E10 G - Prüfungssprache und Operatoren verstehen
aiMOOCE10 G - Prüfungssprache und Operatoren verstehen
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E10 G - Prüfungssprache und Operatoren verstehen
Mini-Beschreibung: Understand common English task words such as describe, explain, compare, give reasons, summarise and mediate. Learn what each task asks you to do and how to give a clear G-level answer.
Einleitung
Exam questions often contain a short command word. This word tells you what to do. Do not translate the whole task first. Start in English: find the operator, find the topic, find the required text type, then answer.
This course follows one simple route: English first → understand → respond → analyse → communicate → feedback → revise → transfer.
The Baden-Württemberg curriculum for English as a first foreign language names receptive and productive skills separately, including listening/viewing, reading, speaking, writing and mediation. It also uses operators as action-guiding verbs. This course therefore does not turn every receptive task into a long writing task.
English as a first foreign language – Bildungsplan Baden-Württemberg · Operatoren – Bildungsplan Baden-Württemberg
I can – Ziele
After this course, you can say:
- I can spot the operator in an English task.
- I can explain the job of describe, explain, compare, give reasons, summarise and mediate.
- I can choose a useful answer structure before I start writing or speaking.
- I can check my answer and improve one or two important points.
- I can ask for clarification when an instruction is unclear.
Vorwissen: Read the task, not only the topic
Look at these two tasks:
A: Describe the school club. B: Explain why the school club is popular.
The topic is the same. The job is different. In A, you give relevant features. In B, you make the reason clear.
Quick rule: operator + topic + details = your task.
Understand: the six key task words
| Task word | Your job in simple English | Helpful language | Common trap |
|---|---|---|---|
| describe | Say what someone or something is like. Give relevant details. | The text shows… / The person is… / First… | Giving long reasons when they are not asked for. |
| explain | Make how or why clear. Link a point and a reason or result. | because / so / this means… | Only describing what happens. |
| compare | Show similarities and differences. Refer to both sides. | both / while / whereas / similar to / different from | Writing about A and B separately without linking them. |
| give reasons | State a point or view and say why. | I think… because… / One reason is… | Giving an opinion with no reason. |
| summarise | Give the main points in your own words. Leave out minor detail. | The text is mainly about… / The main point is… | Copying full sentences or adding your opinion. |
| mediate | Pass on the relevant information for a person and situation. Select and rephrase. | The important thing is… / You need to know that… | Translating every word. |
Remember: exact wording can vary from task to task. Always read the complete instruction.
= Describe
Task: Describe the picture.
Good G-level pattern: name the situation → give two or three useful details → stop when the task is complete.
Example: “The picture shows a study group. Two students are reading. One student is taking notes.”
You do not need a reason unless the question asks for one.
= Explain and give reasons
Task: Explain why Sam chooses the bus.
Pattern: point + because + reason.
Example: “Sam chooses the bus because it is cheaper.”
For G-level answers, because is often enough. You can later add so or this means.
= Compare
Task: Compare the two after-school activities.
Use at least one direct link:
“Both activities are social, but the sports club is more active.” “The art club is indoors, while the sports club is outside.”
A comparison needs both sides.
= Summarise
Use this three-step method:
- Find the main idea.
- Keep only relevant points.
- Write them in your own words.
Do not copy long phrases. Do not add your opinion unless the task asks for it.
= Mediate – do not fully translate
In a mediation task, you help someone understand the information they need. You select, simplify and pass on meaning. You do not translate every line.
Situation: Your English-speaking friend wants to join a fictional school event. The German notice says: “Treffpunkt 9 Uhr am Haupteingang. Bitte Sportkleidung und eine Trinkflasche mitbringen. Teilnahme kostenlos.”
Useful mediation: “Meet at the main entrance at 9 o’clock. Bring sports clothes and a water bottle. It is free.”
The task decides what is relevant.
Listening and Viewing
Use the BBC Bitesize video at the top as your first viewing task.
