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{{T}}

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= E9 M - Evaluate a simple source =

'''Mini-description:''' You check a simple English source for a school question. Focus on '''author/provider, date, purpose, evidence and relevance'''. You do not need a long academic analysis. Your goal is a short, clear judgement with reasons.

[[Datei:Magnifying-glass.svg|420px|rahmenlos|center]]
'''Media start:''' Look at the magnifying glass. In 20 seconds, say three things you would “zoom in on” before you trust a source.

{{BR}}
= I can =

# '''I can identify''' who made or published a source.
# '''I can check''' when it was published or updated.
# '''I can explain''' the source's main purpose.
# '''I can find''' simple evidence for a claim.
# '''I can decide''' whether the source is relevant to my school question.
# '''I can give''' a short B1-level source evaluation in English.

<div class="mw-collapsible mw-collapsed">
'''Deutsch-Hilfe'''
<div class="mw-collapsible-content">
Du prüfst eine einfache englische Quelle mit fünf Fragen: Wer steckt dahinter? Wann wurde sie veröffentlicht? Was will sie erreichen? Welche Belege nennt sie? Passt sie zu deiner Fragestellung? Eine kurze begründete Einschätzung reicht.
</div>
</div>

{{BR}}
= Before you start =

'''Quick think – English first:''' You see an online text called “Later school starts make every teenager happier”. What do you want to know before you use it for a school presentation?

[[Datei:Checklist-icon.svg|360px|rahmenlos|center]]
'''Use the image:''' Make a five-box checklist. Do not write full sentences yet.

{{BR}}
== The five checks ==

{| class="wikitable"
! Check
! Ask
! Useful sentence starter
|-
| '''Author / provider'''
| Who wrote it? Who published it?
| The source was written/published by ...
|-
| '''Date'''
| When was it published or updated?
| It was published in ...
|-
| '''Purpose'''
| Does it inform, explain, sell, entertain or persuade?
| Its main purpose is to ...
|-
| '''Evidence'''
| What supports the main claim?
| The source gives ... as evidence.
|-
| '''Relevance'''
| Does it answer my exact question?
| It is relevant because ...
|}

'''Important:''' One positive check does not make a source automatically good. Look at the whole picture.

{{BR}}
= Media task: what good checking looks like =

[[Datei:How To Spot Fake News.jpg|500px|rahmenlos|center]]
'''View, do not translate:''' Find three tips in the infographic that connect to our five checks. Write only keywords.

[[Datei:Check the Author IFLA.jpg|320px|rahmenlos|center]]
'''Mini-task:''' What could you check about an author or provider besides the name?

[[Datei:Check the date IFLA.jpg|320px|rahmenlos|center]]
'''Mini-task:''' Give one school topic where an old source may still be useful and one topic where a recent date is important.

[[Datei:Supporting Sources IFLA.jpg|320px|rahmenlos|center]]
'''Mini-task:''' Evidence is not just “a number”. Ask: Where does the number come from? Does it support the claim?

{{BR}}
= Model source =

'''School question:''' ''Should our school start 20 minutes later?''

{| class="wikitable"
|+ '''Source A – fictional school source for practice'''
|-
! Provider
| Greenfield School News Lab
|-
! Author
| Maya Green, student editor
|-
! Date
| 14 May 2026
|-
! Text
| '''A later start could help our students.''' In a one-week trial, 180 students answered a school survey. 132 said they felt more awake in first period. The school office also reported that attendance was 3% higher during the trial week than during the previous week. We think the school should test the later start for a full month before making a final decision.
|}

'''Safety note:''' The school, author and data above are fictional. Do not use private social-media profiles or personal data for this task.

{{BR}}
== Read and understand ==

'''Step 1 – gist:''' Choose the best one-sentence summary in your head: The source mainly argues for a longer test of a later school start.

'''Step 2 – find evidence:''' Underline two pieces of evidence.

'''Step 3 – notice limits:''' The trial lasted only one week. The student survey reports feelings, and the attendance comparison covers only a short period. This means the evidence is useful but limited.

