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E8 E - Discuss pros, cons and priorities

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E8 E - Discuss pros, cons and priorities

Mini-description: Discuss several options with advantages, disadvantages, examples and priorities. React to other speakers, weigh arguments and reach a justified group decision.

Level: English as a first foreign language, Year 8, E level, Baden-Württemberg Core time: about 2 × 45 minutes Language mode: English first → context → try → ask → hint → short German help if needed. No full translation.

Media starter – Look, think, speak: What makes a group discussion successful? Look at the photo for 30 seconds. Then give one idea: A good discussion needs ... because ...

Einleitung

In this aiMOOC, you learn to discuss choices instead of only saying what you like. You compare advantages, disadvantages, examples and priorities. Then your group makes one decision and explains why it fits the situation.

The main skill is discussion: listen, react, disagree politely, ask follow-up questions and build on another idea. Your goal is not to “win”. Your goal is to make a decision that your group can justify.

Safety and media rule: All learner profiles in this course are fictional. Recordings are optional and should stay private unless your teacher gives a clear task and permission. Do not upload private voices, names, photos or chats. Do not send class material to external AI tools without permission. If you use AI, check the English level, facts and feedback yourself. AI may support your work, but it should not replace your own text or group decision.

I can ...

After this course, you can say:

I can compare options by giving clear advantages and disadvantages.
I can set priorities such as cost, inclusion, time, learning value or environmental impact.
I can react spontaneously by agreeing, partly agreeing, disagreeing and asking follow-up questions.
I can use examples to support an argument.
I can use the passive in useful discussion sentences.
I can report what someone said, asked or told the group using reported speech.
I can help my group reach a justified decision and explain why another option was not chosen.
I can revise my speaking or writing for clearer structure and more precise language.

Before you start: activate what you know

Try first in English.

Say one phrase for giving an opinion.
Say one phrase for agreeing.
Say one phrase for polite disagreement.
Name two things that can be a priority in a group decision.

Hint 1: Start with I think ..., I agree because ..., or I see your point, but ... Hint 2: A priority is something that is especially important. Kurze Hilfe auf Deutsch: priority = wichtiger Maßstab; advantage = Vorteil; disadvantage = Nachteil.

The discussion toolkit

Use short, natural phrases. Do not try to make every sentence complicated.

Job in the discussion	Useful language
Give an opinion	In my view, ... / I think ... because ...
Add an example	For example, ... / A good example would be ...
Agree	That makes sense. / I agree, especially because ...
Partly agree	I see your point, but ...
Disagree politely	I'm not so sure about that. / I understand your point. However, ...
Ask	What makes that your top priority? / How would that work in practice?
Compare	Option A is cheaper, whereas option B is more inclusive.
Prioritise	For us, the main priority should be ...
Compromise	Could we combine both ideas? / What if we ...?
Decide	We have chosen ... because ...

Speak naturally: You do not need to use every phrase. Choose language that fits what the other person has just said.

Context vocabulary

Word	Meaning in this course	Example
advantage	a positive point	One advantage is that everyone can join.
disadvantage	a negative point	A disadvantage is the extra travel time.
priority	something more important than other factors	Safety is our first priority.
evidence	information that supports a claim	Our survey gives us some evidence.
consequence	a result of a choice	One consequence could be higher costs.
compromise	a solution in which different sides adjust	A shorter event could be a compromise.
inclusive	suitable for different people and needs	The activity should be inclusive.
feasible	realistic and possible	Is the plan feasible in two hours?

Word-building: advantage → advantageous; decide → decision; include → inclusive; prioritise → priority.

Pronunciation and speaking rhythm

Focus on clear stress, not on sounding like a native speaker.

adVANtage
disadVANtage
priORity
CONsequence
COMpromise

In a discussion, stress the word that carries your main contrast:

The museum is CHEAPER, but the workshop is more INCLUSIVE.

Say the sentence once slowly, then once at normal speed. Clear meaning is more important than accent.

Listening and viewing

Viewing 1: How does a group reach consensus?

Datei:How to do consensus making - Seeds For Change.webm

Before watching: Predict the order of these ideas: discuss concerns – introduce the issue – check agreement – build a proposal.

First viewing – gist: What is the main message of the video?

Second viewing – detail: Note three stages that help a group move from ideas to a decision.

After viewing: In pairs, answer: Why can disagreement be useful before a final decision?

Challenge: Which step could prevent one confident speaker from deciding for everyone?

