E10 E - Build a source-analysis language bank
aiMOOCE10 E - Build a source-analysis language bank
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E10 E - Build a source-analysis language bank
Einleitung
Mini-Beschreibung: Du entwickelst einen flexiblen English language bank, mit dem Du Quellen beschreiben, Perspektiven vergleichen, Belege bewerten, Unsicherheit ausdrücken und Argumente knapp zusammenfassen kannst. Ziel ist nicht „perfect English“, sondern eine klare, belegte und selbstständig überarbeitete Quellenanalyse auf E10-E-Niveau.
Kursprofil: Englisch als erste Fremdsprache, Klasse 10, Baden-Württemberg, E-Niveau. Der Kurs verbindet Hörsehverstehen, Leseverstehen, Sprechen, Schreiben, Sprachmittlung sowie Text- und Medienkompetenz. Du arbeitest überwiegend auf Englisch und nutzt Deutsch nur gezielt als Brücke.
Learning route: English first → understand → respond → analyse → communicate → feedback → revise → transfer.
Medien-Einstieg
Media starter: Look at the image and watch the TED-Ed video. Then answer in English: What makes a source worth checking before you trust or use it? Collect five useful words, not full sentences.
I-can goals
| I can ... | Language focus |
|---|---|
| describe a source clearly | The source is ... / It was published by ... / It is aimed at ... |
| identify a claim and its evidence | The author claims that ... / This is supported by ... |
| compare perspectives | Both sources ... / However ... / whereas ... |
| evaluate evidence | The evidence is relevant because ... / A limitation is ... |
| express uncertainty | This may suggest ... / It seems likely that ... |
| summarise an argument | Overall, the author argues that ... |
| revise my own text | I can check clarity, evidence, linking and certainty. |
Activate prior knowledge
Before you analyse, sort these ideas in your notebook: fact – opinion – claim – evidence – source – perspective – purpose – audience. Write one English sentence that explains the difference between a claim and evidence. Then compare your sentence with a partner.
Understand sources
A source gives you information. It can be a news report, infographic, interview, website, speech, video, post or study. Source analysis asks more than “Is it true?” It asks: Who made it? For whom? For what purpose? What is claimed? What evidence is used? What is missing?
A clear perspective does not automatically make a source useless. A source may still be valuable if you can identify its viewpoint, check its evidence and compare it with other sources.
A fast source check
| Check | Ask | Useful English |
|---|---|---|
| Source | Who made or published it? | The source was published by ... |
| Context | When and where did it appear? | It was published in ... |
| Purpose | Why was it made? | Its purpose is to inform / explain / persuade ... |
| Audience | Who is it for? | It is mainly aimed at ... |
| Claim | What does it want you to accept? | The main claim is that ... |
| Evidence | What supports the claim? | The claim is supported by ... |
| Perspective | What viewpoint or interest is visible? | The source presents ... from the perspective of ... |
| Check | What other source can confirm or challenge it? | This can be cross-checked with ... |
Viewing task: Watch for the questions fact-checkers ask about who is behind information, why it is shared and what evidence supports it. Afterwards, write a three-line checklist in your own English.
Listening and Viewing
First viewing: Listen for the main idea of lateral reading. Do not try to understand every word.
Second viewing: Note three actions a reader can take when checking a source. Then give a 30-second English explanation using first, then and finally.
Compare the videos: Which video focuses more on checking a source's background, and which gives you more language for judging authority and perspective? Give one example from each video. Do not rate the presenters; analyse the information and method.
Reading
Use an age-appropriate authentic source selected by your teacher or open the linked source criticism material in the OER section below. Read with a purpose.
| Read for ... | Your note |
|---|---|
| main claim | one sentence |
| evidence | two examples |
| perspective | one short phrase |
| limitation | one point that needs checking |
| cross-check | one independent source you would open next |
Reading rule: Do not copy long passages. Keep short quotations short and explain them in your own words.
