Unit 6 · Sessions 15–16
Check the source. Report the message.
Tell the story clearly.
Meaning, form and sound
Learn to distinguish claims from evidence, report a speaker’s message and describe past events. All illustrated news stories here are fictional teaching examples.
Welcome to our newsroom. In this unit, you will learn to identify sources, report what other people said, and describe events in the past. You will explore political and entertainment news, learn the language of natural disasters, and build a clear news bulletin. The people and events in these teaching examples are fictional.
Hover over vocabulary for Spanish · click to listen · tap on a phone. Open a topic when you are ready.
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Identify the event, the source and what the report actually tells you.
The editor compares the bridge in two photographs. A matching location is a useful clue; the date and original source still matter.
The editor is comparing two photographs of the same bridge. Before sharing a report, she checks who published it, when it was taken, and what the evidence shows. A photograph can provide useful information, but it may need context. An opinion expresses a judgement. A rumour is information that has not been confirmed.
The title of a news story. It introduces the main point.
The person, document or organization that provides information.
A person who gathers information and presents news.
Someone who saw or experienced an event.
Something a person or organization says formally.
Information that supports or challenges a claim.
Learn these words with Greenford News →
| Question | Fictional example |
|---|---|
| What happened? | A storm damaged a library. |
| Where and when? | In Greenford, on Monday. |
| Who provided the information? | A local resident and a council spokesperson. |
| What is still unknown? | The full extent of the roof damage. |
Keep confirmed information separate from interpretation and unverified claims.
Something that is true and can be checked.
A personal judgement or belief.
Information being shared without confirmation.
An assertion that needs to be checked; it may be true or false.
| Message | What kind? | How to handle it |
|---|---|---|
| The library is closed. The council posted a closure notice. | A checkable report with a named source. | Check that the notice is current and refers to this library. |
| I think the repairs should be the council’s priority. | An opinion. | Explain the reason; do not present the preference as a fact. |
| Someone online says the library will never reopen. | An unverified claim or rumour. | Find the original source and supporting evidence before repeating it. |
Understand the purpose, follow the speakers and build one report in four steps.
Direct speech: Maya’s exact words appear inside quotation marks: “I am worried about the library.” I is Maya speaking about herself.
This is a fictional teaching example. A journalist interviews Maya outside the library after a storm. Maya says, "I am worried about the library." The journalist writes down her exact words. This is direct speech. The speaker uses I because she is talking about herself. The quotation preserves the words she actually said.
Indirect speech: the reporter names Maya and reports her message. He uses she to refer to Maya. The reported sentence does not use quotation marks around her message.
Later, the journalist tells his editor about the interview. Maya said that she was worried about the library. This is reported speech. I changes to she because the journalist is talking about Maya. Am changes to was because he is reporting her earlier words from a later point in time. The meaning should remain accurate.
Maya: “I am worried.”
I = Maya.Luis listens to Maya.
He will pass on her message.Luis tells his editor: Maya said that she was worried.
She still means Maya.Situation: Maya speaks to Luis after the storm. Later, Luis tells his editor what she said.
Who spoke? Maya. Start with Maya said…
I → she and my → her, because both refer to Maya. The family belongs to Maya, not to Luis.
With said, use the common backshift: am worried → was worried.
Add that if you want to. Remove the quotation marks. Keep the same message about Maya and her family.
The storm damaged the roof.
This sentence tells us what happened. It does not name a person whose words we are reporting.
Maya said that the storm had damaged the roof.
This sentence tells us what Maya said. It identifies her as the source of the message.
Choose a reporting frame and keep the message complete.
| Frame | Complete model | What to notice |
|---|---|---|
| Speaker + said + (that) + message | Maya said (that) she was worried. | No listener is needed after said. |
| Speaker + told + listener + (that) + message | Maya told Luis (that) she was worried. | Luis is the person she spoke to. Use me, us, him, her, them or a name. |
| Speaker + said to + listener | Maya said to Luis, “I am worried.” | Before the listener, use the preposition to. You can also say: Maya said to Luis that she was worried. |
Maya said that she was worried.
Maya said she was worried.
Both are correct. That connects the reporting verb to the message. It is not a pronoun replacing Maya.
“I am not ready.” → Maya said she was not ready.
Maya did not say she was ready is different: it says that she did not make that statement.
The residents’ original words:
A later report:
We → they because the journalist is talking about the residents. Do not have → did not have when backshifting. After did not, use the base form have, not had.
| Avoid | Use | Why |
|---|---|---|
| She said me the news. | She told me the news. | Tell takes a listener directly; say needs to before a listener. |
| She told that she was worried. | She told us that she was worried. | Told needs a listener in this statement pattern. |
| She said was worried. | She said she was worried. | The reported message needs its own subject. |
| They said they did not had electricity. | They said they did not have electricity. | After did not, use the base form. |
Understand what changes, why it changes and when it can stay the same.
