The Straight Story

A.
1 The Straight Story

What’s the Story?
Groups of 3. In the video,
Nick is telling Talia about
his meeting with Jackie Baker.
Answer the questions to help
you retell the story.
• What story is Talia
working on?
• Where did Nick and
Jackie Baker meet, and
what did they discuss?
What do you think?
• What will Nick and Talia do next?
• Why is the information
about the commercial important?
Be Dramatic!
Pairs. Below is a conversation between Talia and Nick. First, match the sentences and responses. Then
put the conversation in the correct order. Begin at the arrow.
Talia Nick
Right. You set up the meeting at her office Right. And then she explains I just need to ah,
building. But you never actually went up to wear the shoes in public from time to time.
her office. And the company will use my name and image
in their ads. Easy money!
A commercial? What commercial?
And then she tells me how much my fans love
Right, so you’re at lunch, and then? me . . . Anyway, as I was saying, she asks me to
Now tell me, again: When and how did you endorse a new pair of shoes.
meet this Jackie Baker? I told you about that, didn’t I? They wanted
me to be in a commercial.
Right, right. You told me they’re called Kicks.
Like I said, she approached me at the juice bar
at my gym . . . We set up a meeting for the
following day.
Correct. As soon as I walk into the building,
she comes up to me . . . Then we talk in the
lobby for a minute, and then we walk to a
restaurant around the corner for lunch.
Now role play the conversation between Talia and Nick. Add two or more lines, using your own words.
2
Board Game: Aren’t You Going Tonight?
Groups of 4. Two pairs will compete. Each pair needs 1 marker. Use the cues in the box to form a
negative yes-no question (negative ?) or a tag question (tag ?). You must use the appropriate verb tense!
See page 62 for complete instructions.
Example
A: You enjoy going to the park, don’t you? B: No, I don’t. / Yes, I do.
A: Don't you believe Nick is innocent? B: Yes, I do.
START 1 2 3 4
enjoy / believe / work / in shake hands /
going to Nick another country / when you
the park is innocent someday meet someone
FINISH tag ? negative ? tag ? tag ?
15 5
not be /
don’t you? use /
nervous about
speaking English
didn’t you? a video camera /
before
tag ?
aren’t you? negative ?
weren’t you?
14 6
haven’t you?
study / take /
hard /
recently
won’t you? a vacation /
last year
tag ? do you? tag ?
13 did you? 7
be / were you? understand /
independent the rules
as a child have you? of soccer
tag ? will you? negative ?
12 11 10 9 8
go out / think / most TV stay up late / be / to a not be / in a class
tonight commercials last night juice bar / at this school /
are terrible before last semester
negative ? negative ? tag ? negative ? tag ?
Level 4 • Unit A.1 3

Interview: Who Have You Already Met?
Pairs. First, work alone. Use the cues below and the appropriate verb tenses to write wh- questions.
Then add three wh- questions of your own. Now ask your partner the questions. On a piece of paper,
take notes on the answers.
Cues Questions
Why / study English
Where / be born
Who / already meet in this class
What / do in your spare time
How long / study English
Where / go this weekend
Now choose one question from the interview. Ask your partner 2 or 3 follow-up questions to find out more.
Example
A: Why are you studying English? B: Because I want to be an actor.
A: Do you want to be in movies? B: Yeah, I want to go to Hollywood.
A: That’s great. Have you ever been there? B: _________________
Situations: By the Way . . .

Pairs. Student A, look at this page. Student B, look at page 51.
You and Student B are roommates. It’s Friday night, and you haven’t seen each other
all day. You want to catch up on things with Student B, but you don’t have much time
to talk.
You want to tell Student B the following information:
• Student B’s friend Sandy called. The message is to call back.
• You might go away next weekend.
• The CD player is broken.
• You’re going to see the movie Red Moon tonight.
Directing conversations
Hi, what’s happening? As I was saying, ____. By the way, ____.
Hey, what’s going on? And another thing, ____. Before I forget, ____.
4 Pearson English Interactive Communication Companion

Lifestyles: When I Was a Child
Groups of 3. First, work alone. Fill in the chart with things that were true when you were a child.
Write three things for each box. Use the verbs in the word pool. Use each verb only once.
allow convince need remind tell

ask expect pay teach want
When I was a child, my parents . . . When I was a child, I . . .

expected me to get good grades at school needed my mother to help me with homework
Now discuss the statements with your group.

