INTERACTIONS 1

TEACHER’S EDITION

Listening and Speaking

Sample Unit

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 1 Academic Life
C hapter

Around the World

In this Students will listen to language about academic life,
CHAPTER education, and meeting new people. In Part 1, they will
hear a conversation in which students meet new people.
They will also practice listening for stressed words and
listening for reductions. In Part 2, they will listen to a
school orientation and practice listening for main ideas
and specific information. In Part 3, they will learn two
strategies for better listening and speaking: using context
clues and using body language. In Part 4, at the end of the
chapter, they will learn about listening and giving telephone
messages. These topics will prepare students for enrolling
in an academic English language program.

Chapter Opener

• Since this is the first chapter, spend a little time at

the beginning of each activity, explaining its purpose.
The goal of the Connecting to the Topic section is to
introduce the theme of Academic Life Around the World
and to help students think about how the theme relates
to their lives.

“ Education is a progressive
Copyright © McGraw-Hill

• Have students look at the photo of the college students.

Ask them the three questions in the Connecting to the
discovery of our own Topic section. Discuss the questions with the class.

”
ignorance.  • Have students look at the quote. Ask a volunteer to read
the quote. Give them some time to ask for clarification
Will Durant of any words they don’t understand. Ask students as a
American writer, historian, and class to explain what the quote means.
philosopher (1885-1981)

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 Chapter Overview

Listening Skills and Strategies Vocabulary Building

Listening for main ideas and details Expressions used in introductions
Distinguishing among -s endings Terms related to arrival at college or at a
university
Listening to a counselor’s presentation
Casual expressions for making new friends
Listening to voice-mail messages
Terms used in summarizing voice-mail
Speaking Skills and Strategies
Introducing yourself and others Pronunciation
Identifying and practicing stressed words
Discussing body language
Comparing reduced and unreduced
Summarizing voice-mail messages
pronunciation
Calling for specific information
Pronouncing -s endings
Critical-Thinking Skills
Focus on Testing 
Guessing meaning from context
Using context clues to guess the correct
Distinguishing between main ideas and answers to questions
details
Summarizing main ideas
Interpreting body language

Vocabulary
Nouns Verbs Expressions
• counselor •  catch you later •  anybody else
• deadline •  cross it off •  freshman (freshmen)
• schedule •  get into town •  grab something to eat
• suite •  hang out •  I have got to go
• tips • manage (I've gotta go)
•  stop by •  in person
•  on your own
Copyright © McGraw-Hill

TOEFL® is a registered trademark of Educational Testing Service (ETS). This product is not endorsed or approved by ETS.

