Glanz: aiMOOC über GPT aiMOOC Action erstellt

2026-10-02T09:32:05Z

aiMOOC über GPT aiMOOC Action erstellt

Neue Seite

{{T}}
{{BR}}
= E10 G - Reported speech with backshift =

[[Datei:Speech bubbles.svg|lang=en|500px|rahmenlos|center]]
''Media starter: A conversation becomes a report. Wikimedia Commons, CC BY-SA 3.0.''

'''Mini-description:''' Use reported speech with simple backshift in clear past contexts. Change pronouns and time references when the point of view changes. This course is for '''English as a first foreign language, Class 10, G level, Baden-Württemberg'''.

'''Learning path:''' English first → understand → respond → analyse → communicate → feedback → revise → transfer.

'''Safety and fairness:''' Use only fictional profiles, interviews and applications. Audio recordings are optional and should stay private unless everyone agrees to share them. Do not upload personal data. Do not send texts to external AI tools without permission. If you use AI-generated information, check it against reliable sources and keep your own wording. Clear communication matters more than accent-free English.

{{BR}}
= Einleitung =

You hear a sentence. Later, you tell another person what was said.

'''Direct speech:''' Maya said, “I can work on Saturdays.”

'''Reported speech:''' Maya said that she could work on Saturdays.

In this course, the reporting verb is usually in the past: '''said''' or '''told'''. In clear past contexts, the verb in the original statement often moves one step back. This is called '''backshift'''.

The Baden-Württemberg curriculum for English as a first foreign language, Class 10, G level, includes reported speech with backshift. This course deliberately focuses on simple statements, pronouns and time references. Questions and commands are left for a follow-up course.

[https://www.bildungsplaene-bw.de/,Lde/BP2016BW_ALLG_SEK1_E1_IK_10_03_08 Bildungsplan Baden-Württemberg: Klasse 10, Grammatik]

{{#ev:youtube| https://www.youtube.com/watch?v=L-wTVCByxzk |500|center}}
''BBC Learning English: How to use reported speech. Watch once for the main idea, then again with pauses.''

{{BR}}
== I-can goals ==

After this aiMOOC, you can say:

# '''I can''' recognise direct and reported speech.
# '''I can''' use simple backshift after a past reporting verb.
# '''I can''' change pronouns when the speaker changes.
# '''I can''' change common time references such as today, tomorrow and yesterday.
# '''I can''' report short statements from a dialogue, interview, e-mail or fictional application.
# '''I can''' check my own sentences and revise common errors.

{{BR}}
== Vorwissen aktivieren ==

Read the two sentences.

'''A:''' Liam said, “I am tired today.”

'''B:''' Liam said that he was tired that day.

Ask yourself:

# What changed in the verb?
# What changed in the pronoun?
# What changed in the time expression?

'''Help:''' Look for three signals: '''tense – pronoun – time'''.

[[Datei:Speech balloon.svg|400px|rahmenlos|center]]
''A speech bubble shows direct speech. Your job is to turn the message into a report. Wikimedia Commons, public domain.''

{{BR}}
= Understand =

{{BR}}
== Functional grammar: simple backshift ==

Use backshift when you report a past conversation from a later point in time.

{| class="wikitable"
! Direct speech
! Reported speech
! Example
|-
| present simple
| past simple
| “I work here.” → She said that she worked there.
|-
| present continuous
| past continuous
| “I am waiting.” → He said that he was waiting.
|-
| past simple
| past perfect
| “I finished the task.” → She said that she had finished the task.
|-
| will
| would
| “I will call.” → He said that he would call.
|-
| can
| could
| “I can help.” → She said that she could help.
|}

'''Core rule for this course:''' Past reporting verb + clear later reporting situation → use the matching backshift form.

'''Do not learn every possible exception now.''' First make the central pattern accurate and understandable.

{{BR}}
== Pronouns: change the point of view ==

Pronouns depend on who spoke and who is reporting.

