ABI - Mein Englisch-Abitur-Kompetenzprofil erstellen
aiMOOCABI - Mein Englisch-Abitur-Kompetenzprofil erstellen
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ABI - Mein Englisch-Abitur-Kompetenzprofil erstellen
Build your profile, not a fake grade. In this aiMOOC you diagnose your strengths and next steps in listening, reading, summary, analysis, writing, mediation, speaking, vocabulary, grammar, thematic knowledge and exam strategy. You work mainly in English, collect evidence from short tasks and route yourself into focused follow-up courses.
Zielgruppe: Englisch als fortgeführte Fremdsprache, Kursstufe Baden-Württemberg, gemeinsamer Kurs für BF und LF. Das Zielniveau ist B2, in Teilen C1 als Lernorientierung. C1 bedeutet hier mehr Präzision, Tiefe und Selbstständigkeit – keine künstlich schwierige Sprache.
English first – help ladder: context → word formation → visual clue → English explanation → monolingual dictionary → bilingual dictionary → German help. Use the next support step only when the earlier one is not enough.
Safe learning: Use fictitious personal data. Audio/video recording is optional and can remain local and private. Do not upload recordings, texts or personal data unless you actively choose to do so. No external AI access is required. If you use AI, check claims and sources against the task, the source text and reliable references; write your own response instead of submitting a replacement essay.
Aktueller Abi-Check Baden-Württemberg
Stand: 02.10.2026. Für die Abiturjahrgänge 2027 und 2028 wurden die veröffentlichten Facherlasse Englisch sowie die zentrale Abitur-Informationsseite des Kultusministeriums geprüft.[1][2][3]
Die geprüften Erlasse nennen für Englisch das Schwerpunktthema On the Move: Migration and Cross-Cultural Encounters sowie Themenfelder zu USA und Vereinigtem Königreich. Für das LF gehören Hörverstehen, aspektbezogenes Zusammenfassen, Analyse und eine persönliche Stellungnahme bzw. gestaltende Schreibaufgabe zur schriftlichen Prüfungsstruktur; zusätzlich gibt es die Kommunikationsprüfung. Für das BF werden über die Kursstufe unter anderem Hörverstehen, Leseverstehen, Analyse, Sprachmittlung, unterschiedliche Schreibaufgaben sowie ein größerer monologischer und dialogischer Sprechbeitrag abgedeckt.[4]
Der Bildungsplan unterscheidet BF und LF vor allem nach Komplexität und Abstraktion der Texte und Themen sowie nach Breite, Tiefe und Differenziertheit der Bearbeitung. Am Ende der Kursstufe ist B2, in Teilen C1, die Orientierung.[5]
Wichtig: Vor Deiner eigenen Prüfung prüfst Du immer noch einmal den Facherlass Deines konkreten Abiturjahrgangs. Ab dem Abiturjahrgang 2027 verweist der Facherlass zudem auf den IQB-Grundstock der Operatoren für Englisch.[6]
BF und LF im selben Kurs
| Bereich | BF-Pfad | LF-Pfad |
|---|---|---|
| Material | überschaubare, exemplarische Inputs | größere Breite, höhere Textkomplexität, mehrere Materialien |
| Hilfen | Checklisten, Satzstarter, markierte Arbeitsschritte | reduzierte Hilfen, selbstständige Planung |
| Analyse | ein klarer Analyseaspekt mit Beleg | mehrere Aspekte, Wirkung, Zusammenhänge und Materialverknüpfung |
| Anforderungsbereiche | stärkerer Schwerpunkt auf AFB I und II als auf III | stärkerer Schwerpunkt auf AFB II und III als auf I |
| Sprache | klare, angemessene B2-Kommunikation | B2 sicher, punktuell C1-orientierte Präzision und Differenzierung |
I-can-Ziele
Nach diesem aiMOOC kannst Du Deinen Lernstand nicht nur einschätzen, sondern mit einer konkreten Arbeitsprobe belegen.
- Listening: I can identify gist, relevant details and speaker attitude without relying on every word.
- Reading: I can locate evidence, infer meaning from context and explain paragraph functions.
- Summary: I can write an aspect-based summary in my own words and leave out irrelevant detail.
- Analysis: I can connect evidence, technique and effect instead of listing stylistic devices.