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 PA R T
1 Conversation: Meeting Classmates Student Book pages 4–5
Can You Guess?
• Write the questions below on the board. Tell
students they are not expected to know the
answers. Their purpose is to stimulate discussion.
• Ask students to discuss the questions in groups.
Then write the correct answers on the board and
have the groups compare their answers with the
correct answers.
1. What percentage of the world’s adults can read
and write? A. 83.7%. (More than two-thirds of the
world’s illiterate adults live in only eight countries:
Bangladesh, China, Egypt, Ethiopia, India,
Indonesia, Nigeria, and Pakistan.)
Source: http://www.indexmundi.com/world/literacy.
html
2. How many international students study in the
United States? A. In the 2011–2012 school
year, there were 764,495 international students
studying at colleges and universities in the U.S.
Source: http://www.iie.org/Research-and-
Publications/Open-Doors/Data/International-
Students/All-Places-of-Origin/2010-12
3. Is the number of U.S. students studying abroad
going up or going down? A. Going up—273,996
U.S. students studied abroad during the 2010–
2011 school year.)
Source: http://www.iie.org/Research-and-
Publications/Open-Doors/Data/US-Study-Abroad/
All-Destinations/2009-11
• Elicit from students a list of subjects that
international students want to study in the U.S.
Write the list on the board.
4  Chapter 1 Copyright © McGraw-Hill
Inter_LS1_TB_ch01.indd 4
Before You Listen
Best Practice
Activating Prior Knowledge
The prelistening questions activate students’ prior
knowledge. Activity 1 will help students relate their
own experience of meeting new people to the new
language in the chapter. When students activate their
prior knowledge before learning new material, they
are better able to map new language onto existing
concepts, which aids understanding and retention.
1 Prelistening Questions 
• As a class, look at the photo. Ask students to try to
guess what is happening.
• Read the questions with students. Go over any new
vocabulary to ensure that students understand the
questions.
• Have students discuss the questions with a partner.
• Compare answers as a whole class.
• As a whole class, make a list of phrases for
introducing someone, for example, Omar, this is
Ali./Amira, I’d like you to meet Fatima.
2 Previewing Vocabulary 
• Because this is the first chapter, take some time to
explain that previewing the vocabulary in this activity
will help students understand the conversation that
they will hear.
• Play the recording and ask students to listen to the
words.
• Have students work individually to complete the
sentences.
• Compare answers as a whole class and write the
correct answers on the board.
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Answer key
1. freshman  2.  hang out  3.  got into town
4. grab something to eat  5.  anybody else
6. stop by  7. suite  8.  in person
9. have got to go  10.  catch you later
Listen
3 Listening for Main Ideas  did Jack get into town? Where does Peter plan to
(The Audioscript follows Activity 5.)
• Read the directions with the class.
• Explain that these questions will help students focus
on the main ideas in the listening activity. They
do not need to understand every word to answer
the questions. Tell them to focus on what they do
understand, rather than worrying about what they
don’t understand.
• You may want to write the questions on the board.
This will make it easier for students to see the
questions as they are listening.
• Ask students if they have any questions.
• Ask students to close their books as they listen.
• Play the recording.
• After listening, have students write down their
answers quickly and then compare their answers
in pairs.
• Finally, go over the answers to the three questions
with the whole class. Ask students for specific words
or phrases they heard that support their answers.
ANSWER KEY
1. They met online, through the freshmen
Facebook group and saw each other when
they video chatted.
2. They are going to eat lunch.
3. Peter has to give his roommate a key to
their room.
Copyright © McGraw-Hill
Inter_LS1_TB_ch01.indd 5
Student Book pages 5–7
4 Listening for Details 
(The Audioscript follows Activity 5.)
• Tell students to look at the three true-false
questions. Make sure they understand what true
and false mean.
• Play the recording. Have students write down their
answers.
• Put students in pairs to compare their answers.
• Go over the questions as a group. Ask for
additional details from the conversation, e.g., When
spend his junior year?
Answer key
1. F  2. T  3. T
Stress
Focus 
• Read the instruction box about stress to students.
Ask them questions about stress (e.g., Which words
are usually stressed? How are the stressed words
spoken?).
• Read aloud the example sentences, stressing the
bolded words. Ask students to repeat.
5 Listening for Stressed Words 
• Play the recording again. This time tell students
to keep their books open. Have students repeat
the phrase or sentence and then fill in the blanks.
Students should fill in the blanks with the words that
they hear. If necessary, play the recording again and
repeat this step.)
• After listening, have students check their answers
with a partner. Then have each pair check their
answers with the Audioscript on page 214 in their
books.
Interactions 1 Listening/Speaking   5
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 PA R T
1 Student Book pages 6–8
• Next have students read the conversation with two
partners, paying attention to stressed words in their
pronunciation and intonation.
• While students are reading the conversation, move
around the room, giving students feedback.
Audioscript and Answer Key
Jack: Excuse me—Aren’t you Kenji? Kenji
Sato?
Kenji: Uh… Yes—oh hi—you’re Jack! Great to
meet you in person.
Jack: You looked a little different online…
Kenji: You too; you’re taller.
Jack: Well, I was sitting down when we video
chatted. So, um, have you met anybody
else? I mean from the freshmen Facebook
group?
Kenji: A few guys—not many. When did you
get into town?
Jack: I got here today—my place is full of
boxes… Oh, and Kenji, this is Peter.
Peter, Kenji.
Peter: Nice to meet you, Kenji…
Kenji: Nice to meet you.
Peter: Are you from…
Kenji: … from Tokyo —my parents are from the
island, Hokkaido, though.
Peter: Cool. I plan to spend my junior year in
Tokyo. Excuse me. Oh, that’s my new
roommate texting. He needs a key to the
room. Sorry, I’ve gotta go.
Jack: D'ya wanna eat with us first?
Peter: Nah, I can grab something to eat later.
Jack, where did you say you live?
Jack: Upstairs in Suite 33. Stop by sometime.
Peter: I will. Hope to see you, too, Kenji.
Kenji: Yeah, find me on Facebook. Kenji
Sato—S –A–T– O.
Peter: Okay. I will. Let’s hang out sometime…
Anyway, see you guys later. Have a nice
lunch.
Jack: Thanks. Catch you later.
6  Chapter 1 Copyright © McGraw-Hill
Inter_LS1_TB_ch01.indd 6
Reductions
Focus 
• Read the information in the box to students. Ask them
questions about reductions (e.g., What words are not
stressed in a sentence?).
• Read the unreduced and reduced forms to students.
Have them repeat the two forms after you.
• Point out the note at the bottom of the page.
Emphasize to students that the words in the reduced
pronunciations column are not used in writing. They
are simply spelled incorrectly here to mimic their
pronunciation.
6 Comparing Unreduced and 
Reduced Pronunciation
• Read the directions with the class.
• Play the recording of the sentences in Activity 6.
Ask students to repeat both forms after the speaker.
• Have students work with a partner. Have them take
turns reading the unreduced and reduced forms of
the sentences.
• NOTE: If your school has a language lab, this
activity (as well as all others that require oral
responses and/or repetition) is particularly suitable
for a lab setting where you can randomly monitor
students and give individual feedback.
Content Note
Some students may think of reduced forms
as incorrect. Emphasize that these forms are
commonly used in spoken English and it is
important to be able to understand them. It is not
essential for communication to use them, but if
they do not use reduced forms, their English may
sound too formal.
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 Student Book pages 8–9

