E9 G - Give a short structured presentation
aiMOOCE9 G - Give a short structured presentation
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E9 G - Give a short structured presentation
Mini description: Give a short English presentation with keywords, not a full script. Use a clear introduction, two or three main points and a short ending. Target: 60–90 seconds, one speaker, clear and understandable English.
Your learning path: English first → understand → respond → ask → hint → improve → use again.
Einleitung
Media start – Look, think, say: Look at the photo for 20 seconds. Then say three English keywords that fit a good presentation. Do not write full sentences first.
A short presentation is easier to follow when the audience knows where you are going. Start with the topic, give a small number of clear points, add a reason or example and finish clearly. Use a cue card with keywords. Do not read a complete script.
E9-G mode: frequent words, short connected sentences, clear structure, moderate speaking speed, useful repetition and strong context. Communication comes first. A few important accuracy goals are enough.
I can ...
- I can introduce my topic in one or two clear sentences.
- I can organise two or three main points with signposts such as first, next and finally.
- I can give a simple reason or example.
- I can speak for about 60–90 seconds from keywords.
- I can react to one question and ask for help when I need it.
- I can improve my presentation after feedback.
Vorwissen / Quick check
Say one example for each line before you continue.
| You already know ... | Quick try |
|---|---|
| introducing a topic | Today I want to talk about ... |
| giving an order | First ... Next ... Finally ... |
| giving a reason | ... because ... |
| giving an example | For example ... |
If one line is difficult, use the phrase bank below. No full translation is needed.
Learning cycle
| Step | What you do |
|---|---|
| English first | Look, listen or read before using a translation. |
| Understand | Catch the topic and a few key words. |
| Respond | Give a short answer in English. |
| Ask | Ask one simple follow-up question. |
| Hint | Use a phrase frame or keyword card if needed. |
| Improve | Change one part after feedback. |
| Use again | Try the same skill with a new topic. |
Listening and Viewing 1 – Students presenting
First viewing: Watch part of the British Council video without English subtitles. Do not stop after every sentence. Focus on the big picture: How do the students begin? How do they organise ideas? How do they finish?
Second viewing: Watch again with English subtitles. Find three useful phrases or speaking moves. Write only keywords.
Respond: Tell a partner one thing the speaker does well.
Ask: Ask your partner: What would you copy for your own presentation?
Listening and Viewing 2 – Presentation language
Use short parts, not the whole video at once. A useful first focus is the opening section around 0:45–3:50. A second focus starts around 7:33 with signposting language.
First try: Listen without subtitles and catch the topic plus two words.
Second try: Use English subtitles and note two phrases that can organise a talk.
Improve: Put one of these phrases into your own cue card.
Viewing – Body language
Watch the short Commons clip once without analysing every detail. Notice posture, hands, eye direction and distance from the screen.
Think: Which one visible speaking habit could help an audience follow you?
Important: Body language can vary by person and situation. There is no single “correct” cultural style. The goal is clear communication.
Reading – A cue card, not a script
Read this fictional cue card.
| Part | Keywords |
|---|---|
| Introduction | school break – my idea |
| Main point 1 | outside – fresh air – energy |
| Main point 2 | short games – friends – fun |
| Example | ten-minute movement game |
| Ending | healthier break – thank you |
Reading task: What is missing on purpose? A full script. The cue card helps the speaker remember ideas while still speaking to the audience.
Context vocabulary
| Word or phrase | Simple English meaning | Example |
|---|---|---|
| topic | what you speak about | My topic is school breaks. |
| main point | one important idea | My first main point is movement. |
| reason | why you think something | One reason is that it gives us energy. |
| example | a concrete detail | For example, we could play a short game. |
| audience | the people who listen | Look at your audience sometimes. |
| cue card | small notes with keywords | I use a cue card, not a script. |
| signpost | a phrase that shows structure | Finally is a signpost. |
| clear | easy to understand | Speak clearly and not too fast. |
Phrase bank – introduction, main points, ending
| Function | Useful language |
|---|---|
| Start | Today I want to talk about ... |
| Give the plan | I have two main points. |
| First point | First, ... |
| Next point | Next, ... |
| Reason | One reason is that ... |
| Example | For example, ... |
| Last point | Finally, ... |
| Ending | To sum up, ... |
| Thank the audience | Thank you for listening. |
| Invite a question | Do you have a question? |
Pronunciation and fluency
Speak in short chunks. A small pause can help the listener.
| Practice line | Fluency focus |
|---|---|
| Today I want to talk about / our school break. | pause after the opening chunk |
| First / I want to show one advantage. | stress the key idea |
| One reason is / because it gives us energy. | keep the reason connected |
| Finally / here is my last point. | make the last step easy to hear |
Useful stress reminders: pres-en-TA-tion, in-tro-DUC-tion, AU-di-ence, FI-nal-ly.
