final summary)

{{E}}
<br>

{{MC}}

'''Which phrase is a useful signpost for the next main point?'''
(Next, I’d like to move on to ...)
(!This is probably irrelevant ...)
(!I forgot my topic ...)
(!Everything is on the slide ...)

{{E}}
<br>

{{MC}}

'''What is the main job of an example?'''
(To make a main point concrete)
(!To make the presentation longer)
(!To replace the conclusion)
(!To avoid explaining the topic)

{{E}}
<br>

{{MC}}

'''What is the target speaking time in this course?'''
(About two and a half to three minutes)
(!About thirty seconds)
(!About eight minutes)
(!About fifteen minutes)

{{E}}
<br>

{{MC}}

'''What should keyword notes help you do?'''
(Speak without reading a full script)
(!Memorise every sentence exactly)
(!Avoid looking at the audience)
(!Add as many facts as possible)

{{E}}
<br>

{{MC}}

'''Which sentence uses a passive form?'''
(The equipment is checked every week.)
(!The team checks the equipment every week.)
(!The team will check it tomorrow.)
(!The students can check it.)

{{E}}
<br>

{{MC}}

'''Which sentence reports a past comment with backshift?'''
(Maya said that the idea was useful.)
(!Maya says the idea useful.)
(!Maya said the idea is use.)
(!Maya saying that useful.)

{{E}}
<br>

{{MC}}

'''What should you do if you do not understand an audience question?'''
(Ask for clarification)
(!Invent an answer)
(!Ignore the audience)
(!End the presentation immediately)

{{E}}
<br>

{{MC}}

'''What is good feedback after a presentation?'''
(A specific strength and a clear next step)
(!Only the word good)
(!A comment about the speaker’s personality)
(!A list of every small mistake)

{{E}}
<br>

{{MC}}

'''What matters most for pronunciation in this course?'''
(Being understandable)
(!Copying one native accent perfectly)
(!Speaking as fast as possible)
(!Avoiding all pauses)

{{E}}
<br>

{{BR}}
== Memory ==

<div class="memo-quiz">
{|
|-
| Introduction || Opens the topic and shows the route
|-
| Signpost || Guides the audience from one part to the next
|-
| Example || Makes an idea concrete
|-
| Visual || Supports a spoken point with an image or chart
|-
| Summary || Restates the most important ideas briefly
|-
| Audience || People who listen to the presentation
|}
{{E}}
<br>

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

<div class="lueckentext-quiz">

{| class="wikitable"
! Ordne die richtigen Begriffe zu.
! Thema
|-
| '''Today I’d like to talk about ...'''
| Introduction
|-
| '''First, let’s look at ...'''
| First main point
|-
| '''For example, ...'''
| Example
|-
| '''Next, I’d like to move on to ...'''
| Transition
|-
| '''To sum up, ...'''
| Conclusion

|}
{{E}}

<br>
<br />

{{BR}}
== Kreuzworträtsel ==

<div class="kreuzwort-quiz">
{|
|-
| Introduction || Which part opens the topic and previews the route?
|-
| Signpost || What do we call language that guides the audience through a talk?
|-
| Example || What makes an abstract main point more concrete?
|-
| Audience || Who listens to the speaker?
|-
| Conclusion || Which part summarises and closes the presentation?
|-
| Structure || What organises ideas into a clear order?
|}
{{E}}
<br>

{{BR}}
== LearningApps ==

<iframe> https://learningapps.org/index.php?s=E8+M+Structure+a+presentation+clearly </iframe>

{{BR}}
== Lückentext ==

<quiz display=simple>
{'''Vervollständige den Text.'''<br>
|type="{}"}
A clear presentation begins with an { introduction }. A speaker can guide listeners with { signposts }. A concrete detail can work as an { example }. Keyword notes help a speaker avoid reading a full { script }. A useful visual should support the spoken { message }. At the end, the speaker gives a short { summary }. If a question is unclear, the speaker can ask for { clarification }. After feedback, the speaker should improve one specific { weakness }.
</quiz>

<br>

{{BR}}
= Offene Aufgaben =

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

# [[Presentation map|Presentation map]]: Create a one-page plan with topic, two main points, two examples and one final message.
# [[Signposting language|Signpost cards]]: Make eight small cards with useful phrases and sort them into opening, moving on, example and ending.
# [[Image description|One-picture talk]]: Choose a freely usable image and speak about it for 45 seconds using one signpost and one example.
# [[Self-recording|Private rehearsal]]: If you want to, record 60 seconds privately and note one strength and one next step. Do not upload the recording.

