E10 M - Complete an English communication exam simulation
aiMOOCE10 M - Complete an English communication exam simulation
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E10 M - Complete an English communication exam simulation
Einleitung
English first. Understand → respond → analyse → communicate → feedback → revise → transfer.
In diesem aiMOOC simulierst Du eine vollständige Kommunikationsprüfung Englisch für Klasse 10 auf M-Niveau in Baden-Württemberg. Der Schwerpunkt liegt auf monologischem Sprechen, dialogischem Sprechen und Sprachmittlung. Das Sprachtraining ist B1-orientiert: Du arbeitest selbstständig, sprichst zusammenhängend, reagierst spontan, begründest Standpunkte und vermittelst Informationen adressatengerecht.
Media warm-up: Look at the image for 20 seconds. Then speak for one minute: What makes communication successful? Use at least three ideas such as clarity, listening, reacting, examples, eye contact, structure or suitable language.
Viewing task: Watch selected parts of the Cambridge B1 speaking example. Do not copy its exam format: it is not the Baden-Württemberg communication exam. Instead, notice transferable skills: extending answers, reacting to another speaker, negotiating and keeping a conversation going.
Offizielle Grundlage – Stand 02.10.2026
Die Simulation orientiert sich an den vom Kultusministerium Baden-Württemberg veröffentlichten zentralen Prüfungsmaßstäben für die Realschulabschlussprüfung 2026/2027 in der Pflichtfremdsprache. Für die Kommunikationsprüfung gelten aktuell folgende Eckpunkte:
| Bereich | Aktueller Prüfungsrahmen |
|---|---|
| Reihenfolge | Monologisches Sprechen → dialogisches Sprechen → Sprachmittlung |
| Dauer | ungefähr 15 Minuten pro Schülerin bzw. Schüler; die drei Teile haben ungefähr den gleichen zeitlichen Umfang |
| Prüfung | Einzel- oder Tandemprüfung; individuelle Leistungsfeststellung |
| Unterbrechung | keine Pause zwischen den drei Prüfungsteilen |
| Vorbereitung in der Prüfung | keine Vorbereitungszeit für die einzelnen Prüfungsteile |
| Bewertung | 10 Punkte Monolog + 10 Punkte Dialog + 10 Punkte Sprachmittlung = 30 Punkte |
Das Schwerpunktthema des Monologs wird von Dir gewählt und mit der Fachlehrkraft abgestimmt. Du sprichst frei und zusammenhängend; Stichworte als Gedankenstütze sind erlaubt. Kurze Rückfragen zum Vortrag sind möglich. Im Dialog sollst Du spontan in einer möglichst realitätsnahen Situation agieren und reagieren. Bei der Sprachmittlung vermittelst Du sinngemäß: Es geht nicht um wortgenaues Übersetzen. Verständlichkeit, Relevanz, Situation und Adressat stehen im Mittelpunkt.
Für die ordentliche Realschulabschlussprüfung 2027 ist die Kommunikationsprüfung in der Pflichtfremdsprache laut Kultusministerium für den Zeitraum 22. Februar bis 2. März 2027 vorgesehen.
Offizielle Quellen:
- Kultusministerium Baden-Württemberg: Hauptschulabschlussprüfung und Realschulabschlussprüfung
- Kultusministerium Baden-Württemberg: Prüfungstermine Realschule
I-can-Ziele
Nach dem Kurs kannst Du sagen:
- I can present a prepared focus topic in connected, mostly free speech.
- I can react spontaneously and keep a discussion going.
- I can negotiate options and work towards a shared decision.
- I can mediate the relevant meaning between German and English for a clear purpose.
- I can repair communication when I do not know a word.
- I can speak clearly without trying to imitate a particular accent.
- I can evaluate my performance only after the full simulation and revise it strategically.