<div class="mw-collapsible mw-collapsed">
'''Deutsch-Hilfe'''
<div class="mw-collapsible-content">
''gist'' = Kernaussage; ''evidence'' = Beleg; ''limited'' = begrenzt. Wichtig: „Begrenzt“ bedeutet nicht automatisch „falsch“. Es heißt: Die Aussagekraft reicht nur so weit wie die Daten.
</div>
</div>

{{BR}}
== Evaluate Source A in five moves ==

# '''Author/provider:''' The author is named, and the provider is a school news team. That helps us identify where the text comes from.
# '''Date:''' The date is clear and recent for the fictional school trial.
# '''Purpose:''' The text informs, but it also wants to persuade the school to test a later start.
# '''Evidence:''' It gives a survey result and an attendance figure. The evidence is connected to the claim, but the trial is short.
# '''Relevance:''' It is directly relevant to the school question because it is about a later start in the same fictional school.

'''Short judgement:''' ''Source A is useful for the school discussion because it is recent, relevant and gives some evidence. However, the evidence is limited to one short trial, so I would compare it with another source before making a final decision.''

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= Listening and viewing =

{{#ev:youtube| https://www.youtube.com/watch?v=q-Y-z6HmRgI |500|center}}

'''First viewing – understand:''' Watch the TED-Ed video ''How to choose your news''. Do not stop for every unknown word. Note the main message in one sentence.

'''Second viewing – respond:''' Write three short notes under these headings: ''source'', ''fact/opinion'', ''check before sharing''.

'''After viewing – ask:''' What advice from the video is most useful for Source A? Explain in 30–45 seconds to a partner.

{{#ev:youtube| https://www.youtube.com/watch?v=hxhbOvR2TGk |500|center}}

'''Focused viewing:''' Watch a selected part of ''Evaluating Evidence''. Listen for the idea that evidence should support a claim. Then return to Source A: Does each piece of evidence really support the claim?

{{#ev:youtube| https://www.youtube.com/watch?v=GoQG6Tin-1E |500|center}}

'''Extension viewing:''' ''Lateral reading'' means leaving one page and checking what other sources say about the provider or claim. Try this only with public, school-safe sources. Do not search for private people.

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== Multi-speaker listening practice ==

'''Teacher or group script – three speakers, moderate natural pace:'''

'''Ava:''' “I like Source A because it gives numbers. The survey result is clear.”

'''Ben:''' “Yes, but the trial was only one week. I want a second source before I agree.”

'''Cara:''' “I also want to know who collected the survey and how the questions were asked.”

'''Listen once:''' Who is most positive about the source?

'''Listen twice:''' What two limits do Ben and Cara mention?

'''Speak back:''' Add one new point in one sentence.

'''Optional recording:''' You may record your own 30–45 second answer privately for fluency practice. Recording is voluntary. Do not upload it unless your teacher has clearly asked for this and your school rules allow it.

{{BR}}
= Context vocabulary =

{| class="wikitable"
! Word / phrase
! Simple meaning
! Use it
|-
| '''author'''
| the person who wrote the text
| The author is ...
|-
| '''provider'''
| the organisation or site that publishes it
| The provider is ...
|-
| '''claim'''
| an idea the source says is true
| The main claim is ...
|-
| '''evidence'''
| information that supports a claim
| The evidence shows ...
|-
| '''purpose'''
| what the source wants to do
| Its purpose is to ...
|-
| '''relevant'''
| useful for the exact question
| It is relevant because ...
|-
| '''reliable'''
| generally dependable or trustworthy
| It seems reliable because ...
|-
| '''limited'''
| useful, but not enough for a big conclusion
| The evidence is limited because ...
|}

'''Word strategy:''' First guess from context. Then check a learner dictionary if the word is still important. Do not translate every line.

{{BR}}
= Pronunciation and fluency =

Focus on clear word stress and connected speech. Verständlichkeit ist wichtiger als Akzentfreiheit.

# '''EV-i-dence'''
# '''REL-e-vant'''
# '''re-LI-a-ble'''
# '''PROV-id-er'''
# '''per-SUADE'''

'''Fluency chunking:''' ''The source is useful / because it is recent and relevant / but the evidence is limited.''

'''Shadowing:''' Read the sentence twice. On the third try, look away and say the idea naturally.

{{BR}}
= Speaking =

'''Pair task – 2 minutes:''' Student A says why Source A is useful. Student B gives one limit. Then switch roles.

Useful language:
# ''I think this source is useful because ...''
# ''I agree, but ...''
# ''One problem is that ...''
# ''The evidence shows ..., but it does not prove ...''
# ''For our question, this is relevant because ...''

