C.

2 In the News
Whats the Story?
Groups of 3. In the video, Nick is at the juice bar. Hes talking to Patty while theyre watching the
news on TV. Discuss the following points and provide reasons for your answers:
how Nick knows Patty
what Newsline reported
about Nick
who Patty thinks Jackie is
What do you think?
Who do you think Jackie
Baker really is?
Why would Jackie pretend to be someone else?
What will Nick do next?

Be Dramatic!
Pairs. Read the lines between Nick and Patty and put them in the correct order. Number the lines
(17). Then role play the conversation with your partner.

____ But theres something different. No glasses. And her hair . . .

____ No, Im pretty sure thats Jackie Bishop.
____ Oh, yeah! Shes tried out for a lot of movie parts, but I doubt shes actually ever acted
in anything.
____ Ah, its blonde now, but she keeps changing the color. Shes a wannabe actress.
____
1 Thats her. Thats Jackie Baker.
____ Except for the day she took me to lunch. Shes a great actress. She should get an Oscar
for her performance.
____ A wannabe actress?

Now role play the interview that Nick and Patty saw on the news. Imagine that one of you is the
reporter and the other is Dean Bishop.

38
 Survey: Do You Enjoy Playing Sports?
Groups of 3. First, work alone. Use the expressions in the word pool or your own ideas to complete the
questions in the chart. Use a gerund (verb + -ing) or an infinitive (to + verb) in each question. After
answering the questions, talk to the other students in your group. Ask them your questions and tally
their answers under the yes-no columns.
Example
A: Do you enjoy playing sports? B: Yes, I do. / No, I dont.
A: Have you decided to change careers? B: Yes, I have. / No, I havent.

play sports write in English talk on the phone live in another country
work hard change careers hurt others feelings move to a different city
eat new foods exercise more study late at night make plans on weekends

Yes No
Do you enjoy _________________________?
Have you decided _________________________?
Would you like _________________________?
Do you avoid _________________________?
Have you considered ________________________?
Do you hope _________________________?

Now report your groups results to the class.

Create a Story: When He Gets There

Groups of 3. Look at the pictures of Max. Imagine that the pictures illustrate something he is going to
do in the future. Create a story about Maxs future. Use when, after, before, as soon as, until, and while.
Take turns talking about each picture:
When Max finishes work tomorrow, hes going to say good-bye to his co-workers.

Now join another group. Tell them your story and listen to theirs. Are the stories the same?

Level 3 Unit C.2 39

 Board Game: Who Do You Look Up To?
Groups of 4. Two pairs will compete. Each pair needs one marker. See page 61 for complete instructions.
Example
A: I look up to my grandmother.
B: Why do you look up to her?
A: Because shes a strong, independent woman.

1 2 3

someone you something that something you

START look up to turned out badly forgot to
show up for

7 6 5 4

a surprising place something you what youre a person you

you ended up in have to thinking of would love
catch up on right now to run into

8 9 10 11

a time when something you a joke or trick something you

something worked would like to you fell for plan to
out well for you try out for go ahead with

14 13 12

how often you sit something you an idea you

FINISH down and read have to came up with
for an hour put up with at school or work

40 Pearson English Interactive Communication Companion

 Situations: What Do You Think?
Groups of 3. Look at the statements below. First, work alone. Decide whether you agree or disagree
with each statement. Then, with your group, discuss your opinions about each statement, using the
language in the charts below. Give reasons for your opinions. Be sure each person in your group
responds to each statement.

Watching TV is bad for children.

News reporters are not trustworthy.
People should not work past the age of 65.
Big cities are dangerous.
Everybody is responsible for taking care of the environment.
Its important for women with children to work outside the home.
Professional athletes make too much money.

Example
A: Do you think watching TV is bad for children?
B: In my opinion, __________.
C: Actually, I disagree. I think __________.

