E7 M - Belonging and being different
aiMOOCE7 M - Belonging and being different
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E7 M - Belonging and being different
Mini-description: Talk about belonging and differences in fictional everyday situations. Listen, read, react to different perspectives and communicate respectfully.
Level: English as a first foreign language · Class 7 · M-level · Baden-Württemberg
Learning path: Notice → understand → try → use → communicate → feedback → improve → use again.
Media warm-up: What do you notice?
Look first. Do not guess personal facts about the people.
- What can you see?
- What might make a group feel welcoming?
- Say one similarity and one difference you can observe safely, for example clothes, position or activity.
Try in English: “I notice …” · “They seem to …” · “One difference is …”
Hint: Talk only about what the picture shows. Do not guess somebody’s background, beliefs or identity.
Quick challenge: What do you see first: a vase or two faces? Ask a partner. You may see the same picture differently.
Key idea: Different perspectives can both make sense.
I can ...
- I can explain when someone feels included or left out.
- I can describe similarities and differences respectfully.
- I can ask for another person’s opinion.
- I can agree or disagree politely and give a reason.
- I can understand the main ideas in a short conversation with several speakers.
- I can write a structured message or short opinion text.
- I can improve my English after feedback.
Before you start
Fast self-check: Complete the sentences aloud.
- “I feel part of a group when …”
- “People can be different because they …”
- “I agree because …”
- “I see your point, but …”
Need help? Start with one short sentence. Add a reason with because.
Deutsch-Hilfe nur wenn nötig: Zugehörigkeit bedeutet hier, sich als Teil einer Gruppe zu fühlen. Unterschiedlich zu sein ist nicht automatisch positiv oder negativ – entscheidend ist, wie Menschen miteinander umgehen.
Notice and understand
Viewing 1: A new person at school
Before watching: Imagine it is your first day at a new school. Which two things would help you most?
Watch once without stopping.
- Who is new?
- What problem does the new student have?
- What does the other student do to help?
Watch again. Listen for: “Are you OK?” · “Come with me.” · “Thanks a lot.”
Mini-transfer: Change the situation. A new student cannot find the sports hall. Act out four lines.
Hint 1: Ask a simple question first.
Hint 2: “Do you know where … is?” can help.
Deutsch-Hilfe: Du musst nicht jedes Wort verstehen. Höre auf Situation, Tonfall und Schlüsselwörter.
Reading: Four people, one project
All profiles and situations in this course are fictional.
Maya, Leo, Ben and Tia are planning a stand for their school activity day. Maya wants a sports challenge because she loves team games. Leo would rather make a drawing wall. He says he does not enjoy competitive games and feels uncomfortable when everyone has to perform in front of a group. Ben first says, “Sports are more fun. Everyone likes them.” Tia answers, “Not everyone. We should ask before we decide.”
The group stops and collects ideas. Maya still prefers the sports challenge, but she understands Leo’s point. Leo suggests a choice: visitors can do a short team challenge or add something to the drawing wall. Ben thinks this may take too much space. Tia proposes using one table and one free wall.
In the end, the group combines the ideas. Nobody gets exactly their first choice, but everybody can take part in a way that feels comfortable. Leo says, “Now it feels like our project, not just one person’s project.”
Check understanding:
- Why does Leo dislike the first idea?
- Which sentence shows that Tia wants to hear different perspectives?
- What compromise does the group find?
- Explain why Leo feels more included at the end.
Hint: For question 4, use because.
Feedback check: A strong answer names a detail from the text and explains what it means.
Perspective through an image
Think – pair – share:
- Say what you see.
- Ask: “What do you see?”
- React: “Interesting. I saw it differently.”
- Give one reason why listening to another view can help in a group.
Useful phrase: “I hadn’t noticed that.”
Try the language
Vocabulary in context
| Word or phrase | Meaning in this course | Example |
|---|---|---|
| belong | feel that you are part of a group | I belong in this team. |
| include | make someone part of an activity or group | Let’s include everyone. |
| left out | not included | He felt left out. |
| similar | nearly the same in one way | We have similar interests. |
| different | not the same | Our ideas are different. |
| perspective | a way of seeing or thinking about something | I understand your perspective. |
| respectful | showing care for another person | That was a respectful reply. |
| compromise | a solution where people change part of what they want | We found a compromise. |
Use it: Choose four words. Make one sentence about the reading and three new sentences about fictional situations.