'''Mini-discussion:''' You have two minutes to agree on one sentence: ''We would / would not use Source A in a school presentation because ...''

{{BR}}
= Writing =

'''Write 80–110 words.''' Evaluate Source A for the school question. Include all five checks, but keep each point short.

'''Writing frame:'''

''Source A was written by ... and published by ... . It was published on ... . Its main purpose is to ... . The source gives ... as evidence. This evidence is useful because ... , but ... . For our question, the source is relevant because ... . Overall, I would use it ... .''

'''Improve once:''' Read your first version. Add one reason with ''because'', one contrast with ''but/however'', and one precise reference to evidence. Keep your own text. Do not replace it with a fully rewritten AI version.

{{BR}}
= Mediation =

'''Situation:''' A German-speaking classmate asks what Source A is useful for. Explain the key point in '''simple German''' in 3–4 sentences. Do not translate the source line by line. Keep the school question, the two pieces of evidence and one limitation.

<div class="mw-collapsible mw-collapsed">
'''Deutsch-Hilfe'''
<div class="mw-collapsible-content">
Bei Mediation überträgst Du die wichtigen Informationen passend zur Situation. Du musst nicht vollständig übersetzen. Frage Dich: Was muss die andere Person wirklich wissen?
</div>
</div>

{{BR}}
= Functional grammar =

'''Use language to evaluate, not grammar for grammar's sake.'''

{| class="wikitable"
! Function
! Pattern
! Example
|-
| Give a reason
| because + clause
| It is relevant because it answers our question.
|-
| Show contrast
| but / however
| The data is useful, but the trial is short.
|-
| Be careful with claims
| may / could / seems
| The result could support a longer test.
|-
| Refer to evidence
| according to + source
| According to the school office, attendance was higher.
|}

'''Accuracy tip:''' Avoid ''This proves ...'' when the evidence is small or limited. Use ''suggests'', ''supports'' or ''may show''.

{{BR}}
= Help levels =

'''Level 1 – hint words:''' author, date, purpose, evidence, relevance.

'''Level 2 – sentence starters:''' ''The source was published by ... / Its purpose is ... / One piece of evidence is ... / This is relevant because ...''

'''Level 3 – mini-frame:''' ''The source is useful because ... . However, ... . I would compare it with ... .''

'''Level 4 – independent:''' Evaluate a new source without the frame. Use the five checks in any clear order.

{{BR}}
= Feedback and error analysis =

'''Peer feedback – TAG:'''
# '''T'''ell one thing that is clear.
# '''A'''sk one question.
# '''G'''ive one useful suggestion.

'''Common errors:'''
{| class="wikitable"
! Weak version
! Better version
! Why?
|-
| This source is true.
| This source gives some useful evidence.
| A source is not simply “true” or “false”.
|-
| It has numbers, so it is reliable.
| It gives numbers, but I need to know where they come from.
| Numbers need context.
|-
| It is old, so it is bad.
| The date may be a problem if the topic changes quickly.
| Date matters differently by topic.
|-
| I like it, so it is relevant.
| It is relevant because it answers our school question.
| Relevance depends on the question.
|}

'''AI check:''' If an AI tool suggests facts, sources or feedback, verify them before using them. Keep your own draft and decide which feedback you accept. Do not send private class data or personal profiles to external AI tools.

{{BR}}
= Transfer: a second simple source =

{| class="wikitable"
|+ '''Source B – fictional practice source'''
|-
! Provider
| Teen Sleep Now
|-
! Author
| No named author
|-
! Date
| 2021
|-
! Text
| “Every school should start later. Students are always more successful when they sleep longer. Thousands of teenagers agree with us. Join our campaign today!”
|}

'''Your task:''' Compare Source A and Source B. Do not rank them with points. Instead, write one sentence for each of the five checks.

'''Challenge:''' Which missing information in Source B would you want first? Explain why.

{{BR}}
= Can-do check =

{| class="wikitable"
! I can ...
! Not yet
! With help
! On my own
|-
| identify author/provider
| ☐
| ☐
| ☐
|-
| check the date
| ☐
| ☐
| ☐
|-
| explain purpose
| ☐
| ☐
| ☐
|-
| identify evidence and a limit
| ☐
| ☐
| ☐
|-
| explain relevance to a question
| ☐
| ☐
| ☐
|-
| give a short spoken or written judgement
| ☐
| ☐
| ☐
|}

'''Use again:''' Next time you meet a source in English, do the five checks before you copy a fact into your notes.