First viewing – gist: Which command words do you notice? Second viewing – detail: What does the speaker say you should do before answering? Third viewing – transfer: Pause after a command word and say one possible answer starter.
If you need help, replay a short part. Across this course, you hear different speakers. Clear understanding is more important than copying one accent.
Mini listening script for classroom practice
A teacher or partner can read this twice at a moderate speed. No recording is required.
Speaker A: “The task says compare two options. What should I do?” Speaker B: “Mention both options. Say what is similar and what is different.” Speaker A: “And if the task says explain?” Speaker B: “Give the reason and make the link clear.”
Listening check: On the first listen, name the two operators. On the second listen, note one instruction for each.
Reading: spot the job
Read these short tasks. Do not answer the topic yet. First mark the operator.
Task A: Describe Maya’s first day at the fictional training company. Task B: Explain why Maya asks for help. Task C: Compare Maya’s first and second week. Task D: Summarise the main points of Maya’s short report. Task E: Give reasons for Maya’s choice. Task F: Mediate the relevant information for an English-speaking visitor.
Ask yourself: What product is needed? A description? A reason? A comparison? Main points? Relevant information for another person?
Context vocabulary
Keep a small word bank. Learn words in useful chunks, not as isolated translations.
| English | Simple meaning in context | Useful chunk |
|---|---|---|
| main point | the most important idea | The main point is… |
| detail | a smaller piece of information | One detail is… |
| reason | why something happens | One reason is… |
| similar | nearly the same | Both are similar because… |
| different | not the same | A is different from B because… |
| relevant | useful for this task | This information is relevant because… |
| evidence | information that supports a point | The text shows… |
| own words | your phrasing, not copied wording | In my own words… |
= Pronunciation: make key words easy to recognise
Say the strong part clearly:
de-SCRIBE · ex-PLAIN · com-PARE · SUM-ma-rise · ME-di-ate · REA-son
You do not need an accent that sounds native. Aim for speech that is easy to understand. If a listener asks “Could you say that again?”, repeat more slowly and stress the key word.
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Respond: useful answer frames
| Operator | Starter |
|---|---|
| describe | The text or picture shows… |
| explain | This happens because… |
| compare | Both… but… / A…, while B… |
| give reasons | I think… because… |
| summarise | The text is mainly about… |
| mediate | You need to know that… |
These frames are helpers, not full answers. Add only the information the task needs.
Functional grammar for clear exam answers
Grammar has a job: it helps your meaning stay clear.
Step 1 – reason: point + because + reason. Step 2 – result: reason + so + result. Step 3 – contrast: A…, but/while B… . Step 4 – comparison: Both A and B… . Step 5 – check: subject + verb + clear tense + punctuation.
Do not add difficult structures only to sound advanced. A correct short sentence is better than a long unclear one.
Speaking: answer safely and ask back
You can use these phrases in pair work or oral tasks:
Can you repeat the task, please? Do I need to compare both texts? Do you mean the main points only? One reason is… Both options… but… The important information is…
A recording is optional. If you record yourself, keep it private unless a teacher has clearly asked for sharing and you agree.
Writing: short, structured, task-focused
Use the operator first, then the text type.
Email: answer the purpose, use greeting and closing, keep information clear. Report: use a short heading and organised points or paragraphs. Opinion: give your view and at least one reason. Simple application: use only a fictional profile in this course.
Fictional profile: Alex Green, 16, lives in Greenford, enjoys teamwork and sports, applies for a one-week school work-experience place at “River Café”.
Task: Give reasons why Alex could fit the placement.
Possible start: “Alex could fit the placement because…”
Feedback: check the task before the language
Use four short feedback codes:
O = Operator: Did I do the right job? R = Relevance: Did I include useful information only? C = Communication: Is my meaning clear? A = Accuracy: Can I fix one important grammar or spelling point?
Revise in this order: operator → relevance → clarity → accuracy.
Do not rewrite everything after feedback. Keep your own text and improve selected parts.
