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E8 M - Meine Englisch-Kompetenzen Klasse 8 diagnostizieren

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E8 M - Meine Englisch-Kompetenzen Klasse 8 diagnostizieren

Mini-Beschreibung: Find out what you can already do in listening, reading, speaking, writing, mediation, vocabulary, pronunciation and grammar. Then choose the right next learning course for you.

Level: Klasse 8, M-Niveau, Englisch als erste Fremdsprache, Baden-Württemberg.

Your route: English first → context → try → ask → hint → German help if needed. You do not need a full translation.

Privacy: Speaking recordings are optional and stay private. Do not upload personal recordings or private social-media data. External AI tools are not needed. If you use AI, check level, facts and feedback and keep your own text your own.

Medien-Einstieg

Watch a short B1 conversation. First watch for the main idea. Then watch again for details.

Quick start:

Gist: What is the disagreement about? Say it in one sentence.
Detail: Write down two reasons you hear.
Reaction: Which speaker is more convincing to you? Give one reason in English.

Hint: Do not stop at every unknown word. Use situation, tone of voice and key words.

I-can-Ziele

By the end of this diagnosis, you can say:

Listening: I can understand the main idea and important details in clear, moderately natural speech with more than one speaker.
Reading: I can find main ideas, details and the writer's purpose in an adapted or simple authentic text.
Speaking: I can take part in an informal discussion, give reasons and give a short presentation.
Writing: I can write a structured opinion, story, report or short professional message.
Mediation: I can pass on relevant information between German and English for a clear audience and purpose.
Vocabulary: I can use topic words, collocations and useful phrases in context.
Pronunciation: I can speak clearly enough to be understood and use useful stress and intonation.
Grammar: I can use key structures at M-level, including productive passive and reported speech with backshift, questions and commands.

Vorwissen: 3-Minuten-Check

Choose one:

Green: I can do this alone.
Yellow: I can do this with a hint.
Red: I need a short learning course first.

Try these without a dictionary:

Say three sentences about a recent experience.
Explain one school rule.
Give one reason for and one reason against homework.
Turn People recycle glass here. into the passive.
Report: Mia said, "I am tired."

Do not count small slips first. Ask: Was the message clear? Then check accuracy.

Listening and Viewing

Use the video from the media entry again.

Round 1 – gist: Who disagrees, and what is the topic?

Round 2 – detail: Note three details. At least one detail should be a reason.

Round 3 – language: Listen for one phrase used to agree, disagree or soften an opinion.

Self-check:

3 points: gist + three correct details + useful phrase.
2 points: gist + two correct details.
1 point: gist only.
0 points: main idea still unclear after the second viewing.

Ask: Which part was difficult: speed, number of speakers, unknown words or attention?

Hint: Listen for stressed content words. Ignore small unknown words first.

Deutsch-Hilfe: Wenn Du den roten Faden verlierst, notiere nur Wer? – Thema? – Meinung? – Grund? und höre noch einmal.

Reading

Read this adapted text:

Last month, Brookfield School introduced a phone-free lunch break. Phones are kept in bags from 12:30 to 1:15. The idea was suggested by the student council after several students said that lunch felt less social than before. At first, some students complained because they wanted to message friends. After three weeks, a short school survey showed mixed results: many students said they talked more face to face, while others still preferred having their phones nearby. The school will review the rule at the end of term.

Try:

Give the text a six-word headline.
Why was the rule introduced?
What changed after three weeks?
Is the writer mainly informing, persuading or entertaining? Give one clue.
Find a phrase that means will look at it again.

Hint: Main idea first. Then scan for dates, reasons, results and contrast words such as while.

Deutsch-Hilfe: Suche nicht jedes Wort nach. Markiere zuerst Anlass, Reaktion und Ergebnis.

Kontextwortschatz

Complete the phrases from context:

introduce a rule
suggest an idea
complain about something
review a decision
give a reason
take part in a discussion
agree with someone
disagree politely

Mini-transfer: Use four of the phrases in a short school-related paragraph.

Feedback: Strong vocabulary means more than knowing single words. Check whether your words fit together naturally.

Pronunciation

Read aloud:

I understand your point, but I don't completely agree. The rule was introduced for a reason, and it has been discussed by the student council.

Focus on:

sentence stress on important words;
clear endings in introduced and discussed;
friendly falling or fall-rise intonation when disagreeing.

Goal: Be easy to understand. You do not need to sound accent-free.

Private option: Record yourself only on your own device if you want to. Compare take 1 and take 2. No upload is required.

Speaking

Task: School phone rule

Speak for about 60–90 seconds or discuss with a partner for about 2–3 minutes:

Should phones be allowed during school breaks?

