aiMOOC

E8 E - Combine information from different sources in a presentation

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E8 E - Combine information from different sources in a presentation

Mini-description: Combine information from two or three simple checked sources and turn it into a short English presentation. You will learn how to select useful facts, connect them, name your sources, react to questions and improve your language.

Media start – Look, think, speak. What makes a presentation easy to follow? Look at the audience in the photo. Give three ideas in English. Then compare with a partner.

Try first: “A good presentation needs … because …”

Hint: Think about structure, voice, slides and sources.

Deutsch-Hilfe nur wenn nötig: Eine gute Präsentation verbindet Inhalt, klare Sprache und nachvollziehbare Quellen.

I can ...

After this aiMOOC, you can say:

I can pick useful information from two or three checked sources.
I can combine similar and different information.
I can name sources clearly in English.
I can organise a short presentation with a beginning, middle and ending.
I can use visuals as support, not as a script.
I can answer simple follow-up questions spontaneously.
I can check facts, language and media before I present.
I can improve my presentation after feedback.

Before you start: What do you already know?

Quick check. In pairs, explain the difference between these three actions:

copy information
summarise information
combine information

Then complete this sentence:

“Combining sources is more than copying because …”

Hint: A strong answer mentions selection, comparison or connection.

The core skill: source → note → combine → present

A short presentation does not need many facts. It needs the right facts from reliable sources.

Use this four-step routine:

Source: Who gives the information? Is the source suitable?
Note: Write keywords, not full copied sentences.
Combine: Put facts together. Show links, differences or extra detail.
Present: Explain the result in your own words and name the source.

Media task: Study the image for 30 seconds. Which two fact-checking habits could help you before a presentation? Explain them in English.

A short checked source set: “Why urban trees matter”

You will practise with three short sources. They are not private posts or random comments. They come from public information pages.

Source A – U.S. Environmental Protection Agency

EPA: Benefits of Trees and Vegetation

Key idea: Trees can cool urban areas through shade and evapotranspiration. They can also help with air quality and stormwater.

Source B – World Health Organization

WHO: Urban green spaces and health

Key idea: Green spaces can support physical activity and relaxation and can reduce exposure to noise, air pollution and excessive heat.

Source C – Wikipedia overview

Wikipedia: Urban forestry

Key idea: Urban trees can support cooling, biodiversity and stormwater management. Use the references on the page when you need stronger evidence.

Source check: The EPA and WHO are public institutions. Wikipedia is useful for orientation, but important claims should be checked against the references or another strong source.

Reading: Select, do not collect

Read the three source notes again. Choose only three points for a 45-second presentation.

A possible selection:

Urban trees can cool streets and buildings.
Green spaces can support health and relaxation.
Trees can help manage rainwater and support wildlife.

Now ask: How are these points connected?

A stronger combined idea is:

“Urban trees are not only decorative. They can make cities cooler, support well-being and help cities deal with rainwater.”

This is better than three copied facts because the information has been grouped into one clear message.

Listening and Viewing: Presentation language

Viewing task: Watch a suitable short part of the video. Note three phrases for organising a presentation.

Listen for phrases such as:

“Today I’m going to talk about …”
“First, …”
“Another important point is …”
“To sum up, …”

Challenge: Which phrases help the audience follow the structure?

Viewing: Check before you trust

Viewing task: Watch a short selected section. Write down two questions you can ask about a source.

Possible questions:

Who created this?
What evidence is given?
Can I confirm the claim somewhere else?
Is the information current enough for my topic?

Media literacy rule: A confident speaker can still use weak information. Check the source, not only the style.

Context vocabulary

Word or phrase	Useful meaning	Example
source	where information comes from	“My first source is the WHO.”
evidence	information that supports a claim	“This claim is supported by evidence.”
reliable	suitable to trust after checking	“We used two reliable sources.”
according to	phrase for naming a source	“According to the EPA, trees can cool urban areas.”
in contrast	phrase for a difference	“In contrast, Source B focuses on health.”
both	phrase for a similarity	“Both sources mention heat.”
overall	phrase for a final message	“Overall, urban trees have several benefits.”

Try: Use any three items in one short spoken answer.

Pronunciation: clarity before accent

You do not need to sound like a native speaker. Aim for clear stress and useful pauses.

Practise these chunks:

“According to the EPA, …”
“Both sources show that …”
“Another important point is …”
“To sum up, …”

Technique: Stress the content words and pause after the source phrase.

Example rhythm:

“According to the EPA, | urban trees can help cool cities.”

Record yourself only if you want to. Keep recordings private unless you actively choose to share them.

From notes to a mini-presentation

Step 1: Make source notes

Do not copy whole sentences.

Source	Keyword notes	Why useful?
EPA	shade – cooling – rainwater	environmental effects
WHO	health – relaxation – activity	people and well-being
Wikipedia overview	biodiversity – city planning	useful overview; check key claims

Step 2: Combine information

Use one of these patterns:

Agreement: “Both Source A and Source B show that …”
Addition: “Source A focuses on …, while Source B adds …”
Difference: “Source A looks mainly at …, whereas Source B focuses on …”
Conclusion: “Taken together, the sources suggest that …”

Important: Do not pretend that two sources say exactly the same thing when they do not.

