E10 M - Compare perspectives in two texts
aiMOOCE10 M - Compare perspectives in two texts
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E10 M - Compare perspectives in two texts
Mini description: Compare two English texts for information, perspective, argument, evidence and wording. Level: Class 10, M-Niveau, Baden-Württemberg. Work mainly in English: understand → respond → analyse → communicate → feedback → revise → transfer.
Media starter
Look at the picture. Say in English:
- Notice: What can you see?
- Think: What might different readers notice first?
- Connect: Why can two texts about one topic sound different?
Do not translate everything. Start with meaning.
I can
After this course, you can say:
- I can identify the main information in two texts.
- I can explain each writer's perspective.
- I can find claims, reasons and evidence.
- I can compare wording and tone.
- I can use evidence from both texts in my own response.
- I can react in a discussion and ask follow-up questions.
- I can revise my comparison after feedback.
What you already know
Quick check. Complete the sentences in English:
- A fact can be checked.
- An opinion shows a view or judgement.
- A claim is a point a writer wants you to accept.
- Evidence supports a claim.
- Tone is the attitude created by wording.
Listening and viewing
Watch the first video once without stopping. Then watch again and note three key ideas.
Focus question: What makes an argument more than just an opinion?
Watch the next video. Listen for how word choice can show attitude.
Viewing task: Write down two words or phrases that can make a text sound positive, negative or neutral.
Reading: two perspectives
The following practice texts are fictional. The school, survey and figures are invented for learning.
Text A: School newsletter
Phone-free lunch: a useful change
Greenbridge School tested a phone-free lunch area for four weeks. In a school survey, 68% of the students who used the area said they talked more with other students. Teachers also reported fewer conflicts about filming and unwanted photos. The school council therefore suggests keeping one phone-free area in the cafeteria. Students would still be free to use phones in other parts of the school during lunch. The idea is not a total ban. It is a limited option that could make lunch calmer and more social.
Text B: Student blog
Keep lunch flexible
A phone-free area may sound helpful, but it can also create new problems. Some students use their phones at lunch to check messages from family, organise homework or listen to music after a stressful lesson. A survey result alone does not show what every student needs. Instead of creating special zones, the school should set clear rules against filming people without permission and let students decide how to spend their break. A fair lunch break should offer choice, not another rule.
Compare the texts
Use this five-part check:
| Focus | Ask yourself | Useful English |
|---|---|---|
| Information | What does each text tell me? | Text A states that ... / Text B adds that ... |
| Perspective | What position does the writer take? | The writer supports ... / questions ... / prefers ... |
| Argument | What claim and reason are connected? | The main claim is ... because ... |
| Evidence | What supports the claim? | The writer refers to ... / gives the example of ... |
| Wording | Which words create tone? | The phrase ... sounds more positive / critical / neutral. |
Important: Evidence is not automatically strong. Ask where it comes from, how it was collected and whether it really supports the claim.
First response
Answer in English before you analyse in detail:
- Which text supports the phone-free area?
- Which text prefers more individual choice?
- What information appears only in Text A?
- What concern appears only in Text B?
- Which sentence in each text best shows the writer's perspective?
Context vocabulary
Learn words through use, not full translation.
| Word or phrase | Simple English meaning | Example |
|---|---|---|
| perspective | a way of seeing a topic | The two writers have different perspectives. |
| claim | a point a writer wants you to accept | Her main claim is that choice matters. |
| reason | why a writer thinks something | The writer gives one reason for the rule. |
| evidence | information that supports a claim | The survey is used as evidence. |
| source | where information comes from | Check the source of the number. |
| wording | the words a writer chooses | The wording sounds critical. |
| tone | the attitude created by language | The tone is calm but firm. |
| whereas | connects a contrast | Text A supports the zone, whereas Text B questions it. |
Pronunciation
Aim for clear communication, not accent-free speech.
- per-SPEC-tive
- EV-i-dence
- AR-gu-ment
- WORD-ing
Read one comparison sentence aloud. Stress the contrast words: both, however, whereas, unlike.
Functional grammar
Use grammar to compare ideas.
Similarities: Both texts focus on lunchtime. Both writers want students to feel comfortable.
Differences: Text A supports a phone-free area, whereas Text B prefers flexible use. Unlike Text A, Text B questions whether the survey is enough.
