6glorious food - oupe · and unhealthy foods than ever before. if a food product didn’t exist...

Food, glorious food666666

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Vocabulary Food

Grammar Reported speech

Word-building -ing form / to infinitive

Speaking Photo discussion (2)

Writing An informal email

5 a Imagine you could have your ‘perfect meal’ tonight! What would you have? Think of a starter, main, side and sweet. Use adjectives from the menu above.

b Compare your ideas with the class. Whose ‘perfect meal’ is the healthiest / most adventurous?

Vocabulary

Food (1)

1 Look at the café in the photo. What kind of food do you think is served here? Would you like to visit it?

2 a 2.13 Complete the café menu with the items in the list. Then watch or listen and check.

baked chips free-range eggs fresh green salad home-made pastries low-fat dessert raw vegetable crudités seasonal vegetables vegetarian lasagne

b 2.13 Watch or listen again. Does the café have more satisfied or dissatisfied customers?

3 Look at the bold adjectives from the menu. Which refer to the way food is prepared? Match them to the pictures.

4 Why do some people only eat the following kinds of food? What’s your opinion?1 Vegetarian food2 Free-range meat and dairy products

1

4

Starters and light mealsGrilled Italian-style bruschetta with ham OR cheese (1)… with toast and boiled asparagus Mixed dips with (2)…

MainsChicken, pork or beef served with a selection of roasted (3)… (Nov: carrots, swede, potatoes)

Today’s special Our secret-recipe, no-meat (4)…OR: choose from our sandwich selection(also available to take away)Sides(5)… , picked todayThick (6)… (less fattening than fried ones)Sweets

A selection of (7)… and cakes, all baked on the premisesFruit salad available for customers who prefer a (8)… – just ask!

2

3

5

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5 Do you agree or disagree with the following statements? Why?

Reading

1 Look at the pictures. Which of the food products would you classify as ‘unhealthy’? Why?

2 Read the Exam strategy box. Then read the article and choose the correct answers. Which part of the text gave you the answer?1 The food industry was happy with Ancel

Keys’s conclusions because … A they helped sell its products. B it didn’t use fat in food production. C it was worried about obesity.2 Low-fat food products … A led to a reduction in obesity. B continue to be commercially successful. C were especially popular in the 1970s.

3 2.14 Read the article again and answer the questions in your own words.1 What did Professor Philip James notice?2 Why is Eric Stice’s opinion surprising?3 What is the food industry’s current view on the link between sugar and obesity?

4 Find words and phrases in the article that mean:1 happy to, prepared to (paragraph B)2 people who are addicted to something (informal) (paragraph B)3 thing that is responsible for something (paragraph C)4 a sudden, serious illness caused by changes in the blood supply to the brain (paragraph D)5 most important or famous (paragraph E)6 that cannot be proved wrong (paragraph E)

VER TO YOU

Young people today are more aware of healthy and unhealthy foods than ever before.

If a food product didn’t exist when your grandparents were young, it can’t be good and you shouldn’t eat it.

Food manufacturers aren’t worried about the effects of their products on people’s health.

he

Ready-made meals are tastier than home-cooked ones.

Sugar can be highly addictive.

3 Professor John Yudkin was … A supported by the food industry. B working on a different problem to Keys. C trying to solve the same problem as Keys.4 Food manufacturers used fructose-glucose

syrup because … A it was more profitable than fat. B it was healthier than fat. C Yudkin had recommended it.

A

C

B

D

E

C

E

Exam strategy Answering multiple-choice questions

* Find the part of the text that the question refers to.

* Read the text carefully.

* Read the options carefully and eliminate the answers that you think are obviously wrong.

* Don’t choose answers that aren’t supported by evidence in the text, even if they seem logical!

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In the 1970s, doctors were alarmed at the rapid increase in heart disease and set about searching for its causes. Ancel Keys, a leading American nutritionist, blamed the high levels of fat in many food products. Surprisingly, the food industry seemed willing to accept his conclusions. However, its motivation soon became clear. It was about to launch a new range of products that it knew would be successful due to the public’s fear of heart disease: low-fat food. Since then, we have become low-fat food junkies. But if we are eating less fat than ever before, why does the obesity epidemic show no signs of slowing down?