'''Follow-up course:''' [[E9 M - Compare two sources|E9 M - Compare two sources]]

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= Interaktive Aufgaben =

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

{{MC}}

'''Which question checks the author or provider?'''
(Who wrote or published the source?)
(!When was the source published?)
(!What is the school question?)
(!How long is the text?)

{{E}}
<br>

{{MC}}

'''Why do you check the date?'''
(To see whether the information is current enough for the question)
(!To count the paragraphs)
(!To find the longest sentence)
(!To identify the font)

{{E}}
<br>

{{MC}}

'''What is the purpose of a source?'''
(What the source mainly wants to do)
(!The number of words in the source)
(!The colour of the website)
(!The place where you sit while reading)

{{E}}
<br>

{{MC}}

'''What is evidence?'''
(Information that supports a claim)
(!A personal password)
(!A page title only)
(!Any opinion without support)

{{E}}
<br>

{{MC}}

'''When is a source relevant?'''
(When it helps answer the exact question)
(!When it has many pictures)
(!When it is the first search result)
(!When it is very long)

{{E}}
<br>

{{MC}}

'''What is one limit of Source A?'''
(The trial lasted only one week)
(!The author has no name)
(!The source has no date)
(!The source is about a different school question)

{{E}}
<br>

{{MC}}

'''Which sentence is careful and appropriate?'''
(The evidence suggests that a longer test could be useful.)
(!The evidence proves that every student will succeed.)
(!The source is true because it has a number.)
(!The claim must be correct because it is online.)

{{E}}
<br>

{{MC}}

'''What should you do with a number in a source?'''
(Check where it comes from and what it shows)
(!Trust it automatically)
(!Ignore the surrounding text)
(!Copy it without the source)

{{E}}
<br>

{{MC}}

'''What does lateral reading mean here?'''
(Checking what other sources say about a provider or claim)
(!Reading only the first paragraph)
(!Translating every word into German)
(!Staying on one page and never checking elsewhere)

{{E}}
<br>

{{MC}}

'''What is a good short final judgement?'''
(The source is useful for this question, but I would compare it with another source.)
(!I like the source, so it is perfect.)
(!The source has a date, so everything is correct.)
(!Every online source is unreliable.)

{{E}}
<br>

{{BR}}
== Memory ==

<div class="memo-quiz">
{|
|-
| Author || person who wrote the text
|-
| Provider || organisation that publishes the source
|-
| Purpose || reason the source was created
|-
| Evidence || support for a claim
|-
| Relevance || connection to the exact question
|-
| Date || time of publication or update
|}
{{E}}
<br>

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

<div class="lueckentext-quiz">

{| class="wikitable"
! Ordne die richtigen Begriffe zu.
! Thema
|-
| '''Author or provider'''
| Who made or published it?
|-
| '''Date'''
| When was it published or updated?
|-
| '''Purpose'''
| What does it want to do?
|-
| '''Evidence'''
| What supports the claim?
|-
| '''Relevance'''
| Does it answer my question?

|}
{{E}}

<br>

{{BR}}
== Kreuzworträtsel ==

<div class="kreuzwort-quiz">
{|
|-
| Author || Who wrote the source?
|-
| Provider || What word means the organisation that publishes a source?
|-
| Purpose || What word describes what a source wants to do?
|-
| Evidence || What supports a claim?
|-
| Relevant || What adjective means useful for the exact question?
|-
| Reliable || What adjective means generally dependable or trustworthy?
|}
{{E}}
<br>

{{BR}}
== LearningApps ==

<iframe> https://learningapps.org/index.php?s=E9+M+Evaluate+a+simple+source </iframe>

{{BR}}
== Lückentext ==

<quiz display=simple>
{'''Vervollständige den Text.'''<br>
|type="{}"}
First, check the { author } or provider to see who is behind the source. Then check the { date } to decide whether the information is current enough. The { purpose } tells you what the source mainly wants to do. Look for { evidence } that supports the main claim. Finally, decide whether the source is { relevant } to your exact question. A short trial can still be useful, but its evidence may be { limited }.
</quiz>

<br>

{{BR}}
= Offene Aufgaben =

{{BR}}
=== Leicht ===
# [[Source checklist|Source checklist]]: Create a five-box card with author/provider, date, purpose, evidence and relevance. Add one question for each box.
# [[Evidence hunt|Evidence hunt]]: Mark two pieces of evidence in Source A and explain in one sentence what each one supports.
# [[Purpose spotting|Purpose spotting]]: Find three verbs in public school-safe texts that signal purpose, such as inform, explain, persuade, sell or entertain.
# [[Fluency practice|Fluency practice]]: Say a 30-second evaluation of Source A. Recording is optional and private; no upload is needed.