Asking for opinions Giving opinions

Do you think/feel/believe ____? Softening Avoiding
What do you think of ____? Actually, Id rather not say.
Whats your opinion about ____? To tell the truth, I dont have anything
to say about that.
If you ask me,
No comment.
In my opinion,

Web Discussion
Groups of 4. Discuss the naming customs of the cultures or
nationalities you researched on the web and other customs you
know. Which cultures or nationalities have similar customs? On a
piece of paper, write notes on the naming customs you found and
the cultures/nationalities that share this custom.
Example
A: In Japanese culture, the family name ____.
B: Its the same in ____.
C: Its different in ____.

Level 3 Unit C.2 41

 Appendix 1
Student B Pages
Situations: Youre Working (Too) Hard
Pairs. Student B, look at this page. Student A, look at page 4.
Read the first situation. Then role play it with your partner. When you finish, read the second
situation and role play it.

Situation 1
You and Student A work together. You are the boss, and Student A is your employee.
You know Student A works very hard, gets to work early, and leaves late every
day. You want to give Student A a raise. You also think Student A needs a vacation,
but theres too much work at the company right now.

Use this language:

How are things going?
Why dont you _________?

Situation 2
You and Student A are roommates.
Youre working on a presentation that you have to give at work or school tomorrow.
You hate to talk in front of people because you get too nervous. You always forget
what you want to say! You worked on the presentation all afternoon, but you still
dont feel confident about it. You want to keep working on it tonight until you get
it perfect.

Use this language:

I feel _________.
I always _________.
Id like to, but _________.

50
 Situations: Advertising Campaign
Pairs. Student B, look at this page. Student A, look at page 13.
You are in an advertising class, and you are preparing a role play as a class assignment. Pretend you and
your partner work at Greyer Advertising Agency, and youre in a meeting. Youre going to discuss a
commercial for Pama Sneakers. You want to convince real sports lovers that Pama Sneakers are serious
athletic shoes and not just high-fashion sneakers. Read your situation, and discuss making the
commercial with your partner. Use the language in the charts below.

You are the creative director at Greyer. Youve worked for this company for only a year,
and this might be your big break. You are good friends with Nolan Coin, a famous U.S.
soccer player, who you think will endorse the sneakers for a reasonable fee. Then
people will think Pama Sneakers are serious athletic shoes. You need to convince the
producer that this is a good idea.
Here is your idea for the commercial:
The soccer player, dressed in elegant clothing, buys the sneakers
at a fancy store.
He drives off in his sports car.
Next, he puts the sneakers on.
He walks onto a soccer field. The crowd cheers.

Proposing an idea Convincing

Listen, I have an idea. Give me a chance!
Can I run something by you? Oh, come on!
Ive been thinking about something. What do you have to lose?
Its worth a try.

Level 3 Appendix 1 51
 Situations: Dont I Know You?
Pairs. Student B, look at this page. Student A, look at page 17.
Imagine youre at a party. You recognize some people but you dont recognize others.
Read the first situation. Then role play it with your partner. When you finish, read the second situation
and role play it. Use the language in each chart.

Situation 1
Youre Jamie Costa. Student A starts a conversation with you. You recognize this
person from a conference you attended in Mexico City recently. You had dinner
together at the conference. Youre glad to see Student A again. You think the persons
name is Drew.

Responding
Hi! How are you?
Drew! How have you been?
Its great to see you again!

Situation 2
Youre Kin Vuong. You recognize Student A from college. You remember this persons
name, Alex Yee. You both studied psychology in college, so you had a lot of classes
together. You start the conversation.

Confirming a name
Havent we met before?
Dont I know you?
Excuse me, but arent you Alex Yee?
Alex? Alex Yee?

52 Pearson English Interactive Communication Companion

 Situations: Could You Do Me a Favor?
Pairs. Student B, look at this page. Student A, look at page 21.
Read each situation. Listen to your partner. Think about the relationship described between you and
Student A. Then respond to your partner, using the language in the charts below.

Situation 1
One of your employees, Student A, has some questions. Youre just about to leave your
office to go to a departmental meeting. Delay the request.

Situation 2
Youre in the company cafeteria taking a short break. Youre having an easy day at
work today. Your supervisor, Student A, asks you to do something. Agree to the
request.

