Glanz: aiMOOC über GPT aiMOOC Action erstellt

2026-10-01T22:58:31Z

aiMOOC über GPT aiMOOC Action erstellt

Neue Seite

{{T}}

{{BR}}
= E9 E - Shadowing authentic-style English =

{{BR}}
= Einleitung =

'''Mini-Beschreibung:''' Nutze kurze geeignete Audioabschnitte für Shadowing und verbessere [[Fluency]], [[Rhythmus|rhythm]], [[Wortbetonung|stress]] und [[Chunking]]. Du arbeitest auf E9-E-Niveau: weitgehend selbstständig, mit authentisch wirkendem Englisch, normalem Sprechtempo, klarer Quellenprüfung und kurzen, intensiven Übungsschleifen.

[[Datei:Speech bubbles.svg|500px|rahmenlos|center]]

'''Course flow:''' English first → understand → respond → ask → hint → improve → use again. Es gibt keine Vollübersetzung. Deutsch wird nur gezielt für Strategie, [[Sprachmittlung]] und schwierige Klärungen genutzt.

{{BR}}
== Medien-Einstieg ==

Hör zuerst nur zu. Schau noch nicht auf den Text. Frage Dich: '''What is the situation? What sounds connected? Which words carry the message?'''

[[Datei:I want to say I’m sorry for yesterday. - It’s okay, Anna.ogg|center]]

Der Ausschnitt dauert nur wenige Sekunden und eignet sich für einen ersten Shadowing-Loop. Höre zweimal, sprich beim dritten Mal mit und achte auf die Wortgruppen statt auf einzelne Wörter.

[[Datei:Headphones icon.svg|300px|rahmenlos|center]]

{{BR}}
== I-can-Ziele ==

# [[Hörverstehen]]: I can catch the main idea and key details in short authentic-style spoken English.
# [[Aussprache]]: I can copy useful stress, rhythm, linking and chunking without trying to erase my own accent.
# [[Sprechen]]: I can respond for 30–60 seconds and handle spontaneous follow-up questions.
# [[Interaktion]]: I can ask relevant questions, react to another viewpoint and keep a conversation going.
# [[Schreiben]]: I can write a coherent 150–200 word response, use a source or media example and revise my own text.
# [[Medienkompetenz]]: I can check who published a clip, what its purpose is and whether I may reuse it.

{{BR}}
== E9-E-Sprachmodus ==

{| class="wikitable"
! Bereich
! E9-E-Rahmen
|-
| Shadowing-Loop
| meist 8–15 Sekunden; Stretch-Loop höchstens etwa 25 Sekunden
|-
| Tempo
| möglichst Originaltempo; bei Bedarf nur im ersten Durchgang kurz verlangsamen, danach wieder 1,0×
|-
| Sprecherzahl
| meist 1–2 Sprecher; klare Rollenwechsel
|-
| Wiederholungen
| 3–5 fokussierte Durchgänge statt endloses Nachsprechen
|-
| Speaking
| 30–60 Sekunden Antwort; danach spontane Rückfragen
|-
| Präsentation
| etwa 60–90 Sekunden mit klarer Struktur und einem Medienbezug
|-
| Writing
| etwa 150–200 Wörter mit eigener Revision
|}

'''Ziel:''' Verständlichkeit vor Akzentfreiheit. Unterschiedliche Standardvarietäten des Englischen sind normal.

[[Datei:Anglophone World.svg|500px|rahmenlos|center]]

{{BR}}
== Vorwissen aktivieren ==

Sprich 20 Sekunden zu dieser Frage:

'''What makes spoken English difficult to follow: speed, unknown words, connected sounds, stress or something else?'''

Danach stellst Du einer Partnerperson eine Rückfrage:

'''Which of these is hardest for you, and why?'''

{{BR}}
= Input: Shadowing verstehen =

{{BR}}
== What is shadowing? ==

'''Shadowing''' means repeating spoken language almost immediately after a model. You do not wait for a full sentence. You listen, understand enough to stay with the message and speak just behind the original.

