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E10 E - My final English 10 performance review

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E10 E - My final English 10 performance review

Mini-description: Bring together complex listening/viewing, reading, speaking, writing and mediation tasks. Use evidence to analyse your performance, revise selected work and build a realistic final improvement or transition plan.

Level: English as a first foreign language, Grade 10, Baden-Württemberg, E-level. Work mainly in English: understand → respond → analyse → communicate → feedback → revise → transfer. German is used only where mediation or short support is useful. No full translation.

Einleitung

This is your final English 10 performance review. You do not just collect scores. You show what you can do, where the evidence is strong, where errors still repeat and what your next step is. The focus is clear communication, source awareness and independent revision.

The competence mix follows the Grade 10 areas of listening/viewing, reading, speaking, writing, mediation, language resources and text and media competence.

Privacy and fairness: Use only fictional profiles or applications. Recordings are voluntary and should remain private unless you actively agree to share them in class. Do not upload recordings, personal data or classmates' work to external services. AI tools are optional, teacher-approved aids only: keep your own drafts, name any tool you used, and verify claims and sources yourself.

Media start: Where are you now?

Watch the short input. Do not take notes during the first minute. Then write one sentence: What could change in my future learning or work, and what English skill will help me handle that change?

Source: BBC Learning English, What is the future of work? Use the video for listening first; the transcript is a backup and later reading source: BBC Learning English transcript

I-can goals

I can understand the main ideas, key details, attitude and purpose in age-appropriate authentic audio, video and written sources.
I can analyse how a source uses evidence, wording, visuals, examples and omissions.
I can speak clearly, react to other views, support claims and ask useful follow-up questions.
I can write coherent texts with precise linking, suitable register and independent revision.
I can mediate selected information for a purpose and audience instead of translating everything.
I can review my own work with evidence, feedback and an error log, then set realistic next steps.

Activate prior knowledge

Before you start, rate each skill from 1 to 4 in your notebook: listening/viewing, reading, speaking, writing, mediation, source criticism, vocabulary/grammar, pronunciation. Add one piece of evidence for each rating. At the end, repeat the rating and explain any change.

Listening and viewing challenge

Task A – future of work

Watch the BBC video twice.

First viewing: note the main question, two viewpoints and the overall message.
Second viewing: collect four details, two useful phrases and one statement you would verify before repeating it.
Analyse: How do the speakers make a complex topic accessible? Consider examples, tone, vocabulary support and balance.
Transfer: Give a 45-second spoken summary without reading a script.

Task B – media literacy

TED-Ed's How to choose your news asks how readers can deal with many news sources. While watching, note advice that helps you evaluate information rather than simply accept it.

Then compare the BBC and TED-Ed videos: purpose, audience, structure, evidence, language and what each source leaves open.

Optional extension: lateral reading

Use the idea of lateral reading on one claim from a source approved by your teacher. Open other reliable sources and record what confirms, challenges or adds context to the claim.

Reading: compare two authentic sources

Source A: Read the BBC transcript linked above after you have completed the listening task.

Source B: Read selected sections of Work 4.0 chosen by your teacher.

Create a short comparison grid with these categories: main idea – evidence – degree of certainty – purpose – intended audience – date/context – questions still open. Then write a 120–150 word comparison paragraph. Do not decide that a source is trustworthy only because it looks professional: explain what you checked.

Context vocabulary

Use vocabulary in meaningful sentences, not isolated lists. Your core review words are: evidence, reliable, claim, viewpoint, purpose, audience, register, coherent, revise, feedback, mediate, transition.

Add six topic words from the media set. For each new word, record a collocation or example sentence. Remove words you cannot use accurately.

Pronunciation: intelligibility first

Practise sentence stress, thought groups and key word stress. Aim for easy-to-follow speech, not imitation of one accent. Mark the stressed syllable in: perFORmance, Evidence, reLIable, mediAtion, coHERent, tranSItion.

Use a teacher-selected short section if the full live lesson is too long. Record only if you want to. A private 30-second before/after recording is enough. Listen for clarity, pausing and emphasis.

Speaking: final review conference

Prepare a three-minute performance review and a follow-up discussion.

State one strong skill and support it with portfolio evidence.
Explain one recurring difficulty and show how you have tried to fix it.
Compare two sources or perspectives from this aiMOOC.
Give one next-step target and a concrete action.
During discussion, respond to a counterpoint, ask one follow-up question and clarify one idea if needed.

Useful discussion moves: The evidence suggests … / I agree up to a point because … / Another interpretation is … / What makes you say that? / Could you clarify …?

