Workbook LEI 3

Michael Rost

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Longman English Interactive 3Activity and Resource Book

AcknowledgmentsWe wish to extend our sincere appreciation to Victoria Badalamenti, Elizabeth Ianotti,Jennifer Benichou, and the students of the English Language Center at LaGuardiaCommunity College for inspiring the concept of this Activity and Resource Book.Additionally, we wish to thank the following users, reviewers, and piloters of LongmanEnglish Interactive for contributing ideas toward the development of the Activity andResource Book:

Elizabeth Ianotti, Jennifer Benichou, LaGuardia Community CollegeBanu Yaylali, Kathy Biache, Miami-Dade Community CollegeAlfredo Rodriguez, KPMG MexicoJulie Fanara, Howard Community College

The author wishes to thank Kathleen Field, Nancy Blodgett, Lynn Contrucci, Hugo Loyola,Irene Frankel, and Sherry Preiss for their guidance and support during the development ofthis activity book. The author also wishes to thank the entire Pearson multimedia team fortheir ongoing development of Longman English Interactive.

Copyright 2008 by Pearson Education, Inc.All rights reserved.No part of this publication may be reproduced,stored in a retrieval system, or transmittedin any form or by any means, electronic, mechanical,photocopying, recording, or otherwise,without the prior permission of the publisher.

Pearson Education, 10 Bank Street, White Plains, NY 10606

Cover design: Inez SovjaniCover photo: Mark Harmel/Stone (Getty Images)Text design: Quorum Creative ServicesText composition: TSI GraphicsIllustrations: Kenneth BatelmanPhoto credits: page 10 A.K.G., Berlin/Superstock; page 11 Bettmann/CORBIS;

page 54 (left) Royalty-Free/CORBIS; (right) (277984), Profolio Enr./IndexStock

ISBN: 978-0-13-502444-7; 0-13-502444-7

Printed in the United States of America

LONGMAN ON THE WEB

Pearsonlongman.com offers online resourcesfor teachers and students. Access ourCompanion Websites, our online catalog, andour local offices around the world.

Visit us at pearsonlongman.com.

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4 5 6 7 8 9 10VOLL12 11

Scope and Sequence iv

To the Teacher viii

To the Student x

Progress Checks xix

A.1 Another Busy Day 1A.2 Breaking News 9A.3 A Job for Talia 17A.4 A Matter of Trust 25

B.1 Nicks Explanation 33B.2 Bad News 42B.3 An Endorsement Deal 50B.4 No One by That Name 59

C.1 No Help for Nick 68C.2 In the News 77C.3 The Truth Revealed 85C.4 Deans Challenge 93

Appendix 1: Audioscript 103

Appendix 2: Vocabulary Terms 111

Appendix 3: Language Functions 116

Answer Key 123

Contents

iii

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iv

Module Video Listening Vocabulary Speaking Grammar

Scope and Sequence

A.1Another BusyDay

Predict relationships.Listen for facts andmain ideas aboutpeoples lives.

Words related tohow you feel

Make social plans.Accept and declineinvitations.

Contrast: simplepresent and presentcontinuous

Expressions forsuggesting

Infinitives with tooand enough

A.2Breaking News

Predict peoplesactions. Listen forinformation aboutevents and mainideas about peoplesintentions.

Words related to theconcept authentic

Tell someone newsor gossip. Respondto news or gossip.

Present perfect forindefinite past

Modals of advice Future with will

and be going to

A.3A Job for Talia

Predict peoplesactions. Listen forinformation and thespeakers intendedmeaning inconversations.

Pairs of nouns andadjectives

Propose an idea.Convince someoneto let you dosomething.

Contrast: presentperfect and simplepast

Modals of ability Possessive

pronouns

A.4A Matter ofTrust

Predict conversationtopics. Listen tounderstand peoplesrelationships andfeelings.

Idioms with take Confirm that youknow someone.Respond to someonewho recognizes you.

Tag questions Adjectives and

adverbs Articles: a, an, the

B.2Bad News

Predict how peoplewill solve problems.Listen to understandreports of events andpeoples judgments.

Expressions with feel Make statementsabout possibility. Askabout possibility.

Gerunds as subjectsand objects

Modals ofpossibility

Reflexive pronouns

B.1NicksExplanation

Predict peoplesintentions. Listen tounderstand peoplesreasons and beliefs.

Idioms with get Give orders andmake requests.Respond to ordersand requests.

Non-action verbs Modals of request So and such

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vTask Listening Pronunciation Reading On the Web Writing

Listen to an excerptfrom a journalismclass lecture andcomplete notes.

Stress in words Rhythm in

sentences

An article aboutworkaholism

Research how 2companies arekeeping theiremployees happy.

Write a descriptiveparagraph about howone company isattracting employees.

Listen to a shortbiography on TVand order events.

Reduced vowelsounds

Rising intonationfor some questions

An article aboutinteresting soccerfacts

Research popularsports.

Write a descriptiveparagraph about asport.

Listen to voicemailmessages and takenotes.

Falling intonationfor statements andwh- questions

Stressed andunstressed do

An interview with asinger about how shegot her big break

Research somepopular celebrities.

Write a shortbiography of acelebrity.

Listen to anannouncement for aTV series and fill ina TV schedule.

Focus words Intonation for tag

questions

An article about classreunions

Research 3companies that helppeople plan reunions.

Write a descriptiveparagraph about theservices a companyoffers.

Listen to advice on a health website andput the instructionsin order.

Stressed andunstressed words:can and cant

The vowel soundsin play and let

An article aboutsports injuries withtips on safety

Research sports andtheir most commoninjuries.

Write an expositoryparagraph aboutcommon sportsinjuries.

Listen to callers on aradio talk show andmatch their opinionsto their pictures.

Loss of the h soundin pronouns

The vowel soundsin stop and just

An interview with anews reporter onhow to write a goodnews story

Research newswebsites.

Write a summary offacts.

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vi

Module Video Listening Vocabulary Speaking Grammar

B.3An EndorsementDeal

Predict peoplesreactions. Listen forbackground detailsand for ideas aboutpeoples reasons.

Pairs of verbs andnouns

Respond to news.Ask follow-upquestions.

Past continuous Modals of

preference Comparative

adjectives

B.4No One By ThatName

Predict events. Listenfor specific events ina story. Understandhumor.

Words related to yell Express certainty anduncertainty. Confirmfacts.

Used to Embedded wh-

questions Indefinite

pronouns

C.1No Help forNick

Predict whatsomeone knows.Listen to understanddescriptions andpeoples ways ofsolving problems.

Idioms related to theexpression cheer up

Ask and givepermission. Offerhelp. Accept anddecline help.

Past continuouswith when

Modals ofpermission

Comparisons: as +adjective + as

C.2In the News

Predict the contentsof a news report.Listen for details of aproblem and forpeoples hiddenmeaning.

Inseparable phrasalverbs

Ask for and giveopinions.

Inseparable phrasalverbs

Gerunds andinfinitives

Future time clauses

C.4DeansChallenge

Predict peoplesreactions. Listen tounderstandrelationships andpeoples reactions.

Separable phrasalverbs

Ask for and giveclarification.

Present perfectcontinuous withfor and since

Separable phrasalverbs

Superlativeadjectives

C.3The TruthRevealed

Predict events. Listenfor advice and forpeoples intentions.

Idioms with out of Express necessity.Ask questions aboutnecessity.

Infinitives ofpurpose

Modals of necessity Participial

adjectives

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vii

Task Listening Pronunciation Reading On the Web Writing

Listen to TV ads andput the last line ofthe jingles in order.

The er sound insoccer

The voiceless thsound in think

An article aboutendorsement deals

Research celebritiesand the productsthey endorse.

Write an expositoryparagraph about acelebrity and theproducts he / sheendorses.

Listen to peoplesconversations with areceptionist and findthe offices they areasking about.

Unstressed words:of, at, for, to

Reduced phrases:used to

An article aboutanger management

Research websitesthat teach how tomanage anger.

Write about youropinion.

Listen to a fashionshow and put themodels on thecatwalk.

