aiMOOC

E9 M - Fit for English 10 – M level

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E9 M - Fit for English 10 – M level

Mini-description: Secure the key English skills from Classes 7–9 and find out what you still need to practise before Class 10. This course is for Class 9, M level, Baden-Württemberg. Work mainly in English: understand → respond → ask → use a hint → improve → use again.

Media start – watch actively:

Watch once without stopping. What is the disagreement about?
Watch again. Note three phrases for agreeing, disagreeing or reacting.
Use one phrase in your own mini-dialogue.
Do not translate the whole video. Focus on meaning, key words and reactions.

Deutsch-Hilfe

Du musst nicht jedes Wort verstehen. Höre zuerst auf Thema, Sprecherhaltung und Schlüsselwörter. Beim zweiten Durchgang suchst Du gezielt nach Redemitteln.

Einleitung

This aiMOOC is a diagnostic bridge to Class 10. It checks and trains communication, reading, writing, mediation, grammar, pronunciation and fluency and source work.

The course follows the competence areas of the Baden-Württemberg curriculum for English as a first foreign language, Classes 7/8/9: listening/viewing, reading, speaking, writing, mediation, vocabulary, grammar, pronunciation/intonation and text/media competence. M-level work includes guided but increasingly independent understanding and production. See the official curriculum: Bildungsplan Baden-Württemberg – Englisch als erste Fremdsprache, Klassen 7/8/9.

Your target: You do not need perfect English. You need English that is clear, connected and useful. Being understood matters more than sounding accent-free.

I-can goals

I can ...	Target
understand the main point and important details in B1-oriented audio/video	listening/viewing
read longer short texts and infer some unknown words from context	reading
ask, react, compare, discuss, negotiate and present	communication
write a coherent email, report, blog post, opinion, story or simple application text	writing
pass on relevant information between German and English without translating everything	mediation
use narrative tenses, passive forms, reported speech and conditionals for a purpose	grammar
check author, date, purpose, evidence and reliability	source work

Before you start: quick self-check

Rate yourself: green = secure, yellow = partly secure, red = needs work.

I can follow a conversation with more than one speaker.
I can find the main point before I look up words.
I can keep a conversation going with follow-up questions.
I can write connected paragraphs with linking words.
I can explain important German information in English.
I can tell a story using different past tenses.
I can form useful passive sentences.
I can report what another person said or asked.
I can use first and second conditionals.
I can check where information comes from.

Diagnostic rule: Red is not a failure. It tells you what to practise next.

Privacy and safe learning

Use fictional names, addresses, phone numbers, profiles and application data. Do not use private social-media data. Voice or video recordings are optional and private. This course does not require you to upload recordings, texts, images or personal data to external AI services.

If you meet an AI-generated fact, source or feedback somewhere else, check it against a reliable source. Keep your own first draft so that your learning remains visible.

Listening and Viewing

Task A – gist: Listen for the main point. Write one sentence: The speakers mainly disagree about ...

Task B – detail: Listen again and note:

one opinion,
one reason,
one reaction,
one phrase that keeps the conversation going.

Task C – respond: Choose one idea and answer in 30–45 seconds. Add one follow-up question.

Useful phrases: I see what you mean, but ... / I agree up to a point. / What makes you think that? / Could you explain that? / So you mean ...?

Hint 1

Listen for stressed words, not every word.

Hint 2

Use the speakers' facial expressions, intonation and reactions.

Deutsch-Hilfe

Erst global hören, dann Details suchen. Halte nur Stichwörter fest; keine Vollübersetzung.

Reading

Reading text: The project decision

Read first without a dictionary.

Class 9M has one afternoon for a school project. Maya wants to organise a repair café because students could bring broken headphones, bikes or small objects and learn how to fix them. Leon prefers a sports event. He says it would attract more students and would be easier to organise. Their teacher asks the class to find evidence before deciding. Maya checks the school website and discovers that a repair workshop was already offered last year. Leon interviews two classes and finds that many students would join a team competition. The class now has two useful sources, but neither source answers every question. They still need to compare costs, available rooms and the number of helpers. In the next lesson, the students will present their evidence and negotiate a final plan.

Reading route:

Give the text a five-word headline.
What does Maya want? What does Leon want?
Which two sources do they use?
Why can the class not decide yet?
Guess the meaning of available from context before checking it.

Hint

Find names, actions and contrast words such as but, because and still.

Reading strategy

Use this order: title → gist → key details → context clues → dictionary only if needed.

A useful question is: Do I need this word to understand the task? If not, keep reading.

