aiMOOC

E9 G - I can speak and mediate – English 9

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Einleitung

E9 G - I can speak and mediate – English 9

Mission: Speak. Listen. Ask. Help.

In this aiMOOC, you show that you can present a short idea, take part in a conversation, ask when you do not understand, give an opinion with a reason and mediate important information. You work with short texts, clear videos and simple speaking tasks.

Deutsch-Hilfe: Du sollst nicht perfekt klingen. Wichtig ist: Du verstehst das Wesentliche, reagierst passend und bleibst im Gespräch.

Zielgruppe: Klasse 9, G-Niveau, Englisch als erste Fremdsprache, Baden-Württemberg.

Zeit: etwa 2 bis 3 Unterrichtsstunden. Viele Aufgaben dauern nur 3 bis 10 Minuten.

Learning path: English first → understand → respond → ask → hint → improve → use again.

Medien-Einstieg: What is good communication?

Look at the picture. Do not translate every detail.

Speak: Say three words you connect with a good conversation.
Ask: What can you say when you do not understand?
Respond: Complete: I think good communication is ... because ...

Quick idea: Good communication is not only about correct grammar. It is also about listening, reacting, asking and making your message clear.

Watch 1: Watch without stopping. What is the video mainly about?

Watch 2: Listen for one polite way to give an opinion.

Use it: Say one polite opinion about school, free time or a class project.

I-can-Ziele

At the end, you can say:

I can present one clear idea for about 45–60 seconds.
I can interact and react to another speaker.
I can ask for repetition or explanation.
I can give an opinion and add a reason.
I can mediate the important meaning without translating every word.
I can write a short, structured message with clear information.

Vorwissen: Start check

Can you do this now?	Not yet	With help	Yes
Say I think ... because ...	□	□	□
Ask Could you say that again, please?	□	□	□
Give a short presentation with first – next – finally	□	□	□
Tell an English-speaking person the main points of a short German notice	□	□	□

Keep your start check. You will compare it with your Can-do check at the end.

Input: Speak and mediate

Listening and Viewing

Rule: Listen first. Read later.

Video A: Notice good speaking

Watch the first part.

Understand: Is the main focus speaking, writing or reading?
Notice: What helps a speaker sound clear?
Use: Choose one idea and use it in your next speaking task.

Do not try to understand every word. Listen for key ideas.

Mini listening: School Skills Day

Ask a partner or your teacher to read this short script aloud two times. Do not look at the script first.

Listening questions:

Where will the activity take place?
What should students prepare?
What can students do if they have a question?

Transcript – only after your first listening attempt:

Hi everyone. Our School Skills Day is on Friday in Room 14. Please prepare a short one-minute talk about a skill you use in everyday life. You can bring one picture or one object. After each talk, another student will ask one question. If you do not understand a question, ask the speaker to repeat or explain it. You do not need perfect English. Speak clearly and keep going.

Check: Room 14 – a one-minute talk – ask for repetition or explanation.

Reading: Find the important information

Read this fictional school notice.

Green Break Project
Year 9 students are planning a greener school break. The project meeting is on Tuesday at 1:15 p.m. in the library. Students can suggest one realistic idea, for example reusable bottles, less food waste or a quiet outdoor area. Each idea should include one reason. At the end, the group will choose two ideas for a short presentation to the school team. You do not need to register. Just come to the library on time.

Read fast. Find only what you need.

When is the meeting?
Where is it?
What should every idea include?
What happens at the end?

Challenge: Tell a partner the notice in two English sentences without looking back.

Kontextwortschatz: Useful chunks

Function	Useful English	Mini-hint
Ask again	Could you say that again, please?	repeat
Ask for meaning	What do you mean by ...?	explain
Check meaning	Do you mean ...?	check
Give an opinion	I think ... / In my opinion ...	view
Give a reason	... because ...	why
React	I agree. / I see your point, but ...	respond
Structure a talk	First ... Next ... Finally ...	order
Mediate	The main point is ... / You need to know that ...	key information

Do not learn long speeches. Learn useful chunks and use them flexibly.

Pronunciation and Fluency

Goal: understandable English, not accent-free English.

Say the chunks in short groups:

In my opinion / this is a good idea / because it is easy.

Could you say that again / please?

The main point is / the meeting starts at one fifteen.

30-second fluency drill: Choose one topic: school lunch, homework, sport, music or a school project. Speak for 30 seconds. If you stop, use a repair phrase:

Let me think. – What I mean is ... – I don't know the exact word, but ...

Speaking: Short presentation

Task: One-minute idea

Present one simple idea for a better school day.

Use this structure:

Start: My idea is ...
Reason: I think it is useful because ...
Example: For example ...
End: So, my main point is ...

Target: 45–60 seconds. One main idea is enough.

Watch a short part of the Cambridge speaking-tips video.

