ABI - My English Abitur portfolio
aiMOOCABI - My English Abitur portfolio
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ABI - My English Abitur portfolio
Mini description: Collect selected analyses, essays, mediation tasks, speaking recordings, source projects, communication-exam practice and revisions. Use them to show progress, identify recurring strengths and errors, and set your next learning goals.
Target group: Englisch in the Kursstufe in Baden-Württemberg, shared course for Basisfach (BF) and Leistungsfach (LF). English comes first. German help is a fallback after context, word formation, visuals, an English explanation and a dictionary.
Level orientation: B2 is the common target; parts of C1 can serve as a learning horizon. The aim is not artificial difficulty but increasingly precise, independent and evidence-based communication.
Media starter
Look – think – connect: What would make a folder of schoolwork a real portfolio rather than a storage place? Choose three qualities in English: selection, evidence, reflection, revision, progress, next step. Then explain your choice in two or three sentences.
Viewing focus: While watching the BBC Learning English video, note two ideas that could improve one of your own texts. Do not copy a model essay. Apply one strategy to a paragraph you have already written.
I-can goals
- I can select evidence: I can choose work that shows different skills instead of simply collecting everything.
- I can analyse: I can explain how content, structure, language, narrative or communicative choices create meaning and effect.
- I can write: I can produce focused, coherent and register-appropriate texts for a defined purpose and audience.
- I can speak: I can present, interact, justify, negotiate and respond with increasing fluency and precision.
- I can mediate: I can transfer relevant meaning for a target audience instead of translating word for word.
- I can check sources: I can distinguish claim, evidence, interpretation and uncertainty and verify important information.
- I can revise: I can use feedback to make visible changes and explain why a revision improves the text or performance.
- I can plan next steps: I can identify a recurring learning need and turn it into a specific practice goal.
Start check: What do you already have?
Create a private inventory. Use fictional names and remove personal data from examples.
| Portfolio evidence | BF focus | LF extension |
|---|---|---|
| One analysis | One manageable text, clear guiding question, analysis scaffold | More complex text or material combination, independent prioritisation of aspects |
| One argumentative or creative writing task | Clear structure, useful phrase bank, guided revision | More independent shaping of line of argument, register and material links |
| One mediation task | Relevance, audience, purpose, no literal translation | More complex selection, cultural framing and precise register choices |
| One speaking sample | Short prepared monologue plus interaction practice | Longer, more flexible argumentation, spontaneous linking and qualification |
| One source project | Small source set with a checking routine | Broader source set, comparison of evidence and limitations |
| One revision pair | Before-and-after version with three explained changes | Substantial revision with priorities, alternatives and evaluation |
Keep private by default: Speaking recordings are voluntary and should stay private unless you explicitly choose to share them in the agreed school setting. Do not upload classmates, voices, faces, names or personal data without informed permission. This course does not require an upload to an external AI system.
Current Abi check: Baden-Württemberg
Verified for the 2027 Abitur on 2 October 2026. The official 2027 Facherlass for English refers to the Bildungsplan 2016 and to the revised IQB operator set that applies from the 2027 examination year.
Official Baden-Württemberg Abitur information
Facherlass 2027, English section
IQB supplementary documents and operators
LF 2027: The written English examination includes listening and writing. The Facherlass gives about 255 minutes in total: about 30 minutes listening, a 15-minute break and 225 minutes for the writing part including selection time. The writing task includes reading comprehension, analysis and a personal-response or creative-writing component. A communication examination is part of the LF Abitur.
BF 2027: Across the four course semesters, classroom assessment must cover listening, reading, analysis, mediation and two different writing-task types. Larger monologic and dialogic speaking contributions are also required during the course. The BF Abitur route is oral rather than the LF written examination.
Content note for 2027: The official focus is On the Move: Migration and Cross-Cultural Encounters. The LF canon includes the film Arrival and eight short stories, plus the USA and UK theme fields. The BF uses the same focus and compulsory works in an appropriate reduced scope. This portfolio does not reproduce full compulsory texts or protected film sequences. Work with legal class copies, licensed editions, teacher-provided extracts and your own notes.
Always re-check your own examination year. Official rules can change. Your teacher and the current ministry documents take priority over an older portfolio entry.
Your portfolio cycle
SELECT → ANNOTATE → REVISE → REFLECT → NEXT TARGET
For every major artifact, add a short reflection of about 80–150 words in English. BF may use sentence starters; LF should increasingly write independently and connect the artifact to a wider pattern across the portfolio.
Reflection prompts: What was the task? What works? What evidence shows this? What did feedback reveal? What did you change? What is the next concrete target?