'''Direct:''' Ava said, “I like my team.”

'''Reported:''' Ava said that '''she''' liked '''her''' team.

Use the context. Do not change a pronoun mechanically if the person stays the same.

'''Quick check:''' Who is '''I'''? Who does '''my''' belong to?

[[Datei:Diversity speech bubble icons.svg|500px|rahmenlos|center]]
''Different speakers can have different points of view. Wikimedia Commons, CC0.''

{{BR}}
== Time and place references ==

In a clear later reporting situation, these changes are common:

{| class="wikitable"
! Direct speech
! Reported speech
|-
| today
| that day
|-
| tomorrow
| the next day
|-
| yesterday
| the day before
|-
| now
| then
|-
| here
| there
|}

'''Example:''' “I will finish this tomorrow.” → Nina said that she would finish it the next day.

{{BR}}
== A simple three-step method ==

# '''Find the reporting frame:''' Maya said …
# '''Backshift the verb:''' can → could.
# '''Check viewpoint words:''' I → she, today → that day.

'''Useful pattern:''' Name + said + that + reported statement.

You may omit '''that''' in many normal sentences, but keeping it can make the structure easier to see while you practise.

{{BR}}
= Listening and Viewing =

{{BR}}
== First viewing: gist ==

Watch the BBC Learning English video above once.

'''Task:''' Choose the best main idea.

# The video explains how we report what another person said.
# The video teaches only future forms.
# The video is mainly about pronunciation.

Do not stop for every unknown word. Listen for repeated grammar words such as '''said, told, direct speech, reported speech'''.

{{BR}}
== Second viewing: detail ==

Watch the video again. Pause when needed.

Write down three examples you understand. For each example, mark:

# the reporting verb,
# the backshift,
# one pronoun or time change.

'''Listening support:''' Use subtitles only on the second viewing if they help. Replay short sections. Your task is understanding, not copying every sentence.

{{#ev:youtube| https://www.youtube.com/watch?v=cetrtFDN2Zg |500|center}}
''BBC Learning English: Reported Speech – The Grammar Gameshow. Multiple voices give you extra listening practice.''

{{BR}}
== Viewing response ==

After the second video, answer in short English sentences:

# Which tense change did you notice?
# Which example was easiest to follow?
# Which change still needs practice?

'''Help starters:''' “I noticed that …” / “The easy part was …” / “I still need help with …”

{{BR}}
= Reading =

{{BR}}
== Read a short fictional interview note ==

'''Direct notes from a fictional work-experience interview:'''

Amina: “I enjoy working with people. I can come on Fridays. I finished a school project yesterday.”

'''Later report:'''

The interviewer wrote that Amina '''enjoyed''' working with people. She said that she '''could''' come on Fridays. She also said that she '''had finished''' a school project '''the day before'''.

'''Reading task:''' Match each change to its reason: tense, pronoun or time reference.

{{BR}}
= Context vocabulary =

Use these words when you report information:

{| class="wikitable"
! Word
! Simple meaning in context
|-
| report
| tell someone what was said
|-
| statement
| a sentence that gives information
|-
| speaker
| the person who says something
|-
| interviewer
| the person who asks interview questions
|-
| applicant
| a person who applies for a place or job
|-
| mention
| say something briefly
|-
| explain
| make something clear
|-
| add
| give more information
|}

'''Do not translate every word.''' Use the example sentence and context first.

{{BR}}
= Pronunciation =

The aim is '''clear, understandable English''', not accent-free English.

Practise these short reporting chunks:

'''She said that …'''

'''He told me that …'''

'''They explained that …'''

Speak at a moderate speed. Stress the important content words more strongly than short grammar words. In pair work, ask for repetition when needed:

'''Could you say that again, please?'''

'''Did you say that he could come?'''

[[Datei:Speech bubble icon.svg|300px|rahmenlos|center]]
''Clear speech helps your listener follow who said what. Wikimedia Commons, CC0.''

