Unit 10 — Project and Presentation

Track G+M · Klasse 10 · Niveau G/M

Template: Activate → Input → Practise → Produce → Reflect.
Niveau: G/M parallel. class test (“Klassenarbeit”) at Niveau M (45 BE).

Learning objectives Link to heading

  • I can plan a 4-week project with concrete milestones.
  • I can deliver a 5-minute presentation with three movements (problem, evidence, ask).
  • I can use signposting language for spoken and written project work.

curriculum framework (“Bildungsplan”) alignment Link to heading

  • 3.3.1 Soziokulturelles Orientierungswissen / Themen
  • 3.3.3.4 Sprechen – zusammenhängendes monologisches Sprechen
  • 3.3.3.5 Schreiben
  • 3.3.4 Text- und Medienkompetenz

(Source: https://www.bildungsplaene-bw.de/,Lde/LS/BP2016BW/ALLG/SEK1/E1)

Lead-in story Link to heading

Mr. Yilmaz handed out a one-page brief: Pick one small civic problem in your area. Spend four weeks investigating it. Present your findings to the class in five minutes. Maja chose the bus stop where the bench had been broken since November. Sam chose the lost-property cupboard, which has its own ecosystem.

1. Activate Link to heading

Problem-pick scan. With your partner, list 5 small civic problems you would actually investigate. Pick one for the class brief.

2. Input Link to heading

Project structure — 4 weeks Link to heading

Week 1: Frame the question. One sentence. Why now? Week 2: Gather evidence. Two sources minimum. Week 3: Talk to one person affected. Week 4: Build the ask — what specifically should change?

Presentation — three movements Link to heading

  1. Problem (60 sec). Concrete, specific, named.
  2. Evidence (180 sec). Two sources + one quote from a real person.
  3. Ask (60 sec). What you want the audience to do.

Plus 30 sec buffer for questions.

Signposts (spoken) Link to heading

Today I’d like to talk about … / Let me start with the problem … / The evidence falls into two parts … / I spoke to … / What I’m asking is this … / Thank you for listening.

3. Practise Link to heading

Niveau G Link to heading

  1. Match: Week 1 → frame; Week 2 → evidence; Week 3 → interview; Week 4 → ask.
  2. Choose signpost: (opening) → ___ ; (closing) → ___ .

Niveau M Link to heading

  1. Draft the bullets for your own 5-minute presentation.
Answer key

G. 1. all true. 2. Today / Thank you for listening.

M. 3. Open.

4. Produce Link to heading

Class presentations. Each student delivers a 5-minute presentation. Audience uses I noticed / what worked / one thing you could try feedback.

Sample Link to heading

Today I’d like to talk about the broken bench at the Mühlstraße bus stop. The bench has been broken since November. Let me start with the problem: at least 12 elderly residents wait for the 14 bus there at 9:14 every morning, and they have been standing for the past five months. The evidence falls into two parts: the city council’s online maintenance ticket from December (still open) and my own count over five weekday mornings. I spoke to Mrs Schmidt, who lives two streets away. “I have to balance against the pole,” she said. “That isn’t a bus stop, that’s a rehearsal for a fall.” What I’m asking is this: could the class write a single, dated joint letter to the council? One letter, one date, one specific request. Thank you for listening.

5. Reflect Link to heading

  • I can plan a 4-week project with milestones.
  • I can deliver a 5-minute three-movement presentation.
  • I can use 5 signposting phrases.

One thing in your notebook: Write one sentence using something you learned in this Unit.

Exam example Link to heading

class test ("Klassenarbeit") — Niveau M (45 minutes)
Time. 45 minutes. Total. 45 points.

Task 1 — Listening (10 BE) Link to heading

Listen twice.

“Today I’d like to talk about the broken bench at the Mühlstraße bus stop. It has been broken since November. At least 12 elderly residents wait there every morning. The evidence is the city’s open maintenance ticket and my own count over five mornings. What I’m asking is one dated joint letter from the class.”

  1. Place: ___ . 2. Time broken: ___ . 3. Affected: ___ . 4. The ask: ___ .

Task 2 — Reading (12 BE) Link to heading

Read the sample presentation above.

  1. Three movements: ___ . 2. Two sources: ___ . 3. Quote: ___ . 4. Specific ask: ___ .

Task 3 — Use of English (10 BE) Link to heading

Insert signposting phrase.

  1. ___ I’d like to talk about the broken bench.
  2. ___ , the evidence is the open ticket.
  3. ___ to Mrs Schmidt, who lives nearby.
  4. ___ for listening.

Task 4 — Writing (13 BE) Link to heading

Write a 5-minute presentation script (~250 words) on a small civic problem. Use the three-movement structure.

Answer key
T1. Mühlstraße bus stop; since November; 12 elderly residents at 9:14; one dated joint letter from the class. T2. problem / evidence / ask; council’s open maintenance ticket + own count over 5 mornings; I have to balance against the pole — that isn’t a bus stop, that’s a rehearsal for a fall; one dated joint letter. T3. Today / Let me start with / I spoke / Thank you. T4. Open.
grading scale (Notenschlüssel) (von 45)
| 42–45 | 1 | 36–41 | 2 | 30–35 | 3 | | 22–29 | 4 | 13–21 | 5 | 0–12 | 6 |

Downloads Link to heading

**Slide deck timing.** 45 minutes total. Lead-in 4 min · Activate 5 min · Input 14 min · Practise 8 min · Produce 11 min · Reflect 3 min.

Differentiation. Niveau G: scaffold card with the key structure. Above Niveau M: extension prompt linking to Klasse 11 (or post-Klasse-10 path).

Common pitfalls Link to heading

  • Reading word-for-word kills the talk.
  • Vague problem (the council does nothing) — be specific.
  • Skipping the ask — the talk loses its point.

Further reading / listening Link to heading

  • TED-Ed — short student presentations.
  • BBC Sounds — Short Cuts.

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