E9 M - I can write – English 9
aiMOOCE9 M - I can write – English 9
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Einleitung
Welcome to “E9 M - I can write – English 9”. You learn to plan, write, check and improve clear English texts for real-life school situations. You work mainly in English. German support is short and optional.
Your writing cycle: English first → understand → respond → ask → hint → improve → use again.
<details> <summary>Deutsch-Hilfe</summary> Du arbeitest zuerst auf Englisch. Nutze Deutsch nur als kurze Hilfe. Ziel ist nicht die Wort-für-Wort-Übersetzung, sondern ein verständlicher, passender englischer Text. </details>
Der Kurs ist für Klasse 9, M-Niveau, Englisch als erste Fremdsprache in Baden-Württemberg angelegt. Im Mittelpunkt stehen adressaten- und situationsgerechte Texte, darunter E-Mails, Berichte, Stellungnahmen, Bewerbungen/CV und narrative Texte.
Media start: Watch the video once for the main idea. Watch it again and note three writing tips. Then choose one tip you want to use today.
I-can-Ziele
- I can plan a text for a clear purpose and reader.
- I can organise an email, report, opinion text, application or story.
- I can connect ideas with useful linking words.
- I can choose suitable tenses and a suitable level of formality.
- I can improve my own draft with a checklist and feedback.
- I can reuse useful phrases in a new writing task.
Vorwissen: Quick check
| I can already ... | Quick task |
|---|---|
| write a clear opening and ending | Write one opening for an email to a teacher and one for a friend. |
| give reasons | Finish: I think school trips are useful because ... |
| report past events | Write two sentences about something that happened yesterday. |
| connect ideas | Use because, however and therefore in three short sentences. |
<details> <summary>Deutsch-Hilfe</summary> Wenn Dir etwas schwerfällt, markiere es. Du brauchst noch keine perfekte Antwort. Der Kurs baut die Strategien Schritt für Schritt auf. </details>
Input: Write for purpose and reader
Before you write, answer three questions:
- Who is my reader?
- Why am I writing?
- What information must be included?
A good B1-oriented text is not complicated. It is clear, organised and complete. Shorter correct sentences are often better than long unclear ones.
Five useful text types
| Text type | Main purpose | Simple structure | Useful language |
|---|---|---|---|
| request, inform, explain | greeting → reason → details → closing | I’m writing to ... / Could you ...? / Best wishes | |
| Report | describe facts or results | title → what happened → key facts → result | The event took place ... / Most students ... / Overall ... |
| Opinion text | state and support a view | topic → opinion → reasons/examples → conclusion | In my view ... / First of all ... / However ... / To sum up ... |
| Application + CV | show why you fit a role | opening → motivation → skills/examples → polite ending | I would like to apply ... / I have experience in ... / I am reliable ... |
| Narrative text | tell an engaging story | setting → event/problem → development → ending | At first ... / Suddenly ... / A few minutes later ... / In the end ... |
Media: Emails and register
Listening/Viewing task: Listen for the difference between a more formal and a more friendly email. Write down two greetings and two endings you hear or notice. Then decide which one fits a school application best.
<details> <summary>Deutsch-Hilfe</summary> Achte auf Anrede, Höflichkeit und Schlussformel. Du musst nicht jedes Wort verstehen. </details>
Reading: Spot the problem
Read this fictional email.
Subject: Help with the school event
Hi,
I want information. Send me the plan. I need it today. Also tell me what I must bring.
Bye
Task: What makes the email sound too direct? Rewrite it for a teacher. Keep the message short, but add a clear reason, polite questions and a suitable closing.
Hint 1: Start with Dear Ms Green,
Hint 2: Use Could you please ...?
Hint 3: End with Best wishes, or Kind regards,
Context vocabulary
| Function | Useful words and phrases |
|---|---|
| adding | also, in addition, furthermore |
| contrast | but, however, although |
| reason | because, since |
| result | so, therefore, as a result |
| example | for example, such as |
| sequence | first, then, later, finally |
| opinion | I think, in my view, I believe |
| polite request | Could you ...? / Would it be possible to ...? |
Use it again: Choose four phrases and use each one in a new sentence about school, hobbies or work experience.
