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E8 E - Adapt information to the audience

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Einleitung

E8 E - Adapt information to the audience

How you say something depends on who is listening or reading. A good message is not simply “easy” or “difficult”: it fits the audience, the purpose and the situation.

Media start – 60 seconds: Look at the icon. Imagine three audiences: a classmate, a younger child and a school principal. Say one sentence about the same school event for each audience. What changes?

German help if needed: Adressat = audience; Zweck = purpose; anpassen = adapt.

I can ...

After this unit, you can say:

I can identify an audience and its needs.
I can choose relevant information and leave out details that do not help.
I can explain difficult ideas with clear examples.
I can change tone, vocabulary and detail for different audiences.
I can react spontaneously when somebody does not understand.
I can discuss whether a media message fits its target audience.
I can revise my own text for clarity and precision.
I can use passive forms and reported speech when they help my message.

What you already know

Think first, then compare with a partner.

When do you speak differently to friends and adults?
When is a short message better than a detailed explanation?
How can you notice that somebody has not understood you?
Which words make a message sound formal, neutral or casual?

Quick rule: Do not change the facts. Change the selection, explanation, order, tone and language.

Core idea: Audience, purpose, message

Before you speak, write or post, ask:

Who? Who is the audience?
Why? What should they know, feel or do?
What? Which information is relevant?
How? Which words, examples, visuals and level of detail fit?

Example topic: a new phone rule at school

For a classmate: “Phones must stay in our bags during lessons, but we can use them when a teacher asks us to.”

For a younger student: “Keep your phone in your bag in class. Your teacher will tell you when you may use it.”

For parents: “The rule limits private phone use during lessons while allowing teacher-directed use for learning.”

The basic fact stays the same. The focus and explanation change.

Decide what is relevant

A strong communicator does not include every fact.

Use the Need–Know–Nice test:

Need to know: essential for the purpose.
Useful to know: helps understanding.
Nice to know: interesting, but not necessary now.

Try: You have 30 seconds to explain a class trip. Choose only three facts for students, then three facts for parents. Compare your choices.

Explain without talking down

Simplifying does not mean making an audience look less intelligent.

You can:

replace rare words with common words;
explain one key term instead of removing it;
use one short example;
split a long sentence;
add a visual;
check understanding.

Useful phrases

“Here is the main point ...”

“In other words ...”

“For example ...”

“What this means is ...”

“Does that make sense so far?”

“Would an example help?”

Listening and Viewing

Before watching: What makes a speaker easy to follow? Predict three things.

Viewing task – TED-Ed: Watch once for the main idea. Do not stop the video.

Choose your best summary:

Good public speaking is mainly about sounding perfect.
Presentation skills help people make ideas understandable and worth listening to.
A strong presentation needs many difficult words.

Watch again: Note two ways a speaker can help an audience follow an idea.

Ask → hint → help

Ask yourself: What is the speaker trying to achieve?

Hint: Listen for the relationship between ideas, speaking and an audience.

German help if needed: Achte nicht auf jedes Wort. Suche Hauptaussage und Beispiele.

Listening challenge

With a partner, retell one point from the video.

Partner A says: “The speaker said that ...”

Partner B asks one follow-up question.

Then switch roles.

E-level challenge: Report a question or instruction from the discussion using reported speech.

Example: “My partner asked why the audience mattered.”

Reading

Fictional school media team

Maya, 14, is part of a fictional school media team. The team has to explain a new recycling system.

Version A – for Year 8 students

“From Monday, there will be three bins in every corridor: paper, packaging and general waste. Check the label before you throw something away. If you are unsure, use the general-waste bin instead of contaminating the recycling.”

Version B – for new Year 5 students

“From Monday, you will see three different bins in the corridors. Look at the picture and label on each bin. Put paper in the paper bin. If you are not sure, ask a teacher.”

Version C – for a school newsletter

“A three-bin recycling system will be introduced across the school on Monday. Clear labels and visual prompts will support correct sorting. Students will receive short instructions in class.”