Example
A: When I was a child, my parents expected me to get good grades at school.
B: Me, too. My parents always wanted me to study more.
C: Not me! I studied too much. My parents always told me to invite my
friends over more often!
Web Discussion
Groups of 4. Discuss the types of products you
researched on the web or other products you are
familiar with. Talk about:
• the name of the product
• the target audience
• its selling points
Now imagine that you are working for an advertising
agency. Choose one product that you discussed. Your
job is to create a 30-second radio ad for the product
you have chosen. Come up with a slogan to use in the
ad, and present your idea to another group.
Level 4 • Unit A.1 5

Appendix 1
Student B Pages
Situations: You Look Worried!
Pairs. Student B, look at this page. Student A, look at page 9.
Read the situations. Then talk about the problems and suggest solutions.
Situation 1
Your friend, Student A, looks really depressed. Ask him or her what’s wrong. Then
listen to the problem and make suggestions.
Situation 2
You’ve been trying to get together with a friend of yours all week. Every time you
call her, she seems to have other plans. You think she’s avoiding seeing you. She
keeps saying how busy she is, but you know she goes out with other friends. You
think she’s angry with you for canceling plans with her last week. You want to
resolve the problem, but you’re afraid you’ll have an argument if you bring it up.
Talk about this with your friend, Student A.
Asking about problems Talking about problems

Is everything OK? It’s my apartment.
What’s the matter? I'm worried about ____.
Suggesting a solution Responses

I have an idea ____. That’s a great idea!
Why don’t you ____? That might work.
If I were you, I’d ____. I can’t do that.
50
Situations: By the Way . . .
You and Student A are roommates. It’s Friday night, and you haven’t seen each other
all day. You want to catch up on things with Student A, but you don’t have much
time to talk.
You want to tell Student A the following information:
• Your friends, Tony and Jeannie, are coming over for dinner this evening.
• Tony and Jeannie are having a party next week. They invited you and
Student A.
• You bought a new jazz CD, and you’re looking forward to listening to it.
• You heard the movie Red Moon was boring. Your friend Arturo fell asleep
during the movie.
Directing conversations
Hi, what’s happening? As I was saying, ____. By the way, ____.
Hey, what’s going on? And another thing, ____. Before I forget, ____.
Crossword Puzzle: It All Worked Out

Pairs. Student A, look at your clues here. Student B, look at your clues on page 61.
Across
4. Sometimes learning English is hard, but Carlos isn’t going to quit.
He’s going to _________ _________ studying.
9. When Ming was in high school, she _________ _________ at her family’s store.
13. I sometimes _________ _________ _________ my friends’ plans even though I’m not that
interested in what they’ve decided to do.
Down
2. Many people were surprised when the true story about Nick _________ _________ on the news.
5. Tae got a job offer, but he decided it wasn’t right for him. He _________ it _________.
7. My family lives far away. I miss them, so I _________ them _________ every week.
11. Marika was surprised when she _________ _________ an old friend at the movies last week.
Level 4 • Appendix 1 51
Situations: I Don’t Know About That!
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 are making dinner plans. You want to go to Da Marina. Student A
wants to go to La Cantina. You think Da Marina Restaurant is the best Italian
restaurant in town. The food is delicious, the music is great, and the waiters are
friendly. You dislike La Cantina Restaurant. It’s too big and too expensive. The menu is
confusing. It’s not authentic Italian food. They serve meat and pasta on the same
plate! Insist on going to Da Marina.
Situation 2
You and Student A just watched a soccer match on TV. Your favorite soccer team has
two star players: Roy Chanter and Andy Malta. You think that Chanter is the best
player on the team. He’s a very intelligent player. He knows exactly what the other
team is doing. The other players rely on him. Express your opinion. Interrupt Student A,
if necessary.
Interrupting Asking someone not to interrupt

Wait a minute . . . Please don’t interrupt me.
No, I don’t think so . . . Will you let me finish?
Conceding Expressing disagreement

Yeah, right . . . I don’t know about that.
I suppose that’s true. You’ve got to be kidding!
OK, whatever you say.
Well, let’s not fight about this.

