E10 M - Discuss a current issue from different perspectives

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E10 M - Discuss a current issue from different perspectives

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E10 M - Discuss a current issue from different perspectives

Mini-description: Discuss an age-appropriate current issue in a fair, evidence-based way. Understand different perspectives, respond to them accurately, and explain your own position without making other views sound weaker than they are.

Media: Wikimedia Commons, CC BY-SA.

Einleitung

In this course, you work with one current case study: Should students use generative AI for schoolwork? The main goal is not to decide that AI is simply “good” or “bad”. Your goal is to understand the issue, check sources, compare perspectives, discuss respectfully, and form a reasoned position.

Course route: understand → respond → analyse → communicate → feedback → revise → transfer.

Media: Wikimedia Commons, CC0.

Safety and privacy: All role cards in this course are fictional. Recordings are optional and should stay private unless everybody has clearly agreed to share them. Do not upload personal data or unpublished schoolwork to external AI services without permission. If you use AI support, keep your own text visible, check AI claims against reliable sources, and mark where outside help influenced your work.

I-can goals

1. I can understand the main ideas in a longer, simple authentic text or video about a current issue.
2. I can identify claims, reasons, evidence, and missing information.
3. I can compare several perspectives without changing or exaggerating them.
4. I can discuss an issue, react spontaneously, ask follow-up questions, and work towards a compromise.
5. I can write a clear opinion text or formal email and refer to a source.
6. I can revise my language and argument after feedback and transfer the method to a new issue.

Prior knowledge

Before you start, answer in English.

1. Write one sentence explaining what a fact is and one sentence explaining what an opinion is.
2. Name two things that can make a source more reliable.
3. Complete the sentence: “I disagree with this view because …, but I understand that …”

Media starter

Look at the image for 20 seconds. Then describe only what you can actually see. After that, add one possible interpretation.

Media: Wikimedia Commons, Mauricio Genta / Wikimedia Argentina, CC BY-SA 4.0.

Think-pair-share: What could AI change in schoolwork? Give one possible opportunity and one possible problem. Do not judge another learner’s answer yet.

Current case: Should students use generative AI for schoolwork?

Generative AI can create text, images, audio, code, and other content. International organisations describe both opportunities and risks for young users. UNESCO recommends a human-centred and age-appropriate approach, including attention to privacy and the validation of tools. UNICEF highlights possible support for learning and accessibility, but also risks connected with privacy, fairness, safety, misleading information, and unequal access. UNICEF also notes that evidence about the longer-term effects of AI on children is still incomplete.

Key idea: A reliable source does not automatically give the only possible perspective. You still compare purposes, evidence, limits, and stakeholders.

Media: Wikimedia Commons, Trebol6, CC BY-SA 4.0.

Four fictional perspectives

Perspective	Main concern	Possible argument
Student	Learning and independence	AI may help with explanations and first feedback, but students still need to do their own thinking and check answers.
Teacher	Learning evidence and fairness	AI can support practice, but teachers also need to know what a student can do without hidden assistance.
Parent or caregiver	Safety and future skills	Students should learn how AI works, but privacy, harmful content, and over-reliance need clear limits.
School leader	Clear rules and equal access	A school may need common rules so that students, families, and teachers know what is allowed in each task.

Fairness rule: Before you criticise a perspective, summarise it so that a person holding that view would say: “Yes, that is what I mean.”

Video laden

YouTube

YouTube sammelt möglicherweise persönliche Daten. Datenschutzrichtlinie

Fortfahren Ausblenden

Viewing focus: Listen for language about equality and inclusion. Write down one point that could change the AI-in-school debate.

Listening and Viewing

Video laden

YouTube

YouTube sammelt möglicherweise persönliche Daten. Datenschutzrichtlinie

Fortfahren Ausblenden

First viewing: Watch at normal speed without subtitles if possible. Note the topic, two key words, and one question.

Second viewing: Use English subtitles if available. Add:

1. one opportunity,
2. one risk,
3. one recommendation,
4. one phrase you could reuse in a discussion.

Do not try to understand every word. Focus on meaning.

Video laden

YouTube

YouTube sammelt möglicherweise persönliche Daten. Datenschutzrichtlinie

Fortfahren Ausblenden

Compare: Choose a short section selected by your teacher. What does the speaker say about AI and language learning or teaching? Is the speaker describing a fact, an experience, a recommendation, or a prediction? Give evidence from the video.

Reading

Source-based reading text — adapted, not a quotation

Generative AI is already part of many digital tools. In education, it can give quick explanations, suggest ideas, or support learners who need different forms of access. However, a useful answer is not always a correct answer. AI systems may produce false information, repeat bias found in data, or give confident answers without showing strong evidence. Privacy is another concern because users may enter personal information into online services.