Reading task

Compare the three versions.

Which facts appear in all three?
Which details were added or removed?
Where is the tone more formal?
Which version uses the passive?
Why might visual prompts help younger readers?
Which version would you revise, and how?

Direct feedback check: If your answer only says “because it is easier”, improve it. Name what becomes easier: vocabulary, decision-making, speed, confidence or understanding.

Context vocabulary

Word / phrase	Meaning in this unit	Example
audience	people who receive a message	“The audience is a Year 5 class.”
purpose	what the message should achieve	“The purpose is to explain a new rule.”
relevant	useful for this audience and purpose	“The bus time is relevant to students.”
detail	extra specific information	“Add one detail if it prevents confusion.”
tone	the attitude or level of formality in language	“The email needs a polite tone.”
clarify	make something clearer	“Clarify the final instruction.”
assumption	something you believe without checking	“Do not assume everyone knows the term.”
bias	a tendency that can shape a message or judgement	“Check whether the wording shows bias.”

Pronunciation focus

Say these words naturally:

audience – stress the first syllable.

relevant – stress the first syllable.

information – stress the third syllable.

communicate – stress the second syllable.

priority: intelligibility, not accent imitation.

Record yourself only if you want to. Keep recordings private unless your teacher gives a safe school-based option. No unasked uploads.

Media literacy: Who is this message for?

Look at the image for 20 seconds.

What message does it communicate?
Who might benefit from it?
Which symbols make the message easier to understand?
What information is missing?
Could the same image work for a younger audience? Explain.

Viewing task – Crash Course Media Literacy:

Watch a short section chosen by your teacher.

While watching, note:

one idea about media messages;
one example;
one question you still have.

Then discuss: A message is designed by someone. How can its audience and purpose shape what we see?

Media-critical transfer: Compare a school information poster with an advertisement. Do not decide only by design. Ask who created it, for whom, for what purpose and what may have been left out.

Functional grammar

Grammar helps you adapt information. Use it when it makes the message clearer.

Passive voice – productive

Use the passive when the action or result matters more than the person doing it.

Active: “The school media team created the poster.”

Passive: “The poster was created by the school media team.”

Useful forms:

“Phones are not allowed during the test.”

“The new system will be introduced on Monday.”

“The instructions were changed after feedback.”

Try: Rewrite for a formal school notice.

“The teachers will explain the new rule tomorrow.”

→ “The new rule __________________ tomorrow.”

Reported speech – backshift, questions and commands

Use reported speech when you explain what somebody said.

Statement:

Direct: Maya said, “The poster is too detailed.”

Reported: Maya said that the poster was too detailed.

Question:

Direct: Leo asked, “Who is the audience?”

Reported: Leo asked who the audience was.

Command:

Direct: The teacher said, “Make the first sentence shorter.”

Reported: The teacher told us to make the first sentence shorter.

No automatic backshift when the fact is still presented as current:

“The teacher says that the rule applies to everyone.”

Past perfect and past perfect progressive

Use the past perfect when one past event happened before another.

“After the team had tested the poster, they changed the instructions.”

For E-level reading, you may also meet the past perfect progressive:

“They had been working on the poster for two hours before they tested it.”

You need to recognise this form. Do not force it into your own text if a simpler tense is clearer.

Speaking: Same fact, different audience

Work in groups of three.

Your topic: A school club is moving its weekly meeting from Tuesday to Thursday.

Student A speaks to a close friend.

Student B speaks to a new Year 5 student.

Student C speaks to a teacher.

You have 45 seconds each.

Success criteria:

Keep the core fact correct.
Change tone and explanation.
Include only relevant details.
React if your listener looks confused.
Ask one checking question.

Spontaneous reaction cards:

“I don’t understand.”

“Why does that matter to me?”

“Can you give an example?”

“What do I need to do?”

“Can you say that more formally?”