Context vocabulary
| Word | Simple meaning | Useful phrase |
|---|---|---|
| source | where information comes from | According to the source ... |
| claim | a statement that needs support | The source claims that ... |
| evidence | information used to support a claim | The evidence shows ... |
| perspective | a particular point of view | From this perspective ... |
| purpose | why something was created | The purpose is to ... |
| audience | the people a text is for | The target audience is ... |
| reliable | trustworthy for a specific use | This seems reliable because ... |
| relevant | directly useful for the question | This evidence is relevant because ... |
| current | recent enough for the question | The data is current / outdated. |
| limitation | a weakness or missing point | One limitation is ... |
| bias | a tendency or interest that may shape presentation | A possible bias is ... |
| cross-check | check information with another source | The claim should be cross-checked. |
Pronunciation focus
Say the words slowly, then in a phrase. Verständlichkeit ist wichtiger als Akzentfreiheit.
| Word | IPA | Stress cue |
|---|---|---|
| source | /sɔːs/ | one syllable |
| evidence | /ˈevɪdəns/ | stress on ev |
| reliable | /rɪˈlaɪəbl/ | stress on li |
| perspective | /pəˈspektɪv/ | stress on spec |
| audience | /ˈɔːdiəns/ | stress on au |
| uncertainty | /ʌnˈsɜːtənti/ | stress on cer |
Micro-practice: The evidence seems reliable, but the source has a clear perspective. Record yourself only if you want to. Keep recordings private unless you deliberately choose to share them in the protected learning space.
Build the language bank
Describing sources
| Function | Language |
|---|---|
| identify | The source is a ... by ... |
| publication | It was published by ... in ... |
| topic | It deals with ... / focuses on ... |
| audience | It is aimed at ... |
| purpose | It aims to inform / explain / persuade ... |
Comparing perspectives
| Relationship | Language |
|---|---|
| similarity | Both sources agree that ... / Similarly, ... |
| difference | Source A focuses on ..., whereas Source B ... |
| contrast | However, the second source ... / In contrast, ... |
| emphasis | Source A puts more emphasis on ... |
Evaluating evidence
| Check | Language |
|---|---|
| support | The claim is supported by ... |
| relevance | This evidence is relevant because ... |
| quality | The evidence is convincing because ... |
| limits | One limitation is that ... |
| missing support | The source gives little evidence for ... |
| checking | This claim should be cross-checked with ... |
Avoid overclaiming: One example rarely proves a broad claim. Prefer supports, suggests or indicates when the evidence is limited.
Expressing uncertainty
| Stronger | More careful |
|---|---|
| This shows that ... | This may suggest that ... |
| The author is wrong. | The claim seems weak because ... |
| This source is reliable. | This source appears reliable for this question because ... |
| Everyone thinks ... | Some people may argue that ... |
Summarising arguments
Use a short pattern:
topic → main claim → main reason/evidence → conclusion
Example: Overall, the source argues that students should check online claims before sharing them. It supports this point by showing how source background and evidence can be verified. The main message is that careful checking is more useful than quick judgement.
Functional grammar
You do not need difficult grammar to sound analytical. You need precise choices.
| Function | Form | Example |
|---|---|---|
| report an idea | reporting verb + that | The author argues that the claim needs more evidence. |
| compare | both, whereas, however | Both sources discuss trust, whereas Source B focuses on evidence. |
| hedge | may, might, seems, appears | This may indicate a limitation. |
| link reason | because, since | The example is relevant because it directly supports the claim. |
| refer to evidence | passive form | The claim is supported by two examples. |
Speaking
Pair task – Evidence checker / Perspective checker: Choose one authentic source. Student A explains the claim and evidence. Student B explains perspective, purpose and one limitation. Then switch roles.
Use this 60-second structure: The source focuses on ... The main claim is ... This is supported by ... However ... This may suggest ... Overall ...
Discussion rule: Build on evidence, not volume. Useful moves are I agree with your point about ... because ..., I see it differently because the source ..., and What evidence supports that?
Writing
Write a 150–180 word source comparison.
Suggested structure: 1 short introduction, 1 paragraph comparing claims/perspectives, 1 paragraph evaluating evidence, 1 short conclusion with careful judgement.
| Before you submit | Check |
|---|---|
| source context | Have I named source type, publisher/author, date if relevant and purpose? |
| comparison | Have I used at least two comparison links? |
| evidence | Have I referred to specific evidence from both sources? |
| uncertainty | Have I avoided claims that are stronger than my evidence? |
| summary | Is my final sentence concise and fair? |
Keep your own drafts. If a school-approved AI tool is used, check every factual claim and source reference yourself, mark its use according to your school's rules and keep your original wording/drafts so your revision process remains visible.
Mediation
Situation: An English-speaking exchange student joins your group. Explain how your class checks sources. Use the German notes only as information, not as a text to translate.
Notizen: Autor oder Institution prüfen; Veröffentlichungsdatum beachten; Behauptung und Beleg trennen; mindestens eine unabhängige Quelle öffnen; Unsicherheit deutlich machen; nichts ungeprüft weitergeben.
Task: Give a 60–80 word English explanation for the exchange student. Select what is useful for this audience. Do not translate every German word.