Unstressed words:as

Linking wordstogether:consonant to vowel

An article about howto avoid identitytheft

Research websites oforganizations thathelp victims ofidentity theft.

Write an expositoryparagraph aboutwhat a victim ofidentity theft shoulddo.

Listen to a TV chefand put theingredients on recipecards.

Stress in phrasalverbs

Reduced phrases:going to

An article aboutnaming traditions

Research namingcustoms andtraditions around theworld.

Write a comparison /contrast paragraphabout namingcustoms.

Listen to news abouta soccer players newcontract and fill inthe contract details.

Reduced phrases:have to, want to, got to

Pronunciation of -ed endings

An article about howto negotiate cross-culturally

Research websitesabout customs andtraditions around theworld.

Write a comparison /contrast paragraphabout culturaltraditions.

Listen to a coachsspeech aboutmotivating playersand put the slides inorder.

Consonant clusters Intonation showing

surprise

An article about howbody language showswhether someone isbeing honest

Research websitesabout body language.

Write an expositoryparagraph about themeaning of gesturesand expressions indifferent cultures.

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viii

About Longman English Interactive

Longman English Interactive is a comprehensive multimedia course that lets studentswork at their own pace on a range of language activities. Longman English Interactive3 is available in two versions: an online version that can be accessed anytime,anywhere, and a CD-ROM version that can be used in a language lab or on a personalcomputer.

In each unit, students work with contemporary and engaging video, audio, animations,and extensive practice activities that provide up to 4 hours of self-paced instruction andpractice in grammar, speaking, listening, vocabulary, pronunciation, and reading.Additionally, the online version of Longman English Interactive includes a writingcomponent that allows instructors to grade and critique student essays online.

About the Longman English Interactive Activity and Resource Book

This Activity and Resource Book is designed to serve as a personal or classroom resourcefor learners and a management tool for teachers and course coordinators who are usingthe Longman English Interactive multimedia software.

Simple screenshots help students quickly learn how to use the software. Progress Checks for each unit enable students to keep a record of

completed activities and scores on the review quizzes in the course. Additional listening tasks let students review the course audio

segments. Each Activity and Resource Book includes an audio CD. Expanded grammar exercises for each grammar point allow students to

consolidate learning. Vocabulary reviews offer students new ways of remembering key words

and phrases from each unit. Language Functions exercises give students additional controlled practice with

the functional language expressions from the unit. Application Activities provide multiple ways for students to apply what

they have learned in realistic ways.

This Activity and Resource Book can be used as a self-access learning guide or as aclassroom text for students who are using Longman English Interactive. Best used aftercompleting each unit of the Longman English Interactive course, students can use theActivity and Resource Book at home, in the computer lab, or in the classroom. Studentscan complete each exercise (Listening, Grammar, Vocabulary, and Language Functions)on their own or with a study partner or group and consult the Grammar Explanationsat the end of each unit of the Activity and Resource Book as needed. They can also referto the Audioscript, a glossary of vocabulary terms, and the functional language charts,and they can check their own answers with the Answer Key at the back of the Activityand Resource Book.

To the Teacher

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Level 3 To the Teacher ix

Classroom follow-up will help students consolidate their learning and allow foradditional personal attention. As time permits, teachers can also guide the studentswith the selection of one or more Application Activities that wrap up each unit.Teachers or course coordinators should be sure to monitor students Progress Checks,to confirm that students are completing each section of the course and are showingample progress on the review quizzes at the end of each unit.

For additional classroom communication activities, the Longman English InteractiveCommunication Companion is available as both 12 printable units online and in theCD-ROM course or as a full 48-page, four-color book. The Longman EnglishInteractive 3 Teachers Guide, available for download on the Longman website(www.pearsonlongman.com/multimedia), provides further suggestions for classroomactivities as well as the Web Research and writing assignments for each unit.

The following chart gives an overview of how the sections of the Longman EnglishInteractive Activity and Resource Book correspond to the online and CD-ROM courses.

Course section Activity and Resource Bookcorresponding section

Video Listening 1 Listening Exercise A (with Audio CD): a new activity with the same extract

Video Listening 2 Listening Exercise B (with Audio CD): a new activity with the same extract

Vocabulary Vocabulary: review of vocabulary items in a new context

Speaking Language Functions: review of the functionallanguage expressions in a new context

Grammar 1 Grammar 1: a review of the grammar point in a new context



Task Listening Listening Exercise C (with Audio CD):a new activity with the same extract

Pronunciation

Reading

Writing (online version only)

Review Quiz Application ActivitiesUnit Summary

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xWelcome to Longman English Interactive 3. This Activity and Resource Bookwill help you with the course.

After you complete each unit of the course, review the unit by doing theexercises in this Activity and Resource Book.

Here is a study guide for using the course.

Online Version: Start at the Home Page.

Click on How Do I Use Longman English Interactive forinformation about using the online course.

Click on Orientation to learn more about the quizzes and practices. Click on Study Plan to start using the course.

To the Student

CD-ROM Version:Start at the Course Home.

Click on the Orientation button to download a PDF file with detailedinformation about using the CD-ROM course.

Click on the Course Overview button to start the course.

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Level 3 To the Student xi

Choose a unit.

Choose a skill to practice.

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LEI Activity and Resource Bookxii

As you go through each unit in the course, try these study tips:

Video Listening

Watch each video 3 times. Use the pause button, if necessary. Pay attention to the characters body movements and facial expressions. Try the exercises. Check your answers. Click on to hear part of the

recording again. Check the transcript after you finish.

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Level 3 To the Student xiii

Click on the Culture Notes button to learn more about how to interpretthe characters gestures, expressions, and intonations.

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LEI Activity and Resource Bookxiv

Speaking

Study the Language Functions charts. Click on to listen to theexpressions.

Do the practice exercises. Click to the Role Play Introduction page and listen to the sample

conversation. Then click to the Role Play page. Click on to listen to the character from the video. Read the directions

for hints on how to respond. Listen to the model if you need more help. Record your voice. Speak loudly and clearly.

Play back your voice. Record again if you want. Click to listen to the entire conversation. Try again. This time, use different functional language expressions from

the unit.

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Level 3 To the Student xv

Grammar

Listen to the grammar presentations. Watch as the words grow, move, and change color. Think about the grammar. Use the Grammar Chart and Grammar Help buttons to find out more

about the grammar topics. Try the exercises. Check your answers. Click on for an explanation.

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LEI Activity and Resource Bookxvi

Task Listening

Click on to listen to the recording. Use the pause button, if necessary. Follow the directions to complete the exercise as you listen. You will type

in text, click on objects, or drag text from an answer pool on the screen. Check the transcript after you finish.

Pronunciation

Listen to both pronunciation sections and do the practice exercises. Record your voice. Compare with the model.

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Level 3 To the Student xvii

Review Quiz

Take the review quiz for each unit. Check your score. Review the necessary skills if you have any difficulties. In the online version, track your progress in the easy-to-use Gradebook.

In the CD-ROM version, track your progress in the Progress Report.

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LEI Activity and Resource Bookxviii

When you use this Activity and Resource Book, spend between 50 and110 minutes on each unit.

Progress Checks

Record your progress for each unit of the course. Make a check ()for each activity that you completed. Write your scores for theReview Quiz. (5 minutes)

Listening

Use the Audio CD and do the exercises. (20 minutes)

Vocabulary

Do the Vocabulary exercises. Check the Glossary if necessary. (10 minutes)

Grammar

Review the Grammar Explanations. (10 minutes)

Do the Grammar exercises. (20 minutes)

Language Functions

Review the Language Functions charts.

Do the Language Functions exercises.

Answer Key

Check your answers on pages 123131. (5 minutes)

Application Activities

Choose two or three activities. Start the activities. (20 minutesYou will need more time for some activities.)

When possible, study with your classmates and your teacher. You can learn alot of English with Longman English Interactive! Have fun using the course.

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Level 3 Progress Checks xix

PROGRESS CHECKS

A.1 Another Busy DayAs you complete each section of the course, make a check (). Write your scores for the Review Quiz.

