E9 M - Meine Englisch-Kompetenzen Klasse 9 diagnostizieren
aiMOOCE9 M - Meine Englisch-Kompetenzen Klasse 9 diagnostizieren
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Einleitung
E9 M - Meine Englisch-Kompetenzen Klasse 9 diagnostizieren
Mini-Beschreibung: Find out what you can already do in listening, reading, speaking, writing, mediation, vocabulary, grammar and pronunciation. You work mainly in English at a B1-oriented M-level. Short German help is hidden and only used when you need it.
Your learning cycle: English first → understand → respond → ask → hint → improve → use again.
This is a diagnostic course, not a grade. At the end, you choose a follow-up course that fits your profile.
<details><summary>Deutsch-Hilfe: So nutzt Du den Kurs</summary>Arbeite zuerst ohne Hilfe. Wenn Du festhängst, öffne einen Hinweis. Verbessere danach Deine Antwort und nutze die Sprache noch einmal in einer neuen Aufgabe.</details>
Privacy & fairness: Use fictional names and application data. Audio or video recordings are voluntary and should stay private unless you actively choose otherwise. Do not upload private social-media data. Do not send texts, recordings or personal data to external AI services without permission. Check AI facts, sources and feedback; keep your own original text. Clear communication matters more than sounding like a native speaker.
Kompetenzrahmen
Der Kurs orientiert sich an den Kompetenzbereichen des Bildungsplans Baden-Württemberg für Englisch als erste Fremdsprache in den Klassen 7/8/9 und an B1-orientierten Can-do-Beschreibungen des GER/CEFR. Dazu gehören Hör-/Hörsehverstehen, Leseverstehen, Sprechen, Schreiben, Sprachmittlung sowie Wortschatz, Grammatik, Aussprache und Intonation.
Bildungsplan Baden-Württemberg: Englisch als erste Fremdsprache, Klassen 7/8/9
Council of Europe: CEFR descriptors
I-can-Ziele
Am Ende kannst Du einschätzen:
- Listening / Viewing: I can understand the main ideas and important details in clear, natural English on familiar topics.
- Reading: I can find main ideas, details and clues for unknown words in longer short texts.
- Speaking: I can discuss, compare, negotiate, present and react spontaneously.
- Writing: I can write connected emails, reports, blog posts, opinions or stories.
- Mediation: I can pass on relevant information between German and English without translating everything.
- Vocabulary: I can use context to understand and choose useful B1-level words.
- Grammar: I can use grammar to make meaning clear.
- Pronunciation / Fluency: I can speak clearly enough to be understood, with useful stress, rhythm and linking.
Vorwissen: Quick start
60-second challenge: Answer in English.
- What did you do last weekend?
- What is one thing you have learned recently?
- What would you change at your school if you could?
- Ask one follow-up question to a partner.
Self-check: Could you answer without switching fully to German? Could you connect ideas with words such as because, but, so, although?
<details><summary>Deutsch-Hilfe</summary>Du musst nicht fehlerfrei sprechen. Entscheidend ist, ob Du Deine Aussage verständlich machen, reagieren und nachfragen kannst.</details>
Diagnose-Parcours
Für jeden Bereich nutzt Du dieselbe Skala:
| Score | Meaning |
|---|---|
| 3 | I can do this independently and clearly. |
| 2 | I can mostly do it; I need a little time or one hint. |
| 1 | I can partly do it with several hints. |
| 0 | I cannot do it yet. |
Write your score after each station. Your result is a learning profile, not a mark.
Station 1: Listening and Viewing
Watch only the first part of this BBC Learning English video. First watch without subtitles. Then watch again with subtitles if needed.
Task A – main idea: What is the video mainly about? Write one sentence.
Task B – details: Note three examples or facts you understand.
Task C – speaker tracking: Who says what? Notice that more than one speaker is involved.
Task D – strategy: Write one word or phrase you did not know. What helped you guess its meaning: context, image, example, word family or subtitles?
<details><summary>Hint 1</summary>Listen for repeated key words. Do not try to understand every word.</details>
<details><summary>Hint 2</summary>Pause after one idea. Say the idea in your own English words.</details>
<details><summary>Deutsch-Hilfe</summary>Höre zuerst auf Thema und Schlüsselwörter. Beim zweiten Durchgang suchst Du gezielt nach Details.</details>
Score Listening / Viewing: 0–3
Station 2: Reading
Read this fictional text.