Backshift means moving a verb form back when we report earlier words after a past reporting verb such as said or told. The event itself does not move in time; the reporter is looking back at the statement.
| Original form | Later report | What changes |
|---|---|---|
| am → was; I → she | ||
| need → needed; we → they | ||
| are checking → were checking; keep the -ing form | ||
| will → would; tomorrow changes only if its reference has changed | ||
| can → could; the performance date stays Saturday |
| Original words | Later report | Reason |
|---|---|---|
| “I have checked the source.” | The journalist said she had checked the source. | present perfect → past perfect |
| “I saw the tree fall.” | Maya said she had seen the tree fall. | past simple → past perfect is common when backshifting |
| “We had left before the storm.” | They said they had left before the storm. | past perfect stays past perfect |
Maya says to Luis: “I can help you.”
Later, Luis tells his editor:
| Original word | Who does it mean? | Luis reports |
|---|---|---|
| I | Maya, the original speaker | she |
| you | Luis, who is now reporting | me |
| my, in Maya’s words | Something belonging to Maya | her |
The spokesperson: “We will publish the repair plan tomorrow.”
Tuesday’s tomorrow means Wednesday.
The spokesperson said they would publish the repair plan the following day.
The following day means the day after the original statement: Wednesday, not Friday. The report repeats the promise; it does not confirm that the plan was published.
| Original reference | Possible later reference | Use it when… |
|---|---|---|
| today / tonight | that day / that night | you are reporting on a different day |
| yesterday | the day before | you need to refer to the day before the original statement |
| tomorrow | the next day / the following day | tomorrow from the reporter’s viewpoint would mean a different date |
| last week / next week | the previous week / the following week | the reporter’s reference week has changed |
| here | there | the reporter is now in a different place |
| this / these | that / those | the object or place is no longer close in the new context |
Maya says that she is worried.
With says, do not backshift simply because you are reporting. The reporting verb presents her message as current.
Is presents the closure as still current. The reporter said the library was still closed is also possible when referring to the earlier statement. Was alone does not prove that it has reopened.
| Original message | Reported message | Pattern |
|---|---|---|
| Maya: “The road is closed.” | Maya said that the road was closed. | said + (that) + subject + verb |
| Maya: “Where is the shelter?” | Maya asked where the shelter was. | asked + question word + subject + verb; not “where was the shelter” |
| Maya asks Luis: “Are you safe?” | Maya asked Luis if he was safe. | asked + listener + if/whether + subject + verb |
| Officer to us: “Wait here.” | The officer told us to wait there. | told + listener + to + base verb; the report is from another place |
| Officer to us: “Do not enter.” | The officer told us not to enter. | told + listener + not to + base verb |
Start with statements. For more instruction examples, open Instructions and action plans.
Grammar references: British Council · statements and questions. Examples and classroom explanations are original.
Attribute the information, explain your view and respond respectfully.
Report who made the promise and when. Later, check what actually happened.
In this fictional news story, a council spokesperson discusses repairs to a community library. She says, "We will publish the repair plan tomorrow." Two days later, a journalist reports that the spokesperson said they would publish the repair plan the following day. The journalist should then check whether the plan was actually published. Reporting a promise does not prove that it was fulfilled.
A statement from the singer is stronger evidence than an anonymous post about her plans.
In this fictional interview, a singer announces a community concert. She says, "I can perform on Saturday." Later, the interviewer reports that the singer said she could perform on Saturday. An announcement from the singer is different from an unconfirmed rumour. When discussing entertainment news, explain where the information came from and separate the person's words from your own opinion.
A group responsible for decisions in a town or local area.
Someone who speaks on behalf of a group or organization.
A public statement giving news or information.
| Purpose | Useful language |
|---|---|
| Name the source | According to the council… / The spokesperson said… |
| Explain controversy | Some residents support the plan because… Others disagree because… |
| Give a reason | I think the library should reopen soon because students use it to study. |
| Disagree respectfully | I understand your point, but I would like to see the repair report first. |
| Ask for evidence | Where did that information come from? Has it been confirmed? |
Name the event and describe the effects without inventing details.
A sudden shaking of the ground.
The earthquake damaged several buildings.
An earthquake is a sudden shaking of the ground. In this fictional scene, an earthquake damaged several buildings. An assessment team inspected the area from behind a barrier. Notice the past forms: damaged and inspected. The picture shows damage to buildings, but it does not tell us how many people were affected. Do not invent information that the source does not provide.
Rock, soil or other material moving down a slope.
The landslide blocked the mountain road.