Notice, do not copy: How do speakers show that they are listening? How do they continue when they need time?

Speaking: Keep a conversation going

Pair task: Plan a class activity.

Choose one: class breakfast, sports break, reading corner, music break or clean-up day.

Speaker A gives an idea. Speaker B must:

react once,
ask one follow-up question,
ask for clarification once,
give an opinion with a reason.

Then change roles.

Useful questions:

Why do you think that?

When could we do it?

Could you explain that?

Do you mean ...?

Success rule: Do not only answer. React + ask + add.

Functional grammar: Grammar that helps you communicate

Focus on only three accuracy goals.

Goal	Useful pattern	Example
Ask a clear question	question word + auxiliary + subject	What do you think?
Give a reason	idea + because + reason	I like the plan because it is simple.
Ask politely	Could you + verb ...?	Could you repeat that?

Mini-fix:

What you think? → What do you think?
I like it because is easy. → I like it because it is easy.
Repeat! → Could you repeat that, please?

Communication comes first. Fix these central patterns because they make your meaning clearer.

Writing: Short structured message

Fictional task: Write to Ms Carter, the fictional coordinator of the School Skills Day.

Write 80–100 words.

Include:

why you are writing,
your presentation topic,
one reason for your choice,
one question,
a clear ending.

Scaffold:

Hello Ms Carter,

I am writing about ...

My topic is ... because ...

Could you tell me ...?

Thank you. Best wishes, ...

Use a fictional name. Do not add private contact details.

Mediation: Pass on the meaning

Situation: An English-speaking exchange student asks what this German notice says.

Jugendtreff West – Spieleabend
Am Freitag findet von 18:00 bis 20:30 Uhr ein Spieleabend im Jugendtreff West statt. Der Eintritt ist kostenlos. Getränke können vor Ort gekauft werden. Wer möchte, kann ein eigenes Brett- oder Kartenspiel mitbringen. Eine Anmeldung ist nicht nötig.

Your job: Explain the important information in English in about 40–60 seconds.

Do not translate every sentence.

Think: What does the person need to know?

Useful start:

The main point is that ...

It is on ...

You do not have to ...

You can ...

Possible key information: Friday – 6:00 to 8:30 p.m. – free entry – drinks available – bring a game if you want – no registration.

Hilfestufen

Choose only as much help as you need.

Help level	Use this
Hint 1 – Words	opinion, reason, repeat, explain, first, finally, main point
Hint 2 – Sentence starters	I think ... because ... / Could you ...? / The main point is ...
Hint 3 – Structure	Start → key idea → reason/example → question or ending

After using a hint, try the task again with less help.

Feedback: Two strengths and one next step

Give short, useful feedback.

Two strengths:

I understood your main point.

Your question was clear.

You gave a reason.

One next step:

Ask one more follow-up question.

Speak in shorter chunks.

Use because + subject + verb.

Do not rewrite your partner's whole text. Keep their own voice and ideas.

Fehleranalyse: Which errors matter most?

Sort errors into two groups.

A: Meaning problem – the listener may not understand.

B: Small language problem – the message is still clear.

Examples:

What you think? → fix the question form.
I think this good because cheap. → add the missing words.
A small accent difference that does not block understanding → keep speaking.

Priority: Make the message understandable first. Then improve important grammar.

Transfer: New situation

A visitor from an English-speaking partner school arrives at your school.

You have three tasks:

Give a 45-second introduction to one school activity.
Answer one question and ask one follow-up question.
Mediate a short German notice about room, time or rules.

Use the same tools again: understand → respond → ask → hint → improve → use again.

Safe and responsible use of media and AI

Privacy: Use fictional profiles, names and application data.
Recordings: Recordings are optional and should stay private unless everyone involved has agreed.
Social media: Do not publish private social-media data.
AI: Do not send personal data, private recordings or classmates' work to external AI tools without permission.
Check: Check AI facts, sources and feedback. Keep your own text and your own decisions.

Can-do-Check

I can ...	Not yet	With help	Yes
present one clear idea for about one minute	□	□	□
react and ask a follow-up question	□	□	□
ask for repetition or explanation	□	□	□
give an opinion with a reason	□	□	□
mediate the key points of a short notice	□	□	□
improve one important language problem after feedback	□	□	□

Compare this check with your start check.

Next course: E9 G - I can discuss and decide – English 9

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What is a useful phrase when you do not understand? (Could you say that again, please?) (!Speak perfect English.) (!Translate every word.) (!Stop the conversation.)

Which sentence gives an opinion and a reason? (I think the idea is useful because it is simple.) (!The idea is on Tuesday.) (!Could you repeat that?) (!Where is the library?)

What should you do in mediation? (Pass on the important meaning.) (!Translate every word exactly.) (!Add new facts.) (!Read the German text aloud.)

