FOUR REVIEWERS COMMENT ON OLIVER MCPHERSON’S SELF-HELP BOOK, JOURNEYS AND HORIZONS
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7 Reported speech
Changes
Some words and features of grammar used in direct speech may have to be changed in reported speech.
1 Tense changes
• Present tenses change to past; present perfect and past tenses change to past perfect.
‘I’m having a great time,’ said Paul.
Paul said he was having a great time.
‘I’ve never ridden a horse,’ said Clare.
Clare said she had never ridden a horse.
‘We were trying to phone you,’ she said.
She said they had been trying to phone us.
• The modal verbs will, must, may and can change to would, had to, might and could.
Would, might, could, should and ought to do not change, nor does must when it is used for deductions.
‘It must be done by tomorrow,’ she said.
She told me it had to be done by the following day.
‘It must be raining,’ she said.
She said it must be raining.
2 Other changes
2 Other changes
Pronouns and certain words indicating time and place may have to change when we use reported speech.
‘I saw you here yesterday,’ said Alan.
Alan said he had seen me there the day before.
3 Tense changes are not necessary:
• if the statement being reported is still true.
‘I intend to retire next year,’ he said.
He told me he intends to retire next year.
• if the reporting verb is in the present or present perfect.
‘We are going to get married.’
They have announced that they are going to get married.
‘I never tell lies.’
She says she never tells lies.
4 When questions are reported:
• auxiliary verbs do, does and did are not used.
• the word order is the same as for statements.
• yes/no questions are reported with if or whether.
• question marks are not used.
‘Where’s Paul?’ He asked where Paul is/was.
‘Did you enjoy it?’ She asked if I (had) enjoyed it.
READY FOR GRAMMAR Reading and Use of English
1 Books closed. Ask students if they are familiar with the self-help genre. Give an example of a typical theme and elicit others. Books open. Students read the instructions. Organise the class into small groups.
While students discuss the options, monitor and provide support as necessary. Note that this would be a good moment to revisit the use of by far, easily and by a long way with superlatives (Ready for Grammar section, page 222). Round off the task by asking a member of each group to report on what their group discussed.
2 Remind students to read the questions before reading the text. While reading, it’s very important to underline
relevant parts of the text. At this point in the course, it would be good to start setting a time limit for reading tasks, say, 15 minutes. Ask any fast finishers to flip back and quickly review one of the Vocabulary sections from a prior unit in the coursebook. After 15 minutes, pair up the students and give them time to compare their answers. Go over the answers as a class. Ask the students to justify their answers with specific parts of the text. During this stage, it would be helpful to display the text on the board, if you have access to technology.
3 This SPEAK task could be done in small groups or open class. While students discuss the topic, note down any particularly good pieces of language or common errors to explore later in feedback stage.
Extra activity
The Framework for 21st century skills includes a list of life and career skills (also known as soft skills). Board the list on the right. Put students in small groups and ask the students to rank them in terms of how important they are to lead a successful life in the 21st century. You could extend the task by having students discuss (or debate) who should bear the responsibility for teaching these skills to young people, schools or parents.
Flexibility and adaptability Initiative and self-direction Social and cross-cultural skills Productivity and accountability Leadership and responsibility
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7 Reported speech
o
Verb patterns
Several different verb patterns can be used in reported speech. Some reporting verbs can be used with more than one verb pattern. For example:
He asked to leave.
He asked them to leave.
He asked that they should leave. (formal) 5 verb + that clause
e.g. add, admit, announce, assure, claim, complain, concede, conclude, confirm, emphasise, estimate, explain, mention, point out, predict, reassure, remark, remind, repeat, say, state, stress, tell, warn
Note that assure, reassure, remind and tell are followed by an object.
Critics predicted that the film would be a success.
My daughter reminded me that I had promised to take her to the zoo on her birthday.
6 verb + (that) sb (should) do sth / sth (should) happen e.g. advise, agree, ask, demand, insist, propose, recommend, request, suggest
They demanded that he should resign.
We suggested he apply for the job.