= BF / LF route
| Dimension | Basisfach | Leistungsfach |
|---|---|---|
| Material | Exemplaric, manageable selection | Greater breadth, denser and more complex material |
| Support | More structure, prompts, phrase banks and staged tasks | Less scaffolding, more independent method choice |
| Analysis | Clear focus on selected features and effects | Broader, deeper and more differentiated analysis |
| Linking | One source or one main text at a time when useful | Independent linking of texts, visuals, contexts and competing evidence |
| Demand | Secure B2-oriented performance with transparent steps | More AFB II/III, abstraction, evaluation and independent synthesis |
| Language | Precision before sophistication | Greater lexical range, nuance, flexibility and control where appropriate |
Listening and viewing
Use short legal sources. Listen first for gist, then for structure, stance and detail. Record keywords, not full transcripts.
Task: source awareness. After the TED-Ed video, write a four-line source-check routine for your portfolio: Who says this? What evidence is given? What is missing? Where can I verify it?
LF extension: Compare two pieces of evidence that support the same claim. Decide whether they differ in relevance, reliability, scope or representativeness. Qualify your conclusion instead of writing This source is good/bad.
Listening log template: gist – speaker stance – two key details – one inference – one phrase worth learning – one uncertainty to check.
Reading
Read with a purpose. Before using a dictionary, infer meaning from the sentence, paragraph, word family and contrast markers. Then check an English learner's dictionary. Use German only if the meaning is still unclear or if a precise bilingual distinction matters.
Reading annotation code: C = claim, E = evidence, X = example, S = stylistic choice, ? = uncertainty, ↔ = link to another source or course topic.
Portfolio artifact: Keep one annotated page or a short annotation screenshot from a legally available text. Add a 100-word note explaining which annotations led to a stronger interpretation.
Context vocabulary
Build vocabulary in networks, not isolated lists.
| Core word | Word family | Useful collocation | Context sentence |
|---|---|---|---|
| migrate | migrant, migration, migratory | migration policy | The article links migration policy to questions of belonging. |
| equal | equality, inequality, equally | equal opportunity | The speaker questions whether equal opportunity exists in practice. |
| represent | representation, representative | media representation | The image challenges a simplified media representation of identity. |
| argue | argument, argumentative | line of argument | The line of argument moves from personal experience to a wider claim. |
| credible | credibility, credibly | credible evidence | A credible source still needs to be checked for scope and relevance. |
BF: Learn fewer items but use them accurately in sentences. LF: add synonyms, antonyms, register notes, collocations and topic-specific nuances.
Analysis
Analysis is not feature spotting. Use the pattern evidence → technique/choice → effect → purpose/meaning.
Example frame: By using …, the writer foregrounds … . This shapes the reader's view of … because … . In the wider context of …, the choice suggests … .
For literary texts, useful areas include point of view, characterization, plot/time structure, setting, tone, lexical fields and stylistic choices. For non-fiction, consider line of argument, structure, register, tone, forms of address, examples, statistics, references, quotations and perspective. Visuals can require analysis of composition, proportion, scale, symbolism, perspective, captions or slogans.
BF scaffold: Choose two or three high-value features and explain them fully. LF extension: prioritise features, connect them, consider ambiguity and evaluate how convincingly they serve the text's purpose.
Do not invent quotations. If you do not have the original text in front of you, work with your notes and mark paraphrases as paraphrases.
Speaking and communication
The Cambridge B2 video is not the Baden-Württemberg communication exam format. Use it only to observe transferable speaking skills: responding directly, developing ideas, interacting, negotiating and keeping a conversation moving.
LF / C1 stretch: Again, the exam format differs. Focus on flexible language, qualification, comparison, interaction and sustained reasoning.
Speaking rehearsal: Record only if you want to and keep the file private. A no-recording alternative is a live rehearsal with a partner or teacher.
Self-check after speaking: Did I answer the exact question? Did I support ideas? Did I react to the other speaker? Did I signpost? Did I correct myself without stopping the flow? Did I vary vocabulary?
Use pronunciation work for intelligibility, not for copying a particular accent. Choose two recurring sounds, stress patterns or connected-speech issues that affect clarity and practise them in phrases from your own course vocabulary.
Writing
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Plan briefly, write purposefully, revise selectively. Keep at least one before-and-after pair in the portfolio.
Five-minute plan: task verb → audience → purpose → thesis/controlling idea → paragraph logic → evidence/material links → register.
Paragraph test: Does the paragraph have one clear function? Does evidence support the claim? Is the link explained? Does the final sentence move the argument forward?
Useful text types for practice: personal comment, article, blog entry, email, letter, letter to the editor and speech manuscript can occur as creative/target-text formats in the LF writing framework. Your teacher's current task format always takes priority.
