E10 G - Becoming an adult – New responsibilities
aiMOOCE10 G - Becoming an adult – New responsibilities
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E10 G - Becoming an adult – New responsibilities
Mini description: Understand and use useful English for growing independence, responsibility, decisions, work, money and community in fictional everyday situations.
Target group: Klasse 10, G-Niveau, Englisch als erste Fremdsprache, Baden-Württemberg.
Learning path: English first → understand → respond → analyse → communicate → feedback → revise → transfer.
Important: Du musst nicht jedes Wort verstehen. Arbeite zuerst mit dem Kontext. Nutze Hilfen. Frage nach, wenn etwas unklar ist. Verständlichkeit ist wichtiger als Akzentfreiheit.
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Media starter – Look and think:
- What can money make easier?
- What new responsibilities can come with money?
- Name one decision a teenager may make about work, money or free time.
Quick task: Watch only for the main idea. Do not try to understand every word. What is the series about: school, work or travel?
I can ...
After this course, you can say:
- I can understand the main idea of short texts and videos about becoming more independent.
- I can use key words about responsibility, work, money and community.
- I can ask for information and clarification.
- I can give a simple reason for a decision.
- I can write a short structured email or simple fictional application.
- I can check my own text and improve important mistakes.
Before you start: What do you already know?
Complete the sentence starters orally or in your notebook.
- When I hear responsibility, I think of ...
- A part-time job can teach you ...
- If I earn money, I can ...
- A difficult decision is ...
- In my community, people can help by ...
Help: Use short answers first. Then add because.
Input
Growing independence
Growing up often means that you can make more decisions yourself. At the same time, you may have more responsibilities. You may organise your time, help at home, plan your money, work in a part-time job or support people in your community. Independence does not mean doing everything alone. It also means knowing when to ask for help.
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Think – Pair – Share:
- Name one decision that becomes more important when you get older.
- Say one possible advantage.
- Say one possible problem.
Sentence help:
- I think ...
- One advantage is ...
- One problem could be ...
- I would choose ... because ...
Listening and viewing: A job interview
First viewing – understand:
- Who is preparing for an interview?
- Is the situation formal or informal?
- Listen for one positive phrase.
Second viewing – respond:
- What does the speaker say about examples?
- What does the speaker say about timekeeping?
- Which phrase could you use in a fictional interview?
Useful phrases:
- A good example that comes to mind is ...
- I am particularly proud of ...
- Timekeeping is important to me.
- Could you repeat the question, please?
- Could you say that more slowly, please?
G-level help: One correct key idea is enough. You do not need a full transcript.
Reading: Jamie's new responsibilities
Fictional profile
Jamie is 16 and lives in the fictional town of Northbridge. On Saturdays, Jamie works four hours in a small café. Jamie likes the job because it gives useful experience and some extra money. Each month, Jamie saves part of the money for a bicycle and keeps some for bus tickets and free-time activities.
Jamie also helps at a community garden twice a month. The work is unpaid, but Jamie enjoys meeting people and doing something useful. Sometimes it is difficult to balance school, work, friends and rest. Jamie now uses a weekly plan and tries to make decisions early. When there is too much to do, Jamie asks an adult for advice.
Reading tasks:
- Find two responsibilities Jamie has.
- Why does Jamie save money?
- Why does Jamie volunteer?
- What problem does Jamie sometimes have?
- What strategy helps Jamie?
Analyse: Which responsibility is about money? Which one is about community? Which one is about time?