Include:

your position;
at least two reasons;
one example;
one response to another view;
a short conclusion.

Useful language: In my view ... · One reason is ... · I see your point, but ... · For example ... · So I would suggest ...

Feedback check: Was your message clear? Did your reasons connect? Did you keep speaking even when you needed a word? Then check grammar and pronunciation.

Writing

Choose one task and write about 120–160 words.

A – Opinion: Write a post for a fictional school magazine: One change that would improve our school day.

B – Report: Write a short report about a fictional class project. Include what happened, what worked and one recommendation.

C – Professional message: Write a polite email to a fictional youth centre asking about a weekend workshop. Ask two clear questions.

Structure check:

opening or clear topic sentence;
organised middle;
reasons, examples or relevant details;
suitable ending;
useful linking words;
a final language check.

AI rule: If you use AI for feedback, ask for explanations or error labels, not a replacement text. Check the feedback yourself.

Mediation

Situation: Your English-speaking exchange partner wants to join a fictional school workshop. The German notice says:

Workshop Medienwerkstatt: Freitag, 14:30–16:00 Uhr. Treffpunkt: Raum B12. Mitbringen: Kopfhörer und ein geladenes Tablet. Anmeldung bis Mittwoch im Sekretariat. Es gibt nur 16 Plätze.

Task: Send the relevant information in English in 45–65 words.

Do not translate word for word. Think about the person and purpose.

Hint: Include time, place, what to bring, deadline and limited places.

Deutsch-Hilfe: Sprachmittlung bedeutet sinngemäßes Übertragen, nicht Vollübersetzung.

Functional Grammar

At M-level, grammar should help you communicate more precisely.

Passive: productive use

Change the focus:

Students organise the event. → The event is organised by students.
The class collected the data. → The data was collected by the class.
They have changed the rule. → The rule has been changed.

Try: Write two passive sentences about school rules or projects.

Hint: form of be + past participle.

Past perfect: sequence

Use it when one past action happened before another past action.

After we had finished the survey, we discussed the results.

Try: Write one sentence with after or before and the past perfect.

Reported speech: backshift, questions and commands

Try:

Direct: I am ready, Leo said. → Report: Leo said that he was ready.
Direct question: Where is the room? she asked. → Report: She asked where the room was.
Direct command: Bring your headphones, the teacher said. → Report: The teacher told us to bring our headphones.

M-focus: Use backshift, reported questions and commands.

Boundary check: Past perfect progressive is not a productive M-level target here and is not part of this diagnosis.

Error analysis

Do not only count errors. Sort them.

Error type	Example question	Next move
Message	Was my meaning unclear?	Rephrase with a simpler sentence.
Vocabulary	Did I choose the wrong word or collocation?	Learn the phrase in context.
Grammar	Is the structure wrong more than once?	Practise the exact pattern.
Pronunciation	Was I difficult to understand?	Repeat slowly, then at natural speed.
Strategy	Did I stop because of one unknown word?	Use context, paraphrase or a listening/reading strategy.

Rule: Repeated errors show a learning need more clearly than one small slip.

Diagnosis and Folgekurs

Add your points or traffic-light result from each skill.

Area	Green	Yellow	Red	Recommended next course
Listening	gist and details secure	gist secure, details uneven	gist often unclear	E8 M - Listening Strategien
Reading	main idea, detail and purpose secure	detail or purpose uneven	main idea often unclear	E8 M - Reading Strategien
Speaking	clear, connected, reasons included	understandable but hesitant or short	hard to sustain	E8 M - Speaking Fluency und Accuracy
Writing	structured and mostly accurate	structure clear, language uneven	ideas hard to organise	E8 M - Writing strukturieren
Mediation	relevant and audience-friendly	mostly complete	too literal or incomplete	E8 M - Mediation
Vocabulary	useful phrases used flexibly	enough words, some repetition	frequent word gaps	E8 M - Vocabulary in Context
Pronunciation	clear and well stressed	mostly clear	often difficult to understand	E8 M - Pronunciation und Intonation
Grammar	passive and reported speech secure	patterns partly secure	repeated structure problems	E8 M - Grammar Passive und Reported Speech

Course rule: Start with one or two red areas. If there is no red area, choose the yellow area that most limits your communication.

Can-do-Check

Mark each statement with ✓, ~ or ?.

Can-do	✓ / ~ / ?
I can listen for gist before details.
I can read for main idea, detail and purpose.
I can give reasons and respond to another opinion.
I can organise a 120–160-word text.
I can mediate key information without translating every word.
I can use useful collocations in context.
I can speak clearly enough to be understood.
I can use passive forms and reported speech at M-level.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What should you do first in a listening task? (Listen for the main idea) (!Translate every word) (!Write down every sentence) (!Stop after the first unknown word)

Which sentence is passive? (The rule was introduced last month.) (!Students introduced the rule last month.) (!Students are introducing a rule.) (!Students want a new rule.)