Sicher und fair arbeiten
Verwende in diesem Kurs nur fiktive Profile, Bewerbungen, Lebensläufe und Personen. Ton- oder Videoaufnahmen sind freiwillig und sollen privat bleiben. Lade keine Aufnahme ungefragt hoch und sende sie nicht automatisch an externe KI-Dienste. Wenn Du KI beim Lernen nutzt, prüfe Angaben und Quellen und bewahre Deine eigene Textfassung. Ziel ist verständliche Kommunikation, nicht Akzentfreiheit oder die Nachahmung kultureller Klischees.
Vorwissen aktivieren
Answer in English. Do not translate the whole prompt.
| Quick check | Your short response |
|---|---|
| What helps you structure a short talk? | introduction – main points – conclusion |
| How can you disagree politely? | use a softener, give a reason, respond to the other idea |
| What can you do if a word is missing? | paraphrase, describe, give an example |
| What is mediation? | pass on the relevant meaning for a person and purpose |
30-second challenge: Explain the difference between translation and mediation in your own English words.
Listening and Viewing
Listen for interaction, not perfection. While watching, note three moments when a speaker:
- extends an answer with a reason or example;
- reacts to another person;
- keeps speaking after a hesitation.
Natural-speed listening: Listen for connected speech and reduced forms. Your goal is not to copy an accent. Identify the key message even when individual words blend together.
Reading: Know the task before you speak
Read this compact exam map once, then close it and explain it orally.
| Part | Main communication goal | What matters |
|---|---|---|
| Monologue | present a self-prepared focus topic | structure, information density, clear media use, free speech, suitable vocabulary, fluency |
| Dialogue | act and react spontaneously | understand the situation, include the partner, maintain interaction, use connected language |
| Mediation | convey meaning between German and English | relevant information, purpose, audience, intercultural appropriateness, compensation strategies, intelligibility |
Reading check: Which part requires a prepared focus topic? Which part is explicitly spontaneous? Which part is not a word-for-word translation?
Context vocabulary
Use phrases because they serve a function. Do not memorise long scripts.
| Function | Useful English |
|---|---|
| Structure a talk | I’d like to focus on… / My first point is… / To sum up… |
| Add evidence | For example… / This shows that… / A useful example is… |
| Give an opinion | From my point of view… / I would argue that… |
| Invite a response | What do you think? / Would you agree with that? |
| Build on an idea | That’s a good point, and I’d add… |
| Disagree politely | I see your point, but… / I’m not fully convinced because… |
| Negotiate | Could we combine these two ideas? / What if we…? |
| Reach agreement | So, shall we go with…? / That seems like the best compromise. |
| Repair communication | What I mean is… / Let me put it another way… |
| Mediate | The main point is that… / They need to know whether… / In this situation, it means… |
Pronunciation for intelligibility
You do not need an accent-free performance. Aim for clear word stress, useful pauses, sentence stress and understandable intonation.
Try this rhythm drill aloud:
- The MAIN point is…
- I AGREE with part of that, BUT…
- Could we COMBINE the two ideas?
- What I MEAN is…
Record yourself only if you want to. A private recording is enough. Listen once for clarity, not for accent imitation.
Functional grammar for communication
Grammar is useful when it helps you do something.
| Purpose | Functional grammar | Example |
|---|---|---|
| suggest | could / might / why don’t we | We could run a lunchtime workshop. |
| compare | comparative forms | The podcast is cheaper, but the workshop is more interactive. |
| negotiate consequences | first conditional | If we choose the workshop, more students can take part. |
| speculate carefully | might / may / could | This might attract younger students. |
| justify | because / since / the reason is | I prefer the guide because it has a clear purpose. |
| connect ideas | although / however / therefore | It is expensive; however, it could have a lasting effect. |
Micro-task: Give one suggestion, one comparison, one conditional sentence and one polite disagreement about a school event.
Speaking toolkit
Monologue: a five-part mental map
Use keywords, not a full script.
- Open: name your focus and why it matters.
- Frame: tell the listener what you will cover.
- Develop: explain two or three strong points with examples.
- Connect: link details to a wider issue, experience or source.
- Close: summarise the main message clearly.
A useful presentation is not a memorised text. If you forget a sentence, keep the idea and say it differently.
