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E9 G - Report what someone said

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E9 G - Report what someone said

Mini-Beschreibung: Du gibst zentrale Aussagen aus einem kurzen Dialog oder Interview sinngemäß wieder. Du nutzt einfache, klare reported-speech-Muster auf G-Niveau. Der Schwerpunkt liegt auf Verstehen und Kommunizieren, nicht auf kompliziertem Backshift.

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

Course route: English first → understand → respond → ask → hint → improve → use again.

Einleitung

When people talk to you, you often tell another person what they said. You do not need every exact word. You need the main idea and a few key details.

Direct speech: Mia: “I work in a café on Saturdays.”

Reported speech: Mia says that she works in a café on Saturdays.

For this G-level course, use simple patterns such as says that, tells us that and explains that. Do not learn a long backshift table here.

Medien-Einstieg

Look at the picture above. Imagine a short school interview. One person asks questions. One person answers. A third person reports the main points.

Quick task: Say one sentence: “The speaker says that …”

Video focus: Watch only for the basic idea: reported speech tells another person what someone said. The video also shows grammar beyond this G-course. You do not need all tense changes.

I-can-Ziele

I can understand the main idea of a short interview.
I can pick two or three key details.
I can report statements with says that or tells us that.
I can change pronouns when the meaning needs it.
I can ask for repetition or clarification.
I can improve a short report after feedback.

Vorwissen

You already need simple present, simple past for familiar events, personal pronouns and basic word order.

Warm-up: Complete orally: “I like …” → “Sam says that he/she/they likes …”

Remember: Meaning first. If your sentence is clear and understandable, you have a good base.

Understand: Listening and Viewing

First listen: no transcript. Ask a partner or your teacher to read the short interview below aloud at a moderate, clear pace. Do not look at the transcript yet.

Round 1: What is the topic?

Round 2: Write three key words.

Round 3: Check with the transcript.

Transcript – open only after listening:

Interviewer: Hi, Alex. What do you do after school?

Alex: I help at a local sports club twice a week. I prepare equipment and talk to younger players.

Interviewer: What do you like about it?

Alex: I like working with people. The job can be busy, but I learn a lot.

Interviewer: What is important for you?

Alex: Clear communication is important. I also try to be on time.

Your report: Alex says that they help at a sports club twice a week. Alex explains that clear communication is important.

Note: Alex is a fictional person. The profile and all details are invented for learning.

Listening strategy

Do not try to catch every word. Listen for who, what, where and one or two useful details. If you miss something, say: “Could you say that again, please?”

Read: Short interview notes

Interview notes – fictional data

Speaker	Key point	Useful report
Noor	enjoys repairing bikes	Noor says that she enjoys repairing bikes.
Jamie	helps customers on Saturdays	Jamie says that they help customers on Saturdays.
Ben	wants clear instructions	Ben explains that he wants clear instructions.

Reading task: Find the main point for each speaker. Do not copy every word.

Kontextwortschatz

English first	Short hint
main idea	wichtigste Aussage
key detail	wichtiger Einzelpunkt
speaker	Person, die spricht
report	sinngemäß wiedergeben
explain	etwas klar machen
mention	kurz nennen
agree	zustimmen
reason	Grund

Use it: “The speaker mentions …” / “She explains that …” / “He gives one reason: …”

Respond and ask

Useful classroom language:

Respond: “I think the main point is …”
Ask: “Could you repeat that, please?”
Check: “Do you mean that …?”
Give a reason: “I think so because …”
Report: “Mina says that …”

Keep your turn short: one idea, one reason, one follow-up question.

Functional grammar: reported speech without complex backshift

Core pattern 1: Person + says that + statement.

Direct: “I like the job.” → Report: Lee says that they like the job.

Core pattern 2: Person + tells me/us that + statement.

Direct: “The shift starts at nine.” → Report: Lee tells us that the shift starts at nine.

Core pattern 3: Person + explains that + statement.

Direct: “Teamwork is important.” → Report: Lee explains that teamwork is important.

Accuracy focus: Change pronouns when needed: I → he/she/they, my → his/her/their. Keep normal statement word order.

Important for this course: You do not need a full tense-backshift table. Use present reporting verbs such as says, tells and explains. More complex reported questions, commands and systematic backshift belong to later learning steps.

Small grammar check

Direct: “I enjoy the work.”

Better report: Ava says that she enjoys the work.

Not: “Ava says that I enjoy the work.” The pronoun does not match the speaker.

Pronunciation and fluency

Speak in short chunks:

Kai says / that he likes the team.

Nora explains / that the work is busy / but interesting.

Aim for clear meaning, not a perfect accent. A natural pause after the reporting phrase can help listeners.

Shadowing: Read one model sentence aloud twice. Then look away and say the meaning again in your own words.