Situations: It Was the Best!
Imagine you and Student A have just seen
a new science fiction movie. Discuss the
e m ost
movie together. This is what you thought Th zing
of it:
ama film
• The story was all right.
sci fi
yet!
• The sound effects were amazing.
• The music was moving.
• The acting was awful.
Asking for general impressions Responding

What did you think of ____? It was wonderful.
They were amazing.
How was ____?
all right.
not bad.
kind of dull.
Asking for specific impressions pretty bad.
What did you like about ____? terrible.
What didn’t you like about ____?
Situations: Catch You Later

and role play it.
Situation 1
You’re at the campus café and you see Student A, who is in your English literature
class. You've been meaning to make plans to get together sometime. Your phone
number is 547-4610.
Situation 2
You are in the lobby of an apartment building. You have an appointment to see an
apartment for rent in five minutes. You’re about to step onto the elevator when you
see Student A, an old co-worker. You want to talk, but there’s no time. Student A lives
in the building, so you might end up being neighbors.
Ending a conversation
It was great seeing you again. Give me a call sometime. Take care.
I’ve got to run. Let’s get together soon. See you later.
Situations: Way to Go!
and role play it.
Situation 1
You and Student A are musicians. You play jazz piano, and Student A is the musical
director at a high school. You performed at a new jazz club last week, and you thought
it went really well. Last night you went to the concert at Student A’s high school. The
concert was beautiful. You thought Student A did a super job with the students.
Situation 2
You and Student A are friends. You’re visiting Student A’s new apartment for the first
time. You think the apartment is fabulous. It has a great view. You listen to the new
stereo, which sounds great. You’re wearing a new jacket and backpack that you
bought yesterday.
Giving compliments Responding to compliments

Great job! Thanks for the compliment.
Nice stereo! I appreciate it.
What a fabulous apartment! I thought it went really well.
You’re a great ____. Well, I did my best.
You’re really good at ____. Oh, no, it wasn’t that good.
It was beautiful!
You did a super job.

Moving In
Imagine that you and Student A are moving into an apartment together. While you were moving in,
you talked to the manager. You see Student A after this talk. Tell Student A what the manager told you.
Example
The manager told me to leave an extra key with him.
Leave
an extra key
Ask any with me.
visitors to sign
in at the
front desk.
Ask me for
Let me know
help any time.
if you expect a
delivery.
Student Orientation
Imagine you and your partner are roommates. You’ve just started college. There were two orientations,
one for the library and one for the student center. You each decided to go to just one. First, ask your
partner about the student center, and take notes.
Then, answer your partner's questions about the
library. On the right are the notes you took at the
orientation for the library: Library Information
Find out the following information about Hours: Monday – Friday, 7:30 a.m. – 10:00 p.m.
the student center:
Saturday – Sunday, 9:00 a.m.– 9:00 p.m.
• Is there a bookstore? Rules: No food or drink
• Is the cafeteria open on weekends? Cell phones must be turned off
• Is there a student lounge?
Services:
• Is there any place to get coffee?
Computer Lab
Use this language: – Hours same as library hours
Can you tell me ____? – Need to show Student ID
Do you know ____? Study Groups
Did you find out ____? – Available for most classes
Example – Sign up every Tuesday
A: Can you tell me if the library is open on Sunday?
B: Yes, it is. ____________________
A: Do you know when it opens on Monday?
B: Yes. ____________________
Situations: I Remember That Well
Pairs. Student B, look at this page. Student A, look at page 29. 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 are friends. You haven’t seen each other since you moved away, but
now Student A is visiting you. Last spring you took a trip together to Yosemite, a
national park in the mountains in California. This is what you remember about the trip:
• While you were driving to Yosemite, you got lost. You ended up on a small
mountain road and got stuck in the snow.
• A nice couple stopped and helped push your car out.
• Once you got to Yosemite, you had a great time. It was cold, but you hiked
during the day and relaxed by the fire in the evenings.
Situation 2
You’re at a high school reunion. You run into Student A, who was a good friend in
high school. You tried out for the school play together. This is what you remember
about the play:
• You didn’t really want to be in the play, but Student A convinced you to try out.
• You got a small part in the play. You only had one line, and you made a mistake
in every performance.
• Now you’re a successful actor and have been in a few plays and a lot of
TV commercials.
Reminding about past events Negative comments