Dialogue: react, build, negotiate
A strong contribution does more than state an opinion. Use this cycle:
listen → react → add → ask → negotiate → decide
Example: I see why you prefer the workshop. It would be interactive. I’m worried about the cost, though. Could we run one smaller workshop and use the rest for the bilingual guide? What do you think?
Mediation: meaning before wording
Use this mental filter:
Who needs what information, for what purpose, right now?
Do not carry every word across. Select what matters, adjust it to the listener and keep the situation moving. If one word is missing, describe it. If a speaker gives irrelevant detail, you do not need to transfer all of it.
Writing bridge
Speaking and writing share planning, audience awareness and clear organisation. Before the simulation, write only a keyword plan, not a speech.
After the simulation, transfer one idea into a short written form:
- Formal email: ask a fictional youth centre for information about an English-language workshop.
- Informal email: explain the agreed plan to a fictional exchange partner.
- Application / CV: create a fictional profile for a student volunteer role.
- Report or article: report on the fictional school communication project.
- Opinion text: state a view and refer to a named, checked source.
Keep all names, organisations and applications fictional.
Hilfen vor der Simulation
Use these supports before you start. Once the simulation begins, close them.
| Problem | One useful strategy |
|---|---|
| I need more time. | Let me think for a moment. Then continue. |
| I do not know a word. | Describe its function, appearance or use. |
| I did not understand. | Ask once: Could you repeat that, please? |
| My partner dominates. | Can I add something here? |
| We disagree. | Summarise both ideas, then suggest a compromise. |
| I lose my structure. | Return to one keyword and state the next main point. |
Complete exam simulation
Important: No feedback, correction or coaching during Parts A–C. Finish all three parts first. A partner, teacher or examiner should take silent notes only. If you work alone, use a timer and respond aloud. Optional recordings remain private.
Timing: approximately 15 minutes per learner. Aim at roughly equal speaking time across the three parts. In a tandem simulation, the shared dialogue naturally takes longer overall because both learners contribute.
Part A – Monological speaking
Time: about 5 minutes per learner. No preparation time now.
Use the focus topic you prepared earlier and agreed with your teacher. If this is only a training run and you do not yet have one, use the fictional practice focus:
Practice focus: “How can a school help teenagers communicate confidently in English outside normal lessons?”
Your task:
- Present the topic in connected, mostly free speech.
- Use keywords only as prompts.
- Develop two or three clear aspects.
- Include at least one concrete example.
- Use one visual only if it genuinely helps understanding.
- Be ready for one or two short follow-up questions.
Possible examiner follow-up questions for the fictional practice focus:
- Which idea would be easiest to start next month, and why?
- What could make students reluctant to take part?
- How would you know whether the project was successful?
Do not answer these questions in writing first.
Part B – Dialogical speaking
Time: about 5 minutes per learner contribution. No preparation time.
Situation: You and another student are on the planning team at the fictional Northbridge Secondary School. The school has a budget of €600 for one English Communication Week project. You must discuss the options and agree on a recommendation.
| Option | Short information |
|---|---|
| lunchtime conversation café | low cost; easy to repeat; needs student volunteers |
| podcast recording day | creative; produces a lasting result; needs equipment and planning |
| guest workshop | expert input; interactive; uses most of the budget |
| bilingual school guide | useful for visitors; practical mediation; less live speaking |
| mini debate festival | lots of spontaneous speaking; needs confident moderators |
Your job: discuss advantages and disadvantages, respond directly to your partner, compare priorities, make suggestions, challenge at least one idea politely and reach one shared recommendation.
Examiner role: do not correct language. Only intervene if communication stops completely.
Part C – Mediation
Time: about 5 minutes. No preparation time.
Fictional situation: A German-speaking student, Lena Weber, wants to join a weekend media workshop at the fictional Riverside Youth Hub. The English-speaking coordinator, Sam Carter, needs information from Lena and gives practical instructions. You mediate orally between them.