Keys was not the only expert looking at the problem in the 1970s. Professor John Yudkin at the University of London was also analysing the relationship between diet and heart disease. He identified a completely different culprit: sugar. However, food manufacturers were resistant to this idea and strongly contested* Yudkin’s research. Some experts suspected that they knew why. A substitute had recently been discovered which would allow food to be produced much more economically. This substitute was fructose-glucose syrup, an extremely cheap form of sugar. Companies were not going to let Yudkin stand between them and their profits.

A decade later, health expert Professor Philip James made an observation that reopened the discussion†: people who were exercising and eating low-fat food products were still gaining weight. Moreover, not only was heart disease still a major health problem, but other diseases such as diabetes, certain cancers and strokes were also on the increase. It seemed that Yudkin may have been right about the connection between sugar and obesity. Neuroscientist Eric Stice went even further, claiming that sugar in processed food could have the same addictive effects on our brains as cocaine.

At present, the food industry says that science has not conclusively demonstrated the connection between the sugar in its products and obesity. However, one of the world’s foremost experts on the subject, Professor Kelly Brownell, recently said that the evidence would soon be irrefutable. What is more, we might not be far away from court cases that award damages to consumers whose health has suffered from eating processed food. Just as the tobacco industry has had to face its responsibilities, it is possible that food manufacturers may eventually‡ have to do the same.

PUZZLETHE OBESITY

Over the last forty years, the low-fat food industry has gone from strength to strength. So why are people in the West still getting fatter?

Glossary: false friends (2)

* contest (v) – oppose† discussion – conversation, dialogue‡ eventually – in the end

A

B

CE

D

Writers often end the first paragraph of an article with a question to make the reader want to continue reading. To find out the answer, you’ll have to read on! Try using this technique in your own writing.

Language focus: Questions

767

amages to consumers uffered sed

e.

the d on!

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Grammar

Reported speech

A Read the quote from the former US President George Bush. Are there any foods that your parents always made you eat?

B Rewrite the quote in reported speech. What changes do you have to make?

C Look at the questions below and rewrite them in reported speech. 1 ‘What foods did you hate as a child?’ he asked me.2 ‘Are there any foods that your parents always made you eat?’

she asked me.

Check your answers in the Grammar Bank on pages 136 –138.

1 Rewrite the statements and questions in reported speech. Suggest who might say them.1 ‘Carrots will make you see better,’ my … told me.2 ‘You must eat pasta before the race,’ my … told me.3 ‘Are you being served?’ asked the … .4 ‘You can’t leave until everyone’s finished the exam,’

said the … .5 ‘Do you sell free-range eggs?’ the … asked the shopkeeper.6 ‘What dishes are typical of the region?’ asked the … .

2 2.15 Listen and check your answers.

3 a Answer the questions with your own ideas. Use reported statements and questions.What did your parents always … ask when you made something to eat in the kitchen? My parents always asked if I’d washed my hands first.1 say when you didn’t want to finish a meal?2 ask when you had school lunches?3 say when you asked if you could eat out with friends?4 tell you when you picked up food with your fingers?5 ask when you went on school trips?

b Compare your answers. Who wrote the most interesting sentences?

4 Read the Language focus box and copy the table. Then rewrite the quote below in reported speech. Add the time words to the table.The Mad Hatter said, ‘The rule is jam tomorrow and jam yesterday, but never jam today.’

We often make changes in reported speech to time words.

Direct speech Reported speech

now then / at that moment

this morning that morning

tonight that night

last week the week before

next week the week after / the following week

Language focus: Time words

‘ I do not like broccoli. And I haven’t liked it since I was a little kid and my mother made me eat it. I am President of the United States, and I’m not going to eat any more broccoli.’George Bush Senior

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7 a Make notes about the best and worst meal you’ve ever eaten. Then exchange information with a partner.

b Find a new partner and tell them what you learnt from your old partner.

Reporting verbs

A Read the text and find six reporting verbs. What are school meals like in your country?

B Copy the table and add the reporting verbs from the text.

Reporting verb …

+ to infinitive + (that) + clause

+ object + to infinitive

+ object + that + clause

+ -ing / noun + preposition + -ing / noun

offer (1)…

declare (2)…

invite (3)…

remind (4)…

recommend (5)…

apologize for (6)…

Check your answers in the Grammar Bank on page 139.

