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E8 G - Peer pressure – Situationen verstehen

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E8 G - Peer pressure – Situationen verstehen

Mini-Beschreibung: Verstehe kurze fiktive Situationen zu peer pressure, erkenne mögliche Reaktionen und begründe einfache Entscheidungen auf Englisch. Du arbeitest mit klaren Texten, Bildern, Hör-/Sehimpulsen und gestuften Hilfen. Du musst keine persönlichen Erfahrungen erzählen.

Medien-Einstieg

Look first. Don't translate every word.

Think about the picture:

Look and notice: What can a group make easier?
Look and notice: What can a group make harder?
Useful words: group – choice – pressure – support – say no

Try in English first: “A group can … because …”

Need help? Ask for one word or one sentence starter. Use German only if the English hint is not enough.

Viewing mission: Watch once for the main idea. On the second viewing, listen for the words peer pressure, choice and friends. Do not stop for every unknown word.

I-can-Ziele

After this aiMOOC, you can say:

I can understand: I can understand the main idea of a short situation about peer pressure.
I can react: I can name a possible reaction: say no, leave, ask for help, suggest another idea.
I can explain: I can give a short opinion with a reason using because.
I can report: I can report a simple statement with says that.
I can write: I can write a short message or mini-report about a fictional situation.

Vorwissen aktivieren

Match the idea in your head before you read:

choice → a decision
support → help from another person
pressure → a strong push to do something
refuse → say no
leave → go away from a situation

Mini-task: Choose two words and make one short sentence: “A good choice can …”

What is peer pressure?

Peer pressure means that people of a similar age can influence what someone does. This influence can be direct, for example “Come on, do it!”, or indirect, for example when someone thinks “Everyone else is doing it.” Peer influence can be negative, but it can also be positive when a group supports helpful or fair behaviour.

For this course, all profiles and situations are fictional. You do not have to tell the class about private experiences.

A simple reaction plan

Remember: STOP – THINK – CHOOSE – GET HELP.

Stop: Do not answer too fast.
Think: What could happen next?
Choose: Say no, suggest another idea, or leave.
Get help: Ask a trusted adult if the situation feels unsafe or serious.

Listening and Viewing

Listening 1: Fictional school situation

First listen: Your teacher or a partner reads the mini-dialogue aloud. Do not look at the transcript yet.

Task A – gist: Is the situation mainly about:

joining an after-school club
copying homework
buying food

Task B – second listen: Which reaction does Alex choose: copy, refuse, or leave?

Hint 1: Listen for “Just copy it” and “No, I’ll do my own.”

Hint 2: The key question is: Does Alex follow the group?

Deutsch-Hilfe, nur wenn nötig: Achte auf die Reaktion von Alex, nicht auf jedes einzelne Wort.

Transcript – erst nach dem Hörversuch lesen

Maya: “We’re all copying the last two answers. Just copy them too.”

Alex: “No, I’ll do my own. I can ask the teacher if I’m stuck.”

Maya: “Come on. Everyone is doing it.”

Alex: “I still don’t want to. I’ll finish it myself.”

Check: Alex refuses and chooses another safe action.

Viewing 2: Strategies

Before viewing: Predict three possible reactions: say no – walk away – ask for help.

While viewing: Tick ideas you hear. You do not need every detail.

After viewing: Complete one sentence: “A useful strategy is … because …”

Feedback check: A good answer names a strategy and gives a reason. Grammar can be simple if the meaning is clear.

Reading: Three fictional situations

Situation A: The class chat

Fictional profile: Nia, 14, is in a class chat. Two classmates want to post an embarrassing photo of a fictional student. Nia does not think it is funny. One classmate writes, “Don’t be boring. Everyone will laugh.”

Question: What is the pressure?

Possible reactions: Nia can refuse, suggest not sharing the photo, leave the chat for the moment, or ask a trusted adult for help if the situation continues.

Situation B: The homework shortcut

Fictional profile: Ben, 13, has not finished an English task. A friend says, “Take my answers. We all do it sometimes.” Ben wants to belong to the group, but he knows the work should be his own.

Question: Which sentence shows pressure?

Possible reaction: “No thanks. I’ll finish my own work.”

Situation C: Positive peer influence

Fictional profile: Salma, 14, is nervous before a presentation. Her group says, “We can practise once more with you. You can do this.” Salma agrees to practise.

Question: Is this negative pressure or positive influence?

Answer: It is positive influence because the group supports a helpful choice.

Kontextwortschatz

Use the words in situations, not as an isolated list.

English	Simple English meaning	Mini-example
peer	a person about your age	A classmate can be a peer.
pressure	a strong push to act	He feels pressure to join.
refuse	say no	She refuses the idea.
suggest	give another idea	He suggests a different plan.
support	help someone	Friends can support each other.
consequence	what happens after an action	Think about the consequence.