Name Date

A.2 Breaking NewsAs you complete each section of the course, make a check (). Write your scores for the Review Quiz.

Video Listening1. Pre-listening1. Listening for Information1. Listening for Ideas2. Pre-listening 2. Listening for Information2. Listening for Ideas

VocabularyIs It Authentic?Practice

SpeakingLanguage Functions: Talking about News or GossipLanguage Functions: PracticeRole Play 1Role Play 2

Grammar1. Present Perfect for Indefinite Past2. Modals of Advice3. Future with will and be going to

Task ListeningThis TV Minute: Lance Armstrong

Pronunciation 1. Reduced Vowel sounds2. Rising Intonation for Some Questions

ReadingPre-readingPreview vocabularyFascinating Soccer FactsComprehension CheckWriting (online version only)

Review Quiz ScoreListening for information . . . . . . . . . . . . . . . . . . / 7Listening for ideas . . . . . . . . . . . . . . . . . . . . . . . . / 3Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . / 4Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . / 6Grammar 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . / 4Grammar 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . / 4Grammar 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . / 2Pronunciation 1 . . . . . . . . . . . . . . . . . . . . . . . . . / 3Pronunciation 2 . . . . . . . . . . . . . . . . . . . . . . . . . / 3Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . / 4Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . / 100


VocabularyHow Do You Feel?Practice

SpeakingLanguage Functions: InvitingLanguage Functions: PracticeRole Play 1Role Play 2

Grammar1. Simple Present and Present Continuous2. Expressions for Suggesting 3. Infinitives with Too and Enough

Task ListeningJournalism Class

Pronunciation 1. Stress in Words2. Rhythm in Sentences

ReadingPre-readingPreview vocabularyGet a Life!Comprehension CheckWriting (online version only)


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LEI Activity and Resource Bookxx

PROGRESS CHECKS

A.3 A Job for TaliaAs you complete each section of the course, make a check (). Write your scores for the Review Quiz.

Name Date


VocabularyNouns and AdjectivesPractice

SpeakingLanguage Functions: ConvincingLanguage Functions: PracticeRole Play 1Role Play 2

Grammar1. Present Perfect and Simple Past2. Modals of Ability3. Possessive Pronouns

Task ListeningTaking Messages

Pronunciation 1. Falling Intonation for Statements and Wh- Questions2. Stressed and Unstressed Do

ReadingPre-readingPreview vocabularySinger of the Year!Comprehension CheckWriting (online version only)


A.4 A Matter of TrustAs you complete each section of the course, make a check (). Write your scores for the Review Quiz.


VocabularyTake Your Pick 1Practice

SpeakingLanguage Functions: Getting ReacquaintedLanguage Functions: PracticeRole Play 1Role Play 2

Grammar1. Tag Questions2. Adjectives and Adverbs3. Articles

Task ListeningShakespeare and His Works

Pronunciation 1. Focus Words2. Intonation for Tag Questions

ReadingPre-readingPreview vocabularyLets Get Together!Comprehension CheckWriting (online version only)


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Level 3 Progress Checks xxi

PROGRESS CHECKS

B.1 Nicks ExplanationAs you complete each section of the course, make a check (). Write your scores for the Review Quiz.

Name Date


VocabularyI Just Dont Get ItPractice

SpeakingLanguage Functions: Giving Orders and Making RequestsLanguage Functions: PracticeRole Play 1Role Play 2

Grammar1. Non-action Verbs2. Modals of Request3. So and Such

Task ListeningHealth Web

Pronunciation 1. Stressed and Unstressed Words (cant and can)2. The Vowel Sounds in play and let

ReadingPre-readingPreview vocabularyPlay It SafeComprehension CheckWriting (online version only)


B.2 Bad NewsAs you complete each section of the course, make a check (). Write your scores for the Review Quiz.


VocabularyPhrases with FeelPractice

SpeakingLanguage Functions: Talking about PossibilitiesLanguage Functions: PracticeRole Play 1Role Play 2

Grammar1. Gerunds as Subjects and Objects2. Modals of Possibility3. Reflexive Pronouns

Task ListeningPrivacy

Pronunciation 1. Loss of the h Sound in Pronouns2. The Vowel Sounds in stop and just

ReadingPre-readingPreview vocabularyBuilding a News StoryComprehension CheckWriting (online version only)


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LEI Activity and Resource Bookxxii

PROGRESS CHECKS

B.3 An Endorsement DealAs you complete each section of the course, make a check (). Write your scores for the Review Quiz.

Name Date


VocabularyVerbs and NounsPractice

SpeakingLanguage Functions: Keeping a ConversationLanguage Functions: PracticeRole Play 1Role Play 2

Grammar1. Past Continuous2. Modals of Preference3. Comparative Adjectives

Task ListeningJingles

Pronunciation 1. The er Sound in soccer2. The Voiceless th Sound in think

ReadingPre-readingPreview vocabularyStar PowerComprehension CheckWriting (online version only)


B.4 No One by That NameAs you complete each section of the course, make a check (). Write your scores for the Review Quiz.


VocabularyAre You Going to Yell?Practice

SpeakingLanguage Functions: Expressing Certainty and UncertaintyLanguage Functions: PracticeRole Play 1Role Play 2

Grammar1. Used to2. Embedded Wh- Questions3. Indefinite Pronouns

Task ListeningAt the Reception Desk

Pronunciation 1. Unstressed Words (of, at, for, and to)2. Reduced Phrases (used to)

ReadingPre-readingPreview vocabularyAnger ManagementComprehension CheckWriting (online version only)


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Level 3 Progress Checks xxiii

PROGRESS CHECKS

C.1 No Help for NickAs you complete each section of the course, make a check (). Write your scores for the Review Quiz.

Name Date


VocabularyCheer Up!Practice

SpeakingLanguage Functions: Asking Permission and Offering HelpLanguage Functions: PracticeRole Play 1Role Play 2

Grammar1. Past Continuous with when2. Modals of Permission3. Comparisons with as + adjective + as

Task ListeningFashion Show

Pronunciation 1. Unstressed Words (as)2. Linking Words Together

ReadingPre-readingPreview vocabularyIdentity TheftComprehension CheckWriting (online version only)


C.2 In the NewsAs you complete each section of the course, make a check (). Write your scores for the Review Quiz.


VocabularyPhrasal Verbs (Inseparable)Practice

SpeakingLanguage Functions: Giving OpinionsLanguage Functions: PracticeRole Play 1Role Play 2

Grammar1. Inseparable Phrasal Verbs 2. Gerunds and Infinitives3. Future Time Clauses

Task ListeningHealthy Pleasures

Pronunciation 1. Stress in Phrasal Verbs2. Reduced Phrases (going to)

ReadingPre-readingPreview vocabularyWhats in a Name?Comprehension CheckWriting (online version only)


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LEI Activity and Resource Bookxxiv

PROGRESS CHECKS

C.3 The Truth RevealedAs you complete each section of the course, make a check (). Write your scores for the Review Quiz.

Name Date


VocabularyThey Wanted Me Out of the WayPractice

SpeakingLanguage Functions: Expressing NecessityLanguage Functions: PracticeRole Play 1Role Play 2

Grammar1. Infinitives of Purpose2. Modals of Necessity3. Participial Adjectives

Task ListeningA New Contract

Pronunciation 1. Reduced Phrases (have to, want to, got to)2. Pronunciation of -ed Endings

ReadingPre-readingPreview vocabularyLets Make a Deal!Comprehension CheckWriting (online version only)


C.4 Deans ChallengeAs you complete each section of the course, make a check (). Write your scores for the Review Quiz.


VocabularyPhrasal Verbs (Separable)Practice

SpeakingLanguage Functions: ClarifyingLanguage Functions: PracticeRole Play 1Role Play 2

Grammar1. Present Perfect Continuous with for and since2. Separable Phrasal Verbs3. Superlative Adjectives

Task ListeningCoaching Seminar

Pronunciation 1. Consonant Clusters2. Intonation Showing Surprise

ReadingPre-readingPreview vocabularyHow to Tell Whos Telling the TruthComprehension CheckWriting (online version only)


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A. Listen to Track 1. Amy is talking with Talia at the Newsline office. Circle the phrases you hear.