Maya is 15 and helps with a school media project. Her team wants to create a short podcast about places where teenagers can spend time after school. At first, Maya wanted to interview ten people, but the group realised that this would take too long. They agreed to speak to four students and one youth worker instead. Maya is responsible for the questions and the final introduction. She has already written a first version, but her partner Leo thinks some questions are too general. He suggests asking for specific examples. Maya is not sure whether the team should record outside because traffic could make the voices difficult to understand. They have one week left before the deadline. Maya decides to test two locations, compare the sound quality and then discuss the result with the group. She wants the podcast to sound natural, but the information also needs to be reliable.
Task A: What is the team's goal?
Task B: Why did the team change its first plan?
Task C: What problem might recording outside cause?
Task D: What does reliable most likely mean here?
Task E: Put Maya's next steps into a logical order.
<details><summary>Hint</summary>Look for connectors such as but, instead, because, then. They show relationships between ideas.</details>
<details><summary>Deutsch-Hilfe</summary>Suche nicht zuerst nach einzelnen unbekannten Wörtern. Kläre zuerst: Wer? Was ist das Ziel? Welches Problem? Welche Lösung?</details>
Score Reading: 0–3
Station 3: Vocabulary in Context
Match the words from the reading context with a useful meaning.
| Word | Your meaning in simple English | Your own example |
|---|---|---|
| deadline | final time for finishing something | |
| specific | clear and exact, not general | |
| suggest | give an idea for someone to consider | |
| reliable | likely to be correct or trustworthy | |
| responsible | having the job or duty to do something |
Use again: Write three new sentences using three of the words.
Challenge: Add one useful word family, for example decide → decision.
Score Vocabulary: 0–3
Station 4: Pronunciation and Fluency
Use the BBC Learning English pronunciation overview as a reference. You do not need to copy an accent. Your goal is clear, understandable speech.
Read these sentences aloud:
I have already finished the first version.
We could record outside, but the traffic might be too loud.
If the sound is clear, we will use that location.
Check:
- Are important words stressed?
- Do you group words into meaningful chunks?
- Can a listener understand you without seeing the text?
- Can you continue after a small mistake instead of stopping?
Optional private recording: Record only for yourself, compare version 1 and version 2, then delete it if you want.
<details><summary>Hint</summary>Mark only the important content words. Speak in chunks, not word by word.</details>
<details><summary>Deutsch-Hilfe</summary>Verständlichkeit ist wichtiger als Akzentfreiheit. Achte besonders auf Wortbetonung, Satzrhythmus und flüssiges Weiterreden.</details>
Score Pronunciation / Fluency: 0–3
Station 5: Speaking
Situation: Your class has €250 for one new break-time activity. Choose between a small podcast corner, sports equipment or a quiet reading area.
Round 1 – react: Give your first choice and one reason.
Round 2 – compare: Compare two options.
Round 3 – negotiate: Respond to another idea. Agree partly, disagree politely or suggest a compromise.
Round 4 – spontaneous question: Ask a follow-up question that was not prepared.
Useful language: In my view ... / One advantage is ... / I see your point, but ... / What if we ...? / Could you explain why ...? / I would agree if ...
<details><summary>Deutsch-Hilfe</summary>Beim Verhandeln geht es nicht darum, sofort zu gewinnen. Zeige, dass Du zuhörst, reagierst und einen Kompromiss formulieren kannst.</details>
Score Speaking: 0–3
Station 6: Writing
Choose one task. Write 120–160 words.
A – Email: Write to a fictional exchange partner about a school project. Explain the plan, one problem and what you will do next.
B – Blog post: One change that could improve our school day. Give your opinion, examples and a short conclusion.
C – Mini report: Compare two fictional options for a class project and recommend a next step.
Check your text:
- clear beginning and ending
- connected paragraphs
- reasons and examples
- useful linking words
- mostly appropriate tenses
- readable sentence structure
Improve: Choose only three important errors to correct first. Keep your original version so you can see your progress.
<details><summary>Hint</summary>Use a simple structure: point → reason → example → result.</details>
<details><summary>Deutsch-Hilfe</summary>Überarbeite zuerst Inhalt und Verständlichkeit, danach Sprache. Nicht jeder kleine Fehler muss sofort korrigiert werden.</details>
Score Writing: 0–3
Station 7: Mediation
English task first:
Your English-speaking friend Sam is joining a school career day. Sam cannot understand this German notice:
Treffpunkt ist um 8:15 Uhr in der Aula. Bringt einen Stift und etwas zu trinken mit. Die Workshops beginnen um 8:30 Uhr. Wer am Bewerbungstraining teilnimmt, erhält ein fiktives Profil und arbeitet nicht mit echten persönlichen Daten. Eigene Bewerbungsunterlagen müssen nicht mitgebracht werden.