5 Use reporting verbs from exercise B to write sentences in reported speech.1 Sara (to Mike): ‘I’m sorry for not telling you that I’m vegetarian.’2 My brother (to me): ‘I’ll help you make lunch.’3 Ahmed: ‘I’m not to going to cook tonight.’4 Alice (to Jake): ‘Would you like to go for an Italian meal with me?’5 Harry (to me): ‘Why don’t we eat at the new Lebanese restaurant?’6 Ewan: ‘Remember – you must heat the oven first.’

6 Use five reporting verbs to write sentences about meals or places to eat.My best friend recommended going to a Turkish restaurant and it was great.

TV chef Jamie Oliver

complained about the

disgusting lunches in many British

schools. He suggested changing

the menus and he told schools to

stop serving fast food. He warned

the UK government that children’s

health would suffer. The government

promised to improve school meals.

A report supported Jamie Oliver

and explained that students got

better exam marks at schools

which provided healthier lunches.

a/w069a research photo[a/w069b research photo

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Vocabulary and listening

Food (2)

1 Which countries are the dishes in the pictures originally from? Which ones have you tried? Did you like them?

2 Read about some popular dishes from around the world. Match A–D with four of the pictures.

3 Look at the bold adjectives. Can you find any synonyms or opposites?

4 Complete the questions with adjective–noun collocations from the text. Then answer the questions.1 What do you think is the n… d… of your country? Is it well

known abroad?2 What is the most popular t… f… in your country? Is it pizza or

something else?3 What are the most popular s… f… for sandwiches in your country?4 What types of food form part of the s… d… in your region?

Do you eat them regularly?5 Do you ever eat r… m… at home? When?

Pronunciation: Word stress (2)

• Copy the table and add these words to the correct columns according to their stress pattern.

appetizing delicious edible local popular revolting savoury spicy takeaway traditional

Oo oOo Ooo Oooo oOoo

• 2.16 Listen, check and repeat.

6 Sushi

8 Hamburger

7 Churrasco con chimichurri

A This national dish is expensive takeaway food in its home country. The most important ingredient is rice, which was originally left in vinegar to make it sour. Today, it can be vinegary or bland, but the ingredients that accompany the rice – often shellfish – make it tasty. Versions of this traditional dish have been created for foreign markets.

B Immigrants who settled in Britain in the 1970s discovered that British people found their dishes too spicy. So a restaurant in Glasgow produced a milder version that Britons would find not only edible but also appetizing. Today, this dish is exported as ready-cooked meals back to the immigrants’ home countries!

C This is named after the European city where it was invented, although it is now associated with another country. Depending on where you eat one of these, it can be tender and delicious, or tough and revolting!

D Like its cousins the fajita, the burrito and the quesadilla, this is made from flatbread. But instead of soft flour tortillas, the ‘shells’ used in this dish are hard and made of corn – part of the local staple diet. Although they are rather tasteless on their own, they are served with savoury fillings, such as meat, seafood, vegetables and cheese, together with a variety of sauces – some mild and others extremely spicy!

5 Spaghetti bolognese

d. f , se,

1 Fish and chips 2 Bratwurst

3 Tacos

nt

4 Chicken tikka masala

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Listening

5 What do you usually eat for breakfast? Do most people in your country eat the same things?

6 2.17 Listen to a radio programme about British breakfasts. What do British people usually eat for breakfast? What did they use to eat?

7 2.17 Read the Exam strategy box. Then listen again. Are the statements true or false?1 A number of religious groups said that meat was dangerous for people’s health.2 J. K. Kellogg created the first adverts for cornflakes.3 The Kellogg brothers tried to make cereals tastier.4 A minority of British people ate breakfast cereals in the 1950s.5 Advertisers sold cereals as an example of healthy, country food.6 Sales of cereals are mainly due to advertising.7 An experiment showed that some cereals were less nutritious than cardboard.8 Fewer people have bought breakfast products since advertising rules were introduced.

8 a What kinds of images do food manufacturers use to advertise the products in the list?

chocolate hamburgers pizzas soft drinks

b Do you think they should be allowed to advertise these products?

