aiMOOC

E7 E - My skills for the future

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E7 E - My skills for the future

Einleitung

Mini-description: Reflect on your interests, strengths and skills in simple English. Then choose possible learning goals for your future. You do not have to choose a job.

Media start – Look, think, speak. What can you see? Which skills may help the group? Say two ideas in English first. Hint: Think of listening, explaining, trying, solving problems, staying calm. Deutsch nur wenn nötig: Welche Fähigkeiten könnten der Gruppe beim gemeinsamen Arbeiten helfen?

This aiMOOC follows a simple cycle: notice → understand → try → use → communicate → feedback → improve → use again.

I can ...

Interests: I can talk about things I enjoy and explain why.
Strengths: I can name strengths and give a simple example.
Skills: I can describe skills I use at school, at home or in hobbies.
Learning goals: I can choose a realistic next step without deciding on a future job.
Communication: I can listen, ask follow-up questions and react to another idea.
Feedback: I can use feedback to improve a short spoken or written text.

What do you already know?

Say or write quick answers. Do not overthink.

What are you interested in?
What are you good at?
What do you find difficult but interesting?
When do you learn well with other people?
What would you like to improve this school year?

First try: Speak for 30 seconds. You may use notes, but do not write a full script.

Notice and understand

Listening and viewing: What can you do?

Watch this short BBC Learning English conversation. Several presenters talk about abilities with can.

First viewing: Catch the main idea. Write down three activities you hear. Second viewing: Who can do what? Add two short notes. Third viewing: Choose one useful sentence and say it with the speaker.

Hint: You do not need every word. Listen for activity words and can / can’t. Deutsch nur wenn nötig: Beim ersten Hören reicht die Hauptaussage. Nicht jedes Wort übersetzen.

Reading: Three fictional learners

These profiles are fictional. They do not describe real social-media users.

Maya: I enjoy science puzzles and drawing. I am patient when a group has a difficult task. I can explain ideas with pictures, but I sometimes speak too quietly. My next goal is to explain one idea clearly in front of a small group.

Leo: I like music, games and building things. One of my strengths is curiosity: I ask many questions and test different ideas. I want to get better at planning longer tasks, because I sometimes start fast and lose track of time.

Nora: I enjoy languages and sports. I can keep going when something is difficult, and I often encourage other people. I would like to become more confident in English conversations and ask more follow-up questions.

Reading task: For each learner, find one interest, one strength and one learning goal. Then decide: Which learner could help another learner with a skill? Explain your idea with because.

Vocabulary in context

Word	Meaning in this course	Example
interest	something you like learning about or doing	My interest is photography.
strength	something you often do well	Staying calm is one of my strengths.
skill	something you can learn and improve	Listening is a skill.
curious	wanting to know or understand more	I am curious, so I ask questions.
reliable	people can trust you to do what you said	I am reliable in group work.
improve	get better	I want to improve my speaking.
goal	something you want to achieve	My goal is clear and realistic.
next step	a small action that moves you forward	My next step is to practise twice this week.

Use it: Choose four words and make a short "skill map" about a fictional learner or about yourself.

Pronunciation for clear communication

Clear speech matters more than sounding like a native speaker. Focus on word stress and key words.

cre-A-tive
re-LI-a-ble
com-MU-ni-cate
im-PROVE

Say: I want to improve my communication. Stress the important words. Record yourself only if you want to, and keep recordings private unless you have clearly agreed to share them in a safe school space.

Try and use

Functional grammar: abilities and goals

Use can + verb for an ability now: I can organise my notes.

Use could + verb for a general ability in the past: When I was younger, I could draw for hours.

Use want to / would like to + verb for goals: I want to ask better questions. I would like to speak more confidently.

Use because to give a reason and but to show a contrast: I enjoy group work because I get new ideas. I can explain ideas, but I want to speak more loudly.

Watch the grammar in context:

Quick check: Make one sentence with can, one with could, and one future learning goal. Keep the goal about learning, not about choosing a career.

Speaking: My skill snapshot

Speak for about 45–60 seconds.

Include:

one interest,
one strength,
one example,
one skill you want to improve,
one next step.

Useful starters if you need them: I’m interested in ... One strength I have is ... For example, ... I’d like to improve ... because ... My next step is ...

Partner questions: What makes you say that? When did you notice this? What could be a small next step?

Mini discussion: Is teamwork always better than working alone? Give one reason, listen to another view and respond politely.

