E9 E - Turn an interview into a report
aiMOOCE9 E - Turn an interview into a report
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E9 E - Turn an interview into a report
Mini-Beschreibung: Turn a short interview into a clear written report. Choose the most important statements, use reported speech, show clearly who said what, and revise your text. Du arbeitest auf Klasse 9, E-Niveau weitgehend selbstständig: English first, then hints when needed.
Media start – Look, think, speak. Look at the photo for 30 seconds. Then answer in English: What is the reporter doing? What information might be important later? How can a written report show where its information comes from?
Einleitung
An interview is a conversation. A report is a new text with a different purpose. You do not copy every answer. You listen, select, organise and report information accurately.
Your workflow is:
understand → respond → ask → hint → improve → use again
You will work with a short fictional school interview, authentic media examples and a model report. There is no full translation. Use context first. Ask for a hint only when you need one.
I-can goals
| I can ... | Success looks like ... |
|---|---|
| select central statements | I leave out repetition and keep facts, reasons, limits and next steps. |
| use reported speech | I change pronouns, tense and time expressions when the context requires it. |
| attribute sources | My reader can see who gave each important piece of information. |
| write coherently | My report has a clear opening, organised body and focused ending. |
| revise independently | I check content, source accuracy, language and structure before I submit. |
Vorwissen: From quote to report
Read this quote:
“We need clearer opening times because many students do not know when the project is running.”
Turn it into one report sentence. Do not translate it first.
Possible start: Maya explained that ...
Hint only if needed: Ask yourself three questions. Who speaks? What is the key message? Does the reporting verb make a tense change useful?
Media input: What does an interview sound like?
Listen once without writing. Listen again and note only two facts. Then compare with a partner: Did you choose the same information?
The clip is very short on purpose. It shows the main challenge of reporting: a listener must decide what matters.
Listening and Viewing: Reported speech in use
Watch the BBC Learning English explanation. First viewing: listen for the general idea. Second viewing: note three changes that can happen when direct speech becomes reported speech.
After viewing, complete these starters orally:
The video explains that ...
One useful rule is ...
One point I still need to check is ...
Do not try to copy every rule. Use the video to support your own report.
Reading source: A fictional interview
Context: Leo, a student reporter at fictional Westbridge School, interviews Maya, 15, who helps in the school repair café. All names and data in this classroom source are fictional.
Leo: Why did you join the repair café?
Maya: I joined because I hate throwing useful things away. Last term we repaired 38 items, but we could help more students if people knew when we were open.
Leo: What was hardest at first?
Maya: Explaining technical problems in simple language. I also had to learn that we cannot fix everything safely.
Leo: Has the project changed your view of school?
Maya: Yes. I used to think school projects ended when the bell rang. Now I see that a small team can solve real problems.
Leo: What should happen next?
Maya: I want the school to publish clear opening times and invite more students to learn basic repair skills.
Source note: fictional classroom interview created for this aiMOOC.
Select central statements
Do not report every sentence. Keep information that helps the reader understand the topic.
| Interview information | Keep? | Why? |
|---|---|---|
| 38 items were repaired last term. | Yes | It is a concrete fact. |
| More students could be helped if opening times were clearer. | Yes | It explains a problem and a possible solution. |
| Not every item can be repaired safely. | Yes | It adds an important limit. |
| Maya used to think school projects ended with the bell. | Maybe | Keep it if your report focuses on her changed perspective. |
| Every word of Leo's questions. | No | The report is not a transcript. |
Your turn: Write five keywords only. Then close the interview text and explain the main message from your notes.
Context vocabulary
| Word or phrase | Useful meaning in this task | Example |
|---|---|---|
| central statement | an idea the reader needs | The safety limit is a central statement. |
| source | where information comes from | The interview is the main source. |
| according to | a phrase that names the source | According to Maya, clearer opening times would help. |
| reporting verb | a verb that introduces reported information | explained, added, pointed out, admitted |
| evidence | information that supports a point | The number 38 is concrete evidence from the interview. |
| limitation | a point that shows a boundary or problem | Safety is an important limitation. |
| follow-up question | a new question based on an answer | What makes that difficult? |
| revise | improve a draft after checking it | Revise the source attribution before submitting. |
Use the words in context. Do not learn the table as a translation list.
