aiMOOC

E10 E - Give an evidence-based presentation

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Einleitung

Mini-Beschreibung: Develop a short evidence-based presentation with a clear question, selected evidence, multiple perspectives and a justified conclusion. Then answer follow-up questions clearly and revise your presentation after feedback.

English first: In this course, you work mainly in English. German is used only when it helps you understand a strategy. The learning path is: understand → respond → analyse → communicate → feedback → revise → transfer.

This aiMOOC is designed for English as a first foreign language, Grade 10, E level, Baden-Württemberg. You work independently with age-appropriate authentic media, compare sources and perspectives, and communicate your own conclusion without making the language artificially academic.

Media start: Watch the first two minutes without taking notes. What makes the speaker easy or difficult to follow? Then watch again and listen for the way the topic and structure are introduced.

I-can goals

By the end of the course, you can say:

I can ask a clear guiding question that can be answered with evidence.
I can select relevant evidence from a small set of trustworthy sources.
I can compare perspectives instead of presenting only one side.
I can explain the link between a claim and its evidence.
I can give a short, coherent presentation with useful signposting.
I can use cautious language when evidence is limited.
I can answer follow-up questions and admit when my sources do not support an answer.
I can use feedback to revise content, language and delivery.

Curriculum link

The Grade 10 E-level curriculum for English as a first foreign language in Baden-Württemberg expects learners to present a self-researched topic with media support, state a position coherently, reproduce and comment on other viewpoints, and use compensation and correction strategies.

Bildungsplan Baden-Württemberg: Speaking, Grade 10, English as first foreign language

Activate your prior knowledge

Before you continue, answer these questions in English in one or two sentences each:

What is the difference between an opinion and a claim supported by evidence?
How do you usually decide whether an online source is useful?
What makes a presentation easy to follow?
What can you say when you do not know the answer to a question?

Keep your answers. You will return to them in the Can-do check.

Understand: What makes a presentation evidence-based?

An evidence-based presentation is not a list of facts. It is a reasoned answer to a clear question. You select information because it helps answer that question, explain how the evidence supports your claim, compare relevant perspectives and end with a conclusion that matches the strength of the evidence.

A useful structure is:

Question → Claim → Evidence → Reasoning → Perspective → Limitation → Conclusion

Your conclusion should not be stronger than your evidence. If the evidence is mixed, say so. If a source has a limitation, name it. This makes your presentation more credible, not weaker.

The evidence chain

Step	Key question	Example language
Question	What exactly am I trying to find out?	My guiding question is ...
Claim	What answer am I proposing?	My main point is ...
Evidence	What information supports this?	According to ... / The data show ...
Reasoning	Why does this evidence matter?	This matters because ...
Perspective	Who sees the issue differently?	From another perspective ...
Limitation	What can this evidence not show?	One limitation is ...
Conclusion	What answer is justified overall?	Overall, the evidence suggests ...

A clear question comes first

A weak question is often too broad: Is social media good or bad?

A stronger question is focused and answerable: How does using phone notifications during homework affect students' ability to stay focused?

A good guiding question usually has a clear topic, a clear focus and enough room for more than one perspective.

Quick test: Can you imagine what evidence you would need? If not, narrow the question.

Listening and Viewing

Viewing 1: Presentation structure

Watch selected parts of the Oxford Online English video.

First viewing – gist: What are the main stages of a presentation?

Second viewing – detail: Write down four examples of language that help the audience follow the structure.

Transfer: Replace one phrase with language that sounds natural for a Grade 10 school presentation.

Viewing 2: Evaluating evidence

Watch the Crash Course video with English captions if needed.

While watching, complete this note frame:

Focus	Your note
A useful type of evidence	...
A weak use of evidence	...
A question to ask about evidence	...
One idea you can use in your presentation	...

After viewing, explain in your own words: Why can a true fact still be weak evidence for a particular claim?

Viewing 3: Fact-checking

Listen for three questions:

Who is behind the information? Why are they sharing it? What evidence supports the claim?

Do not try to understand every word. Focus on the main strategy and one concrete example.

Open OER viewing: Information literacy

Datei:Wikimedia UK's Information Literacy work.webm

This short Wikimedia UK animation is openly licensed. After watching, write one sentence explaining why checking information is part of responsible communication.

Reading and Source Criticism

Reading text A: Select, do not collect

A strong presentation does not use every source you find. It selects evidence that directly helps answer the guiding question. A source may be trustworthy but still irrelevant to your exact claim. A relevant source may also have limits. Good research therefore asks two questions: Can I trust this source? and Does this evidence actually support my point?

Reading text B: More than one perspective

Multiple perspectives do not mean that every claim must be treated as equally strong. Your task is to represent relevant viewpoints accurately and then compare the evidence behind them. A perspective can come from different groups, experiences, studies or interpretations. Avoid stereotypes. Describe what a source or person actually says.

