aiMOOC

E9 E - Mit dem aiMOOC-Generator Englisch 9 vertiefen

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E9 E - Mit dem aiMOOC-Generator Englisch 9 vertiefen

Einleitung

Mini-Beschreibung: Develop a media-rich English practice course on a familiar Year 9 topic and then test its quality: language level, vocabulary, text length, grammar, media, tasks and feedback. The model topic is Future plans, jobs and applications. It fits Berufliche Orientierung, Bewerbung, Lebenslauf, Vorstellungsgespräch, Medienkompetenz and Sprachmittlung.

English first: understand → respond → ask → hint → improve → use again. Du arbeitest überwiegend auf Englisch. Deutsche Hinweise bleiben kurz und helfen nur, wenn sie wirklich nötig sind. Es gibt keine Vollübersetzung.

Target group: Klasse 9, Englisch als erste Fremdsprache, Baden-Württemberg, E-Niveau. Der Kurs arbeitet auf die Anforderungen des mittleren Abschlusses hin: selbstständig verstehen, reagieren, nachfragen, zusammenhängend sprechen und schreiben, Perspektiven prüfen und Quellen sinnvoll nutzen. Für Klasse 9 gilt im Schuljahr 2026/27 im gemeinsamen Bildungsplan Sekundarstufe I noch die Fassung 2016; die überarbeitete Fassung wächst erst später in Klasse 9 hinein. Quelle: Implementierungskonzept Baden-Württemberg.

Safety and privacy: All profiles, names, addresses and application data in this course are fictional. Use no private social-media data. Audio or video recordings are optional and should stay private unless you have clear permission to share them. No task requires an upload or access to an external AI service. If you use AI voluntarily, check facts, sources and feedback, and keep your own draft. Compare perspectives without cultural stereotypes.

Media starter: What could your next step be?

Look at the image. In 45 seconds, note three possible goals for a teenager after school. Then compare with a partner.

Speak first: “One option could be … because …” / “Another path might be …” / “I would want to find out whether …”

Viewing mission: Watch a short section of the BBC Learning English lesson about future plans and ambitions. First listen for the general topic. On a second viewing, collect three useful phrases for plans or ambitions. Do not try to understand every word.

I-can goals

By the end, I can …	Evidence
understand the main ideas and selected details in a short video about plans or interviews	notes with keywords and one short summary
read a job-related text and identify purpose, requirements and useful evidence	highlighted evidence and a reasoned choice
use context vocabulary for skills, experience, strengths and future plans	spoken and written examples
ask spontaneous follow-up questions and react to answers	role-play or live discussion
write a coherent application-style text with reasons and examples	revised text of about 180–230 words
mediate key information for a specific person and purpose	short English message based on German information
check a source, a media item and feedback instead of trusting them automatically	source check and revision note

Quick prior-knowledge check

Two-minute challenge: Complete these sentence starters without a dictionary.

I am interested in …
One skill I can already use is …
I have learned … by …
In the future, I might …
If I had to choose between two options, I would …

Ask back: After your partner answers, ask one real follow-up question beginning with Why, How, What kind of or Could you give an example.

Input: Future plans, jobs and applications

Explore: jobs, skills and evidence

A job title is only a label. For strong communication, connect a role to tasks, skills and evidence. Compare information from more than one source when the decision matters.

Word or phrase	Meaning in context	Example
reliable	someone others can depend on	“I am reliable because I meet deadlines.”
experience	something you have done and learned from	“My experience in the school club taught me to organise events.”
responsibility	a task or duty you are expected to handle	“I was responsible for the equipment.”
strength	something you can do well	“One of my strengths is explaining ideas clearly.”
requirement	something needed for a role	“A key requirement is working well in a team.”
evidence	an example that supports a claim	“Give evidence instead of only saying you are motivated.”
apply for	ask formally to be considered for a position	“I would like to apply for the weekend role.”
take initiative	act without waiting to be told every step	“She took initiative and solved the problem.”

Active media task: Choose three jobs from the image. For each one, predict one useful skill. Then mark your predictions as fact, reasonable guess or needs research. This distinction is part of source checking.

Reading: a fictional opportunity

GreenTech Youth Lab – Saturday Project Helper

GreenTech Youth Lab is running a six-week project for young people aged 13–17. Participants build simple ideas for saving energy at school and present them at a local project day. We are looking for two student helpers aged 15 or older. Helpers welcome participants, organise materials, take notes during team meetings and support short presentations. You do not need work experience, but you should be reliable, curious and comfortable speaking to different people. Basic digital skills are useful. The role takes place on three Saturdays from 10 a.m. to 2 p.m. All application data in this exercise are fictional.