- Writing: I can plan and write for purpose, audience, register and text type.
- Mediation: I can select, adapt and reformulate relevant information for a specific recipient.
- Speaking: I can sustain a clear monologue and respond constructively in interaction.
- Vocabulary: I can infer, check and reuse words in collocations and word families.
- Grammar: I can notice recurring errors and revise them in meaningful sentences.
- Thematic knowledge: I can connect the official themes with studied works and contexts without reproducing copyrighted material.
- Exam strategy: I can decode operators, plan time, select evidence and reserve revision time.
Medien-Einstieg: Diagnose statt Bauchgefühl
Watch the short study-skills input. While watching, note one strategy you already use and one strategy you will test this week.
Quick start: Write one sentence: My strongest skill is probably … because … Then add one piece of evidence. At the end of the MOOC, return to this sentence and revise it.
Vorwissen und Selbstprofil
Use 0–3 only as a diagnostic scale, not as an Abi grade: 0 = not yet, 1 = with strong support, 2 = mostly independently, 3 = securely and under time pressure.
| Kompetenz | Start 0–3 | Beleg aus einer Aufgabe | Ende 0–3 |
|---|---|---|---|
| Listening | |||
| Reading | |||
| Summary | |||
| Analysis | |||
| Writing | |||
| Mediation | |||
| Speaking | |||
| Vocabulary | |||
| Grammar | |||
| Thematic knowledge | |||
| Exam strategy |
Rule: A score without evidence does not count. Keep one short product, note or corrected sentence for every domain.
Listening and Viewing
Use this video as a diagnostic input. First viewing: captions off. Second viewing: captions may be used for feedback.
Task – BF: Note the main message, three useful ideas and one example. Then explain the speaker's purpose in two sentences.
Task – LF: Do the BF task, then identify how the video is structured and infer one attitude or assumption. Support your inference with a precise moment from the video.
Self-check: Did you capture meaning rather than isolated words? Can you distinguish what was said from what you inferred?
Reading
MOOC-created practice text – no compulsory text:
A learner can recognise hundreds of English words and still struggle in an exam. The problem is often not the size of the vocabulary list but access: Can the learner retrieve a useful word quickly, understand it in context and combine it naturally with other words? Strong readers therefore do more than translate. They predict, test a meaning against the sentence, notice word families and keep reading when a non-essential word is unknown. They also change speed. A first rapid pass can establish topic and structure; a slower second pass can locate evidence. This matters in timed tasks because complete certainty is rarely necessary before a useful answer can be written. The goal is not to understand every item. It is to build a reliable interpretation and know which details support it.
Task – BF: Give each sentence group a short heading, identify the main claim and explain two context clues.
Task – LF: Add an inference about the writer's view of translation and explain how the sequence of ideas supports the argument.
Feedback question: Which reading move saved you most time: predicting, skimming, scanning, inferring or rereading?
Summary
Write an aspect-based summary of the practice text focusing only on effective reading under time pressure.
BF scaffold: Start with the focus, group related ideas, use your own wording, omit examples that do not serve the focus.
LF upgrade: Compress more strongly, preserve the text's logical relationship between strategies and exam usefulness, and avoid sentence-by-sentence retelling.
Do not: analyse language, add your opinion or copy long phrases.
Context vocabulary
Before asking for German help, use this sequence: context → word family → collocation → English definition → dictionary.
Choose five items from the practice text, for example retrieve, reliable, inference, timed, evidence. For each item, record:
- Context: the sentence meaning you can infer.
- Word family: for example infer → inference → inferential.
- Collocation: one natural combination, for example reliable evidence.
- English definition: your own short explanation.
- Dictionary check: pronunciation, meaning and one usage detail.
Analysis: Evidence → Technique → Effect
Weak analysis: The writer uses a metaphor.
Stronger analysis pattern: The phrase … frames … as …; this choice emphasises … and supports the writer's purpose of …
Analyse two choices in the practice text. One must concern structure; the other may concern word choice, tone, syntax or communicative strategy.
BF: Use one quotation or precise reference per point and explain one effect.
LF: Link the effects to the overall line of argument and discuss whether the strategy remains consistent across the text.
Speaking
Prompt: Fluency grows more from active retrieval than from avoiding mistakes.