Context vocabulary

Word or chunk	Meaning from context	Use it
evidence	information that supports a claim	We need evidence before we decide.
reliable	likely to be correct and trustworthy	Is this source reliable?
available	ready or possible to use	Is the room available?
to negotiate	to discuss until people reach an agreement	We negotiated a final plan.
to apply	to ask formally for a place or job	I want to apply for the position.
experience	knowledge or skill from doing something	I have experience in teamwork.
to report	to say what someone said or what happened	She reported the main result.
likely	probably	It is likely to rain.
instead	as another choice	We used a video instead.
according to	as stated by a source	According to the school website, ...

Vocabulary move: Do not learn isolated words only. Learn short chunks: according to the source, apply for a job, reach an agreement, give evidence, report a result.

Pronunciation and Fluency

Goal: clear speech, not accent-free speech.

Read these chunks aloud:

In my opinion / the best option / is the repair café.
I see your point / but we still need / more evidence.
According to the source / the event was successful.
If we had more time / we could compare / two more ideas.

Fluency routine:

Read once slowly.
Mark natural chunks with /.
Read again with clear sentence stress.
Say the idea without reading.
Use the same pattern with a new topic.

A recording is optional. If you record yourself, keep the file private unless you actively choose to share it with your teacher.

Speaking: respond, ask, negotiate

Fictional interview profile: Alex Morgan, 15, is applying for a one-week work-experience placement at a local visitor centre. Alex enjoys teamwork, speaks German and English, helps at school events and has experience explaining routes to visitors.

Role-play:

Student A is the interviewer. Ask about motivation, strengths and one example of teamwork.
Student B is Alex. Answer in 2–4 connected sentences.
Change roles.
Add one spontaneous follow-up question.

Useful interview moves: I am interested in ... / One example is ... / I learned that ... / I would like to improve ... / Could you tell me more about ...?

Do not use real private application data.

Mini-negotiation

Your class can choose only one activity: sports afternoon, repair café or media workshop.

Use at least four moves:

make a suggestion,
give a reason,
ask another person,
disagree politely,
offer a compromise,
reach a decision.

Deutsch-Hilfe

Ziel ist nicht, möglichst lange zu sprechen. Reagiere auf andere, frage nach und begründe kurz. Ein Kompromiss zeigt, dass Du Gesprächsbeiträge verbinden kannst.

Writing

Plan → draft → check → improve → keep your first version.

Writing task 1: coherent email

Write 120–160 words to a fictional partner school. Explain which Class 9 project your class recommends and why.

Include:

a clear subject line,
a friendly opening,
two reasons,
one possible problem,
one solution,
a closing question.

Linking words: firstly, also, however, because, therefore, for example, in the end.

Writing task 2: choose a format

Choose one:

a short report about a class project,
a blog post about a learning experience,
an opinion text about phones in lessons,
a short story with a turning point,
a simple application email plus a fictional CV profile.

M-level target: connected paragraphs, clear purpose, useful details and understandable grammar.

Writing feedback ladder

Check in this order:

Message: Did I answer the task?
Structure: Are my ideas in a useful order?
Links: Did I connect sentences?
Language: Are verbs and sentence patterns understandable?
Accuracy: Can I fix repeated errors?

Do not replace your whole text with a corrected version. Mark one or two error types and improve them yourself.

Mediation

Mediation is not full translation. Select relevant information for a person and situation.

German source:

Am Mittwoch findet der Projekttag der Klassen 9 statt. Alle Schülerinnen und Schüler treffen sich um 8:15 Uhr in der Aula. Die Gruppen starten um 8:30 Uhr. Für die Medienwerkstatt sollen Kopfhörer mitgebracht werden, wenn welche vorhanden sind. Für die Sportgruppe werden Hallenschuhe benötigt. Der Projekttag endet um 13:10 Uhr. Wer an diesem Tag fehlt, soll die Klassenleitung informieren.

Situation: Your English-speaking exchange partner Sam is in the media workshop.

Task: Send Sam a short English message with only the information Sam needs. Do not translate every sentence.

Hint 1

Sam needs time, meeting place, start, what to bring and finish time.

Hint 2

Start with: Hi Sam, here are the important details for Wednesday ...

Deutsch-Hilfe

Wähle adressatengerecht aus. Die Information zur Sportgruppe ist für Sam nicht nötig.

Functional grammar

Grammar helps you do something: tell a story, focus on a result, report information or discuss possibilities.

Narrative tenses: tell a clear story

Use:

simple past for main events: I opened the door and walked in.
past progressive for an action in progress: People were talking.
past perfect for an earlier past event: Someone had left a note.

Use it: Continue this story in 4–6 sentences: When I arrived at school, everyone was standing outside ...

Passive: focus on action or result

Compare: Students organise the event. → The event is organised by students.