Goal: Be understandable. You do not need to sound like a particular accent.
Functional grammar – only what you need
Use a few reliable structures.
| Job | Structure | Example |
|---|---|---|
| announce your topic | I’m going to + verb | I’m going to talk about our school garden. |
| give a reason | main idea + because + reason | I like the plan because it is simple. |
| order ideas | First / Next / Finally | First, I will explain the problem. |
Accuracy focus: Keep a subject and verb in your main sentences. Connect because to a complete idea when possible.
Speaking task – 60 to 90 seconds
Choose a safe, simple topic you know well, for example a school idea, hobby, local place, book, sport, job idea or environmental action.
Your presentation needs an introduction, two or three main points and an ending. Use one reason or example. Prepare a cue card with no more than about eight content keywords plus your signposts.
Do not read a complete script.
After speaking, one partner asks one follow-up question.
Useful questions: Why do you think that? – Can you give an example? – What is the most important point?
Useful answers: One reason is ... – Yes. One example is ... – I’m not sure, but I think ...
Writing – plan and reflect
Before speaking, write only a short plan: topic, two or three points, one reason or example and your ending phrase.
After speaking, write a short reflection of about 50–70 words. Use this structure: What was clear? What was difficult? What will you change next time?
Keep your own wording. Feedback should improve your text, not replace it.
Mediation – guided oral task
Read this fictional German information and tell the key facts to an English-speaking exchange student. Do not translate every word.
Info card: Die Schulaktion findet am Freitag von 13 bis 15 Uhr statt. Treffpunkt ist die Aula. Es gibt ein Repair-Café, einen Kleidertausch und einen Fahrradcheck. Die Anmeldung erfolgt bis Mittwoch im Sekretariat.
Your task: Give the key information in simple English in about 30–40 seconds. Then answer one question.
Help levels
| Help | Use it when ... | Support |
|---|---|---|
| Help 1 | you need strong support | Use the full phrase bank and the cue-card table. |
| Help 2 | you know the structure | Use only Today ... / First ... / Next ... / Finally ... |
| Help 3 | you can work independently | Use only your own keywords and one visual. |
Start with the help you need. Try less help on the second attempt.
Feedback – communication first
Give feedback on a few important points only.
| Check | Yes / almost / next step |
|---|---|
| Clear introduction | |
| Two or three understandable main points | |
| One reason or example | |
| Clear ending | |
| Mostly speaking from keywords | |
| Understandable speed and volume |
Use: two strengths + one next step. Example: Your structure was clear. Your example helped. Next time, pause after each main point.
Error analysis – fix one thing at a time
| First version | Better version | Focus |
|---|---|---|
| I like it. Because it is easy. | I like it because it is easy. | connect the reason |
| First I talking about sport. | First, I’m talking about sport. / First, I’ll talk about sport. | verb form |
| My point two is ... | My second point is ... | natural signposting |
Do not correct every small mistake during the talk. First protect meaning and flow. Choose one or two language targets for the next attempt.
Transfer – use the skill again
Give the same topic to a different audience. Imagine you first speak to your class and then to an English-speaking exchange student. Keep the structure, but change one example or explanation so it fits the new audience.
Then ask yourself: What did I change, and why?
Media, privacy and AI check
The Wikimedia Commons media used here are freely licensed on their file pages. The YouTube videos are embedded for viewing; no copy of the video is uploaded to the course.
Use fictional profiles, application data and examples when personal information is not needed. Recordings are optional and should stay private unless you actively choose a safe, agreed school platform. No unasked upload is required.
If you use AI support, do not send private school or social-media data to external systems. Check factual claims, sources and feedback. Keep your own text and make the final language choices yourself.
Can-do check
| I can ... | Yes | Almost | Not yet |
|---|---|---|---|
| start with my topic and purpose | |||
| organise two or three main points | |||
| give a reason or example | |||
| speak from keywords for 60–90 seconds | |||
| answer one simple follow-up question | |||
| use feedback to improve a second attempt |
Folgekurs
Continue with Respond to questions and give reasons. Reuse your cue card, but add short answers, follow-up questions and repair phrases.