BF: Give a structured 60-second response: position → reason → example → short conclusion. Then discuss one follow-up question with a partner.
LF: Give a 90-second response, qualify your claim, anticipate one counterargument and connect your response to a second idea from the MOOC.
Privacy: Recording is optional. If you record, keeping the file only on your own device is enough.
Writing
Fictitious training data – not a research finding:
| Weekly practice pattern in a fictional course of 100 learners | Learners reporting higher confidence after six weeks |
|---|---|
| frequent short practice in several skills | 31 of 40 |
| mainly one long weekly session | 18 of 30 |
| mostly passive review | 12 of 30 |
BF writing task: Write a short article for your school learning platform: How should students organise English practice before the Abi? Use the table as one piece of evidence. Training scope: about 180–220 words.
LF writing task: Write the same article, but connect the table with at least two diagnostic insights from this MOOC, discuss a limitation of the fictional data and develop a nuanced recommendation. Training scope: about 260–320 words.
Note: These word ranges are training ranges, not official exam word limits.
Mediation
German source – MOOC-created: Die Schule plant einen freiwilligen englischsprachigen Lerntag. Vormittags arbeiten die Teilnehmenden in Kleingruppen an Hör- und Lesestrategien. Nachmittags wählen sie zwischen Schreibberatung und Sprechtraining. Eigene Aufnahmen sind freiwillig; persönliche Dateien werden nicht zentral gesammelt. Wer Wörterbücher nutzen möchte, bringt die im eigenen Kurs üblichen Hilfsmittel mit.
Situation: An exchange student asks what matters for taking part. Write a brief English message that gives only the relevant information.
BF: Select four relevant points and use natural English rather than sentence-by-sentence translation.
LF: Adapt register and organisation to the recipient, combine related information and explain one cultural or organisational detail only if the recipient needs it.
Grammar: Edit, explain, reuse
Correct the sentences and explain the rule in English before using German support.
- The results shows that short practice can be useful.
- If I would have more time, I would revise the draft twice.
- She explained me the task before the recording started.
- The article gives an information about study habits.
- Since two weeks I keep an error log.
- The evidence is convincing, although it does not proves causation.
Then write one new sentence for each corrected pattern. Your score is based on whether you can reuse the pattern, not only spot the error.
Thematic knowledge
For the checked 2027/2028 Facherlasse, organise your knowledge around three official areas: On the Move: Migration and Cross-Cultural Encounters, the USA-related field Politics, culture, society – between tradition and change, and the corresponding UK-related field.[7]
BF concept map: Connect one studied work or film with one key idea, one relevant context and one comparison.
LF concept map: Connect several studied materials across themes. Add tensions, changes over time, different perspectives and at least one justified cross-material comparison.
Do not reproduce full compulsory texts or unauthorised film clips. Work with your own notes, short lawful quotations where permitted, bibliographic references and independently written analysis.
Exam strategy
Operator check: Before writing, underline the operator, circle the focus and write a one-line product goal.
Time check: Build a personal sequence for reading, planning, drafting and revising. In the LF written Abi 2027/2028, the official total is about 255 minutes including choice time; the listening part is about 30 minutes, followed after a pause by the writing part.[8] Use the exact rules for your own exam cohort.
Revision check: Reserve a final pass for task fulfilment, paragraph logic, evidence, register, vocabulary precision and recurring grammar patterns.
Feedback und Fehleranalyse
Use short error codes to find patterns: T = task fulfilment, C = content, E = evidence, S = structure, L = lexis, G = grammar, R = register, M = mediation selection, X = exam strategy.
For every repeated error, log four things: evidence → why it matters → corrected version → next practice task. Do not count every slip equally. Prioritise errors that change meaning, weaken task fulfilment or recur across texts.
For AI-assisted feedback, verify suggestions. Ask: Does this correction fit my source, my task and my intended meaning? Keep the decision and the final wording your own.