Situation 3
You have plans with friends to go hiking today. You havent had a day off from work in
a long time and youre really looking forward to it. Your roommate asks to use your
car. Refuse the request.

Agreeing to orders/requests
Sure. (In answer to Would
OK, no problem. you mind ____? )
Of course. No, not at all.
No, of course not.

Delaying Refusing
Sorry, but ____. Sorry, but ____.
Well, actually, ____. Well, actually, ____.
I have to ____. Then I can do it. Im afraid I cant.
I cant right now. Can I do it ____? I cant. I have to ____.
Id like to, but ____. Im really busy right now.
Id like to, but ____.

Now find a new partner and change roles. Turn to page 21. Follow the directions for Student A.

Level 3 Appendix 1 53
 Situations: Thats Wonderful!
Pairs. Student B, look at this page. Student A, look at page 29.
Imagine you are good friends. You havent seen each other for a couple of weeks. Youre having lunch
together to catch up on each others news.
Your partner will tell you some news. Give feedback using the language in the chart below. Then ask
your partner 2 or 3 follow-up questions about the news.

Giving feedback
Oh? Good for you! How awful!
Oh, really? That sounds like fun. Oh, no!
I see. Thats wonderful. Sorry to hear that.
Uh-huh. Great! Im really sorry.

Now read each statement to your partner. Listen to the response. Then answer your partners follow-up
questions.

I made a great business deal. Im going to make a lot of money!

My sister is always criticizing me.
Our company is coming out with a new line of products this month.
I think my boyfriend/girlfriend is lying to me.
Im going to go to New Zealand on my next vacation.

54 Pearson English Interactive Communication Companion

 What Do You Know?
Pairs. Student B, look at this page. Student A, look at page 32.
You have five interesting facts, and you want to find the answers to five questions. First, your partner
will ask you a question. Find the answer and then ask your partner one question using Do you know or
Can you tell me.
Example
A: Do you know what color appears most B: Yes, its _________. Can you tell me
in flags of the world? how big Monaco is?
Here are some facts:
The color red appears most in flags
of the world.
Butterflies taste with their back legs.
A koala bear is the only animal besides
humans that has unique fingerprints.
It snowed in the Sahara Desert on
February 18, 1979.
Queen Victorias first language was German.

You want to find out this information:

How big is the country Monaco?
Why do dolphins jump out of the water?
What sound does every language
of the world have?
How tall is a giraffe when its born?
Where was paper first used?

Level 3 Appendix 1 55
 Situations: Are You Sure About That?
Pairs. Student B, look at this page. Student A, look at page 33.

You know Gustav from work. Youve spent a lot of time with him recently. You
know these facts about Gustav:
He had an important job interview in Chicago last week.
The company offered him a job as a manager, but you dont know if he
accepted the offer.
The job has an excellent salary and great benefits.
Hes been complaining about his boss, who always gets
angry at work.

Use the language in the charts below to discuss with Student A whether Gustav is going to accept the job.

Expressing certainty Expressing uncertainty

Im positive that ____. Im not so sure that ____.
Im sure that ____. I doubt that ____.

Confirming Responding
Are you sure about that? Oh, yes. Absolutely.
Do you really think so? Im pretty sure.
No, Im not sure.
Actually, I really doubt it.

Now, as a class, discuss how many people think Gustav will accept the job.

56 Pearson English Interactive Communication Companion

 Situations: May I Use Your Car?
Pairs. Student B, look at this page. Student A, look at page 37.
Imagine you and your partner have made plans to exchange houses for the summer. Youre leaving in
two weeks. Ask permission for things you want to do at your partners house. Respond to your partners
requests. Give and deny permission, using the language in the charts below.

You want to ask permission to:

use the car
have a big birthday party
play the piano
bring your cat
give your friend a key to the house
call a repair person if something breaks

Asking permission Giving permission Denying permission

Do you mind if I ____? Sure, go ahead. (In answer to Um, Id rather you didnt.
Is it OK if I ____? Fine with me. Do you mind Sorry, but ____.
if I ____? )
May I ____? Help yourself.
Could I ____? No, I dont.