Vocabulary in context
| Word or phrase | Simple English meaning | Example |
|---|---|---|
| independent | able to do more things yourself | I want to become more independent. |
| responsibility | something you must take care of | My shift is my responsibility. |
| decision | a choice after thinking | I made a decision about the job. |
| reliable | someone people can trust | A reliable worker comes on time. |
| deadline | the latest time to finish something | The deadline is Friday. |
| earn | get money for work | I earn money at my Saturday job. |
| spend | use money to buy something | I spend some money on bus tickets. |
| save | keep money for later | I save money for a bicycle. |
| budget | a plan for money | My budget helps me plan my month. |
| afford | have enough money for something | I cannot afford the new phone. |
| part-time job | a job for only part of the week | She has a part-time job. |
| shift | a planned period of work | My shift starts at ten. |
| apply | ask officially for a job or place | I want to apply for the café job. |
| experience | knowledge from doing something | Volunteering gives useful experience. |
| volunteer | work without pay to help | I volunteer at the community garden. |
| community | people living or working in one area or group | We help our local community. |
Micro-task: Choose six words. Make three short pairs: word + situation.
Money: needs, wants and a simple budget
A budget is a plan. It can help you see what money comes in and what money goes out. A simple budget can include income, needs, wants and savings.
Fictional example:
| Money item | Amount |
|---|---|
| Part-time work | 120 € |
| Bus | 25 € |
| Phone | 15 € |
| Savings | 40 € |
| Free time | 25 € |
Task: There is money left. What could Jamie do with it? Give two possible decisions and one reason.
Help:
- Jamie could ...
- A safe choice is ...
- I would ... because ...
Community and volunteering
Volunteering can help a community. It can also help young people practise teamwork, communication and reliability. The work is unpaid, so it is different from a paid job. Both kinds of work can teach responsibility.
Compare:
| Paid job | Volunteering |
|---|---|
| You earn money. | You do not earn money. |
| You follow work times and tasks. | You also follow agreed times and tasks. |
| You can gain experience. | You can gain experience. |
Speak: Would you prefer a short paid job, volunteering, or both? Give one reason.
Viewing: A job offer and a decision
First viewing: What is the main problem?
Second viewing: Listen for a phrase that gives the speaker more time.
Useful phrase:
- Could I have some time to consider the offer?
- Thank you. I would like some time to think.
- I need to check my schedule first.
Mini listening goal: Listen for language about making a final decision.
Respond: Complete: “I have decided to ... because ...”
Pronunciation: Clear before perfect
Practise these words slowly. Clap the strong part.
- re-spon-si-BIL-i-ty
- com-MU-ni-ty
- de-CI-sion
- in-de-PEND-ent
- re-LI-a-ble
Tip: Speak in short chunks. Pause between ideas. You do not need to copy a special accent.
Private practice: You may record yourself only if you want to. Keep recordings private unless you actively choose to share them with your teacher.
Speaking: Ask, explain, decide
Situation A – Work
Student A: You have a fictional Saturday job. Your manager asks you to take an extra shift.
Student B: You are the manager.
Use:
- I can / cannot work on ...
- I have to ...
- Could I change the time?
- Could you repeat that, please?
- I think ... is better because ...
Situation B – Money
You have 50 € left from a fictional monthly budget. Choose one option: save it, buy something useful, spend part of it on free time, or donate a small part.
Use:
- I would ...
- My reason is ...
- Another option is ...
- I agree / I am not sure.
Situation C – Community
Plan one small fictional community action with a partner.
Use:
- We could ...
- We need ...
- I can be responsible for ...
- Our first step is ...
Writing: A short email
Fictional task: Write an email to a fictional café called Green Corner Café. Ask about a Saturday job.
Structure:
Subject: Saturday job
Dear Sir or Madam,
I am writing to ask about ...
I am ... years old and I am interested in ...
I am reliable and ...
Could you please tell me ...?
Kind regards, Alex Taylor
Your text: 70–100 words.
Checklist:
- Is there a clear subject?
- Is the greeting suitable?
- Did you say why you are writing?
- Did you ask one or two clear questions?
- Did you use a suitable ending?
Data safety: Use only fictional names, addresses, phone numbers and applications in this course.