1. Youre working /You work too hard.

2. Maybe you should / could mention that to Tony?

3. I have /had to work late tonight.

4. I dont care about / Im not taking care ofmy hair.

5. You may/ could be right.

6. What was /Whats the homework?

7. Thats /That was easy enough to do.

8. I guess I can / Ill do it after work.

B. Listen to Track 2. Amy and Talia continue talking at the office and Tony joins them.Complete the lines from the dialog.

1. Amy: Why dont you tonight?

2. Talia: Im too to go.

3. Tony: What are you on?

4. Amy: Shes always working. She told me .

5. Tony: I have a for you to work on.

6. Tony: I know youve been hoping for .

7. Tony: By the way, you different.

C. Listen to Track 3. A journalism professor is describing two kinds of questions. CompleteAmys notes.

A.1 Another Busy DayListening

1

take a break

Classic questions Probing questions

did it? knows this?

happened ? about this?

did it happen ? did about this?

was it? your information?

did it happen ? about this?

Who Who else

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LEI Activity and Resource Book2

Vocabulary

See Appendix 2 to review the vocabulary terms.

Talia is describing some people she met recently. Read the conversations and choose the adjective thatbest describes each person. Answer the questions with complete sentences.

1. Amy: What do you think of Jake? I think hereally likes you.

Talia: Jake? Well, he smiles too much and healways acts so . . . happy.

Amy: Smiles too much?! Always happy?! Youknow, most people like that, Talia!

Talia: Well, Im not most people. He justdoesnt understand me when Im in abad mood.

How would you describe Jake?

Describe Jake using an opposite word + not.

2. Amy: How about Tom? Hes great, isnt he?

Talia: Tom? Well, hes nice, but he doesnt seem very sure of himself. And he seems kind of sad allthe time.

How would you describe Tom?

Describe Tom using an opposite word + not.

3. Amy: And Richard? I suppose hes too good-looking and successful for you?

Talia: No, not at all. But hes constantly movinghe never slows down for a moment. Imexhausted just trying to keep up with him!

How would you describe Richard?

Describe Richard using an opposite word + not.

4. Amy: Well, how about Marcos? Hes very calm and cool.

Talia: Well, yeah. But hes so laid-back that it just drives me crazy!

How would you describe Marcos?

Whats another way you could say the same thing?

Hes cheerful. /Hes too cheerful for Talia.

He isnt depressed. /Hes not serious enough for Talia.

cheerful confident depressed energetic

serious laid-back nervous relaxed

Talia Amy

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Grammar 1

Simple Present and Present Continuous*

Complete the conversations. Circle the correct verb tense.

1. Amy: Hey, Talia. I talk / m talking to Josh right now on the phone. He wants / s wanting to

know if youre coming to the party.

Talia: Oh, could you give me the phone, please? Hello, Josh. Hi. . . . Listen. I work /

m working on an important project at the moment. I really cant make it to the party.

Josh: OK, I understand /am understanding. But well miss you. You always tell / are telling

great stories.

2. Amy: So do you know/are you knowing Steve Adams, the guy in the accounting department?

I can introduce you.

Talia: Amy! You always want / are wanting to introduce me to guys!! I dont look / m not

looking for a boyfriend right now.

Amy: I m knowing /know that. But just wait until you meet Steve. Youll change your mind!

3. Amy: What do you two laugh /are you two laughing about?

Claire: Oh, nothing. Just Talias hair.

Amy: Poor Talia. She works / s working too much these days. She just doesnt have / isnt

having time to do her hair in the morning.

Tina: Hey! That gives me a great idea for a report on lifestyles! Why dont we interview hair

stylists about some easy hairstyles for working women? A lot of us dont usually have /

arent usually having much time in the mornings.

Claire: Thats a great idea! We never do / re never doing stories like that! Im sure our viewers

will love it.

Level 3 Unit A.1 3

*To review the grammar points, see the Grammar Explanations at the end of each unit.

5. Amy: OK, Talia. I know for a fact you like Luke.

Talia: Yes, but its always a problem when people work too hard. They get nervous and anxious,and its difficult to be around them.

Amy: Is that what you think of Luke?

Talia: No. . . . Thats what he thinks of me!

How does Luke describe Talia?

Whats another way you could say the same thing?

273903_001-008_v1 12/20/07 7:36 PM Page 3


Grammar 2

Expressions for Suggesting

A. Amy is giving some suggestions to people at Newsline. Correct the mistakes in each suggestion. If theres no error, write OK at the end of the line.

1. If you have some questions about the article, why do you not ask Tony?

2. How about to call our report on retirement Lets Call It a Day?

3. Lets taking a coffee break in a few minutes, OK?

4. I know Jake loves movies. Why dont invite him to come with us? Come onlets ask him!

5. How about a quick snack before we get back to work?

6. If youre tired, why not you leave work a little early today? You work too hard!

B. Now write some suggestions for people you know.

EXAMPLE: (You and your classmate)

1. (Your English teacher)

2. (Your friend)

3. (You and a friend)

Why dont we study together tonight?

dont you

Grammar 3

Infinitives with Too and Enough

A. Make sentences with too and enough. There is 1 extra word in each group.

1. Talia /works / to become a reporter some day / enough / too /hard

2. Amy /writes / too / enough /well / to pass her journalism class

3. Amy / is /nice / too / enough / to help Talia

Talia works hard enough to become a reporter some day.

273903_001-008_v1 12/20/07 7:36 PM Page 4

4. Tony / to talk with Talia now/enough / too / is / busy

5. John Connelly / listens / carefully / enough / too / to do great interviews

6. There / enough / time / to take a break / isnt / too / for Talia

B. Now write some sentences about yourself with too and enough. Think about your schedule, yourbudget, your job or school.

EXAMPLES: (too)

(enough)

1.

2.

3.

Level 3 Unit A.1 5

I have too much homework tonight to go out with my friends.

I dont have enough money to go out with my friends tonight.

Language Functions

See Appendix 3 to review the language function charts.

A. Complete the conversation with the best expressions for giving, accepting, or declining invitations.

Jake: Hey, Talia, do (1) see a movie Friday night?

Talia: Well, I (2) , but I (3) late on my report.

Maybe (4) .

Jake: Too bad. (5) Saturday? Are you (6) then?

Talia: Sorry, I (7) . Im pretty busy all day. Im

(8) a friend with some decorating stuff, and then I have to

(9) my course homework.

Jake: Gosh, youre so busy all the time! So (10) go Sunday!

Talia: Sunday? Gee. I (11) lunch with my parents.

Jake: Sunday night then? Theres a show at 8:00. You cant say no!

Talia: Oh . . . OK. (12) . That (13) great.

Whats the movie?

you want to

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1. Grammar. We can use the present or present continuous tomake complaints with always; for example, My roommate alwaysforgets to clean the kitchen! or My roommate is always forgetting to clean thekitchen! Think of some complaints about the people in your life (for example,your husband/wife, boyfriend/girlfriend, friend, roommate, boss, or peopleyou see on the bus or train). Write 5 sentences making complaints withalways.

2. Vocabulary. Review the vocabulary words in this unit about feelings. Thinkof 10 more words you know (or find 3 in a dictionary) that describe howpeople feel. Make vocabulary cards for the words. Write a sentence on eachcard using a new word.

3. Writing. Write 5 sentences about a workaholic you know. Who is thisperson? What kind of work does he or she do? Why do you think this personis a workaholic?

4. Interview. Interview a person about an important recent event (for example,an earthquake, a political election, a crime). Ask classic questions (who, what,when, where, etc.) and probing questions (What do you think about this? etc.).Report your findings to a classmate or to the whole class or write a shortreport about what you learned.

5. Project. Find out about how people spend their leisure time. Ask questionslike this: Is it more important to work very, very hard so that you can succeed inschool/work? Is it more important to have a balanced life by not studying orworking too hard? Prepare a short report about peoples attitudes about workand leisure time. Present your report to the class.