Exam strategy Checking your answers

Spend a few minutes checking your answers carefully before handing them in.

* When you listen for the second time, you may change your ideas about what you have heard. Make sure that your answers still seem logical.

* For ‘true or false’ questions, make sure you have a clear reason for your final decision.

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Word-building

-ing form / to infinitive

1 What types of food do you think sportspeople should eat?

2 2.18 Listen to some advice for sportspeople. Note down the ten types of food and drink that are recommended.

After certain verbs, we can use an -ing form OR a to infinitive and the meaning is the same. However, after other verbs, such as forget, go on, mean, regret, remember, stop and try, there is a change in meaning.

Language focus: -ing form / to infinitive

3 Read the Language focus box. Then complete the sentences from the recording. Use the correct -ing or to infinitive form of the bold verbs.

1 A balanced training schedule also means (eat) properly. 2 Here are the top ten fitness foods that sportspeople should try (eat). 3 No doubt you remember (refuse) to eat vegetables. 4 You’ll soon forget (say) it tasted horrible! 5 I regret (say) that meat is out. 6 Don’t forget (eat) plenty of bananas. 7 But remember (find) the best dried fruit for you. 8 You’ll regret (eat) them if you put on weight. 9 If you’re meaning (give) up chocolate, don’t! 10 So try (drink) a warm glass of milk.

4 2.18 Listen again and check your answers to exercise 3. Then complete the definitions. Write -ing or to infinitive.

forget + (1) … = not have a memory of (sth in the past)forget + (2) … = not do (sth) because you didn’t remembermean + (3) … = intendmean + (4) ... = involve regret + (5) ... = feel sad about (sth you are doing now)regret + (6) ... = feel sorry or guilty about (sth you did in the past)remember + (7) ... = not forget remember + (8) ... = have a memory of (sth in the past)try + (9) ... = make an efforttry + (10) ... = experiment with

5 a Write sentences. Use the correct forms of the bold verbs and your own ideas.1 Something that you (remember / hate) as a child but love now.2 Something that you always (mean / eat) less of but can’t resist.3 Something healthy that you (try / eat) more of at the moment.4 Something that you (regret / eat).

b Discuss your answers and give more information.

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Speaking

Photo discussion (2)

1 a Look at the photos. Who do you think is enjoying their meal the most? Why?

b Think of two similarities and two differences between the photos.

2 2.19 Read the Exam strategy box. Then listen to a student discussing the photos. Does she mention any of the same similarities and differences as you?

Referring to the photos Talking about similarities Talking about differences

In photo A, there are …In photo B / the other photo, …In the background, there’s …In the foreground, I can see …

Both photos show …In both photos, people are …The photos are similar in that they show …

Whereas / While in photo A … , in photo B …In photo A, … . In contrast, in photo B …One difference between (the photos) is (that) …

Useful language: Comparing photos

3 2.19 Read the Useful language box. Then listen again and say which of the expressions you hear.

Exam strategy Comparing photos

* Don’t worry about describing the photos in detail at first. Think about what the two photos have in common and start by comparing them in a general way.

* Look for any other similarities and differences that you can mention.

* Use language of speculation (see page 13) to say what might be happening and why. Use your imagination and your knowledge of the topic.

* Give your personal reaction to the photo and say which one you prefer.

4 a You are going to compare and contrast photos in pairs. Look at your photos and make notes. Then underline your best ideas.• Student A: go to page 108.• Student B: go to page 111.

b Take it in turns to discuss your photos.

c How many of the phrases from the Useful language box did your partner use?

)

e

A

B

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To: Marta Villa From: Tom Murphy Subject: British food!

Hi Marta,Thanks for your email. We’re really busy getting ready for the exchange visit – it should be great! Ms González, our Spanish teacher, has asked us to tell you what to expect about meals!Most people eat cereals for breakfast, but I prefer to wolf down a boiled egg with toast! I eat lunch at school at 12.30 – that probably seems unbelievably early to you! I always take a packed lunch from home – school lunches are a bit unhealthy. I often just have a sandwich. We have dinner at home at around 7 p.m., which is fairly normal. My mum’s into Thai food, so it’s rice and spicy sauces for us. My dad loves cooking pasta and he does a totally amazing spaghetti bolognese. I’ve also been learning to cook a bit and I can now produce a reasonable chicken tikka masala – Britain’s favourite dish!Anyway, I know Spanish people think British food is incredibly revolting, but it’s not so bad – it’s pretty tasty, actually! I hope you’ll agree! Best wishes,Tom

Exam strategy Writing an informal email

* Start with Dear or Hi and the person’s first name.