Speaking support

Level 1 – starter

“The main point is ...”

“You need to know that ...”

“For you, the important part is ...”

Level 2 – explain

“This matters because ...”

“A useful example is ...”

“The difference is ...”

Level 3 – perspective

“From your point of view ...”

“You may be wondering whether ...”

“One detail I would leave out is ... because ...”

Writing: Adapt and revise

Task: Write a 90–120 word message about a fictional school event.

Choose one audience:

new Year 5 students;
parents;
exchange students with good but not perfect English;
the school leadership team.

Include:

the key information;
one explanation;
an appropriate tone;
one sentence in the passive;
one reported statement, question or command.

Then revise.

Revision lens

Audience: Does every sentence help this reader?

Clarity: Can I shorten or split anything?

Precision: Is there a more exact common word?

Tone: Is it suitable, not fake or stereotyped?

Evidence: If I make a factual claim, can I check it?

Error analysis

Improve these lines.

1. “You obviously know that the schedule has been modified due to logistical considerations.”

Problem: too much assumed knowledge and formal vocabulary.

Better direction: Explain the change directly.

2. “The rule was changed. They said it. It is better.”

Problem: unclear reference and weak reasoning.

Better direction: Name who said what and why it matters.

3. “All younger students need everything explained very simply.”

Problem: stereotype.

Better direction: Adapt to actual needs, not assumptions about a whole group.

Mediation

A German-speaking visitor asks what a short English school notice means.

Do not translate every word.

Give the information the visitor needs:

What is happening?
When?
What action is required?
Is there an exception?

Rule: Mediation means selecting and explaining information for a purpose, not producing a full translation.

Responsible use of media and AI

Use media actively, but safely.

Use fictional profiles and fictional school situations.
Do not copy private social-media data into tasks.
Recordings are voluntary and should stay private unless a safe school process is provided.
Do not upload classmates’ work, voices or images without permission.
Do not send personal school data to external AI tools unless your school has approved the process.
If AI helps with wording, check the English level, facts and feedback yourself.
AI should support your revision, not replace your own text.

Mini-check: An AI rewrites your 100-word text into advanced academic English. Is that automatically an improvement? Explain why or why not.

Transfer challenge

Choose one real school communication that is safe to use, for example a timetable note, library rule or event announcement. Do not use private messages.

Create two new versions for different audiences.

Then explain in 3–4 sentences:

what you changed;
why you changed it;
what stayed the same;
how you checked that the facts were still correct.

Can-do check

Mark each statement: Yes / Almost / Not yet.

I can identify the audience and purpose.
I can select relevant information.
I can explain one difficult idea clearly.
I can adapt tone and detail.
I can use passive forms when useful.
I can report statements, questions and commands.
I can react when a listener needs clarification.
I can check whether a media message fits its audience.
I can revise for clarity and precision.
I can use media and AI responsibly.

Next step: Choose one “Almost” or “Not yet” statement and repeat one task from this course with a new topic.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What should you identify before adapting a message? (The audience and purpose) (!The longest possible vocabulary) (!The speaker’s favourite topic) (!The number of commas)

Which detail belongs in the Need to know category? (Information essential for the purpose) (!A funny extra fact) (!A decorative image with no function) (!A detail only the writer finds interesting)

Which sentence best clarifies an idea? (In other words, the meeting has moved to Thursday) (!Obviously, everyone already understands this) (!The matter is self-explanatory) (!Details are unnecessary in every situation)

Which sentence uses the passive voice? (The new rule will be explained tomorrow) (!The teacher will explain the new rule tomorrow) (!We explain the rule tomorrow) (!Students explain rules every day)

Which reported question is correct? (Leo asked who the audience was) (!Leo asked who was the audience) (!Leo asked who is the audience yesterday) (!Leo asked who the audience)

Which reported command is correct? (The teacher told us to shorten the first sentence) (!The teacher told us shorten the first sentence) (!The teacher said us to shorten the first sentence) (!The teacher asked that shorten the first sentence)