Fehleranalyse: common mix-ups
| Problem | What happened? | Fix |
|---|---|---|
| “The club is popular. It has 30 members.” | Description instead of explanation. | Add the reason: “It is popular because…” |
| “Club A is cheap. Club B is near school.” | Two descriptions, no direct comparison. | Link them: “A is cheaper, while B is closer.” |
| A summary copies full sentences. | Too close to the source. | Select main ideas and rephrase. |
| Mediation translates every detail. | The target person is not considered. | Choose only relevant information. |
Digital and AI check
External AI tools are not needed for this course. Use them only if your teacher clearly allows them.
If AI is allowed: keep your own draft, check claims against the source, mark useful changes and keep your wording where it works. Do not enter personal data, private recordings or real application details. Never accept an AI answer only because it sounds confident.
Transfer: one topic, six different jobs
Use the same fictional topic: A school wants to open a new study room.
Describe: What is the room like? Explain: Why could it help students? Compare: Compare the study room with the library. Give reasons: Which place would you choose and why? Summarise: Give the main points of a short school notice. Mediate: Pass the relevant information to an English-speaking exchange student.
This is the key transfer skill: the topic can stay the same, but the operator changes your answer.
Can-do-Check und Folgekurs
Tick what you can do without help:
| Can-do | Yes | Not yet |
|---|---|---|
| I can find the operator quickly. | □ | □ |
| I can tell describe and explain apart. | □ | □ |
| I can make a direct comparison. | □ | □ |
| I can summarise without copying. | □ | □ |
| I can mediate without full translation. | □ | □ |
| I can revise my answer using O-R-C-A. | □ | □ |
Folgekurs: E10 G – Prüfungsaufgaben sicher bearbeiten
Interaktive Aufgaben
Quiz: Teste Dein Wissen
What does describe ask you to do? (Give relevant features and details) (!Give only reasons) (!Translate every sentence) (!Give a final judgement)
What is the main job in an explain task? (Make a reason or connection clear) (!List unrelated details) (!Copy the question) (!Write only one adjective)
What should a compare answer do? (Refer to both sides and link similarities or differences) (!Describe only the first side) (!Translate both texts word for word) (!Give only your personal opinion)
Which phrase is most useful for giving a reason? (because) (!in the picture) (!firstly) (!maybe)
What belongs in a summary? (The main points in your own words) (!Every small detail) (!Your full personal opinion) (!Long copied sentences)
What is the best description of mediation here? (Select and pass on relevant meaning for a person and situation) (!Translate every word) (!Add new facts) (!Copy the source exactly)
What should you check first when revising an exam answer? (Whether you followed the operator) (!Whether every sentence is very long) (!Whether you used rare vocabulary) (!Whether your accent sounds native)
Which sentence makes a direct comparison? (Both clubs are social but the sports club is more active) (!The sports club has a coach) (!The art club meets on Tuesday) (!I like clubs)
Which response best fits give reasons? (I would choose the bus because it is cheaper) (!The bus is blue) (!Bus means a road vehicle) (!The timetable has four lines)
What should you do with an unclear task instruction? (Ask for clarification and check the operator) (!Guess and write as much as possible) (!Translate every word before reading the task) (!Ignore the instruction and write about the topic)
Memory
| describe | relevant features |
| explain | reason and connection |
| compare | similarities and differences |
| summarise | main points |
| mediate | relevant meaning for another person |
| revise | improve after checking |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| describe | say what something is like |
| explain | make why or how clear |
| compare | link similarities and differences |
| summarise | give the main points briefly |
| mediate | pass on relevant meaning for the situation |
Kreuzworträtsel
| Describe | Which operator asks for relevant features? |
| Explain | Which operator asks you to make why or how clear? |
| Compare | Which operator links similarities and differences? |
| Summarise | Which operator asks for the main points without minor detail? |
| Mediate | Which operator asks you to pass on relevant meaning for another person? |
| Evidence | What supports a point in a text? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Operator markieren: Nimm sechs kurze englische Arbeitsaufträge aus deinem Schulmaterial und markiere nur das Operatorwort. Schreibe daneben in einfachem Englisch, was du tun sollst.