Mediation: Help someone understand
German source text:
„Das Jugendzentrum sucht Helferinnen und Helfer für einen Aktionstag am Samstag. Die Aufgaben sind einfach: Getränke ausgeben, Spiele vorbereiten und am Ende gemeinsam aufräumen. Beginn ist um 10 Uhr. Wer mitmachen möchte, soll sich bis Donnerstag melden.“
Task: Your English-speaking friend asks what this is about. Give the important information in simple English. Do not translate every word.
Help:
- They are looking for ...
- The event is on ...
- You can help with ...
- You need to reply by ...
Functional grammar
Accuracy target 1: have to / don't have to
Use have to for a responsibility.
- I have to be on time.
- I have to finish my schoolwork.
- I don't have to work every weekend.
Accuracy target 2: should / shouldn't
Use should for advice.
- You should plan your money.
- You shouldn't spend everything at once.
Accuracy target 3: because / so
- I save money because I want a bicycle.
- I have a test tomorrow, so I cannot take an extra shift.
Accuracy target 4: first conditional
- If I work on Saturday, I will earn extra money.
- If I spend too much, I will have less money later.
Recognise, but do not force yet: polite forms such as Could I ...? and Would it be possible ...?
Feedback and error analysis
After a speaking or writing task, use this order:
- Message first: Is the idea clear?
- Structure: Is there a clear beginning, middle and end?
- Key vocabulary: Did you use topic words correctly?
- Accuracy target: Check have to, should, because or one other focus.
- Revise: Improve two important places.
Feedback phrases:
- I understood your main idea.
- One strong point is ...
- One part is not clear yet.
- You could add a reason.
- Check this verb form.
- Try the sentence again.
Do not correct everything at once. Focus on the most important message and one or two language targets.
Transfer: A new situation
Fictional scenario:
You have school until Friday. On Saturday morning, you can help at a community event. On Saturday afternoon, you can work a paid shift. On Sunday, you need time for schoolwork and rest.
Make a plan.
- What will you do?
- What will you not do?
- Why?
- What do you have to organise?
- Who could you ask for help?
Use at least four words from the vocabulary list.
Can-do check
| Can-do statement | Yes | Not yet |
|---|---|---|
| I can understand the main idea of a short video about work. | □ | □ |
| I can explain one responsibility. | □ | □ |
| I can give a reason for a decision. | □ | □ |
| I can use words about earning, spending and saving. | □ | □ |
| I can ask for repetition or more time. | □ | □ |
| I can write a short structured email. | □ | □ |
| I can improve my text after feedback. | □ | □ |
Next step: Follow-up course: Work and future – Applications and interviews
Interaktive Aufgaben
Quiz: Teste Dein Wissen
What does responsibility mean in this course? (Something you must take care of) (!A free-time activity with no plan) (!A type of banknote) (!A holiday destination)
Which phrase asks for more time politely? (Could I have some time to think?) (!Give me the answer now.) (!I never decide anything.) (!You have no choice.)
What is a budget? (A plan for money) (!A work uniform) (!A community building) (!A school subject)
What does earn mean? (Get money for work) (!Give all money away) (!Forget a deadline) (!Change a decision)
Which sentence gives advice? (You should plan your money.) (!I worked last Saturday.) (!The shift starts at ten.) (!This is my community.)
Which sentence shows a responsibility? (I have to be on time.) (!I might watch a film.) (!I like this song.) (!The weather is warm.)
What is volunteering? (Unpaid work to help people or a community) (!Buying something online) (!Travelling to work by bus) (!Getting paid for every task)
Which connector gives a reason? (because) (!before) (!maybe) (!often)
What is a reliable person? (A person other people can trust) (!A person who is always late) (!A person who never listens) (!A person who avoids all tasks)
What is the best first goal when watching a difficult English video? (Understand the main idea) (!Translate every word) (!Write every sentence) (!Speak with a perfect accent)
Memory
| budget | plan for money |
| reliable | can be trusted |
| shift | planned work period |
| volunteer | unpaid helper |
| deadline | latest finishing time |
| afford | have enough money |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| responsibility | taking care of an agreed task |
| decision | choosing after thinking |
| budget | planning income and spending |
| shift | working during an agreed time |
| community | a group of people who share a place or connection |
Kreuzworträtsel
| budget | What word means a plan for your money? |
| reliable | What adjective means that people can trust you? |
| volunteer | What word means a person who helps without pay? |
| deadline | What word means the latest time to finish a task? |
| afford | What verb means to have enough money for something? |
| decision | What noun means a choice made after thinking? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Responsibility map: Draw a simple mind map with four responsibilities that a fictional 16-year-old may have.