Try: Choose one word and complete: “In Situation __, the word ___ fits because …”

Aussprache

Focus on clear meaning, not accent-free speech.

pressure – stress the first syllable.
refuse as a verb – stress the second syllable.
support – stress the second syllable.
choice – one syllable; make the final sound clear.

Micro-practice: Say slowly, then normally: “I choose to say no.” / “I can ask for support.”

Record yourself only if you want to. Keep recordings private unless your teacher has agreed on a protected school solution. No automatic uploads and no external AI tools are needed.

Speaking

Task: 20–30 seconds. Choose Situation A, B or C. Speak as the fictional character.

Use this structure:

“The problem is …”
“I think the character can …”
“This is a good idea because …”

Challenge: Add one alternative: “Another option is …”

Partner feedback:

Can I understand the main point?
Is there a reason with because?
Is the reaction safe and realistic?

Do not grade accents. Verständlichkeit ist wichtiger als Akzentfreiheit.

Writing

Mini-message

Write 45–60 words as a fictional student replying to a fictional friend.

Situation: A friend wants the group to exclude a new student from a project.

Your goal: Refuse politely, give one reason, and suggest a better idea.

Writing frame: “Hi …, I don’t think we should … . I think … because … . We could … instead. What do you think?”

Less help: Write without the frame, but include opinion + reason + alternative.

Mini-report

Write 60–80 words about one fictional situation. Use:

what happened
what the pressure was
what the character did
why the reaction made sense

Do not invent private names, accounts or real class-chat data.

Mediation

Situation: A German-speaking exchange partner asks what “peer pressure” means. Explain the idea in simple English in 2–3 sentences. Do not translate every word.

Hint: Start with “Peer pressure is when …”

German support if needed: Erkläre die Idee, nicht Satz für Satz.

Functional grammar: Notice it, use only what you need

Reported speech without backshift

For G-level, use a simple present reporting verb:

Direct: “I don’t want to post it.”

Report: “Nia says that she doesn’t want to post it.”

Try: “Ben says, ‘I want to do my own work.’” → “Ben says that he wants to do his own work.”

Receptive grammar: passive and past perfect

You only need to recognise these forms here. You do not have to build them yourself.

Passive: “The photo was shared in the chat.” → Focus: what happened to the photo.

Past perfect: “Ben felt better because he had made his own choice.” → The choice happened before the feeling.

Mini-check: In “The message was deleted”, is the focus on the person or on the message? → the message

Important: Past perfect progressive is not required at G-level in this course.

Gestufte Hilfen

Use the help ladder in this order:

English first: Read or listen once for the main idea.
Context: Look at the situation, picture, speaker and key words.
Try: Give a short answer even if it is not perfect.
Ask: Ask for one word or one clue.
Hint: Use the sentence starter or key-word box.
German help: Use a short German explanation only if needed.

Direktes Feedback und Fehleranalyse

Example 1: “He say no because it unfair.”

Feedback: Meaning is clear. Improve two small points: “He says no because it is unfair.”

Example 2: “She don’t want share the photo.”

Feedback: Good message. Improve: “She doesn’t want to share the photo.”

Example 3: “The photo shared in the chat.”

Feedback: You can understand the meaning. At G-level, notice the passive in the model: “The photo was shared in the chat.” You do not have to produce passive forms in your own answer.

Your error check: First check meaning, then verb form, then missing small words. Do not rewrite everything if one small correction is enough.

Transfer: New situation

Fictional situation: Four students are choosing a topic for a group project. Three want a topic that Lee does not understand. One student says, “Just agree. We don’t have time for your questions.”

Task:

Name the pressure in one sentence.
Give Lee two possible reactions.
Choose one reaction and give a reason.

Model opening: “Lee feels pressure because …”

Can-do-Check

Mark each point: yes / almost / not yet.

I can understand the main problem in a short peer-pressure situation.
I can find a sentence that creates pressure.
I can suggest a safe reaction.
I can give a short reason with because.
I can use says that for a simple report.
I can recognise a passive or past-perfect form when it appears in context.

Next step: If you mark “not yet”, repeat one short reading or viewing task and use the help ladder.

Folgekurs

Continue with E8 G - Peer pressure – Reaktionen begründen. There you can compare two reactions and give stronger reasons in connected sentences.

Sicher und fair lernen

All profiles in this aiMOOC are fictional.
You never need to share personal experiences, passwords, private chats or social-media accounts.
Audio recordings are optional and should stay private unless a protected school process is agreed.
Do not upload classmates’ photos, voices or messages without clear permission.
If AI is used in class, check language level, facts and feedback. AI should support your work, not replace your own text.
If a fictional task reminds you of a real unsafe situation, you can stop the task and speak to a trusted adult.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What does peer pressure mean in this course? (Influence from people of a similar age) (!A grammar rule) (!A school subject) (!A type of homework)

Which reaction can be helpful in a negative pressure situation? (Say no and suggest another idea) (!Copy what everyone does) (!Share private data) (!Ignore all consequences)

Which sentence gives a reason? (I say no because it is unfair.) (!Say no.) (!Maybe later.) (!The group.)

