Die Druckversion wird nicht mehr unterstützt und kann Darstellungsfehler aufweisen. Bitte aktualisiere deine Browser-Lesezeichen und verwende stattdessen die Standard-Druckfunktion des Browsers.

aiMOOC

ABI - Speech manuscript schreiben

QR-Code

ABI - Speech manuscript schreiben

Mini-Beschreibung: Develop a speech manuscript that addresses a real audience, sounds natural when spoken, builds a clear rhetorical progression and ends with a line people can remember. Zielgruppe: BF/LF Englisch, Kursstufe Baden-Württemberg; English first, B2 with selective C1 orientation.

Media start: Before reading anything, look at the speaker and the audience. What would change if the same words were written as an essay instead of spoken live?

Watch first, then read: Note one technique that makes spoken language easy to follow and one technique that makes an ending memorable. Do not copy the talk; observe how voice, audience contact and structure work.

Einleitung

A speech manuscript is a written text designed for oral delivery. It is not an essay with “Dear audience” added at the top, and it is not a transcript of words already spoken. Strong manuscripts are written for ears, not only for eyes.

Your core route is:

AUDIENCE → PURPOSE → MESSAGE → PROGRESSION → SPOKEN LANGUAGE → MEMORABLE ENDING

The course uses short, open materials and self-written examples. No complete compulsory text or unlicensed film sequence is reproduced. Recordings are optional and stay private; no upload is required.

I-can-Ziele

I can ...	Success looks like ...
identify audience, purpose and situation	my form of address, register and examples fit the task
build rhetorical progression	each paragraph moves the audience from hook to position to consequence
write for listening	sentences are speakable, signposting is audible and emphasis is purposeful
use rhetoric functionally	devices support meaning instead of decorating every sentence
end memorably	the last lines echo the message and create a clear final effect
revise independently	I check content, structure, language, text type and source reliability

BF: clear model, manageable material set, visible scaffold and guided revision. LF: broader and more complex material, independent linking of sources, more differentiated analysis and stronger AFB II/III work.

Pace and scope: BF may work with shorter viewing segments and one source at a time; LF can connect longer or multiple materials more independently and analyse them in greater depth.

Vorwissen aktivieren

Audience scan: Name the likely audience, the relationship between speaker and listeners, and one suitable form of address.
Ear test: Say one sentence from a recent school essay aloud. Where would you shorten, pause or change the wording?
Ending test: Recall a speech, presentation or talk whose last line you remember. Explain what made the ending stick without reproducing a copyrighted passage.

Official check: Abitur 2027 in Baden-Württemberg

Checked: 3 October 2026. The current 2027 subject decree for English names speech (manuscript) as one possible target text type in the LF creative writing task. The LF written exam combines listening with a writing part; in the writing part, students choose between a task with a literary and one with a non-literary source. In the BF, English is examined orally in the Abitur; writing remains a curricular and course-assessment competence.

Official sources:

The Bildungsplan target is B2, in parts C1. The point is not artificial difficulty: choose precise language you can control.

Core skill: write for a listening audience

Audience address

Before drafting, complete the three questions in English: Who is listening? Why are they listening? What should they think, feel or do afterwards?

Situation	Useful audience move	Risk
school forum	direct, respectful “you/we”; shared experience	sounding like a formal essay
conference or expert panel	concise framing; precise terms; clear signposting	pretending expertise you cannot support
community event	accessible explanation; concrete example; inclusive language	assuming everyone shares the same knowledge

Rule: Use the form of address given by the task. Do not invent titles, names or relationships that the prompt does not support.

Spoken-language suitability

A manuscript must survive the ear test. Read each sentence aloud once.

Prefer: clear clauses, purposeful repetition, audible transitions, concrete verbs, controlled sentence variety and natural emphasis. Use contractions only when the situation and register make them appropriate.

