Appreciate what you have

Discuss the following: a. How important is money in people’s lives? b. Why do people say that money can’t buy happiness?

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READING

One day a wealthy man took his son on a trip to the country because he wanted his son to see how poor country people lived. They stayed for one day and one night at the home of a very humble farmer. At the end of the trip, the father asked his son what he thought of the trip. The son replied that it was very nice. Then the father asked his son if he had noticed how poor the farmers were. The son nodded and agreed with his father. The father wanted to know more about what his son had learnt and what kind of conclusions he had come to.

The son replied, “I learnt that we have one dog in our house, and they have four. Also, we have a fountain in our garden, but they have a stream that has no end. And we have imported lamps in our garden... where they have the stars! And our garden goes to the edge of our property, but theirs stretches to the horizon!” At the end of his son’s reply, the father was speechless. The son then thanked his father for showing him how poor they really were.

So the story just shows that everything depends on how you see life. Maybe we should learn to appreciate things and be thankful for what we have instead of always asking for more. Remember wealth all depends on your point of view.

122 Glossary

to appreciate – to value edge – border humble – modest

PRACTICE

Discuss the questions. 1. Why did the father take his son on a trip to the country? 2. Why was the man speechless after hearing his son’s answers? 3. What did he probably expect his son to say? 4. What do you think of the advice we get at the end of the story? 5. Why do people often forget to appreciate what they have?

VOCABULARY

a cb

1 Complete these definitions with the highlighted words.

1. A _________________ is a small narrow river. 2. ________________ people are not proud and don’t think that they are better than other people. 3. If you __________________ something, you like it because you recognize its good qualities. 4. The _________________ of something is the place or line where it stops. 5. Someone’s ________________ is all the things that belong to them.

2 Use the highlighted words to make new sentences so as to illustrate their meaning. Example: Parents should teach children to have respect for other people’s property.

3 Match the words on the left to their opposites on the right.

1. humble 2. thankful 3. import 4. stretch 5. wealth a. export b. poverty c. shrink d. arrogant e. ungrateful 1 2 3 4 5

4 Phrasal verbs connected to the family

Match the meanings of the phrasal verbs (1-6) to their explanations (a-f) and then use the phrases to complete the sentences below. Pay attention to the form of the verbs!

1. bring up 2. look after 3. take after 4. get along 5. put up with 6. look up to a. respect; admire b. take care of c. educate, raise d. tolerate e. have a good relationship f. resemble in personality

1. Her son always _______________ his sister’s cats when she goes away. 2. If you _____________ your elders, it means you respect and admire them. 3. She couldn’t _________________ their violent temper. 4. Why don’t you two _______________? You’re always arguing. 5. Ann really ________________ her father. 6. He was _________________ by his aunt.

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124 GRAMMAR REPORTED SPEECH - SEQUENCE OF TENSES

Look at these sentences:

1. They complained that the young didn’t show enough respect for their elders. 2. The father asked his son what he thought of the trip. • What do you think the actual sentences were in direct speech?

When the reporting verb is in the past tense (e.g. He told me... / I asked him...), the tense in the reported clause must be in one of the past tenses, too. The following changes usually take place in the reported sentence:

The rule of sequence of tenses

present simple

present continuous

past simple present perfect

past perfect

can/may/shall/will BECOMES

no change

BECOME past simple

past continuous

past perfect past perfect

past perfect

could/might/should/would

Examples: 1. My aunt told me angrily the other day, ‘The young have no manners at all.’

My aunt told me angrily the other day that the young had no manners at all. 2. The father asked his son, ‘Did you notice how poor the farmers are?’

The father asked his son if he had noticed how poor the farmers were. • The verb tenses can either change or remain the same in reported speech when reporting a general truth or if the situation is still true.

‘Australia is a continent.’ The teacher said that Australia is/was a continent. For more information, see the Grammar summary.

PRACTICE

1 Report these sentences.

1. Mary asked me: ‘How much did you pay for your sunglasses?’ 2. My classmate asked me: ‘Where does the lecture take place?’ 3. The teacher asked: ‘How badly have you hurt yourself?’ 4. My friend wanted to know: ‘Will you be at home tonight?’ 5. Marcia wanted to know: ‘Do many foreign tourists visit Belgrade?’ 6. Tina asked me the other day: ‘Did you choose the present for Tom?’ 7. My sister asked: ‘Are you seeing Jane tomorrow?’ 8. My aunt asked: ‘Was your son happy with his grades last year?’