This creates a difficult question for schools. A total ban may reduce some risks, but it can also remove opportunities to learn responsible AI use. Unlimited use creates different problems because teachers may not know which parts of a task show a student’s own ability. A middle approach could define when AI is allowed, require source checks, and ask students to explain how a tool was used.

The strongest position is not automatically the loudest one. A good discussion compares benefits, risks, conditions, and people affected. It also admits uncertainty when evidence is incomplete.

Source base: UNESCO guidance and UNICEF child-centred AI guidance cited above.

Reading check

1. Underline one claim about a possible benefit.
2. Mark one risk and the reason why it matters.
3. Find one sentence that shows uncertainty instead of certainty.
4. Explain the proposed middle approach in your own words.
5. Add one missing stakeholder whose perspective could matter.

Read like a fact-checker

Media: Wikimedia Commons, Julian Kücklich, CC0.

Use the SOURCE check:

Step	Question
S — Speaker	Who created the information?
O — Objective	What is the purpose: inform, sell, persuade, entertain, or campaign?
U — Up-to-date	Is the date recent enough for this issue?
R — Reasons	Are claims supported by evidence?
C — Compare	What does another reliable source say?
E — Exactness	Does the source really support the claim you want to make?

Context vocabulary

Word or phrase	Meaning in this course	Useful example
issue	a topic people discuss because there is a question or problem	a current issue
perspective	a way of seeing an issue	from a student perspective
stakeholder	a person or group affected by a decision	an important stakeholder
claim	a statement that can be supported or challenged	make a claim
evidence	information used to support a claim	evidence from a source
reliable	trustworthy enough for the purpose	a reliable source
bias	a tendency that makes information unfairly one-sided	check for bias
privacy	control over personal information	protect privacy
fairness	treating people according to clear and reasonable rules	a fairness concern
academic integrity	doing schoolwork honestly and showing what help was used	protect academic integrity
counterargument	a reason against a claim	answer a counterargument
compromise	a solution both sides can accept partly	reach a compromise

Pronunciation and useful chunks

Media: Wikimedia Commons, Domdomegg, CC0.

Practise word stress: per-SPEC-tive, re-LI-a-ble, E-vi-dence, PRI-va-cy, COM-pro-mise, STAKE-holder.

Practise these chunks as whole units:

1. “From my point of view, …”
2. “The source suggests that …”
3. “I see your point, but …”
4. “Could you explain what you mean by …?”
5. “If I understand you correctly, you are saying that …”
6. “A possible compromise would be …”

Speaking goal: clear meaning and useful stress are more important than copying one accent. Listen to natural standard English, but do not mock or stereotype regional or international accents.

Speaking

Task: School AI policy meeting

Work in groups of four. Each person receives one fictional role: student, teacher, caregiver, or school leader.

Round 1 — Understand: Each person gives one main concern and one possible benefit.

Round 2 — Respond: Before disagreeing, summarise another person’s point fairly.

Round 3 — Negotiate: Agree on three rules for AI use in schoolwork. At least one rule must protect learning, one must protect privacy or safety, and one must explain how AI help should be acknowledged.

Round 4 — Present: Give your compromise to the class in 60–90 seconds.

Optional recordings are for private practice only unless everyone has agreed to share them.

Fair disagreement

Use language that attacks the idea, not the person.

Less useful	Better
“That is wrong.”	“I am not convinced because the evidence does not show …”
“You do not understand.”	“I think we are focusing on different risks.”
“Everyone knows that …”	“One reason for this view is …”
“AI always helps.”	“AI can help in some tasks, especially when …”

Writing

Choose one format.

Option A — Opinion article: Write 180–230 words for a school website: Should students use generative AI for schoolwork?

Option B — Formal email: Write 160–220 words to a fictional school council. Propose a balanced AI rule and explain why it is fair.

Use this structure:

1. Introduce the issue without giving a dramatic or one-sided opening.
2. Present at least two different perspectives accurately.
3. Refer to at least one reliable source with a phrase such as “According to UNESCO …”
4. State your position and give reasons.
5. Answer one counterargument.
6. End with a realistic recommendation or compromise.

Keep your own text: If a digital tool suggests wording, compare it with your original version. Accept only changes you understand and can explain.