A strong E9-E loop has four aims:

# [[Fluency]]: keep moving without stopping after every word.
# [[Rhythmus]]: notice the beat created by stressed and unstressed words.
# [[Wortbetonung]]: make important words more prominent.
# [[Chunking]]: group words into meaningful units.

Shadowing is practice, not imitation for imitation’s sake. You still need to understand, respond, ask questions and use the language in a new situation.

[[Datei:Microphone icon.svg|300px|rahmenlos|center]]

{{BR}}
== The 5-pass routine ==

{| class="wikitable"
! Pass
! Your job
|-
| 1 Listen
| Get the situation and main message.
|-
| 2 Mark
| Add slashes for chunks and underline stressed words.
|-
| 3 Shadow
| Speak just behind the model. Keep going if one word is unclear.
|-
| 4 Improve
| Choose one target: stress, rhythm, linking or a difficult chunk.
|-
| 5 Use again
| Change the message and say your own version.
|}

'''Rule:''' One improvement target per round. Do not chase every sound at once.

{{BR}}
= Listening and Viewing =

{{BR}}
== Short free audio: dialogue ==

[[Datei:En-us-Frank and Alice dialogue.ogg|center]]

This 20-second dialogue has two speakers. Use it in three stages:

# First listen: identify the invitation and the answer.
# Second listen: mark 3–5 chunks.
# Third listen: shadow one speaker only, then switch roles.

'''Challenge:''' Retell the situation in two English sentences without copying the dialogue.

{{BR}}
== Short free audio: connected question ==

[[Datei:Anna! Hi! What’re you doing.ogg|center]]

Listen for the reduced, connected form in '''What’re you doing?''' Do not force every written word to sound equally strong.

'''Respond:''' Answer naturally in one sentence, then add one detail.

{{BR}}
== Video: linking and missing sounds ==

{{#ev:youtube| https://www.youtube.com/watch?v=GkGdNoLaQE8 |500|center}}

Use the official BBC Learning English video as a source, not as a text to copy completely.

# Watch once for the main idea.
# Choose one clear 8–15 second section.
# Write only key words, not a full transcript.
# Shadow it three times.
# Explain one connected-speech feature in your own words.

{{BR}}
== Video: schwa and weak syllables ==

{{#ev:youtube| https://www.youtube.com/watch?v=KwDJnXt3ZVQ |500|center}}

Listen for the [[Schwa]] sound /ə/ in unstressed words or syllables. The goal is not to make speech careless. The goal is to hear why everyday English may sound faster than its written form suggests.

'''Mini-task:''' Find one short sentence from the video. Mark the stressed words, then shadow the sentence at normal speed.

{{BR}}
== Video: assimilation in fluent speech ==

{{#ev:youtube| https://www.youtube.com/watch?v=Wiz1YeLMjyA |500|center}}

Assimilation can happen when neighbouring sounds influence each other in fluent speech. You do not need to reproduce every possible feature. First learn to '''recognise''' it so that natural speech is easier to understand.

'''Think:''' When does copying a feature improve intelligibility, and when is recognition enough?

{{BR}}
= Reading =

{{BR}}
== Short input text ==

'''Read once for meaning, then once for speaking.'''

Shadowing works best when the audio is short enough to repeat and rich enough to notice real speech patterns. A learner first listens for meaning, then pays attention to stress, rhythm and chunks. The next step is not perfect imitation. It is controlled practice: stay close to the model, keep the message moving and notice where speech becomes connected or reduced. After several repetitions, the learner should leave the model behind and use the same language pattern in a new response. This final transfer matters because fluent speaking is more than accurate repetition. It includes understanding another person, reacting, asking questions and adapting language to a new purpose.

'''Reading check:''' Why is the final transfer step important?