* Finish with Best wishes or All the best for people you know quite well. For people you know very well, you can use Bye for now or Love.

* Organize your email into paragraphs.

* We use phrasal verbs and idioms more frequently in informal emails.

* We usually use contractions in informal emails.

Writing

An informal email

1 What do you know about meal times in the UK? Read Tom’s email and check your answers.

2 Read the Exam strategy box. What is the relationship between Tom and Marta?

3 a Read the email again. Then answer the questions about informal writing.1 Which phrasal verb means ‘eat quickly’?2 Which expression means ‘keen on’?3 Which word is used to change the subject?4 Which adverb is used to present information that the reader might find surprising?

b What other examples of informal language can you find in the text? Think about punctuation as well as words and expressions.

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Task: An informal email

A British student is coming to your school on an exchange programme. Write an informal email giving information about typical meals and meal times in your country.

GET IDEAS

9 Read the task. Then answer the questions.1 What are the most typical meals in your country

or region?2 What do young people usually eat for breakfast? 3 Where do you and your classmates usually have

lunch? What do you eat? 4 What do people often have for dinner?5 What time do most people have breakfast,

lunch and dinner?

PLAN

10a Decide what information you’re going to give. (You won’t be able to mention all the different types of food that you usually eat in your country!)

b Look at the email on page 74 and organize your ideas in the same way. How many paragraphs will you need?

c Decide what information to include in each paragraph.

WRITE

11a Write a first draft of your essay. Use the Exam strategy box on page 74 to help you.

b Check your email.• Have you opened and closed your email in an

appropriate way?• Have you used a variety of informal language,

including phrasal verbs and idioms?• Have you used contractions?

c Now write a final draft.

Improve your writing: adverbs of degree

4 a Some adverbs of degree are specific to informal writing. Complete the informal adverbs from Tom’s email on page 74.

r eally f… i… u… t… p…a b…

b Which of these adverbs suggest(s):1 a low degree? 2 a medium degree?

3 a high degree? 4 a very high degree?

c Which adverb do we only use with adjectives that have a negative meaning?

5 Copy the table and complete it with the adverbs of degree from exercise 4a.

Use with normal adjectives only

………

tasty, bland

Use with strong adjectives only

… delicious, revolting

Use with both

………

tasty, bland delicious, revolting

6 Are these sentences correct (C) or incorrect (I)? 1 The programme was fairly fascinating.2 I’m feeling a bit tired this morning.3 This curry is really spicy.4 That restaurant is totally good.5 Sam’s girlfriend is a bit pretty.6 Our flat is incredibly small.

7 Replace the adverbs of degree to make the sentences more informal.1 They said the pizzas were very tasty. 2 His cooking is extremely good.3 This recipe looks quite interesting.4 I thought the meal was absolutely revolting. 5 The sandwich fillings are quite bland. 6 This coffee is extremely hot. Be careful!

8 Use intensifying adverbs and adjectives to describe the meals that you’ve had this week. Which meal did you enjoy the most / least? Why?

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4 2.20 Do the listening task, the speaking task or both, using all the tips to help you. What did you find easy or difficult? Why?

3 Quentin believes that fast food companies … A have been the biggest sponsors of the games. B have helped make the games a national event. C do not deserve any criticism of their products. D are partly responsible for obesity.

Don’t just listen for single words or phrases! We often express opinions in one or more sentences.

TIP

4 Swimmer Michael Phelps likes … A chicken nuggets. B Mexican food. C latte coffee. D chocolate chip pancakes.

Try to eliminate the wrong answers to reduce the choices available.

TIP

Speaking

3 Look at the photos on page 108. Which four of these things should you do in this type of speaking task?

Make comparisons Express your ideas in as few words as possible Talk about differences Give lots of detailed, factual information Give your own opinions Give reasons to support your ideas Use very formal language Try to guess what the examiner would say

Revise functional language and useful expressions before your exam.