Reporting verbs: Text A states that 68% reported more conversation. Text B argues that students should choose for themselves. The writer suggests a limited solution.
Evidence links: The claim is supported by a survey. This example shows why the writer is concerned.
Speaking
Work with a partner.
Round 1 – 60 seconds each: Summarise one text without giving your own opinion.
Round 2 – compare: Use at least three phrases:
- Both texts ...
- However, ...
- Whereas Text A ..., Text B ...
- I see stronger support for this point in ...
- Can you show me the evidence?
- I partly agree, but ...
- What makes you say that?
Round 3 – react spontaneously: Your partner asks one follow-up question. Answer without reading a prepared script.
If you record yourself, recording is optional and private. No upload is required.
Writing
Write 130–170 words.
Task: Compare how Text A and Text B present the phone-free lunch idea. Refer to information, perspective, argument, evidence and wording.
A clear structure:
- Opening: Both texts discuss ...
- Text A: main perspective + evidence.
- Text B: main perspective + evidence.
- Direct comparison: similarity + difference.
- Wording: one short example from each text.
- Closing: what the comparison shows.
Do not copy whole sentences. Keep your own wording.
Mediation
A German-speaking class representative asks what the two texts say.
Explain the main difference in German in 3–4 sentences. Do not translate line by line. Choose information for the purpose and the listener.
Then switch back to English and name one detail you left out because it was not necessary.
Help ladder
Use only as much help as you need.
- Step 1: Underline one claim in each text.
- Step 2: Circle one piece of evidence or one example.
- Step 3: Mark words that show attitude.
- Step 4: Build one sentence with whereas.
- Step 5: Add a short reference to the text.
Feedback
Give peer feedback in English.
Two stars and one next step:
- One comparison that is clear: ...
- One good text reference: ...
- One next step: Add / explain / connect ...
Check:
- Did the writer compare instead of writing two separate summaries?
- Did the writer use evidence from both texts?
- Did the writer explain wording, not just copy it?
- Is the conclusion based on the texts?
Error analysis
Improve these sentences:
- Weak: Text A is better.
- Better: Text A gives a survey result, whereas Text B mainly uses examples and reasoning.
- Weak: Text B says phones are good.
- Better: Text B argues for flexible phone use and gives examples of practical uses.
- Weak: The word fair is there.
- Better: The word fair frames individual choice as a question of justice.
Typical problem: claim without evidence. Fix it by adding a precise text reference.
Source and AI check
When a text, website or AI tool gives information:
- Check who produced it.
- Check whether the evidence is visible and relevant.
- Check dates when the topic can change.
- Compare important claims with a reliable source.
- Keep your own draft. Do not replace your writing with an AI-generated text.
- Do not send personal data, private recordings or school documents to external AI services without permission.
Curriculum and exam check: Baden-Württemberg
Stand der Prüfung: 02.10.2026. Der Kurs orientiert sich an Klasse 10 im gemeinsamen Bildungsplan Sekundarstufe I, Englisch als erste Fremdsprache, insbesondere Lesen, Sprechen, Schreiben, Sprachmittlung sowie Text- und Medienkompetenz.
Official links:
- Bildungsplan Klasse 10
- Zentrale Prüfungsvorbereitung des Landesbildungsservers
- Kommunikationsprüfung Englisch
Der Landesbildungsserver beschreibt die Kommunikationsprüfung aktuell mit 15 Minuten Vorbereitung, 5 Minuten monologischem Sprechen und 10 Minuten dialogischem Sprechen. Für eine konkrete Abschlussprüfung gelten immer die aktuellen offiziellen Vorgaben der Schule und des Landes. Dieser aiMOOC nutzt keine geschützten Original-Prüfungsaufgaben.
Transfer
Choose two short English texts on the same non-sensitive topic, for example school clubs, homework routines, public transport for students or study apps.
Compare them with the five-part check:
information → perspective → argument → evidence → wording
Then give a 90-second spoken comparison.
Can-do check
Rate yourself: yes / almost / not yet.
| I can ... | yes | almost | not yet |
|---|---|---|---|
| find the main information in two texts | |||
| explain two different perspectives | |||
| identify claim, reason and evidence | |||
| compare wording and tone | |||
| use text evidence in speaking or writing | |||
| react to a follow-up question |
Next course
Continue with: E10 M - Evaluate evidence and source reliability.