{{BR}}
= Kontextwortschatz =

{{BR}}
== Words for talking about spoken English ==

{| class="wikitable"
! Term
! English meaning
! Useful frame
|-
| '''chunk'''
| a meaningful group of words spoken together
| I hear this as one chunk: …
|-
| '''stress'''
| extra prominence on a syllable or word
| The strongest word is …
|-
| '''rhythm'''
| the pattern of strong and weak beats
| The rhythm changes when …
|-
| '''linking'''
| sounds joining across word boundaries
| I can hear a link between …
|-
| '''reduction'''
| a less prominent form in unstressed speech
| This word becomes weaker because …
|-
| '''fluency'''
| speaking with flow and useful control
| My fluency improves when …
|-
| '''intonation'''
| pitch movement across an utterance
| The intonation suggests …
|-
| '''repair'''
| fixing or reformulating while speaking
| What I mean is …
|}

'''Use the words, do not only learn them.''' Explain one feature from a media clip using at least two terms from the table.

{{BR}}
= Aussprache und Fluency =

{{BR}}
== Stress, rhythm and chunking ==

[[Datei:Sound wave holding shape - Medium 01.svg|400px|rahmenlos|center]]

Read this line aloud:

'''I thought you meant Friday, not Thursday.'''

Now change the stress:

# '''I''' thought you meant Friday.
# I '''thought''' you meant Friday.
# I thought you meant '''Friday''', not Thursday.

Stress can change what the listener treats as new or contrasting information.

Listen to the isolated terms, then use the concepts in a full sentence:

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

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

{{BR}}
== Chunking practice ==

Add slashes where you naturally group the message:

'''If we finish early / we could meet outside the library / and work on the presentation.'''

Now say it twice:

# First: clear chunks, slightly slower.
# Second: normal pace, same meaning groups.

'''Stretch:''' Change the plan and keep the same chunk structure.

{{BR}}
== Schwa and weak forms ==

Listen to a stressed form of '''the''':

[[Datei:En-uk-the-stressed.ogg|center]]

In connected speech, function words are often less prominent unless they carry contrast. Do not reduce words mechanically. Ask first: '''Which words carry the message here?'''

{{BR}}
= Speaking =

{{BR}}
== Respond → ask → improve ==

Choose one prompt:

# '''Should schools give more time to speaking practice?'''
# '''Is sounding natural more important than speaking accurately?'''
# '''Can short daily practice be more useful than one long weekly session?'''

Speak for 45–60 seconds. Then your partner asks two spontaneous questions.

Useful follow-up language:

'''What makes you say that?'''

'''Could you give an example?'''

'''Do you mean that …?'''

'''How would that work in practice?'''

'''I see your point, but …'''

'''I might be wrong, but …'''

After the questions, repeat your answer in a stronger 30-second version.

{{BR}}
== Mini-presentation ==

Prepare a 60–90 second presentation:

'''One feature of spoken English that became easier for me to hear.'''

Include:

# one short example from a checked media source,
# one explanation using vocabulary such as stress, chunk or linking,
# one learning strategy,
# one spontaneous answer to a follow-up question.

{{BR}}
= Writing =

{{BR}}
== Argumentative reflection ==

Write 150–200 words on:

'''Pronunciation practice should focus on intelligibility, not accent imitation. Discuss.'''

Your text should include:

# a clear position,
# one counterpoint,
# one example from your listening or shadowing work,
# one checked source or media reference,
# a revised final version.

'''Keep your own first draft.''' If you use digital or AI-supported feedback by choice, compare suggestions with the source, reject weak changes and preserve your own wording where it is better.

{{BR}}
= Mediation =

{{BR}}
== Purpose before translation ==

A German-speaking exchange student asks what your class is doing with shadowing. Explain the method in German in about 60–80 words.

Do '''not''' translate every line of this course. Mediate only what the person needs:

# what shadowing is,
# how long a practice loop is,
# what the learner listens for,
# why the final own response matters.

Then switch back to English and give one practical example.