Step 3: Build a 60-second structure

Opening

“Today I’m going to explain why urban trees matter.”

Point 1

“According to the EPA, trees can cool urban areas by giving shade and through evapotranspiration.”

Point 2

“The WHO adds a human perspective: green spaces can support activity and relaxation and reduce exposure to heat and noise.”

Point 3

“A third source gives an overview of biodiversity and stormwater management. This point should be checked against its references before it is used as strong evidence.”

Ending

“Taken together, the sources show that urban trees can support both people and the environment.”

Step 4: Use slides well

A slide should help the audience understand your message.

Use:

one clear idea per slide
short keywords
one useful image, chart or map when it adds meaning
a small source line
readable text

Avoid:

paragraphs you read aloud
decorative images with no purpose
facts without sources
copied text you cannot explain

Speaking: present and react

Give a 60–90 second presentation from your notes.

Speak freely enough to look at your audience. You may use keyword cards.

After the presentation, a partner asks one question.

Useful reactions:

“That’s a good question.”
“The source says that …”
“I’m not completely sure. I would need to check that.”
“The two sources focus on different aspects.”
“My main point is …”

Spontaneous challenge: Answer one question without reading from your notes.

Writing: turn source notes into a short script

Write 90–120 words for a short presentation.

Your text should include:

a clear opening
information from at least two sources
one sentence that combines sources
one clear source signal
a short conclusion

Do not replace your own writing with AI output. If you use an AI tool allowed by your school, use it only to check a specific point such as “Is this sentence clear?” or “Where is the grammar error?” Check the answer yourself. Do not upload private data, recordings or classmates’ work without permission.

Mediation: explain the source idea in English

A German classmate says:

“Die WHO-Seite sagt, dass Grünflächen Bewegung und Erholung unterstützen können und Belastungen wie Hitze oder Lärm verringern können.”

Do not translate word for word. Explain the idea naturally in English.

Try first.

Hint: Start with “The WHO explains that …”

Possible support: “The WHO explains that green spaces can support activity and relaxation and can reduce problems such as heat and noise.”

Functional grammar for E level

Grammar helps you report information accurately.

Passive: productive use

Use the passive when the action or result is more important than the person who did it.

Active: “Researchers have studied urban green spaces.”

Passive: “Urban green spaces have been studied in many contexts.”

Useful presentation phrases:

“The data were collected by …”
“The topic is discussed in …”
“The claim is supported by …”
“The information was published by …”

Try: Change this sentence into the passive:

“The WHO published the report.”

Possible answer: “The report was published by the WHO.”

Reported speech: backshift, questions and commands

When you report what a person said in the past, the tense can move back.

Direct: “The source is reliable.”

Reported: “She said that the source was reliable.”

Direct question: “Where did you find the statistic?”

Reported: “He asked where I had found the statistic.”

Direct command: “Check the second source.”

Reported: “She told us to check the second source.”

Important: In presentations, you often report published information with phrases such as “The report says that …” without backshift if the information is still presented as current.

Past perfect and past perfect progressive

Past perfect – useful receptively and sometimes productively:

“Before the group presented, they had checked all three sources.”

It shows that one past action happened before another past action.

Past perfect progressive – E level receptive only:

“They had been working on the slides before the teacher gave feedback.”

You only need to recognise that it describes an activity continuing before another past event.

Help ladder

Use only as much help as you need.

Level 1 – Think What is the one message your audience should remember?

Level 2 – Structure Use: opening → point 1 → link → point 2 → conclusion.

Level 3 – Language Use: “According to …”, “Both sources …”, “In contrast …”, “Taken together …”

Level 4 – German help Wenn Du festhängst: Schreibe zuerst drei Stichwörter auf Deutsch. Formuliere dann nur die Kernaussage auf Englisch. Übersetze nicht den ganzen deutschen Satz.

Direct feedback and error analysis

After a first attempt, check these four areas.

Check	Strong version	Revision move
Sources	“According to the WHO, …”	Add the source name.
Combining	“Both sources show …”	Link facts instead of listing them.
Accuracy	“The report was published by …”	Check tense and passive form.
Delivery	clear pauses and eye contact	Shorten notes; do not read every line.

Common problem 1: “Source A says X. Source B says Y. Source C says Z.”

Improve it: Show the relationship: “Source A focuses on X, while Source B adds Y.”

Common problem 2: A strong claim from only one weak source.

Improve it: Check a second reliable source or make the claim more careful.

Common problem 3: A slide contains a full paragraph.

Improve it: Keep keywords on the slide and explain the idea aloud.

Transfer: a new topic

Choose one school-friendly topic, for example:

reducing food waste
safe cycling
school start times
local biodiversity
screen-free break activities

Find two or three suitable sources. Do not use private social-media profiles or personal data. Check the source, date, author or institution and evidence.