Learner rule: Do not translate every word. Pass on what is relevant for the person and purpose.
Partner / examiner card – read one turn at a time:
| Speaker | Turn |
|---|---|
| Lena – German | „Kannst du fragen, ob ich am Samstag noch teilnehmen kann? Ich bin 16 und habe schon einmal einen kleinen Podcast für die Schule gemacht.“ |
| Sam – English | Yes, there are two places left. The workshop starts at 9:30, but everyone should arrive fifteen minutes early to set up the equipment. |
| Lena – German | „Ich komme mit dem Bus. Falls er Verspätung hat: Muss ich dann anrufen? Und brauche ich meinen eigenen Laptop?“ |
| Sam – English | If she is more than ten minutes late, please ask her to call us. She does not need a laptop, but headphones would be useful if she has a pair. |
| Lena – German | „Gut. Ich habe Kopfhörer. Außerdem bin ich Vegetarierin. Ist das Mittagessen im Preis enthalten?“ |
| Sam – English | Lunch is included. We have a vegetarian option, but we need to know about allergies before Friday afternoon. |
Finish the situation naturally. You may ask for one turn to be repeated if needed.
Feedback – erst nach Part C öffnen
STOP: Open this section only after all three parts are finished.
The official framework allocates 10 points to each part.
| Part | Official focus | Self/peer questions after the run |
|---|---|---|
| Monologue – 10 | 5 points content/presentation + 5 points language | Was the talk informative, clearly structured and supported by useful media? Was it mostly free, fluent and lexically appropriate? |
| Dialogue – 10 | 5 points situation/reaction + 5 points language | Did the learner understand the situation, react, include the partner and maintain the exchange? Was the language connected, fluent and suitable? |
| Mediation – 10 | successful bilingual mediation | Were the relevant details transferred promptly, appropriately and understandably? Were compensation strategies used when needed? |
Feedback protocol:
- First say what the listener could understand clearly.
- Then identify one communication strength in each part.
- Then identify one high-impact improvement in each part.
- Give evidence from the performance, not labels about the person.
- Do not penalise a recognisable accent by itself; focus on intelligibility and communicative success.
- Choose only two priorities for the next run.
Useful feedback language: Your main message was clear because… The conversation moved forward when you… The mediation worked because you selected… Next time, make the structure clearer by… A useful repair strategy would be…
Fehleranalyse
Sort errors by impact.
| Type | Question | Response |
|---|---|---|
| Communication-blocking | Did the listener misunderstand or did the exchange stop? | Repair and practise this first. |
| Meaning-changing | Did grammar or vocabulary change the intended message? | Correct the pattern and reuse it in a new sentence. |
| Noticeable but understandable | Was the message still clear? | Improve it later; do not let it stop fluency. |
| Accent difference | Was the speech understandable? | No need to imitate another accent. |
Revision task: Choose one 30–60 second section from your performance. Say it again with one improvement only: clearer structure, stronger interaction, better mediation choice or more intelligible phrasing.
Transfer
Use the same communication strategies in new contexts.
- Negotiate: Two fictional students must choose between a school podcast, a debate club and an international online meeting.
- Present: Explain a checked source about a topic from your English course without reading full sentences.
- Mediate: Help a fictional German visitor understand English instructions for a youth event and pass a German question back.
- Apply: Turn your spoken strengths into a fictional formal email and short CV profile.
- Source check: Compare a claim from an AI tool with an official or reliable source before using it in a presentation.