BF: use a paragraph frame if needed, then remove the frame in a later revision. LF: practise independent architecture, counterargument, qualification and precise source integration.
Mediation
Mediation is audience-oriented meaning transfer, not sentence-by-sentence translation.
Use the sequence purpose → audience → select → restructure → explain culture-specific points → write naturally → check omissions/additions.
Mini task: A German school website gives six details about a local project. An English-speaking exchange group only needs practical information and the reason the project matters. Select and reformulate what is relevant. Do not translate details that do not serve the purpose.
Portfolio reflection: Name one detail you deliberately omitted and explain why the omission improves the target text.
Source project
Use a small, transparent source set. Do not collect links without reading them.
Source card: title – author/organisation – date – purpose – central claim – evidence used – limitation – cross-check – how you used it.
Triangulation: Verify an important claim with an independent source. If sources disagree, describe the disagreement instead of forcing certainty.
AI rule: AI output is not automatically a source. Check factual claims against reliable original or authoritative sources. If your teacher allows AI-supported feedback, document the tool, purpose and what you accepted or rejected. Do not use AI to generate a replacement essay, analysis or speaking script that you present as your own work.
Feedback and revision
Feedback is useful only when it changes the next attempt.
Use three columns:
| Feedback | Revision action | Transfer rule |
|---|---|---|
| Analysis names techniques but does not explain effects | Add effect and purpose after each key example | Never stop at identification |
| Paragraphs feel disconnected | Add signposting and make paragraph functions explicit | One paragraph, one main job |
| Vocabulary repeats | Replace only high-frequency repetition with precise collocations | Precision before rarity |
| Speaking answer is short | Add reason, example and link back to the question | Extend ideas, not filler |
| Mediation is too literal | Rebuild around audience needs | Transfer meaning, not syntax |
Error analysis
Create an error bank with only recurring, high-impact issues. Do not turn every correction into a rule.
- Grammar: Record one pattern, one corrected example and one fresh example of your own.
- Vocabulary: Add the whole phrase or collocation, not just the corrected word.
- Coherence: Note where the reader loses the logical thread and which link fixes it.
- Task achievement: Mark where you answered only part of the question.
- Source use: Mark unsupported claims, inaccurate paraphrases or missing attribution.
- Speaking: Note one fluency or interaction habit and one practice routine.
Transfer
Choose one old artifact and one new task. Before starting the new task, write one transfer goal such as: In this analysis I will connect every technique to purpose, In this mediation I will cut irrelevant detail, or In this discussion I will respond to my partner before adding a new point.
After the task, underline the place where the transfer succeeded. If it did not, change the practice method rather than merely repeating the same task.
Abi check
Before an exam-style task, can you…
- identify the operator and exact task focus?
- separate comprehension from analysis and evaluation?
- select evidence rather than retell everything?
- explain the effect and function of language/form?
- maintain a clear line of argument?
- use an appropriate register and target-text format?
- manage time for planning, writing and checking?
- use dictionaries strategically rather than continuously?
- distinguish your own reasoning from source material?
- check whether a current official rule has changed?
Operator note for 2027: Use the revised IQB operator definitions that apply from examination year 2027. Learn what operators such as analyze/examine, assess/evaluate, compare, argue or state require in context; do not reduce them to one-word German translations.
Next-course bridge
Your final page should not say only I need to improve English. Set one language goal, one strategy goal and one content/analysis goal.
Example: Language: use hedging more accurately. Strategy: plan paragraph functions before writing. Analysis: connect visual choices to communicative purpose. Evidence: I will compare my next two tasks with the portfolio rubric.