2 Change the following into reported speech. Look at the example first. ‘My brother isn’t here. Will you come later?’ He said his brother was not there and asked me if I would come later.

1. ‘I don’t know where the child is hiding. Do you?’

She said ______________________________ and asked me ________________.

2. ‘I’ll give you some money. Will you spend it on sweets?’

He said __________________ and wanted to know _________________________.

3. ‘We have packed our luggage. Have you put yours in the car boot? ’

Mary said _______________________ and asked me ________________________.

4. ‘Are they really happy?’ Peter wondered. ‘I heard them quarrel yesterday.’

Peter wondered ______________________and added _______________.

5. ‘I can’t come before seven. I have a lot of work to do.’ David complained.

David complained ____________________________________________.

6. ‘Did you meet George last night?’ Tom asked me. ‘He forgot to call me.’

Tom asked ________________________ and added _________________.

3 Rewrite these sentences as direct speech. Example: ‘Where do you go to school?’ he asked. 1. He asked me where I went to school. 2. The boy replied that the trip was very nice. 3. He told me that he had found his book in Jane’s locker the day before. 4. The police wondered if he had seen a man coming out of the house. 5. Someone asked if there was a doctor among the guests. 6. He asked where I had been the whole evening.

4 Report the parts of the text Appreciate what you have that are written in direct speech, making all the necessary changes.

WORD FORMATION

• The suffixes –ful and –less are used to make adjectives from nouns (and sometimes verbs).

E.g. faith – faithful / faithless; hope – hopeful / hopeless • Quite a large number of words may add one or the other suffix, but not always both. noise – noiseless (but not *noiseful)

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PRACTICE

1 Put the following words into three lists: one list of words that can take both endings and the other two of words which take either –less or –ful.

harm thank sleep use success forget meaning rest help thought truth sound taste mind colour sense pain time

-ful -less -less/ -ful

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2 Complete the sentences by adding -less/-ful to the word in italics below to make a new word. There is one extra word.

thought help taste meaning harm success

1. Don’t worry; the experiment is ________________ for the animals. 2. I couldn’t understand the sentence because it was ____________________. 3. The following information might be ________________ to the reader. 4. The meat was absolutely __________________ and I didn’t want to eat it. 5. Oh, thank you! It was very ___________________ of you.

KEY WORD TRANSFORMATIONS

Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given.

1. Could you try a little harder to listen to what I’m saying? /effort Can you ________________________ listen to what I’m saying? 2. The last time I played tennis was in 2009. /since

I _________________________________2009.

3. Can you distribute these tests to the other students, Kathy? /hand Can you ______________________________ to the other students, Kathy?

4. I can’t wait to see Margaret’s face when we arrive. /forward I’m ___________________________ Margaret’s face when we arrive.

5. ‘Do you both work together?’ she asked the twins. /if She ______________________________ together.

6. The bank closed before I arrived. /already When I got to the bank, it __________________________.

WRITING 

My relationship with my parents

Write a short composition (up to 120 words) on your relationship with your parents. Plan your composition carefully. In the opening paragraph, get quickly to the point by describing your relationship with your parents. Use the next two paragraphs to describe a) your attitude to your parents. b) their attitude to you. The final paragraph should be an overall conclusion on your relationship with your parents.

Here are some ideas to help you write: • Were your parents strict when you were younger? Are they now? • What rules do they have about: school, homework, music, clothes, hair styles, staying out late? • Do they ever punish you? • Do you treat them with respect? Do they treat you with respect? • Do you deserve to be treated as an adult?

COMMUNICATION

Making suggestions 1 There are a number of ways to make suggestions in English. Here are examples of some of them.

I think/don’t think you should… Why don’t you …? Let’s … How about/What about…? Shall we…? I think you should sell your car. Why don’t you come with me to London? Let’s practise making up sentences. How about going to France for our holiday? Shall we help Tom to move out?

2 Choose the best option for each sentence.

1. Hey Jim, _____________ have a drink with us? 2. What can we do this evening? ____________ watch a film? 3. Tina wants to go for a walk. ____________ going with her? 4. It’s warm and sunny. __________ go roller-skating!

3 Practise making suggestions with a partner in the following situations: 1. Suggest doing an activity together. 2. Warn your partner against doing something. 3. Suggest your partner change his/her plans. 4. Help your partner make up his/her mind.

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