Can-do-Check
Mark one column after the simulation.
| I can… | not yet | almost | yes |
|---|---|---|---|
| speak for several minutes from keywords instead of a script | □ | □ | □ |
| structure a monologue clearly | □ | □ | □ |
| react spontaneously to another speaker | □ | □ | □ |
| disagree politely and negotiate a compromise | □ | □ | □ |
| paraphrase when I lack a word | □ | □ | □ |
| mediate relevant meaning instead of translating word for word | □ | □ | □ |
| keep intelligibility as my pronunciation goal | □ | □ | □ |
| use feedback to revise one specific weakness | □ | □ | □ |
Folgekurs
Continue with one focused next step:
- E10 M - Improve spontaneous speaking and interaction
- E10 M - Mediate information for purpose and audience
- E10 M - Build and present an English focus topic
- E10 M - Revise English writing for the final exam
- E10 M - Check sources and use evidence in English
Interaktive Aufgaben
Quiz: Teste Dein Wissen
Which three parts are compulsory in the current communication exam simulation? (Monological speaking, dialogical speaking and mediation) (!Listening, reading and dictation) (!Grammar, translation and essay writing) (!Interview, vocabulary test and spelling)
How much preparation time is provided for the individual parts during the official communication exam? (No preparation time) (!Five minutes before every part) (!Ten minutes before the dialogue) (!Fifteen minutes before mediation)
What is the main goal of mediation? (Convey relevant meaning for the situation and audience) (!Translate every word in the same order) (!Replace every German word with an English word) (!Show the largest possible vocabulary)
What should you mainly do in dialogical speaking? (React to the situation and keep interaction going) (!Deliver a memorised speech) (!Read a prepared article aloud) (!Translate your partner sentence by sentence)
What is allowed as a support in the monological presentation? (Keywords as memory prompts) (!A fully written script to read aloud) (!Live corrections from the teacher) (!A prepared answer to every possible question)
What is a useful strategy when you do not know one word? (Paraphrase or describe the idea) (!Stop speaking until someone gives the word) (!Switch to a memorised unrelated sentence) (!End the task immediately)
What should happen before detailed feedback in this simulation? (All three exam parts should be completed) (!The monologue should be corrected immediately) (!Every grammar error should be interrupted) (!The dialogue should be restarted after each mistake)
Which response best keeps a discussion cooperative? (I see your point, but could we also consider another option) (!You are wrong and that is the end) (!I will only repeat my first idea) (!There is no reason to listen to the other view)
What is the pronunciation goal in this course? (Clear and understandable speech) (!Perfect imitation of one native accent) (!Speaking as quickly as possible) (!Avoiding all natural pauses)
How many points are available across the three official communication exam parts? (Thirty points) (!Ten points) (!Fifteen points) (!Forty points)
Memory
| Monologue | connected presentation |
| Dialogue | spontaneous interaction |
| Mediation | purpose-based meaning transfer |
| Paraphrase | explain an unknown word differently |
| Compromise | shared solution after negotiation |
| Intelligibility | speech that listeners can understand |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| Monological speaking | structured presentation |
| Dialogical speaking | active interaction |
| Mediation | relevant meaning transfer |
| Compensation strategy | paraphrasing |
| Feedback | revision priority |
...
Kreuzworträtsel
| Monologue | What is the connected individual presentation called? |
| Dialogue | What form of speaking requires direct interaction with another person? |
| Mediation | What skill transfers relevant meaning between languages? |
| Fluency | What term describes a generally smooth flow of speech? |
| Audience | Who should information be adapted to? |
| Intonation | What feature describes the rise and fall of the voice? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Redemittel: Erstelle acht kleine phrase cards mit englischen Redemitteln für Struktur, Reaktion, Nachfrage und Reparatur.
- Aussprache: Sprich vier Sätze mit bewusst gesetzten Sinnpausen und markiere anschließend, welche Wörter Du betont hast.
- Paraphrase: Erkläre fünf Alltagsbegriffe auf Englisch, ohne den jeweiligen Begriff selbst zu verwenden.
- Mediation: Fasse eine kurze deutsche Information in zwei englischen Sätzen für eine fiktive englischsprachige Person zusammen.
Standard
- Präsentation: Halte einen dreiminütigen Mini-Monolog nur mit fünf Stichwörtern und überprüfe danach Struktur, Beispiele und Schluss.
- Dialog: Führe mit einer Partnerperson eine vierminütige Verhandlung über zwei fiktive Schulprojekte und erreicht einen Kompromiss.