Avoid: paragraph-long sentences, strings of abstract nouns, unexplained quotations, five rhetorical devices in one line, or essay phrases such as “In the following essay I will discuss ...”.

Viewing task: Identify two delivery choices that a writer can prepare for in the manuscript itself, for example pauses, contrast, emphasis or sentence length.

Rhetorical progression

A useful speech progression is not a rigid formula, but this sequence is a reliable planning tool:

Hook → common ground → clear position → reason/evidence → development or counterpoint → consequence → memorable ending

For BF, plan one clear line of thought first. For LF, test whether the order remains convincing when you integrate several materials, qualifications or a counter-position.

Rhetorical choices: ethos, pathos, logos

Ethos concerns credibility and stance. Pathos concerns emotional resonance. Logos concerns reasoning and evidence. They are lenses for analysis and planning, not boxes that every paragraph must tick.

Viewing task: Explain why context can change whether an appeal is persuasive. Then connect that idea to one exam scenario: audience, place, purpose or register.

Memorable ending

The ending should feel earned. Do not introduce a new main argument in the final lines.

Strong options include an echo of the opening image, a concise call to action, a parallel three-part line, a meaningful contrast or a final sentence that compresses the message.

Last-line test: If the audience remembers only your final sentence, does it still point back to the central message?

Listening and Viewing

Use video as evidence of delivery, not as a script to imitate.

First viewing: Focus on audience contact, pace and clarity.
Second viewing: Note three manuscript features that could support the delivery you observe.
Transfer: Rewrite one dense written sentence so it becomes easier to hear and remember.

Optional extension: Compare the TED talk above with the Toastmasters clip. Which advice is about delivery, which about wording, and which affects both?

Reading

Micro-model — teacher-created practice text, not a full exam replacement:

Good morning, everyone. Think of the last time a conversation changed your mind. It probably did not begin with a statistic; it began with a person. Our school exchange week can work the same way. If we want cross-cultural learning to last, we need more than a trip: we need structured encounters before, during and after it. First, paired preparation gives us questions worth asking. Second, mixed project teams turn strangers into collaborators. And after the week, a shared reflection keeps the contact alive. So when we plan the next exchange, let us not ask only where we will go. Let us ask who we will meet, what we will learn, and what we will bring back.

Reading task: Mark the audience address, hook, central claim, signposts, parallel structure and ending. Then identify one sentence you would revise for a different audience.

Kontextwortschatz und Wortbildung

English explanation first. Infer from context, notice the word family, check a monolingual dictionary, and use German only as a final rescue step.

Core word	Word family	Useful speech context	English explanation
persuade	persuasion, persuasive, persuasively	a persuasive appeal	to make an audience more willing to accept an idea
emphasize	emphasis, emphatic	emphasize a contrast	to give special importance to a point
engage	engagement, engaging	engage the audience	to hold attention and invite mental participation
repeat	repetition, repetitive	purposeful repetition	to use a word or structure again for effect
respond	response, responsive	respond to a counterpoint	to react to an idea or concern
memorable	memory, memorably	a memorable ending	likely to stay in the audience’s mind

Dictionary routine: context → word family → collocation → English definition → pronunciation → only then short German help. Use a school-approved monolingual dictionary first; in the 2027 LF written exam, an English monolingual and an English-German/German-English dictionary are among the permitted aids.

Analyse

When analysing a speech or speech-like text, connect choice → evidence → effect → purpose → audience.

BF scaffold: “The speaker uses ___ to ___, which helps the audience ___ because ___.”

LF extension: Examine how structure, register, forms of address, examples, references, tone and stylistic devices interact. Do not list techniques. Explain the rhetorical logic and evaluate tensions or limitations only when the operator requires it.

Mini-analysis task: In the micro-model above, explain how the movement from personal hook to collective “we” prepares the final parallel structure.

Speaking

A speech manuscript improves when you test it aloud.