Help: source-analysis ladder
| Step | Question | Sentence starter |
|---|---|---|
| 1 Describe | What is it? | The source is ... |
| 2 Understand | What does it say? | The main claim is ... |
| 3 Analyse | How is the message shaped? | The source presents ... as ... |
| 4 Compare | What changes across sources? | Both ..., whereas ... |
| 5 Evaluate | How strong is the support? | The evidence is convincing / limited because ... |
| 6 Qualify | How certain can I be? | This may suggest ... |
| 7 Conclude | What is my careful summary? | Overall, ... |
Feedback, error analysis and revision
Feedback language
| Feedback move | Useful English |
|---|---|
| praise precision | Your point is clear because you refer to ... |
| ask for evidence | Can you add evidence after ...? |
| improve comparison | Use whereas / however to show the contrast more clearly. |
| improve certainty | This sounds too certain. Could you use may / seems? |
| improve summary | Can you reduce this to the main claim and reason? |
Error clinic
| Weak version | Better analytical version |
|---|---|
| Source A is true. | Source A seems reliable for this question because its evidence can be checked. |
| The author is biased, so the source is false. | The source has a clear perspective, so its evidence should be checked against another source. |
| This proves that ... | This suggests that ... |
| Both sources are different. | Source A focuses on the cause, whereas Source B focuses on the effect. |
| I think the evidence is good. | The evidence is relevant because it directly supports the main claim. |
Revision loop: Read → underline claims → circle evidence → mark comparison words → check certainty → rewrite one weak sentence → read aloud once.
Transfer
Use the language bank with a new topic you have not practised before. Choose two age-appropriate authentic sources with different formats, for example a short news explainer and an infographic. Apply the same seven-step ladder without changing the core phrases. Your aim is transfer, not memorising one model text.
Safe and responsible work
Use only fictional profiles or applications in any role-play extension. Audio/video recording is voluntary and should stay private or inside the protected school environment unless you intentionally agree to share it. Do not upload classmates' work, names, faces or voices without permission. No external AI service is required for this course. Check AI-generated facts and references before using them and preserve your own drafts.
Avoid cultural stereotypes when discussing audiences or perspectives. Describe what the source actually shows or states.
Can-do check
| I can ... | Secure | Almost | Next step |
|---|---|---|---|
| describe source, purpose and audience | □ | □ | □ |
| identify claim and evidence | □ | □ | □ |
| compare two perspectives with whereas/however | □ | □ | □ |
| evaluate evidence with a reason | □ | □ | □ |
| use may/seems/appears for uncertainty | □ | □ | □ |
| summarise without copying | □ | □ | □ |
| revise my own source-analysis paragraph | □ | □ | □ |
Interaktive Aufgaben
Quiz: Teste Dein Wissen
Which phrase best describes a source? (The source is a news report published by a local newspaper.) (!The source proves everything in the topic.) (!The source is definitely correct.) (!The source has no audience.)
Which phrase compares two perspectives clearly? (Both sources discuss the issue, whereas Source B focuses more on costs.) (!Source A is a source and Source B is another source.) (!I like Source A more.) (!Both sources are totally different.)
Which sentence evaluates evidence? (The evidence is relevant because it directly supports the main claim.) (!The evidence is in the text.) (!There are some words.) (!The author wrote the source.)
Which phrase expresses uncertainty appropriately? (This may suggest that the claim needs more evidence.) (!This proves the claim forever.) (!Everyone knows this is true.) (!The source can never be wrong.)
Which sentence summarises an argument? (Overall, the author argues that online claims should be checked before sharing.) (!The text has four paragraphs and a title.) (!I read the source yesterday.) (!The author uses the word evidence.)
What should you check when analysing purpose? (Why the source was created and what response it may seek.) (!Only the font size.) (!Only the number of paragraphs.) (!Whether you personally like the topic.)
What is a useful next step after reading one online source? (Cross-check the claim with an independent source.) (!Share it immediately.) (!Assume the first search result is enough.) (!Ignore who published it.)
Which statement about perspective is most accurate? (A visible perspective should be identified and considered when evaluating evidence.) (!Any perspective makes a source useless.) (!Only neutral-looking websites have perspectives.) (!Perspective and evidence are the same thing.)
Which phrase is strongest for a careful source comparison? (Source A provides two relevant examples, while Source B gives a claim with little supporting evidence.) (!Source A is better because I prefer it.) (!Source B is bad.) (!Both sources are interesting.)