{{BR}}
= Speaking =

{{BR}}
== Safe pair practice ==

Use fictional names.

Student A reads one direct sentence. Student B reports it. Then change roles.

'''Example:'''

A: “I am preparing the presentation today.”

B: “Lea said that she was preparing the presentation that day.”

'''Useful feedback:''' “Check the verb.” / “Check the pronoun.” / “Check the time word.”

Recording is optional. If you record, keep the file private unless everyone involved agrees to share it.

{{BR}}
= Writing =

{{BR}}
== Short report ==

Write 4–6 sentences about a fictional interview.

Use at least:

# two backshift changes,
# one pronoun change,
# one time-reference change.

'''Writing frame:'''

“Jordan said that …”

“He/She added that …”

“The interviewer noted that …”

Keep the sentences clear and linked. Accuracy comes before adding extra complexity.

{{BR}}
== Simple e-mail task ==

Write a short fictional e-mail to a teacher after a project meeting.

'''Situation:''' Two fictional team members explained what they had done and what they could do next.

Use reported speech to summarise their statements. Keep the e-mail structured: greeting, short report, closing.

{{BR}}
= Mediation =

You read this German note from a fictional school project:

'''Mila sagte: „Ich kann morgen helfen. Ich habe die Fotos gestern sortiert.“'''

Tell an English-speaking partner the essential information in natural English.

'''Target:''' Mila said that she could help the next day. She said that she had sorted the photos the day before.

Do not translate word by word. Transfer the meaning.

{{BR}}
= Feedback, error analysis and revision =

Use this quick check:

# '''Reporting frame:''' Is said/told in the past?
# '''Verb:''' Did I use the correct backshift?
# '''Pronoun:''' Does it still refer to the right person?
# '''Time/place:''' Does today/tomorrow/yesterday/here still fit?
# '''Meaning:''' Is the original message still correct?

'''Error example:''' “I can help tomorrow.” → Ben said that I could help tomorrow.

'''Better:''' Ben said that '''he''' could help '''the next day'''.

Explain the error before you correct it. Then rewrite the whole sentence.

{{BR}}
= Transfer =

Reported speech is useful when you:

# summarise a meeting,
# report an interview,
# write a short report,
# pass on information from another person,
# explain what someone said in an e-mail.

The grammar serves communication. The goal is not only to transform forms but to keep the meaning and viewpoint clear.

{{BR}}
= Can-do check =

Mark each statement: '''Yes / Almost / Not yet'''.

# I can recognise direct and reported speech.
# I can use simple backshift after said or told.
# I can change pronouns correctly.
# I can change common time references.
# I can report a short fictional interview.
# I can find and correct a typical reported-speech error.

If you choose '''Not yet''' twice or more, repeat the three-step method before moving on.

{{BR}}
= Follow-up course =

Next step: '''Reported questions and commands'''. First secure the backshift, pronouns and time references from this course.

{{BR}}
= Interaktive Aufgaben =

{{BR}}
== Quiz: Teste Dein Wissen ==

{{MC}}

'''What happens to present simple in a clear past reporting context?'''
(It usually changes to past simple)
(!It usually changes to future simple)
(!It always stays present simple)
(!It changes to an infinitive)

{{E}}
<br>

{{MC}}

'''Which sentence reports I can help correctly when Maya is the speaker?'''
(Maya said that she could help)
(!Maya said that I can help)
(!Maya said that she will help)
(!Maya said that she helped tomorrow)

{{E}}
<br>

{{MC}}

'''Which form usually reports will after a past reporting verb?'''
(would)
(!will)
(!did)
(!has)

{{E}}
<br>

{{MC}}

'''Which time reference usually replaces today in a later report?'''
(that day)
(!next week)
(!the day before)
(!now)

{{E}}
<br>

{{MC}}

'''Which form usually reports can after a past reporting verb?'''
(could)
(!can)
(!must)
(!has)