7 Listening for Reductions 

Answer key
• Read the directions with the class.
Student A: 1. b  2. c  3. a
• Play the five recorded sentences. Have students
Student B: 1. c  2. a  3. b
repeat each one during the pauses in the recording.
• Tell students to fill in the missing words in the
activity. Remind them to write the full forms.
Pronunciation
• Check the answers together as a class.
• Put students in pairs. Have them take turns reading
the sentences with reduced pronunciation.
The -s Ending 
• Read the instruction note in the box.
Audioscript and Answer Key
• Play the recording. Have students listen and repeat.
1. What did you do last weekend?
2. We’ve got to study tonight.
9 Distinguishing Among -s Endings 
3. Jack, do you want to eat at the cafeteria?
4. I can meet you in half an hour. • Play the recording. Tell students to write down the
words that they hear in the left column.
5. Aren’t you finished with the test yet?
• Play the recording a second time. Tell students to
listen carefully to the final -s. Tell students to check
the appropriate box at the right.
After You Listen • Check the answers as a class.

8 Reviewing Vocabulary 
Audioscript and Answer Key
• Review the vocabulary items in this activity.
Remind students that these are words from the 1. plays /z/
conversation they listened to in Activities 3, 4, and 2. misses /iz/
5. If possible, ask students to recall the sentence 3. hopes /s/
from the conversation that contained these words.
4. stops /s/
freshmen
grab something 5. drives /z/
hang out 6. phones /z/
in person
7. washes /iz/
junior
stop by 8. summarizes /iz/
suite 9. mothers /z/
• Put students in pairs. Tell them to decide who will 10. puts /s/
be Student A and Student B.
• Have each student look only at his or her page as
instructed in the directions in the Student Book.
• Have students ask and answer the questions.
• Check the answers as a class.