{{BR}}
= Funktionale Grammatik =

{{BR}}
== Grammar for interaction ==

Grammar serves communication here.

{| class="wikitable"
! Function
! Useful language
|-
| Ask for clarification
| What do you mean by …? / Are you saying that …?
|-
| Give a cautious view
| I think … / I might be wrong, but …
|-
| Contrast
| I agree up to a point, but … / However, …
|-
| Add a reason
| This matters because …
|-
| Give a condition
| If we practised this regularly, we would …
|-
| Repair
| Let me put that differently. / What I mean is …
|}

'''Practice:''' Use three different functions in one short discussion.

{{BR}}
= Hilfestufen =

{{BR}}
== Hints without full translation ==

{| class="wikitable"
! Level
! Support
|-
| Hint 1
| Listen again and focus only on the stressed words.
|-
| Hint 2
| Mark chunks with slashes and ignore one difficult detail.
|-
| Hint 3
| Use a sentence frame such as “I think … because …”.
|-
| Rescue
| Ask for one key word or a brief German explanation, then return to English.
|}

The goal is to move back into English quickly.

{{BR}}
= Feedback und Fehleranalyse =

{{BR}}
== One target at a time ==

After a shadowing round, do not say only '''good''' or '''wrong'''. Use evidence.

{| class="wikitable"
! Notice
! Better feedback
|-
| Pauses break a chunk
| Keep “outside the library” together.
|-
| Every word is equally strong
| Stress the key content words and let smaller words stay lighter.
|-
| One unclear sound blocks meaning
| Repeat only that word or boundary, then return to the whole chunk.
|-
| Speech is fast but hard to understand
| Slow slightly and protect the stressed words.
|-
| Accent is noticeable but meaning is clear
| No correction needed unless a feature causes misunderstanding.
|}

'''Error log:''' Record only three items: one success, one target, one next action.

{{BR}}
= Datenschutz, Medien und KI =

{{BR}}
== Safe practice ==

# [[Datenschutz]]: Audio recordings are voluntary. Keep practice recordings private unless you deliberately choose to share them.
# [[Medienkompetenz]]: Do not upload classmates’ voices, private messages or social-media data without permission.
# [[Künstliche Intelligenz]]: No external AI tool is required. Do not send private recordings to an external AI service unless this has been explicitly agreed and is legally permitted.
# [[Quellenkritik]]: Check publisher, date, purpose and licence before reusing media.
# [[Urheberrecht]]: Wikimedia Commons files have licence information on their file pages. VOA audio used here is marked public domain on Commons; BBC videos are embedded from the official BBC Learning English channel and may remain subject to platform availability and usage terms.
# [[Revision]]: Keep your own writing. Check AI-generated facts, source claims and feedback instead of accepting them automatically.

{{BR}}
= Quellen- und Perspektivcheck =

{{BR}}
== Compare before you trust ==

Choose two public English-learning sources on the same pronunciation feature.

Check:

# Who published the source?
# Is the example explained in context?
# Does the source separate intelligibility from accent imitation?
# Is the media reusable, embeddable or only viewable?
# Does another reliable source explain the feature in a similar way?

'''Transfer:''' Write a four-sentence source comparison. Do not rank cultures or accents as “better”.

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

{{BR}}
== Self-check ==

{| class="wikitable"
! Can-do
! Not yet
! Sometimes
! Secure
|-
| I can shadow an 8–15 second clip without stopping after every word.
| □
| □
| □
|-
| I can mark useful chunks and stressed words.
| □
| □
| □
|-
| I can explain one connected-speech feature.
| □
| □
| □
|-
| I can respond and answer spontaneous follow-up questions.
| □
| □
| □
|-
| I can revise a short argument using evidence from a source.
| □
| □
| □
|-
| I can check publisher, purpose and reuse information for a media source.
| □
| □
| □
|}

If two or more points are still '''Not yet''', repeat one short loop with a different clip and use Hint 1–3 before moving on.