Functional grammar: Reported speech
A report usually uses more reported speech than direct quotation.
| Direct interview | Reported version | What changed? |
|---|---|---|
| “I joined because I hate throwing useful things away.” | Maya said that she had joined because she hated throwing useful things away. | pronoun and tense |
| “We can help more students.” | Maya explained that they could help more students. | pronoun and modal verb |
| “Do students know when you are open?” | Leo asked whether students knew when the café was open. | question becomes statement word order |
| “Why did you join?” | Leo asked why she had joined. | question word stays, word order changes |
Important: Backshift is common when the reporting verb is in the past, but it is not automatic in every real situation. If information is still clearly true, present tense can sometimes stay. Choose the form that makes the time relationship clear.
Useful reporting verbs: said, explained, added, pointed out, admitted, argued, reported, asked.
Avoid this error: Maya said me that ... Use Maya told me that ... or Maya said that ....
Reporting verbs: Choose meaning, not variety for its own sake
Watch the second BBC Learning English input. Listen for how different reporting verbs add meaning.
After viewing, improve these weak sentences:
Maya said that safety mattered. Maya said that opening times were unclear. Maya said that more students should join.
Use three reporting verbs that fit the meaning. Do not choose a stronger verb unless the interview supports it.
Pronunciation and fluency
Read this sentence in meaningful chunks:
In the interview | Maya explained | that the team had repaired thirty-eight items | the previous term.
Then read it again at a natural pace. Stress the information words, not every word equally.
Try a pair version: Student A reads the original quote. Student B reports it immediately.
The goal is clear, understandable English, not accent-free English.
Speaking: Ask, follow up, report
Work in pairs. One person is the interviewer; one person plays a fictional student who has joined a school project.
Ask three prepared questions and at least one spontaneous follow-up question. Then switch roles.
Possible follow-ups:
Why was that important to you?
Can you give an example?
What changed after that?
What would you do differently next time?
Recording is optional. If you record, keep the file private unless everyone involved has clearly agreed to another use. Do not upload recordings automatically.
Writing model: From interview to report
Model report
At a school media day, student reporter Leo interviewed Maya, a member of fictional Westbridge School's repair café, about the project. Maya said that she had joined because she disliked throwing useful things away. She reported that the team had repaired 38 items the previous term. However, she explained that more students could be helped if the opening times were easier to find. She added that one challenge had been explaining technical problems in simple language and learning that not every item could be repaired safely. Maya also said that the project had changed how she viewed school because a small team could solve real problems. Looking ahead, she wanted the school to publish clear opening times and invite more students to learn basic repair skills.
Notice: The model does not reproduce every question. It selects central information, uses source attribution and keeps the safety limitation next to the positive points.
Structure your own report
| Part | Job | Useful language |
|---|---|---|
| Opening | name topic, source and situation | In an interview with ..., ... spoke about ... |
| Main point 1 | report the central fact or idea | ... explained that ... |
| Main point 2 | add reason, evidence or contrast | She added that ... / However, ... |
| Main point 3 | include limit or another perspective | She pointed out that ... |
| Ending | show next step or overall direction | Looking ahead, ... said that ... |
For this task, aim for about 150–190 words. A clear 155-word report is stronger than a padded 190-word report.
Cohesion: Make the report flow
Use links between ideas, not a list of separate sentences.
Useful connectors: however, because, while, in addition, as a result, looking ahead.
Check whether each connector expresses the real relationship. Do not add however only because it sounds formal.
Source and media check
Before using information from an interview, image, video or web source, check:
- Source attribution: Who created or said it?
- Context: When and where was it produced?
- Evidence: What claim does it actually support?
- Media check: Is the image, clip or quotation complete enough for your purpose?
- Rights: May you reuse the material, and what attribution is needed?
For school research, do not copy private social-media data into your report. Use public, relevant and lawful sources.