Compare the texts

What is the main message of text A?
What is the main message of text B?
How do the two texts work together?
Which sentence would be most useful before you start researching? Explain your choice.

The five-question source check

Use this quick check before you include a source:

Check	Ask
Who?	Who created or published it? Is the author or organisation identifiable?
Why?	Is the purpose to inform, explain, sell, entertain, persuade or promote?
What evidence?	Are claims supported by data, documents, expert knowledge or clearly identified sources?
When?	Is the date suitable for your question?
What else?	Can another independent source confirm, challenge or add context?

Do not judge a source from its design alone. A professional-looking page can still contain weak evidence.

Build an evidence grid

Before making slides, collect only the evidence you may actually use.

Source	Main evidence	Why relevant?	Perspective	Limitation	Use it?
Source A	...	...	...	...	yes / no
Source B	...	...	...	...	yes / no
Source C	...	...	...	...	yes / no

For each source, save the author or organisation, title, publication date and link. If you use AI to help search or summarise, check every factual claim against the original source.

Context Vocabulary

Use these words actively. You do not need rare academic vocabulary to sound precise.

Word or phrase	Meaning in this course	Useful frame
claim	a statement that needs support	My main claim is ...
evidence	information used to support or test a claim	The evidence shows ...
reasoning	the explanation linking evidence to a claim	This supports the claim because ...
source	where information comes from	This source was published by ...
perspective	a point of view	From a different perspective ...
reliable	dependable enough for a purpose	I consider this source reliable because ...
relevant	directly useful for the question	This is relevant because ...
limitation	something the evidence cannot fully show	One limitation is ...
conclusion	the final answer based on the evidence	Overall, the evidence suggests ...
according to	introduces a source	According to the report ...
however	signals contrast	However, another source ...
whereas	compares two positions	Source A focuses on ..., whereas source B ...

Pronunciation and Delivery

Clarity matters more than accent. Aim to be easy to understand.

Practise these stress patterns:

EV-i-dence – re-LI-a-ble – per-SPEC-tive – con-CLU-sion

Then practise meaningful chunks instead of reading word by word:

According to the report / the evidence suggests / that the effect is limited.

Use a short pause before a key point and after a visual. Slow down when you explain data, source names or your conclusion.

Private practice: Recording yourself is optional. If you record, keep it private unless a teacher-approved task explicitly asks you to share it. Do not upload recordings of other people without their consent.

Speaking: Build the presentation

Aim for a short presentation of about three to five minutes unless your teacher gives a different time.

Suggested structure

Part	Purpose	Language support
Opening	introduce the question and why it matters	Today I want to answer the question ...
Evidence 1	present a strong piece of evidence	According to ... / This matters because ...
Evidence 2	add or challenge the first source	A second source shows ... / However ...
Perspectives	compare relevant viewpoints	From the perspective of ... / In contrast ...
Limitations	show what the evidence cannot prove	One limitation is ...
Conclusion	answer the question	Overall, the evidence suggests ...
Q&A	respond clearly and honestly	Thanks for the question. Based on my sources ...

Slides that support speaking

A slide should help the audience understand your point, not replace your speaking.

Use a short title, one main message and a relevant visual or small amount of data. Avoid full paragraphs. Put source information close to the evidence it supports.

Answering follow-up questions

Useful responses:

Thanks for the question. My evidence suggests that ...

The two sources differ on this point because ...

That is a limitation of my evidence.

My sources do not give enough information to answer that confidently.

Could you clarify what you mean by ...?

A confident answer is not always a certain answer. Good speakers distinguish what they know from what they cannot support.

Writing: From research to speaker notes

Do not write a full script first. Start with an evidence grid and a simple storyboard.

Slide	One message	Evidence or visual	Speaking note
1	Guiding question	simple title visual	Why this question matters
2	Main evidence	data or short source reference	Explain what the evidence means
3	Different perspective	second source	Compare, do not just list
4	Limitation	short reminder	What your evidence cannot show
5	Conclusion	one key sentence	Direct answer to the question

Write your conclusion as a short paragraph first. Then reduce it to keywords so that you can speak more freely.

Mediation

Mediation is not word-for-word translation. Your job is to pass on the information another person needs.

Scenario: Your class has a German source about a topic you are researching. An English-speaking exchange student needs the main result, one limitation and the source context.

Prepare a 60–90 second spoken mediation in English. Select information for the listener. Do not translate every sentence.

Useful frame:

The German source explains that ... The most important point for our question is ... One limitation is ...

Functional Grammar

Use grammar to make your evidence precise.

Reporting evidence

The report states that ... for a clearly stated point.

The study found that ... for a reported result.

The data suggest that ... when the evidence supports a cautious conclusion.

According to the source, ... when you name where the information comes from.