Functional language: Ask, react, explain
| Job | Useful English |
|---|---|
| Ask | What do you think? · How do you feel about that? · Do you agree? |
| Agree | I agree. · That makes sense. · I see it that way too. |
| Disagree politely | I see your point, but … · I’m not sure about that because … · I have a different view. |
| Clarify | Do you mean …? · Can you explain that? |
| Include | What about your idea? · We haven’t heard from you yet. |
| Compromise | Could we do both? · What if we …? · Maybe we can … |
Try: Choose one line from each row and say it naturally.
Viewing 2: Different opinions
First viewing: What are Gemma and Jack talking about?
Second viewing: Listen for a phrase that …
- shows partial agreement,
- introduces a different opinion,
- ends a disagreement without an argument.
Use again: In pairs, discuss one harmless school topic: homework, school lunch, clubs or break time.
Rule: Give a reason. Do not attack the person.
Feedback: After 60 seconds, your partner gives one comment: “Your reason was clear because …” or “Try adding …”
Pronunciation: Sound respectful, not perfect
Goal: intelligibility before accent.
Say these lines:
- “I see your point, but I prefer the other idea.”
- “What do you think?”
- “Could we do both?”
Notice: Important words usually carry more stress. A friendly question often has a clear, open tone. Avoid shouting or rushing when you disagree.
Shadowing: Play one short line from the video. Pause. Copy the rhythm once. Then say your own sentence with the same calm rhythm.
Self-check: Could a partner understand your key words on the first try? If yes, your pronunciation worked.
Grammar for communication
1. Give reasons
“I prefer the art idea because everyone can join.”
2. Contrast ideas
“I like team games, but I understand Leo’s point.”
“Although Maya prefers sport, she listens to the others.”
3. Show similarity
“I like drawing.” – “So do I.”
“I don’t enjoy loud games.” – “Neither do I.”
4. Make suggestions
“We could offer two activities.”
“We should ask the group first.”
Mini-try: Join each pair of ideas with because, but or although.
- Sam likes the club. He feels nervous in large groups.
- Alex wants music. It makes the event lively.
- Kim disagrees. Kim listens carefully.
Feedback: If both ideas are connected clearly, the grammar is doing its job.
Optional E-look ahead: Past perfect
Only notice this form; it is not the main M-level target here.
“By the time Leo spoke, the others had already chosen their favourite idea.”
The past perfect can show that one past action happened before another past action.
One controlled try: By the time the discussion started, Maya ______ already ______ her idea. Hint: had + past participle
Use and communicate
Speaking: The club decision
Fictional situation: Your class can start one new lunchtime activity. Choose from board games, football, drawing, music or a quiet reading space.
Work in groups of three or four.
- Give your first choice and one reason.
- Ask another person for their view.
- React to one different opinion.
- Suggest a compromise.
- Present your group decision in 30–45 seconds.
Language target: Use at least three phrases from the functional-language table.
Hint 1: “For me, … because …”
Hint 2: “I see your point, but …”
Deutsch-Hilfe: Wenn du festhängst, formuliere erst nur Meinung + Grund. Danach stellst du eine Rückfrage.
Peer feedback: One star + one next step: “Clear reason.” / “Ask one more follow-up question.”
Viewing 3: Friendship, advice and privacy
Watch for the communication, not for private details.
- How does one friend show that she is listening?
- Which advice sounds helpful?
- Which sentence could you use in another situation?
Safety transfer: Never use real private photos, accounts or messages for this task. Invent examples.
Mini-role-play: A fictional classmate shared something without asking. Respond calmly and suggest a next step.
Writing: A message that includes everyone
Situation: Your fictional class group is planning an afternoon activity. Two people want sport, one wants a creative activity and one prefers something quiet.
Write 90–120 words.
