E10 G - Use chunks for discussion and presentation
aiMOOCE10 G - Use chunks for discussion and presentation
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E10 G - Use chunks for discussion and presentation
Mini-Beschreibung: Lerne häufige chunks für stating opinions, giving reasons, examples, agreeing, disagreeing, presenting und summarising und setze sie direkt in Sprachhandlungen ein.
English first: Good speakers do not build every sentence word by word. They use useful language chunks such as In my opinion ..., One reason is ... or To sum up .... In this course, you notice them, understand them and then use a small core set yourself.
G-Niveau, Klasse 10: kurze zusammenhängende Texte, klare Aufgaben, häufiger Wortschatz, sichtbare Hilfen und schrittweise accuracy. Verständlichkeit ist wichtiger als Akzentfreiheit.
I can ...
- I can state an opinion with a clear opening chunk.
- I can give a reason and an example for my idea.
- I can agree or disagree politely and react to another person.
- I can structure a short presentation with first, next and finally.
- I can summarise the main point in one or two sentences.
- I can ask for help when I do not understand.
Before you start: What do you already know?
Which chunks do you already understand?
I think ... · because ... · for example ... · I agree. · I’m not sure about that. · First ... · To sum up ...
Do not translate every word. Ask: What job does the chunk do?
Listening and viewing: disagree politely
Watch the BBC Learning English scene. The speakers have different ideas. Listen for useful chunks, not for every word.
First viewing – understand: What is the problem?
Second viewing – notice: Write down one polite disagreement chunk and one reason.
Third step – respond: Pause after a speaker. Give your own short answer with I see your point, but ... or I’m not sure about that because ...
Recordings are optional. If you record yourself, keep the file private unless your class has clearly agreed on another safe solution.
Reading: chunks in action
Read the short fictional dialogue.
Sam: In my opinion, our class should have one screen-free break each week.
Nia: I see your point, but some students may want to message friends.
Sam: One reason is that we can talk face to face. For example, we could play table tennis or just chat.
Nia: That’s a good point. Maybe we can try it for one week.
Sam: To sum up, we agree on a small test first.
Think: Which sentence gives an opinion? Which gives a reason? Which gives an example? Which shows partial disagreement? Which summarises?
Core chunk bank
| Language action | Core chunks to use | Example |
|---|---|---|
| State an opinion | I think ... / In my opinion, ... | In my opinion, the idea is useful. |
| Give a reason | because ... / One reason is ... | I like the idea because it is simple. |
| Give an example | For example, ... | For example, we can work in pairs. |
| Agree | I agree. / That’s a good point. | That’s a good point because everyone can join. |
| Disagree politely | I see your point, but ... / I’m not sure about that because ... | I see your point, but it may take too long. |
| Present | Today I’m going to talk about ... / First ... Next ... Finally ... | First, I’ll explain the idea. |
| Summarise | To sum up, ... / The main point is ... | To sum up, our plan is cheap and simple. |
| Ask for help | What do you mean? / Could you say that again, please? | Could you say that again, please? |
Extra chunks to recognise: I’m not convinced. · Maybe you’ve got a point. · Let’s move on to ... You do not have to use every extra chunk yourself.
Context vocabulary
| Word | Simple meaning | Useful partner |
|---|---|---|
| opinion | what you think | give an opinion |
| reason | why you think something | give a reason |
| example | a concrete case | give an example |
| point | an idea in a discussion | good point |
| audience | people listening to a presentation | speak to an audience |
| summary | the main ideas in short form | give a summary |
Pronunciation: speak in chunks
Do not stress every word. Make small meaning groups:
In my opinion / the plan is useful.
I see your point / but it may be difficult.
To sum up / we prefer option B.
Listen to a clear model, repeat once slowly and once at normal speed. Keep the key words clear. You do not need to copy a particular accent.
Presentation language in action
The next video is longer. For G-level work, use only the marked parts: opening, signposting and summary. Stop when you have found two useful chunks.
Mini-task: Build a 45–60 second presentation.
Today I’m going to talk about ... First, ... For example, ... Finally, ... To sum up, ...
Speaking: opinion → reason → example → response
Use this simple speaking frame:
A: In my opinion, ...
B: Why do you think that?
A: One reason is ... For example, ...
B: I agree. / I see your point, but ...
A: That’s a good point. / I’m not sure about that because ...
Safe topics: class break activities, a school trip, a club idea, a poster design or a fictional product.