Interaktive Aufgaben
Quiz: Teste Dein Wissen
What are the three basic parts of the short presentation in this course? (Introduction, main points, ending) (!Title, translation, test) (!Question, grammar, homework) (!Video, dictionary, worksheet)
What should be on a cue card? (Keywords and signposts) (!A complete script) (!Private social-media data) (!Long copied paragraphs)
Which word is a useful signpost for the first main point? (First) (!Yesterday) (!Maybe) (!Inside)
Which word helps you give a reason? (Because) (!Finally) (!Hello) (!Picture)
Which phrase can clearly introduce the last point? (Finally) (!At home) (!Never mind) (!Good morning)
What is a good first step when you watch a learning video? (Listen for the big picture) (!Translate every word immediately) (!Copy the full subtitles first) (!Stop after every word)
When are English subtitles especially useful in this course? (On a second viewing) (!Before you hear anything) (!Instead of listening) (!Only after the final test)
Which is a useful follow-up question after a presentation? (Can you give an example?) (!What is your password?) (!Why did you copy everything?) (!Can you upload your private chat?)
Which is a useful answer when a partner asks for an example? (Yes. One example is ...) (!I refuse all questions.) (!Read my full script.) (!That is not English.)
What is the main pronunciation goal here? (Understandable speech) (!A perfect imitation of one accent) (!Speaking as fast as possible) (!Never pausing)
Memory
| Opening | topic and purpose |
| Signpost | language that shows structure |
| Reason | answer to why |
| Evidence | supporting detail |
| Cue card | keyword notes |
| Ending | short summary and thanks |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| Introduction | name the topic |
| Main point | one clear idea |
| Reason | explain why it matters |
| Example | add a concrete detail |
| Ending | recap and thank the audience |
Kreuzworträtsel
| Audience | Who listens to your presentation? |
| Keywords | What kind of short notes belong on a cue card? |
| Structure | What helps a talk have a clear beginning, middle and end? |
| Example | What can make a main point more concrete? |
| Finally | Which signpost can introduce the last point? |
| Questions | What can the audience ask after your talk? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Keyword card: Choose a simple topic and prepare about eight keywords plus three signposts. Do not write a full script.
- Picture talk: Use one Commons image from this page and speak for 30 seconds about what you see and why it fits the topic.
- Fluency practice: Practise three phrase-bank sentences with short pauses. A partner tells you which sentence was easiest to understand.
- Question practice: Ask and answer one Why ...? or Can you give an example? question.
Standard
- One-minute presentation: Give a 60–90 second talk with introduction, two main points, one reason or example and an ending.
- Listening detective: Watch the British Council example once without subtitles and once with English subtitles. Compare what you noticed.
- Mediation: Use the German school-action card and give the key information orally in simple English without translating every word.
- Peer feedback: Give two strengths and one next step. The speaker changes one part and tries again.
Schwer
- Audience switch: Present the same topic once for classmates and once for a fictional English-speaking exchange student. Adapt one example or explanation.
- Media choice: Find one suitable freely licensed Wikimedia Commons image and explain why it helps the audience. Check its file-page licence.
- Repair strategies: Role-play forgetting a word or receiving a difficult question. Keep communicating with a simple repair phrase.
- Mini project: Prepare a 90-second presentation, optionally make a private recording, review it with the can-do check and improve the cue card before a second attempt.
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Lernkontrolle
- Structure transfer: You receive a new topic. Create a keyword plan with introduction, two main points and ending, then explain why your order helps the audience.
- Audience adaptation: Change one presentation for a younger learner or an exchange student. Explain which language or example you changed and why.
- Listening strategy: After a first listening without subtitles, describe what you understood. After a second listening with English subtitles, identify what changed in your understanding.
- Feedback revision: Use peer feedback to revise one part of a cue card. Explain why the new version should be clearer.
- Question response: Answer an unexpected but simple follow-up question. If you do not know the exact answer, use a safe phrase and keep the interaction going.
- Media decision: Compare two possible visuals for the same talk and justify which one supports your message more directly without adding unnecessary text.
Lernnachweis
Für einen Lernnachweis sind besonders wichtig:
- eine kurze Präsentation von etwa 60–90 Sekunden mit klarer Einführung, zwei oder drei Hauptpunkten und Schluss,
- ein Stichwortzettel statt eines vollständig vorgelesenen Skripts,
- mindestens ein verständlicher Grund oder ein Beispiel,
- eine passende Reaktion auf mindestens eine Rückfrage,
- sichtbare Überarbeitung nach Feedback,
- ein bewusster und rechtssicherer Medieneinsatz,
- ein kurzer Reflexionstext zum eigenen Lernfortschritt,
- verantwortlicher Umgang mit privaten Daten, freiwilligen Aufnahmen und möglicher KI-Unterstützung.
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