Your message should:
- open politely,
- explain the different ideas,
- give your opinion with a reason,
- suggest a compromise,
- invite one more perspective,
- end clearly.
Starter: “Hi everyone, we have a few different ideas for …”
Useful linkers: because · but · also · although · so · in the end
Check before you finish: Did you explain, not just list? Did you include more than one perspective?
Mediation: Help someone join in
German source: „Die AG trifft sich mittwochs um 13:30 Uhr im Raum B12. Neue Mitglieder können zuerst zuschauen. Für die erste Stunde braucht man kein Material. Wer Fragen hat, kann die Lehrkraft vor Beginn ansprechen.“
Task in English: A new English-speaking student wants to join. Explain the important information in 3–4 sentences. Do not translate every word.
Hint: Start with time, place and what the student needs to do.
Feedback: Good mediation keeps the meaning and leaves out unnecessary detail.
Mini-transfer: Change the perspective
Choose one fictional situation:
- A student is new in a club.
- Two friends want different weekend activities.
- A group is choosing music for a class event.
Speak twice: first from person A’s perspective, then from person B’s perspective.
Challenge: Give each person one reasonable point. Avoid making one person “the bad one”.
Feedback, improve, use again
Upgrade your answer
Start with:
“Football is better.”
Improve it in three steps:
- “I prefer football.”
- “I prefer football because I like team games.”
- “I prefer football because I like team games, but I understand why a quiet activity is better for some people.”
Now upgrade one of your own sentences.
Feedback code:
- C = clear
- R = add a reason
- Q = ask a question
- P = show another perspective
- L = improve linking
Revise your sentence once after feedback.
Safe and responsible learning
- Use fictional profiles and situations. Do not share private social-media data.
- Audio or video recordings are voluntary. Keep them private unless your teacher gives a safe class method.
- Do not upload classmates’ recordings, images or texts without permission.
- External AI tools are optional only when your school or teacher allows them. Check the language level and the feedback critically.
- Use AI feedback to improve your own text, not to replace your own writing.
- Clear communication matters more than sounding like a particular accent.
- Do not explain people through cultural stereotypes. Ask, listen and use evidence.
Self-check: Can I do it?
| I can … | Not yet | With help | On my own |
|---|---|---|---|
| explain belonging in a fictional situation | ☐ | ☐ | ☐ |
| react respectfully to a different view | ☐ | ☐ | ☐ |
| give a reason and ask a follow-up question | ☐ | ☐ | ☐ |
| understand the main idea of a short video | ☐ | ☐ | ☐ |
| write a structured message with a compromise | ☐ | ☐ | ☐ |
| improve one sentence after feedback | ☐ | ☐ | ☐ |
Use again: Pick one box marked “With help”. Repeat one small task from this course without the hint.
Follow-up course
Continue with Friendship, conflict and finding solutions. Reuse the phrases for asking, reacting, explaining and compromising.
Interaktive Aufgaben
Quiz: Teste Dein Wissen
Which sentence asks for another person’s perspective? (What do you think?) (!You are wrong.) (!That is my idea.) (!Stop talking.)
Which sentence disagrees politely? (I see your point, but I have a different view.) (!That is nonsense.) (!You never understand.) (!My idea is the only good one.)
What does belonging mean in this course? (Feeling that you are part of a group) (!Winning every discussion) (!Doing exactly the same as everyone) (!Always being the group leader)
Which sentence gives a clear reason? (I prefer the quiet room because I can concentrate there.) (!I prefer it.) (!Quiet room.) (!Because.)
What is a compromise? (A solution where people change part of what they want) (!A way to ignore other ideas) (!A rule that one person decides alone) (!A reason to end all discussion)
Which phrase can include a quieter group member? (What about your idea?) (!We have decided without you.) (!You do not need to speak.) (!Everyone thinks the same.)
Which response shows active listening? (Do you mean that you want a quieter activity?) (!I was not listening.) (!That does not matter.) (!Say nothing.)