Why might you leave out a detail? (It does not help this audience achieve the purpose) (!All details are always confusing) (!Short messages are always correct) (!Audiences never need examples)

What is a good response when a listener looks confused? (Clarify the idea with a short example) (!Speak faster) (!Use more difficult words) (!Ignore the reaction)

What should stay the same when you adapt information? (The core facts) (!The exact sentence length) (!The exact tone) (!The exact examples)

What is the best rule for using AI support in this unit? (Check the level, facts and feedback yourself) (!Replace your own writing completely) (!Upload private class data for better results) (!Assume advanced language is always better)

Memory

Audience	people receiving a message
Purpose	what the message should achieve
Relevant	useful for the audience and goal
Tone	level of formality and attitude
Clarify	make an idea easier to understand
Passive	focus on action or result
Reported speech	retelling what somebody said

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Audience	Who receives the message
Purpose	Why the message is communicated
Key information	What the audience really needs
Tone	How formal or informal the language sounds
Feedback	How you notice whether the message worked

Kreuzworträtsel

Audience	Who receives a message?
Purpose	What do we call the goal of a message?
Relevant	Which adjective means useful for this audience and task?
Clarify	Which verb means make something clearer?
Passive	Which voice focuses on an action or result?
Feedback	What do we call a response that helps us improve?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Audience card: Create a fictional audience card with age range, situation, prior knowledge and one possible question.
Three versions: Write the same school reminder for a friend, a Year 5 student and a teacher.
Visual explanation: Choose one Commons image from this course and explain in English how it supports understanding.
Clarity edit: Take a 60-word paragraph and reduce it to 40–45 words without losing the key message.

Standard

Listening response: Watch one embedded video section and record or perform a private 45-second spoken response. Recording is optional.
Media comparison: Compare a school notice and an advertisement using audience, purpose, tone and missing information.
Mediation task: Summarise an English school notice for a German-speaking visitor without translating every sentence.
Feedback loop: Give a partner one precise suggestion, revise the message and explain what changed.

Schwer

Perspective switch: Present the same fictional school change from the perspective of students, parents and staff without inventing different facts.
Grammar for purpose: Rewrite a short school report using one useful passive sentence and two examples of reported speech.
Media redesign: Redesign a crowded information poster for a younger audience and justify every major change.
Transfer project: Create two audience-specific versions of a safe real-world information text and write a short evaluation of clarity, accuracy and media choice.

Lernkontrolle

Audience analysis: Explain how you would change a 120-word school announcement for a new Year 5 class. Justify at least three changes.
Information choice: Given six facts about an event, select the three most relevant for parents and the three most relevant for students. Explain one difference.
Media judgement: Evaluate whether an image or video supports the message or only decorates it. Use evidence from the media.
Language transfer: Turn a direct statement, question and command into reported speech and explain how the form supports a clear report.
Revision reasoning: Improve a confusing paragraph. Mark two changes and explain how each one helps the intended audience.
Critical transfer: Explain why “simpler language” is not always the same as “better communication”. Give one example.

Lernnachweis

For a successful Lernnachweis, you should show that you can:

identify audience and purpose;
select relevant information;
adapt tone, vocabulary, examples and detail;
explain rather than stereotype;
use passive and reported speech appropriately;
respond to feedback;
check facts and media choices;
revise a text for clarity and precision;
use media and AI responsibly;
transfer the strategy to a new communication situation.

A suitable final product is a two-audience communication portfolio: two versions of the same factual message plus a short reflection explaining the changes.

OERs zum Thema

Useful open media in this course come from Wikimedia Commons. The embedded videos are used as linked viewing resources; no private accounts or uploads are required.

Folgekurs

Continue with: E8 E - Explain and justify choices for different audiences.

Focus next on:

stronger argument structure;
spontaneous follow-up questions;
source checking;
concise evidence;
more precise revision.

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Communication in English

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