E9 E - Synthesise information from several short sources
aiMOOCE9 E - Synthesise information from several short sources
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E9 E - Synthesise information from several short sources
Mini-Beschreibung: Fasse zentrale übereinstimmende, ergänzende und scheinbar widersprüchliche Informationen aus zwei bis drei kurzen Quellen strukturiert zusammen. Du arbeitest auf Englisch, prüfst Quellen und formulierst eine eigene, überarbeitete Synthese.
Level: Englisch als erste Fremdsprache, Klasse 9, E-Niveau, Baden-Württemberg
Learning loop: understand → respond → ask → hint → improve → use again
Einleitung
A synthesis is not three mini-summaries. You connect ideas from several sources and show how they relate.
Media warm-up: Look at the two images. In 30 seconds, name three questions you would ask before using information from a source.
Viewing mission: Watch the TED-Ed video once for the main idea. Then rewatch one short section and note: fact – opinion – source check. Do not translate the whole video.
I-can-Ziele
Nach dem Kurs kannst Du auf Englisch:
- synthesise two or three short sources around shared ideas.
- compare sources for agreement, added information and contrast.
- check author, purpose, evidence and context.
- write a coherent source-based paragraph with reporting verbs and linkers.
- revise your own text after feedback and explain what you changed.
- mediate key information for a specific German-speaking audience without translating everything.
Vorwissen: Quick check
Answer in English. One or two sentences each are enough.
- What is the difference between a fact and a claim?
- What makes a source useful for a school task?
- Which words can show agreement or contrast between two ideas?
Hint only if needed: Think of who – why – evidence – date – context.
Core skill: From sources to synthesis
Use the Venn diagram as a thinking tool. Do not organise your notes source by source. Organise them by ideas.
- Agreement: two or more sources support the same central point.
- Complement: one source adds a useful detail, example or perspective.
- Contrast: sources differ in findings, focus or interpretation.
- Context: a difference may come from another population, method or outcome.
Key rule: Different findings are not always a real contradiction.
Four-step method
- Understand: Mark the main claim and one useful detail in each source.
- Compare: Group information under shared ideas.
- Connect: Use linkers and reporting verbs to show relationships.
- Synthesise: Write one connected response and keep each source visible.
Useful frame: Both sources suggest … . Source B adds that … . However, Source C reports … . Taken together, the sources indicate … .
Practice source set: Should school start later?
The texts below are shortened paraphrases of real sources. They are not quotations.
Source A – CDC, United States, current school-health information
Teenagers aged 13–18 are advised to get about 8–10 hours of sleep. CDC data for 2025 show that many US high-school students did not get adequate sleep. The CDC connects sufficient sleep with health, attention and readiness to learn.
Source check: public-health agency; US context; current overview and survey data.
Source B – Systematic review on grades and test scores, 2022
A review of 21 studies found mixed results for academic achievement after later school start times. The authors did not find a generalisable improvement in grades or test scores across the studies. They also note that later starts may still support learning while academic achievement is maintained.
Source check: peer-reviewed systematic review; focus = grades and test scores; studies differ in design and quality.
PubMed: School start times and academic achievement
Source C – Meta-analysis on sleep and youth outcomes, 2022
A meta-analysis of 28 studies found that later school start times were associated with longer sleep and less negative mood. The analysis also reported better overall developmental outcomes. An association does not mean that every school will see the same result.
Source check: peer-reviewed meta-analysis; broad outcomes; studies from different settings.
PubMed: School Start Times, Sleep, and Youth Outcomes
Compare before you write
| Relationship | What you can notice | Useful language |
|---|---|---|
| Agreement | A and C both connect sleep with student well-being or functioning. | Both sources indicate … / Similarly, … |
| Complement | A gives a sleep recommendation and current US context; C adds research across many studies. | In addition, … / Source C adds that … |
| Tension | B finds no generalisable gain in grades or test scores, while C reports broader positive outcomes. | However, … / While B focuses on …, C … |
| Context | A is US public-health information; B and C combine research studies with different methods and populations. | This may be because … / The sources focus on different … |
Think: Is B really contradicting C? Explain in one sentence.
Model synthesis
Model: Across the sources, later school starts appear to support adolescent sleep. The CDC explains why sufficient sleep matters and reports that many US high-school students get too little. The 2022 meta-analysis adds evidence of longer sleep and less negative mood with later starts. However, the systematic review of academic achievement does not find generalisable improvements in grades or test scores. Taken together, the sources support sleep-related benefits, while academic effects remain less certain.
Notice: The paragraph is organised by ideas, not by Source A, then B, then C.
Listening and Viewing
First watch: What makes a source worth trusting?
Second watch: Note only three items:
- one question about the author or organisation
- one question about evidence
- one question about point of view
Then ask a partner one spontaneous follow-up question.
Fact-checking extension
Challenge: Choose one claim from the school-start source set. Explain how you would check it without simply trusting the first result you see.
Optional content clip: sleep context
Datei:Simpleshow (EN) Foundation Sleep Hygiene 160308 1920x1080.webm
Watch only a short section. Write three English keywords and one sentence that could complement Source A. Do not create a full transcript.