Level 3 Appendix 1 57
 Situations: Ive Got to Run
Pairs. Student B, look at this page. Student A, look at page 45.
Read the first situation. Then role play it with your partner. When you finish, read the second situation
and role play it. Use the language in the charts below.

Situation 1
Imagine you and Student A are co-workers. Your co-worker looks really busy. Ask if he
or she needs help.

Situation 2
Imagine you and Student A are roommates. You planned a
birthday party for tonight, but you havent done anything to get
ready for it yet because you were studying for a big test you had
today. You still have to do the following things:
cook food
clean the apartment
buy beverages and ice
get a present for your friend
Tell your roommate about your situation. Ask your roommate
for help.

Expressing a need Asking a question about a need Responding

I (really) need (to) ____. What do you need (me to do)? Yes.
Ive (really) got to ____. Do you need (me to do) anything? Sure.
I (really) have to ____. Is there anything you need (me to do)? No, thanks.
No, thats OK.

58 Pearson English Interactive Communication Companion

 What Do You Know?
Pairs. Student B, look at this page. Student A, look at page 48.
You have six interesting facts and you want to find out six other facts. Take turns asking each
other questions.
Example
A: What is the highest waterfall in the world?
B: The highest waterfall in the world is _________.
How old is the oldest man?
A: The oldest man is ________.
Here are some facts.
The biggest ocean is the Pacific, covering
64,186,330 square miles.
The longest train route is the Trans-Siberian
from Moscow to Vladivostok, Russia, covering
6,347 miles.
The windiest place is Mount Washington,
New Hampshire, where winds of 231 mph have
been recorded.
The heaviest pumpkin in the world was grown
in Pennsylvania. It weighed 1,131 pounds.
The youngest doctor in the world is 17 years old.
The highest waterfall is Salto Angel, Venezuela,
with a drop of 3,212 feet.

You want to find out this information:

the oldest man in the world
the tallest monument
the sunniest place in the world
the largest pizza
the hottest planet
the coldest place on Earth

Level 3 Appendix 1 59
 Situations: Thats Not What I Mean
Pairs. Student B, look at this page. Student A, look at page 49.
Imagine youre in a caf. You see a friend you havent seen for months. You sit down at your friends
table, and you begin to talk about what you have been doing since you last saw each other. Ask for
clarification, and respond to your partners requests for clarification. Use the language in the charts below.

You have been:

visiting Montreal every weekend
taking language courses at the university
building a new house in the country
riding your bike 10 miles a day

Responding
Requesting specific clarification Positively Negatively
Are you saying that ____? Yes, thats what I mean. No, thats not what I mean.
In other words, ____? Exactly. Not at all.
You mean, ____? Right.

Requesting general clarification Giving additional information

What do you mean by that? What Im trying to say is, ____.
Im not quite sure what youre What Im getting at is, ____.
getting at.

60 Pearson English Interactive Communication Companion

Appendix 2
Instructions for Board Games
Use these instructions for the games on pages 11, 20, 31, 40, and 43.
Groups of 4 (2 pairs). Use 1 book and 1 coin. Pairs compete against each other.
Each pair needs 1 marker.
Pairs 1 and 2: Put your markers on the Start square. To move forward on the board, toss the
coin. One side of the coin = move 1 space; the other side of the coin = move 2 spaces.
Pair 1: Begin playing. Toss the coin and move your marker to the correct square. Use the cues
and/or pictures in the square and your own questions and responses to complete the task.
Look at the example on the page for more information.
Pair 2: Make sure Pair 1 completes the task correctly. If you arent sure, ask your teacher.
Pair 1: If you are correct, your marker can stay on the square. If you are not correct, move the
marker back to where you started.
Pair 2: Toss the coin and move to the correct square. Complete the task.
Pairs 1 and 2: Take turns. Play until all pairs get to the Finish square.

Level 3 Appendix 2 61