Read in three passes: First find the purpose. Then underline requirements. Finally, decide what kind of evidence a 15-year-old could honestly give.

Respond: Which requirement would be easiest for you to prove? Which would need a stronger example? Give reasons.

Reading: two fictional profiles

Profile A – Mia, 15

Mia helps in the school library twice a month. She checks lists, answers simple questions and shows younger students where to find materials. Last term she helped plan a small reading event. She enjoys working carefully but feels nervous when she has to speak without preparation.

Profile B – Sam, 15

Sam is part of a robotics club. He often explains ideas to new members and recently helped prepare a three-minute team presentation. He sometimes forgets small organisational tasks when several things happen at once, so he now uses a checklist.

Compare perspectives: Both students could be suitable for the role for different reasons. Choose one strength and one development point for each profile. Support every point with evidence from the text. Avoid “better person” judgments without evidence.

Listening and viewing: interview language

Before viewing: Predict two interview questions a teenager could be asked for the fictional role.

During viewing: Listen for phrases that introduce an example or a strength. Note keywords only.

After viewing: Build one answer using this frame: claim → example → result.

Second viewing task: Compare how the speaker answers under pressure. Which strategies help keep the conversation going? Collect two phrases you could reuse.

Pronunciation and fluency

The goal is clear, understandable speech, not accent-free speech. Keep stress on key information and use short pauses to organise your answer.

Chunk practice:

“A good example / that comes to mind / is our school project.”
“I’m particularly proud of / the way our team solved the problem.”
“One thing I learned / was to ask for help early.”
“Could you clarify / what you mean by teamwork?”

Fluency loop: Say one answer for 40 seconds. Repeat it once, but make the second version clearer, not faster. If you record yourself, keep the recording private unless you deliberately choose to share it.

Speaking: interview plus spontaneous follow-up

Role-play: Student A is an interviewer, Student B is an applicant. Use the fictional GreenTech role.

Round 1 – planned questions

Why are you interested in this role?
What is one strength you could bring?
Tell me about a time you worked with other people.

Round 2 – spontaneous follow-up The interviewer must ask at least two follow-up questions that react to the answer, for example: “What happened next?”, “How did you solve that?”, “What did you learn from it?”

Feedback rule: Give one specific success and one useful next step. Comment on meaning, evidence, clarity and interaction before small language errors.

Writing: short application email

Task: Write an application email of about 180–230 words for the fictional GreenTech role. Use fictional contact details only.

Your text should:

state why you are writing;
explain your interest;
present two relevant strengths;
support each strength with a concrete example;
connect your examples to the role;
end politely.

Coherence tools: because, for example, as a result, however, also, therefore, while, although.

Revision pass 1 – content: Is every strength supported by evidence?

Revision pass 2 – language: Are verb forms, sentence links and pronouns clear?

Revision pass 3 – reader: Is the tone polite but natural for a 15-year-old?

Functional grammar: use it for a reason

Function	Useful grammar	Example
talk about experience	present perfect plus past detail	“I have worked in a team before. Last term, we organised a science day.”
give a finished example	simple past	“I planned the timetable and checked the materials.”
talk about plans	going to, present continuous, will where appropriate	“I’m going to improve my presentation skills.”
discuss possibilities	first and second conditional	“If I get the role, I’ll prepare carefully.” / “If I had more time, I would practise twice.”
give advice	should, could, might	“You could add a clearer example.”
connect ideas	relative clauses and linking words	“The project, which lasts six weeks, focuses on energy.”

Grammar repair: Do not correct every sentence at once. Find the error that most affects meaning, fix it, then reuse the pattern in a new sentence.

Mediation: purpose before translation

A German school notice says:

„Für den Projekttag werden zwei Schülerinnen oder Schüler gesucht, die internationale Gäste begrüßen, ihnen den Ablauf erklären und sie zu den Räumen begleiten. Treffpunkt ist um 8:15 Uhr im Sekretariat. Ende ist gegen 13:30 Uhr. Interessierte melden sich bis Freitag bei Frau Berger.“

Situation: Your English-speaking exchange partner Alex wants to help but reads little German. Write a short English message with the information Alex actually needs. Do not translate word by word. Keep the purpose and the reader in mind.

Check: Did you include what the role is, when it starts, roughly when it ends, where to meet and what to do next?

Source and media check

Use media actively, not as decoration. For any source, ask:

Who created it?
What is its purpose?
Is it current enough for my question?
Can I verify the important claim elsewhere?
Does it show evidence or mainly opinion?
Is it suitable for my age and task?
May I reuse it, or should I only link/embed it?