Private rehearsal: Read 60–90 seconds aloud. Recording is optional and stays on your own device.
Pause map: Mark only the pauses that clarify structure or emphasis.
Listener check: A partner hears the text once and states the central message in one sentence.
Revision: Change the manuscript where the listener lost the thread.

No public upload, account creation or external AI service is required.

Writing

Five-pass workflow:

1. Decode the task. Mark audience, role, purpose, topic, material reference and required text type.

2. Build the message. Write one sentence: “After my speech, the audience should understand that ...”

3. Build progression. Arrange hook, position, reasons/evidence, development and ending.

4. Draft for the ear. Use signposting and purposeful rhetorical choices.

5. Revise twice. First content and structure; then language, register and correctness.

Integrated practice task: fictional school forum

Scenario: You are a student speaker at the fictional “Northbridge International Forum”. The topic is: How can school exchanges create lasting cross-cultural learning?

Fictional source card A: In a school survey of 200 fictional students, 62% say the most useful part of an exchange was working on a joint project; 21% choose sightseeing; 17% choose free time.

Fictional source card B: A student comment says that contact often fades after the trip because there is no follow-up activity.

Fictional source card C: The school can fund only one new measure: paired pre-exchange preparation, a joint project week, or a digital follow-up meeting.

BF route: Use the scaffold and a manageable selection of the material. Make your audience relationship explicit and create one coherent line of argument.

LF route: Link several materials independently, qualify your position, anticipate one concern and create a stronger AFB II/III transformation from source material to speech logic.

Task: Write a speech manuscript for the forum. Do not copy source wording. Transform information into audience-oriented spoken language.

Mediation option

German source note — fictional: „Beim nächsten Austausch soll jede Gruppe vor der Reise zwei gemeinsame Leitfragen entwickeln. Nach der Reise findet eine schulinterne Abschlussrunde statt. Namen und persönliche Daten werden nicht veröffentlicht.“

Task: Mediate only the information relevant for an English opening to exchange participants. Do not translate sentence by sentence. Adapt register and explain any culture-specific school context only if the audience needs it.

Hilfen: English-first support ladder

Context: Infer meaning from the sentence and the communicative situation.
Word formation: Look for roots, prefixes, suffixes and related forms.
Visualisation: Sketch the audience, message and progression as arrows or boxes.
English explanation: Paraphrase the idea in simpler English.
Dictionary: Check meaning, collocation, register and pronunciation in a monolingual dictionary.
German rescue: Use a short German clarification only after the English steps have failed.

BF support: keep the visible progression scaffold. LF support: remove the scaffold after planning and justify your own structure.

Feedback

Use feedback to revise, not to outsource authorship.

Check	Peer question	Revision action
task fulfilment	Did the speech actually do what the prompt asked?	add, cut or refocus content
audience and situation	Could I tell who is being addressed and why?	adjust address, register and examples
progression	Could I follow the argument after one hearing?	improve order and signposting
spoken suitability	Which sentence was hard to process aloud?	shorten or reshape it
rhetoric	Which device had a clear function?	keep purposeful choices, cut decoration
ending	What remains after the last line?	sharpen echo, consequence or call

Fehleranalyse

Common problem	Diagnostic question	Repair
essay opening	Would anybody naturally say this to a live audience?	replace meta-writing with audience contact and purpose
device spotting	Am I naming techniques without explaining function?	connect choice, effect, purpose and audience
source dumping	Am I retelling material instead of transforming it?	select evidence and make it serve the speech’s line
inflated language	Is the sentence precise, or merely complicated?	prefer controlled B2/C1 precision over artificial difficulty
weak ending	Does the final line merely stop?	echo the core message and create closure
unverified claim	Can I trace the fact, quotation or statistic?	verify the source or remove the claim

Responsible work, privacy and AI

Use fictitious names and data in practice unless authentic information is necessary and lawful. Audio or video rehearsal is voluntary and private. Do not upload classmates, voices, images or drafts without explicit permission.

