A.

2 Meeting People
Introductions All Around

Groups of 3. Meet the other students

in your group. Use the conversation
below as a model.
Laura: Luis, this is Jiao-Long Chow.
He’s a designer.
Luis: Glad to meet you, Jiao.
Laura: And this is Luis Mendez.
Luis is a programmer.
Jiao: Good to meet you.

Student-to-Student Dictation

Pairs. Student A, look at this page. Student B, look at page 9.

Student A, say the following sentences to Student B.
1. She’s a nurse.
2. He’s an artist.
3. They’re programmers.
4. I’m a doctor.
5. She’s a designer.
Now write the sentences Student B says.
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________
Check your answers with Student B.

6
 Board Game: What Do They Do?

Groups of 4. Two pairs will compete. Each pair needs 1 marker. See appendix for complete instructions.
Example
Pair 1, toss the coin. Move 1 space.
Pair 1, Student A: Look at the cue (Mary/designer). Ask: “Is Mary a designer?”
Pair 1, Student B: Find the picture of Mary. Say: “Yes, she is.”

1 2 3
START Mary/designer Sue and Bill/doctors Carol/nurse

Roy and Gail Jane David 4

FINISH you/
student

11 John Mary Peter and Marco 5

you/ Roy and

engineer Gail/
teachers

10 Carol Sue and Bill Grace 6

John/ Grace/
actor travel
agent

9 8 7
Peter and Marco/ Jane/programmer David/artist
students

Level 1 • Unit A.2 7

 Hidden Conversations

Pairs. Cover your partner’s side of the page. There are 2 conversations. Listen carefully to your
partner, then choose the next sentence. Student A, to begin, choose either “Is this your first day
here?” or “How are you doing?”

Student A Student B
Is this your first day here? Yes, it is. I’m Ken.
or or
How are you doing? Fine, thanks. And you?

Very well, thank you. How is the new office?

or or
Glad to meet you. I’m Jane. Good to meet you, too.

What do you do here? And the people?

or or
Great! I like it. I’m a designer. And you?

I’m an artist.
or
They’re very nice, too.

Now practice the other conversation. This time Student B begins.

Sort Out the Words

Groups of 4. Each group uses 1 piece of paper. Make 2 columns. Write “1st Syllable” and
“2nd Syllable” at the top of the columns.
Listen to your teacher say each word. Is the stress on the first syllable or on the second syllable?
Decide together. Write the word in the correct column.

travel excuse tomorrow teacher

hello doctor OK computer
meeting professor agent designer
office morning people today

Pairs. Now write a conversation, using 2 words from each column on your paper.

8 Pearson English Interactive Communication Companion

 Student-to-Student Dictation

Pairs. Student B, look at this page. Student A, look at page 6.

Student B, write the sentences Student A says.
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________
Now say these sentences to Student A.
1. Is she a travel agent?
2. Is he an actor?
3. Are you a teacher?
4. Is she a student?
5. Are they designers?
Check your answers with Student A.

WebTalk

Groups of 4. Imagine you are the person you found on the web. Introduce yourself to the other
students in your group. Tell them your name and your job.

Level 1 • Unit A.2 9

 Appendix
Instructions for Board Games
Use these instructions for the games on pages 7, 15, 19, 27, 35, 39, 43, 47, and 51.
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 market to the correct square.
Use the cues and pictures in the square and/or in the middle of the board
to ask and answer a question. Look at the example on the page for more
information.
Pair 2: Make sure Pair 1 asks and answers the question correctly. If you aren’t sure,
ask your teacher.
Pair 1: If you are correct, your marker stays 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. If you land on the square
with Pair 1’s marker on it, move to the next square. Ask and answer a question.
Pairs 1 and 2: Take turns. Play until one pair gets to the “Finish” square.

Use these instructions for the game on page 11.

Groups of 3. Use 1 book and 1 coin. Students A, B, and C will compete against each
other. Each student needs 1 marker.
Students A, B, and C: 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.
Student A: Begin playing. Toss the coin and move your marker to the correct
square. Use the cues and pictures in the square to make up your sentence.
Look at the example on the page for more information.
Students B and C: Make sure Student A is correct. If you aren’t sure, ask your teacher.
Student A: If you are correct, your marker stays on the square. If you are not
correct, move the marker back to where you started.
Students A, B, and C: Take turns. Toss the coin and move to the correct square.
If you land on a square with another student’s marker on it, move to the next
square. Play until one student gets to the “Finish” square.

62