Mediation: Purpose before translation
A German school notice says:
„Das Reparaturcafé öffnet jeden zweiten Dienstag in der Mittagspause. Geräte mit beschädigten Akkus dürfen aus Sicherheitsgründen nicht angenommen werden.“
Your English partner school wants a short update for its student newsletter. Mediate the information in two English sentences. Do not translate word for word. Keep the opening time and the safety limit because they matter for the reader.
Hint ladder
Use the smallest hint that helps.
Hint 1 – Content: Circle one fact, one reason, one limitation and one next step.
Hint 2 – Structure: Write four headings in your notes: context, key point, detail or contrast, next step.
Hint 3 – Language: Start with: In the interview, ... explained that ...
Hint 4 – Grammar: Check pronouns, tense, time words and question word order.
Hint 5 – Independence: Remove the hint sentences and rewrite the paragraph in your own wording.
Feedback and revision
Exchange drafts. Ask your partner to mark only places where a reader may be unsure.
| Check | Question |
|---|---|
| Content | Did I select the most important information? |
| Accuracy | Did I keep numbers, meanings and limits correct? |
| Attribution | Can the reader see who said what? |
| Language | Is reported speech clear and grammatically controlled? |
| Cohesion | Do ideas connect logically? |
| Revision | Did I improve the text instead of only correcting spelling? |
Keep your own draft. If you use AI-supported feedback in a school setting, check its grammar advice, factual claims and source suggestions yourself. Do not replace your own text with an unexamined generated version, and do not send private interview data to an external AI service without permission.
Fehleranalyse
Improve each sentence and explain the problem.
1. Maya said me that the project was useful.
2. Leo asked why did she join the project.
3. According to Maya said the opening times were unclear.
4. Maya explained the café was perfect, although the interview only says that some items cannot be repaired safely.
Possible focus: verb pattern, question word order, double attribution, unsupported interpretation.
Transfer: Use it again
Choose a new short interview from class, a teacher-provided public source or a fictional role-play. Produce a new report without using the model sentence by sentence.
This time, add one requirement: compare two perspectives. For example, interview one student who supports a school idea and another who raises a practical concern. Keep both perspectives visible without forcing a winner.
Can-do check
| I can ... | Not yet | With a hint | Independently |
|---|---|---|---|
| identify central statements | □ | □ | □ |
| turn direct speech into reported speech | □ | □ | □ |
| report questions correctly | □ | □ | □ |
| attribute information to a source | □ | □ | □ |
| write a coherent 150–190 word report | □ | □ | □ |
| revise content and language | □ | □ | □ |
If you can do most items independently, continue with E9 E - Compare sources and write a balanced report.
Interaktive Aufgaben
Quiz: Teste Dein Wissen
What is the main job of a report based on an interview? (Select and organise central information with clear source attribution) (!Copy every answer in the original order) (!Translate every sentence into German first) (!Add new facts that make the text more interesting)
What should you do before drafting the report? (Identify the central statements) (!Choose the longest quotation) (!Remove the name of the source) (!Change all facts into opinions)
Which sentence shows clear source attribution? (Maya explained that the opening times were difficult to find) (!The opening times were difficult to find and everybody knows it) (!It is obvious that the project has no problems) (!The reporter proved that all students agreed)
Which sentence reports a question correctly? (Leo asked why Maya had joined the project) (!Leo asked why had Maya joined the project) (!Leo asked why did Maya join the project) (!Leo asked why Maya did joined the project)
Which change is often needed in reported speech? (Pronouns may change to match the new speaker perspective) (!Every noun must become plural) (!Every sentence must use future tense) (!Every reporting verb must be said)
When is a direct quote most useful in a report? (When the exact wording is especially relevant) (!When you want to avoid understanding the interview) (!When every sentence in the interview must appear) (!When the source of the quote is unknown)
Which interview point is most clearly a limitation? (Not every item can be repaired safely) (!The team repaired 38 items) (!Maya joined the project) (!Leo asked four questions)
What should you check when using a media source? (Who created it and what claim it supports) (!Only whether the image looks attractive) (!Only how many people shared it) (!Whether it agrees with your first opinion)
What is the safest rule for a voluntary class recording? (Keep it private unless everyone involved agrees to another use) (!Upload it publicly without asking) (!Include private social media details) (!Send it to external services automatically)
What is a strong revision step? (Check whether meaning source attribution and structure are clear) (!Replace the whole draft without reading it) (!Add difficult words to sound more formal) (!Delete every sentence with a reporting verb)
Memory
| reported speech | indirect account of what someone said |
| attribution | clear naming of the information source |
| central statement | key idea needed by the reader |
| reporting verb | verb such as explained or added |
| follow-up | question based on an earlier answer |
| revision | purposeful improvement of a draft |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| Opening | names the interview situation and source |
| Central statement | gives the main information from the interview |
| Attribution | shows who provided the information |
| Limitation | keeps an important boundary or problem visible |
| Revision | improves meaning structure and language after drafting |
...
