E8 M - Use media instead of reading slides
aiMOOCE8 M - Use media instead of reading slides
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E8 M - Use media instead of reading slides
Mini-Beschreibung: Nutze Bilder, Karten, Diagramme, kurze Videos oder wenige Keywords so, dass sie Deine Aussage sichtbar machen. Du sprichst möglichst frei und erklärst das Medium, statt Folientext vorzulesen.
Zielgruppe: Englisch als erste Fremdsprache, Klasse 8, Baden-Württemberg, M-Niveau.
Media start – 20 seconds: Look at the photo. Do not write full sentences. Choose three words for what a good presenter should do. Then tell a partner: “A good presenter …”
I-can-Ziele
Nach diesem aiMOOC kannst Du sagen:
- I can choose a useful visual aid for one clear message.
- I can speak from keywords instead of reading full sentences.
- I can explain a photo, map, chart or diagram in simple, connected English.
- I can give reasons for my media choices and react to questions.
- I can use the passive to describe media and information.
- I can report feedback with reported statements, questions and commands.
- I can check sources, facts and AI feedback before I use them.
E8-M-Sprachmodus
Arbeite zuerst auf Englisch: context → try → ask → hint → German help if needed. Nutze Deutsch nur als kurze Stütze, nicht als Vollübersetzung. Sprich in längeren Sinnabschnitten, begründe Deine Wahl und verbinde fluency und accuracy. Verständlichkeit ist wichtiger als Akzentfreiheit.
Course rule of thumb: One clear message + one useful medium + about three to five keywords. Das ist eine Übungsregel für diesen Kurs, kein allgemeines Gesetz für jede Präsentation.
Before you start: What do you already know?
Look at the presentation slide below for five seconds. Then cover it and answer orally: What did you notice first? What would you remove?
Try first: Give one idea in English.
Ask: Ask a partner: “What did you notice first?”
Hint: Think about focus – amount of text – size – image – speaker.
Deutschhilfe nur wenn nötig: Fokus, Textmenge, Größe, Bild, Vortragende Person.
Einleitung
Slides are not a script. A slide is a visual aid: it helps the audience understand something that is difficult, important or memorable. Your job is to explain the message.
A presentation program can combine text, images, charts, audio and video. The media can support a spoken presentation, but the speaker still has to connect the ideas for the audience.
E8-M challenge: Prepare a short presentation of about two to three minutes. Use at least two functional media. On each slide, avoid a paragraph. Use a visual, a map, a diagram, a chart or a few keywords.
Viewing task: Watch the BBC Learning English video once for the main idea. Watch a second time only for evidence. A third viewing is optional if you still need a specific detail.
- First viewing: What is the main problem with the presentation?
- Second viewing: Name two changes that make the presentation clearer.
- Transfer: Which change could improve your next English presentation?
The key idea: You speak, the media support
Compare these two ways of presenting:
| Less effective | More useful for this course |
|---|---|
| A full paragraph on the slide | A strong image + three keywords |
| Reading every sentence aloud | Looking at the audience and explaining the idea |
| Showing a chart without explaining it | Pointing out one important trend |
| Using a map as decoration | Using the map to explain a route, place or comparison |
Speak from the image: Where could the speaker look? How can body position help the audience follow the message?
Functional media: photo, map, chart, diagram, keywords
A medium is useful when it does a job.
| Medium | What it can do | Useful speaking starter |
|---|---|---|
| Photo | show a person, place, object or situation | “This photo shows …” |
| Map | show place, route, distance or location | “On the map, you can see …” |
| Chart | show numbers, change or comparison | “The chart shows that …” |
| Diagram | show parts, steps or relationships | “This diagram explains how …” |
| Keywords | remind you of your structure | “My first point is …” |
Media lab 1: Use a map
Situation: A fictional student, Maya, is presenting a one-day London plan for an exchange class. She may not read a route description from the slide.
Try: Point to three places and explain a possible route in 30–45 seconds.
Useful chunks: first – then – across – near – after that – finally – because
Challenge: Give one reason for your route: “I chose this route because …”
Source habit: A map needs a visible source line on the slide or in the notes. Do not copy a random image from social media.
Media lab 2: Explain a chart
Do not read every label. Choose one message.
Try: Complete orally: “The chart mainly shows …” Then add one comparison with more than, less than, the largest group, the smallest group.
M-level extension: “The figures are shown in …” or “The participants were divided into … groups.”
Media lab 3: Use a diagram to guide attention
The diagram shows one way a speaker can think about movement and interaction with the audience. You do not have to copy the exact movement pattern. Use the diagram to discuss a general question:
How can a speaker move without distracting the audience?
Pair task: Student A explains one useful movement. Student B asks “Why?” Student A gives a reason.