Writing: final performance review

Write 300–350 words for a teacher or future English course. Use this structure:

Evidence: What can you now do well? Refer to at least two pieces of work.
Analysis: Which pattern still limits you most: content, organisation, language accuracy, range, register or source use?
Revision: Show one specific change you made after feedback.
Transition plan: Set two goals, three actions and one way to check progress.

Keep your first draft. Your final version should be recognisably yours.

Mediation: purpose before wording

Fictional scenario: Your fictional exchange partner Jamie Parker is considering a school or training pathway in Germany and asks what they should know before making a choice. Your teacher gives you a short German information text about a real educational pathway.

Write an English message of 120–160 words for Jamie. Select what matters for Jamie's question, explain culture-specific terms briefly and leave out irrelevant details. Do not translate sentence by sentence.

Checklist: purpose – audience – relevant content – clear explanation – suitable tone – no invented facts.

Functional grammar

Use grammar to make meaning precise.

Modals and hedging: may, might, could, is likely to, seems to – useful when evidence is limited.
Conditionals: If I practise short timed responses twice a week, I will become more fluent under pressure.
Relative clauses and participle structures: connect details without producing long, unclear sentences.
Passive voice: use it when the process matters more than the actor, not simply to sound formal.
Reporting verbs: argues, suggests, explains, questions, reports – choose the verb that matches the source.
Cohesive devices: however, therefore, while, whereas, in addition – use them only when the logical link is real.

Help when you get stuck

Use the lightest support that works.

Rewatch or reread one short section before using a transcript or dictionary.
Paraphrase an unknown word before searching for it.
Use a monolingual learner dictionary for meaning, collocations and pronunciation.
Ask: What is my claim? What is my evidence? Why does it matter?
For speaking, use keywords instead of a full script.
For writing, revise ideas and structure before correcting every small language error.

Feedback and error analysis

Give feedback on the work, not the person. Use evidence + effect + next step: Your example supports the claim; the second paragraph is harder to follow because the link is missing; add a sentence that makes the contrast explicit.

Keep a compact error log with five possible categories: meaning/word choice – verb/tense – sentence structure – cohesion/register – pronunciation. Choose the two patterns that recur most often. Correct them in a new sentence and check whether the correction changes meaning or clarity.

Register: match language to situation

After watching, rewrite one informal message as a polite school or work-related message. Then explain two register changes. Do not make the language artificially difficult; precision and appropriateness matter more than rare words.

Source and AI check

Before you submit, check every factual claim that matters.

Can you name the source and its purpose?
Is the date relevant?
Can a second reliable source confirm the key point?
Are you separating fact, interpretation and your own judgement?
If AI was used with permission, did you keep your own draft, identify the use, verify the output and reject unsupported claims?
Did you avoid sending personal data, recordings or other people's work to an external system?

Can-do check and follow-on course

Skill	I can now …	Evidence	Next step
Listening/viewing	identify main ideas, details, attitude and purpose	one annotated task	one new authentic clip per week
Reading	compare content, viewpoint and source features	comparison paragraph	read across two sources
Speaking	argue, react and clarify without a full script	review conference	short timed discussions
Writing	organise, support and revise a coherent text	first and final draft	one focused revision target
Mediation	select and adapt information for an audience	Jamie task	practise purpose-based selection
Source criticism	check claims through context and other sources	source audit	use lateral reading routinely

90-day transition plan: Choose one receptive goal, one productive goal and one learning habit. Make each action small enough to repeat. Your next course may be upper-secondary English, vocational English or another pathway; transfer the same cycle: understand → respond → analyse → communicate → feedback → revise → transfer.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What is the strongest basis for a self-assessment? (Specific evidence from your own work) (!A general feeling about your English) (!A single difficult word) (!Someone else's grade)

What should you do first in a mediation task? (Identify purpose and audience) (!Translate every sentence) (!Replace all simple words) (!Add extra facts from memory)

What does lateral reading mean in this aiMOOC? (Check a claim using other reliable sources) (!Read one page from top to bottom only) (!Skip the source information) (!Trust the first search result)

Which sentence uses cautious language appropriately? (The change may improve flexibility, but more evidence is needed.) (!The change definitely solves every problem.) (!Everyone knows the change is perfect.) (!There can be no other interpretation.)

