B.

4 No One by That Name

What’s the Story?
Groups of 3. Imagine you were standing in the lobby of
the Gower Building waiting for an appointment. You overheard the
conversation between Talia and the receptionist. Then you
overheard Talia make a phone call. Place a check in the box next
to the information you heard. Use the checked information to
retell the story.
Talia is looking for a man.
The receptionist knows who Jackie Baker is.
The receptionist can’t find Kicks Shoes in the
building directory.
Talia is angry at the receptionist.
Talia yells at someone on the phone.
Talia thinks someone is lying.
What do you think?
• Do you think Nick is lying about Jackie Baker? Why?
• Talia was very angry when she called Nick. Do you think she handled the situation well? Why?

Be Dramatic!
Pairs. Read the lines from the phone conversation between Talia and Nick, and put them in the
correct order. Number the lines (1–8).

____ Yes, obviously.

____ Really? I used to have a good memory. I remembered you, didn’t I?
____
1 Hello.
____ That’s ridiculous! You’ve got her business card. You’re at the Gower Building?
____ Hello, Nick. It’s Talia. Remember me?
____ I wasn’t sure. You seem to have trouble with names. And faces. And facts.
____ That’s right.
____ There is no Jackie Baker here. There has never been a Jackie Baker here.
And, to make matters worse, they’ve never even heard of Kicks Shoes.

Now role play the conversation between Talia and Nick. Add two or more lines, using your own words.
30
 Board Game: Memories
Groups of 4. Two pairs will compete. Each pair needs one marker. See page 61 for complete instructions.
Example
A: I used to play tag.
B: Who did you use to play with?
A: I used to play with the other kids on my street.

6 7 8 9 10
someone you a place you something you something you the clothes
used to used to love used to do used to hate you used to
spend a lot of to go every summer about school wear in school
time with

5 11
a nickname the job you
you used used to dream
to have of having

4 12
a food you something
used to like, FINISH: that used to
but don’t like TELL A STORY frighten you
anymore

3 17 13
something something you something you
you used to used to enjoy used to do in
get angry doing that you your free time
about hate doing now

2 1 16 15 14
S
the kind a game you T something a place you a TV show
of music used to play A you used used to go to you used to
you used to when you R to study on vacation watch
listen to were a child T

Level 3 • Unit B.4 31

 What Do You Know?
Pairs. Student A, look at this page. Student B, look at page 55.
You have five interesting facts, and you want to find the answers to five questions. Ask your partner one
question beginning with Do you know or Can you tell me. Then your partner will ask you a question.
Example
A: Do you know what color appears most B: Yes, it’s _________. Can you tell me
in flags of the world? how big Monaco is?
Here are some facts.
• The country Monaco is about the size of
12 New York City blocks.
• Dolphins jump out of the water because it
saves energy; it’s easier to move through
air than water.
• Every language of the world has the sound
/a/ as in “father.”
• A giraffe is about 6 feet tall when it’s born.
• Paper was first used in China.

You want to find out this information:

• What color appears most in flags
of the world?
• What body part do butterflies taste with?
• What is the only animal that has unique
fingerprints?
• When did it snow in the Sahara Desert?
• What was Queen Victoria’s first language?

Matching: Nobody Knows

Pairs. Cover your partner’s side of the page. Student A, read the questions. Student B, listen carefully to
your partner, then choose your answer.
Student A Student B
1. Oh, really? Does anyone know where it a. I don’t know. The police are doing everything
came from? possible to find out.
2. Gosh! I wonder how it got there. b. Yeah, somebody found an alligator in the park.
3. Was there anything interesting on the c. No, nobody knows, and everyone’s worried
news tonight? about it.
Now put the questions and answers in the correct order to create a conversation. Then practice the
conversation. This time, Student B begins.

32 Pearson English Interactive Communication Companion

 Situations: Are You Sure About That?
Pairs. Student A, look at this page. Student B, look at page 56.

You’ve been good friends with Gustav since you were five years old, but you
haven’t spent much time with him lately because you’ve been busy. Gustav got
a job offer last week. You know these facts about Gustav:
• He loves his job.
• He doesn’t like big cities.
• He thinks he’s going to get a big raise soon.
• He has two kids who’ll graduate from high school this May.