{{BR}}
= Folgekurs =

Next step: '''E9 E - From shadowing to spontaneous discussion'''.

Transfer the same routine to a 45–60 second source:

'''listen → select → shadow → respond → challenge → revise → discuss'''

The focus moves from close imitation to longer interaction, source-based argument and spontaneous follow-up questions.

{{BR}}
= Interaktive Aufgaben =

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

{{MC}}

'''What is the main idea of shadowing?'''
(Repeat spoken language almost immediately after a model)
(!Translate every sentence before speaking)
(!Memorise a full transcript before listening)
(!Speak at the same time without listening)

{{E}}
<br>

{{MC}}

'''What is a chunk in spoken English?'''
(A meaningful group of words spoken together)
(!A single difficult vowel)
(!A written paragraph)
(!A grammar rule learned by heart)

{{E}}
<br>

{{MC}}

'''What should you focus on during one improvement round?'''
(One clear target such as stress or linking)
(!Every sound and grammar point at once)
(!Only speaking faster)
(!Removing your own accent completely)

{{E}}
<br>

{{MC}}

'''Why are stressed words important?'''
(They help signal key or contrasting information)
(!They make every syllable equally loud)
(!They remove the need to understand meaning)
(!They always occur at the end of a sentence)

{{E}}
<br>

{{MC}}

'''What is a useful first step with a new audio clip?'''
(Listen for the situation and main message)
(!Write a full transcript immediately)
(!Translate every unknown word)
(!Record yourself before listening)

{{E}}
<br>

{{MC}}

'''What is the role of schwa in this course?'''
(It helps you notice weak unstressed syllables and words)
(!It is a special punctuation mark)
(!It replaces every English vowel)
(!It is only used in writing)

{{E}}
<br>

{{MC}}

'''What should happen after several shadowing repetitions?'''
(Use the pattern in your own new response)
(!Repeat the same clip forever)
(!Switch completely to German)
(!Stop asking questions)

{{E}}
<br>

{{MC}}

'''What is the priority for pronunciation in this course?'''
(Intelligibility before accent imitation)
(!Sounding exactly like one native speaker)
(!Speaking as fast as possible)
(!Avoiding all regional variation)

{{E}}
<br>

{{MC}}

'''What is good feedback after a shadowing attempt?'''
(Name one success and one specific next target)
(!Say only good or bad)
(!Correct every tiny accent feature)
(!Ignore whether the message is understandable)

{{E}}
<br>

{{MC}}

'''What should you check before reusing online media?'''
(Publisher purpose and licence information)
(!Only the number of views)
(!Only whether the clip is short)
(!Only whether friends like it)

{{E}}
<br>

{{BR}}
== Memory ==

<div class="memo-quiz">
{|
|-
| Shadowing || near-immediate repetition
|-
| Chunking || grouping words by meaning
|-
| Stress || prominence on a word or syllable
|-
| Rhythm || pattern of strong and weak beats
|-
| Linking || connection across word boundaries
|-
| Schwa || weak unstressed vowel sound
|-
| Repair || reformulating while speaking
|}
{{E}}
<br>

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

<div class="lueckentext-quiz">

{| class="wikitable"
! Ordne die richtigen Begriffe zu.
! Thema
|-
| '''Shadowing'''
| fast repetition just behind a model
|-
| '''Chunking'''
| meaningful word groups
|-
| '''Stress'''
| making key information prominent
|-
| '''Linking'''
| joining sounds across boundaries
|-
| '''Repair'''
| changing your wording to make meaning clearer

|}
{{E}}

<br>

{{BR}}
== Kreuzworträtsel ==

<div class="kreuzwort-quiz">
{|
|-
| Shadowing || Wie heißt das fast unmittelbare Nachsprechen eines Sprachmodells?
|-
| Rhythm || Welcher englische Begriff bezeichnet das Muster starker und schwacher Sprecheinheiten?
|-
| Stress || Welcher englische Begriff steht für sprachliche Betonung?
|-
| Chunking || Wie heißt das Gruppieren von Wörtern in sinnvolle Sprecheinheiten?
|-
| Schwa || Wie heißt der häufige unbetonte Vokallaut mit dem Zeichen ə?
|-
| Fluency || Welcher englische Begriff bezeichnet flüssiges Sprechen?
|}
{{E}}
<br>