B. Complete the invitations. Note: 2 invitations are formal, and 2 are informal.

1. Your co-workers (invite, formal ): on Saturday?

You (decline, formal ): Thank you, but I cant. Unfortunately, I

this weekend.

2. Your friend (invite, informal): How about a game of racquetball tonight?

You (decline, informal ):

3. Your boss (invite, formal ): lunch with us?

You (accept, formal ):

4. Your boyfriend /girlfriend (invite, informal ):

You (accept, informal ):

Study TipChoose 2 or 3 Application

Activities. Complete the activitiesthis week!

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Level 3 Unit A.1 7

Grammar 1: Simple Present and Present Continuous

1. We use the simple present to talk about somethingthat happens every day or all the time.

Talia works hard.

2. We use the present continuous to talk aboutsomething that is happening right now.

Shes working on a transportation story.We can also use the present continuous to talk aboutsomething that is happening these dayseven if it isnot happening right now.

Talia is working hard these days.Shes taking a journalism class this semester.

Remember, when we speak, we almost always usecontractions with pronouns and be and with nounsand be.

Shes talking.Theyre talking.Talias talking.

3. We often use the simple present with adverbs offrequency, such as always, usually, often, sometimes,rarely, and never.If the main verb is a form of be, the adverb offrequency goes after the verb.

Talia is at her desk before 8:00.Talia is always at her desk before 8:00.

With all other verbs, adverbs of frequency go before theverb.

I work hard.I always work hard.

4. We usually use always with the simple present. Butwhen we complain about something, we may usealways with the present continuous.

Amy: Shes always working. She has no time forfun.

5. Some verbs dont express actions. Verbs such as want,like, know, and own express feelings, thoughts, andpossessions. They are called non-action (stative) verbs.We usually do not use non-action verbs in the presentcontinuous. Were going to learn more about non-action verbs in Unit B.1.

Tony likes Talias work.We do NOT say: Tony is liking Talias work.

Grammar 2: Expressions for Suggesting

1. We often use lets + the base form of the verb to makea suggestion.

Lets go home.Lets is short for Let us. But we always use lets. It means: Heres a suggestion for you and me.

2. Another way to make a suggestion is with Why dont+ a subject + the base form of the verb.

Why dont you go to the party with me tonight?You can use different subjects with this expression.

Anas car isnt working? Why doesnt she come with us?

Thats a good idea. Ill call her.When you make a suggestion with Why dont, you areasking a question. If you are writing, remember to usea question mark.

Why dont we meet at 9:00?

3. Another expression we use for suggestions is Howabout. After How about, you can use a verb + -ing or anoun.

How about going to a movie tonight?How about a movie tonight?

Expressions with How about are also questions. Dontforget the question mark in your writing!

4. You can also use Why not + the base form of the verbto make a suggestion. We usually dont begin aconversation with Why not. We use it as a response.

Meg: I dont feel like staying home tonight.Brian: Why not come with us to Joshs party?

Notice that with Why not we dont use the subject.We do NOT say: Why not you come with us to Joshsparty?Expressions with Why not are questions. Dont forgetthe question mark in your writing!

Grammar ExplanationsThis section contains the same grammar explanations that are found in the lesson. They are included here for yourquick reference. To view the animated presentation, go to the Grammar section of Unit A.1.

Now

works

Past Future

Now

is working

Past Future

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Grammar 3: Infinitives with Too and Enough

1. We often use too with an adjective + the infinitivewhen we explain why something is impossible.

Amy: Josh is having a party tonight. Do you want togo?

Talia: I cant go. Im too tired to go.In the conversation, Talia means shes very tired andthats the reason she cant go. Tired is an adjective. To gois the infinitive.

Im tired.Im too tired to go.

2. We can also use too with an adverb + the infinitive.Amy: Did you watch Newsline last night?Will: No, I got home too late to see it.

In the example, late is an adverb and to see is theinfinitive.

3. We can use enough with an adjective (or an adverb) +the infinitive when we explain why something ispossible. Notice that enough goes after the adjective oradverb.

Amy: For homework, we have to compare two newsstories on the same topic.

Talia: Thats easy enough to do. I can do that.Talia means that the assignment is easy, and thats thereason she can do it.

Thats easy.Thats easy enough to do.

4. Notice the difference in word order when we use tooor enough. Too goes before the adjective or adverb.

Its too hard to understand.Enough goes after the adjective or adverb.

Its easy enough to understand.

5. We can also add for + a noun or pronoun before theinfinitive.

Talia: Can you get me that folder on top of thebookcase?

Amy: Sure. Its easy enough for me to reach.

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A.2 Breaking NewsListening

9

A. Track 4. Tony is telling Talia and Amy about an audiocassette that the Newsline officereceived. Unscramble the sentences. Then listen to Track 4 to check your answers.

1. you heard player of Have Nick Crawford, the soccer ever

2. ago Apparently conversation took place This a while

3. into lately Theres fallen rumor a debt that hes

4. gossip sorts Ive heard of all that about

5. Also on $50,000 him a woman offers the tape

6. this Nick will tape If is real, be Crawford history

7. wont he play the match to get in next You mean,

B. Listen to Track 5. Talia is talking with Tony about Nick Crawford. Complete theconversation.

Tony: Is there a (1) ?

Talia: Not (2) . Ill do it. Its just that . . . I know Nick Crawford.

Tony: You do?

Talia: Yes. We went to college together. Its (3) to believe he would

do something like this.

Tony: Well, (4) and smell the (5) , Talia! Hes a

big star now. Hes been a star on the national team for 4 years now. People do

(6) things when they get (7) .

Talia: I just cant believe it. Nick Crawford taking a bribe?

Have you ever heard of Nick Crawford, the soccer player?

273903_009-016_v1 12/20/07 7:47 PM Page 9


Tony: Listen, Talia. Youre (8) . Youre a (9)

researcher, and one dayI hopeyoull be a (10) reporter.

But dont (11) your (12) get in the way of

your work. If you do, Ill have to find someone else to work on this story.

C. Listen to Track 6. You will hear a short biography of Lance Armstrong, a professional cyclist.Answer the question based on the information that you hear.

At one time, Lance Armstrong said, I used to ride my bike to make a living. Now I justwant to live so that I can ride. What do you think he means?

Vocabulary


Here are some authentic names and items. Do you know them? Complete the conversations belowabout the items. Circle the correct adjective.

1. Sarah: I love your perfume! Is it Chanel?

Amy: No. I couldnt afford Chanel, so I bought a fake / sincere

perfume. It smells the same as the real thing, but its not so

expensive.

2. Tony: Amy, Talia. I have a story for you to work on. It seems that

the local museum has purchased a bogus /dishonest

Rembrandt from a crooked / fake dealer.

Amy: Youre kidding!

Tony: Im afraid its true. I want you two to do an article on how to

recognize a(n) artificial / trustworthy art dealer.RembrandtsThe Night

Watch (1642)

Rolex An expensivebrand of watch

EqualA popularsweetener usedinstead of sugar

LuauA popular typeof Hawaiianparty

SpamA synthetic meatproduct

Babe RuthA famousAmericanbaseball player

cubic zirconiumA synthetic gemthat looks like adiamond

TiffanyA famous makerof glass art items

WedgwoodA British makerof china(porcelain dishes)

RembrandtA famousseventeenth-century Dutchpainter

ChanelA famous makerof Frenchperfumes

EBayAn auction siteon the Internetwhere people cansell items

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Level 3 Unit A.2 11

3. Josh: How was your trip to Hawaii?

Tom: Fantastic. The last night we were there, we went to a luau.

Josh: A real luau?

Tom: Actually, it wasnt very sincere / authenticthe dancers werent real Hawaiians, and we

ate Spam instead of roast pig, but it was a lot of fun.

4. Amy: I have some great gossip to tell you! I heard a rumor that Jeremy bought a cubic

zirconium for his fiances wedding ring!

Talia: No! Youre joking! And Jenna still doesnt know its not an actual /honest diamond?

Amy: Nope. She thinks its a real / correct diamond.

Talia: Wow, that Jeremy sounds like a(n) honest /dishonest guy to me!