Mediation

Fiktive Schulmitteilung auf Deutsch:

„Bei Hausaufgaben darf generative KI nur genutzt werden, wenn die Lehrkraft dies für die Aufgabe erlaubt. Persönliche Daten dürfen nicht eingegeben werden. Wer KI für Ideen, Formulierungen oder Feedback nutzt, kennzeichnet diese Hilfe kurz. Fakten aus KI-Antworten müssen mit geeigneten Quellen geprüft werden. Bei Klassenarbeiten ist die Nutzung nur erlaubt, wenn sie ausdrücklich zugelassen wurde.“

Situation: An English-speaking exchange student asks what the school rule means. Explain the relevant information in natural English. Do not translate sentence by sentence. Focus on the student’s purpose: What is allowed? What is not allowed? What must the student do when AI is used?

Functional grammar

Grammar helps you sound precise rather than extreme.

Function	Language	Example
Possibility	may, might, could	AI may support brainstorming.
Ability or potential	can	AI can produce useful first ideas.
Recommendation	should, should not	Students should verify important claims.
Balanced contrast	although, however, while	Although AI can help, it may also produce errors.
Focus on the action	passive voice	Personal data should not be entered into unknown services.

Precision practice: Rewrite these absolute claims so that they become more careful.

1. “AI always improves learning.”
2. “AI is useless in school.”
3. “Students who use AI are cheating.”
4. “Teachers can always detect AI-written text.”

Feedback and revision

Give feedback on meaning first, then language.

Check	Yes	Not yet
The main position is clear.	□	□
At least two perspectives are presented fairly.	□	□
Claims are linked to reasons or evidence.	□	□
The text avoids words such as “always” or “everyone” when the evidence does not support them.	□	□
A source is named accurately.	□	□
The writer reacts to a counterargument.	□	□
The final recommendation follows from the argument.	□	□

After feedback, revise at least three places. Keep one change that improves content, one that improves structure, and one that improves language.

Error analysis

Problem	Better form	Why it matters
“I am agree.”	“I agree.”	agree is a verb.
“On the other side …”	“On the other hand …”	This is the normal contrast phrase.
“many informations”	“a lot of information”	information is uncountable.
“People is worried.”	“People are worried.”	people takes a plural verb.
“AI give answers.”	“AI gives answers.”	Third-person singular needs -s.
“This source proves that AI is safe.”	“This source suggests that this use may be safe.”	Do not make a stronger claim than the evidence supports.

Transfer

Choose a different age-appropriate current issue, for example:

1. smartphone rules at school,
2. later school starting times,
3. fast fashion and young consumers,
4. compulsory community service projects at school.

Use the same five-step method: issue → sources → perspectives → discussion → reasoned position.

Do not copy the AI arguments. Transfer the method.

Can-do check

I can …	Not yet	With some help	Independently
identify a claim and its evidence	□	□	□
explain at least two perspectives fairly	□	□	□
ask a useful follow-up question	□	□	□
disagree without distorting another view	□	□	□
refer to a source in speaking or writing	□	□	□
revise my position when new evidence is stronger	□	□	□

Folgekurs

Continue with E10 M - Write a balanced opinion text and E10 M - Present and defend a viewpoint.

Curriculum and exam fit: Baden-Württemberg

Stand: 2 October 2026. For the current Klasse 10 cohort, the phased introduction of the 2025 V2 curriculum means the previous Sekundarstufe-I plan remains relevant; the V2 version began in 2025/26 with learners entering classes 5, 6, or 7.

For English as the first foreign language in Klasse 10, M-Niveau includes taking part in informal discussions, reacting to arguments, asking questions, making objections, commenting on information, and negotiating compromises. Writing includes personal and simple formal correspondence, and mediation requires selecting relevant information for the audience and transferring it meaningfully rather than word for word.

For the 2027 Realschulabschlussprüfung, the official schedule currently lists the written English exam for 3 May 2027 and the communication exam window for 22 February to 2 March 2027. This course trains relevant communication skills but does not replace the current official exam instructions issued by the school and ministry.

Sources

Media research: The images used above come from Wikimedia Commons. The embedded videos are from YouTube and are used as active listening/viewing material. No Sofatutor material is used.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What is a perspective? (A way of seeing an issue) (!A fact that cannot be questioned) (!A list of difficult words) (!A final decision made before discussion)

What makes an argument stronger? (A clear claim with a reason or evidence) (!A louder voice) (!A longer sentence) (!Repeating the same opinion)

What should you do before using an AI claim in your argument? (Check it against a reliable source) (!Assume it is correct) (!Remove the source name) (!Turn it into a stronger claim)

Which phrase shows fair disagreement? (I see your point, but the evidence suggests something different.) (!That idea is stupid.) (!Everyone knows I am right.) (!You clearly did not understand the topic.)