TIP

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Exam skills

Listening and speaking

1 Are these listening or speaking tips? Add two more tips for each skill.

1 Underline key words in the questions. Think about possible synonyms and paraphrases.

2 Listen carefully to the examiner, and ask for repetition and clarification if you don’t understand.

3 Listen once for gist, then again to find information to answer the questions.

4 Try not to write too much while the recording is playing.

5 Remember to react to what other people say, and to ask questions.

6 Don’t say too little! Explain your ideas or give examples.

Listening

2 Read the questions below carefully. What do you think the recording will be about?1 The British government … A is being petitioned by health food campaigners. B has banned junk food advertising at sporting

events. C ignored a report on health food before

organizing the London Olympics. D has improved national health since the Olympics.

Making predictions and identifying key words can help you to listen in a more focused way.

TIP

2 Maxine criticizes junk food brands at the London Olympics for …

A only contributing ten per cent of Olympic funding.

B not paying more sponsorship. C having too big a presence at the games. D not allowing health food to be sold.

Watch out for qualifying expressions, like only, much, too or any.

TIP

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Reported statements: other changesWhen we convert direct speech into reported speech:

•pronouns and possessive adjectives usually change.

‘I’m watching you.’ He said that he was watching me.

‘We’ve brought you a present.’ She said that they had brought me a present.

‘I’ve lost my keys.’ He said that he’d lost his keys.

•demonstrative adjectives and expressions of time and place usually change.

‘We’ll stay here tonight.’ He said that they would stay there that night.

‘I’ll take these jeans.’ He said he’d take those jeans.

Unit 6: Reported speech

Reported speech: general pointsWe use reported speech to report what another person has said.

direct speech

‘My parents are vegetarian.’

reported speech

He said that his parents were vegetarian.

Reported statements: tense changesWhen we convert direct speech into reported speech, we change the tense of the main verb by putting it one step further into the past.

‘I had a boiled egg for breakfast’. She said she’d had a boiled egg for breakfast.direct speech reported speech

Present simpleI take

Past simpleI took

Grammar Bank direct speech reported speech

here there

this that

these those

now then

next week the following week

today that day

this (morning / afternoon / evening)

that (morning / afternoon / evening)

tonight that night

tomorrow the following day

yesterday the day before

last week the week before

3 Complete the sentences. Ben and Jo: ‘Our team will win next year.’ Ben and Jo said their team would win the

following year.1 Sara: ‘My dad doesn’t like spicy food.’ Sara said that … dad … spicy food.2 Sally: ‘We saw a great film yesterday.’ Sally said that … a great film … .3 Ali: ‘I’ve never eaten here before.’ Ali said he … never … before.4 Mark: ‘My parents are arriving this morning.’ Mark said that his parents … morning.’

5 Complete the sentences with said or told. We told the teacher we’d finished all our work.1 He … me he was going to learn to drive.2 She … the police that she hadn’t seen anyone.3 Ellie … she’d help me with my essay.4 My parents … that they were moving to Wales.5 I … I usually ate low-fat desserts.6 She … them that the meal was delicious.

4 Rewrite the sentences in reported speech. ‘I’ll speak to you this evening,’ Leo said. Leo said that he’d speak to me that evening.1 ‘My mum’s Irish,’ Padraig told us.2 ‘I bought this bike last week,’ Jon told me.3 ‘I’ll give you your present tomorrow,’ Jess told me.4 ‘I must tell you my news,’ Peter told us.5 ‘Tony and I got back yesterday,’ said Amy.6 ‘I’ve lived here for eight years,’ said Tina.7 ‘I’m not going to go out tonight,’ you said.8 ‘I haven’t tried Thai food until now,’ he said.

6 Rewrite the sentences using the bold verbs. Martha (to Daniel): ‘I love you.’ (tell) Martha told Daniel that she loved him.1 Waiter: ‘The chicken is served with chips.’ (say)2 You (to me): ‘This is my car.’ (tell)3 James (to the teacher): ‘I’m sorry I’m late.’ (tell)4 Dad (to me): ‘I’ll drive you to the station.’ (say)5 Sophie: ‘I’ve found my keys.’ (say)6 Ed (to me): ‘I’ve been here for ages.’ (tell)

In formal language, we use that to begin the clause containing the reported speech. In informal language, we can omit that.

