E9 M - Take part in a structured discussion
aiMOOCE9 M - Take part in a structured discussion
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E9 M - Take part in a structured discussion
Mini-description: Take part in a short, structured discussion. Give your opinion, add reasons and examples, respond to other speakers, ask a useful follow-up question and finish with a short conclusion.
Target group: English as a first foreign language, Grade 9, Baden-Württemberg, M level. The language mode is B1-oriented: clear but increasingly independent speaking, moderate natural listening, several speakers and short authentic or authentic-style texts.
Einleitung
In this aiMOOC, you practise one useful speaking skill: joining a discussion without giving a long speech. Your goal is a 3–4 minute group discussion with three speakers. You should speak several times, react to others and help the discussion move forward.
Use this learning loop:
| Step | What you do |
|---|---|
| English first | Watch, listen or read before using help. |
| Understand | Catch the main idea and useful phrases. |
| Respond | Give your own short reaction. |
| Ask | Ask a follow-up question. |
| Hint | Use a phrase bank only when needed. |
| Improve | Repair one weak sentence or turn. |
| Use again | Repeat the discussion with a new topic. |
Deutsch-Hilfe: Du sollst nicht alles übersetzen. Verstehe zuerst die Hauptaussage. Nutze Deutsch nur als kurze Stütze, wenn Du hängen bleibst.
Medien-Einstieg
Look at the image for 20 seconds. Then answer in English: Who is speaking? Who is listening? What makes a discussion look respectful?
Now watch a short part of the BBC Learning English video. Listen for phrases that show agreement or disagreement. Do not try to understand every word.
Quick task: Write down two phrases you hear or one idea you understand. Then compare with a partner.
Deutsch-Hilfe: Achte auf Signale wie Zustimmung, Widerspruch und höfliche Reaktion. Einzelne unbekannte Wörter darfst Du zunächst ignorieren.
I-can-Ziele
By the end, you can say:
| I can ... | Success sign |
|---|---|
| give an opinion | I use one clear opinion phrase. |
| support it | I give at least one reason and one example. |
| respond | I refer to another speaker's idea. |
| ask | I ask at least one useful follow-up question. |
| conclude | I finish my point in one or two sentences. |
| keep going | I use a repair phrase when I get stuck. |
Vorwissen
Say one sentence for each prompt: I think ..., because ..., for example ..., I agree / I disagree ....
Warm-up topic: Should students be allowed to use phones during school breaks?
Do a 30-second pair exchange. No notes. Your partner listens for one opinion and one reason.
Discussion scaffold: O-R-E-R-C
This course uses a simple classroom scaffold. It is not a fixed international debate format.
| Move | Job | Useful language |
|---|---|---|
| O – Opinion | State your view. | In my view, ... / I think ... |
| R – Reason | Explain why. | ... because ... / One reason is that ... |
| E – Example | Make the idea concrete. | For example, ... / A good example is ... |
| R – Response | Connect to another speaker. | I see your point, but ... / I agree with ... because ... |
| C – Conclusion | Close your point. | So, overall, ... / That's why I think ... |
Target length per turn: about 2–4 connected sentences. Target discussion: three speakers, 3–4 minutes, several short turns instead of one long monologue.
Listening / Viewing
Watch the BBC Learning English clip below in two rounds.
Round 1 – understand: What is the main speaking skill? What is the general message?
Round 2 – notice: Listen for one phrase for giving an opinion and one phrase for reacting to another person.
Then use one phrase immediately in a 45-second pair discussion.
Listening strategy: focus on stressed words, repeated ideas and discourse markers. You do not need every detail.
Deutsch-Hilfe: Höre zuerst auf Hauptaussage und Schlüsselwörter. Beim zweiten Hören suchst Du gezielt nach Redemitteln.
Reading
The profiles below are fictional.
Lina: I think phones should be allowed during school breaks. Students may want to check a message from home or organise something for the afternoon. For example, if the bus timetable changes, a phone can be useful. However, I think phones should stay away during lessons unless the teacher asks students to use them.
Noah: I understand Lina's point, but I prefer phone-free breaks. A break can be a chance to talk, move and relax without a screen. For example, friends could play table tennis or simply chat. Maybe schools could create one phone area instead of allowing phones everywhere.