Which question has the correct word order? (What do you think?) (!What you think?) (!What think you?) (!Do what you think?)

What helps a short presentation? (A clear beginning, main point and ending.) (!Many difficult words.) (!A memorised long speech.) (!No examples or reasons.)

Which phrase politely checks meaning? (Do you mean ...?) (!You are wrong.) (!Say it now.) (!I know everything.)

What is a good speaking goal in this course? (Be clear enough to be understood.) (!Sound exactly like one native speaker.) (!Never pause.) (!Use only long sentences.)

What should you do after your partner gives an idea? (React, ask and add your own point.) (!Change the topic immediately.) (!Stay silent.) (!Correct every small mistake.)

Which word connects an opinion with a reason? (because) (!although) (!yesterday) (!perhaps)

What is a safe choice for a school speaking task? (Use fictional data and keep recordings private.) (!Post a classmate's recording without asking.) (!Share private contact details.) (!Upload all work to an external service.)

Memory

Could you repeat that?	Ask again
In my opinion	Give a view
because	Give a reason
First – next – finally	Structure a talk
Do you mean ...?	Check meaning
The main point is ...	Mediate information

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Could you explain that?	Ask for clarification
I agree.	React to a speaker
In my opinion ...	Give a view
... because ...	Give a reason
The main point is ...	Mediate key information

Kreuzworträtsel

opinion	What do you give when you say what you think?
reason	What explains why you think something?
clarify	What do you do when you make unclear information clearer?
mediate	What do you do when you pass important meaning between languages?
feedback	What helps you notice a strength and a next step?
speaker	What do we call a person who is talking?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Clarification cards: Write four small cards with useful phrases such as Could you repeat that? Use each phrase once in a partner dialogue.
One reason: Give your opinion about one school topic and add one clear reason with because.
Picture talk: Choose a copyright-safe picture and speak about it for 30–45 seconds using first, next and finally.
Key facts: Read a short German school notice and mark only the four facts an English-speaking visitor really needs.

Standard

Two-minute dialogue: Plan a fictional class event with a partner. React, ask at least two questions and give one reason.
One-minute pitch: Present an idea for improving break time. Use one example and a clear ending.
Short email: Write an 80–100 word email using fictional data. Include one question and one reason.
Peer feedback: Listen to a partner. Give two strengths and one next step. Then let the partner try again.

Schwer

Live mediation: A partner gives you a short German notice. Explain the key information in English without preparing a full translation.
Repair challenge: Hold a three-minute conversation. Your partner deliberately asks for clarification twice. Rephrase instead of repeating exactly the same words.
Video response: Watch one embedded learning video and create a 60-second response: one useful idea, one example and one question.
School visitor simulation: Combine a short presentation, a question-answer phase and a mediation task in one five-minute role-play.

Lernkontrolle

Present and adapt: Present one school idea for 60 seconds. Then your partner asks an unexpected question. Respond without reading a prepared answer.
Keep it going: Hold a two-minute discussion. Show at least one reaction, one follow-up question and one clarification question.
Reason and compare: Compare two simple class-project ideas. Explain which features are useful and support your points with reasons.
Select information: Mediate a German notice for an English-speaking visitor. Explain why you included some details and left out others.
Improve meaning: Correct three short learner sentences. Explain which correction is most important for understanding.
New context: Use the same communication tools in a new context such as a youth club, school trip or work-experience day.

Lernnachweis

For a learning record, show that you can communicate, not only remember rules.

Short presentation: about 45–60 seconds, one clear idea, reason and example.
Conversation: about 2–3 minutes with reactions, questions and clarification.
Mediation: about 40–60 seconds with the important meaning of a short German text.
Writing: about 80–100 words in a clear structure.
Improvement: one short reflection showing what you changed after feedback.

Assessment focus: understandable message, suitable response, useful questions, clear reasons, key information and a few central language patterns.

Recordings are voluntary and private. A live classroom alternative should always be possible.

OERs zum Thema

Freie Medien und geprüfte Lernquellen

Wikimedia Commons: Conversation.png – CC BY-SA 4.0.
Wikimedia Commons: Speech bubbles.svg – CC BY-SA 3.0.
Wikimedia Commons: Listening.svg – CC0.
Wikimedia Commons: Questionmark.svg – Public Domain.
Wikimedia Commons: Email icon.svg – Public Domain.
Wikimedia Commons: Presentation Speaking to Audience – CC BY-SA 4.0.
Wikimedia Commons: Orange Icon Talk.svg – Public Domain.
Bildungsplan Baden-Württemberg: Englisch als erste Fremdsprache, Sekundarstufe I.
Landesbildungsserver Baden-Württemberg: Sprachmittlung.
British Council LearnEnglish Teens: Speaking.

The embedded YouTube videos are used as external learning media from BBC Learning English and Cambridge English. No full transcripts are copied into this course.

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