What is a useful revision move when your sentence is too certain? (Replace an unsupported strong claim with a careful phrase such as may suggest.) (!Add more exclamation marks.) (!Remove all references to evidence.) (!Use always and never more often.)
Memory
| Claim | A statement that needs support |
| Evidence | Information used to support a statement |
| Perspective | A particular point of view |
| Hedging | Language that limits certainty |
| Cross-checking | Comparing information with another independent source |
| Summary | A short account of the main points |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Funktion |
|---|---|
| The source states that | describing a claim |
| Both sources agree that | comparing a similarity |
| In contrast to Source A | comparing a difference |
| This evidence is convincing because | evaluating support |
| This may suggest that | expressing uncertainty |
Kreuzworträtsel
| Source | What do we call the place or text information comes from? |
| Evidence | What supports a claim? |
| Audience | Who is a text mainly made for? |
| Purpose | Why was a source created? |
| Perspective | What word means a particular point of view? |
| Uncertainty | What do careful words such as may and might express? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Source card: Choose one authentic source and create a one-page source card with type, publisher, date, purpose, audience and main claim.
- Language bank: Build a personal bank of twelve phrases from this course and add one original example to each function.
- Viewing notes: Watch one embedded video and create a six-box visual note map: source, claim, evidence, perspective, check, summary.
- Mini-summary: Summarise one source in 60–80 English words without copying full sentences.
Standard
- Source comparison: Compare two embedded videos in 150–180 words. Focus on purpose, perspective and evidence.
- Speaking practice: Give a 90-second source analysis to a partner. A private audio recording is optional, not required.
- Hedging workshop: Rewrite ten overconfident statements using may, might, seems, appears, likely or limited.
- Sprachmittlung: Explain a short German source-checking guide in English for an exchange student, selecting only what the audience needs.
Schwer
- Evidence audit: Take a source with three claims and trace what evidence is offered for each claim. Mark gaps and propose a cross-check.
- Source triangle: Compare three authentic sources in different formats and explain where they agree, differ and leave questions open.
- Revision dossier: Submit a first draft, peer feedback, your revised version and a short English note explaining three changes you made.
- Transfer challenge: Apply the language bank to a completely new topic and adapt your wording to a new audience without making the language artificially academic.
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Lernkontrolle
- Evidence and claim: You receive a new source with two claims. Explain which evidence supports which claim and where support is missing.
- Perspective comparison: Compare two short sources on the same non-political school topic. Show how purpose and audience shape their perspectives.
- Uncertainty transfer: Rewrite a paragraph that sounds too certain so that the wording matches the actual strength of the evidence.
- Mediation transfer: Select the relevant points from German notes and explain them in English for a clearly defined audience without translating sentence by sentence.
- Revision reasoning: Improve a weak source-analysis paragraph and justify three changes in terms of clarity, evidence, comparison or certainty.
- Media judgement: Compare a written source and a short video. Explain how format affects what evidence can be shown and what still needs checking.
Lernnachweis
Für einen Lernnachweis zu diesem Thema ist wichtig:
- Du beschreibst zwei Quellen knapp und korrekt in English.
- Du identifizierst Hauptaussagen und konkrete Belege.
- Du vergleichst mindestens zwei Perspektiven mit passenden linking words.
- Du bewertest die Qualität und Grenzen von Belegen mit nachvollziehbaren Gründen.
- Du drückst Unsicherheit dort aus, wo die Beleglage begrenzt ist.
- Du fasst Argumente in eigenen Worten zusammen.
- Du passt eine Mediation an Zweck und Adressat an.
- Du zeigst Überarbeitung: erste Fassung, Feedback, verbesserte Fassung und kurze Begründung wichtiger Änderungen.
- Verständlichkeit, Kohärenz und belegte Aussagen zählen stärker als Akzentfreiheit oder seltene Wörter.
OERs zum Thema
Weitere geprüfte Lernmedien:
- Crash Course – Navigating Digital Information: Videos zu fact-checking, lateral reading, sources und evidence.
- Bildungsplan Baden-Württemberg – Englisch als erste Fremdsprache: Kompetenzbereiche für Sekundarstufe I.
- Wikimedia Commons – Fact Checking: frei lizenzierte Medienressource.
- Wikimedia Commons – Students using a computer laptop: CC0-Medienressource.
Verknüpfte Lernbereiche
Folgekurs
Continue with E10 E - Compare sources in a discussion and E10 E - Write a source-based comment. Reuse the same language bank, but increase the independence: choose sources yourself, justify your selection, respond to counter-arguments and revise for precision.