Reading task: Find one opinion, one reason, one example and one response to another view. Then decide: Where do Lina and Noah partly agree?
Kontextwortschatz
Learn the phrases as chunks, not as isolated words.
| Function | Core phrases |
|---|---|
| opinion | In my view ... / I think ... / From my point of view ... |
| reason | because ... / One reason is that ... / This matters because ... |
| example | For example ... / For instance ... |
| agreement | I agree. / That's a good point. / I think you're right. |
| polite disagreement | I see your point, but ... / I'm not so sure. / I partly disagree because ... |
| follow-up | Why do you think that? / Can you give an example? / What do you mean by ...? |
| repair | Let me say that again. / What I mean is ... / I'm looking for the word ... |
| conclusion | So, overall ... / That's why I think ... |
Rule: Use 5–7 strong phrases well. Do not try to memorise 30 phrases at once.
Aussprache und Fluency
Speak in thought groups. Pause between ideas, not after every word.
Chunking model: I see your point / but I think breaks should be screen-free / because we need time to talk.
Stress model: Stress the key words: I SEE your POINT, but I THINK breaks should be SCREEN-FREE.
Fluency drill: Say one line three times: first slowly, then at a natural pace, then with a partner response. Aim for clarity before accent.
Recording is optional. If you record yourself, keep the file private unless you clearly choose to share it in a safe school setting.
Speaking
Main task: Discuss: Should students be allowed to use phones during school breaks?
Use groups of three. Speak for 3–4 minutes. Each person should contribute at least three times.
| Role move | Minimum action |
|---|---|
| Speaker A | Give an opinion + reason. |
| Speaker B | Respond + example. |
| Speaker C | Ask a follow-up + own view. |
| Everyone | React again and help reach a short conclusion. |
Useful challenge: Do not simply repeat your own idea. Refer to what somebody else has said.
Ask and respond
A structured discussion becomes stronger when you build on other voices.
| If you want to ... | Say ... |
|---|---|
| invite detail | Can you give an example? |
| check meaning | Do you mean that ...? |
| challenge politely | I see your point, but what about ...? |
| connect ideas | That links to what Lina said because ... |
| bring someone in | What do you think, Sam? |
Micro-practice: One person makes a claim. The next person may only ask a follow-up question. The third person responds to both.
Writing
Write a 120–150 word discussion note before a second speaking round. Use this order: opinion → reason → example → response to another view → short conclusion.
Prompt: Should homework be limited to a set amount of time each day?
Keep the note as your own text. If you use digital feedback or AI support, compare every suggestion with your original, keep your original version and check facts, sources and language before accepting changes.
Mediation
Do not translate every sentence. Pass on the information that the other person needs.
Fictitious school notice in German: In den großen Pausen dürfen Handys nur in einem gekennzeichneten Bereich genutzt werden. Im übrigen Schulhof bleiben sie in der Tasche. Bei wichtigen Nachrichten aus der Familie können Schülerinnen und Schüler sich an eine Lehrkraft wenden.
Situation: An English-speaking exchange student asks: Can I use my phone at break? Explain the rule in 2–3 natural English sentences. Add one check question such as Is that clear?
Deutsch-Hilfe: Nenne nur die Kerninformation: wo Handys erlaubt sind, wo nicht und was bei wichtigen Familiennachrichten möglich ist.
Funktionale Grammatik
Grammar helps you do a job in the discussion.
| Function | Pattern | Example |
|---|---|---|
| give a reason | statement + because + clause | I prefer phone-free breaks because people talk more. |
| show a result | statement + so + clause | The rule is clear, so everyone knows what to do. |
| contrast | although + clause, clause | Although phones are useful, they can distract people. |
| suggest | should / could + base verb | Schools could create one phone area. |
| ask for reasons | Why + auxiliary + subject + verb ...? | Why do you think that? |
Focus: accuracy is useful, but communication comes first. If a sentence breaks down, repair it and continue.
Hilfestufen
Choose the lightest help that lets you continue.
| Level | Help |
|---|---|
| Hint 1 | Use only O-R-E-R-C letters. |
| Hint 2 | Add the phrase bank. |
| Hint 3 | Use sentence starters: I think ... because ... For example ... |
| Hint 4 | Use the German help box for the task, then return to English. |
Goal: move to a lower help level in the second round.