Then create a 2-minute presentation with no more than three content slides.

Can-do check

Rate yourself: Yes – Almost – Not yet.

I can identify the source of a claim.
I can select only relevant information.
I can combine two sources in one sentence.
I can use “according to”, “both” and “in contrast”.
I can use the passive in a useful presentation sentence.
I can report a statement or question.
I can answer a simple audience question.
I can explain what I still need to check.

If you chose “Not yet” more than twice, return to the source → note → combine → present routine.

Follow-up course

Next step: Evaluate sources and evidence for a presentation.

You can also connect this skill to Präsentation, Medienkompetenz, Quellenkritik, Informationskompetenz and Englisch.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What does it mean to combine information from sources? (To connect selected information into one clear message) (!To copy full sentences from every source) (!To use only the longest source) (!To remove all source names)

Which phrase clearly names a source? (According to the WHO) (!I think maybe) (!Everybody knows) (!It is obvious)

What is a strong reason to use two or three sources? (To compare, confirm or add different perspectives) (!To make the bibliography look longer) (!To avoid checking facts) (!To repeat the same sentence several times)

Which slide choice is best for a short school presentation? (Short keywords and one useful visual) (!A full paragraph in small print) (!Many decorative images without a purpose) (!A copied article page)

Which sentence combines two sources? (Both sources discuss heat, while the WHO also focuses on health) (!Source A is first) (!Source B has a website) (!I read three pages)

Which response is responsible when you do not know an answer? (I am not completely sure; I would need to check that) (!I will invent a number) (!The internet says so) (!It must be true)

Which sentence uses the passive correctly? (The report was published by the WHO) (!The report published by the WHO yesterday it) (!The WHO was publish the report) (!The report did published)

Which reported question is correct? (He asked where I had found the statistic) (!He asked where had I found the statistic) (!He asked where did I find the statistic) (!He asked where I find did the statistic)

What should you do with a surprising claim from a weak source? (Check it against another reliable source) (!Use it because it is surprising) (!Make the claim stronger) (!Hide the source)

What is the main purpose of a conclusion? (To restate the main combined message) (!To add many new facts) (!To read the source list aloud) (!To change the topic)

Memory

source	where information comes from
evidence	support for a claim
reliable	suitable to trust after checking
audience	people listening to the presentation
according to	phrase used to name a source
contrast	a meaningful difference
conclusion	final main message

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Check the creator and evidence	Source
Write short keywords	Note
Connect similarities and differences	Combine
Explain ideas in your own words	Present
Answer one follow-up question	React

Kreuzworträtsel

Source	Where does your information come from?
Audience	Who listens to your presentation?
Evidence	What supports a factual claim?
Combine	What do you do when you connect information from different sources?
Speaker	Who gives the presentation?
Passive	Which voice is used in “The report was published”?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Source spotting: Find the creator, date and main claim on two teacher-provided web pages.
Keyword notes: Turn one short paragraph into no more than six English keywords.
Linking sources: Write three sentences using “both”, “while” and “according to”.
Slide repair: Take a text-heavy slide and redesign it with fewer words and one useful visual.

Standard

Mini presentation: Give a 60–90 second presentation that uses two checked sources and one visual.
Question time: Prepare three possible audience questions and answer them without reading full sentences.
Mediation task: Read a short German source note and explain its key idea naturally in English.
Feedback revision: Record or rehearse a first version privately, collect feedback and revise two language choices and one content choice.

Schwer

Three-source synthesis: Combine three sources that focus on different aspects of one topic and explain the relationship between them.
Source challenge: Find one weak online source and explain exactly why you would not use one of its claims without further checking.
Perspective shift: Present the same evidence first for classmates and then for a school council. Change language, detail and emphasis.
Two-minute transfer: Create and deliver a two-minute English presentation on a new topic with three slides, source lines, one spontaneous question and a short self-evaluation.

Lernkontrolle

Source decision: You have three sources: an official report, an anonymous post and an encyclopedia overview. Explain which role each could play in research and what you would still need to check.
Synthesis: Two sources agree that urban trees cool cities, but one also discusses health. Write a four-sentence presentation section that combines the information rather than listing it.
Audience adaptation: Explain how your presentation would change for younger pupils compared with classmates in Year 8.
Error analysis: Improve this sequence: “Source A says X. Source B says Y. Source C says Z.” Add meaningful links and a conclusion.
Media literacy: A video looks professional but gives no sources. Explain how you would verify one important claim before using it.
Language transfer: Report one statement, one question and one command from a fictional feedback conversation using suitable reported speech.

Lernnachweis

For a successful learning record, you should be able to show:

a short topic question
two or three checked sources
keyword notes from each source
at least one sentence that combines sources
clear source signals in English
a short presentation structure
one useful visual with a source line
correct and functional use of passive or reported speech where useful
one response to an audience question
a short reflection on one improvement after feedback

The learning record should focus on your own work. Recordings are optional and should stay private unless you choose otherwise. Do not upload personal data or other people’s work without permission.

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