Avoid overclaiming

Replace language that is too strong:

Too strong	More accurate
This proves that ...	This suggests that ...
Everyone agrees that ...	Many respondents in this survey said that ...
This always happens.	This may happen under these conditions.
Source A is wrong.	Source A reaches a different conclusion because ...

Link ideas clearly

Use because for reasons, therefore for results, however for contrast, whereas for comparison and although for a limitation or concession.

A coherent presentation uses these links to show your reasoning, not to sound more complicated.

Help and Scaffolding

If you get stuck, use this four-line plan:

My question is ...

The strongest evidence is ... because ...

Another perspective is ...

Overall, I conclude ... because ...

For a source check, use only: Who? Why? Evidence? When? What else?

For Q&A, use: Answer → Evidence → Limit.

Feedback

Use feedback on the presentation, not on the person.

Focus	Peer feedback prompt
Question	I understood your guiding question as ...
Evidence	Your strongest evidence was ... because ...
Reasoning	The link between evidence and claim was clear / unclear when ...
Perspectives	I heard these perspectives ...
Conclusion	Your conclusion matched the evidence because ...
Delivery	One part that was especially easy to follow was ...
Next step	One change that would make the presentation clearer is ...

Give one specific strength, one specific next step and one genuine question.

Error Analysis and Revision

Revision is part of the task. Do not replace your text with somebody else's version.

Common problem	Example	Revision move
Claim is too broad	Social media is bad.	Narrow the question and define the context.
Evidence is listed but not explained	A survey found 60 percent.	Explain what the number supports and what it does not.
One source controls the whole presentation	One article says ...	Cross-check with another independent source.
Language is too certain	This proves ...	Use suggests, may or is likely to when appropriate.
Perspective becomes stereotype	Teenagers think ...	Name the specific group or source.
Slide contains a paragraph	Full script on screen	Reduce to a message, visual and source.

Keep your first version. Mark what you changed after feedback. Your final presentation should still sound like you.

Responsible Media and AI Use

Use only material you are allowed to use. Prefer Wikimedia Commons and other clearly licensed media. Give source and licence information when required.

Do not upload photos, voices, names or personal information without permission. Recordings are voluntary and can stay private. This aiMOOC does not require external AI access.

If AI is allowed for a task, use it as support, not as an invisible replacement for your work. Check factual claims and sources against the original material, keep your own drafts and make your revisions visible.

Any profiles, applications or role cards used for practice must be fictional. Avoid cultural generalisations: describe evidence, contexts and individual viewpoints instead.

Transfer

Choose a new topic from school, everyday life, science, media, sport, technology, culture or the environment. Create a new guiding question and transfer the same method:

Question → evidence → reasoning → perspectives → limitation → conclusion → Q&A

The method should work even when the topic changes.

Can-do Check

Rate yourself after the final presentation with yes / nearly / not yet.

Can-do statement	yes / nearly / not yet
I can formulate a focused guiding question.
I can select evidence because it is relevant, not just interesting.
I can explain why a source is useful and name a limitation.
I can compare at least two relevant perspectives.
I can distinguish claim, evidence and reasoning.
I can use cautious language when necessary.
I can speak from notes instead of reading a full script.
I can answer a follow-up question with evidence.
I can say when my sources do not support an answer.
I can revise my work after feedback.

Return to your answers from the prior-knowledge section. Write two sentences: What can you now do better? What is your next target?

Follow-up Course

Continue with E10 E - Discuss evidence and respond to counterarguments. There you move from a short evidence-based presentation to a more sustained discussion with counterarguments, source comparison and spontaneous response.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What is the main job of a guiding question? (It focuses the evidence and structure of the presentation.) (!It makes the presentation sound more academic.) (!It replaces the need for a conclusion.) (!It tells the audience which opinion to have.)

What is evidence in an evidence-based presentation? (Information used to support or test a claim.) (!Any sentence spoken confidently.) (!A personal opinion without support.) (!A decorative image on a slide.)

What should a justified conclusion do? (Answer the guiding question in a way that matches the evidence and its limits.) (!Repeat every source in full.) (!Introduce a completely new argument.) (!Ignore evidence that creates uncertainty.)

What should you do when two useful sources reach different conclusions? (Compare their evidence, context and possible limitations.) (!Delete the source you disagree with.) (!Choose the source with the better website design.) (!Present both statements without explaining the difference.)

Which sentence uses appropriately cautious evidence language? (The evidence suggests that the effect may depend on context.) (!The evidence proves that this is always true.) (!Everybody knows that the claim is correct.) (!There can be no other explanation.)

What does including multiple perspectives mean? (Representing relevant viewpoints accurately and comparing their evidence.) (!Giving every possible opinion exactly the same weight.) (!Adding stereotypes about different groups.) (!Avoiding your own conclusion.)