5. Claire: I finally took my great-grandmothers old china and lamps into an antique store to find

out how much theyre worth.

Todd: What did you find out?

Claire: Well, it turns out that the china is authentic /phony Wedgwood, so its worth a lot.

And the lamps are by Tiffany, so theyre pretty valuable /worthless, too.

6. Talia: Is this guy artificial / for real? Hes trying to sell me a Rolex watch for 20 bucks.

Amy: Youd better not buy it. Its either a fake /genuine or its stolen!

7. Tina: Thanks for the tea. Do you have any Equal?

Leanne: Sorry. Just sugar. I cant stand phony /artificial sweeteners.

8. Tony: I bought this baseball for my son. A guy on an Internet

auction site told me it was signed by Babe Ruth.

John: I hate to tell you this, Tony, but this is a phony / crooked

signature. Im a big collector, and I can tell you this signature

is not real. Babe Ruth

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Grammar 2

Modals of Advice

A. Some people are giving advice. Rephrase the advice statements below. Use the words in parentheses.

1. Amy: Dont work so hard! (shouldnt)

2. Tony: You could ask Claire to help you with the story. (ought to)

3. Tony: Its important not to let your feelings get in the way of your work. (Dont)

4. Tony: Please make a copy of this tape in case something happens to it! (had better)

5. Amy: It would be a good idea to find out if the tape is authentic. (ought to)

You shouldnt work so hard.

Grammar 1

Present Perfect for Indefinite Past

Tony is talking to a new reporter about the news business. Complete the conversations. Use the presentperfect to describe the indefinite past.

1. Allison: How long (you /work) for Newsline?

Tony: (I /be) here for a long, long time.

2. Allison: Well, how long (Newsline /be in business) ?

Tony: Since 1975. We (build) a great reputation in

television news.

3. Allison: Does Newsline have plans to expand its news business?

Tony: Oh, sure. We (recently / start) Internet broadcasts. Well

expand even more next year.

4. Allison: (you / ever do) a really difficult interview?

Tony: Oh, gosh. (I / report) hundreds of difficult interviews

and stories.

5. Allison: What (you / learn) the news business?

Tony: (I /have) a lot of good teachers. (lately / I / learn)

not to talk so much.

have you worked

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Level 3 Unit A.2 13

B. Respond to Talia by giving her some advice. Use should, shouldnt, ought to, or had better.

1. Talia: Im exhausted! I think this coffee is making me feel more tired, not less tired!!!

2. Talia: Im afraid the audio department is going to close soon.

3. Talia: I havent had a thing to eat all day!

4. Talia: Last time I waited until the last minute to do my journalism assignment. I want to do abetter job this time.

5. Talia: I think Amy will be mad at me for not going to the party.

Grammar 3

Future with Will and Be going to

A. Choose the best response to complete each conversation.

1. Theres a U2 concert at the Paladium tonight.

2. Did Anita come to work today?

3. Did you hear? Bailey is injured. He wont play in the final game.

4. Hey, Tommy. Get down off that table. Youre going to fall.

5. Why is Talia going to see Phil now?

6. Hey, Josh. The phone is ringing.

B. Write some sentences about yourself in the future.

EXAMPLE:

1. (this weekend)

2. (next year)

3. (in 5 years)

a. Im not sure. Ill go and find out.

b. No, Im not. Ill be OK.

c. Shes going to give him a tape.

d. I think Ill go. Do you want to go, too?

e. Ill get it.

f. Oh, no! Thats too bad. Then theGiants will probably lose.

d

You shouldnt drink so much coffee.

This weekend Im going to go to a birthday party.

Study TipReview the Grammar

Explanations. Highlight 3 explanations. Write another

example for each one.

273903_009-016_v2 1/10/08 5:24 PM Page 13


1. Grammar. Write a short report about a popular athlete in your country. Talkabout his or her history and the reasons he or she is popular. Use the presentperfect for past events at an indefinite time in the past.

2. Vocabulary. Make a word web. Write the word authentic in the middle ofthe web. Expand your web with types of authentic things (for example, typesof clothing). Write the brand names or people that are associated with thesethings. Try to write at least 20 items in your word web.

3. Writing. Write a paragraph about a famous person who has been involved in ascandal. Find out different sides of the story.

4. Speaking. Think of at least 3 gossip newspapers, magazines, and televisionshows that talk about famous people and are popular in your country. Do youlike them? Why or why not? Discuss with your classmates.

5. Project. Find out about the personal challenges of any of these famous actorsand models: Christopher Reeve, Heather Mills McCartney, Oprah Winfrey,Waris Dirie, Michael J. Fox, or Marilyn Monroe. If you wish to use theInternet, use a search engine such as Google and type in the name of theperson. Tell your classmates about what you learned or write a short report.


Language Functions


A. Read the conversations. Correct the mistakes in the boldfaced phrases. If the phrase is correct, write OK.

1. Amy: Hey, Talia, they say a rumor that youre going to get a big story to cover.

Talia: No way! Youre incredible! What story?

2. Amy: Tony, have you listened to this? Someone tried to shoot the president!

Tony: Youre serious! Thats incredible! What happened?

3. Talia: Guess that! I am hearing our journalism professor has been fired!

Amy: Way! I dont believe! I thought he was great.

4. Tony: Hear this! They tell that 10 years from now, 50 percent of college degrees will be done through the Internet.

Amy: Youre kidding! Not a way! Theres no substitute for a real live teacher in a classroom.

B. Write a short dialog about a rumor or some fake news. Possible topics are sports, entertainment, or politics.

Tell someone news:

Respond to the news:

theres a rumor that

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Level 3 Unit A.2 15

Grammar 1: Present Perfect for Indefinite Past

1. We use the present perfect to talk about somethingthat happened at some time in the past (but not at anyparticular time). We call this the indefinite past.Indefinite means that we dont give an exact time. Thetime of the event is not important, or we dont know it.

Talia: Have you listened to the tape?Tony: Yes, John and I have both listened to it.

Talia isnt interested in when Tony listened to the tape.She wants to know only if he has heard the tape sothat he can tell her about it.We do NOT say: They have listened to the tapeyesterday.

2. We often use ever in questions about the indefinitepast. It means at some time before now.

Tony: Have you ever heard of Nick Crawford?Talia: Yes, I have.

Notice that the word ever goes before the pastparticiple heard.

Have you ever heard of Nick Crawford?

3. We often use never with the present perfect. It meansat no time before now. Never also goes before the past participle.

Amy: My sister has never heard of Nick Crawford.Talia: Has she ever been to a soccer game?Amy: No, never. And shes never watched one on

TV.

4. We can use the present perfect with just, recently, andlately to talk about things that happened in the veryrecent past.In American English it is more common to use thesimple past tense with just. We also sometimes use thesimple past with recently. The meaning is the same.

Tony has just received a tape.OR

Tony just received a tape.Someone has recently offered Nick money.OR

Someone recently offered Nick money.

With the present perfect, just comes before the pastparticiple. Recently often comes at the end of thesentence.

Someone has offered Nick money recently.Lately has a similar meaning to recently, but we onlyuse it with the present perfect. We do not use it withthe simple past, and we do not use it for a one-timeevent. Notice that lately does not go before the pastparticiple. It usually goes at the end of the sentence.

Hes fallen into debt lately.We do NOT say: He fell into debt lately.

Grammar 2: Modals of Advice

1. We use should and ought to to give advice.You should take a break.You ought to take a break.

2. We use should to ask for advice. We dont use ought toin questions.

Should I take a journalism class?

3. The negative of should is shouldnt. We dont use thenegative of ought to in American English.

We shouldnt give away our only copy of the tape.

4. We can also use had better to give advice. Had betteris stronger than should or ought to. We use it when wethink that something bad will happen if the persondoes not follow the advice.

Wed better find out fast, or well lose the story.Wed better is the contraction for we had better. Wealmost always use the contraction.

wed betteryoud better

The negative of had better is had better not.Wed better not be late.

We dont ask questions with had better.