‘I’m going to order a pizza,’ said Luke. Luke said (that) he was going to order a pizza.Remember that we don’t use inverted commas (‘…’) in reported speech.

2 Rewrite the sentences in reported speech. ‘I’ll call you,’ Susie told me. Susie told me that she’d call me.1 ‘The patisserie serves wonderful home-made

pastries,’ he told us.2 ‘I’ve never heard such a funny joke,’ Simon said.3 ‘You can’t go out,’ my mum said.4 ‘A good lawyer will tell the truth,’ she said.5 ‘You must pay at the check-out,’ the shop

assistant told me.6 ‘The sauce is quite bland,’ he said.7 ‘I’m working in a café,’ Paul said.8 ‘My grandparents live abroad,’ Emma said.

Present continuousI am taking

Past continuousI was taking

Past simpleI took

Past perfect simpleI had taken

Present perfect simpleI have taken

Past perfect simpleI had taken

willI will take

wouldI would take

canI can take

couldI could take

mustI must take

had toI had to take

1 Complete the sentences. ‘The cake is very tasty,’ she said.

She said that the cake was very tasty.1 ‘Priya’s just sent me a text message,’ said Adam.

Adam said Priya … just … him a text message.2 ‘I wrote a novel,’ said Amanda.

Amanda said she … a novel.3 ‘You must try the chicken,’ the waiter told us.

The waiter told us that we … the chicken.4 ‘I’m having dinner. I’ll call you later,’ Ralph said.

Ralph said that he … dinner and that he … me later.

5 ‘I usually love Indian food but I found the curry too spicy,’ said Tom. Tom said that he usually … Indian food but that he … the curry too spicy.

6 ‘I’ve made a lasagne. I’ll leave some in the oven for you,’ Andy told me. Andy told me that he … a lasagne and that he …some in the oven for me.

say vs tellsay (+ that) + reported speech BUT tell + object (+ that) + reported speech

The reporter said (that) they’d interviewed the film star. / The reporter told me that they’d interviewed the film star.We do not use say for reported orders or instructions. We use tell + object (+ not) + to infinitive instead. (See page 120.)

‘Drive slowly!’ She told us to drive slowly. ‘Don’t talk!’ He told us not to talk.

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7 Rewrite the questions in reported speech. Me (to the shopkeeper): ‘Do you sell eggs?’ I asked the shopkeeper whether she sold eggs.1 Faisal (to Paul): ‘Do you like asparagus?’2 Lisa (to Carl): ‘How many DVDs have you got?’3 Doctor (to John): ‘How often do you eat chips?’

10 Choose the correct alternatives. Lea admitted to borrow / that she had borrowed

my dress. 1 He recommended roasting / to roast the meat

for two hours.2 I complained for / about the slow waiter service.3 They informed us that / that the train would

be delayed.4 My dad refused that he / to drive me to the party.5 They persuaded to / him to buy the jacket.6 We agreed go / to go to a Chinese restaurant.

8 Correct the errors in the sentences. One sentence is correct. He ordered them be quiet. He ordered them to be quiet.1 I told you going to the supermarket.2 He reminded not to forget my passport.3 My dad suggested that we got a takeway

for dinner.4 Meghan told me to not call her.5 He encouraged me apply for the job. 6 The interviewer invited us sit down.7 He asked me that I keep it a secret.8 My brother persuaded to make him a sandwich.

4 Customer (to waiter): ‘Is the fish baked or fried?’5 You (to me): ‘Is this yoghurt low-fat?’6 My mum (to me): ‘Where did you have lunch?’7 Sam (to Anna): ‘What are we doing tomorrow?’8 Lucy (to Beth): ‘Why are you crying?’