(Do you) remember when ____? What a nightmare that was!
I was just thinking about when we ____. Oh, don’t remind me.
Neutral or positive comments Expressing a regret

That was a lot of fun, wasn’t it? I wish I had/hadn’t ____.
How could I forget? I’ll always regret ____.

Situations: This Is Acting Up!
and role play it.
Situation 1
Student A’s cell phone doesn’t work. Ask Student A about the battery and whether it is
charged. Ask if the phone says “Battery low.” Suggest moving to another place in the room.
Situation 2
Your video camera isn’t working. You charged the batteries. You don’t know what’s
wrong. Talk to Student A about your problem.
Identifying a problem Calm response Emotional response

Something’s wrong with my ____. That isn’t so bad. Oh, no!
This ____ is acting up. That’s not a big deal. This is a disaster.
The ____ is broken. I know what’s wrong. What are we going to do?!
Suggesting a course of action Responding Committing to a course of action

Did you check the ____? Yes, I checked them. I’ll do it now.
Have you tried ____? I was going to, but I forgot. I’ll give it a try.
Why don’t we ____? Good idea. Let’s try that now.
Situations: What’s Done Is Done
and role play it.
Situation 1
You and Student A are co-workers. You stop by Student A’s office to say hi. Student A
forgot about an important meeting today and is upset. Try to help Student A feel better.
Situation 2
You and Student A are friends. You see Student A in the hall after class. You’re really
angry with your roommate, who is very forgetful and left the door of your apartment
unlocked today. Your computer and TV were stolen. Tell Student A what happened and
how you feel.
Blaming yourself Comforting someone

I blew it! Take it easy.
How could I have let this happen? Don’t be so hard on yourself.
I’ve made a terrible mistake! What’s done is done.
Blaming someone else Responding

It’s all her fault! Yeah, maybe I’m over-reacting.
I can’t believe they did that! I guess you’re right.
He should have been more careful. Thanks. Maybe you’re right.

Situations: I Can’t Wait!
and role play it.
Situation 1
You and Student A are co-workers. You’re taking a break in the cafeteria. Ask about
Student A’s plans for the weekend. Respond to Student A’s feelings about the
weekend plans.
Situation 2
You and Student A are friends. It’s Friday night, and you’re having dinner together.
Tell Student A about your plans for tomorrow. Your boss has asked you to take some
visitors from the overseas branch office to the city tomorrow. They want to spend the
day shopping and sightseeing. You’ve been feeling tired recently and had been looking
forward to a rest this weekend. Besides, you don’t like shopping or sightseeing! Tell
Student A how you feel.
Expressing enthusiasm Sympathetic response

I can’t wait ____. I bet.
I’m really looking forward to ____. I can imagine.
I’m so excited about ____. I know what you mean.
I can understand that.
Expressing reluctance I don’t blame you.
I’m not too thrilled about ____.
I’m kind of worried about ____.
I wish I didn’t have to ____.
Situations: Keep in Touch
and role play it.
Situation 1
You and Student A are graduating today from college with degrees in journalism.
You’re very excited. You’ve applied to some graduate schools. You plan to get a
graduate degree in business administration. You wanted to call Student A last week,
but you were too busy. You see Student A at graduation. Tell Student A about your
future plans.
Situation 2
You and Student A are actors. The show you were in has just closed. You see each
other at the cast party. You are moving back to your hometown. You plan to get a job
as an acting coach there. You want to stay in touch with Student A. Tell Student A
about your future plans.
Talking about intentions