- Hörverstehen: Nutze eines der eingebetteten Videos, notiere fünf interaction moves und übertrage zwei davon in einen eigenen Dialog.
- Schreibkompetenz: Verwandle ein gesprochenes Argument in eine formelle E-Mail an eine fiktive Organisation und behalte Deine eigene Textfassung.
Schwer
- Prüfungssimulation: Führe die vollständige 15-minütige Simulation ohne Unterbrechung durch und öffne das Feedback erst danach.
- Sprachmittlung: Entwickle mit einer Partnerperson eine neue deutsch-englische Alltagssituation mit sechs Sprecherwechseln und prüfe, welche Informationen wirklich relevant sind.
- Fehleranalyse: Analysiere eine freiwillige private Aufnahme nach Kommunikationswirkung und wähle genau zwei Verbesserungsziele für einen zweiten Durchlauf.
- Transfer: Erstelle einen fiktiven Bewerbungs- oder Projektkontext, in dem Du präsentieren, verhandeln und anschließend adressatengerecht sprachmitteln musst.
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Lernkontrolle
- Struktur und Wirkung: Du hörst einen ungeordneten zweiminütigen Vortrag. Entwickle eine bessere Reihenfolge und begründe, warum sie für Zuhörende verständlicher ist.
- Interaktion: In einem Dialog widersprechen sich zwei Personen wiederholt, ohne aufeinander einzugehen. Formuliere drei Beiträge, die das Gespräch wieder kooperativ und zielgerichtet machen.
- Mediation nach Zweck: Entscheide bei einer fiktiven zweisprachigen Situation, welche Details Du weitergeben, kürzen oder erklären würdest, und begründe jede Entscheidung.
- Kompensationsstrategie: Du kennst in einer Prüfung das englische Wort für einen Gegenstand nicht. Zeige zwei unterschiedliche Wege, wie Du die Information trotzdem verständlich vermitteln kannst.
- Feedbacktransfer: Nach einer Simulation erhältst Du die Rückmeldung „gute Ideen, aber schwache Interaktion“. Plane einen zweiten Durchlauf mit zwei konkreten Verhaltensänderungen.
- Quellenbezug: Für einen Monolog findest Du widersprüchliche Angaben in einer KI-Antwort und auf einer offiziellen Website. Erkläre, wie Du vor der Präsentation prüfst, welche Information belastbar ist.
Lernnachweis
Für einen Lernnachweis zu diesem Thema ist wichtig:
- Monologisches Sprechen: ein strukturiertes, weitgehend frei gesprochenes Schwerpunktthema mit relevanten Beispielen.
- Dialogisches Sprechen: spontanes Reagieren, aktives Einbeziehen der Gesprächspartnerin oder des Gesprächspartners und zielgerichtetes Verhandeln.
- Sprachmittlung: sinngemäße, situations- und adressatengerechte Vermittlung relevanter Informationen in beide Sprachrichtungen.
- Sprachliche Mittel: ausreichend differenzierter Wortschatz, funktionale Grammatik und verständliche Aussprache.
- Kompensationsstrategien: Umschreiben, Nachfragen, Neuformulieren und Weiterführen trotz sprachlicher Lücken.
- Reflexion: Feedback erst nach dem vollständigen Durchlauf auswerten, Fehler nach Wirkung priorisieren und eine gezielte Revision durchführen.
- Medienkompetenz: Quellen prüfen, Medien verständnisunterstützend einsetzen und eigene Daten sowie private Aufnahmen schützen.
OERs zum Thema
Wikimedia Commons stellt frei lizenzierte Bilder und Medien zu Kommunikation, Präsentation, Diskussion, Zuhören und Dolmetschen bereit. Die im Kurs verwendeten Commons-Dateien führen jeweils zu ihrer Lizenz- und Quellenangabe.
Als Hintergrund zum sprachlichen Kompetenzniveau:
Weitere fachliche Orientierung:
- Landesbildungsserver Baden-Württemberg – Englisch
- Kultusministerium Baden-Württemberg – Abschlussprüfungen
Verknüpfte Lernbereiche