Writing: a short opinion text
Write about 80–100 words on one familiar topic.
Use this order:
Opinion → reason → example → another point → short summary
Useful frame:
In my opinion, ... One reason is ... For example, ... I also think ... To sum up, ...
Keep your own first version. After feedback, revise only what improves clarity, structure or accuracy.
Mini mediation
A German class note says:
„Die Klasse plant einen Projekttag. Jede Gruppe schlägt eine Aktivität vor, begründet sie und nennt ein Beispiel. Danach entscheidet die Klasse gemeinsam.“
Your English-speaking exchange partner asks what to do.
Give the key information in 2–3 English sentences. Do not translate every word. Use one presentation chunk and one reason/example chunk.
Functional grammar: accuracy step by step
Step 1 – reason: Use because + subject + verb: I like the plan because it is simple.
Step 2 – agreement: Say I agree, not I am agree.
Step 3 – disagreement: Use I disagree with that idea or the softer chunk I see your point, but ...
Step 4 – examples: In writing, a comma after For example, helps the reader see the structure.
Help card
| If you need ... | Say ... |
|---|---|
| thinking time | Let me think. |
| repetition | Could you say that again, please? |
| clarification | What do you mean? |
| one more idea | I’d like to add one point. |
| a safe ending | To sum up, ... |
Feedback → revise
Give your partner short, useful feedback:
Two strengths: one clear idea + one useful chunk.
One next step: one change that makes the message clearer.
Then revise. Do not rewrite the whole text for your partner.
If you use an AI tool voluntarily, do not enter personal data. Check suggested chunks against a reliable source, keep your own original text and decide yourself which changes you accept.
Error analysis
| Check | Better form |
|---|---|
| I am agree. | I agree. |
| I disagree you. | I disagree with you. |
| Because it is useful. | Connect it: I like it because it is useful. |
| I think because it is cheap. | Add the idea: I think it is a good choice because it is cheap. |
Focus on one accuracy target at a time.
Transfer: one chunk, new situation
Use the same small chunk set in a new context:
- Discussion: choose between two fictional class activities.
- Presentation: present a fictional club idea in one minute.
- Reasoning: give one reason and one example.
- Repair: ask for repetition or clarification when needed.
All profiles, products and application-style role cards in this course are fictional. No real application data are required.
Can-do check
Mark each statement for yourself: yes / almost / not yet.
- I can start with In my opinion ...
- I can add a reason with because ...
- I can give an example with For example, ...
- I can react with I agree or I see your point, but ...
- I can structure a short talk with First – Next – Finally.
- I can finish with To sum up, ...
- I can ask for repetition when I need it.
Next course: E10 G - Build an argument and respond to questions
Interaktive Aufgaben
Quiz: Teste Dein Wissen
Which chunk clearly states an opinion? (In my opinion, this is a good idea.) (!For example, we can work in pairs.) (!To sum up, that was our plan.) (!Could you say that again, please?)
Which chunk gives a reason? (One reason is that it saves time.) (!I agree.) (!First, I will show the picture.) (!What do you mean?)
Which chunk introduces an example? (For example, we can use a poster.) (!I see your point, but ...) (!To sum up, ...) (!In my opinion, ...)
Which answer agrees with another speaker? (That’s a good point.) (!I’m not sure about that.) (!Could you say that again?) (!Today I’m going to talk about ...)
Which chunk is a polite disagreement? (I see your point, but I prefer the other idea.) (!You are wrong.) (!Stop talking.) (!No chance.)
Which sequence helps to structure a short presentation? (First, next, finally.) (!Maybe, perhaps, probably.) (!Who, what, where.) (!Yesterday, today, tomorrow.)
Which chunk is useful for a summary? (To sum up, our idea is simple and cheap.) (!What do you mean?) (!For example, ...) (!I disagree with you.)
Which sentence is grammatically correct? (I agree with that idea.) (!I am agree with that idea.) (!I agree that idea.) (!I am agreeing that idea.)
What should you do if you do not understand a speaker? (Could you say that again, please?) (!Pretend that you understood.) (!Change the topic immediately.) (!End the discussion.)
What is the best goal for pronunciation in this course? (Speak clearly so other people can understand you.) (!Copy one special accent perfectly.) (!Stress every word equally.) (!Speak as fast as possible.)