Reading strategy
Read each short source twice.
Round 1 – gist: What is the central message?
Round 2 – evidence: Which detail supports it?
Use this note grid:
| Source | Main claim | Useful evidence | Limit or context |
|---|---|---|---|
| A | … | … | … |
| B | … | … | … |
| C | … | … | … |
Then colour-code or label each connection: AGREE – ADD – CONTRAST.
Kontextwortschatz
| English | Meaning in this course | Example |
|---|---|---|
| claim | Aussage, die geprüft werden muss | The source makes a claim about sleep. |
| evidence | Beleg oder Daten | The study provides evidence from several schools. |
| finding | Forschungsergebnis | One finding concerns sleep duration. |
| whereas | zeigt einen Gegensatz | A focuses on health, whereas B focuses on grades. |
| suggest | vorsichtiges Berichten | The results suggest a possible benefit. |
| be associated with | Zusammenhang, nicht automatisch Ursache | Later starts are associated with longer sleep. |
| overall | Gesamtbild | Overall, the sources support the main idea. |
| limitation | Grenze einer Aussage | The US context is one limitation. |
Use again: Pick four words and use each in a new sentence about a different topic.
Pronunciation and Fluency
Clarity matters more than accent.
Practise short thought groups:
- Both sources suggest / a similar pattern.
- Source C adds / a broader perspective.
- However / the academic evidence is mixed.
- Taken together / the sources point to a cautious conclusion.
Word stress to notice: SYN-thesise – E-vidence – re-LI-able – as-SO-ciated.
Fluency drill: Speak for 45 seconds from notes only. Repeat once and improve your linking. Recording is optional and should stay private unless you choose otherwise.
Speaking
In pairs, discuss:
“Based on the three sources, what can we say with confidence about later school starts – and what remains uncertain?”
Rules:
- Speak for about one minute before switching.
- Refer to at least two sources.
- Ask one spontaneous follow-up question.
- Challenge ideas, not people.
- If you disagree, explain why using evidence.
Sentence starters: I agree with that point because … / I would qualify that claim because … / Which source supports that? / Are those outcomes actually the same?
Writing
Write a 150–180 word synthesis of Sources A–C.
Your text should:
- open with the shared issue, not a source list.
- connect at least one agreement and one difference.
- use at least two reporting verbs.
- include cautious language where evidence is limited.
- finish with a source-based overall statement.
Do not copy the model. Keep your first draft so you can compare it with the revision.
Functional grammar: language that does a job
Reporting verbs: reports, states, finds, suggests, notes
Agreement: both, similarly, likewise
Addition: in addition, also, furthermore
Contrast: however, whereas, while, although
Caution: may, might, appears to, suggests, is associated with
Source reference: According to Source B … / The review finds that …
Avoid overclaiming: proves is usually too strong for these sources.
Hilfestufen
Level 1 – Independent: Use only the three sources and your notes.
Level 2 – Phrase bank: Use the language box above.
Level 3 – Writing frame: Across the sources, … . Both A and C … . B adds/qualifies … . However, … . Taken together, … .
Move back to less support on your second attempt.
Feedback and error analysis
Check your own text before asking for feedback.
| Common problem | Why it weakens the synthesis | Better move |
|---|---|---|
| A says … B says … C says … | source-by-source list | organise by shared ideas |
| This proves … | claim is too strong | use suggests or is associated with |
| B contradicts C | outcomes may be different | compare what each source actually measures |
| no source reference | reader cannot trace information | name the source or study type |
| copied wording | your own synthesis disappears | paraphrase and keep the meaning |
Revision ladder: content → source connections → paragraph flow → language accuracy.
Ask for feedback on one target at a time, for example: Do my linkers show the source relationships clearly?
Mediation
A German-speaking school council wants a quick overview.
Give them three short German points based on Sources A–C:
- one point about sleep
- one point about academic outcomes
- one point about uncertainty or context
Do not translate the sources line by line. Select what the audience needs.
Responsible source and AI use
- Check factual claims against the original source before using them.
- Keep your own first draft and mark later changes.
- AI feedback, if used, is a suggestion to check, not a fact source by itself.
- Do not upload private social-media data, real application data or personal recordings.
- Use fictional examples when personal data would otherwise be needed.
- Voice recordings are optional and can remain private.
- Do not send class material to external AI services unless your school rules and consent allow it.
Transfer
Choose a new school-related question and find two or three short, suitable sources.
Before writing, make a source map:
- What do the sources agree on?
- What does one source add?
- Where do findings or perspectives differ?
- Could the difference come from context, method or purpose?
- Which claim still needs checking?
Then write a new 150–180 word synthesis without using the school-start model sentence by sentence.
Can-do check
Rate yourself after the transfer task:
| Can do | Not yet | With help | Independently |
|---|---|---|---|
| I identify the main claim of each source. | ☐ | ☐ | ☐ |
| I connect agreement, added information and contrast. | ☐ | ☐ | ☐ |
| I avoid false contradictions. | ☐ | ☐ | ☐ |
| I use reporting verbs and cautious language. | ☐ | ☐ | ☐ |
| I revise my own text and explain one improvement. | ☐ | ☐ | ☐ |
Next step: Evaluate reliability and bias in sources.