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

Expressing certainty Expressing uncertainty

I’m positive that ____. I’m not so sure that ____.
I’m sure that ____. I doubt that ____.

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

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

Web Discussion
Groups of 3. Discuss the suggestions for managing
anger that you read about on the web, along with
your own ideas. Decide which three suggestions are
the best.
Now read the situation below. Discuss how Alex
should handle the situation according to the
information you found. Then role play the situation.
Alex bought a new car a month ago. Yesterday
two of her good friends borrowed her car. They
had an accident. Her friends weren’t injured, but
her car is a wreck.

Level 3 • Unit B.4 33

 Appendix 1
Student B Pages
Situations: You’re 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 there’s too much work at the company right now.

Use this language:

How are things going?
Why don’t you _________?

Situation 2
You and Student A are roommates.
You’re 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
don’t feel confident about it. You want to keep working on it tonight until you get
it perfect.

Use this language:

I feel _________.
I always _________.
I’d 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 you’re in a meeting. You’re 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. You’ve 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!
I’ve been thinking about something. What do you have to lose?
It’s worth a try.

Level 3 • Appendix 1 51
 Situations: Don’t I Know You?
Pairs. Student B, look at this page. Student A, look at page 17.
Imagine you’re at a party. You recognize some people but you don’t 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
You’re 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. You’re glad to see Student A again. You think the person’s
name is Drew.

Responding
Hi! How are you?
Drew! How have you been?
It’s great to see you again!

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

Confirming a name
Haven’t we met before?
Don’t I know you?
Excuse me, but aren’t 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. You’re just about to leave your
office to go to a departmental meeting. Delay the request.

Situation 2
You’re in the company cafeteria taking a short break. You’re 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 haven’t had a day off from work in
a long time and you’re 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. I’m afraid I can’t.
I can’t right now. Can I do it ____? I can’t. I have to ____.
I’d like to, but ____. I’m really busy right now.
I’d 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: That’s Wonderful!
Pairs. Student B, look at this page. Student A, look at page 29.
Imagine you are good friends. You haven’t seen each other for a couple of weeks. You’re having lunch
together to catch up on each other’s 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. That’s wonderful. Sorry to hear that.
Uh-huh. Great! I’m really sorry.

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

• I made a great business deal. I’m 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.
• I’m 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, it’s _________. 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 feet.
• A k oala bear, a chimpanzee, and gorilla
are the only animals besides humans that
have unique fingerprints.
• It snowed in the Sahara Desert on
February 18, 1979.
• Queen Victoria’s 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 it’s 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. You’ve 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 don’t know if he
accepted the offer.
• The job has an excellent salary and great benefits.
• He’s 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

I’m positive that ____. I’m not so sure that ____.
I’m sure that ____. I doubt that ____.

Confirming Responding
Are you sure about that? Oh, yes. Absolutely.
Do you really think so? I’m pretty sure.
No, I’m 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. You’re leaving in
two weeks. Ask permission for things you want to do at your partner’s house. Respond to your partner’s
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, I’d rather you didn’t.
Is it OK if I ____? Fine with me. Do you mind Sorry, but ____.
if I ____? )
May I ____? Help yourself.
Could I ____? No, I don’t.

Level 3 • Appendix 1 57
 Situations: I’ve 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 haven’t 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.
I’ve (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, that’s 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 in the U .S . is Mount
Washington, New Hampshire, where winds
of 231 mph have been recorded.
• The heaviest pumpkin in the world was grown
in B. elgium. It weighed 2,624 pounds.
• The youngest person to become a doctor was
17 years old at the time.
• 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: That’s Not What I Mean
Pairs. Student B, look at this page. Student A, look at page 49.
Imagine you’re in a café. You see a friend you haven’t seen for months. You sit down at your friend’s
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 partner’s 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, that’s what I mean. No, that’s 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 I’m trying to say is, ____.
I’m not quite sure what you’re What I’m 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 aren’t 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