Viewing 2: Polite disagreement

The BBC Learning English video shows a workplace discussion with disagreement.

First viewing: Listen for the situation and the speakers' attitudes. Second viewing: Catch two ways of disagreeing without attacking the other person. Try it: Change No, you're wrong into a more useful discussion move.

Useful models include: I'm not so sure about that. and I see your point, but ...

Viewing 3: Notice tone and reaction

Listen for how the speakers signal disagreement. Then copy one short line with the same calm rhythm.

Media check: Does the video show only the words, or also tone, facial expression and turn-taking? Which part helps you understand the disagreement most?

Reading: One afternoon, three options

Situation: Class 8E has one project afternoon and a budget of €240 from school project funds. The class must choose one project. The profiles are fictional.

Option A – Biodiversity corner Students improve a small area of the school grounds with insect-friendly plants and information signs. It creates a visible result and can support science learning. However, the work depends partly on the weather, and not every task is equally accessible.

Option B – Repair workshop Students learn how to repair simple everyday objects with adult supervision. The workshop is practical and can reduce waste. Tools and materials have to be organised, and some activities must be carefully supervised.

Option C – School podcast Students produce a short English podcast about school life. Equipment can be borrowed from school, and different jobs can be shared: host, writer, editor and fact-checker. The project is flexible and inclusive, but the final product may feel less visible than a new garden area.

Fictional voices:

Maya: “Inclusion is my top priority. Everyone should have a real job in the project.”

Noah: “I want a result people can still see next month.”

Erin: “We should think about weather, safety and how much organisation is needed.”

Jay: “The podcast could be creative, but we should not spend the whole afternoon staring at screens.”

Reading check

Answer in short English sentences.

Which option has the most visible physical result?
Which option explicitly mentions reducing waste?
Which option offers several different roles?
Which two priorities could conflict?
Which option would you choose first, before the discussion? Give one reason.

Ask for a hint only after you try. Hint: Separate facts from opinions. A fact comes from the option text. A priority tells you what matters most to a person.

From pros and cons to priorities

A long list of pros and cons is not enough. Strong decision-making means deciding which arguments matter most in this situation.

Use this four-step pattern:

Name the option: The repair workshop could be useful.
Give an advantage or disadvantage: It teaches practical skills.
Connect it to a priority: That matters because learning value is one of our priorities.
Compare or conclude: However, the podcast may be easier to organise for everyone.

A strong contribution often contains a reason plus a consequence:

If we choose the biodiversity corner, we will have a visible result, but bad weather could reduce the time we can work outside.

Priority matrix

Choose three priorities only. Too many priorities make the decision unclear.

Priority	Question
inclusion	Can everyone take part meaningfully?
cost	Can we stay within the budget?
time	Can we finish the key task in one afternoon?
learning value	Will we learn a useful skill or idea?
environmental impact	Does the option reduce harm or create a positive effect?
fun and motivation	Will the group want to take part?
safety	Can the activity be organised responsibly?

Fast method: Each person chooses their top three priorities. Compare the results before you discuss the three options.

Grammar for real discussions

Grammar supports the task. Do not use a form just to “show grammar”.

Passive: useful when the action matters more than the person

At E level, use the passive productively.

Active: The school can lend us microphones. Passive: Microphones can be borrowed from school.

Active: The group will check the final facts. Passive: The final facts will be checked by the group.

Try: Make one passive sentence about each project option.

Reported speech: report the discussion

Use reported speech to summarise what the group said.

Statement with backshift: Maya said, “Inclusion is my top priority.” → Maya said that inclusion was her top priority.

Reported question: Noah asked, “Can we finish it today?” → Noah asked whether we could finish it that day.

Reported command: The teacher said, “Check your sources.” → The teacher told us to check our sources.

Discussion use: Erin said that safety was important, while Jay argued that the podcast could include more roles.

Past perfect progressive: recognise it, do not force it

At E level, recognise the form when you meet it:

They had been discussing the options for twenty minutes before they voted.

Meaning: the discussion was already continuing for some time before another past event happened.

Receptive task: What happened first: the discussion or the vote?

You do not need to produce this form in the final discussion.

Speaking mission: Reach one group decision

Group size: 3–4 learners Discussion time: 8–10 minutes Goal: Choose one of the three project options and justify your decision.

Each person should:

give at least one advantage,
give at least one disadvantage,
connect one point to a priority,
react directly to another speaker,
ask one follow-up question,
help formulate the final decision.