Interaktive Aufgaben
Quiz: Teste Dein Wissen
What is the main aim of a synthesis? (To connect information from several sources around shared ideas) (!To translate every source) (!To summarise only the longest source) (!To list sources without comparing them)
Which phrase best shows agreement? (Both sources suggest a similar pattern) (!However the findings differ) (!Source B focuses on another outcome) (!The evidence is limited)
What does it mean when one source complements another? (It adds useful information or a new perspective) (!It proves the other source is false) (!It repeats every sentence exactly) (!It removes the need to check evidence)
Which linker is useful for contrast? (However) (!Similarly) (!Likewise) (!Also)
Which verb is suitably cautious for reporting research? (Suggests) (!Proves) (!Guarantees) (!Commands)
How much sleep does Source A say teenagers aged 13 to 18 are advised to get? (About 8 to 10 hours) (!About 4 to 5 hours) (!About 12 to 14 hours) (!Exactly 6 hours)
What is the key message of Source B about grades and test scores? (No generalisable improvement was found across the studies) (!Every study showed higher grades) (!Later starts always reduced grades) (!The review did not examine academic outcomes)
What does Source C report? (Later starts were associated with longer sleep and less negative mood) (!Later starts caused identical results in every school) (!Sleep became shorter in all studies) (!The analysis only studied exam scores)
Why should you be careful with the phrase is associated with? (It describes a relationship but does not by itself prove cause) (!It always means two ideas contradict) (!It means the source is unreliable) (!It is only used for opinions)
What is a strong final revision step? (Check whether each important claim is linked to a source) (!Replace all cautious language with proves) (!Delete all source references) (!Translate the paragraph into German)
Memory
| Agreement | Same central point |
| Complement | Adds useful information |
| Contrast | Different finding or perspective |
| Evidence | Support for a claim |
| Hedging | Careful language |
| Revision | Improving a draft after checking it |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| Both sources indicate | Agreement |
| Source C adds | Complement |
| However | Contrast |
| The results suggest | Cautious reporting |
| According to the review | Source reference |
...
Kreuzworträtsel
| Synthesis | What combines ideas from several sources into one structured account? |
| Evidence | What supports a claim with data or information? |
| Contrast | What relationship highlights a difference between sources? |
| Hedging | What kind of language makes a claim appropriately cautious? |
| Reliable | What adjective describes a source that can be trusted for a purpose? |
| Revise | What verb means to improve a draft after checking it? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Source labels: Mark one main claim and one useful detail in each practice source.
- Connection hunt: Find one agreement, one addition and one contrast in Sources A–C.
- Linker switch: Rewrite three simple sentences using both, however and in addition.
- One-minute source talk: Explain the source relationships from notes only.
Standard
- Mini synthesis: Write 90–110 words using all three practice sources.
- Source check card: Check author, purpose, evidence, date and context for one web source.
- Peer question round: Present your synthesis and answer two spontaneous follow-up questions.
- Mediation brief: Give a German school group a purpose-based three-point overview without full translation.
Schwer
- Independent source set: Research two or three short sources on a school-related question and justify your selection.
- Perspective comparison: Explain whether two differing findings are a true contradiction or a difference in focus, method or population.
- Evidence-based presentation: Give a two- to three-minute presentation with source references and respond to questions.
- Revision commentary: Submit first draft, revised draft and a short English explanation of three changes you made.
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Lernkontrolle
- Synthesis map: Build an idea-based map from three unseen short sources and explain why you grouped the information that way.
- False contradiction check: Decide whether two apparently different findings really conflict; justify your answer using source focus and evidence.
- Source-purpose transfer: Choose which information from three sources would matter most for students, parents and a school council, and explain the differences.
- Cautious conclusion: Write a conclusion that distinguishes strong evidence, limited evidence and open questions.
- Revision decision: Improve a weak source-by-source paragraph and annotate the changes that make it a synthesis.
- Media verification: Compare a short video claim with a written source and explain what can and cannot be confirmed.
Lernnachweis
Für einen Lernnachweis ist wichtig, dass Du:
- die Hauptaussage von zwei bis drei kurzen Quellen sicher erkennst.
- Übereinstimmungen, Ergänzungen und Unterschiede korrekt verbindest.
- Quellen nach Autor, Zweck, Beleglage und Kontext prüfst.
- einen zusammenhängenden englischen Synthesetext mit klaren Quellenbezügen schreibst.
- vorsichtige Formulierungen verwendest, wenn die Belege keine starke Aussage erlauben.
- auf Rückfragen spontan und verständlich reagierst.
- Deinen eigenen Erstentwurf erhältst und eine nachvollziehbare Überarbeitung zeigst.
- bei Mediation nach Zweck und Adressat auswählst statt vollständig zu übersetzen.
OERs zum Thema
Wikipedia – Informationskompetenz:
Freie Medien im Kurs: Die Bilder und das optionale Video stammen aus Wikimedia Commons. Die YouTube-Videos werden über den jeweiligen Originalanbieter eingebettet.
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