A landslide happens when rock, soil, or other material moves down a slope. In this fictional scene, rocks and soil blocked a mountain road. Workers closed the road and inspected the damage. First, the material slid down the hillside. Then, the road was closed. These expressions help the listener follow the order of events.
Water covering land that is normally dry.
The river overflowed and flooded the street.
A flood happens when water covers land that is normally dry. In this fictional scene, the river overflowed and flooded a residential street. A rescue crew travelled through the street in a boat. The word flooded describes what happened. The phrase a rescue crew names the people responding. We need a reliable source before reporting numbers or causes.
A powerful tropical storm with strong winds and heavy rain.
The hurricane damaged homes near the coast.
A hurricane is a powerful tropical storm with strong winds and heavy rain. In this fictional scene, the wind bent the palm trees and rain reduced visibility. A reporter could describe the visible conditions, but the image alone cannot tell us the wind speed. Compare the verb forms: bend, bent; reduce, reduced.
A long period with much less rain than a place needs.
Water levels fell during the drought.
A drought is a long period with much less rain than a place needs. In this fictional scene, the reservoir has very little water and the ground is dry and cracked. To report a completed event, we could say that water levels fell during the dry season. Fell is the past form of fall.
An uncontrolled fire spreading through vegetation.
The wildfire burned part of the wooded hillside.
A wildfire is an uncontrolled fire that spreads through vegetation. In this fictional scene, a fire burned part of a wooded hillside. Firefighters assessed the situation from a distant observation point. Burned and assessed describe completed actions. Smoke and flames are visible, but the image does not establish how the fire started.
Harm to buildings, objects or places. Usually uncountable in this meaning.
A team that helps people in danger.
A place that provides protection or temporary accommodation.
A message about possible danger or a problem.
Things people need, such as water, food or equipment.
A period when the electricity supply stops.
A tree that has fallen to the ground.
Compare twenty news scenes: choose the combination that expresses your meaning.
Open one pair. Compare its two pictures, read the context and listen. Hover over each underlined combination for Spanish; click to hear it. You can project both pictures together or enlarge either picture.
Try to find someone or something.
After an earthquake, rescuers search the damaged buildings. They have not found everyone yet.
Present:
Direct your eyes towards someone or something.
At the command post, the rescue team studies a map of the affected area.
Present:
Pay attention to a person, message or sound.
A family follows emergency instructions broadcast on a battery radio.
Present:
Try to detect a particular sound.
A firefighter asks everyone to be quiet so he can detect calls from beneath the rubble.
Present:
Request something that you need or want.
At a shelter, a family needs blankets for the night and requests them from a volunteer.
Present:
Ask questions on a particular topic.
A reporter wants to know what the flood did to the houses.
Present:
Receive news or information about an event.
People first learn of a wildfire through a television news report.
Present:
Receive a call, letter or message from someone.
After hours without contact, a mother receives a call from her son at a shelter.
Present:
Give information about a subject or event.
A television reporter describes the flood to viewers from a dry location.
Present:
Present yourself to someone for instructions, in this context.
New volunteers arrive at the shelter and meet the coordinator before starting their duties.
Present:
Tell someone about a possible danger or problem.
A weather presenter explains that a powerful storm is approaching the coast.
Present:
Advise someone not to do a dangerous or unwise action.
A firefighter stops a pedestrian before the flooded street and tells them not to enter the water.
Present:
Look after someone and meet their needs.
A nurse treats people with minor injuries at a temporary shelter.
Present:
Feel that someone or something matters.
At a community meeting, neighbours express concern for families who lost their homes.
Present:
Be employed by a person or organisation, in this context.
A journalist is employed by a local television news channel.
Present:
Spend time and effort on a task or project.
Engineers and workers repair a bridge damaged by the storm.
Present:
Gain knowledge of a subject.
Students study how heavy rain can cause rivers to overflow.
Present:
Use an experience or another person's knowledge to learn.
Emergency planners review problems in a previous evacuation to improve the next plan.
Present:
Express dissatisfaction with a situation.
Residents have no clean water and express frustration about the shortage.
Present:
Address a complaint to a person or organisation.
A community representative takes the residents' complaint to the mayor.
Present:
Language support: British Council · Verbs and prepositions. These twenty scenes and news contexts are fictional teaching examples.
Use past simple for completed events and connectors for their order.
| Base form | Past form | News example |
|---|---|---|
| hit | hit | A storm hit the town on Monday. |
| fall | fell | A tree fell near the library. |
| damage | damaged | The storm damaged the roof. |
| rescue | rescued | The crew rescued two residents. |
| close | closed | Workers closed the road. |
| inspect | inspected | Engineers inspected the bridge. |
Subject + past verb
The storm damaged the roof.