Kreuzworträtsel
| source | Where does the information come from? |
| reporter | Who turns interview information into a report? |
| context | What helps a reader understand when and where information belongs? |
| summary | What gives the central information in shorter form? |
| revision | What process improves a draft after checking it? |
| attribution | What clearly links information to the person or source that provided it? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Keyword notes: Listen to or read a 60-second fictional interview and reduce it to six keywords. Explain why each keyword matters.
- Quote to report: Turn five direct statements into reported speech. Mark every pronoun or time expression you changed.
- Source signals: Write four different sentences that attribute information to the same interview without repeating the same reporting verb.
- Photo prompt: Use one interview photo from this aiMOOC to invent three suitable questions and one follow-up question.
Standard
- Mini interview: Conduct a two-minute fictional interview with a partner about a school project and turn it into a 150–190 word report.
- Perspective check: Read two short fictional interviews on the same school issue and identify one shared point and one difference before writing.
- Media verification: Choose one public educational media source and document creator, date, purpose, reuse conditions and one claim it actually supports.
- Peer revision: Exchange reports, ask two clarification questions and revise your own text without copying your partner's wording.
Schwer
- Balanced report: Combine two interviews with different perspectives into one coherent 220-word report with precise source attribution.
- Reporting verbs audit: Analyse every reporting verb in your draft and justify why its meaning matches the interview evidence.
- Mediation report: Use a short German school notice and an English interview to write one English report for an international student audience.
- Editorial conference: In groups, compare three drafts, agree on transparent quality criteria, then present which revisions improve accuracy and coherence and why.
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Lernkontrolle
- Selection and purpose: You receive a short interview and a target audience. Choose four statements for the report and justify two statements you leave out.
- Source comparison: Compare two interview extracts that describe the same event differently. Explain which details can be combined and which must remain clearly attributed to one source.
- Grammar in context: Rewrite a paragraph with direct speech as a report. Explain two tense or pronoun decisions instead of only giving the final sentences.
- Bias and wording: Find one sentence that overstates what an interviewee actually said. Rewrite it so that the source meaning is preserved.
- Revision decision: Compare a first and second draft. Identify three changes that improve coherence, accuracy or reader orientation and explain their effect.
- Transfer task: Write a short report from a new interview and add a 60-word reflection on how you selected information and checked source accuracy.
Lernnachweis
Für einen Lernnachweis zu diesem Thema ist wichtig:
- Inhaltsauswahl: zentrale Aussagen erkennen und begründet auswählen.
- Reported Speech: Aussagen und Fragen in funktional passender indirekter Rede wiedergeben.
- Quellenzuordnung: deutlich machen, wer welche Information oder Perspektive eingebracht hat.
- Textkohärenz: einen klar aufgebauten Report mit passenden Verknüpfungen schreiben.
- Genauigkeit: Zahlen, Einschränkungen und Bedeutungen aus der Quelle korrekt erhalten.
- Revision: den eigenen Text anhand von Rückmeldung selbstständig überarbeiten.
- Medienkompetenz: Quellen, Kontext, Nutzungsrechte und mögliche Verkürzungen prüfen.
- Sprachhandlung: verständlich sprechen, spontan nachfragen und Informationen adressatengerecht vermitteln.
OERs zum Thema
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