{{E}}
<br>

{{MC}}

'''What should you check when direct speech contains I?'''
(who the original speaker is)
(!how long the sentence is)
(!whether the sentence has a comma)
(!whether the speaker is older)

{{E}}
<br>

{{MC}}

'''Which sentence correctly reports I am waiting?'''
(He said that he was waiting)
(!He said that he is waiting yesterday)
(!He said that he waited tomorrow)
(!He said that I am waiting)

{{E}}
<br>

{{MC}}

'''Which form usually reports past simple in this course?'''
(past perfect)
(!present simple)
(!future simple)
(!present continuous)

{{E}}
<br>

{{MC}}

'''Which time reference usually replaces yesterday in a later report?'''
(the day before)
(!that night)
(!the next day)
(!today)

{{E}}
<br>

{{MC}}

'''What is the main purpose of reported speech?'''
(to pass on what someone said)
(!to make every sentence longer)
(!to avoid using pronouns)
(!to describe only future plans)

{{E}}
<br>

{{BR}}
== Memory ==

<div class="memo-quiz">
{|
|-
| present simple || past simple
|-
| present continuous || past continuous
|-
| past simple || past perfect
|-
| will || would
|-
| can || could
|-
| today || that day
|}
{{E}}
<br>

{{BR}}
== Drag and Drop ==

<div class="lueckentext-quiz">

{| class="wikitable"
! Ordne die richtigen Begriffe zu.
! Direct form
|-
| '''past simple'''
| present simple
|-
| '''past continuous'''
| present continuous
|-
| '''would'''
| will
|-
| '''could'''
| can
|-
| '''the next day'''
| tomorrow

|}
{{E}}

<br>

{{BR}}
== Kreuzworträtsel ==

<div class="kreuzwort-quiz">
{|
|-
| backshift || What is the tense change in reported speech called?
|-
| pronoun || Which word class includes I, he, she and they?
|-
| reported || Which word completes the term speech for indirect reporting?
|-
| past || Which basic tense often replaces present simple after backshift?
|-
| would || Which word often replaces will?
|-
| could || Which word often replaces can?
|}
{{E}}
<br>

{{BR}}
== LearningApps ==

<iframe> https://learningapps.org/index.php?s=E10+G+Reported+speech+with+backshift </iframe>

{{BR}}
== Lückentext ==

<quiz display=simple>
{'''Complete the text.'''<br>
|type="{}"}
When the reporting verb is in the past, present simple often changes to { past simple }.
The verb will often changes to { would }.
The verb can often changes to { could }.
If Maya says I, a later report may use { she }.
The time word today can become { that day }.
The time word tomorrow can become { the next day }.
The time word yesterday can become { the day before }.
</quiz>

<br>

{{BR}}
= Offene Aufgaben =

{{BR}}
=== Leicht ===

# [[Reported speech|Speech-bubble switch]]: Write three short direct statements for fictional speakers and change them into reported speech.
# [[Pronomen|Pronoun check]]: Create four mini-pairs in which I, my or we must change because the speaker changes.
# [[Zeitangabe|Time words]]: Make a small card set with today, tomorrow, yesterday, now and here and their common reported forms.
# [[Hörverstehen|Listen for the change]]: Replay a short part of the BBC video and note two backshift examples. Use subtitles only on the second listen if needed.

{{BR}}
=== Standard ===

# [[Sprechen|Pair report]]: With a partner, read a fictional two-line dialogue and report the partner’s lines. Ask for repetition if needed.
# [[Leseverstehen|Interview notes]]: Write five short direct notes from a fictional work-experience interview and turn them into a short report.
# [[E-Mail|Project e-mail]]: Write a 70–90 word fictional e-mail that reports what two team members said in a past meeting.
# [[Sprachmittlung|Mediation]]: Take three short German messages from a fictional school project and pass on the key information in English without translating word for word.