Media lab 4: One map, many stories
Choose one place that fits a school topic: a city, a natural area, a journey, a sports event or a historical connection. Point, locate and explain.
Do not add private information. Use fictional travel plans or public information only.
Listening and Viewing
Video 1: How to give a presentation in English
First pass: Listen for three broad areas: preparation, language, delivery.
Second pass: Choose one tip you can use immediately.
Speaking reaction: “The tip I would use is … because …”
Do not try to understand every word. At M-level, use context, examples and tone of voice before asking for a translation.
Video 2: Visual design and attention
This TEDx talk is faster and more demanding. Use a short teacher-selected extract rather than trying to process the whole talk at once.
Viewing focus: What does the speaker change on a slide to direct attention?
M strategy: First identify the example. Then listen for the reason. Finally explain the idea in your own English.
Safety and rights: The video is embedded from its public YouTube page; do not download or re-upload it. Teachers should check availability and local privacy settings before classroom use.
Mini listening: Two voices, one slide
Have two classmates or the teacher read the dialogue at a moderate natural pace. Listen once. A second reading is allowed for checking details.
Alex: “Your slide looks interesting, but I can’t listen and read the paragraph at the same time.”
Sam: “Then I’ll keep the map, delete the paragraph and use three keywords: route, cost, time.”
Alex: “Good. Point at the map while you explain the route. Where did the map come from?”
Sam: “Wikimedia Commons. I’ll add a small source line.”
Alex: “What will you say if someone asks why you chose this route?”
Sam: “I’ll say it is shorter and safer for bikes.”
Listening check: What will Sam delete? What will Sam keep? Why must Sam add a source line?
Reading
Adapted authentic information: What presentation software does
Presentation software helps speakers display information in a slide show. It can combine text with images, charts, audio and video. Visual material can clarify an idea that is difficult to explain only with words. A slide should therefore support the spoken message, not replace it.
Reading task: Find the sentence that explains why media can be useful. Then give one example from your own school subjects.
Source context: Adapted from general information in Präsentationsprogramm and related presentation-technology descriptions.
Kontextwortschatz
Learn words in useful chunks, not as isolated translations.
| Chunk | Use |
|---|---|
| visual aid | media that support what you say |
| key message | the one idea the audience should remember |
| point out | direct attention to something |
| highlight a detail | make one detail especially visible or important |
| caption | a short explanation near an image |
| source | where information or media come from |
| trend | a general direction of change |
| audience | the people listening to the presentation |
Micro-practice: Choose any picture on this page. Say: “I want to point out …” and “The key message is …”
Aussprache und Sprechfluss
Do not aim for a perfect accent. Aim for understandable chunks, useful stress and clear pauses.
Chunking: “On this MAP / you can SEE / our ROUTE through London.”
Key-word stress: Stress the words that carry your meaning: MAP – SEE – ROUTE – LONDON.
Practice: Say the line once slowly, then again at a natural pace. Do not make every word equally strong.
Self-check: Could a partner identify your three key words without seeing your notes?
Speaking
From keywords to free speech
Use this slide plan:
| Slide | Visible | You say |
|---|---|---|
| 1 | photo + problem – idea – goal | introduce the topic |
| 2 | map or diagram + where – how – why | explain the central idea |
| 3 | chart + change – comparison – result | explain one important result |
| 4 | image + message – next step | finish and invite a question |
Rule: Your notes may contain short prompts, but do not write a full script on the slide.
Informal discussion after a presentation
Use longer turns than in a basic dialogue.
Ask: “Why did you choose this image?”
Answer: “I chose it because the audience can understand the setting immediately. The caption gives the source, and I explain the details myself.”
Follow up: “Would a diagram work better?”
Respond: “Maybe for the process, but for the setting I would keep the photo.”
Writing
Presenter notes: short, useful, not a script
Write presenter notes for one slide. Limit yourself to:
- one opening phrase,
- three keywords,
- one fact to check,
- one source note,
- one possible audience question.
Then speak without reading complete sentences.
Professional school correspondence
Write a short email to a fictional partner class or project team.
Purpose: Ask whether you may use a shared map or chart in a class presentation.
Include a clear subject line, polite request, source information and one deadline. Do not include private social-media handles, personal phone numbers or unnecessary personal data.
Mediation
A German classmate gives you this advice: „Zeig nicht den ganzen Text. Nimm das Bild als Ausgangspunkt und erkläre, was wichtig ist.“
Do not translate word for word. Tell an English-speaking exchange student the useful message:
“Use the image to guide your explanation. Keep only the words you really need.”
M-level task: Add one example for a map, chart or diagram.