7 verb + infinitive with to
e.g. agree, ask, claim, demand, offer, promise, refuse, threaten
He claimed to be an expert on ghosts.
verb + object + infinitive with to
8 verb + object + infinitive with to
e.g. advise, ask, beg, convince, encourage, forbid, instruct, invite, order, persuade, recommend, remind, tell, urge, warn
She urged him not to get involved.
9 verb + gerund
e.g. admit, advise, deny, recommend, regret, suggest He denied taking/having taken the money.
10 verb + preposition + gerund
e.g. advise, argue, protest, warn against apologise, blame, forgive, praise, tell off, thank for discourage, dissuade from
accuse, speak of congratulate, insist on
admit, confess, consent, object to She admitted to feeling rather nervous.
He told me off for singing!
I insisted on his/him wearing a suit.
11 Some reporting verbs can be used in the passive after it.
This structure can be used if the speaker does not wish to take responsibility for a statement or is reporting the views of others. Verbs include: announce, believe, claim, confirm, estimate, rumour, suggest and think.
It is thought that she may have left the country.
It has been suggested that the minister took bribes.
1 Read the first sentence, in direct speech, and then complete the second sentence, which reports it. Use the reporting verbs in the box. Do not write more than two words in each gap. There is an example (0).
admitted announced conceded concluded pointed out predicted reminded repeated stressed warned
0 ‘Yes, I do accept the situation is critical, but let me say once again that we are doing our best to find a solution.’
The prime minister conceded that the situation was critical, but repeated that the government was doing its best to find a solution.
1 ‘Yes, I did sell the stolen paintings, but I would like to mention that I have given all the proceeds to charity.’
The defendant that she the stolen paintings, but to the court that she all the proceeds to charity.
2 ‘I think there’ll be more than 250,000 taking part in the protest. There might be some violent activists – so be careful!’
The police chief that there over 250,000 taking part in the protest. He his officers that there some violent activists and urged them to be careful.
3 ‘The result of all this is that we must increase profits. Remember – if we don’t, the company will go bankrupt.’
The managing director that they increase profits and the board that if they
, the company bankrupt.
4 ‘I’d just like to tell everyone that I intend to resign at the end of this season. I should emphasise that I have not been asked to leave.’
The manager has that he to resign at the end of this season. He that he been asked to leave.
Word formation
1–3 Books closed. Put the affixes from Exercise 1 on the board: en-, -ise, -ify, -ate, -en. In pairs, students think of verbs that begin or end with the affixes. Elicit their ideas to the board. Books open. Students read the instructions and do Exercises 1–2 individually.
Checking the answers by eliciting them one by one could be very time-consuming. Why not display the answers, or direct students to the Answer key, and
let them check their own answers? In open class, elicit shifts in word stress (difference /ˈdɪfrəns/ and differentiate /ˌdɪfəˈrenʃieɪt/) and spelling changes (example and exemplify; strong and strengthen; high and heighten). Note that in the USA the words in numbers 1 and 4 are spelled with the suffix -ize.
3–4 Students work individually to complete the exercises. Allow time for them to quickly pair check before going over the answers as a class.
READY FOR GRAMMAR
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admitted had sold pointed out
had given
predicted might be
concluded had to reminded
didn’t/did not would go
announced intends stressed
had/has not
would be warned
Which reviewer
expresses the same opinion as reviewer C regarding the scope of
McPherson’s book? 1
has a different view from the others on the originality of McPherson’s ideas? 2 shares reviewer A’s opinion about the support McPherson offers for his beliefs? 3 expresses a different view from the others concerning the extent to which
McPherson’s ideas are workable? 4
3 SPEAK Do you agree with the idea that ‘an inadequate upbringing’ is solely responsible for the way that a person’s character develops? Are there any other factors that might play a greater role in a person’s character development?
Word formation Verbs
1 In 1–5 below, the affix at the beginning of each line can be used to form verbs with all of the words in the line, except one. Underline the odd one out and write down the verb forms of all the words.
