E8 E - My English portfolio Klasse 8
aiMOOCE8 E - My English portfolio Klasse 8
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E8 E - My English portfolio Klasse 8
Mini-description: Build a focused English portfolio. Collect selected audio recordings, discussion tasks, stories, opinion texts, mediation, a presentation, graded-reader work and media products. Then reflect on your progress and set your next learning goals.
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English first → context → try → ask → hint → German help if needed. Use German only when it helps you move on. Do not translate everything.
Einleitung
Your portfolio is not a folder of everything you have done. It is a selection of evidence that shows what you can already do in English, how you improved a text or performance, and what you want to work on next.
This aiMOOC is for Klasse 8, E-Niveau, Englisch als erste Fremdsprache in Baden-Württemberg. You work with more natural English, react more spontaneously, discuss different viewpoints and check media critically. Clear communication matters more than accent-free speech.
Privacy first: Recordings are voluntary and should stay private or inside the school learning environment. Do not upload recordings, names, faces or private social-media data without a clear classroom agreement. Use fictional profiles in public examples. External AI tools are optional only when your school allows them. Check AI language, facts and feedback yourself. Your own thinking and writing must stay visible.
I-can goals
- I can select evidence: I can choose work that really shows my progress.
- I can reflect: I can explain what improved and what still needs work.
- I can speak: I can react, discuss and present with useful structure and clear pronunciation.
- I can write: I can write stories and opinion texts and revise them purposefully.
- I can mediate: I can pass on the important meaning between German and English without translating every word.
- I can use media critically: I can check source, purpose, evidence and possible bias.
- I can use grammar functionally: I can use the passive and reported speech when they help my message.
Your portfolio map
Choose about six to eight strong pieces. A balanced portfolio can contain an audio recording, a discussion reflection, a story, an opinion text, one mediation task, one presentation, one graded-reader response and one media product. Add one short reflection to every piece.
Reflection formula: What was the task? → What worked? → What did I change? → What is my next step?
Start with what you know
Before you add new work, look at two older pieces from English lessons. Do not correct everything. Find patterns.
Try first: Mark one strong point and one recurring problem in each piece.
Ask: What do you notice about your vocabulary, sentence structure, pronunciation, organisation or accuracy?
Hint: Look for repeated issues, not one-off mistakes.
German help if needed: Suche nach Mustern, nicht nach einzelnen Zufallsfehlern.
Create your first goal in English: My next step is to … because …
Listening and viewing
Watch first without stopping. Then watch again with a purpose. Do not try to understand every word.
Media task – discussion: While watching the British Council discussion example, note how speakers enter the conversation, agree, disagree and keep the discussion moving.
Try: Use at least three discussion moves in your own pair or group talk: I see your point, but … / Another way of looking at it is … / Could you explain what you mean? / I partly agree because …
Portfolio evidence: Add a short self-review after the discussion. Do not rate your accent. Focus on intelligibility, reaction, interaction and reasons.
Listening strategy
First listen for the situation and main idea. On the second listen, catch key arguments, examples and speaker attitude. On the third listen, check one language feature such as useful phrases, sentence stress or reported speech.
Direct feedback question: Which one strategy helped you understand more?
Speaking and pronunciation
A good recording does not need a perfect accent. Aim for clear meaning, useful stress, pauses and understandable sounds.
Pronunciation focus: Stress important content words. Group ideas into short thought units. Use a pause before a key point. Listen back once and ask: Can another learner follow my meaning without seeing my notes?
Audio portfolio idea: Record 60–90 seconds about a choice, a problem or a learning experience. Keep the file private unless your teacher has agreed on another safe method.
Version 1 → feedback → version 2: Keep both versions if they show clear progress.
Discussion
A strong E-level discussion is not a row of mini speeches. React to other people.
Context: Your fictional school is deciding whether one homework-free afternoon per week should be tested for two months.
Try: Give your view, respond to another view, ask one follow-up question and change or refine your position if a good argument convinces you.
Hint: Build on ideas with because, however, for example, while, although, on the other hand.
Reflection: Write three sentences: One point I expressed clearly was … / One moment when I reacted spontaneously was … / Next time I want to …
Reading and graded-reader work
For a graded reader, do not turn your portfolio page into a chapter summary. Show reading, thinking and response.
Useful evidence: choose one scene, one character decision, one quotation of only a few words, one question you would ask a character and one link to another text, issue or experience.
Perspective switch: Rewrite one short moment from another character's point of view. Keep the facts of the story, but change what the character notices, thinks or feels.
Reading reflection: At first I thought … Later I realised … The text made me question …
Context vocabulary
Learn words in chunks, not as isolated lists.
- give evidence: support a point with a reason, example or source
- revise a draft: improve content, organisation and language
- take another perspective: consider how the situation looks to someone else
- according to the source: show where information comes from
- a convincing argument: a point supported by relevant reasons
- a possible bias: a perspective that may influence selection or presentation
- make progress: improve over time
- set a learning goal: decide on a realistic next step
Transfer: Use at least four of these chunks in your next reflection or discussion.