Functional grammar
Passive: describe media and information
At M-level, use the passive productively when the action or result is more important than the person.
Active: “The designer created the map.”
Passive: “The map was created for visitors.”
Present passive: “The figures are shown in the chart.”
Past passive: “The photo was taken during a presentation.”
Try: Choose one medium on this page and create one present passive and one past passive sentence.
Reported speech: report feedback
Use reported speech when you summarise what someone said after your presentation.
Statement with backshift: Direct: “I chose this chart.” → Reported: “Maya said that she had chosen the chart.”
Reported question: Direct: “Why did you use this photo?” → Reported: “Alex asked why I had used that photo.”
Reported command: Direct: “Use fewer words.” → Reported: “The teacher told me to use fewer words.”
Focus: word order in reported questions is statement word order. Do not write: “He asked why did I use …”
Not part of this M-focus: past perfect progressive.
Gestufte Hilfen
Use the smallest amount of help that lets you continue.
| Level | Help |
|---|---|
| 1 | Context: Look at the medium and the task. |
| 2 | Try: Say one simple sentence. |
| 3 | Ask: Ask a partner for one word or phrase. |
| 4 | Hint: Use a speaking starter from this page. |
| 5 | German help: Check one key word or one grammar idea, then return to English. |
No full translation unless the learning task itself requires mediation.
Direct feedback
After a one-minute presentation, a partner gives three short comments:
- Message: “I understood that …”
- Media: “The map/chart/photo helped because …”
- Next step: “Next time, try to …”
Then the presenter answers: “I’ll keep … / I’ll change … because …”
For language feedback, mark only one or two useful targets at a time: V vocabulary, WO word order, T tense, P pronunciation. Fluency should not disappear under correction.
Fehleranalyse
Correct the meaning first, then the grammar.
| Learner sentence | Better version | Why? |
|---|---|---|
| “The chart was show on slide two.” | “The chart was shown on slide two.” | Passive needs the past participle. |
| “She asked why did I choose the map.” | “She asked why I had chosen the map.” | Reported questions use statement word order; backshift is possible and useful here. |
| “My slide explains everything, so I read it.” | “My slide shows the key points, and I explain them.” | The medium supports the talk; it does not replace the speaker. |
| “This picture is nice.” | “This picture shows the setting and supports my first point.” | Explain the function of the medium. |
Repair task: Choose one sentence and create a new example on a different topic.
Safe media and responsible AI
Use media that you are allowed to show. Wikimedia Commons is useful because each file page gives source and licence information. Check the specific file before you reuse it.
Use only fictional profiles in this course. Do not collect or display private social-media data.
Audio or video recordings of learners are voluntary. Keep practice recordings private unless everyone involved has explicitly agreed to another use. Do not upload recordings, faces, voices or school data to external services without clear permission.
If AI tools are allowed by your school, use them only as support. Check the language level, factual claims and feedback. Keep ownership of your own text: AI feedback should not replace your writing. Do not send personal data or learner recordings to external AI services without explicit permission.
Transfer challenge: Build a media-first mini presentation
Choose one school topic, for example a place, a sport, an environmental issue, a historical event, a book setting or a simple science process.
Your target: two to three minutes, two to four slides, at least two different media types, one visible source note, no paragraph to read aloud.
Rehearsal: Present once to a partner. Revise only what blocks understanding. Then present again with fewer notes.
Can-do-Check
Rate yourself: not yet – with help – mostly – independently.
| Can-do | My check |
|---|---|
| I can explain why I chose a medium. | |
| I can speak from keywords. | |
| I can describe a map, chart, photo or diagram. | |
| I can use passive forms in my presentation. | |
| I can report a question or command after feedback. | |
| I can name the source of a medium. | |
| I can keep private data out of my presentation. |
Folgekurs
Continue with E8 M - Handle questions after a presentation: respond to follow-up questions, clarify misunderstandings, compare viewpoints and report audience feedback.
