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E9 E - Give an evidence-based mini presentation

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E9 E - Give an evidence-based mini presentation

Mini-Beschreibung: Give a short presentation in English with a clear question, selected evidence, different perspectives and a conclusion. Then answer spontaneous follow-up questions. Ziel: Klasse 9, Englisch als erste Fremdsprache, Baden-Württemberg, E-Niveau.

Your final task: Speak for about 3–4 minutes. Use 2–3 checked sources, compare at least two perspectives, use one useful visual and answer two follow-up questions.

Media start – 30 seconds: Look at the image. What tells you that this is a presentation? Name three visible details in English. Then ask a partner one question about the scene.

I can ...

I can ask a clear presentation question and keep my talk focused on it.
I can select evidence that really supports a point.
I can check a source for author, date, purpose, evidence and other coverage.
I can compare perspectives instead of presenting only one side.
I can explain my conclusion and show how it follows from my evidence.
I can speak clearly and fluently with useful signposting.
I can answer follow-up questions even when I have not prepared the exact answer.
I can revise my own work after feedback without replacing it with someone else's text.

Learning path

English first → understand → respond → ask → hint → improve → use again.

Understand: Watch, read and identify the main question, evidence and perspectives.
Respond: Give a short answer in English.
Ask: Ask a real follow-up question.
Hint: Use only as much help as you need.
Improve: Revise one weak point.
Use again: Apply the same skill to a new topic.

Vorwissen: What already works?

Without translating everything, complete these sentence starters aloud:

A good presentation starts with ...
Evidence is useful when ...
A source may be weak if ...
A different perspective could be ...
A strong conclusion should ...

Quick choice: Which is more convincing: a claim with no source, one personal story, or a claim supported by several relevant sources? Explain your answer in two English sentences.

Listening and Viewing

Video 1: Open and close clearly

Watch with a purpose: Notice how a presentation can begin and end. Write down three useful moves, not full sentences. After watching, create your own 20-second opening.

Listen for: a hook, a clear topic, a final message.

Video 2: Check credibility

Viewing task: While watching, note one idea for each box: author – evidence – date – purpose – cross-check. Then explain which check you would do first for a new online source.

Active image task: Choose four checks from the infographic. Apply them to a source you may want to use. Do not judge a source only by its design or by whether you agree with it.

Video 3: Signposting and questions

Focus clip: Use the parts on introducing the topic, signposting and dealing with questions. Collect four phrases you can really use. Then say them with your own topic.

Video 4: Spot presentation problems

Error hunt: Find one problem with content, one with delivery and one with visuals. Turn each problem into an improvement tip.

Reading: From claim to evidence

A mini presentation is not a list of facts. It answers a question by connecting claim → evidence → explanation.

Claim: what you want to show.

Evidence: selected information that can support the claim.

Explanation: why the evidence matters for your question.

Perspective: a point of view shaped by interests, experiences, values or available information.

Conclusion: your final answer to the question, based on the evidence you presented.

Reading-to-speaking task: Imagine the learners in the image are preparing a joint presentation. What would they need to check before using information from the internet? Give four short instructions in English.

Source check: five fast questions

Who? Who created or published the information?
When? Is the information current enough for this question?
How? What evidence, data, method or first-hand material is provided?
Why? Is the purpose to inform, sell, entertain, persuade or provoke?
Cross-check? What do other reliable sources say?

A source is not automatically reliable for every claim. Fit matters. A source can be useful for one question and weak for another.

Practice evidence pack

Important: The following practice data are fictional. They train presentation structure only. For a real presentation, use checked real sources.

Practice question: Should our school test one phone-free lunch break per week?