Writing: story
A portfolio story should show control, not just length.
Prompt: A student finds an unsigned note inside a library book: “You have already changed the ending.” Continue the story.
E-level challenge: control viewpoint, build tension, vary sentence openings and revise one paragraph for precision.
Past perfect in context: Use it when an earlier past event matters: She realised that someone had moved the note.
Past perfect progressive: At E level, you should be able to understand it when you meet it, for example: He had been waiting for nearly an hour. You do not need to force it into your own text.
Error analysis: After feedback, choose only two recurring error types. Correct them and explain the rule in your own words.
Writing: opinion text
Question: Should students be allowed to use phones for selected learning tasks in class?
Plan a clear position, two developed reasons, one counterargument and a conclusion that follows from your reasoning.
Structure: claim → reason → example or evidence → link back to the question.
Do not write a text wall. Use short paragraphs and precise connecting words.
Revision check: Does every paragraph do a clear job? Have you supported claims? Have you avoided pretending that an opinion is a fact?
Media literacy
Use the BBC Learning English video as a listening and media-literacy task.
Before viewing: What makes you trust a post, video or article?
While viewing: Listen for ideas connected with evidence, bias, selective information and critical thinking.
After viewing: Take one fictional online claim and check: Who created it? What is the purpose? What evidence is given? What is missing? Can another reliable source support it?
Rule: Do not collect or publish private social-media data from real classmates.
Mediation
Mediation is not full translation. Your job is to make the important meaning available for a specific person and situation.
Situation: A German youth centre has a short notice about a local activity. Your English-speaking exchange partner wants to know whether it is suitable, what they need and how to join.
Try: Give the relevant information in natural English. Leave out details that do not matter for the partner.
Ask yourself: Who needs the information? Why? What is essential? What can I simplify?
Hint: Use phrases such as The notice says that … / You need to … / The important thing is … / It does not say whether …
German help if needed: Vermittle die Bedeutung adressatengerecht; übersetze nicht Satz für Satz.
Presentation
Watch the British Council presentation example. Focus on structure, audience contact and signposting.
Your task: Give a 2–3 minute presentation about one topic you explored in English. Use a small number of visuals. Do not read a full script.
Useful signposts: First, I want to show … / The key point is … / This example matters because … / To sum up …
Portfolio evidence: Add your speaking notes or one slide plus a reflection. If a recording is used, keep it voluntary and private.
Media product
Create one compact product: a one-slide explainer, a short audio feature, a poster, a mini infographic or a storyboard.
Source rule: Use your own material or legally reusable media. Wikimedia Commons can provide openly licensed media, but check the file page and licence before reuse.
Quality check: Does the media help the message, or is it only decoration? Is the source clear? Is the text readable? Is the language your own?
Datei:Presentation & public speaking skills.pdf
Functional grammar for your portfolio
Grammar should help meaning.
Passive – productive at M/E: Use the passive when the process or result matters more than the doer: The results were checked by two groups. In your portfolio, it can be useful in media analysis, reports and explanations.
Reported speech – E level: You can report statements with backshift and report questions or commands when needed.
Direct: Mia said, “I need more time.” Reported: Mia said that she needed more time.
Direct question: “Why did you choose this source?” Reported: The teacher asked why I had chosen that source.
Direct command: “Check the evidence.” Reported: She told us to check the evidence.
Important: Do not change tense mechanically. Think about time and meaning. If a fact is still true, a backshift may not always be necessary.
Feedback and revision
Good feedback is specific and usable.
Two strengths + one next step is better than a long correction list.
Use this feedback cycle: task → first attempt → focused feedback → revision → reflection → transfer.
Direct feedback prompts: I understood your main point because … / This example supports your argument well because … / I got lost here because … / One change that would make this clearer is …
Error log: Keep a small table with four columns: example, correction, rule or reason, new example. Add only mistakes that are useful for future work.
Portfolio reflection
For each selected piece, write 40–70 words.
Use this frame only as support: This piece shows that I can … The strongest part is … I changed … after feedback. I still need to work on … My next step is …
At E level, go beyond It was good. Explain why and use evidence from your own work.
Can-do check
- Listening and viewing: I can identify main ideas, key details and speaker attitude in age-appropriate authentic material.
- Reading: I can understand the main line of longer texts and respond to viewpoint and character.
- Speaking: I can react spontaneously, ask follow-up questions and develop a discussion.
- Writing: I can organise stories and opinion texts and revise them for clarity and precision.
- Mediation: I can select and convey relevant meaning for a specific audience.
- Language: I can use the passive and reported speech when they support my purpose.
- Media literacy: I can question source, purpose, evidence and bias.
- Reflection: I can use evidence to set a realistic next goal.
Choose two statements that are strong now and two that should become your next goals.
Next course
Use your final reflection to start the next portfolio cycle. A possible continuation is E9 E – My English portfolio Klasse 9. Carry forward only your most useful goals, not every old target.