Interaktive Aufgaben
Quiz: Teste Dein Wissen
What is the main purpose of comparing perspectives? (To see how two texts present the same topic differently) (!To translate both texts word for word) (!To find the longest text) (!To count every sentence)
What does evidence do in an argument? (It supports a claim) (!It replaces the topic) (!It makes every opinion true) (!It removes the need for a source)
Which sentence directly compares two texts? (Text A supports the idea whereas Text B questions it) (!Text A has three paragraphs) (!I read Text B yesterday) (!The texts are written in English)
What does perspective mean in this course? (The writer's way of viewing the topic) (!The number of words in a text) (!The font size of the article) (!The date of the lesson)
Which feature can show tone? (Word choice) (!Page number) (!File name) (!Paragraph count)
Which is the best question about evidence? (Where does this information come from) (!Is the sentence short) (!Is the title blue) (!Is the text printed)
What should a good comparison include? (References to both texts) (!Only your personal opinion) (!A full German translation) (!Only the first paragraph)
What does whereas usually signal? (A contrast) (!A cause) (!A quotation) (!A question)
What should you do before using an AI-generated claim? (Check it against reliable sources) (!Assume it is correct) (!Delete your own draft) (!Upload private school files)
What is the goal of pronunciation practice here? (Clear understandable speech) (!A perfect native accent) (!Speaking as fast as possible) (!Avoiding all pauses)
Memory
| Perspective | way of viewing a topic |
| Claim | point a writer wants accepted |
| Evidence | support for a claim |
| Wording | chosen language |
| Tone | attitude created by language |
| Source | origin of information |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| Perspective | writer's position |
| Evidence | support for a claim |
| Wording | language choice |
| Argument | claim plus reasons |
| Information | what the text tells the reader |
Kreuzworträtsel
| Evidence | What supports a claim? |
| Perspective | What word means a way of viewing a topic? |
| Claim | What is a point a writer wants you to accept? |
| Wording | What term describes the words chosen by a writer? |
| Source | What tells you where information comes from? |
| Compare | What verb means to look for similarities and differences? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Headline contrast: Write two different headlines for the same neutral school event. Make one sound positive and one neutral.
- Evidence hunt: Find one claim and one supporting detail in each practice text.
- One-sentence comparison: Write three sentences using both, however and whereas.
- Private speaking practice: Give a 60-second comparison. Recording is optional and stays private.
Standard
- Venn comparison: Create a Venn diagram for Text A and Text B with at least three points in each area.
- Tone detective: Choose four words from the texts and explain how they affect tone.
- Peer response: Exchange a 130-word comparison and give two stars and one next step.
- Mediation for a purpose: Explain the key difference between both texts in German for a fictional class representative without translating everything.
Schwer
- Source check: Find two short English texts on the same topic and check author, date, source and evidence before comparing them.
- Argument map: Draw the claim, reasons and evidence for each text and identify one weak link.
- Mini debate: In pairs, present the two perspectives and negotiate one balanced school rule. Use only fictional names and situations.
- Revision challenge: Write a first comparison, collect feedback, revise it and highlight three changes that improved clarity or evidence use.
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Lernkontrolle
- Transfer comparison: Compare two new short texts and explain which information is shared and which is unique without judging the writers as people.
- Evidence quality: Explain why a number or example is not automatically strong evidence. Apply your criteria to one new text.
- Wording effect: Replace three loaded words in a short paragraph with more neutral wording and explain how the tone changes.
- Speaking transfer: Summarise two perspectives, then answer an unprepared follow-up question using evidence.
- Purposeful mediation: Pass on only the information a specific German-speaking listener needs and justify one detail you omitted.
- Revision decision: Use peer feedback to revise a comparison and explain which change improved accuracy, organisation or source reference.
Lernnachweis
For a successful learning record, show that you can:
- understand the main ideas in two B1-oriented texts
- identify perspective, claim, reason and evidence
- compare information instead of writing two separate summaries
- explain the effect of selected wording
- refer clearly to both texts
- discuss and react to questions
- revise your work after feedback
- mediate for purpose and audience
- check important source claims
- protect private data and keep your own writing process visible
OERs zum Thema
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