What makes feedback most useful? (Evidence, effect and a clear next step) (!A personal judgement) (!A long list of every small error) (!Only positive comments)

What is the main pronunciation goal here? (Clear and easy-to-follow speech) (!Copying one accent perfectly) (!Speaking as fast as possible) (!Avoiding all pauses)

What should a strong comparison paragraph include? (A clear point supported by evidence from both sources) (!A summary of only one source) (!Only personal opinion) (!A list of difficult vocabulary)

What should happen before detailed language correction in a draft? (Check ideas, structure and clarity) (!Replace every short word) (!Delete all linking words) (!Make every sentence passive)

What is an appropriate use of AI in this course? (Teacher-approved support that you verify while keeping your own draft) (!Uploading private recordings automatically) (!Replacing your own final text) (!Accepting invented sources without checking)

What makes a transition goal useful? (A specific action and a way to check progress) (!A vague wish to get better) (!A promise to learn every word) (!A plan based only on grades)

Memory

Gist	Main idea
Evidence	Support
Cohesion	Logical flow
Register	Situation-appropriate style
Mediation	Audience-focused transfer
Revision	Purposeful improvement

Drag and Drop

Ordne die richtigen Begriffe zu.	Review cycle
Understand	Capture meaning and key details
Respond	Answer the task directly
Analyse	Examine evidence and source choices
Revise	Improve work using feedback
Transfer	Apply the strategy in a new situation

Kreuzworträtsel

Evidence	What should support a claim?
Cohesion	What creates logical flow across a text?
Mediation	What skill transfers selected meaning for an audience?
Register	What changes when language must fit a situation?
Feedback	What can guide a focused revision?
Transfer	What means using a skill in a new situation?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Selbsteinschätzung: Create a one-page skill snapshot with one strength, one challenge and one piece of evidence for each of three skills.
Hörverstehen: Listen to one approved two-to-six-minute English clip and produce a 40-word gist plus three verified details.
Wortschatz: Build a personal bank of twelve useful collocations from this course and use six in new sentences.
Aussprache: Choose five high-value words from your own speaking task, mark stress and practise them in short sentences; recording remains optional and private.

Standard

Quellenvergleich: Compare two authentic sources on the same issue using purpose, evidence, date, audience and missing context.
Diskussion: Hold a four-minute pair discussion in which each speaker must respond to one counterpoint and ask one follow-up question.
Textüberarbeitung: Revise an older English text in two rounds: first ideas and organisation, then language; keep both versions.
Sprachmittlung: Create a 120-word English message that selects relevant information from a short German source for a fictional recipient.

Schwer

Portfolio: Assemble a mini-portfolio with one receptive task, one productive task, one mediation task and a 200-word evidence-based reflection.
Quellenkritik: Audit one important claim from an approved source using lateral reading and explain what a second source changes or confirms.
Peer-Feedback: Run a feedback cycle with criteria, evidence and one revision target; document what changed and why.
Lerntransfer: Design a 90-day transition plan for your next English learning context and include three actions, checkpoints and one backup strategy.

Lernkontrolle

Integrierte Kompetenzaufgabe: Watch a new authentic clip, read a short related source, identify one shared claim and one difference in perspective, then explain both orally.
Quellenkritik: Given two sources with different purposes, decide what each can and cannot support and justify your reasoning with source features.
Überarbeitung: Improve a weak paragraph so that its claim, evidence and cohesion are clear; annotate three changes and explain their effect.
Sprachmittlung: Transfer information from a short German notice into an English message for a fictional recipient with a specific need; justify one omission.
Diskussion: Defend a position, respond to a counterargument and then refine your position after hearing new evidence.
Lernplanung: Use an error log and two pieces of portfolio evidence to create a four-week improvement cycle with measurable checkpoints.

Lernnachweis

For a strong final learning record, include:

one listening/viewing response with notes from more than one viewing;
one reading or source-comparison task with evidence;
one speaking task or live teacher conversation; recording is optional;
one writing task with first draft, feedback and revised version;
one mediation task shaped for purpose and audience;
a short error analysis showing two recurring patterns and corrections;
a source/AI transparency note where relevant;
a final can-do check and 90-day transition plan.

OERs zum Thema

The English Wikipedia article gives background on language assessment as a field. Use it for orientation, not as a substitute for your own performance evidence.

Medien- und Quellenhinweise

The embedded images come from Wikimedia Commons; open each file page to see author and licence information. The videos are embedded from BBC Learning English, TED-Ed and Crash Course. If an external video is blocked, use the linked transcript or a teacher-provided alternative. No external account or upload is required for completing the core tasks.

Curriculum reference: Baden-Württemberg Bildungsplan, Englisch als erste Fremdsprache, Klasse 10.

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