Interaktive Aufgaben
Quiz: Teste Dein Wissen
What makes a strong portfolio reflection? (It uses evidence from your own work and names a next step) (!It only says that the task was fun) (!It lists every mistake you made) (!It translates the whole task into German)
What is the main aim of mediation? (To pass on relevant meaning for a specific person and situation) (!To translate every sentence word for word) (!To copy the original text exactly) (!To replace the original source)
What should matter most in a speaking recording? (Clear and understandable communication) (!A completely accent-free voice) (!Very rare vocabulary) (!Reading every sentence from a full script)
What is a useful first step when watching a new English video? (Listen for the situation and main idea) (!Pause after every single word) (!Translate every sentence immediately) (!Write down every unknown word first)
Which sentence uses the passive? (The results were checked by two groups) (!Two groups checked the results) (!The groups are checking the results) (!The groups will check the results)
Which sentence correctly reports the question Why did you choose this source? (The teacher asked why I had chosen that source) (!The teacher asked why did I choose that source) (!The teacher said why I choose this source) (!The teacher asked why choose this source)
What is a useful feature of an E-level discussion? (Reacting to other speakers and developing their ideas) (!Giving one memorised speech and stopping) (!Avoiding all follow-up questions) (!Using only very short yes or no answers)
What should you check when using media in a portfolio? (Source purpose evidence and licence) (!Only whether the image looks impressive) (!Only whether the file is large) (!Only whether your friend likes it)
What is a useful way to work with recurring errors? (Choose patterns and practise corrected examples) (!Correct everything once and forget it) (!Avoid writing longer texts) (!Remove every difficult sentence)
What is a good portfolio selection? (A small balanced set of pieces that shows progress) (!Every worksheet from the whole year) (!Only your highest mark) (!Only tasks without corrections)
Memory
| evidence | proof that supports a point |
| mediation | passing on relevant meaning for a target person |
| revision | purposeful improvement of a draft |
| bias | a perspective that can influence presentation |
| reflection | thinking about progress and next steps |
| signposting | language that guides an audience through a presentation |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| Main idea | First viewing |
| Key details | Second viewing |
| Useful language | Third viewing |
| Focused feedback | Revision |
| Next goal | Reflection |
Kreuzworträtsel
| Portfolio | Sammlung ausgewählter Lernprodukte |
| Evidence | Beleg für eine Aussage |
| Mediation | Adressatengerechte Sprachmittlung |
| Feedback | Rückmeldung für die Überarbeitung |
| Passive | Form mit Fokus auf Handlung oder Ergebnis |
| Reflection | Nachdenken über Fortschritt und Lernziele |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Portfolio cover: Design a simple English cover with your first name or fictional profile name, course title and three personal learning goals.
- Audio reflection: Record a private 60-second reflection on one piece of work and listen back for clarity, pauses and one useful improvement.
- Vocabulary chunks: Choose eight useful chunks from your portfolio work and write one new sentence for each.
- Reading response: Create a one-page graded-reader response with one key scene, one character decision and one question.
Standard
- Discussion task: Discuss a school-related issue in a small group and write a reflection on how you reacted to other speakers.
- Opinion text: Write and revise an opinion text with a clear claim, reasons, evidence and one counterargument.
- Mediation task: Turn a short German school or youth-centre notice into useful English information for a fictional exchange partner.
- Presentation task: Give a 2–3 minute presentation using a small number of visuals and add a self-reflection.
Schwer
- Story revision: Write a short story, receive focused feedback, revise one key paragraph and explain three important changes.
- Media check: Compare two sources on the same non-political youth topic and explain differences in evidence, purpose and possible bias.
- Perspective switch: Rewrite a scene from a graded reader from another character's point of view and justify your choices.
- Portfolio conference: Prepare a five-minute portfolio conference in English in which you present evidence of progress and define two next goals.
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Lernkontrolle
- Evidence and reflection: Choose one portfolio piece and explain which concrete features show progress. Support your answer with examples from the piece.
- Media transfer: You receive a new short online claim. Explain step by step how you would check its reliability before using it in a school product.
- Discussion transfer: Describe how you would keep a discussion moving if two speakers strongly disagree. Include useful language and interaction strategies.
- Mediation transfer: Explain what information you would keep, simplify or leave out when mediating a German event notice for an English-speaking visitor.
- Revision strategy: Compare a first and revised version of a paragraph. Explain which changes improve meaning, structure and language precision.
- Grammar in context: Decide where passive voice or reported speech would make a portfolio text clearer and explain why.
Lernnachweis
For a strong learning record, your portfolio should show selection, progress, revision, reflection and transfer. Include several skill areas, not only writing. Show at least one before-and-after improvement. Use specific evidence when you describe progress. Set realistic next goals.
A possible learning record contains a story or opinion text, a speaking or discussion reflection, a mediation task, a presentation or media product, graded-reader work and a final can-do reflection.
No public upload is required. Audio or video evidence can remain private or be replaced by speaking notes and teacher feedback when needed.
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