Use a finished-time expression when known: on Monday, yesterday, last night.
The storm did not damage the school.
Did the storm damage the school?
After did or didn’t, use the base form. Avoid “did damaged.”
| Sequence | Model |
|---|---|
| First | First, the storm hit Greenford. |
| Then | Then, a tree fell near the entrance. |
| Later / after that | Later, workers inspected the roof. |
| Finally | Finally, the council issued an update. |
Reported ends in /ɪd/; damaged and rescued end in /d/. Keep the ending audible without adding an extra syllable to every past verb.
Distinguish direct instructions, advice and a report of someone’s instructions.
Identify who provides the updates, what the group should check and how confirmed information will be shared.
In this fictional classroom scenario, a coordinator explains a community information plan. First, identify the official source of updates. Then, check the time and location of each message. Finally, share the confirmed information clearly. The coordinator told the group to check official updates. After told, name the listener, then use to and the base form of the verb.
| Function | Form | Example |
|---|---|---|
| Instruction | Base verb | Check official alerts. |
| Negative instruction | Do not + base verb | |
| Advice | should + base verb | You should check the source before sharing the update. |
| Reported instruction | told + listener + to + base verb | |
| Reported negative instruction | told + listener + not to + base verb |
Flood example adapted from Ready.gov: Floods. During a real emergency, follow the instructions for your location and the specific hazard. This lesson practises English for communicating information.
Bring together a clear source, ordered events and faithful reported speech.
A verb and a particle work together as one expression: carry + out means perform. In the separable examples below, a pronoun goes between the verb and particle: carry it out.
An expression has a conventional meaning that may go beyond its individual words. Take it with a grain of salt asks the listener to be cautious; it is not about food.
Learn or discover information.
averiguar
Grammar: Transitive and separable in this noun-object pattern.
Model: find out the cause / find the cause out / find it out
Also: find out what happened. Keep a full what-clause after out.
Sound: Link find‿out; give out a clear stress.
Examine something to see whether it is accurate or useful.
comprobar o investigar
Grammar: Transitive and separable in this meaning.
Model: check out the claim / check the claim out / check it out
Conversational. Verify is a more formal alternative.
Sound: Link check‿out; keep the final /t/.
Perform or complete a task.
llevar a cabo
Grammar: Transitive and separable.
Model: carry out an inspection / carry an inspection out / carry it out
Common in formal reports. The first noun order is often smoother with long objects.
Sound: Link carry‿out; stress the key task.
Draw attention to something.
señalar o destacar
Grammar: Transitive and separable.
Model: point out the damage / point the damage out / point it out
It can also introduce a clause: she pointed out that the road was closed.
Sound: Keep point and out connected without losing the /t/.
Remove confusion or make something understandable.
aclarar
Grammar: Transitive and separable in this meaning.
Model: clear up the confusion / clear the confusion up / clear it up
Here it means clarify, not improve weather or tidy a room.
Sound: Link clear‿up; stress up.
Information passed from one person to another.
de boca en boca
Grammar: Fixed idiomatic expression.
Model: The rumour spread by word of mouth.
Everyday language. Being widely repeated does not confirm a report.
Sound: Say by word of mouth as one group.
Attract prominent attention in the news.
ser noticia o acaparar titulares
Grammar: Idiomatic expression.
Model: The concert announcement made headlines.
Common in media reporting; it does not mean physically creating a headline.
Sound: Stress headlines; make changes to made in the past.
Treat information with some doubt.
tomarlo con reservas
Grammar: Idiom.
Model: The story has no named source, so take it with a grain of salt.
Informal. It expresses caution, not proof that a claim is false.
Sound: Keep with a grain of salt together as one group.
A short news report or official update.
Listen for the event, the timeline, the witness’s statement and what remains unconfirmed. The full model is under Audio text.
This is a fictional news bulletin for language practice. Good evening. A storm hit Greenford on Monday and damaged the community library. A tree fell near the entrance, and workers closed the building. Maya, a local resident, told our reporter that she was worried about the library. At a briefing on Tuesday, the council spokesperson said they would publish a repair plan the following day. Workers then inspected the roof. The cause of the roof damage is still under investigation. We will update this report when more information is confirmed.
| Part | What the model does |
|---|---|
| Opening | Introduces the storm and the library. |
| Events | Tells what happened on Monday, then describes later actions. |
| Attributed statement | Reports Maya’s concern and the spokesperson’s promise. |
| Uncertainty | Explains that the cause of the roof damage is still being investigated. |
| Closing | Promises an update when more information is confirmed. |
The examples are original and fictional. For further grammar support, see British Council: reported speech statements.
Course sequence: Intermediate Course 2 Easy Guide, sessions 15–16.