{{BR}}
=== Standard ===
# [[Source comparison|Source comparison]]: Compare Source A and Source B with five short sentences, one for each check.
# [[Mini interview|Mini interview]]: Ask a teacher or classmate which source check they use most often and why. Do not collect private data.
# [[School article|School article]]: Write a fictional 100-word school source with a named provider, date, purpose and two pieces of evidence. Exchange it for evaluation.
# [[Mediation task|Mediation task]]: Explain an English source to a German-speaking partner in 4–5 sentences without translating it fully.

{{BR}}
=== Schwer ===
# [[Lateral reading|Lateral reading]]: Choose a public organisation, open two or three public sources about it and note what you learn about the provider. Do not investigate private people.
# [[Evidence quality|Evidence quality]]: Take one claim from a school-safe source and explain what extra evidence would make the claim stronger.
# [[Mini presentation|Mini presentation]]: Give a 2-minute presentation that evaluates one simple English source and answers one spontaneous follow-up question.
# [[Rewrite for reliability|Rewrite for reliability]]: Improve Source B by adding a named provider, a clear date, traceable evidence and careful language. Keep the original and show your changes.

{{:Offene Aufgabe - MOOC erstellen}}

{{BR}}
= Lernkontrolle =

# [[Source choice|Source choice]]: You have a school question and two short sources. Explain which information from each source you would use and what you would still need to check.
# [[Evidence transfer|Evidence transfer]]: A text gives a large number but no link or method. Explain why the number alone is not enough and name one useful follow-up question.
# [[Purpose and language|Purpose and language]]: Compare an informative sentence with a persuasive sentence. Explain how wording changes the effect on the reader.
# [[Relevance case|Relevance case]]: A reliable source is about teenagers in another country and another school system. Explain when it may still be relevant and what limits you would mention.
# [[Short judgement|Short judgement]]: Give an 80–100 word evaluation of a new source using all five checks and at least one cautious phrase such as ''may'', ''could'' or ''suggests''.
# [[Oral response|Oral response]]: React spontaneously to the question “What would you check next?” and justify your answer in 30–45 seconds.

{{BR}}
= Lernnachweis =

For a successful learning record, show that you can:
# identify author/provider and date;
# explain purpose in simple English;
# find evidence and describe at least one limit;
# connect the source to a clear school question;
# write or say a short, reasoned judgement;
# use careful language instead of overclaiming;
# compare with another source when needed;
# work safely with public information and keep personal data private;
# check AI-generated facts, source suggestions and feedback before using them;
# keep and improve your own writing.

<br>
<br>

{{BR}}
= OERs zum Thema =

[[Datei:WikiWomen - Checking the reliability of sources.pdf|500px|rahmenlos|center]]
'''OER task:''' Scan the first page for familiar ideas. Which of our five checks can you recognise?

<iframe> https://de.m.wikipedia.org/wiki/Quellenkritik </iframe>

<br>

{{BR}}
= Verknüpfte Lernbereiche =

{| align=center
{{:D-Tab}}
'''[[E9 M - Evaluate a simple source]]'''
# [[Reading comprehension]]
# [[Listening and viewing]]
# [[Speaking]]
# [[Writing]]
# [[Mediation]]
# [[Media literacy]]
# [[Information literacy]]
# [[Source criticism]]
# [[Critical thinking]]
|}

[[Kategorie:Englisch]]
[[Kategorie:Englisch als erste Fremdsprache]]
[[Kategorie:Klasse 9]]
[[Kategorie:Baden-Württemberg]]
[[Kategorie:M-Niveau]]
[[Kategorie:Medienbildung]]
[[Kategorie:Informationskompetenz]]
[[Kategorie:Quellenkritik]]
[[Kategorie:AI_MOOC]]
[[Kategorie:GPT aiMOOC]]

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

E9 M - Evaluate a simple source - Versionsgeschichte

Glanz: aiMOOC über GPT aiMOOC Action erstellt