0 en- sure wide able danger courage
ensure widen enable endanger encourage
1 -ise special summary valid modern commercial 2 -ify class example simple pure general 3 -ate difference qualification captive value assassin 4 -ise character stable familiar dominant computer
5 -en strong sad rich deaf high
2 For each of the verbs in box A below, decide which of the prefixes in box B can be used to form new verbs.
cook – recook (cook again), overcook (cook too much) A appear cook hear load number read use
B dis- mis- out- over- re- un-
3 Use the word given in capitals at the end of the line to form a word that fits in the gap.
0 I see they’ve finally got round to widening the Shoreham Road. WIDE 1 Each employee’s performance is at least once a year. VALUE 2 We could barely hear ourselves speak above the roar DEAF
of the sea.
3 He was fined £500 and from driving for three years. QUALIFY 4 They lost the battle, despite the enemy by two to one. NUMBER 5 I spent my first two weeks back at work myself with all FAMILIAR
the new procedures.
6 Arnold died in 1953. His wife, who him by almost half a LIVE century, passed away on the last day of the millennium.
7 Before enrolling on a course, you should first ensure that it has been
by an officially recognized body. VALID
8 New Deluxe moisturising cream smooths out wrinkles and SURE that your skin stays young-looking.
4 Write gapped sentences for three more of the words in Exercises 1 and 2.
Then give your sentences to your partner to complete.
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specialise classify differentiate characterise strengthen
summarise exemplify qualify stabilise sadden
validate simplify captivate familiarise enrich
modernise purify evaluate dominate deafen
commercialise generalise assassinate computerise heighten
2
disappear, reappear mishear, overhear, rehear overload, reload, unload outnumber, renumber misread, reread misuse, reuse, overuse (disused and unused – both adjectives)
evaluated
deafening disqualified
outnumbering
familiarising outlived
validated
ensures
D B B C
Listening Part 3 Multiple choice
7.1 You will hear an interview in which two professors of psychology, Rowena Gray and Jesse Mulligan, are talking about the science of happiness. For questions 1–6, choose the answer (A, B, C or D) which fits best according to what you hear.
1 What does Jesse say about the typical goals that people set themselves?
A They tend not to be very realistic or reachable.
B They generally revolve around status at work.
C They won’t lead to lasting fulfilment if achieved.
D They are influenced by the expectations of others.
2 Jesse mentions his recent holiday in Chile in order to
A explain the reasons why people hide their disappointment.
B encourage people to compete in a healthier way with others.
C emphasise the importance of getting away from constant stress.
D give an example of an activity that is worth spending money on.
3 In her public talks, Rowena advises teenagers to A choose who to compare themselves with carefully.
B resist the urge to criticise more successful people.
C avoid finding faults with their own personality.
D spend less time looking at their social media feeds.
4 Rowena admits that during conversations with friends, she sometimes A wishes they would overlook the line of work she is in.
B forgets to mention the good things happening in her life.
C enjoys hearing about the misfortune of people she knows.
D neglects to ask about the problems they are dealing with.
5 Rowena believes her lectures on happiness are popular because students A appreciate the way she always appears cheerful herself.
B are determined to overcome negative feelings they have.
C like her humorous approach to discussing serious issues.
D feel reassured when they hear about her stories of self-doubt.
6 Jesse and Rowena both feel that their podcast has made them A make more effort to follow their own advice about happiness.
B measure their levels of happiness on a more frequent basis.
C try new relaxation techniques as a means of staying happy.
D avoid appearing anything less than happy in public places.
Language focus Reported speech Direct and reported speech
1 In the following example, an extract of direct speech from the Listening has been reported. What tense changes have been made after the reporting verbs in bold?
What other changes do you notice?
I: So what can people do to feel happier?
J: Look, I went to Chile for a short break this year.
The interviewer asked Jesse what people could do to feel happier, and Jesse replied that he had gone to Chile for a short break that year.
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Tense changes: can ➔ could, went ➔ had gone Word order with questions:
what can people … ➔ what people could
This year ➔ that year
Listening
1 7.1 Remind students that this listening task primarily tests their ability to understand the speakers’
attitudes and opinions, which are usually implied rather than openly stated. Set a time limit for students
to read the questions. In the official exam, they have one minute, but at this point you could give them a minute and half. Play the recording twice. While checking answers, you could display the Audioscript (see below) and explore any wrong answers as a class.