Mein Kompetenzprofil und mein Folgekurs
Use the score per domain; do not calculate an Abi grade.
| Ergebnis im Bereich | Nächster Schritt |
|---|---|
| 0–1 | Start the focused course and repeat a short diagnostic after practice. |
| 2 | Consolidate with one timed task and one revision cycle. |
| 3 | Move to transfer: new material, less support, tighter timing or cross-material synthesis. |
| Wenn Dein Profil hier niedrig ist … | Starte diesen Lernkurs | Kernroutine |
|---|---|---|
| Listening | Listening Lab | gist → detail → inference → transcript/caption feedback |
| Reading oder Summary | Reading & Summary | skim → focus → evidence → compress |
| Analysis | Analysis: Evidence → Effect | claim → evidence → technique → effect → purpose |
| Writing | Writing Workshop | task → plan → paragraph → evidence → revise |
| Mediation | Mediation Lab | select → adapt → rephrase → check recipient |
| Speaking | Speaking Lab | structure → speak → interact → reflect |
| Vocabulary oder Grammar | Language Control | context → pattern → retrieval → reuse |
| Thematic knowledge | Theme Map | concept → work → context → comparison |
| Exam strategy | Exam Strategy | operator → timing → evidence → revision |
LF transfer route: If most areas are already at 2–3, add a Synthesis Lab: combine two or more materials, make a justified comparison, handle AFB II/III independently and reduce scaffolds.
Abi-Check
Before moving on, answer these questions with evidence from your own work.
- Can I separate gist, detail and inference in listening?
- Can I read for purpose instead of translating everything?
- Can I summarise only the requested aspect?
- Can I explain effect instead of naming devices?
- Can I adapt purpose, audience, register and text type?
- Can I mediate selectively rather than translate line by line?
- Can I speak coherently and interact without a full script?
- Can I learn words as context, word family and collocation?
- Can I identify two recurring grammar patterns in my own writing?
- Can I connect themes, works and contexts at BF or LF depth?
- Can I turn an operator into a concrete plan and revise within my time budget?
Transfer
Choose one unfamiliar, lawful English input such as a public speech transcript, a news explainer, an OER text or a teacher-provided excerpt. Repeat the full cycle: predict → understand → select → analyse → respond → revise → update profile. Use a different topic from the diagnostic so that improvement is not just memory of the first task.
Interaktive Aufgaben
Quiz: Teste Dein Wissen
What is the main purpose of an aspect-based summary? (To present only information relevant to the requested focus in your own words) (!To retell every paragraph in the original order) (!To list stylistic devices) (!To add your personal evaluation)
What makes an analysis point stronger? (It links evidence and technique to an effect and purpose) (!It names as many devices as possible) (!It avoids references to the source) (!It replaces explanation with a long quotation)
What is the core principle of mediation? (Select and reformulate relevant information for a specific recipient) (!Translate every sentence word for word) (!Add facts that are not in the source) (!Copy the German source into the English text)
Which vocabulary strategy follows the English-first help ladder best? (Use context and word formation before checking a dictionary) (!Ask for a German translation immediately) (!Ignore every unfamiliar word) (!Memorise an isolated translation without context)
How should LF work differ from BF work in this MOOC? (It should use greater breadth depth and independent material linking) (!It should only use rarer vocabulary) (!It should avoid planning support in every situation) (!It should replace analysis with longer summaries)
What is useful evidence for a speaking self-assessment? (A structured response and reflection on interaction) (!The number of difficult words used) (!A memorised script with no interaction) (!A German translation of the prompt)
What should you do before drafting an exam response? (Decode the operator focus and required product) (!Write the introduction before reading the task) (!Copy phrases from the source) (!Choose the longest possible answer)
How should AI feedback be used in this course? (Check it against the task source and reliable references before deciding) (!Accept every correction automatically) (!Let AI write the final replacement essay) (!Upload private recordings without checking)
What does a diagnostic score of zero or one suggest? (Start the focused follow-up course and practise the weak domain) (!Convert the score directly into an Abi grade) (!Stop working on that domain) (!Repeat only the easiest task)
What shows strong thematic knowledge? (Connecting themes works contexts and perspectives with evidence) (!Memorising titles without connections) (!Reproducing a complete compulsory text) (!Learning only isolated dates)
Memory
| gist | overall meaning |
| inference | conclusion from clues |
| evidence | source support |
| register | language suited to situation |
| collocation | words that naturally occur together |
| mediation | selective cross-language transfer |
| operator | task command |
| revision | purposeful improvement after drafting |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| Skimming | rapid reading for overall structure |
| Scanning | targeted search for a specific detail |
| Summary | focused compression in own words |
| Analysis | explanation of how choices create effects |
| Mediation | recipient-oriented reformulation across languages |
| Revision | checking and improving a completed draft |
Kreuzworträtsel
| Inference | What do you call a conclusion drawn from contextual clues? |
| Evidence | What supports a claim from the source? |
| Register | What term describes language chosen for audience and situation? |
| Mediation | What skill transfers selected meaning appropriately between languages? |
| Collocation | What term describes words that naturally occur together? |
| Operator | What word in a task tells you what action to perform? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Fehlerprotokoll: Create a one-page error log with three recurring patterns from your own English and one corrected example for each.