{{BR}}
== LearningApps ==

<iframe> https://learningapps.org/index.php?s=E9+E+-+Shadowing+authentic-style+English </iframe>

{{BR}}
== Lückentext ==

<quiz display=simple>
{'''Vervollständige den Text.'''<br>
|type="{}"}
Beim { Shadowing } sprichst Du fast unmittelbar hinter einem Sprachmodell. Ein sinnvoller Übungsabschnitt besteht aus kurzen { chunks }. Wichtige Inhaltswörter tragen häufig den stärkeren { stress }. Das Muster aus starken und schwachen Einheiten prägt den { rhythm }. Unbetonte Silben können einen { schwa } enthalten. Nach mehreren Wiederholungen sollst Du das Sprachmuster in einer eigenen { response } verwenden. Bei Feedback konzentrierst Du Dich pro Runde auf ein klares { target }. Vor der Wiederverwendung eines Mediums prüfst Du die { licence }.
</quiz>

<br>

{{BR}}
= Offene Aufgaben =

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

# [[Chunk markieren]]: Wähle einen 8–12 Sekunden langen Audioausschnitt und setze im Transkript oder in Deinen Notizen sinnvolle Schrägstriche für Chunks.
# [[Stress hören]]: Notiere fünf Wörter, die in einem kurzen Clip besonders hervortreten, und erkläre bei zwei davon ihre kommunikative Funktion.
# [[Private Aufnahme]]: Nimm freiwillig nur für Dich einen Shadowing-Versuch auf und notiere danach einen Erfolg und ein nächstes Ziel.
# [[Follow-up question]]: Formuliere zu einer kurzen Aussage drei passende spontane Rückfragen auf Englisch.

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

# [[Shadowing-Loop]]: Führe die 5-pass routine mit einem 10–15 Sekunden langen Clip durch und dokumentiere knapp, was sich zwischen Pass 1 und Pass 5 verändert hat.
# [[Medienvergleich]]: Vergleiche zwei öffentliche Aussprachequellen zum selben Merkmal und prüfe Herausgeber, Zweck und Medienrechte.
# [[Mini-Dialog]]: Schreibe einen kurzen fiktiven Dialog mit zwei Jugendlichen, sprich ihn in natürlichem Tempo und markiere stress und chunks.
# [[Speaking revision]]: Beantworte eine Diskussionsfrage 60 Sekunden lang, lass Dir zwei Rückfragen stellen und gib danach eine verbesserte 30-Sekunden-Antwort.

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

# [[Accent perspective]]: Untersuche zwei unterschiedliche Standardvarietäten des Englischen und beschreibe konkrete Ausspracheunterschiede ohne Wertung oder Kulturklischees.
# [[Source-based presentation]]: Halte eine 90-Sekunden-Präsentation zu einem connected-speech feature und beziehe zwei überprüfte Quellen ein.
# [[Argumentative writing]]: Verfasse 180–200 Wörter zur Frage, ob Verständlichkeit wichtiger als Akzentnähe ist, und überarbeite den Text anhand eines eigenen Kriterienrasters.
# [[Mediation challenge]]: Erkläre einer deutschsprachigen Person ziel- und adressatengerecht, wie sie einen kurzen Shadowing-Loop durchführen kann, und demonstriere danach auf Englisch ein eigenes Beispiel.