Speaking

Pair task: mini-interview

Student A asks three simple questions about a fictional weekend job or school project. Student B answers in one or two sentences. Then A reports two points to Student C or to the class.

Question starters: “What do you do?” – “What do you like?” – “What is difficult?” – “What is important?”

Report starters: “Sam says that …” – “Sam also explains that …”

Privacy: Use fictional names and fictional details. Audio recording is optional. If you record, keep it private unless everyone involved has agreed to another use.

Writing

Write a short report of 50–80 words. Use a clear structure:

Opening: “I spoke to a student about …”
Main point: “The student says that …”
Detail: “They also explain that …”
Closing: “The main idea is …”

Model: I spoke to Jordan about a school project. Jordan says that the team meets every Tuesday. They explain that everyone has a clear job. Jordan also says that communication is important. The main idea is that teamwork helps the project.

Mediation – optional guided task

A German-speaking classmate asks what an English interview says. Give only the relevant information in simple German. Do not translate every sentence. Then say one key point again in English with says that.

Goal: Select → explain → check meaning.

Hint ladder

Hint 1 – idea: Who says what?

Hint 2 – frame: “___ says that ___.”

Hint 3 – pronoun: Does I need to become he, she or they?

Hint 4 – detail: Add one more point with “also”.

Hint 5 – check: Is the sentence understandable? Does it keep the original meaning?

Feedback and error analysis

Use this order:

Meaning: Is the main idea correct?
Pattern: Is there a clear reporting phrase?
Pronoun: Does the pronoun match the speaker?
Word order: Is it a normal statement?
Clarity: Can a partner understand it easily?

Common error: “Lina says me that …”

Improve: “Lina tells me that …” or “Lina says that …”

Common error: “Tom says that I like the job.”

Improve: “Tom says that he likes the job.”

Use again: Transfer

Choose one new context: school club, part-time job, hobby, sports team or class project. Listen to or read a short fictional interview. Report the main idea and two key details. Then ask one follow-up question.

Transfer sentence: “The speaker says that … They also explain that … I would like to know …”

Safe and responsible media / AI use

Use only fictional profiles or data for practice. Do not post private social-media information. Do not upload recordings without clear permission. A recording task is always voluntary and can stay on your own device.

If you use an AI tool, do not send private audio, names or personal data to an external service. Check AI facts, sources and grammar feedback. Keep your own first version so that your learning stays visible.

Can-do-Check

I can …	Yes	Almost	Not yet
understand the main idea of a short interview	□	□	□
find two key details	□	□	□
use “says that” correctly	□	□	□
change a pronoun when needed	□	□	□
ask for repetition	□	□	□
improve a short report after feedback	□	□	□

Extra media

Optional extension: This video explains more reported-speech grammar than you need here. Use it only to review the basic purpose and examples. Skip advanced tense changes if they are not part of your task.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

Which sentence reports a statement clearly? (Mia says that she likes the project.) (!Mia says she that likes the project.) (!Mia that says she likes the project.) (!Mia says that likes she the project.)

What is the main goal of this course? (Report the main idea and key details.) (!Translate every word into German.) (!Learn all English tenses by heart.) (!Speak without any accent.)

Which reporting verb can you use in the core pattern? (says) (!becomes) (!makes) (!takes)

Which sentence uses tell correctly? (Sam tells us that the job is busy.) (!Sam tells that the job is busy.) (!Sam tells us the job that is busy.) (!Sam tell us that the job is busy.)

Direct speech is “I like teamwork.” What can you report about Kim? (Kim says that she likes teamwork.) (!Kim says that I like teamwork.) (!Kim says that she like teamwork.) (!Kim that she likes teamwork says.)

What should you listen for first? (The main idea.) (!Every single word.) (!A perfect translation.) (!Only difficult grammar.)

What can you say when you did not understand? (Could you say that again, please?) (!You must stop speaking.) (!Give me every word now.) (!I will not listen again.)

Which sentence has normal reported-statement word order? (Leo says that the work is interesting.) (!Leo says that is the work interesting.) (!Leo says the work that interesting is.) (!Leo that the work is interesting says.)

What is an important feedback step? (Check if the meaning is correct.) (!Change every verb into the past.) (!Remove all pronouns.) (!Add as many words as possible.)

What is safe for a practice interview? (Use fictional names and details.) (!Post private data online.) (!Upload recordings without permission.) (!Copy a real private profile.)

Memory

says that	simple reporting pattern
tells us that	reporting pattern with an object
main idea	most important message
key detail	useful extra information
pronoun change	I can become he she or they
clarification	asking when meaning is not clear

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Mia says that she likes the team.	Direct idea: I like the team.
Ben says that he works on Saturdays.	Direct idea: I work on Saturdays.
Nora explains that communication is important.	Direct idea: Communication is important.
Kai tells us that the club starts at five.	Direct idea: The club starts at five.
Ari says that they need clear instructions.	Direct idea: I need clear instructions.