Source note: The Wikimedia Commons images used here have licence information on their file pages. The videos are embedded from the creators’ YouTube channels; do not download or re-upload them without permission.

Help ladder

Level 1 – Hint: Underline the task verb and circle the key information.

Level 2 – Language support: Use a frame such as “One reason is …”, “For example …”, “This shows that …”.

Level 3 – Model structure: claim → evidence → explanation → link to task.

Level 4 – Feedback question: Ask “Which part is unclear?” before asking someone to rewrite your whole text.

Level 5 – Improve and reuse: After feedback, revise one part and use the improved pattern in a new sentence or new situation.

Error analysis and feedback

Sort an error before you fix it.

Error type	Question	Example action
meaning	Is the message understandable?	add missing information
evidence	Is the claim supported?	add a specific example
organisation	Can the reader follow the logic?	add or change a linking phrase
grammar	Does the form change the meaning?	repair the verb form
vocabulary	Is the word natural in this context?	replace a vague or misleading word
fluency	Can the listener follow comfortably?	pause in meaningful chunks

Feedback sentence: “Your example is clear because … . To make the answer stronger, you could … .”

Transfer: build a new version

Use the same language tools in a new context: a school exchange, a volunteering project, a youth council event, a sports helper role or a short project presentation. Change the context, but keep the cycle: understand → respond → ask → hint → improve → use again.

Can-do check

Can-do statement	Not yet	Mostly	Yes, independently
I can understand the main point of an authentic learning video.	□	□	□
I can support a claim with a relevant example.	□	□	□
I can ask a spontaneous follow-up question.	□	□	□
I can write a connected 180–230 word text and revise it.	□	□	□
I can mediate key information for a specific reader.	□	□	□
I can check a media source before trusting or reusing it.	□	□	□

Quality check for this aiMOOC

Use this checklist after completing the course.

Check	E9-E question	Evidence in this course
language level	Is the English challenging but understandable without artificial adult language?	short authentic media tasks, B1-oriented communication, optional hints
vocabulary	Is vocabulary taught in context and reused?	skills, evidence, experience, requirements, follow-up language
text length	Are reading and writing lengths manageable but substantial?	short input texts plus a 180–230 word writing task
grammar	Does grammar support communication?	experience, plans, conditionals, advice, linking
media	Does each medium have an active task?	prediction, listening, note-taking, comparison, source check
tasks	Do tasks move from understanding to independent production?	read/view → respond → ask → revise → transfer
feedback	Does feedback help improve the learner’s own text?	specific success plus next step; no automatic replacement of the full draft

Next-course idea: E9 E - Media literacy and source checking – compare viewpoints, verify claims and write a short source-based argument.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

Which answer gives evidence for a strength? (I organised the class equipment for three months and used a checklist.) (!I am simply the best person for every job.) (!Teamwork is always important.) (!I have many strengths.)

What should you do first when you watch a difficult English video? (Listen for the main idea before trying to understand every word.) (!Translate every sentence immediately.) (!Stop after the first unknown word.) (!Write down every sound you hear.)

Which phrase is useful for a spontaneous follow-up question? (Could you give me an example?) (!I finished my answer yesterday.) (!The interview has three chairs.) (!My application is a document.)

Which tense is most useful for a finished event at a clear past time? (Simple past) (!Present perfect continuous only) (!Future perfect) (!Past perfect in every case)

What is the main goal of mediation? (Transfer the relevant meaning for a specific person and purpose.) (!Translate every word in exactly the same order.) (!Replace the original text with your opinion.) (!Use the longest possible sentences.)

Which sentence is a suitable first conditional? (If I get the role, I will prepare carefully.) (!If I got the role yesterday, I will prepare.) (!If I get the role, I prepared carefully.) (!If I will get the role, I prepare carefully yesterday.)

What makes feedback useful? (It names a specific success and a clear next step.) (!It replaces the learner’s whole text.) (!It focuses only on accent.) (!It gives a score without explanation.)

Which source-checking question is most useful? (Who created this source and what is its purpose?) (!Does the page use my favourite colour?) (!Is the title very long?) (!Does the page contain exactly ten pictures?)

What is the best aim for pronunciation practice in this course? (Clear and understandable speech.) (!Copying one accent perfectly.) (!Speaking as fast as possible.) (!Avoiding all pauses.)

What should happen after you revise a useful language pattern? (Use the improved pattern again in a new context.) (!Delete every earlier draft.) (!Avoid the pattern in future tasks.) (!Translate the whole course into German.)