- Describe oder explain: Erfinde zwei Aufgaben zum selben Bild: einmal mit describe und einmal mit explain. Formuliere je eine passende Zwei-Satz-Antwort.
- Vergleichssätze: Schreibe vier kurze Sätze mit both, but, while oder different from zu zwei fiktiven Freizeitangeboten.
- Reason cards: Erstelle vier Karten mit einem Punkt auf der Vorderseite und einem passenden because-Satz auf der Rückseite.
Standard
- Summary challenge: Schreibe zu einem kurzen Text aus deinem Unterricht eine Zusammenfassung mit höchstens drei Sätzen. Markiere danach, welche Details du bewusst weggelassen hast.
- Mediation task: Erstelle einen kurzen deutschen Hinweis zu einem fiktiven Schulereignis und vermittle nur die für einen englischsprachigen Gast wichtigen Informationen auf Englisch.
- Operator dialogue: Spiele mit einem Partner ein Prüfungsgespräch. Eine Person liest eine Aufgabe vor, die andere nennt Operator, Produkt und einen möglichen Satzanfang.
- Fiktive Bewerbung: Nutze ein erfundenes Profil und schreibe drei passende Gründe für eine einfache Bewerbung um ein Schulpraktikum. Keine realen persönlichen Daten verwenden.
Schwer
- Operatoren wechseln: Nutze ein einziges Thema und verfasse dazu je eine kurze Antwort für describe, explain, compare, summarise und mediate. Zeige, wie sich die Antwort verändert.
- Fehlerdetektiv: Erfinde vier typische Fehlantworten, zum Beispiel Beschreibung statt Erklärung. Tausche sie aus und verbessere sie mit den Codes O, R, C und A.
- Mini-Prüfung: Gestalte eine kleine Prüfung mit Reading, Listening oder Viewing und zwei unterschiedlichen Operatoren. Achte darauf, rezeptive Aufgaben nicht automatisch in lange Schreibaufgaben zu verwandeln.
- Feedback und Revision: Schreibe einen kurzen eigenen Prüfungsantworttext, hole gezieltes Feedback zu Operator und Verständlichkeit ein und dokumentiere nur die Änderungen, die du wirklich übernimmst.
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Lernkontrolle
- Operatorentransfer: Du bekommst denselben Inhalt zweimal, einmal mit describe und einmal mit explain. Zeige an deinen Antworten, wie der Operator die Textfunktion verändert.
- Vergleich prüfen: Untersuche eine Antwort, die zwei Gegenstände nur nacheinander beschreibt. Formuliere sie so um, dass ein echter Vergleich entsteht.
- Relevanz entscheiden: Wähle aus einem kurzen Ausgangstext nur die Informationen aus, die eine fiktive Zielperson für eine Mediation wirklich braucht, und begründe deine Auswahl.
- Zusammenfassung überarbeiten: Kürze eine zu lange Zusammenfassung, ohne die Hauptaussage zu verlieren. Kennzeichne, was du gestrichen hast und warum.
- Kommunikationsstrategie: Formuliere zwei höfliche Rückfragen für eine unklare Prüfungsanweisung und erkläre, wann du welche nutzen würdest.
- Fehlerpriorität: Ordne vier Fehler in einer Antwort nach O, R, C und A und entscheide, welchen Fehler du zuerst verbessern würdest. Begründe deine Entscheidung.
Lernnachweis
Für einen Lernnachweis ist wichtig:
- Du erkennst zentrale englische Operatoren sicher.
- Du kannst erklären, welche Antwortfunktion jeweils verlangt wird.
- Du setzt describe, explain, compare, give reasons, summarise und mediate in kurzen Aufgaben passend um.
- Du wählst relevante Informationen und vermeidest unnötige Vollübersetzung.
- Du nutzt einfache sprachliche Mittel wie because, both, but und while funktional.
- Du fragst bei Unklarheit nach und kannst deine Antwort gezielt überarbeiten.
- Du zeigst Verständlichkeit und Aufgabenbezug vor sprachlicher Komplexität.
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