A.

4 A Matter of Trust
Whats the Story?
Groups of 3. In the video,
Talia finds Nick. Look at the
pictures and put them in order.
Number the pictures (14).
Then use the pictures to help
you retell the story.
What do you think?
Nick doesnt trust
Talia because shes in
the news business. Do
you think reporters
usually report the true
story or the story they
think viewers want
to see?
Do you think Nick is guilty
or innocent? Why?

Be Dramatic!
Pairs. Below is part of the conversation between Nick and Talia. First, match the questions and
responses. Then put the conversation in the correct order. Begin at the arrow.
Nick Talia
We were in an English literature class together, Yes, thats right. As I recall, you did really
werent we? well on it.
So, what are you doing here? Yes. Im Talia, Talia Santos.
We studied together for the final, didnt we? Im a researcher now . . . with Newsline.
I know you, dont I? Thats right, the Shakespeare class.

Now role play the conversation between Nick and Talia. Add two or more lines, using your
own words.

14
 Find Someone Who
Whole class. Use the statements below to create tag questions. Talk to other students in the class. Ask
one question each time you talk to someone. You can ask the questions in any order. If the answer is
Yes, write the name in the blank. If the answer is No, dont write anything in the blank and ask someone
else the question.
Example
A: You arrived in class early today, didnt you? B: Yes, I did.

Name
You arrived in class early today. ________________
You can play golf. ________________
Youll speak English fluently someday. ________________
Youre exhausted today. ________________
You watch the news every night. ________________
Youre very serious. ________________
You like to travel. ________________
Youve done something crazy. ________________
You stayed out late last night. ________________
Youll recognize me in ten years. ________________

Take a Hike!
Pairs. First work alone. Label the pictures with an idiom from the word pool.

take care take it from me take a hike take it or leave it take your pick take it easy

Now compare your answers with your partners. Together, create a short conversation using one of the
idioms illustrated.

Level 3 Unit A.4 15

 Create a Story: Baby Makes Three
Groups of 3. Look at the pictures below. Imagine that the pictures represent a story. Put them in any
order to create a story. Take turns telling each part of the story. Use the words woman, man, and baby
and the articles a, an, and the correctly as youre telling your story.

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

Is It a Good Class?
Pairs. Student A, imagine youre taking a Japanese language class. Student B, imagine youre taking a
French class. Fill out the evaluation form below.

Student Evaluation Form

Class: ______________________

Circle your answers.

Level of Difficulty
1 2 3 4 5
Easy Difficult

The class usually starts: On time Early Late

The class usually ends: On time Early Late
The teacher explains the subject clearly. Yes No
The teacher answers questions well. Yes No
The teacher returns homework quickly. Yes No
The teacher grades fairly. Yes No

Now imagine that next semester you want to take the class your partner is taking now. Take turns
asking questions and talking about the two classes.
Example
A: Is your class difficult? B: Yes, its difficult, but I like it.
A: Does the teacher explain the subject clearly? B: Yes, she does. Her explanations are very clear.

16 Pearson English Interactive Communication Companion

 Situations: Dont I Know You?
Pairs. Student A, look at this page. Student B, look at page 52.
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 Drew Hutson. You recognize Student B, who you think you met at a conference
in Mexico City two months ago, but you dont remember his or her name. You start
the conversation.

Confirming a Name
Excuse me, but . . . havent we met before?
I think weve met before.
dont I know you from somewhere?

Situation 2
Youre Alex Yee. Student B starts a conversation with you. You dont recognize this
person and think he or she is mistaking you for someone else. But after talking for a
moment, you remember Student B from college.

Responding
No, Im sorry. You must be mistaken.
You must have me confused with someone else.
Yes . . . I think we met in college. Im sorry, but I cant
remember your name.

Web Discussion
Groups of 4. Discuss the company you found
on the web and the services and products the
company offers.
Now imagine that its your job to plan a class
reunion for your English class ten years from
now. Work together to plan the class reunion,
using the services you found on the web.

Level 3 Unit A.4 17

 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