Media task: Point to one detail in the image that can represent teamwork or problem-solving. Then give one sentence of evidence: I think ... because ...

Writing: My future learning card

Write about 80–100 words. Do not write about a fixed future job. Focus on learning.

Fictional example: I’m interested in languages, sport and digital drawing. One of my strengths is staying focused when a task is difficult. I can also encourage other people in a team. I would like to improve my English speaking because I sometimes have good ideas but need too long to say them. My goal for the next four weeks is to ask one follow-up question in English in each speaking activity. I will check my progress every Friday.

Media task: What could a learning notebook help you remember? Give one practical idea in English.

Improve your draft: Check whether you gave an example, a reason and a clear next step. Then change at least one sentence after feedback.

Learning goals: small and clear

A useful learning goal is specific enough that you can notice progress.

Compare:

I want to get better at English. → very broad. For four weeks, I will ask one follow-up question in English in each pair discussion. → clearer and easier to check.

Watch one short goal-setting video. Listen for the ideas goal, progress and steps.

Here is a short freely licensed Commons clip about study goals. Compare its message with the YouTube video.

Media task: Name one idea that appears in both media and one idea that is clearer in only one of them.

Your turn: Write one learning goal for English, teamwork, organisation, creativity or problem-solving. Make it small enough to try soon.

Optional E-look ahead

Only notice this form; you do not need to produce it freely yet:

After I had tried two strategies, I chose the one that worked better.

This is a controlled look ahead at the past perfect. For this course, your main tools are can, could, want to, would like to, because, but and clear present/future language.

Communicate, feedback, improve

Peer feedback: two strengths and one next step

Give direct, kind feedback on the task, not on the person.

Strength 1: One idea is clear because ...
Strength 2: One example helps me understand ...
Next step: You could make ... clearer by ...

Then improve one part and use it again in a second 30-second speaking round or a revised paragraph.

Media task: Imagine the board shows a first draft. Name one thing you would check before calling a text finished.

Mediation: explain the idea, not every word

A German class note says: Eine Stärke ist nicht etwas, das immer perfekt klappt. Sie kann durch Übung weiterentwickelt werden. Ein Lernziel beschreibt einen nächsten Schritt.

Your English-speaking partner asks what it means. Explain the main idea in 2–3 natural English sentences. Do not translate word by word.

Hint: Start with: A strength is something you can develop ...

Mini-transfer

Choose one new school situation: a group presentation, a difficult homework task, a sports project, a creative project or a class discussion.

Answer:

Which skill could help most?
What could you already do well?
What would you like to improve?
What is one small action you can try this week?

Safe and smart use of media and AI

Use fictional profiles in public tasks. Do not post private social-media data. Audio or video recordings are voluntary; keep them private or in an agreed school system unless you clearly choose otherwise.

If you use AI for language feedback, first write your own text. Ask for feedback on one clear point, such as Is my goal clear? Then check whether the answer fits your English level and whether it is correct. AI should help you improve your text, not replace it. Do not send private recordings or personal data to external AI services without permission.

Self-check: Can I do it?

I can ...	Not yet	Almost	Yes
talk about interests and strengths with an example	☐	☐	☐
understand the main idea of a short video about abilities	☐	☐	☐
use can and could to talk about abilities	☐	☐	☐
give a reason with because	☐	☐	☐
set a small learning goal	☐	☐	☐
give useful peer feedback	☐	☐	☐

Use again: Pick one row that is not yet "Yes". Do one small practice step, then check again.

Follow-up course

Continue with a course on goals and plans, speaking or learning strategies. Keep your best learning goal and review it after one or two weeks.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

Which sentence names a strength and gives an example? (I am patient because I stay calm when our group has a problem.) (!I like blue and green.) (!Maybe school starts at eight.) (!My notebook is on the table.)

Which sentence is a clear learning goal? (I will ask one follow-up question in each pair discussion for four weeks.) (!I want to be perfect at English.) (!English is a school subject.) (!I might do something later.)

Which word means something you enjoy learning about or doing? (interest) (!mistake) (!deadline) (!accent)

Which sentence uses can for a present ability? (I can explain ideas with pictures.) (!I could explain it yesterday.) (!I want to explain it tomorrow.) (!I explained it last week.)

Which sentence uses could for a general past ability? (I could swim well when I was six.) (!I can swim now.) (!I want to swim more.) (!I will swim tomorrow.)

Why is because useful in a skill statement? (It gives a reason.) (!It makes a question.) (!It shows a date.) (!It names a person.)