Kreuzworträtsel

report	What do you do when you give another person's main message?
speaker	Who gives the original statement?
pronoun	What kind of word may change from I to she he or they?
meaning	What should stay correct when you report a statement?
detail	What useful extra information can support the main idea?
interview	What conversation has questions and answers?

LearningApps

Lückentext

In reported speech, you give another person's

in your own report.

A simple G-level pattern is “Mia

that she likes the project.”

With “tell”, you need an object, for example “Sam tells

that the job is busy.”

When the original speaker says “I”, the report may need a different

.

You should listen for the main idea before trying to catch every

.

If you do not understand, you can ask for

.

Good feedback first checks whether the

is correct.

In this course, you do not need a complex

table.

For safe practice, use fictional names and protect private

.

Offene Aufgaben

Leicht

Reported speech – One sentence: Schreibe drei direkte Aussagen zu einem fiktiven Hobby und forme sie mit “says that” um.
Interview keywords: Höre einem Partner bei drei kurzen fiktiven Aussagen zu und notiere pro Aussage nur zwei Schlüsselwörter.
Pronoun check: Markiere in fünf eigenen Beispielen die Pronomen und prüfe, ob sie zur sprechenden Person passen.
Ask again: Übe drei höfliche Nachfragen wie “Could you say that again, please?” in einem kurzen Rollenspiel.

Standard

Mini interview report: Führe ein fiktives Drei-Fragen-Interview und berichte danach die Hauptaussage plus zwei Details.
Listening twice: Lass dir einen kurzen Dialog zweimal vorlesen. Notiere beim ersten Hören das Thema und beim zweiten Hören drei Details.
Peer feedback: Tauscht zwei kurze Reports aus und gebt Feedback in der Reihenfolge meaning, pattern, pronoun, word order, clarity.
Private audio option: Nimm freiwillig einen 30–45-Sekunden-Report nur für dich auf oder sprich ihn live. Vergleiche ihn mit deiner schriftlichen Version.

Schwer

Interview summary: Schreibe aus einem fiktiven Interview einen 70–90-Wörter-Bericht mit mindestens drei Reporting-Verben.
Mediation report: Erkläre einer deutschsprachigen Person die wichtigsten Punkte eines kurzen englischen Interviews und gib danach einen Punkt wieder auf Englisch.
Error detective: Erstelle fünf typische Fehler zu “says that” und “tells us that”, korrigiere sie und erkläre jeweils kurz den Grund.
Transfer project: Entwirf ein fiktives Interview zu Schule, Sport oder Beruf, führe es als Rollenspiel durch und präsentiere danach einen 60-Sekunden-Report mit einer Rückfrage aus dem Publikum.

Lernkontrolle

Main idea transfer: Höre oder lies einen neuen kurzen fiktiven Dialog. Formuliere die Hauptaussage in genau einem reported-speech-Satz.
Select relevant details: Wähle aus sechs Informationen die drei wichtigsten für einen kurzen Bericht und begründe deine Auswahl.
Repair a report: Verbessere einen fehlerhaften Report so, dass Bedeutung, Pronomen und Wortstellung stimmen.
Compare versions: Vergleiche zwei Reports desselben Interviews. Erkläre, welcher jeweils die Hauptaussage klarer wiedergibt und warum.
From notes to speech: Nutze nur fünf Stichwörter und gib daraus einen verständlichen 30-Sekunden-Bericht ohne vollständiges Skript.
Follow-up question: Formuliere nach einem kurzen Report eine passende Rückfrage, die eine noch offene Information klärt.

Lernnachweis

Für einen Lernnachweis sind wichtig:

Du verstehst die Hauptaussage eines kurzen, klar gesprochenen Dialogs oder Interviews.
Du wählst passende Schlüsseldetails aus, statt alles zu übernehmen.
Du nutzt einfache Muster wie “says that”, “tells us that” und “explains that”.
Du passt Pronomen sinnvoll an und verwendest verständliche Wortstellung.
Du kannst reagieren, nachfragen und einen kurzen Report mündlich oder schriftlich geben.
Du kannst Feedback nutzen und deinen eigenen Text sichtbar verbessern.
Du gehst mit Aufnahmen, persönlichen Daten und KI-Werkzeugen verantwortungsvoll um.

OERs zum Thema

Freie Medien im Kurs: Die verwendeten Wikimedia-Commons-Dateien haben freie beziehungsweise gemeinfreie Lizenzen; die jeweilige Lizenz steht auf der Dateibeschreibungsseite. YouTube-Videos sind externe Angebote und können optional genutzt werden.

Folgekurs

Use the same strategy again with a new text type: E9 G - Summarise a short interview. If you later work above G-level, you can add more complex tense changes, reported questions and commands.