Task: Send Sam a short English message with only the information Sam needs. Do not translate sentence by sentence.
Follow-up: Sam asks: Do I need to bring my real CV? Answer clearly.
<details><summary>Hint</summary>Think: What does Sam need to know to take part successfully?</details>
<details><summary>Deutsch-Hilfe</summary>Sprachmittlung bedeutet sinngemäßes Weitergeben relevanter Informationen. Du musst nicht jedes Wort übertragen.</details>
Score Mediation: 0–3
Station 8: Grammar in Use
Choose the form that makes the meaning clear.
- I have already finished / finished already yesterday the first draft.
- We tested / have tested the microphone yesterday.
- If the room is free, we will record / recorded there tomorrow.
- The student who / which wrote the questions is absent today.
- We should / must to check the facts before publishing them.
- Although / Because the task was difficult, the group finished it.
- I have worked / worked on the project for two weeks and I am still working on it.
- Could you tell me where the room is / where is the room?
Use again: Write two sentences about your own learning using two of these structures.
<details><summary>Grammar hint</summary>Ask what time relationship or function you need: finished past, connection to now, future condition, relative clause, modal meaning, contrast or indirect question.</details>
<details><summary>Deutsch-Hilfe</summary>Grammatik ist hier ein Werkzeug für Bedeutung. Frage zuerst: Welche Aussage will ich machen? Dann wähle die passende Struktur.</details>
Score Grammar: 0–3
Feedback und Fehleranalyse
Use this short error code when you improve your work:
| Code | Meaning | Question |
|---|---|---|
| M | meaning | Is my message clear? |
| WO | word order | Is the sentence order correct? |
| T | tense | Does the time relationship fit? |
| V | vocabulary | Is this the right word for the context? |
| P | pronunciation | Can a listener understand the word or phrase? |
| L | linking | Are my ideas connected? |
Feedback rule: First name one strength. Then choose one high-impact change. Improve it. Use the improved language again in a new sentence or response.
AI check: If you use AI feedback, verify factual claims and sources, compare the suggestion with the task, and keep your own original version. Do not accept a rewrite automatically.
Can-do-Check und Folgekurs
Copy your eight scores:
| Area | Score 0–3 | Next step |
|---|---|---|
| Listening / Viewing | ||
| Reading | ||
| Speaking | ||
| Writing | ||
| Mediation | ||
| Vocabulary | ||
| Grammar | ||
| Pronunciation / Fluency |
Interpretation:
- 0–1: This is a learning gap. Start with the matching focus course.
- 2: You are developing the skill. Practise with guided B1 tasks.
- 3: This is currently a strength. Use transfer and challenge tasks.
Concrete follow-up courses:
- E9 M - Listening and Viewing B1: if listening/viewing is 0–1 or you need subtitles very early.
- E9 M - Reading Strategies B1: if you lose the main idea when texts become longer.
- E9 M - Speaking and Interaction B1: if reacting, negotiating or follow-up questions are difficult.
- E9 M - Writing B1: if connected paragraphs, reasons and examples are difficult.
- E9 M - Mediation B1: if you translate word by word instead of selecting relevant information.
- E9 M - Vocabulary in Context B1: if unknown words quickly block understanding.
- E9 M - Grammar in Use B1: if tense, word order or sentence links often make meaning unclear.
- E9 M - Pronunciation and Fluency B1: if listeners often need repetition or you stop after small errors.
- E9 M - B1 Transfer Challenge: if you score 3 in most areas and want more independent tasks.
Priority rule: Choose at most two focus areas first. After practice, repeat the same skill with a new text, audio or speaking situation.