5. Notice that should, ought to, and had better arefollowed by the base form of the verb.

You should take a break.You ought to take a break.Youd better take a break.

6. When we give advice, we often use maybe or I thinkto be more polite.

Maybe you should take a break.


The Present Perfect

I have been there.You have been there.He/She/It has been there.We have been there.They have been there.

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Grammar 3: Future with Will and Be Going to

1. We can use will or its contraction (ll ) to talk aboutfuture plans.

Amy: Is the tape real?Talia: Well find out. Ill get this tape to an expert.

2. We also use will to make predictions (things that wethink will happen).

Tony: Well probably lose the next match.

3. We use will for all subjects. It is followed by the baseform of the verb.

Ill lose.Youll lose.Hell lose.Shell lose.Itll lose.Well lose.Theyll lose.

4. The negative for will is will not. The contraction iswont. We usually use the contraction.

We will not win without Nick.We wont win without Nick.

5. We can also use be going to to talk about future plansor to make predictions. It is followed by the base formof the verb.

Amy: Is the tape real?Talia: Were going to find out. Im going to call

the audio department. Theyre probably goingto need some time to analyze the tape.

Im going to call.Youre going to call.Hes going to call.Shes going to call.Its going to call.Were going to call.Theyre going to call.

6. We use be going to, not will, when something in thepresent causes us to make a prediction.

Amy: Look at those 2 players! Theyre going tofall.

We do NOT say: Theyll fall.Talia is reaching for the phone. Shes going to callthe audio department.

We do NOT say: Shell call the audio department.

7. We use will, not be going to, when we decide to dosomething at the moment of speaking.

John: Theres a football game on TV tonight.Anne: Really? I think Ill watch it.

We also use will to make an offer.Anne: Someones at the door.John: Ill see who it is.

We use will to make promises, too.Tony: Tell the audio department we need someone

fast.Talia: Dont worry. Ill tell them.

273903_009-016_v1 12/20/07 7:47 PM Page 16

A. Listen to Track 7. Talia is listening to the tape. Tony is talking with her. Who or whosedoes each underlined word refer to?

1. Well pay you $50,000.

2. Do that, and $50,000 is yours.

3. When will we have the results?

and

4. Hes going to call me back this afternoon.

5. What do you mean?

6. Why would he do something to hurt his career?

7. Is he a friend of yours?

8. We had English together for 2 semesters. and

B. Listen to Track 8. Tony and Talia are talking about Talias job. Complete this part of theconversation. Use the words in the box.

1. Talia: Give me a . What do you have to lose?

2. Tony: Ill give you 1 more .

3. Talia: You wont be .

4. Tony: You deserve a .

5. Tony: Ill tell you : Come up with something and the

story is .

6. Tony: Dont let him charm you out of a .

C. Listen to Track 9. You will hear 3 phone messages. Claire needs to tell Talia, Tony, andAmy their messages. Complete the sentences.

1. Talia: Did anyone call me?

Claire: Yes, from called you. He said that he

has you requested. He wants you to

before tomorrow . His number is ,

extension .

A.3 A Job for TaliaListening

17

big break chance day sorry story what yours

Nick

Nicks

chance

Bill Brown

273903_017-024_v1 12/20/07 8:05 PM Page 17


Vocabulary

2. Tony: Anybody call while I was out?

Claire: Yes, from in . He

said that he has some about a story. He said to call him on his

, between and today.

3. Amy: Were there any calls for me?

Claire: Yes, you got a call from . He said that he lost

. He also wants to know if . He said you

can call him back at .


Read parts of an interview with Nick Crawfords parents. Choose the correct vocabulary word from thebox. You wont use all of the words. Be careful to choose the correct form (noun or adjective).

Interviewer: How do you feel about all the attention Nick has received?

Mary Crawford: This is just such an (1) e experience for us. Its hard to believe Nick

is playing against the best players in the (2) n !

Interviewer: You sound (3) s . Didnt you think Nick would someday be a star

soccer player?

Harold Crawford: To be honest, I knew he was good, but I never thought he would make it to the

(4) n team. It was truly a (5) p surprise the day we

found out he made the team.

Interviewer: What was Nick like as a child? Was he a good soccer player back then?

Mary: Nick was always (6) c as a child. He liked to win. We put him

on junior soccer teams, and he even entered several soccer (7) c as

a teenager.

Interviewer: When Nick went to college, what did he study?

Harold: Well, he always knew he wanted to be a (8) p soccer player, but he

majored in (9) b so he would have another option.

motional

ation

Noun Adjective Noun Adjectivebusiness businesslike competition competitiveemotion emotional injury injuredprofessional professional confident confidenceinnocence innocent nation nationalpleasure pleasant shame shamefultruth truthful surprise surprised / surprising

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Grammar 1

Present Perfect and Simple Past

Complete the paragraphs about Tony and his wife, Elisa. Use the present perfect or past tense of theverbs in parentheses, for or since, and numbers. Check the timeline to help you fill in dates.

Tony Grimaldi (1) (marry) Elisa Dumont in June of 1985. This year is

(2) , so Tony and Elisa (3) (be married) for (4) years.

Tony (5) (receive) his masters degree in journalism in (6) , and his

wife Elisa (7) (go) to the graduation ceremony. Tony and Elisa

(8) (always try) to support each others careers (9) the day they

married.

Tony (10) (not start) as a successful reporter. In fact, he

(11) (start) working as a researcher for the gossip magazines, Loose Lips and

Under Cover. About (12) years later, Tony (13) (get) his big break.

He investigated a city government scandal and did a story on it for the local newspaper. Finally,

in (14) , Newsline (15) (hire) him for serious news work. Tony

says the Newsline job is the best job he (16) (ever have) . He

(17) (learn) a lot since his first days working as a researcher for a gossip

magazine. In (18) , Elisa (19) (become) a reporter, too, and

(20) (take) a job with NewsFront, one of Newslines competitors. Tony and

Elisa Grimaldi enjoy working in the media industry. They work for two different news companies,

but they dont mind a little healthy husband-wife competition!

Level 3 Unit A.3 19

Interviewer: Tell me, how do you feel about Nicks recent (10) i ?

Harold: Well, its really a (11) s that Nick was (12) i and had

to sit out the last game, but Im (13) c hell be back out there on that

field in no time.

married

1985 1987 1990 1992 1995 2000

Gets his big break working on a story about a city government scandal

Receives masters degree in journalism

Elisa becomes reporter, takes job at news company

Marries Elisa Dumont Starts working as a researcher for gossip magazines

Begins working at Newsline Today

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Grammar 2

Modals of Ability

Amy has been interviewing successful people in her community for a storyabout big breaks. Rewrite Amys summary of this interview with Qi-PingLi, a Chinese-American tailor, replacing the boldfaced phrases. Use a positiveor negative modal of ability. Be sure to use the appropriate tense.

1. Qi-Ping Li learned to sew when he was 10.

(sew)

2. Qi-Pings parents didnt have enough money to buy their children expensive clothes.

(afford)

3. By the time he was a teenager, he was creating fashionable dresses and suits.

(create)

4. Once when he was 16, he broke his clothing-making record: He finished 10 outfits in 1 day!

(finish)

5. So many people started coming to his workshop that Qi-Ping had trouble handling all theorders.

(handle)

6. Qi-Ping borrowed money from a bank and opened a small factory. That was his big break.

(borrow)

7. Today, Qi-Ping and the employees of his company, Key Originals, produce 500 garments a day.

(produce)

Qi-Ping Li could sew when he was 10.

Qi-Pings parent werent able to afford to buy their children expensive clothes.

Grammar 3

Possessive Pronouns

Dean Bishop is a popular player on the national soccer team. Read about Deans past. Complete thesentences on page 21. Use the words in the box.

he him his DeanDeans them they theirtheirs us our youyour yours yourself memy mine

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Level 3 Unit A.3 21

What makes national soccer star Dean Bishop so successful? He just turned 30 years of

age, and the world is (1) . Everybody wants to see (2) . On a

recent trip to Asia with the national team, Japanese and Korean fans fell in love with

(3) . Young women especially love (4) . And both young men

and women love to buy (5) #8 soccer jerseys.