Use the passive when the action or result is more important than the doer, or when the doer is unknown or unnecessary.

M-level focus: simple present, simple past and present perfect passive.

Use it:

The school opened the media room last year.
Students have collected the equipment.
The team checks every source.

Rewrite so that the object becomes the focus.

Reported speech: pass on what was said

Direct: Maya said, “We need more evidence.” Reported: Maya said that they needed more evidence.

Direct question: “Do you trust this source?” Reported question: He asked if I trusted the source.

Direct command: “Check the date.” Reported command: She told us to check the date.

Use it: Report one statement, one question and one instruction from a fictional class discussion.

Conditionals: real and imagined choices

First conditional – realistic future: If we find enough helpers, we will run the repair café.

Second conditional – imagined or less likely situation: If we had more money, we would invite an expert.

Use it: Write two first conditionals about a class project and two second conditionals about an ideal school day.

Grammar repair: find the pattern

Correct the errors and name the problem.

If we will finish early, we go outside.
The event was organise by students.
She said me that the source was reliable.
I walked home when it started to rain and I was seeing an accident.
He asked where was the meeting.

Feedback move: Do not only write the correct sentence. Add the rule in 3–6 words.

Source work and media literacy

Before you use a source, check:

Check	Ask
Author	Who created this?
Date	Is it current enough for my question?
Purpose	To inform, sell, entertain, persuade or share experience?
Evidence	What supports the claim?
Cross-check	Can another reliable source confirm it?
Relevance	Does it answer my exact question?

Source task:

Source A is a school website: The media workshop starts at 8:30 and has 24 places. Source B is a fictional student blog: The media workshop was the best activity last year.

Which source is better for checking the start time?
Which sentence is mainly an opinion?
What extra source would you want before claiming that the workshop is popular?
Write one sentence beginning with According to ....

Rule: Search results are starting points, not proof. Open the source, check it and compare it.

Help levels

Use help only when you need it.

Level 1 – small hint

Look for key words, connectors, verb forms or the task verb.

Level 2 – language frame

Try: The main point is ... because ... / According to the source ... / I agree with ... but ... / If ..., I will/would ...

Level 3 – German support

Bestimme zuerst die Aufgabe: verstehen, reagieren, erklären, vergleichen oder begründen. Nutze dann nur die Informationen, die dafür wichtig sind.

Feedback and error analysis

Three-step feedback:

Notice: What already works?
Focus: Which one or two points need improvement?
Reuse: Use the improved pattern in a new sentence.

Example: He asked me where was the station. Focus: word order in reported questions. Improvement: He asked me where the station was. Reuse: She asked me when the lesson started.

Your goal is not zero errors. Your goal is fewer repeated errors and clearer communication.

Transfer challenge

Your school is planning an English Project Day. You receive:

a short video with two student opinions,
a school website notice,
a short survey result,
a fictional email from a partner school.

Create a 2-minute recommendation:

state the best plan for your group,
use evidence from two sources,
mention one limitation,
use one passive sentence,
report one person's idea,
use one conditional,
answer one follow-up question.

Can-do check

Can-do	Yes	Almost	Next step
I understand gist and key details in moderate B1-oriented audio/video.	□	□	Replay with a clear listening task.
I can read for gist before checking words.	□	□	Mark main ideas and connectors.
I can react and ask follow-up questions.	□	□	Learn four conversation chunks.
I can write connected paragraphs.	□	□	Use a paragraph plan and linking words.
I can mediate relevant information.	□	□	Select for audience and purpose.
I can use the four grammar areas in context.	□	□	Practise the weakest pattern in new sentences.
I can check sources before using claims.	□	□	Check author, date, purpose and evidence.

Ready for Class 10 means: You can work increasingly independently, choose strategies and improve after feedback.

Follow-up course

Continue with E10 M - English 10 – M level. Take your yellow and red Can-do points with you as your personal learning plan.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What is the best first step when listening to a B1-oriented conversation? (Listen for the main idea) (!Translate every sentence) (!Write down every word) (!Stop after every unknown word)

Which phrase helps to keep a discussion going? (Could you explain that?) (!That is wrong) (!I stop now) (!No more questions)

What is the main goal of mediation? (Pass on relevant information for the situation) (!Translate every word) (!Copy the original text) (!Add new facts)

Which sentence uses a useful narrative tense combination? (I was walking home when it started to rain) (!I was walk home when it start to rain) (!I walking home when it started rain) (!I have walked home when it was start)

Which sentence is passive? (The event was organised by students) (!Students organised the event) (!Students are organising) (!The students organise events)

Which sentence is correct reported speech? (She said that she needed more time) (!She said me that she need more time) (!She said that I needs more time) (!She told that she needed more time)