Interaktive Aufgaben
Quiz: Teste Dein Wissen
What makes a portfolio different from a simple folder of work? (It includes selected evidence, revision and reflection) (!It contains every worksheet without selection) (!It replaces all classroom assessment) (!It consists only of final grades)
What should usually come before German help when a word is unclear? (Context, word formation, an English explanation and a dictionary) (!A full German translation of the text) (!Guessing without checking) (!Copying an online answer)
What is the core pattern of strong analysis? (Evidence, choice, effect and purpose) (!Feature, feature, feature and conclusion) (!Summary, quotation, translation and grade) (!Opinion, plot, vocabulary and title)
What is the main principle of mediation? (Transfer relevant meaning for a specific audience and purpose) (!Translate every sentence literally) (!Add as much background information as possible) (!Keep the original word order)
What is a useful first step in source checking? (Identify who makes the claim and what evidence is offered) (!Trust a source because it looks professional) (!Use the first search result) (!Count how many pictures the page contains)
What should a revision pair show? (What changed and why the change improves the work) (!Only the final clean version) (!Only teacher corrections) (!A completely different task)
How should BF and LF mainly differ in this shared portfolio? (LF uses greater breadth, depth and independence while BF gets more scaffolding) (!BF avoids analysis completely) (!LF never uses feedback) (!Both must use identical amounts of material)
What is an appropriate use of a speaking recording in this course? (Voluntary private self-review) (!Automatic public upload) (!Recording classmates without permission) (!Sending voices to an external AI service by default)
What should you do with factual claims produced by AI? (Check them against reliable sources) (!Treat them as automatically verified) (!Use them without attribution) (!Replace your own analysis with them)
What is a strong next learning goal? (A specific action linked to evidence from your portfolio) (!Get better at English) (!Never make a mistake again) (!Write longer texts every time)
Memory
| Portfolio artifact | Evidence of learning |
| Reflection | Next learning step |
| Mediation | Audience-oriented transfer |
| Analysis | Effect and purpose |
| Revision | Explained improvement |
| Source check | Claim and evidence |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| Before-and-after draft | Revision evidence |
| Private speaking sample | Fluency reflection |
| Annotated article | Reading process |
| Source card | Reliability check |
| Mediation text | Audience adaptation |
Kreuzworträtsel
| Evidence | What should support a claim in analysis and source work? |
| Mediation | Which skill transfers relevant meaning for a target audience? |
| Revision | What process turns feedback into an improved new version? |
| Register | What must fit audience, purpose and text type? |
| Cohesion | What helps sentences and paragraphs connect clearly? |
| Portfolio | What collection combines selected work, reflection and progress? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Portfolio cover: Design a one-page cover with your three current strengths, three target skills and one visual metaphor for progress.
- Vocabulary map: Build a context vocabulary map with ten words from one current course topic, including word families and collocations.
- Revision snapshot: Choose one paragraph, make three purposeful changes and annotate why each change helps.
- Speaking minute: Give a one-minute answer to an exam-style question without recording it; then note one strength and one next step.
Standard
- Analysis comparison: Compare an older and a newer analysis and identify one clear development in evidence use, explanation and structure.
- Mediation redesign: Rewrite a previous mediation task for a different audience and explain three changes in selection or register.
- Source triangle: Research one course-related claim using three independent sources and create a source card for each.
- Peer feedback protocol: Exchange one short self-written text with a partner and give feedback only on task achievement, reasoning and one language priority.
Schwer
- Cross-material analysis: Link one written source, one visual and one course context in a structured analysis with a qualified overall judgement.
- Communication simulation: Run a private BF/LF speaking simulation with monologue and interaction, then write an evidence-based reflection on argumentation, fluency and interaction.
- Portfolio conference: Prepare a five-minute conference in which you defend your selection of three artifacts as evidence of progress and answer follow-up questions.
- Transfer project: Build a mini-project that connects an Abitur topic with a new source set, then produce your own analysis or argument and a reflection on what transferred from earlier work.
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Lernkontrolle
- Portfolio diagnosis: You receive three anonymous fictional portfolio entries. Decide which one shows the clearest learning progress and justify your criteria with concrete evidence rather than a score.
- Analysis transfer: Apply the same analysis method to one short non-fiction paragraph and one visual. Explain what changes because the modes are different.
- Mediation decision: Given a fictional German source and two different target audiences, decide what to include, omit or explain for each audience and justify the differences.
- Source conflict: Two fictional sources disagree about the same issue. Explain how you would check the conflict and what you can responsibly conclude before verification is complete.
- Revision reasoning: Improve a weak paragraph and then explain which revision had the greatest effect on clarity, evidence or task achievement.
- BF-LF transfer: Take one BF-style scaffolded task and describe how it could be extended for LF without making the language artificially difficult.
Lernnachweis
For a strong learning record, show not only finished products but the learning process behind them.
- A balanced selection of analysis, writing, mediation, speaking practice and source work
- At least one visible before-and-after revision
- Short English reflections that refer to concrete evidence
- A recurring-error bank with corrected and new examples
- Evidence that feedback changed a later task
- A source log that distinguishes claim, evidence, limitation and verification
- Clear marking of any permitted AI support and independent checking of claims
- A final BF/LF-appropriate self-assessment with three specific next targets
- Respect for copyright, privacy, consent and school rules
- A final check against the current official examination-year requirements
OERs zum Thema
Media and rights note
The Wikimedia Commons files embedded here link to their individual licence pages. The YouTube items come from established educational channels and are embedded as external learning media; they are not copied into the course. Do not upload complete copyrighted compulsory texts, scans of protected editions or unauthorised film sequences. Use legal copies, licensed classroom material, your own notes and short permitted quotations where appropriate.
Verknüpfte Lernbereiche