Fans of top British club Manchester United thought he was (6) forever,

until he moved to the United States in 2002. That was (7) big break. Now

Bishop is a member of the U.S. national team, sharing the spotlight with (8)

fellow star Nick Crawford.

Life isnt always as easy for (9) idols as we think. Dean started at

Manchester when he was 16, but (10) didnt play a full game for 3 years.

Once (11) coach told him he was too short and too slow to play professional

soccer. But Dean has refused to give up. (12) spirit is too strong to quit!

In a recent interview with Dash, a reporter asked Dean, What is (13)

most important goal right now? Dean answered, The national championship. Thats all that

matters to (14) .

his

Language Functions


Complete the conversations. Use appropriate phrases for proposing an idea, hesitating, and convincing.

1. Emilio (proposing an idea): Say, Dad, can I by you?

Dad: OK. What is it?

Emilio: Well, I know youre thinking of hiring a painter to paint the house?

Dad: Yes . . .

Emilio (convincing): Well, maybe I could paint the house, and you can pay me!

. What do you think?

Dad (responding, not yet convinced ): Hmmm. Im . . .

Emilio (convincing): Oh, , Dad! . I know I cando it.

Dad: (responding, not yet convinced ) . . . Well, all right, then. Ill give you a chance.

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1. Vocabulary. Find the noun forms of these adjectives: urgent,creative, difficult, bored. Find the adjective forms of these nouns: stress,risk, influence, talent. What other adjective/noun pairs do you know? Make a list of at least 20 pairs.

2. Writing. Have you ever had a big break? It could be anything positive andimportant that has happened in your career or in your personal life. Write aparagraph about it.

3. Speaking. Talk about your abilities now, in the past, and in the future. Whatcan/cant you do now? What could/couldnt you do as a child? What do youhope you will be able to do in the future?

4. Project. Go on the Internet to find out about the background of your favoritesinger, actor, or athlete. How did this person prepare for his or her career?When did this person get his or her big break?


2. Laila (proposing an idea): Hey, Mom, about something.

Mom: You have? What is it?

Laila: Im thinking about taking a kick boxing class after school.

Mom (responding, not yet convinced ): Kick boxing? . . .

Laila (convincing): . Itll be fun!

Mom: All right. But youll have to be careful.

BONUSWrite a dialog between you and your mother/father, your spouse/boyfriend/girlfriend, or your boss.Propose a new idea and be convincing!

You (proposing an idea):

Your (responding, not yet convinced): .

You (convincing):

Your : .

You: Thanks! I knew youd understand!

Study TipDont forget! Use the Progress Checks on

pages xixxxiv. Add notes:new expressions.

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Level 3 Unit A.3 23

Grammar 1: Present Perfect and Simple Past

1. We use the present perfect to talk about somethingthat started in the past and continues to the present.

Talia has been a researcher for 3 years.This means that Talia started her job as a researcher 3years ago and she is still a researcher.We use for to express the length of time.

Ive been here for 5 hours.We use since to say when something started.

Ive been here since 8:00.Ive been here since my boss arrived.

2. We use the simple past to talk about something thathappened in the past and is finished.

Talia was in the same English class as Nick for 2 semesters.

This means that Talia is not in the same class as Nicknow. The class is finished.

3. We can also use the present perfect to talk aboutsomething that happened in the indefinite past. Welearned about this in Unit A.2.

Talia has investigated other scandals.Remember, we do not use time expressions with thepresent perfect for the indefinite past.

We do NOT say: Talia has investigated otherscandals last year.

4. We use the simple past to talk about something thathappened at a specific time in the past.

Nick came here from England about 10 years ago.We often use time expressions with the simple past.

The conversation took place several months ago.Talia got to the office at 8:00.Amy went to a party last week.

Grammar 2: Modals of Ability

1. We use can to talk about present ability. It is followedby the base form of the verb.

The audio expert can decide if the tape is real.Talia cant tell if the tape is real. Shes not an expert.

Cant is the contraction for cannot. We usually use thecontraction.

cannot cantWe use can with all subjects.

2. We also use be able to to talk about present ability,but can is more common.

The audio expert is able to decide if the tape is real.Talia isnt able to tell if the tape is real.

Remember, the verb be changes form with differentsubjects. It is followed by the base form of the verb.

3. We use could to talk about past ability.Talia could read when she was just 4 years old.

4. We also use was or were able to to talk about pastability.

Talia was able to read when she was just 4 years old.When we talk about a specific, one-time achievementin the past, we use was or were able to. We do not usecould.

Talia was able to finish Sundays crossword puzzle in just an hour.

We do NOT say: She could finish Sundays crosswordpuzzle in just an hour.

5. We can use couldnt or wasnt (or werent) able to totalk about past inabilityincluding specific, one-timeevents.

Talia entered a crossword contest last year. But she wasnt able to finish the puzzle.

She couldnt figure out one of the words.

6. For all other forms and tenses we use be able to, notcan or could. We use it after to for the infinitive, withthe present perfect, and with the future.

Talia hopes to be able to give Tony an answer soon.


I can record the conversation.You can record the conversation. He can record the conversation.She can record the conversation.It can record the conversation.We can record the conversation.They can record the conversation.

Im able to do it.Youre able to do it.Hes/Shes/Its able to do it.Were able to do it.Theyre able to do it.

Now

has beenPast Future

Now

wasPast Future

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Our expert hasnt been able to solve the problem since this morning.

I hope hell be able to solve it by tomorrow.

Grammar 3: Possessive Pronouns

1. There are several ways to talk about possession. Youalready know that we can use possessive adjectives, suchas my and your.

Talia: This is my story.We can also use possessive pronouns, such as mineand yours.

Talia: The story is mine.

Notice that there is no possessive pronoun for it.

2. We use a possessive pronoun instead of a possessiveadjective plus a noun.

The story is your story.The story is yours.

In this example yours means your story.Possessive pronouns are never followed by nouns.We do NOT say: The story is yours story.

3. We often use possessive pronouns with of after a nounin expressions like a friend of mine.

Talia is a friend of mine.Nick was a classmate of hers.

4. We use the same possessive pronoun for singular andfor plural nouns. The form of the pronoun doesntchange.

That report is mine.Those reports are mine.

We do NOT say: Those reports are mines.

5. Possessive pronouns can go at the beginning or end of asentence.

This isnt Amys hat. Its my hat. Hers is new. Mine is old.Those arent Amys gloves. Hers are red. The blue ones are mine.

6. We often use possessive pronouns to answer questionsstarting with Whose.

Amy: Whose job is this?Talia: Its his.

Note that whose is not the same as whos (who is).We do NOT say: Whos job is this?

Possessive adjective Possessive pronoun

my mine.your yours.

This is her story. The story is hers.itsour ours.their theirs.

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A.4 A Matter of TrustListening

25

A. Listen to Track 10. Talia goes to talk to Nick Crawford.Match the beginnings and endings of the sentences.

1. I know you,

2. After all these years,

3. We were in an English literature class together,

4. We studied together for the final,

5. Are you a big

6. Im a researcher now

7. I heard that theres a

B. Listen to Track 11. Talia is asking Nick to explain his side of the story. Fill in the blankswith an article or determiner (a, one, the, this). One blank has no article or determiner ().1. Talia: I want to hear your side of story.

2. Nick: Youre in news business.

3. Talia: I told you truth about why I was here, didnt I?

4. Nick: Look, the only goal I have right now is helping my team win

qualifying match next weekend.

5. Nick: After that, I will deal with mess.

6. Talia: People say you threw game. They think you have

gambling debts.

7. Nick: Thats why I gave Soccer Federation access to my

bank accounts.

8. Talia: Did you or didnt you take money?

9. Talia: The only story I want is true story.

f

the

a. Im surprised you remember me.

b. soccer fan now?

c. didnt we?

d. nasty story coming out about me.

e. with Newsline.

f. dont I?

g. werent we?

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C. Listen to Track 12. You will hear an announcement for a new TV program. Check () thephrases that you hear.

Documents

Workbook LEI 3