This course does not require or call an external AI system. Your analysis and manuscript must remain your own work. If a school separately permits AI-supported work, follow its rules, disclose use where required, verify every factual claim and source, and never submit an AI-generated substitute essay.

Transfer

Text-to-speech transfer: Take a 120-word neutral informational paragraph from your own notes. Turn it into a 60–90 second speech opening without adding unsupported facts.

Audience transfer: Rewrite the same opening once for younger students and once for an expert panel. Compare register, background explanation and form of address.

Medium transfer: Plan a private audio version with pauses and emphasis marks. The goal is not performance polish; it is to test whether the manuscript works when heard once.

Abi-Check 2027

Use this as a final self-check, not as a substitute for your school’s current exam notice.

LF target text: The 2027 Facherlass explicitly lists speech (manuscript) among possible creative target text types in Part II.3.
LF timing: The written exam is about 255 minutes including selection time: about 30 minutes listening, a 15-minute break, then 225 minutes for the writing part.
LF task architecture: The writing part includes reading comprehension, analysis and a personal response or creative writing task; source material can include extended-text materials such as images, statistics or diagrams.
Assessment: In the 2027 correction guidelines, the writing part is assessed overall with content and language; the overall weighting is 40:60. Language assessment includes lexicon, grammar and text design, including coherence and text-type appropriateness.
BF distinction: The 2027 BF Abitur in English is oral. Across the BF course, however, assessment is to cover listening, reading, analysis, mediation and different writing tasks.
AFB difference: In LF coursework, AFB II and III are more strongly emphasized than AFB I; in BF coursework, AFB I and II are more strongly emphasized than AFB III.
Operator check: From examination year 2027, use the revised IQB operator set and read every operator together with the concrete task wording.

Additional official assessment source: Beurteilungs- und Korrekturrichtlinien Moderne Fremdsprachen, Abitur 2027

Folgekurs

Continue with ABI - Speech analysis, ABI - Comment schreiben, ABI - Mediation Englisch, Rhetorical devices, Argumentation and Kommunikationsprüfung Englisch.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What is the defining purpose of a speech manuscript? (It is written for oral delivery to a specific audience) (!It is a transcript made after a speech) (!It is an essay with a greeting added) (!It is a list of rhetorical devices)

What should you identify before drafting the opening? (Audience purpose and situation) (!Only the number of paragraphs) (!Only the longest source) (!Only the most difficult vocabulary)

Which feature best supports spoken-language suitability? (Audible signposting and manageable sentence structure) (!Long chains of abstract nouns) (!A quotation in every paragraph) (!Identical sentence length throughout)

Which sequence shows a useful rhetorical progression? (Hook common ground position evidence consequence ending) (!Ending evidence greeting hook title conclusion) (!Quotation summary title source list greeting) (!Introduction footnote bibliography heading appendix)

What is usually a strong principle for the final lines? (Echo the core message and create closure) (!Introduce the most important new argument) (!Apologize for the length of the speech) (!Repeat the source material word for word)

What makes a rhetorical device effective? (It has a clear function for meaning audience and purpose) (!It appears in every sentence) (!It sounds more difficult than normal English) (!It replaces evidence and reasoning)

Which target text type is explicitly possible in the 2027 LF creative writing task? (Speech manuscript) (!Laboratory report) (!Novel chapter) (!Mathematical proof)

How should source material be used in a speech manuscript? (Select and transform it for the rhetorical purpose) (!Copy complete passages into the speech) (!Mention every detail regardless of relevance) (!Ignore the task situation)

What is a central LF extension compared with the BF route in this course? (More independent linking of complex materials) (!More artificial vocabulary in every sentence) (!Less attention to audience) (!No revision after drafting)

What should you do with an unsupported factual claim? (Verify it with a reliable source or remove it) (!Keep it if it sounds persuasive) (!Attribute it to an invented expert) (!Ask the audience to assume it is true)