Memory
| In my opinion | stating an opinion |
| One reason is | giving a reason |
| For example | giving an example |
| That’s a good point | agreeing |
| I see your point, but | disagreeing politely |
| To sum up | summarising |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| In my opinion | stating an opinion |
| because | giving a reason |
| For example | giving an example |
| I see your point, but | polite disagreement |
| To sum up | summarising |
Kreuzworträtsel
| Opinion | What do you state with In my opinion? |
| Reason | What explains why you think something? |
| Example | What makes an idea concrete? |
| Agree | What verb means to have the same view? |
| Disagree | What verb means to have a different view? |
| Summary | What gives the main points in short form? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Chunk-Karten: Gestalte sechs kleine Karten mit je einem chunk und seiner Sprachhandlung.
- Mini-Dialog: Schreibe einen fiktiven Dialog mit opinion, reason und agreement.
- Hörspurensuche: Höre einen der eingebetteten Clips erneut und notiere drei chunks, die Du sicher verstehst.
- Aussprache: Lies fünf chunks langsam und dann in natürlichem Tempo; eine private Aufnahme ist freiwillig.
Standard
- Partnerdiskussion: Diskutiert zwei fiktive Klassenaktivitäten und verwendet mindestens vier Core chunks.
- Kurzpräsentation: Halte eine 60–90 Sekunden lange Präsentation mit First, For example, Finally und To sum up.
- Textrevision: Überarbeite einen eigenen 80–100-Wörter-Text nach Partnerfeedback und markiere drei sinnvolle Änderungen.
- Mediation: Übertrage die Kernaussage einer kurzen deutschen Projektnotiz sinngemäß ins Englische, ohne Vollübersetzung.
Schwer
- Diskussionsleitung: Leite eine kurze Gruppendiskussion, frage nach Gründen und fasse am Ende den Konsens oder Dissens zusammen.
- Fehlerdetektiv: Erstelle vier typische chunk-Fehler mit Korrektur und kurzer Regel.
- Medienanalyse: Vergleiche zwei eingebettete Lernvideos: Welche chunks hörst Du und welche sind für G-Niveau besonders nützlich?
- Transferaufgabe: Plane eine fiktive Produktidee, präsentiere sie kurz und reagiere anschließend auf zwei Rückfragen.
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Lernkontrolle
- Chunk-Transfer: Du erhältst ein neues Alltagsthema. Formuliere spontan opinion, reason, example und summary mit passenden chunks.
- Reaktion auf Gegenposition: Antworte auf eine Gegenmeinung so, dass Du erst Verständnis signalisierst und dann Deinen eigenen Punkt erklärst.
- Präsentationsstruktur: Ordne eine ungeordnete Kurzpräsentation neu und begründe, warum die signposting chunks an diese Stellen passen.
- Fehleranalyse: Verbessere fehlerhafte Sätze wie I am agree und erkläre, welche Struktur korrekt ist.
- Mediation und Auswahl: Gib aus einer kurzen deutschen Notiz nur die Informationen auf Englisch weiter, die eine fiktive Partnerklasse für ihre Entscheidung braucht.
- Feedback und Revision: Überarbeite einen eigenen kurzen Text so, dass er klarer strukturiert ist, ohne unnötig schwierige Sprache einzubauen.
Lernnachweis
Für einen Lernnachweis ist wichtig:
- Du kannst eine Meinung verständlich formulieren.
- Du kannst mindestens einen Grund und ein konkretes Beispiel geben.
- Du kannst höflich zustimmen oder widersprechen.
- Du kannst einen kurzen Beitrag mit einfachen signposting chunks strukturieren.
- Du kannst die Hauptaussage am Ende zusammenfassen.
- Du kannst bei Verständnisproblemen nachfragen.
- Du kannst zentrale Fehler erkennen und verbessern.
- Du kannst Feedback nutzen und eine eigene Fassung überarbeiten.
- Du verwendest keine persönlichen Daten in fiktiven Profilen oder Rollenaufgaben und lädst Aufnahmen nicht ungefragt hoch.
OERs zum Thema
Freie Bilder in diesem aiMOOC stammen von Wikimedia Commons. Die Lizenzinformationen sind jeweils über die Dateiseiten erreichbar.
Weitere Lernmedien:
- British Council LearnEnglish: Agreeing and disagreeing
- Oxford Online English: Presentations in English
- Bildungsplan Baden-Württemberg: Englisch als erste Fremdsprache
Verknüpfte Lernbereiche