Practice evidence	What it can support	What it cannot prove
A: fictional student survey – 220 students; 62% say phones help them relax during breaks.	One student perspective in this fictional sample.	What all teenagers think.
B: fictional observation – during four lunch breaks, observers counted more face-to-face conversations in areas where phones were not used.	A possible link worth discussing.	That phone use caused every difference.
C: fictional student comment – “I like choosing for myself.”	A personal perspective.	A general rule for the whole school.
D: fictional teacher comment – “Shared breaks may create more conversation.”	Another perspective.	A measured effect.

Your move: Select two items. Say what each can show and what it cannot show. Then decide what further source you would need before making a conclusion.

Context vocabulary

Word or phrase	Use	Example
evidence	information used to support a point	The strongest evidence here is ...
source	where information comes from	This source was published by ...
claim	a statement that needs support	The claim is that ...
perspective	a point of view	From a student perspective ...
reliable	trustworthy for this purpose	This source seems reliable because ...
relevant	directly useful for the question	This statistic is relevant because ...
according to	introduces a source	According to the report ...
suggests	makes a careful connection	The evidence suggests that ...
however	introduces contrast	However, another perspective is ...
whereas	compares two positions	Students focus on choice, whereas teachers focus on ...
therefore	shows a reasoned result	Therefore, I would conclude that ...
limitation	shows what evidence cannot prove	One limitation is the small sample.

Pronunciation and fluency

Understandability comes before accent-free speech. Your goal is to make your structure easy to hear.

Stress the key syllable: EV-i-dence, per-SPEC-tive, con-CLU-sion.
Speak in thought groups: According to the survey / many students prefer ...
Pause after signposts: However, ... / In contrast, ... / To conclude, ...
Slow down for numbers, source names and your final conclusion.
If you lose a word, paraphrase: What I mean is ... or In other words ...

Fluency drill: Speak for 30 seconds from keywords only. Repeat once. On the second attempt, improve pausing and linking instead of trying to speak faster.

Functional grammar

Use grammar to make your argument precise.

Function	Useful pattern
Report a source	According to + source, ... / The report states that ...
Be careful with claims	This may suggest ... / This could mean ... / The evidence does not prove that ...
Compare perspectives	While X focuses on ..., Y focuses on ... / X argues ..., whereas Y ...
Explain a result	Because ..., ... / Therefore, ... / This is why ...
Handle uncertainty	I cannot answer that fully, but ... / Based on my sources, ...

Avoid overclaiming: Do not turn may, could or suggests into proves unless the evidence really supports that stronger statement.

Build your mini presentation

Use this six-part structure:

Hook + clear question: Have you ever wondered ...? My question is ...
Perspective 1: One perspective is ...
Evidence 1 + explanation: According to ..., ... This matters because ...
Perspective 2: However, another perspective is ...
Evidence 2 + limitation: A second source suggests ... One limitation is ...
Conclusion: Overall, the evidence suggests ... My conclusion is ...

Rule: Do not collect evidence first and invent the question later. Start with a question that is narrow enough to answer in 3–4 minutes.

Speaking: from notes, not from a script

Prepare one note card with only:

your question
two or three evidence keywords
two perspectives
one limitation
your conclusion
two possible follow-up questions

Do not write every sentence. Your audience should hear you thinking and explaining, not reading.

Follow-up questions

Use a three-step response:

Answer → support → check.

I think ... because ... Does that answer your question?

If you need time:

That is a good question. Let me think for a moment.

If the answer is not in your evidence:

I did not find enough evidence to answer that fully. What I can say is ...

If you need clarification:

Do you mean ... or ...?

Question practice: After every rehearsal, your partner asks one prepared and one spontaneous question.

Writing: your presentation brief

Before speaking, write a 160–200 word presentation brief in your own words. It should include:

the clear question
the main claim
selected evidence with source names
at least two perspectives
one limitation
a reasoned conclusion

Then revise it yourself and reduce it to speaking notes. Keep your original version so you can see what you improved.

Mediation: purpose and audience

You may find useful evidence in German. Do not translate the whole source.