Decision frame:

We have chosen ... . Our top priorities were ... . The strongest advantage was ... . We also considered ... as a disadvantage. We did not choose ... because ... . Our final decision is reasonable because ... .

Challenge for E level: Before the final decision, one person must argue briefly for an option they did not choose at first. This tests perspective change.

Help ladder

Use help in this order:

Context: Look again at the option and priority.
Try: Say a simple sentence with the words you know.
Ask: How can I say ... more clearly?
Hint: Use a phrase from the discussion toolkit.
Short German help if needed: Ask for one word or one grammar clue, not a full translation.

Direct feedback: 60-second partner check

After the discussion, give one specific strength and one next step.

Useful feedback: Your example made the argument clear. You reacted to other speakers well. Next time, connect your disadvantage to a priority. Try to ask a follow-up question before changing the topic.

Avoid comments about accent. Focus on intelligibility, interaction, reasons and precision.

Writing mission: The decision note

Write 120–160 words.

Task: Summarise your group's decision for your teacher.

Include:

the chosen option,
two important priorities,
at least one advantage and one disadvantage,
one example or consequence,
one reported statement or question from the discussion,
one passive sentence,
a clear final justification.

Structure: decision → reasons → concern → response → conclusion.

Editing pass 1: Is the argument clear? Editing pass 2: Are links such as however, whereas, because, therefore used correctly? Editing pass 3: Check passive forms and reported speech.

Mediation: explain the decision, not every word

A German-speaking class representative asks what your group decided.

Give a short English summary of the key information from this German note:

Für die Entscheidung sind vor allem Teilhabe, Zeit und Kosten wichtig. Die Gruppe soll nicht nur die billigste Idee wählen. Alle sollen eine sinnvolle Aufgabe übernehmen können.

Do not translate every word. Pass on the message in natural English.

Possible start: The note says that the group should focus on ...

Media literacy

A strong group decision also checks information.

Before using a claim from a video, website or AI tool, ask:

Who created it?
Is the information relevant to our exact decision?
Is it a fact, an opinion or an advertisement?
Can we check the key claim somewhere else?
Does the source show different perspectives fairly?

AI rule: Check level, facts and feedback. Keep your own reasoning. Do not let an AI system make the group decision for you.

Error analysis and repair

Problem	Less effective	Better move
No reason	Option B is best.	I prefer option B because it gives us practical skills.
Attack instead of disagreement	That's stupid.	I see your point, but I think safety is more important here.
List without priority	It's cheap, fun and fast.	Cost is our first priority, so the lower price matters most.
No reaction	My idea is ...	Jay mentioned screen time. I agree partly, but we could divide the roles.
Weak conclusion	So, yes, maybe C.	We choose C because inclusion and time are our top priorities.
Passive error	The equipment can borrowed.	The equipment can be borrowed.
Reported question error	Noah asked can we finish.	Noah asked whether we could finish.

Repair task: Choose two weak examples and improve them without copying the model answer exactly.

Transfer: New situation, less support

Your class can invite only one guest for a 45-minute session:

Option 1: a local athlete Option 2: a game designer Option 3: a climate researcher

Create your own three priorities. Then discuss the options for five minutes with no sentence frame. End with a group decision and one sentence about the strongest argument against your own choice.

Can-do check

Rate yourself: not yet – nearly – yes – confidently.

Can-do	My check
I can give an advantage and a disadvantage.
I can explain why one priority matters more.
I can react to another speaker before adding my idea.
I can disagree politely.
I can ask a useful follow-up question.
I can use a passive sentence correctly.
I can report a statement, question or command.
I can help a group justify one final decision.
I can revise my language after feedback.

Next course idea: Negotiate and compromise – move from comparing options to changing proposals and finding a compromise.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What makes an argument stronger in a group discussion? (A reason connected to a priority) (!A louder voice) (!A longer sentence) (!A difficult word)

Which phrase shows polite partial disagreement? (I see your point, but I think time matters more) (!You are completely wrong) (!Stop talking about that) (!My idea is obviously better)

What is a priority? (Something that is especially important for the decision) (!A random example) (!A grammar mistake) (!A final vote only)

Which sentence uses the passive correctly? (The equipment can be borrowed from school) (!The equipment can borrowed from school) (!The equipment can be borrow from school) (!The equipment borrowed can school)