What is useful peer feedback? (It names something clear and gives one possible next step.) (!It only says good or bad.) (!It judges the person.) (!It changes the whole text for the learner.)

What should you do on a first listening? (Listen for the main idea and key words.) (!Translate every word immediately.) (!Stop after every second.) (!Write a full transcript.)

What is a safe way to use a speaking recording? (Record only if you want to and keep it private unless sharing is agreed.) (!Upload it publicly without asking.) (!Add private profile data.) (!Send it to any external tool automatically.)

How should AI support your writing in this course? (Use it for checked feedback after you have written your own text.) (!Let it replace your whole text.) (!Send it private recordings automatically.) (!Copy every suggestion without checking.)

Memory

interest	something you enjoy learning about or doing
strength	something you often do well
skill	something you can learn and improve
goal	something you want to achieve
feedback	information that can help you improve
teamwork	working with other people towards a shared task

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
I can organise my notes.	present ability
I could read simple English stories when I was younger.	past ability
I would like to speak more confidently.	future learning wish
I ask questions because I am curious.	reason
My next step is one short practice talk each week.	learning action

Kreuzworträtsel

interest	What word means something you enjoy learning about or doing?
strength	What word means something you often do well?
skill	What word means an ability you can learn and improve?
feedback	What word means information that helps you improve?
teamwork	What word means working together on a shared task?
curious	Which word describes a person who wants to know more?

LearningApps

Lückentext

An

is something you enjoy learning about or doing. A

is something you often do well. A

can grow through practice. We use

to talk about a present ability. We can use

for a general ability in the past. The word

helps us give a reason. A useful learning

names a clear next step. Helpful

shows what already works and what could improve. A first listening focuses on the main

instead of every word. AI feedback should support your own

rather than replace it.

Offene Aufgaben

Leicht

Skill map: Create a small map with three interests, three skills and one learning goal. Use words or simple icons.
Fictional profile: Write 5–6 English sentences about a made-up learner with an interest, a strength and a next step.
30-second talk: Give a short skill snapshot. Recording is optional and should stay private unless sharing is agreed.
Vocabulary photo: Choose one Commons image from this page and label four skills or actions you can connect to it.

Standard

Peer interview: Ask a partner three follow-up questions about strengths and learning goals, then note two useful ideas.
Goal test: Write three learning goals and explain which one is easiest to check after two weeks.
Feedback loop: Write an 80–100 word learning card, get peer feedback, revise one part and mark the change.
Mediation challenge: Explain the German note from the mediation section in natural English without translating word by word.

Schwer

Perspective switch: Compare two fictional learners and explain how they could support each other in a project.
Mini discussion: Discuss whether creativity, teamwork or organisation is most useful in a new school project. Give reasons and react to another view without ranking people.
Media analysis: Watch one video from the course twice. Describe which listening strategy helped you most and why.
Four-week experiment: Test one small English-learning strategy for four weeks, keep a simple progress log and evaluate what you would change next.

Lernkontrolle

New situation: A fictional class has to plan a short presentation in two days. Choose three useful skills and explain how they work together.
Evidence for a strength: Turn the claim I am good at teamwork into a stronger statement with one realistic example and a reason.
Improve a goal: Rewrite I want to get better at English as a goal that is clear enough to check after a short time. Explain what makes your version clearer.
Use feedback: Read a short fictional learner text, identify one successful feature and suggest one change that would make the message easier to understand.
Reflect and adapt: Imagine your first learning strategy did not help. Explain what you could change, how you would test the new strategy and what progress would look like.
Mediation transfer: Explain to an English-speaking exchange student why this course focuses on strengths and learning goals without making students choose a future job.

Lernnachweis

For a learning record, show that you can:

describe interests, strengths and skills with short examples,
understand the main ideas of short age-appropriate English media,
use useful language such as can, could, want to, would like to, because and but,
take part in a short conversation and ask follow-up questions,
write and revise a short learning-goal text,
give and use feedback,
transfer the idea of skills to a new school situation,
reflect on safe media and AI use.

A good learning record can include your first draft, one piece of feedback, your revision, one self-check and a short reflection on your next step. It does not need a public audio or video upload.

OERs zum Thema

The Wikipedia article on soft skills gives extra background. It is more advanced than this E7-E course, so use it for selected words and ideas rather than translating everything.

Free media used in this course come from Wikimedia Commons; the file pages show the source and licence. YouTube material is embedded rather than copied.

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