I’ve been meaning to ____, but ____.
I’ve been wanting to ____, but ____.
Asking about plans Talking about plans

What are you planning to do? I hope to _____.
What are you going to be doing after this? I may just _____.
Do you have any plans for the future? What I plan to do is ____.
Wishing good luck Asking for updates

Best of luck to you. Let me know how things turn out.
I hope things turn out well for you. Keep in touch.
I’m sure everything will work out.

Situations: These Things Happen
and role play it.
Situation 1
You were supposed to pick up your friend, Student A, at the office at 7:00 p.m.
because you have a dinner date. You were playing tennis, however, and didn’t realize
how late it was. It’s 7:45 now. You arrive at Student A’s office. Respond to Student A.
Situation 2
You’re giving a presentation tomorrow morning with your co-worker, Student A.
It’s 4:30 p.m. now. A lot of work still needs to be done before you go home, but
Student A has to to leave now. You’re furious! Tell your Student A how you feel.
Calming someone down Showing anger

Calm down. This is ridiculous!
Don’t get so upset. You can’t be serious!
These things happen. This really ticks me off!
Getting angry won’t do any good. That’s outrageous!
Crossword Puzzle: It All Worked Out

Pairs. Student B, look at your clues here. Student A, look at your clues on page 51.
Across
8. It’s Kara’s birthday tomorrow. Let’s _________ her _________ for dinner.
12. Peter’s friends never call before they visit. They just _________ _________.
14. Eric couldn’t hear the news on the radio, so he asked his friend to _________ it _________.
Down
1. Simon wasn’t anxious to go out on a blind date with Floretta, but by the end of the evening,
she had _________ him _________.
3. When my classmates and I don’t agree on a grammar point, the teacher always
helps us _________ _________ our confusion.
6. My friend said she’d help me paint my apartment, but she didn’t show up.
She really _________ me _________.
10. Don’t worry about your presentation. I’m sure it will _________ _________ fine.
15. Serena worked really hard all year and got a raise. Her hard work _________ _________.
Appendix 2
Instructions for Board Games
Use these instructions for the games on pages 3, 27, 31, and 44.
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.
62

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A.

1 The Straight Story

FINISH tag ? negative ? tag ? tag ?

tag ? do you? tag ?

tag ? will you? negative ?

negative ? negative ? tag ? negative ? tag ?

Level 4 • Unit A.1 3

Situations: By the Way . . .

4 Pearson English Interactive Communication Companion

allow convince need remind tell

When I was a child, my parents . . . When I was a child, I . . .

Now discuss the statements with your group.

Level 4 • Unit A.1 5

Asking about problems Talking about problems

Suggesting a solution Responses

Crossword Puzzle: It All Worked Out

Interrupting Asking someone not to interrupt

Conceding Expressing disagreement

52 Pearson English Interactive Communication Companion

Asking for general impressions Responding

What didn’t you like about ____?

Situations: Catch You Later

Giving compliments Responding to compliments

54 Pearson English Interactive Communication Companion

Reminding about past events Negative comments

Neutral or positive comments Expressing a regret

56 Pearson English Interactive Communication Companion

Identifying a problem Calm response Emotional response

Suggesting a course of action Responding Committing to a course of action

Blaming yourself Comforting someone

Blaming someone else Responding

58 Pearson English Interactive Communication Companion

Expressing enthusiasm Sympathetic response

Talking about intentions

Asking about plans Talking about plans

Wishing good luck Asking for updates

60 Pearson English Interactive Communication Companion

Calming someone down Showing anger

Crossword Puzzle: It All Worked Out

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