- Vocabulary cards: Make eight small cards with English topic words and simple English explanations.
- Budget choice: Create a fictional monthly budget with income, needs, wants and savings.
- Speaking mini-dialogue: Write and practise a six-line dialogue in which someone asks for more time to make a decision.
Standard
- Fictional job advert: Create a short advertisement for a safe fictional Saturday job and add five useful job words.
- Community plan: Plan a small fictional community action and divide four responsibilities between team members.
- Email revision: Write a 70–100 word fictional job enquiry, get feedback from a partner and revise two places.
- Decision poster: Compare two fictional options and present your final choice with at least three reasons.
Schwer
- Role-play interview: Prepare and perform a short fictional job interview with clear questions, examples and follow-up questions.
- Money and time challenge: Solve a fictional weekend problem that combines work, school, money, rest and community activity.
- Mediation project: Turn a short German notice about volunteering into a simple English voice message or written message without translating word for word.
- Private media reflection: Create a private audio or video reflection about one new responsibility. Recording is voluntary; no public upload is required.
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Lernkontrolle
- Decision under pressure: A fictional student has two tasks at the same time. Explain which task should come first and why.
- Budget transfer: A fictional student earns less money next month. Adapt the budget and explain two changes.
- Workplace communication: Write a short response to a manager when you cannot take an extra shift. Be polite and give a reason.
- Community transfer: Design one useful community action that can be done by a small group in two hours. Explain roles and responsibilities.
- Error analysis: Improve a short text that uses have to, should and because incorrectly. Explain two corrections.
- Reflection: Compare paid work and volunteering. Explain one similarity, one difference and one skill both can develop.
Lernnachweis
For a successful learning record, show that you can:
- understand the main idea of a short text or video about work, money or responsibility;
- use central vocabulary such as responsibility, decision, reliable, budget, earn, save, shift, apply and volunteer;
- ask for repetition, clarification or thinking time;
- explain a simple decision with a reason;
- use central grammar accurately enough to make your meaning clear;
- write a short structured fictional email or application;
- give and use simple feedback;
- revise your own work;
- transfer language to a new fictional everyday situation.
Possible evidence: short written tasks, a role-play, a private voluntary recording, a revised email, a budget task and a reflection.
Data protection: Use fictional personal data. Do not upload recordings or applications without clear permission. Do not send student material to external AI services without the required consent. If AI-generated information is used, check it against reliable sources and keep your own text and decisions visible.
OERs zum Thema
Further learning sources:
- Bildungspläne Baden-Württemberg
- British Council LearnEnglish Teens
- BBC Learning English
- Wikimedia Commons
Medien- und Quellenhinweise
Wikimedia Commons media used in this course:
- Euro coins and banknotes (cropped).jpg
- Difficult decision (54173969713).jpg
- Man on a Interview - 38141062434.jpg
- Money Matters at TMA.jpg
- Volunteering.jpg
- EVS volunteer project within Nevitsky Castle reconstruction.jpg
YouTube learning media used in this course:
- BBC Learning English – English at Work series introduction
- BBC Learning English – How to prepare for an interview
- BBC Learning English – Job offers
- BBC Learning English – Announcing your decision
Media task rule: Watch with a purpose. First understand the main idea. Then listen again for selected language. Do not turn receptive input automatically into a full productive language requirement.
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