{{BR}}
=== Schwer ===

# [[Fehleranalyse|Error detective]]: Create five incorrect reported-speech sentences. Mark the error type and write the corrected version.
# [[Bewerbung|Fictional application report]]: Invent a fictional applicant and write an interviewer’s short report using at least three correct backshift changes.
# [[Podcast|Private mini-podcast]]: If you want, record a 45–60 second private audio in which you report a fictional conversation. Check clarity, not accent. Do not upload it without agreement.
# [[Transfer|Transfer challenge]]: Write a short fictional meeting report, exchange it with a partner, use the five-point feedback check and revise your own text.

{{:Offene Aufgabe - MOOC erstellen}}

{{BR}}
= Lernkontrolle =

# [[Meaning and form|Keep the meaning]]: A fictional speaker says, “I can finish this tomorrow.” Explain which three parts may need to change in a later report and why.
# [[Perspective|Change of viewpoint]]: Compare “I like my team” and “Ava said that she liked her team.” Explain how the pronouns show a new point of view.
# [[Time reference|Context shift]]: Explain why tomorrow may become the next day when the report is written later.
# [[Error analysis|Diagnose before correcting]]: Correct “Leo said that I can help today” in a clear later reporting context and explain both corrections.
# [[Writing|Short report]]: Turn four lines of a fictional interview into a coherent report. Use linking words and keep the original meaning.
# [[Transfer|Choose what matters]]: Read a short fictional dialogue and report only the information needed for a project e-mail. Explain why you left out less important details.

{{BR}}
= Lernnachweis =

For a successful learning record, show that you can:

# recognise the difference between direct and reported speech,
# use the core backshift patterns accurately,
# adapt pronouns to the speaker and reporter,
# adapt common time and place references,
# report short fictional statements clearly,
# explain and correct typical errors,
# revise your own writing after feedback,
# transfer reported speech to e-mails, reports, interviews and mediation.

No external upload, recording or AI service is required for the learning record.

<br>
<br>

{{BR}}
= OERs zum Thema =

<iframe> https://de.m.wikipedia.org/wiki/Indirekte_Rede </iframe>

[https://commons.wikimedia.org/wiki/File:Speech_bubbles.svg Wikimedia Commons: Speech bubbles]

[https://commons.wikimedia.org/wiki/File:Speech_balloon.svg Wikimedia Commons: Speech balloon]

[https://commons.wikimedia.org/wiki/File:Diversity_speech_bubble_icons.svg Wikimedia Commons: Diversity speech bubble icons]

[https://commons.wikimedia.org/wiki/File:Speech_bubble_icon.svg Wikimedia Commons: Speech bubble icon]

[https://www.youtube.com/watch?v=L-wTVCByxzk BBC Learning English: How to use reported speech]

[https://www.youtube.com/watch?v=cetrtFDN2Zg BBC Learning English: Reported Speech – The Grammar Gameshow]

<br>

{{BR}}
= Verknüpfte Lernbereiche =

{| align=center
{{:D-Tab}}
'''[[Reported speech]]'''
# [[Backshift]]
# [[Zeitformen im Englischen|Tenses]]
# [[Pronomen|Pronouns]]
# [[Zeitangabe|Time references]]
# [[Hörverstehen|Listening]]
# [[Leseverstehen|Reading]]
# [[Sprechen|Speaking]]
# [[Schreiben|Writing]]
# [[Sprachmittlung|Mediation]]
# [[Fehleranalyse|Feedback and revision]]
|}

[[Kategorie:Englisch]]
[[Kategorie:Englische Grammatik]]
[[Kategorie:Klasse 10]]
[[Kategorie:G-Niveau]]
[[Kategorie:Baden-Württemberg]]
[[Kategorie:Englisch als erste Fremdsprache]]
[[Kategorie:Reported speech]]
[[Kategorie:Medienbildung]]

{{BR}}
= aiMOOC-Projekte =
[[Kategorie:AI_MOOC]] [[Kategorie:GPT aiMOOC]]
{{MT}}

E10 G - Reported speech with backshift - Versionsgeschichte

Glanz: aiMOOC über GPT aiMOOC Action erstellt