11 Rewrite the sentences in reported speech. Use the bold verbs. Sometimes there is more than one possible answer. Tim: ‘I’m going to Paris.’ (reveal) Tim revealed that he was going to Paris.1 Ian: ‘Let’s meet at six o’clock.’ (propose)2 Zara (to Jane): ‘Let’s go shopping.’ (suggest)3 Dentist (to me): ‘Don’t forget to brush your teeth

twice a day.’ (remind)4 Customer: ‘I must see the manager.’ (insist)5 My boyfriend (to me): ‘I’m so sorry that I forgot

your birthday yesterday.’ (apologize)6 Eve (to Zoë): ‘I’ll lend you my bike.’ (offer)

9 Complete the sentences. Use suitable reporting verbs from the list.

advise ask encourage invite suggest tell warn

Jake (to me): ‘Would you like to stay for dinner?’ Jake invited me to stay for dinner.1 Tom (to hairdresser): ‘Please could you cut my

hair really short?’2 Me (to my friend): ‘Go on! Have another biscuit!’3 Teacher (to students): ‘Stop chatting!’4 Adam (to Joe): ‘Why don’t we see a film?’5 Doctor (to me): ‘You should do more exercise.’6 My grandma (to me): ‘Never stand under a tree

during a thunderstorm!’

Reported questionsReported questions have a different word order from direct questions (the same as an affirmative sentence):

verb + subject (direct question) BUT subject + verb (reported question)

‘How old are you?’ she asked. She asked (me) how old I was. NOT She asked me how old was I.If a direct question uses a question word (who, why, when, how, etc.), we repeat it in the reported question.

‘What are you eating?’ He asked her what she was eating. ‘How tall is she?’ He asked me how tall she was.If a direct question does not use a question word, we use if or whether in the reported question.

‘Are you Spanish?’ he asked us. He asked us if / whether we were Spanish.

Other reporting verbs Many verbs are used to introduce reported speech. They take different patterns. Note that some verbs take more than one pattern.

reporting verb + to infinitive

These verbs include: agree, offer, promise, refuse.

‘I’ll help you.’ He offered to help me.

reporting verb (+ that) + clause

These verbs include: add, admit, declare, explain, insist, predict, promise, recommend, reply, reveal, say, suggest.

‘You must call me.’ He insisted (that) I called him.

reporting verb + object + to infinitive

These include many of the verbs for orders and requests mentioned on page XX: advise, ask, encourage, invite, order, remind, tell, persuade, warn.

‘You really should become a professional dancer.’ She encouraged me to become a professional dancer.

reporting verb + object + that + clause

These verbs include: advise, inform, remind, tell, warn.

‘Don’t forget! There’s an exam next week.’ She reminded us that there was an exam the following week.

reporting verb + -ing form / noun

These verbs include: recommend, suggest, propose.

‘You should try the salad.’ He recommended trying the salad. / He recommended the salad.

reporting verb + preposition + -ing / noun

These verbs include: apologize for, complain about, insist on, object to.

‘Sorry I was rude.’ She apologized for being rude.

Reported orders, requests and suggestionsIn direct speech, we use the imperative for orders or requests. In reported speech, we use the following structure:

reporting verb + object + to infinitive

‘Sit down!’ He ordered them to sit down.To make an order or request in reported speech negative, we put not before to infinitive:

reporting verb + object + not + to infinitive

‘Don’t shout at your brother!’ He told her not to shout at her brother.

These are some of the verbs we can use to give orders or requests in reported speech: advise, ask, encourage, invite, order, remind, tell, persuade, warn.

‘Correct the mistakes!’ The editor advised me to correct the mistakes.

‘Don’t forget to do your homework.’ She reminded him to do his homework.We use the verb suggest in reported suggestions.

‘Let’s go for a walk.’ Joe suggested (that) we went for a walk.

12 Rewrite the dialogue in reported speech. Use suitable reporting verbs.

Dan: (1) You look nice this evening, Ava. (2) How was your dinner?Ava: (3) It was a fun evening, but the restaurant wasn’t very good. (4) The food was revolting.Dan: (5) You should ask me for a recommendation next time. (6) And don’t forget – a new Vietnamese restaurant has just opened near here. Ava: (7) Do you mean the restaurant in Lake Street?Dan: (8) No – I’m talking about the restaurant on The Green. (9) You must go there. (10) In fact,

would you like to go there with me on Saturday?Ava: (11) I’m busy on Saturday. (12) Why don’t we go tomorrow instead?Dan: (13) Yes, dinner tomorrow would be nice. (14) I’ll book a table.

Consolidation

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