Which sentence is a first conditional? (If we finish early, we will practise speaking) (!If we finished early, we would practise speaking) (!If we finish early, we practised speaking) (!If we would finish early, we practise speaking)

Which sentence is a second conditional? (If I had more time, I would read another source) (!If I have more time, I will read another source) (!If I had more time, I will read another source) (!If I would have more time, I read another source)

What makes source work stronger? (Check the author, date, purpose and evidence) (!Use the first search result) (!Trust a source because it looks modern) (!Copy a claim without opening the page)

What is the best pronunciation goal in this course? (Speak clearly enough to be understood) (!Remove every trace of an accent) (!Copy one exact accent perfectly) (!Speak as fast as possible)

Memory

gist	main idea
evidence	support for a claim
mediation	passing on relevant information
passive	focus on action or result
reported speech	passing on what someone said
negotiation	reaching an agreement

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
simple past	main events in a story
past progressive	action in progress in the past
passive voice	focus on action or result
reported speech	report another person's words
conditional	connect a condition and a result

Kreuzworträtsel

evidence	What word means information that supports a claim?
passive	Which voice can focus on an action or result instead of the doer?
mediation	What skill means passing on relevant information between languages?
reliable	What adjective describes a source that can be trusted?
fluency	What word describes speaking with a reasonably smooth flow?
context	What helps you guess the meaning of an unknown word around it?

LearningApps

Lückentext

When listening, first identify the

before you focus on details.

In reading, surrounding words can help you understand meaning from

.

In a discussion, a useful follow-up

helps keep communication going.

In mediation, you pass on only the

information for the audience.

The simple past usually carries the main

in a story.

The passive can focus on an action or

instead of the doer.

Reported speech helps you explain what another person

.

A first conditional often describes a realistic future

.

A second conditional can describe an imagined

.

Good source work checks author, date, purpose and

.

Offene Aufgaben

Leicht

Conversation chunks: Create six useful phrases for agreeing, disagreeing, asking and reacting. Use each phrase once.
Reading strategy: Choose a short English text and mark the headline idea, three details and two context clues.
Vocabulary in context: Build a ten-item phrase bank from this course and write one new sentence for each phrase.
Pronunciation: Mark chunks in five sentences and practise them aloud. A private recording is optional.

Standard

Listening and viewing: Watch one course video twice and create a gist question plus three detail questions.
Mediation: Turn a short German school notice into a short English message for a clearly defined person. Do not translate everything.
Writing: Write a 120–160 word email recommending a class project, then improve it with the feedback ladder.
Job interview: Create a fictional applicant profile and perform a short interview with three spontaneous follow-up questions.

Schwer

Source work: Compare two sources about one school-related topic and explain which source is more useful for which claim.
Storytelling: Write a 180-word story using simple past, past progressive and past perfect, then explain why you chose each tense once.
Discussion: Run a four-person negotiation about a project day and reach a compromise that uses evidence from at least two sources.
Presentation: Give a two-minute recommendation that includes a passive, reported speech and a conditional, then answer two questions.

Lernkontrolle

Listening transfer: Listen to a new short discussion. Summarise the main disagreement, identify one supporting reason from each speaker and explain which listening strategy helped you most.
Reading transfer: Read an unfamiliar B1-oriented text. Infer three words from context and justify each guess using clues from the text.
Communication transfer: In a pair, negotiate a plan with different priorities. Show that you can ask, react, clarify and compromise.
Writing transfer: Improve a first draft of an email or report. Explain three changes that made the text clearer or more coherent.
Grammar in context: Write one connected paragraph that naturally uses a narrative tense, a passive form, reported speech and a conditional. Explain the function of each structure.
Source evaluation: Compare a school website, a student opinion and a survey result. Decide which claim each source can support and where more evidence is needed.

Lernnachweis

For a learning record, show that you can:

understand gist and important details in a new audio or video,
read a longer short text and use context strategies,
take part in a discussion and respond spontaneously,
present a short connected idea,
write one coherent text for a clear audience and purpose,
mediate selected information between German and English,
use narrative tenses, passive, reported speech and conditionals meaningfully,
find and explain your own repeated errors,
check sources and distinguish evidence from opinion,
reflect on your Can-do profile and set one next target.

Possible evidence: reading notes, a revised text with first draft, teacher or peer feedback, a private speaking checklist, a mediation task and a short source comparison. No external upload is required.

OERs zum Thema

Wikipedia: English language

Free and official learning resources:

Media used in this aiMOOC: Wikimedia Commons files are included through their file pages and licence information; the embedded teaching videos are from British Council LearnEnglish Teens, British Council LearnEnglish and BBC Learning English.