Memory

Audience address	Direct contact with the listeners
Signposting	Audible transitions between ideas
Anaphora	Repetition at the beginning of successive units
Triad	A purposeful group of three parallel elements
Call to action	A clear invitation to respond or act
Echo ending	A conclusion that returns to an opening idea

Drag and Drop

Ordne die richtigen Begriffe zu.	Funktion im Speech manuscript
Hook	Gains attention and opens the topic
Common ground	Builds a shared starting point with the audience
Claim	States the central position or message
Evidence	Supports a reason with relevant material
Memorable ending	Creates closure and reinforces the core message

Kreuzworträtsel

Audience	Who receives the speech and shapes its address?
Register	What term describes the level and style of language chosen for a situation?
Anaphora	What device repeats beginnings of successive clauses or phrases?
Cohesion	What quality links sentences and paragraphs so the text holds together?
Persuasion	What process aims to influence an audience through reasons and appeals?
Cadence	What word can describe the rhythmic flow of spoken language?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Audience detective: Choose one embedded video and list three clues that reveal the intended audience.
Essay-to-speech: Rewrite a formal essay opening into three spoken sentences with direct audience contact.
Word-family card: Build one English-first vocabulary card around persuade, engage or emphasize, including collocations and a monolingual definition.
Ending workshop: Write three different final lines for the same central message: echo, triad and call to action.

Standard

Progression map: Turn the fictional forum task into a visual route from hook to memorable ending.
Private rehearsal: Read a 60–90 second draft aloud and revise two places where the ear test reveals overload.
Peer feedback: Exchange manuscripts in class and use the feedback table to suggest two concrete revisions without rewriting the text for your partner.
Mediation opening: Use the fictional German source note to produce an audience-appropriate English opening rather than a sentence-by-sentence translation.

Schwer

Multi-source speech: Link at least two fictional source cards into a coherent LF-style argument while avoiding source dumping.
Counterpoint design: Add one fair concern to your speech, respond to it and explain how this changes the rhetorical progression.
Error-analysis lab: Diagnose five weaknesses in an earlier draft using the categories task fulfilment, audience, progression, spoken suitability and source reliability.
Audience transfer project: Create two private versions of the same speech opening for different audiences and justify every major change in register, explanation and rhetoric.

Lernkontrolle

Rhetorical architecture: Given a new prompt, design a progression and justify why the sequence fits the audience and purpose.
Material transformation: Select only the relevant information from three short source cards and explain how you would turn it into spoken evidence.
Comparative revision: Compare two openings and revise the less effective one for a specified audience, explaining the changes.
Functional rhetoric: Analyse how two rhetorical choices interact with structure and audience instead of merely naming devices.
Ending transfer: Create a final paragraph that echoes an opening image without introducing a new main argument, then explain the connection.
BF-LF differentiation: Solve one core task with a BF scaffold and then extend it to LF by adding independent source linkage, qualification and deeper analysis.

Lernnachweis

For a successful learning record, you should be able to:

identify audience, purpose, role and required text type from a prompt
distinguish essay style from spoken-language suitability
plan a coherent rhetorical progression
use forms of address, signposting and rhetorical devices functionally
integrate source material without copying
produce and revise a memorable ending
explain BF/LF differences in task depth and independence
apply English-first vocabulary and dictionary strategies
verify factual claims and document permitted support transparently
reflect on feedback and show at least one substantial revision

OERs zum Thema

Open-media note: The images in this course are embedded from Wikimedia Commons; license and attribution information are available on the respective file pages. The videos are embedded from the original TED, TED-Ed or Toastmasters channels rather than copied into the course. Check local school privacy and platform rules before using external services.

Verknüpfte Lernbereiche

ABI - Speech manuscript schreiben

aiMOOC-Projekte

Frag mich zum aktuellen Lerninhalt oder wähle eine kurze Hilfe.

Textmodus bereit

Sprache