Feedback
Use short, specific feedback.
| Check | Feedback stem |
|---|---|
| message | Your main point was clear when you said ... |
| support | Your strongest reason/example was ... |
| interaction | You responded well to ... when you said ... |
| next step | Next time, try to ... |
Do not correct every mistake during the discussion. Choose one useful next step so fluency is not lost.
Fehleranalyse
Improve these typical discussion sentences.
| Less effective | Better | Why? |
|---|---|---|
| I am agree. | I agree. | agree is a verb. |
| I think yes. | I think so. / I agree. | More natural response. |
| Because it is useful. | I support it because it is useful. | Complete the idea. |
| You are wrong. | I see your point, but I disagree. | More respectful interaction. |
| It is more better. | It is better. | No double comparative. |
Repair habit: notice → pause → reformulate → continue. Do not restart the whole discussion.
Improve and use again
Watch this BBC Learning English lesson for more language on agreement. Use only the part that helps your next discussion.
Now repeat the 3–4 minute discussion with a new topic: Should every class have one homework-free evening each week?
This time, each learner must use one follow-up question and one polite disagreement.
Transfer
Choose a familiar non-political topic and reuse the same structure.
| Topic | Possible tension |
|---|---|
| school trips | more free time vs. more planned activities |
| group work | choice of partners vs. mixed groups |
| homework | practice vs. free time |
| school events | one big event vs. several small events |
The structure stays the same even when the topic changes: opinion → reason → example → response → conclusion.
Can-do-Check
Rate yourself after the second discussion.
| Can-do | Not yet | Sometimes | Yes |
|---|---|---|---|
| I can give a clear opinion. | ☐ | ☐ | ☐ |
| I can add a reason and example. | ☐ | ☐ | ☐ |
| I can respond to another speaker. | ☐ | ☐ | ☐ |
| I can ask a follow-up question. | ☐ | ☐ | ☐ |
| I can repair a sentence and continue. | ☐ | ☐ | ☐ |
| I can give a short conclusion. | ☐ | ☐ | ☐ |
If you tick Not yet twice or more, repeat one micro-practice with Hint 2 or Hint 3. If you tick mostly Yes, continue to the follow-up course.
Folgekurs
Next step: Discuss and negotiate a solution. There you move from sharing opinions to comparing options, negotiating and agreeing on a practical solution.
Interaktive Aufgaben
Quiz: Teste Dein Wissen
What should normally come after a clear opinion in this course scaffold? (A reason) (!A new topic) (!A long translation) (!A goodbye)
Which phrase politely responds to a different view? (I see your point, but ...) (!You are wrong.) (!Stop talking.) (!That is nonsense.)
What is a useful follow-up question? (Can you give an example?) (!Do you know every word?) (!Can you translate everything?) (!Can we avoid the topic?)
What is the target length of the main group discussion? (Three to four minutes) (!Twenty minutes) (!Thirty seconds) (!One full lesson)
What should you focus on first when watching or listening? (The main idea) (!Every unknown word) (!A full German translation) (!Perfect spelling)
Which sentence gives a reason correctly? (I support it because it is useful.) (!Because useful.) (!I am agree because.) (!I think yes useful.)
Which phrase can help you repair your speech? (What I mean is ...) (!I stop now.) (!Never mind the topic.) (!Translate it for me.)
What makes the discussion interactive? (Responding to other speakers) (!Reading a long monologue) (!Ignoring questions) (!Repeating the same sentence)
What should a short conclusion do? (Sum up your final view) (!Introduce five new arguments) (!Translate the whole discussion) (!Correct every pronunciation detail)
What is the main pronunciation goal in this course? (Clear and understandable speech) (!Sounding exactly like one accent) (!Speaking as fast as possible) (!Avoiding all pauses)
Memory
| Opinion | In my view ... |
| Reason | One reason is that ... |
| Example | For example ... |
| Agreement | That's a good point. |
| Disagreement | I see your point, but ... |
| Follow-up | Can you give an example? |
| Repair | What I mean is ... |
| Conclusion | So, overall ... |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| Give your view | Opinion |
| Explain why | Reason |
| Make it concrete | Example |
| Connect to another speaker | Response |
| Finish your point | Conclusion |
Kreuzworträtsel
| Opinion | What do you give when you state your personal view? |
| Reason | What explains why you hold a view? |
| Example | What makes an argument more concrete? |
| Response | What connects your turn to another speaker? |
| Conclusion | What closes your point briefly? |
| Respect | What helps disagreement stay polite? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Opinion line: Choose one school-life topic and record or say a 20-second opinion with one reason. A recording is optional and should stay private unless you choose a safe school sharing setting.