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

# [[Short presentation|Two-minute rehearsal]]: Give a two-minute practice version, then reduce or expand it until it fits the 2:30–3:00 minute target naturally.
# [[Peer feedback|Partner coaching]]: Present to one partner. Ask only two questions: ''Where was the structure clearest?'' and ''Where did you lose the route?''
# [[Visual aid|Active visual]]: Create one simple slide or poster and plan exactly what you will say while showing it.
# [[Reported speech|Report feedback]]: After peer feedback, write four sentences reporting what your partner said or asked.

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

# [[Presentation challenge|Full presentation]]: Give the complete 2:30–3:00 minute presentation with at least four signposts, two examples and one actively used visual.
# [[Question and answer|Q&A challenge]]: Ask a partner to give you two unexpected but relevant questions. Answer without reading.
# [[Error analysis|Error log]]: Compare two rehearsals and identify one structural, one pronunciation and one grammar improvement.
# [[Transfer task|Workplace transfer]]: Turn your school presentation structure into a short fictional internship briefing about a practical problem and solution.

{{:Offene Aufgabe - MOOC erstellen}}

{{BR}}
= Lernkontrolle =

# [[Structure transfer|Unknown topic]]: You receive a new topic and five mixed ideas. Put them into a clear presentation route and justify your order.
# [[Audience awareness|Audience change]]: Explain how you would change the same presentation for classmates and for adults at an internship.
# [[Signposting repair|Repair]]: Improve a short presentation extract that has no transitions. Explain why each new signpost helps.
# [[Media decision|Media choice]]: Compare two possible visuals and decide which one supports a given main point more clearly. Give reasons.
# [[Feedback transfer|Feedback to action]]: Turn three pieces of peer feedback into a concrete rehearsal plan.
# [[Grammar in context|Grammar transfer]]: Rewrite suitable sentences with passive voice and report one audience question using reported speech.

<br>
<br>

{{BR}}
= Lernnachweis =

For your Lernnachweis, show that you can plan, deliver and improve a clear M-level presentation.

# [[Presentation structure|Structure]]: Introduction, 2–3 main points, examples and conclusion are easy to recognise.
# [[Speaking time|Timing]]: Your prepared talk stays within 2:30–3:00 minutes at a natural pace.
# [[Signposting|Signposting]]: You guide the audience with simple, accurate phrases.
# [[Examples|Examples]]: You use at least two relevant examples.
# [[Media use|Media]]: You actively explain at least one visual or object.
# [[Pronunciation|Understandability]]: Your speech is understandable, with useful pauses and sentence stress.
# [[Language accuracy|Accuracy]]: Important grammar and vocabulary are accurate enough for the message.
# [[Interaction|Q&A]]: You answer or clarify at least one question.
# [[Reflection|Revision]]: You show one improvement based on feedback or self-analysis.

<br>
<br>

{{BR}}
= OERs zum Thema =

<iframe> https://de.m.wikipedia.org/wiki/Pr%C3%A4sentation </iframe>

{{BR}}
== Weitere passende Medien ==

The following freely accessible media can support further practice. Check the task before watching so that you watch actively rather than passively.

{{#ev:youtube| https://www.youtube.com/watch?v=T0fk1tYT4r4 |500|center}}

Watch for phrases that signal a conclusion. Pause before the model phrase appears and predict what the speaker could say next.

{{BR}}
== Medienhinweis ==

The images in this course are Wikimedia Commons files. Their individual licence and attribution information can be opened from the file page. The YouTube videos are embedded from their original providers; rights remain with the respective creators and platform. Do not copy or re-upload protected video material.

{{BR}}
= Verknüpfte Lernbereiche =

{| align=center
{{:D-Tab}}
'''[[Englisch]]'''
# [[Sprechen]]
# [[Präsentation]]
# [[Hörsehverstehen]]
# [[Leseverstehen]]
# [[Aussprache]]
# [[Wortschatz]]
# [[Grammatik]]
# [[Sprachmittlung]]
# [[Medienkompetenz]]
# [[Feedback]]
|}

[[Kategorie:Englisch]]
[[Kategorie:Englisch als erste Fremdsprache]]
[[Kategorie:Klasse 8]]
[[Kategorie:M-Niveau]]
[[Kategorie:Baden-Württemberg]]
[[Kategorie:Sprechen]]
[[Kategorie:Präsentation]]
[[Kategorie:Medienkompetenz]]

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

E8 M - Structure a presentation clearly - Versionsgeschichte

Glanz: aiMOOC über GPT aiMOOC Action erstellt