AUDIOSCRIPT
Listening Part 3 Multiple choice
7.1
I = Interviewer R = Rowena Gray J = Jesse Mulligan
I: Today we’re looking at the science of happiness.
My guests are Rowena Gray and Jesse Mulligan, both professors of psychology. Jesse, you believe there are things people can do to make themselves happier. But you’re not talking about setting goals, are you?
J:Not the kind of typical goals people think they should set. For example, they feel dissatisfied with their life – and they say, I need to get that promotion, I’ve got to get those perfect grades, I’ve got to find the perfect partner … they put pressure on themselves because they believe that accomplishing something like that will make a huge difference. But you know, even if they do – the thrill wears off, they just get used to the new situation, and their happiness level drops back to what it was before.
I: So what can people do to feel happier?
J:Look, I went to Chile for a short break this year. It would have been nice if the trip had been longer – but anyway … My point is – I bought an experience, not a thing, and so, whether that’s a vacation, a beach walk, or laughing over a meal with friends – it’s not subject to social comparison. I can look back and remember the fun I had, and nobody can take that joy away from me. With material goods, it’s true people feel pleasure from buying a phone or a pair of sneakers, for instance – but then they’re always aware that someone else’s phone might be superior, or their sneakers are starting to wear out.
It’s little things, too, that can make a difference.
The science shows that even a couple of minutes chatting to a stranger can lift your spirits.
I: And fewer people do that nowadays, right?
Rowena, I know you’re particularly interested in levels of happiness amongst teenagers.
R:Yes, and some of my public talks are aimed specifically at teens. You see, all of us, we’re constantly assessing where we are in life – but not objectively. When we ask, ‘How good-looking am I?’, we’re thinking about ourselves in relation to someone who’s extremely attractive – or at least has a team of make-up artists and stylists on hand to ensure they look that way. Or when we wonder
‘How wealthy am I?’, we’re rating ourselves against multimillionaires. And because teenagers are online so much, this negative way of evaluating yourself
is exacerbated, and they feel inadequate. So I’m saying – choose different reference points, and realise that ‘Hey, I’m actually doing alright.’ Don’t be so harsh on yourself.
I: Spending time with friends is something you advocate, isn’t it?
R:Yes, it’s important to get out and socialise. But one thing to bear in mind is that happy people talk about happy stuff. And I know that for myself, when I meet up with my friends, I’ll often start with all the stuff that’s bothering me – that I want to get off my chest – because I think it’ll cheer me up. But the research shows if you touch on a piece of luck you’ve had – something fortunate that happened – just by actively recalling it, it’ll give your mood a real lift. I mean, I still catch myself moaning about colleagues, or an academic paper I’m drafting, but I then make a conscious effort to switch back to positive mode. And let’s be honest, even those closest to you can only tolerate so much negativity.
I: And I understand that your lectures on happiness are extremely popular.
R:I’m happy to say they are. I can confidently say we have more students attending than in any other class. We do have a laugh – I think that’s important – but from talking one-to-one with my students, it’s easy to identify the common factor – I mean why they all turn up. I think many of them are finding it difficult to navigate life, and they’re trying really hard to find solutions. No-one really wants to be stuck in that kind of rut. I also think they appreciate my honesty. I mean, when I do occasionally find myself slipping into bad habits and doing things that undermine my happiness, I’m open about that.
I: And you’re now working together on a regular podcast on the science of happiness, I believe. Has recording the podcast affected you in any way?
J:Well, it’s been helpful for me because I have to practise what I preach now – you know, if I’m telling people to be mindful and meditate, if I’m constantly telling them to spend more time with their loved ones and talk to strangers, then I have to do that, too.
R:Same for me because, you know, otherwise my students, or anyone that knows us from the podcast, they’re going to be like ‘Professor Gray, I saw you on the train and you weren’t talking to people!’ So in a way, I’m forced to do what I’m suggesting other people ought to do, but then I also feel better as a result.
J:Exactly. It doesn’t mean I’m in a permanent state of joy but from tracking my happiness over the last few months, I definitely see I’m a point or two happier.
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