Interaktive Aufgaben
Quiz: Teste Dein Wissen
What is the main job of a visual aid in this course? (To support the spoken message) (!To replace the speaker) (!To contain the full script) (!To make every slide look busy)
Which slide best supports free speaking? (A clear image with a few keywords) (!A full paragraph in small print) (!A complete speech transcript) (!A page of copied website text)
What should you do first when you see a difficult chart? (Choose one main message to explain) (!Read every number aloud) (!Skip the chart without looking) (!Translate every label into German)
Which phrase is useful for explaining a map? (On the map, you can see) (!I will now read the map text) (!This map is just decoration) (!Please ignore the route)
Which passive sentence is correct? (The figures are shown in the chart) (!The figures are show in the chart) (!The figures shown are in the chart) (!The figures is shown in the chart)
Which reported question is correct? (She asked why I had chosen the photo) (!She asked why did I choose the photo) (!She asked why had I chose the photo) (!She asked why I choose did the photo)
Which reported command is correct? (The teacher told me to use fewer words) (!The teacher told me use fewer words) (!The teacher asked that use fewer words) (!The teacher told to me fewer words use)
What should you do with a media source? (Check it and name it) (!Hide it from the audience) (!Replace it with a social-media username) (!Assume every image is free)
What is the best first step if you do not understand a task in English? (Use the context and try one idea) (!Demand a full German translation immediately) (!Stop speaking for the rest of the lesson) (!Copy another learner's full answer)
What matters most for pronunciation in this course? (Being understandable) (!Sounding exactly like one native speaker) (!Speaking as fast as possible) (!Avoiding all pauses)
Memory
| visual aid | supports the spoken message |
| keyword | short memory cue |
| caption | short explanation near an image |
| source | where media or information come from |
| audience | people listening to a presentation |
| highlight | make one important detail stand out |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| Map | route and location |
| Chart | change and comparison |
| Photo | person place or situation |
| Diagram | process and relationship |
| Keywords | speaking structure |
Kreuzworträtsel
| Audience | Who listens to your presentation? |
| Keyword | What short cue helps you remember a speaking point? |
| Caption | What short text can explain an image? |
| Contrast | What can make one element stand out from another? |
| Source | What tells you where information or media come from? |
| Diagram | What visual can show parts steps or relationships? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Drei Keywords: Choose one image from this page and write only three English keywords that would help you speak for 30 seconds.
- Bild erklären: Explain a presentation photo with “This photo shows …”, “I want to point out …” and “The key message is …”.
- Karten-Sprint: Use the London map and give a 30-second route explanation without reading full sentences.
- Quellen-Check: Open one Wikimedia Commons file page and identify title, creator or source, and licence information.
Standard
- Media-first Folie: Create one slide with a functional image, map or diagram and no more than five keywords; present it for one minute.
- Chart Talk: Find or create a simple classroom-safe chart and explain one main comparison using at least one passive sentence.
- Peer Feedback: Give a classmate feedback with “I understood …”, “The medium helped because …” and “Next time …”; then report one comment in reported speech.
- Mini-Pitch: Prepare a two-minute fictional project pitch with two media types and one clear reason for each choice.
Schwer
- Slide Repair: Take an overloaded fictional slide, reduce it to one message and explain every change in English.
- Question Round: Give a short media-first presentation and answer three spontaneous follow-up questions with reasons and examples.
- Mediation Presentation: Read a short German information source, select only the information needed for an English-speaking audience, and create one visual plus a spoken explanation without translating everything.
- Presentation Audit: Analyse a presentation using message, media function, source quality, language accuracy, fluency and privacy; then revise one slide and justify the revision.
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Lernkontrolle
- Media-Entscheidung: You must explain a city route, a change over time and a three-step process. Choose a different medium for each purpose and justify your choices.
- Vom Text zur Visualisierung: Turn a short paragraph into one media-first slide with no more than five keywords. Explain what information stays on the slide and what moves into your speech.
- Feedback übertragen: After a fictional audience says, “Your chart was clear, but use fewer words,” report the statement and command and describe one revision you would make.
- Fehler begründen: Correct “She asked why did I use the map” and explain what changes in a reported question.
- Quellen und Datenschutz: A student wants to use a random social-media screenshot with visible usernames and faces. Propose a safer media choice and explain why.
- Transfer-Präsentation: Design a two-minute presentation for a new topic. Show how your media, language and speaking strategy work together for one audience.
Lernnachweis
Für einen Lernnachweis zu diesem Thema sind wichtig:
- eine verständliche englische Kurzpräsentation mit klarer Struktur,
- funktional eingesetzte Bilder, Karten, Diagramme, Charts oder wenige Keywords,
- freies Sprechen mit kurzen Notizen statt vorgelesenem Folientext,
- nachvollziehbare Gründe für Medienentscheidungen,
- produktive Verwendung einfacher Passivformen,
- passende reported statements, questions und commands,
- Quellenprüfung und sichtbare Quellenangaben,
- verantwortlicher Umgang mit Datenschutz und freiwilligen Aufnahmen,
- Reaktion auf mindestens eine Nachfrage,
- kurze Selbstreflexion mit einem konkreten nächsten Lernschritt.
OERs zum Thema
Weitere freie Medien: Die in diesem aiMOOC eingebundenen Bilder stammen von Wikimedia Commons. Prüfe auf der jeweiligen Dateiseite immer Urheber, Quelle und konkrete Lizenz, bevor Du sie außerhalb des Wikis weiterverwendest.
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