Pronunciation and fluency for writers
Reading your text aloud can help you hear missing words, repeated ideas and very long sentences.
Fluency check: Read one paragraph quietly or aloud. Pause at full stops. Stress the key words. If you run out of breath, the sentence may need to be shorter.
Focus on understandable English, not accent-free English.
Recording is optional. Keep recordings private unless you actively choose to share them. Do not upload personal recordings without permission.
Writing workshop
Step 1: Plan
Use a 60-second plan:
| Reader | Purpose | 3 key points | Tone |
|---|---|---|---|
| Who? | Why? | What must be included? | friendly / neutral / formal |
Mini-example: You want to join a fictional weekend project at a youth centre. Your key points could be: motivation, useful skill, availability.
Step 2: Draft
Write your first version without stopping for every small mistake. Aim for a focused text. In this course, a full practice text is usually around 120–160 words unless the task gives another length.
Keep your own draft. Do not replace it with a completely new text from another person or an AI tool. Your first version helps you see your progress.
Step 3: Improve
Use the CLEAR check:
- C – Content: Did I answer every part of the task?
- L – Layout: Does the text type look right?
- E – English: Are tense, word order and spelling mostly correct?
- A – Audience: Is the tone right for the reader?
- R – Read again: Can I make one sentence clearer?
Hilfestufen
Hint level 1 – Key words: Use a word bank only.
Hint level 2 – Sentence starters: Use 3–5 starters such as I am writing to ..., One reason is ..., As a result ...
Hint level 3 – Structure frame: Use a four-part plan with one job for each paragraph.
<details> <summary>Deutsch-Hilfe</summary> Wähle immer nur so viel Hilfe wie nötig. Ziel: Beim nächsten Text eine Hilfestufe weniger brauchen. </details>
Text type lab
Situation: Your class wants information about a fictional English-language workshop.
Your task: Write to the organiser. Ask about time, cost and what to bring. Explain why your class is interested.
Check: clear subject line, suitable greeting, polite questions, short paragraphs, suitable ending.
Report
Situation: Your school tested a new break-time activity for one week.
Notes: 72 students tried it; most liked teamwork; some wanted more equipment; teachers reported fewer conflicts.
Your task: Write a short factual report. Do not invent dramatic details. Separate facts from your own recommendation.
Useful frame: The activity took place ... / According to the results ... / One problem was ... / Overall ...
Opinion text
Question: Should Year 9 students have one homework-free afternoon each week?
Build your answer:
- state your view
- give two reasons
- include one example
- mention another view with however or although
- finish with a short conclusion
Model skeleton: In my view ... First of all ... For example ... However ... To sum up ...
Application and CV
Fictional role: Junior helper at the Greenfield Community Arts Day.
Fictional profile: Alex Morgan, Year 9 student; helps at school events; enjoys photography; speaks German and English; available on Saturday.
Application task: Write a short application email. Match your skills to the role and give one example.
CV task: Create a simple CV with these headings: Profile – Education – Skills – Experience – Interests. Use fictional contact details only.
Viewing task: Note two ideas that could make a CV clearer. Decide which one fits a Year 9 practice CV.
Privacy rule: Never use a real home address, private phone number, personal social-media account or other unnecessary personal data in this practice task.
Narrative text
Story starter: The message on the classroom door was only five words long.
Write a short story with a clear setting, a problem or surprise, two connected events and an ending.
Language focus: Use past simple for main events. Use past continuous when an action was already in progress: We were waiting when the lights went out.
Listening/Viewing → Writing
Use media actively instead of watching passively.
Round 1 – gist: What is the main topic?
Round 2 – detail: Note three useful phrases or ideas.
Round 3 – response: Write 4–6 sentences that use at least one idea from the media.
Round 4 – transfer: Use the idea in a different text type.
Example: A phrase from an email video can help you write a more polite application.
Reading → Writing
Read this short fictional notice:
Greenfield School is planning a “Skills Afternoon”. Students can offer a 20-minute mini-session about a hobby or useful skill. The school wants sessions that are safe, practical and easy to join. Send your idea by Friday.