- Wortschatznetz: Build a context map for ten useful words using word family, collocation, English definition and one original sentence.
- Hörstrategie: Watch a short lawful English learning video twice and compare your first-view gist notes with your second-view detail notes.
- Operatoren: Choose five common English exam operators and turn each into a one-line action plan.
Standard
- Zusammenfassung: Write an aspect-based summary of a short teacher-provided or OER text, then cut ten percent without losing the requested focus.
- Textanalyse: Analyse one structural and one linguistic choice in a short text using evidence → technique → effect → purpose.
- Sprachmittlung: Mediate a short German school notice for an English-speaking visitor and justify what you omitted.
- Sprechtraining: Give a private 90-second response to a prompt, reflect on structure and fluency, then repeat it with fewer notes.
Schwer
- Materialgestütztes Schreiben: Combine a short text with a small table or visual and write a response that identifies a limitation in the evidence.
- Vergleichende Analyse: Compare how two lawful short inputs frame the same issue and explain differences in perspective, strategy and effect.
- LF-Synthese: Connect two studied materials with one official thematic area and develop a defensible comparison without reproducing the source texts.
- Prüfungssimulation: Design and complete a timed mini-exam with listening or reading, planning, writing and a final revision phase; evaluate the timing afterwards.
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Lernkontrolle
- Transferanalyse: Given an unfamiliar short input, identify the operator, choose relevant evidence and explain why your response plan fits the task.
- Fehlerdiagnose: Compare a first and revised draft and explain which three changes most improve task fulfilment, clarity or language control.
- Mediationsentscheidung: Decide which information from a German source is necessary for a defined English-speaking recipient and justify two omissions.
- BF-LF-Transfer: Solve the same prompt once with BF scaffolding and once with reduced LF support; compare how depth, independence and material linking change.
- Quellenkritik: Evaluate an AI-generated claim or source suggestion by checking it against the original task and at least one reliable reference; document the correction.
- Strategietransfer: Apply your strongest reading or listening strategy to a new topic and explain where the strategy works and where it needs adjustment.
Lernnachweis
For a meaningful learning record, collect evidence rather than a single total score.
- A completed 11-domain competence profile with beginning and end ratings.
- At least one corrected product from listening or reading and one from productive language use.
- One aspect-based summary and one analysis paragraph showing evidence and effect.
- One independently written response with visible planning and revision.
- One mediation product or justified selection plan.
- One speaking reflection; an audio recording is optional and not required.
- A vocabulary-and-grammar error log showing repeated patterns and successful reuse.
- A thematic concept map at BF or LF depth.
- A personal exam-strategy plan with operators, timing and revision routine.
- A justified choice of at least one follow-up course based on diagnostic evidence.
Quellen und Aktualitätscheck
- ↑ Ministerium für Kultus Baden-Württemberg: Termine und Informationen zum Abitur, abgerufen am 02.10.2026
- ↑ Facherlass Abitur 2027, Englisch, S. 12–16
- ↑ Facherlass Abitur 2028, Englisch, S. 12–16
- ↑ Facherlass Abitur 2028, Englisch, S. 13–16
- ↑ Bildungsplan Baden-Württemberg 2016: Englisch als erste Fremdsprache, Leitgedanken
- ↑ IQB: Dokumente Englisch
- ↑ Facherlass Abitur 2028, Englisch, S. 12
- ↑ Facherlass Abitur 2028, Englisch, S. 13
Offizielle Startpunkte:
- Kultusministerium Baden-Württemberg: Termine und Informationen zum Abitur
- Bildungsplan Baden-Württemberg: Englisch
- IQB: Englisch – Dokumente und Operatoren
OERs zum Thema
Verknüpfte Lernbereiche