{{:Offene Aufgabe - MOOC erstellen}}

{{BR}}
= Lernkontrolle =

# [[Transfer eines Sprachmusters]]: Höre einen unbekannten kurzen Clip, markiere die Chunks und verwende anschließend dieselbe Gesprächsfunktion in einer neuen Situation.
# [[Fehlerdiagnose]]: Vergleiche zwei eigene Sprechversuche und begründe, welche Veränderung die Verständlichkeit stärker verbessert hat.
# [[Quellenprüfung]]: Prüfe zwei öffentliche Medienquellen zu einem Aussprachethema und begründe anhand konkreter Kriterien, wie verlässlich und wiederverwendbar sie sind.
# [[Perspektivenvergleich]]: Erkläre, warum zwei unterschiedliche englische Aussprachemodelle beide verständlich und funktional sein können, obwohl sie nicht gleich klingen.
# [[Spontane Interaktion]]: Halte eine 60-Sekunden-Aussage und reagiere anschließend ohne Vorbereitung auf zwei inhaltliche Rückfragen.
# [[Revision]]: Überarbeite einen eigenen 150–200-Wörter-Text so, dass Argument, Gegenargument, Beispiel und Quelle klarer zusammenhängen.

<br>
<br>

{{BR}}
= Lernnachweis =

Für einen Lernnachweis zu diesem Thema sind wichtig:

# ein kurzer dokumentierter Shadowing-Prozess mit sinnvoll gewähltem Audioabschnitt,
# erkennbares Arbeiten an stress, rhythm, chunking oder linking,
# eine eigenständige mündliche Transferleistung mit spontaner Rückfrage,
# ein kohärenter eigener Text mit Überarbeitung,
# ein nachvollziehbarer Quellen- und Mediencheck,
# eine kurze Reflexion darüber, welche Veränderung die Verständlichkeit verbessert hat,
# datenschutzbewusstes Arbeiten ohne ungefragtes Veröffentlichen privater Aufnahmen.

<br>
<br>

{{BR}}
= OERs zum Thema =

'''Wikipedia: Speech shadowing'''

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

'''Offizieller Bildungsplan Baden-Württemberg – Englisch als erste Fremdsprache, Klassen 9/10'''

https://www.bildungsplaene-bw.de/,Lde/Startseite/BP2016BW_ALLG/BP2016BW_ALLG_GYM_E1_IK_9-10

'''Wikimedia Commons – freie Medien'''

https://commons.wikimedia.org/wiki/File:Speech_bubbles.svg

https://commons.wikimedia.org/wiki/File:Microphone_icon.svg

https://commons.wikimedia.org/wiki/File:Headphones_icon.svg

https://commons.wikimedia.org/wiki/File:En-us-Frank_and_Alice_dialogue.ogg

https://commons.wikimedia.org/wiki/File:Anna!_Hi!_What%E2%80%99re_you_doing.ogg

https://commons.wikimedia.org/wiki/File:I_want_to_say_I%E2%80%99m_sorry_for_yesterday._-_It%E2%80%99s_okay,_Anna.ogg

'''BBC Learning English – offizielle YouTube-Medien'''

https://www.youtube.com/watch?v=GkGdNoLaQE8

https://www.youtube.com/watch?v=KwDJnXt3ZVQ

https://www.youtube.com/watch?v=Wiz1YeLMjyA

<br>

{{BR}}
= Verknüpfte Lernbereiche =

{| align=center
{{:D-Tab}}
'''[[Englisch]]'''
# [[Hörverstehen]]
# [[Aussprache]]
# [[Fluency]]
# [[Sprechen]]
# [[Schreiben]]
# [[Sprachmittlung]]
# [[Medienkompetenz]]
# [[Quellenkritik]]
|}

[[Kategorie:Englisch]]
[[Kategorie:Klasse 9]]
[[Kategorie:Baden-Württemberg]]
[[Kategorie:Fremdsprache]]
[[Kategorie:Aussprache]]
[[Kategorie:Sprechen]]
[[Kategorie:Hörverstehen]]
[[Kategorie:Medienbildung]]

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

E9 E - Shadowing authentic-style English - Versionsgeschichte

Glanz: aiMOOC über GPT aiMOOC Action erstellt