What is evidence? (Information used to support a claim) (!A personal attack) (!A random example with no connection) (!A sentence that is always an opinion)

Which modal verb is useful for showing uncertainty? (may) (!must) (!did) (!has)

What is a good mediation strategy? (Select the information that matters to the audience) (!Translate every word in the same order) (!Add information that was not in the source) (!Ignore the purpose of the listener)

What should you do before criticising another perspective? (Summarise it fairly) (!Make it sound more extreme) (!Change its main reason) (!Ignore its strongest point)

What is a compromise? (A solution both sides can partly accept) (!A way to avoid listening) (!A source that has no author) (!A rule that only one side chooses)

What is the purpose of revision? (To improve content, structure, and language after feedback) (!To hide the first draft) (!To make every sentence longer) (!To replace your own ideas with outside text)

Memory

Evidence	Information that supports a claim
Counterargument	A reason against a claim
Stakeholder	A person or group affected by a decision
Bias	A tendency towards a one-sided view
Compromise	A solution both sides can partly accept
Source	The place where information comes from

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Claim	What someone says is true
Evidence	Information that supports a statement
Perspective	A particular way of seeing an issue
Counterargument	A reason that challenges a position
Compromise	A shared solution after negotiation

Kreuzworträtsel

Evidence	What supports a claim with information?
Perspective	What word means a particular way of seeing an issue?
Compromise	What solution can different sides partly accept?
Reliable	What adjective describes a source you can reasonably trust?
Privacy	What term describes control over personal information?
Stakeholder	What word describes a person or group affected by a decision?

Lückentext

Vervollständige den Text.

A strong discussion starts with a clear .

A way of seeing the issue is a .

Information that supports a claim is called .

A trustworthy source should be reasonably .

When the evidence is uncertain, a careful speaker may use .

Before disagreeing, you should present the other side's fairly.

In mediation, select information for your .

After feedback, you should your text.

Offene Aufgaben

Hinweis: Aufnahmen sind freiwillig und bleiben privat, solange keine ausdrückliche Zustimmung zum Teilen vorliegt. Verwende nur fiktive Rollen und keine personenbezogenen Daten.

Leicht

1. Media caption: Write a neutral two-sentence caption for one image in this course. Sentence one describes; sentence two interprets.
2. Vocabulary map: Connect six key words from the vocabulary table with your own examples.
3. Fact or opinion: Find five statements in the reading text and label each as fact-based information, recommendation, possibility, or opinion.
4. Source quick-check: Use the SOURCE method on one official source from this course and write six short notes.

Standard

1. Two-minute discussion: Discuss the AI question with a partner. Each person must ask one follow-up question and summarise the other view once.
2. Perspective switch: Write 100 words from a fictional student perspective, then rewrite the same issue from a fictional teacher perspective.
3. Mediation message: Turn the German school notice into an English message for an exchange student without translating sentence by sentence.
4. Opinion email: Write a formal email proposing one school rule for AI use and support it with a source.

Schwer

1. Mini debate: In a group of four, negotiate three school rules and present the final compromise.
2. Source comparison: Compare UNESCO and UNICEF material. Identify one shared concern, one different focus, and one question both sources leave open.
3. Policy test: Create a fictional AI rule, then test it from the perspectives of a student, teacher, caregiver, and school leader. Revise the rule.
4. Transfer challenge: Choose a new current issue and repeat the full method: sources, stakeholders, perspectives, discussion, feedback, revision, final position.

Lernkontrolle

1. Unknown source: You receive a short new text about a current issue. Identify its main claim, evidence, purpose, and one missing perspective.
2. Fair summary: Summarise a position you disagree with in 60–80 words without using loaded language. Then add your response.
3. Evidence upgrade: Improve a weak argument by adding a source, limiting an overstatement, and answering one counterargument.
4. Negotiation transfer: In a new school-related issue, propose a compromise that protects at least two different stakeholder interests.
5. Mediation transfer: Explain a short German school rule to an English-speaking visitor. Select only information relevant to the situation.
6. Revision audit: Compare a first and second draft. Explain three changes and why each one improves meaning, fairness, structure, or language.

Lernnachweis

For a successful learning record, you should show that you can:

1. understand the central issue and separate facts, opinions, and uncertainty,
2. use at least two reliable sources appropriately,
3. present several perspectives without distorting them,
4. respond to questions and counterarguments in English,
5. explain and justify your own position,
6. revise your work after feedback,
7. mediate information according to purpose and audience,
8. use clear B1-oriented language with understandable pronunciation and suitable discussion phrases.

Verknüpfte Lernbereiche

Englisch Argumentation Discussion Speaking Writing Mediation Media literacy Source criticism Artificial Intelligence Critical thinking