Which situation shows positive peer influence? (A group helps a nervous student practise) (!A group pushes someone to cheat) (!A classmate shares an embarrassing photo) (!Friends tell someone to exclude a new student)

What should you do first in the help ladder? (Try to understand in English) (!Translate every sentence) (!Ask for the full German text) (!Skip the task)

Which phrase reports a statement simply? (Nia says that she does not want to post it.) (!Nia say she not post.) (!Nia saided that no.) (!Nia is say the post.)

At G-level, what do you mainly do with the passive in this course? (Recognise it in context) (!Produce long passive texts) (!Memorise every passive tense) (!Use it in every sentence)

What is the focus in “The message was deleted”? (The message) (!The time) (!The speaker’s accent) (!The dictionary)

Which task protects privacy best? (Use a fictional profile) (!Post a real class chat) (!Upload a classmate’s photo) (!Share a private username)

What is most important in speaking practice here? (Clear meaning) (!A perfect accent) (!Very fast speech) (!Very long answers)

Memory

peer pressure	influence from people of a similar age
refuse	say no
support	help another person
consequence	what happens after an action
suggest	give another idea
trusted adult	a safe person who can help

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Stop	Do not answer too fast
Think	Consider what could happen next
Choose	Decide on a safe reaction
Suggest	Offer another idea
Get help	Contact a trusted adult if needed

Kreuzworträtsel

Pressure	What English word means social influence that can push a person to act?
Refuse	What verb means to say no to an idea?
Support	What noun or verb means help from another person?
Choice	What word means a decision between options?
Suggest	What verb means to give another idea?
Consequence	What word means what happens after an action?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Caption task: Write a one-sentence English caption for one of the media images using group, choice or support.
Reaction cards: Create three fictional reaction cards: say no, suggest another idea, ask for help.
Dialogue ending: Add two lines to Situation B so that Ben ends the conversation politely.
Vocabulary sketch: Draw a simple symbol for pressure, choice and support and add one English label to each.

Standard

Mini role-play: Act out one fictional situation in pairs for 30–45 seconds. No personal stories are needed.
Message rewrite: Improve a fictional class-chat message so that it is respectful and does not pressure another person.
Viewing notes: Watch one embedded video again and write three key ideas in simple English.
Opinion text: Write 70–90 words: “A good friend should respect a no.” Give two reasons and one example from a fictional situation.

Schwer

Compare reactions: Compare two possible reactions to Situation A and explain one advantage and one risk of each.
Mini campaign: Design a small bilingual school poster with short English advice and only brief German support.
Fictional interview: Write six interview questions for a fictional school counsellor about peer pressure, then create possible short answers.
Scene project: Create a 60-second fictional audio or video scene showing pressure, a pause, and a safe choice. Recording is optional and should stay private unless a protected school process is agreed.

Lernkontrolle

Situationen vergleichen: Compare Situation A and C. Explain why one is negative pressure and the other is positive influence.
Reaktion begründen: Choose one safe reaction for the Transfer situation and explain why it fits better than one alternative.
Sprache im Kontext: Explain what “Everyone is doing it” tries to make another person think or feel. Use evidence from the situation, not a personal story.
Grammatik verstehen: Explain the time order in “Ben felt better because he had made his own choice.”
Mediation anwenden: Explain “peer pressure” in 2–3 simple English sentences for a fictional exchange partner.
Fehler verbessern: Improve “She don’t want share the photo” and explain the two changes in simple terms.

Lernnachweis

Für einen Lernnachweis ist wichtig:

Du verstehst die Hauptaussage kurzer fiktiver Situationen.
Du erkennst sprachliche Signale von Gruppendruck.
Du schlägst passende, sichere Reaktionen vor.
Du begründest eine Meinung mit mindestens einem nachvollziehbaren Grund.
Du kannst eine einfache Aussage mit says that wiedergeben.
Du erkennst rezeptiv einfache Passiv- und Past-Perfect-Formen im Kontext.
Du arbeitest datensparsam und nutzt keine privaten Social-Media-Daten.
Du prüfst KI-Vorschläge auf Niveau, Fakten und Verständlichkeit und ersetzt deinen eigenen Text nicht einfach durch KI-Ausgaben.

OERs zum Thema

Medien und Hinweise

Die eingebundenen Bilder stammen aus Wikimedia Commons. Prüfe bei einer Weiterverwendung jeweils die Lizenzangaben auf der Dateiseite. Die eingebetteten Videos werden direkt über YouTube angezeigt. Für Unterrichtszwecke gilt: keine privaten Konten, Kommentare oder personenbezogenen Daten der Lernenden verwenden.

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