- Phrase cards: Create six small phrase cards for opinion, reason, example, response, follow-up and conclusion. Add one original sentence to each.
- Listening detective: Rewatch one embedded video section and note three useful discussion phrases. Explain what each phrase does.
- Repair challenge: Write five weak discussion sentences and improve them so they sound clearer or more polite.
Standard
- Three-person discussion: Hold a 3–4 minute discussion on a familiar school topic. Each person must ask one follow-up question and respond directly to another speaker.
- Reading to speaking: Use the fictional Lina and Noah texts. Summarise each view in one sentence and then add your own position.
- Mediation task: Create a short fictional German school notice and explain its key message orally in English without translating every sentence.
- Feedback loop: Give a partner one strength and one next step. Repeat the discussion and show where the feedback changed your performance.
Schwer
- Mini panel: Prepare a four-person discussion with a moderator. Keep the whole exchange under six minutes and make sure all speakers are invited in.
- Evidence check: Add one factual claim to an argument, verify it with a reliable source and explain why the source is suitable before using the claim.
- Video reflection: Create a private 60–90 second reflection video about your discussion strategy. Do not upload it unless your school task explicitly requires a safe, consent-based platform.
- AI feedback audit: If AI feedback is allowed, compare it with human feedback, check any factual claims and sources, keep your original text and explain which suggestions you accepted or rejected. Do not send private recordings or personal data to an external AI service without explicit permission.
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Lernkontrolle
- Discussion structure transfer: You receive the topic Should group work always include assigned roles? Plan a 60-second contribution that includes opinion, reason, example, response to a possible counterpoint and conclusion.
- Interaction analysis: Read a short dialogue and identify where the speakers build on each other and where they ignore each other. Rewrite one weak turn to improve interaction.
- Listening strategy reflection: Explain which clues help you understand a multi-speaker audio when you do not know every word. Apply the strategy to one embedded video.
- Mediation decision: Decide which information from a short German school notice is essential for an English-speaking visitor and which details can be left out. Justify your choice.
- Feedback application: Compare a first and improved version of a discussion turn. Explain exactly what changed in clarity, support or interaction.
- Source and AI check: Given a factual claim and an AI-generated suggestion, describe how you would verify both before using them in your own discussion.
Lernnachweis
For a successful learning record, show that you can take part in a 3–4 minute structured discussion with several short turns. Your evidence should demonstrate a clear opinion, at least one reason and example, a direct response to another speaker, one follow-up question, a repair strategy when needed and a short conclusion.
Assessment should focus on message, interaction, understandable pronunciation, useful vocabulary, connected sentences and increasing independence. Minor mistakes are acceptable when communication remains clear. A private audio or video recording may be used only voluntarily and in line with school privacy rules; no public upload is required.
OERs zum Thema
Wikipedia: Diskussion
Further learning resources:
- British Council LearnEnglish – B1 Speaking: Agreeing and disagreeing: video, transcript and practice tasks for B1 learners.
- BBC Learning English – How to give your opinion: official learning video used above.
- BBC Learning English – Is it OK to disagree?: multi-speaker listening and vocabulary input.
- BBC Learning English – Ways to agree in English: further language practice.
Free media used:
- Debate, discussion.jpg: Wikimedia Commons, CC0.
- Library Debate session.jpg: Wikimedia Commons, CC BY-SA 4.0.
- Speech bubbles.svg: Wikimedia Commons, CC BY-SA 3.0.
- Headphones icon.svg: Wikimedia Commons, CC0.
- GroupdiscrussionMIC.JPG: Wikimedia Commons, CC BY-SA 3.0.
- Students engagement.jpg: Wikimedia Commons, CC BY-SA 4.0.
The YouTube videos are embedded from the official BBC Learning English channel. Use the embed; do not copy or re-upload the videos.
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