Memory

evidence	a concrete example that supports a claim
requirement	something needed for a role
mediation	transferring relevant meaning for a purpose
fluency	speaking with manageable flow and clear chunks
revision	improving a draft after checking it
follow-up	a question that reacts to an earlier answer

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
claim	what you say about yourself
evidence	the example that supports the claim
follow-up	a question that reacts to an answer
revision	improving a text after feedback
transfer	using a skill in a new situation

Kreuzworträtsel

interview	What conversation lets an applicant and an organisation ask each other questions?
evidence	What supports a claim with a concrete example?
revision	What process improves a draft after checking it?
fluency	What describes clear, manageable flow in speaking?
mediation	What skill transfers relevant meaning for a specific reader?
application	What do you send when you formally ask to be considered for a role?

LearningApps

Lückentext

In this course, a strong claim needs

. When you watch a difficult video, first listen for the

. In an interview, a good conversation includes a spontaneous

question. For completed past events with a clear past time, you often use the

. When you transfer only the information another person needs, you are using

. Useful feedback should name a success and a clear

. After feedback, you should revise your own

instead of replacing it completely. A source check asks who created the material and what its

is. Pronunciation practice aims for clear and

speech. Finally, transfer means using an improved skill in a new

.

Offene Aufgaben

Leicht

Future plans: Create a one-minute spoken plan using at least three expressions from the course.
Wortschatz: Build a personal set of twelve useful job-and-skills words and write one real or fictional example for each.
Quellenkritik: Choose one course image and inspect its Wikimedia Commons file page. Note creator, licence and one detail about reuse.
Feedback: Improve one short answer using the pattern claim → evidence → result and explain what you changed.

Standard

Vorstellungsgespräch: Perform a three-minute fictional interview with two spontaneous follow-up questions. Recording is optional and should remain private unless you choose otherwise.
Bewerbung: Write and revise a 180–230 word application email using fictional data only.
Sprachmittlung: Find a short German school notice and mediate only the relevant information for a fictional English-speaking visitor.
Medienkompetenz: Compare two sources about one career. Separate facts, opinions and points that still need checking.

Schwer

Argumentation: Write a 250–300 word source-based response to the question “Should schools offer more short work-experience projects?” Use two perspectives and a reasoned conclusion.
Präsentation: Prepare a four-minute presentation about a future study or career path. Include one visual, one checked source and a short Q&A.
Peer-Review: Design a feedback sheet for speaking or writing that prioritises meaning, evidence, coherence and interaction before minor errors.
Transfer: Create a mini practice sequence for another E9 topic using the cycle understand → respond → ask → hint → improve → use again. Include one medium and one source check.

Lernkontrolle

Listening and evidence: Watch a new short English clip about plans or work. Summarise the main idea, select two details and explain how each detail supports your interpretation.
Reading and perspective: Compare two short fictional applicant profiles for the same role. Explain how different evidence can support different strengths without ranking the people overall.
Speaking transfer: Give a 90-second answer about a project you would like to join. Then respond to two unprepared follow-up questions.
Writing and revision: Write a coherent 200-word application-style text, use feedback to revise it, and submit both versions with a short note explaining three changes.
Mediation: Turn a German event notice into a concise English message for a specific visitor. Explain which details you omitted and why.
Source evaluation: Evaluate one media source by creator, purpose, evidence, how current it is, suitability and reuse conditions. State which claims still need verification.

Lernnachweis

Für einen Lernnachweis zu diesem Thema sind wichtig:

Du verstehst Hauptaussagen und relevante Details in einem altersgerechten Hör-/Hörsehtext.
Du entnimmst einem Lesetext Anforderungen, Absichten und Belege und kannst unterschiedliche Perspektiven vergleichen.
Du sprichst mehrere Minuten zusammenhängend und reagierst auf spontane Rückfragen.
Du schreibst einen kohärenten, adressatengerechten Text mit nachvollziehbaren Gründen und Beispielen.
Du überarbeitest deinen eigenen Text gezielt anhand von Feedback und dokumentierst wichtige Änderungen.
Du setzt funktionale Grammatik für Erfahrungen, Pläne, Bedingungen, Ratschläge und Verknüpfungen ein.
Du vermittelst Inhalte sinngemäß nach Zweck und Adressat, statt vollständig zu übersetzen.
Du prüfst Medien und Quellen auf Urheber, Zweck, Beleglage, Aktualität und Nutzbarkeit.
Du kannst Hilfen schrittweise nutzen und anschließend wieder selbstständiger arbeiten.
Du überträgst gelernte Sprachhandlungen auf einen neuen Kontext.

OERs zum Thema

Geprüfte Medienquellen:

Curriculum check:

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