Which reported sentence is correct? (Maya said that inclusion was her top priority) (!Maya said inclusion is she top priority yesterday) (!Maya said that inclusion were her top priority) (!Maya said that her top priority be inclusion)

Which sentence reports a question correctly? (Noah asked whether we could finish that day) (!Noah asked whether can we finish today) (!Noah asked could we finish that day) (!Noah asked that we finish today)

What should your group do before making the final decision? (Compare the options using agreed priorities) (!Choose the first idea) (!Ignore disadvantages) (!Let the loudest person decide)

Which move shows active listening? (React to a classmate's point before adding your own) (!Repeat your first idea) (!Change the topic immediately) (!Wait without listening)

What should you do when using AI support for this task? (Check facts and keep your own reasoning) (!Upload private recordings) (!Copy the full answer) (!Let AI make the decision)

What is the main purpose of the final group decision? (To justify why one option fits the priorities) (!To prove one person is the winner) (!To use as many grammar forms as possible) (!To avoid discussing disadvantages)

Memory

advantage	positive point
disadvantage	negative point
priority	most important factor
compromise	adjusted solution
evidence	support for a claim
consequence	result of a choice
inclusive	open to different needs
feasible	realistic and possible

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Give a reason	because
Add a contrast	however
Ask for a view	What do you think
Partly disagree	I see your point but
State a priority	The main priority should be

Kreuzworträtsel

priority	What do we call a factor that matters most in a decision?
evidence	What supports a claim with information?
compromise	What is an adjusted solution that considers different sides?
inclusive	Which word means suitable for different people and needs?
consequence	What do we call a result of a choice?
feasible	Which word means realistic and possible?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Pros and cons card: Choose one school activity and create a two-column card with two advantages and two disadvantages.
Priority ranking: Rank five possible priorities for a class project and explain your top two in English.
Polite disagreement: Write four short replies that disagree politely with fictional opinions.
Media listening note: Watch one embedded video again and note three phrases or discussion behaviours that help communication.

Standard

Mini discussion: In a group of three, discuss two lunch-break activity options for five minutes and reach one justified decision.
Decision poster: Create a one-page English poster that shows options, priorities and the final choice without using long text blocks.
Reported discussion: Write a short report with one reported statement, one reported question and one reported command.
Private audio reflection: If you want to, record a 60–90 second private audio reflection on your contribution. Keep the recording on your device or school system unless your teacher explicitly asks for another method.

Schwer

Perspective switch: Defend an option you first rejected, then explain whether your priorities changed.
Source check: Find two age-appropriate sources about one decision topic, compare their reliability and state which claim you would use in a discussion.
Consensus challenge: Create a four-person fictional discussion in which the group must change its first proposal before everyone can support it.
Transfer decision: Design a new three-option scenario for another Year 8 group, including realistic constraints, competing priorities and a model decision.

Lernkontrolle

Argument quality: You receive three short arguments about a school trip. Explain which priority each argument uses and improve one weak reason.
Perspective and response: Read two conflicting opinions. Write a reply that shows understanding, gives a counterargument and asks a follow-up question.
Decision transfer: A plan is cheap but excludes part of the group. Explain how priorities can change the decision and propose a better solution.
Grammar in context: Rewrite two active sentences as useful passives and report one statement plus one question from a fictional discussion.
Media judgement: Compare a factual claim, an opinion and an advertisement about the same option. Explain what should and should not influence the final group decision.
Justified conclusion: Given three options and four priorities, choose a combination of priorities and write a short conclusion that also mentions the strongest disadvantage of your choice.

Lernnachweis

For a successful learning record, show that you can:

compare at least three options with relevant advantages and disadvantages,
choose and explain priorities,
react to other speakers and ask follow-up questions,
disagree politely and build on another person's idea,
use examples or consequences to support claims,
use the passive appropriately,
report statements, questions and commands,
summarise the group's decision clearly,
revise one speaking or writing product after feedback,
reflect on media reliability and responsible AI use.

The learning record can be a teacher-observed discussion plus the 120–160 word decision note. A recording is not required.

OERs zum Thema

Wikimedia Commons media in this course are used from their file pages with the licences stated there. The consensus video on Commons is openly licensed. The BBC Learning English videos are embedded from the official channel; do not re-upload copies.

Useful linked topics: Argumentation, Entscheidung, Diskussion, Konsens, Passiv, Indirekte Rede, Medienkompetenz.

Verknüpfte Lernbereiche

E8 E - Discuss pros, cons and priorities

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