Interaktive Aufgaben
Quiz: Teste Dein Wissen
What is the best first goal in B1 listening? (Understand the main idea) (!Translate every word) (!Write down every sentence) (!Stop at each unknown word)
What should you do when an unknown word appears in a reading text? (Use context and word clues first) (!End the task immediately) (!Guess without reading around it) (!Translate the whole text first)
What is a useful speaking strategy in a discussion? (Ask a follow-up question) (!Avoid reacting to others) (!Use only prepared sentences) (!Switch topics when unsure)
What makes a B1 text more coherent? (Linking ideas with reasons and examples) (!Writing only single sentences) (!Using the longest words possible) (!Avoiding paragraphs)
What is the main idea of mediation? (Pass on relevant meaning for a purpose) (!Translate every word exactly) (!Use only German) (!Add private information)
What is a useful pronunciation goal? (Be easy to understand) (!Sound exactly like one native accent) (!Speak as fast as possible) (!Avoid all pauses)
What does grammar in use focus on? (Choosing structures that make meaning clear) (!Naming rules without using them) (!Correcting every sentence before speaking) (!Using only one tense)
What is a good feedback step after finding an error? (Improve it and use the new form again) (!Delete the whole text) (!Correct only spelling forever) (!Ignore the task purpose)
What should you do with AI feedback? (Check facts sources and whether it fits the task) (!Accept every rewrite automatically) (!Upload private recordings without permission) (!Replace your own text completely)
What does a score of 0 or 1 suggest in this course? (Choose a focused follow-up course for that area) (!Your English cannot improve) (!Repeat every course at once) (!Ignore the result)
Memory
| Listening | main idea and details |
| Reading | context clues |
| Speaking | interaction and follow-up |
| Writing | connected text |
| Mediation | relevant meaning |
| Vocabulary | words in context |
| Grammar | form for meaning |
| Pronunciation | clear speech |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| Understand | Find the main idea |
| Respond | Give an answer or reaction |
| Ask | Use a follow-up question |
| Hint | Open support only when needed |
| Improve | Correct one important point |
| Reuse | Use the improved language again |
Kreuzworträtsel
| context | What helps you understand an unknown word without translating everything? |
| mediation | What skill means passing on relevant meaning between languages? |
| fluency | What word describes speaking with a workable flow? |
| grammar | What helps organise forms and sentence structures? |
| feedback | What helps you identify strengths and a useful next step? |
| listening | Which skill do you use when understanding spoken English? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Listening log: Watch a short English clip and write the topic, three key words and one detail.
- Reading clues: Choose a short B1-level text and mark five context clues that help with unknown words.
- Pronunciation check: Read five sentences twice and mark where you naturally stress important words.
- Vocabulary mini-map: Build a word family and collocation map for five useful words from this course.
Standard
- Speaking negotiation: With a partner, compare three ideas for a fictional school project and agree on one plan.
- Writing revision: Write a 130-word email, keep version 1, improve three high-impact points and explain your changes.
- Mediation message: Turn a short German school notice into a useful English message for a fictional exchange student.
- Listening comparison: Listen to two short English clips with different speakers and compare speed, clarity and useful listening strategies.
Schwer
- Mini presentation: Prepare a two-minute presentation, then answer two spontaneous questions without reading a full script.
- Error analysis: Analyse ten of your own language errors using M, WO, T, V, P and L, then identify your two most common patterns.
- Fictional application: Create a fictional CV profile and a short application email. Use no real personal data.
- Transfer project: Produce a short private audio or text-based learning product that combines reading, vocabulary, mediation and speaking or writing, then self-assess it with the Can-do-Check.
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Lernkontrolle
- Listening transfer: Listen to a new B1-oriented clip with more than one speaker. Explain which strategies helped you identify main ideas and details.
- Reading transfer: Read a new text and justify how you inferred the meaning of three unfamiliar words from context.
- Speaking transfer: In a new discussion, react to another viewpoint, ask a follow-up question and negotiate a compromise.
- Writing transfer: Revise a first draft so that meaning, paragraph structure and linking become clearer; explain two changes.
- Mediation transfer: Select information from a short German source for an English-speaking person with a specific need and explain why you left some information out.
- Learning strategy: Compare your first and final Can-do profile and justify which follow-up course should come next.
Lernnachweis
For a learning record, collect:
- one completed eight-area diagnostic profile
- one improved reading or listening response
- one speaking self-assessment or teacher/partner feedback note
- one original writing text plus revised version
- one mediation task
- one short vocabulary and grammar reflection
- one pronunciation or fluency self-check
- one justified choice of a follow-up course
No external media, uploads, scripts or embeds are required for the Lernnachweis.
OERs zum Thema
Freie und seriöse Quellen:
- Wikimedia Commons for freely licensed learning media
- Council of Europe CEFR
- Bildungsplan Baden-Württemberg
Verknüpfte Lernbereiche