Which reported sentence is correct? Mia said: I am tired. (Mia said that she was tired.) (!Mia said that I am tired.) (!Mia said that she tired.) (!Mia said she is tired yesterday.)

What is most important in mediation? (Pass on the relevant meaning for the audience) (!Translate every word) (!Keep the German word order) (!Add as many details as possible)

Which phrase is best for polite disagreement? (I see your point, but I disagree.) (!You are wrong.) (!That makes no sense.) (!Stop talking.)

Which phrase is a useful collocation? (take part in a discussion) (!make part in a discussion) (!do part in a discussion) (!put part in a discussion)

What is the pronunciation goal in this course? (Be clearly understandable) (!Sound exactly like one native speaker) (!Hide every trace of an accent) (!Speak as fast as possible)

Which sentence reports a question correctly? (She asked where the room was.) (!She asked where was the room.) (!She asked where is the room.) (!She asked where the room?)

What is a good writing revision step? (Check structure, meaning and repeated language errors) (!Replace the whole text with an AI version) (!Only count the words) (!Translate the text into German)

What should you do after finding two red skill areas? (Start with one or two matching learning courses) (!Repeat only the green areas) (!Ignore the diagnosis) (!Choose the hardest E-level grammar topic)

Memory

listening for gist	main idea
scanning	specific information
mediation	relevant meaning for another audience
passive voice	focus on action or result
reported question	statement word order
collocation	words that commonly go together
intonation	voice movement that supports meaning

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
listening for gist	main idea
listening for detail	exact information
paraphrasing	speaking around a missing word
backshift	tense change in reported speech
by-agent	person or thing doing the action in a passive sentence

Kreuzworträtsel

passive	Which grammar form can focus on an action or result instead of the doer?
mediation	What skill passes relevant meaning between languages for a purpose?
scanning	Which reading strategy searches for specific information?
stress	What makes important syllables or words stand out in speech?
context	What helps you understand an unknown word without translating it?
fluency	What describes speaking with a reasonably smooth flow?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Listening Log: Watch the speaking video once more and write one sentence for gist and three key words.
Vocabulary Map: Create a small word map with eight useful school-discussion phrases and one example for each.
Pronunciation Check: Read the short disagreement sentence twice and mark the words you stress.
Reading Headline: Write three possible headlines for the phone-free lunch text and choose the clearest one.

Standard

Mini Discussion: Discuss a fictional school rule for two minutes. Use one agreement phrase, one disagreement phrase and two reasons.
Mediation Message: Rewrite the workshop information for a different audience, for example a parent or an exchange student.
Writing Revision: Improve your own 120–160-word text using the error-analysis table. Keep the original version and mark your changes.
Grammar in Context: Write a six-sentence school news report with two passive forms and two examples of reported speech.

Schwer

Listening Strategy Test: Compare two viewings of the same short video. Record which strategy helped you gain more detail.
Interview Project: Conduct a short fictional or real classroom interview about learning English. Ask permission before any recording and keep recordings private.
Diagnostic Portfolio: Collect one short piece of evidence for each of the eight skill areas and write a one-sentence reflection for each.
Learning Plan: Choose two weak areas, set one measurable goal for each and design a seven-day practice plan with a final transfer task.

Lernkontrolle

Transfer Listening: Use a new short English clip. Explain which two strategies you used, what you understood first and what became clear only on the second listening.
Transfer Reading: Read a new adapted authentic text and justify how context, text structure and signal words helped you infer meaning.
Speaking Reflection: Give a one-minute opinion, then explain which part shows fluency and which part shows accuracy.
Writing Improvement: Revise a short text with three different error types and explain why each change improves communication.
Mediation Decision: From a bilingual notice, choose which information is relevant for a specific English-speaking person and justify what you leave out.
Grammar Choice: Explain why a writer might choose passive voice instead of active voice in a school report.
Reported Speech Transfer: Turn a short dialogue containing a statement, a question and a command into a report and explain the changes.

Lernnachweis

For a strong learning record, show:

one listening/viewing result with gist and details;
one reading task with evidence from the text;
one short speaking performance or live classroom contribution;
one structured written text;
one mediation task;
contextual vocabulary;
understandable pronunciation and appropriate intonation;
productive passive and reported speech with backshift, questions and commands;
an error analysis;
a final Can-do-Check and a justified choice of Folgekurs.

No external upload is required. Recordings can stay private.

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