Task: Explain the relevant information in English for a classmate who needs it for the presentation. Keep the purpose and audience in mind.

Useful start:

The German source says that ... The part that matters for our question is ...

Mediation check: Did you keep the meaning? Did you leave out details that are not needed? Did you avoid adding your own opinion as if it came from the source?

Three help levels

Hint 1: Keywords only

Use: question – source – evidence – perspective – however – limitation – conclusion.

Hint 2: Sentence frames

My question is ...

According to ..., ...

This suggests ...

However, another perspective is ...

One limitation is ...

Overall, I conclude that ...

Hint 3: Full structure

Write six headings on a card: Question / Perspective A / Evidence / Perspective B / Limitation / Conclusion. Put no more than five keywords under each heading.

Feedback

Use two strengths + one next step.

Content: Is the question clear? Is the evidence relevant? Are perspectives compared?

Language: Are ideas linked clearly? Are claims careful enough?

Delivery: Can the audience hear the structure? Is the pace understandable?

Questions: Does the speaker answer, support and check?

Good feedback sounds like: Your second source clearly supported your point. Your contrast was easy to follow. Next, explain the limitation before your conclusion.

Error analysis

After a rehearsal, mark only the errors that matter most.

Code	Check	Improve
EVID	evidence does not clearly support the claim	explain the link or choose better evidence
SRC	source is unclear or unchecked	add author/publisher/date and cross-check
LINK	ideas sound like separate facts	add signposting and explanation
OVER	claim is too strong	use may, could, suggests or add a limitation
Q	follow-up answer misses the question	clarify, answer directly, then support

Do not try to correct everything at once. Choose one content issue and one language issue, then present again.

Responsible media and AI use

Use openly licensed or clearly reusable media such as Wikimedia Commons, or embed videos from their original platforms instead of re-uploading them.
Use only fictional profiles or fictional application data in practice tasks. Do not publish private social-media data.
Recordings are voluntary and should stay private unless everyone involved has clearly agreed to sharing.
Do not upload classmates' voices, faces, texts or files to external AI services without clear permission.
If AI helps you find facts, sources or feedback, check the facts and open the original sources yourself.
Keep your own text. Use feedback to revise it instead of replacing it with a generated version.

Transfer challenge

Choose a new age-appropriate question, for example:

Use the same structure but new sources. Your second presentation should need less support than your first.

Can-do check

Mark each statement: Not yet / With help / Independently.

I can turn a broad topic into a clear question.
I can choose evidence that fits my question.
I can explain why a source is useful and name a limitation.
I can compare at least two perspectives fairly.
I can use signposting so listeners can follow my argument.
I can give a conclusion that matches my evidence.
I can answer an unplanned question without inventing facts.
I can revise my own language and content after feedback.

Folgekurs

Continue with E9 E - Discuss evidence and respond to follow-up questions. Reuse your presentation question and turn the Q&A into a short discussion.

Quellenbasis und Medienhinweise

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What should come first when you plan an evidence-based mini presentation? (A clear question) (!A long script) (!A colourful title slide) (!A list of ten facts)

What is the best reason to use evidence? (To support a claim with relevant information) (!To make the presentation longer) (!To avoid explaining your ideas) (!To replace the conclusion)

Which source check asks who created the information? (Who) (!When) (!Why) (!Cross-check)

Which phrase shows a careful claim? (The evidence suggests that) (!This proves everything) (!Everyone knows that) (!There is no other view)

What should you do with different perspectives? (Compare them fairly) (!Hide the weaker one) (!Use only the one you prefer) (!Treat every opinion as evidence)

What belongs in a strong conclusion? (An answer that follows from the evidence) (!A completely new topic) (!A new source with no explanation) (!A repeated introduction only)

What is useful when you do not know a full answer in the Q and A? (Say what your evidence supports and name the limit) (!Invent a statistic) (!Change the question) (!Pretend you did not hear it)