Which word best links two contrasting ideas? (but) (!because) (!so) (!and)
What is the best goal for pronunciation here? (Being understandable) (!Copying one perfect accent) (!Speaking as fast as possible) (!Never pausing)
What should you do after useful feedback? (Revise and try the language again) (!Delete your whole text) (!Ignore every comment) (!Ask someone else to write it)
Memory
| belonging | feeling part of a group |
| perspective | a way of seeing something |
| compromise | a solution that combines needs |
| respectful | showing care when you react |
| include | make someone part of an activity |
| left out | not included |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| Ask for a view | What do you think? |
| Agree | That makes sense to me. |
| Disagree politely | I see your point, but … |
| Clarify | Do you mean …? |
| Compromise | Could we do both? |
Kreuzworträtsel
| Belonging | What word means feeling that you are part of a group? |
| Respect | What helps people react fairly to different views? |
| Perspective | What word means a way of seeing or thinking about something? |
| Include | What verb means to make someone part of an activity? |
| Empathy | What word describes trying to understand another person’s feelings? |
| Difference | What word names a way in which things are not the same? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Belonging: Create a four-picture storyboard about a fictional new student who starts to feel included. Add one English sentence under each picture.
- Perspective: Use the Rubin vase image. Write three sentences about how two people can see the same thing differently.
- Respect: Collect five polite English phrases for reacting to another opinion. Test them in a short pair dialogue.
- Vocabulary: Make eight small vocabulary cards with a word, a simple English definition and your own example.
Standard
- Speaking: Record a private 45-second response to a fictional group problem. Give your view, one reason and one compromise. Recording is optional and must stay private.
- Writing: Write a 100-word fictional class message that includes three different preferences and a fair next step.
- Mediation: Find a short German school notice provided by your teacher and explain its key information in simple English without translating every word.
- Interview: Interview a classmate in English about harmless preferences such as music, school activities or free-time choices. Ask at least two follow-up questions.
Schwer
- Role-play: Create a three-person scene in which nobody agrees at first. The conversation must end with a workable compromise.
- Point of view: Write the same fictional event twice from two different perspectives. Keep the facts the same but change what each person notices and feels.
- Mini presentation: Prepare a two-minute presentation called “How can a class help people belong?” Use three practical examples and one question for the audience.
- Feedback: Write a first version of a short opinion text, get feedback from a partner or an approved tool, mark the changes you accept or reject and explain two revision choices.
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Lernkontrolle
- Perspektivwechsel: A fictional student says, “Nobody asked me, so I stopped joining in.” Explain two possible causes and propose two different responses that could improve the situation.
- Kommunikation: Rewrite an unfriendly disagreement so that it becomes respectful without hiding the difference of opinion. Explain what you changed.
- Transfer: Your group must choose one activity for people with very different preferences. Develop a fair decision process and justify why it is fair.
- Textanalyse: Read a short fictional dialogue provided by your teacher. Identify where a speaker feels included or excluded and support your answer with language from the dialogue.
- Überarbeitung: Improve a first-draft paragraph after receiving the codes C, R, Q, P or L. Explain which change makes the communication clearer.
Lernnachweis
Für einen Lernnachweis zu diesem Thema ist wichtig, dass Du zeigen kannst:
- Du verstehst die Hauptaussage eines kurzen englischen Hör- oder Videotextes.
- Du kannst Zugehörigkeit und Unterschiede in fiktiven Alltagssituationen beschreiben.
- Du fragst nach Perspektiven und reagierst respektvoll auf andere Meinungen.
- Du begründest Deine Meinung und kannst einen Kompromiss vorschlagen.
- Du schreibst einen kurzen strukturierten Text mit passenden Verknüpfungen.
- Du kannst wesentliche Informationen sinngemäß zwischen Deutsch und Englisch vermitteln.
- Du überarbeitest eigene Sprache nach Feedback.
- Du arbeitest mit fiktiven Beispielen und schützt private Daten.
OERs zum Thema
Medien zum Weiterlernen
Media task: Describe only visible details. Then invent a fictional, positive group rule that could help everyone take part.
Media task: Create two different captions for the same image. Compare how the captions change the perspective.
Viewing task: Listen for one polite way to disagree. Use the phrase in a school-based example of your own.
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