Which question is useful when checking a source? (Who created this information and why was it published?) (!Does the page use attractive colours?) (!Is the headline surprising?) (!Is the source the first search result?)

What is a good response when a follow-up question goes beyond your sources? (My sources do not give enough information to answer that confidently.) (!I will invent an answer so the presentation sounds complete.) (!The question must be wrong.) (!I know the answer because it sounds likely.)

What is a useful principle for presentation slides? (Use one clear message with relevant visual support.) (!Put the complete spoken script on every slide.) (!Use as many animations as possible.) (!Hide source information from the audience.)

What should you do with factual information produced by AI? (Check it against original sources and keep your own work visible.) (!Use it without checking if it sounds fluent.) (!Replace your own draft immediately.) (!Upload personal data so the answer becomes more specific.)

Memory

Claim	Statement that needs support
Evidence	Information used to support or test a claim
Reasoning	Explanation of why evidence supports a point
Perspective	Point of view that needs accurate representation
Limitation	Factor that restricts what can be concluded
Signposting	Language that guides the audience through a talk

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Guiding question	Focuses the research and presentation
Evidence	Supports or tests a claim
Perspective	Shows a relevant point of view
Limitation	Shows what the evidence cannot fully establish
Conclusion	Gives the final justified answer

Kreuzworträtsel

Evidence	What do you call information used to support or test a claim?
Source	What gives you the origin of information?
Reasoning	What explains why evidence supports a claim?
Perspective	What word means a particular point of view?
Audience	Who listens to a presentation?
Conclusion	What gives the final answer to the guiding question?

LearningApps

Lückentext

An evidence-based presentation begins with a clear

. A statement that needs support is a

. Information used to support or test that statement is called

. The explanation that connects evidence to a point is

. A useful presentation compares more than one relevant

. Before using a source, you should check its author, purpose, evidence, date and

. A careful speaker names an important

instead of hiding uncertainty. Words such as however and whereas help you show

. Your final answer should be a justified

. After presenting, use feedback to

your work.

Offene Aufgaben

Leicht

Question upgrade: Turn three broad topics into focused guiding questions and explain why each new question is easier to research.
Source check: Choose one age-appropriate online source and apply the five questions Who, Why, What evidence, When and What else.
Signpost bank: Create a personal bank of eight useful presentation phrases and group them by opening, evidence, contrast and conclusion.
One-slide challenge: Design one slide with one message, one relevant visual and one clear source reference.

Standard

Evidence grid: Compare three sources for one guiding question and decide which evidence you would use and which you would leave out.
Perspective map: Identify at least two relevant perspectives on a topic and show what evidence supports each one without using stereotypes.
Peer rehearsal: Give a two-minute rehearsal to a partner, receive one strength, one next step and one question, then revise your notes.
Purpose-based mediation: Summarise a short German source orally in English for a specific English-speaking audience without translating it line by line.

Schwer

Conflicting sources: Find two credible sources that differ in emphasis or conclusion and explain possible reasons for the difference.
Media analysis: Compare how the same topic is presented in a text, infographic and video. Decide what each medium makes easier or harder to understand.
Q&A simulation: Prepare six challenging follow-up questions for a classmate's presentation and practise answering with evidence, limits and clarification.
Revision portfolio: Keep your first evidence grid, first speaking notes, peer feedback and final version. Write a short reflection explaining three changes and why they improved the presentation.

Lernkontrolle

New-topic transfer: You receive a new topic and four short sources. Formulate a focused guiding question, select two pieces of evidence and justify why they fit the question.
Source decision: Two sources look equally professional but use different evidence. Explain which source is more useful for a specific claim and name one limitation of your choice.
Reasoning repair: A presentation gives a statistic but no explanation. Add two sentences that make the reasoning between evidence and claim explicit.
Perspective comparison: Summarise two relevant perspectives fairly and explain where they agree, where they differ and what evidence each uses.
Justified conclusion: Write a conclusion that answers a guiding question without claiming more certainty than the evidence allows.
Follow-up response: Respond to a challenging audience question by giving an answer, citing relevant evidence and clearly naming what remains uncertain.

Lernnachweis

For a successful learning record, show that you can:

formulate a focused and researchable guiding question;
select a small set of relevant and checkable sources;
distinguish claim, evidence and reasoning;
compare relevant perspectives without stereotypes;
name at least one meaningful limitation;
present a coherent conclusion that fits the evidence;
use understandable English, useful signposting and clear pronunciation;
answer follow-up questions and revise your presentation after feedback.

OERs zum Thema

Further reading: Informationskompetenz, Quellenkritik, Präsentation

Core external learning media used in this aiMOOC:

The Wikimedia Commons files embedded above link to their respective file pages, where author and licence information can be checked. When you reuse a file elsewhere, keep the required attribution and licence information.

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E10 E - Give an evidence-based presentation

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