Respond: Write a short proposal email. Name your session, explain what students will do and say what materials are needed.
Ask: Add one polite question for the organiser.
Improve: Replace one basic word such as good, nice or thing with a more precise word.
Speaking → Writing
Before writing, explain your idea to a partner in 30–45 seconds.
Partner questions:
- What is your main point?
- What example supports it?
- Who is your reader?
Then write. If your answer becomes clearer while speaking, use the clearer version in your draft.
Mediation
A German school notice says:
Für den Projekttag werden Helferinnen und Helfer gesucht. Sie begrüßen Gäste, zeigen Räume und unterstützen bei kleinen organisatorischen Aufgaben. Interessierte melden sich bis Mittwoch bei der Projektleitung.
Task: Your fictional English-speaking exchange partner asks what this means. Write a short English message with the information they need. Do not translate word for word. Keep names and private details out.
<details> <summary>Deutsch-Hilfe</summary> Sprachmittlung bedeutet: wichtige Inhalte passend weitergeben. Du musst nicht jeden Satz übersetzen. </details>
Functional grammar
| Writing job | Useful grammar | Example |
|---|---|---|
| report facts in the past | past simple | The event started at nine. |
| describe background in a story | past continuous | Students were waiting outside. |
| give advice | should / could | The school could add more equipment. |
| explain reasons | because / since | I am applying because I enjoy teamwork. |
| contrast ideas | although / however | Although it was busy, the event worked well. |
| make polite requests | could / would | Could you send me the timetable? |
Sentence-building challenge: Combine these ideas: The event was popular. There was not enough space. Use however or although.
Feedback and error analysis
Give feedback on the text, not on the person.
Two stars + one next step:
- Name two things that work.
- Choose one improvement that matters most.
Error codes: T = tense, WO = word order, Sp = spelling, P = punctuation, Reg = register.
Example: Yesterday we go to the event. → T → Yesterday we went to the event.
Do not correct everything at once. First fix errors that make meaning unclear. Then check repeated language errors.
AI and source check
If an AI tool or online source gives you a fact, phrase or correction:
- check whether it is true and suitable for the task
- compare important facts with a reliable source
- keep your original draft
- decide yourself which changes improve your text
- never enter private application data, private social-media data or recordings without permission
AI feedback can be wrong or too advanced. Your final text should still sound like your English.
Can-do check
| Can do | Yes | Almost | Next step |
|---|---|---|---|
| I can choose the right tone for the reader. | □ | □ | __________ |
| I can organise five common text types. | □ | □ | __________ |
| I can connect reasons, examples and contrasts. | □ | □ | __________ |
| I can use a checklist to improve my text. | □ | □ | __________ |
| I can explain my most common writing error. | □ | □ | __________ |
| I can reuse feedback in a new task. | □ | □ | __________ |
Use again: Choose one old text. Improve only one paragraph. Then write a new paragraph on a different topic using the same improvement.
Interaktive Aufgaben
Quiz: Teste Dein Wissen
What should you decide before you start writing? (Who the reader is and why you are writing) (!How many difficult words you can use) (!Whether every sentence can be very long) (!Which translation app you will copy)
Which opening best fits a formal application email? (Dear Ms Green,) (!Hey!) (!Yo Green,) (!Hi bestie,)
Which phrase introduces a contrast? (However,) (!For example,) (!First of all,) (!Because,)
Which tense usually tells the main events in a past narrative? (Past simple) (!Present perfect continuous) (!Future perfect) (!Present continuous)
What is the main purpose of a factual report? (To present clear information about events or results) (!To invent dramatic details) (!To write only personal feelings) (!To advertise yourself for a job)
What belongs in a simple practice CV? (Skills and relevant experience) (!A private social-media password) (!A full family history) (!A real private phone number for class practice)
Which sentence is the most polite request? (Could you please send me the timetable?) (!Send me the timetable now.) (!You must send the timetable.) (!Timetable. Today.)