Why can a personal story be limited evidence? (It may not represent a larger group) (!It is always false) (!It can never be interesting) (!It cannot be spoken aloud)

What does however usually signal? (A contrast) (!A source name) (!A date) (!A final greeting)

What is the best way to revise after feedback? (Keep your own work and improve specific weak points) (!Replace the whole text with a generated one) (!Ignore every comment) (!Add more difficult words everywhere)

Memory

Clear question	Focuses the presentation
Evidence	Supports a claim
Source check	Tests credibility and relevance
Perspective	Shows a point of view
Limitation	Shows what evidence cannot prove
Signposting	Makes structure easy to follow
Conclusion	Answers the main question
Follow-up question	Tests spontaneous response

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Clear question	Gives the talk a focus
Selected evidence	Supports the main points
Different perspectives	Shows more than one point of view
Limitation	Shows what the evidence cannot fully answer
Conclusion	Gives the final evidence-based answer

Kreuzworträtsel

Evidence	What do you use to support a claim?
Source	Where does information come from?
Perspective	What word means a point of view?
Conclusion	What gives the final answer to the main question?
Credibility	What quality describes how trustworthy a source is for a purpose?
Signposting	What language helps listeners follow the structure?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Question builder: Turn one broad topic such as “phones” or “school lunch” into three clear questions. Choose the one that could be answered in 3–4 minutes.
Evidence sort: Collect four possible evidence items for one question and label each as relevant, partly relevant or not relevant. Explain one choice.
Signposting card: Design a small visual with eight useful phrases for opening, contrast, evidence and conclusion.
Private rehearsal: Give a 60-second version to yourself or a partner. A recording is optional and stays private unless you clearly choose otherwise.

Standard

Source comparison: Compare two real sources on the same topic. Check author, date, purpose, evidence and other coverage.
Perspective map: Create a diagram with at least three stakeholders and show what each may care about. Avoid stereotypes and support factual claims.
Mini presentation: Give a 3–4 minute talk with two or three checked sources, two perspectives, one limitation and a conclusion.
Question round: After your talk, answer two spontaneous questions. Ask for clarification when a question is unclear.

Schwer

Evidence audit: Re-open every source from your talk and test whether it really supports the exact sentence you used. Rewrite any overclaim.
Mediation brief: Use one relevant German source and explain only the needed information in English for a specific audience.
Revision comparison: Keep your first 160–200 word brief, revise it after feedback and annotate three changes that made it clearer or more accurate.
Media explainer: Create one original chart, image or short private explainer video that makes evidence easier to understand. Use only your own or openly licensed material and no private social-media data.

Lernkontrolle

New question transfer: You receive a new topic and four mixed sources. Form a clear question, select the two most useful sources and explain why the others are less useful.
Claim evidence link: For three claims, decide whether the evidence supports them strongly, partly or not at all. Rewrite one claim so it matches the evidence.
Perspective challenge: Compare two stakeholder perspectives and explain where they agree, where they differ and what evidence would help clarify the disagreement.
Conclusion check: Read a short evidence pack and write a conclusion that is no stronger than the evidence allows. Include one limitation.
Live Q and A: Give a 90-second mini talk and answer an unplanned question without inventing information. Use clarification or uncertainty language when needed.
Revision task: Improve a weak presentation paragraph by adding source attribution, contrast, explanation and careful claim language while keeping the original meaning.

Lernnachweis

For a successful learning record, show that you can:

define a clear and manageable question
use two or three checked, relevant sources
connect claims with evidence and explanation
compare at least two perspectives fairly
name at least one limitation
structure a 3–4 minute presentation with clear signposting
speak understandably from notes rather than reading a full script
answer spontaneous follow-up questions responsibly
write and revise a short coherent presentation brief
document sources and distinguish real information from fictional practice data
use media legally and respect privacy
check AI-supported facts, sources and feedback before using them

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E9 E - Give an evidence-based mini presentation

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