What does the CLEAR check help you do? (Review content, layout, English, audience and readability) (!Translate every sentence into German) (!Make every sentence longer) (!Remove all linking words)
What is useful mediation? (Giving the important meaning in suitable English) (!Translating every word in the same order) (!Adding private information) (!Changing the original message completely)
What should you do with AI feedback? (Check it and decide which changes really improve your text) (!Accept every correction automatically) (!Delete your own draft first) (!Enter private data to get a better answer)
Memory
| polite request | |
| Report | factual information |
| Opinion text | reasons and viewpoint |
| Application | motivation and skills |
| Narrative | connected story events |
| however | contrast |
| because | reason |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| Greeting | Email opening |
| Evidence | Report detail |
| Reason | Opinion support |
| Skill example | Application strength |
| Ending | Narrative resolution |
Kreuzworträtsel
| Reader | For wen schreibst Du? |
| Report | Welche Textsorte informiert sachlich über Ergebnisse oder Ereignisse? |
| Opinion | Welches englische Wort bezeichnet eine begründete persönliche Sicht? |
| Formal | Welcher Stil passt meist zu einer Bewerbung? |
| Narrative | Welches englische Adjektiv bezeichnet einen erzählenden Text? |
| Feedback | Welches Wort bezeichnet Rückmeldung zu einem Entwurf? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Polite email: Rewrite the short direct email from the reading section so that it fits a teacher.
- Connector cards: Create six small cards with because, however, therefore, for example, first and finally. Add one original sentence to each.
- Mini report: Write 80–100 words about a fictional class activity using three given facts and one short conclusion.
- Story ending: Continue the story starter with six to eight sentences and a clear ending.
Standard
- Opinion text: Write a structured answer to Should phones be kept away during tests? Give two reasons and one counterpoint.
- Fictional application: Apply for the fictional Greenfield Community Arts Day role. Use only invented profile data.
- Peer feedback: Exchange a draft with a partner. Give two strengths and one next step using the CLEAR criteria.
- Mediation message: Turn a short German school notice into a useful English message without translating word for word.
Schwer
- Two-draft challenge: Save Draft 1, revise it with feedback and add a five-sentence reflection explaining three changes.
- Change the text type: Turn a factual report into a short opinion text. Explain what you changed and why.
- Application package: Create a fictional application email and one-page practice CV that match the same role.
- Source and AI check: Compare two pieces of writing advice from reliable learning sources. Test one tip on your own paragraph and evaluate the result.
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Lernkontrolle
- Audience shift: Write the same request once to a close friend and once to a school organiser. Explain three language differences.
- Text transformation: Turn a short narrative event into a factual report. Show which details you removed, kept or changed.
- Reasoning: Write a short opinion paragraph, then add one counterpoint and respond to it fairly.
- Personal error pattern: Analyse one old draft. Identify one repeated error type, correct three examples and write a rule or reminder for yourself.
- Use feedback again: Take one piece of feedback from an earlier task and apply it to a new text on a different topic.
- Source check: Check one factual claim used in a report with two reliable sources and explain why you trust them.
Lernnachweis
For a strong learning record, collect:
- one first draft and one improved version
- one email or application
- one factual report
- one opinion text
- one narrative text
- one short mediation task
- one CLEAR checklist
- one short reflection on your most useful improvement
Der Lernnachweis zeigt nicht nur ein Endprodukt, sondern auch Deinen Schreibprozess: planen → schreiben → prüfen → verbessern → erneut anwenden.
OERs zum Thema
Weiterlernen:
- British Council LearnEnglish Teens – B1 opinion essay
- British Council LearnEnglish – starting and finishing emails
- Bildungsplan Baden-Württemberg – Englisch als erste Fremdsprache, Schreiben
Die eingebundenen Bilder stammen aus Wikimedia Commons. Prüfe auf der jeweiligen Dateiseite Urheber- und Lizenzangaben, wenn Du Medien außerhalb des Wikis weiterverwendest.
Folgekurs
Next step: E9 M - I can speak – English 9. Use one of your improved texts as speaking notes: do not read every sentence; present the main points clearly and react to one question.
Verknüpfte Lernbereiche