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1 Student Book pages 9–11
10 Pronouncing -s Endings  11 Making Introductions
• Give students time to read the directions and the
questions.
• Call students’ attention to the photo and ask a
volunteer to read the sentences beneath it. Point
out the -s endings in the sentences and tell students
to focus on these as they complete the activity.
• Put students in pairs.
• Tell students to take turns asking and answering
the questions. Students who are answering the
questions should close their books and listen to the
questions, not read them.
• While students are doing the activity, walk around
the room and monitor the pronunciation of /iz/, /s/,
and /z/.
Using Language Functions
Culture Note
• Read aloud the information in the box.
• Ask students to compare this information with
introductions in their own culture. Is it the same?
8  Chapter 1 Copyright © McGraw-Hill
Inter_LS1_TB_ch01.indd 8
 
• Have students sit in a circle. If they can’t sit in a
circle, you can try having them stand in a circle.
• Read the directions (Steps 1–4) to students.
• Give each student a card. Tell students to write
their names on the cards.
• Tell students to ask the questions in Step 3 to a
student next to them. (Or you may choose to elicit
different questions from students and write them on
the board for them to use.)
• Have students move around the room, introducing
their partner to the other students, using
expressions from the Focus box on page 10.
• Now read Step 5 to students.
• Read through the expressions given in Step 5 with
your students and practice saying them.
• Tell students to walk around the room using the
expressions to find out the names that they have
forgotten.
Culture Note
• Read the Culture Note on page 11 with the class.
• Ask students to paraphrase the information in
the box. On the board, write two columns labeled
Do’s and Don’ts. Have students give you items
for both columns.
• Compare this information with introductions in
students’ culture(s). Are the same topics impolite
there? If not, what topics are impolite in their
culture?
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 Student Book page 11

Best Practice REPRODUCIBLE Expansion Activity

Interacting with Others • Please see Black Line Master “Who Will You Be
Activity 12 is an example of collaborative learning in 20 Years?” on page BLM 1 of this Teacher's
to encourage fluency and confidence. In these role- Manual.
play activities, communication is more important • Photocopy and distribute one copy to each
than grammar. Students can practice the role- student.
plays in pairs and then improve their performance
• In Part 1, give students five minutes to write down
by switching roles or partners. By the time they
notes on their future life. They should describe
perform the role-play for the class, they should feel
where they will be living and what they will be doing.
more confident in the use of the new language.
• In Part 2, put students in pairs. Read the
directions and the example for the pair interview
to them. Give students five minutes to interview
12 Role-Play: A First Meeting  each other.
• Read the directions from Part 3. Have each pair of
• Read aloud the introductory information to the students walk around the room introducing their
activity. Ask students a few comprehension partner’s future self to other pairs of students.
questions to make sure they understood, e.g., Do
David and Matt know each other? (only through • After 10 minutes, have students sit down.
Facebook) Have they met in person before? (no) • Tell students to fill out the chart in Part 4 with
What do they have in common? (They go to the information about other students’ future lives.
same school. They are Facebook friends.)
• Have students work in pairs to create a
conversation between David and Matt when they
bump into each other.
• Once they have prepared their conversation, ask
pairs to practice it so they can remember what to say.
• Have students act out their skit in front of the class.
Ask them to leave their papers at their desks so
they don’t read them.

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 PA R T
2 Presentation: Freshman Workshop Student Book pages 12–13
Before You Listen
1 Prelistening Questions 
• Read the directions with the class. Check
understanding of the term college counselor. Elicit
from students what this person does.
• Read aloud the questions. Make sure students
understand the questions. If students have
questions, have another student answer, or
give a paraphrase of the question to help them
understand.
• Have students work with a partner to read and
answer the questions.
• Ask a few volunteers to share their answers with
the class.
2 Previewing Vocabulary  and organize information while they are listening
• Read the directions with the class.
• Play the recording and have students listen to the
sentences, paying close attention to the underlined
words.
• Ask students to work individually to match the
underlined words in the first column with their
meanings in the second column. Tell students to
use the context to guess the meaning of words they
don’t know.
• Have students compare their answers with a partner.
• Check answers as a class.
Answer key
1. a  2. g  3. b  4. e  5. c  6. d  7. f
Culture Note
Read the information in the box with the class.
10  Chapter 1 Copyright © McGraw-Hill
Inter_LS1_TB_ch01.indd 10
Listen
Strategy
Hints for Taking Notes
Go over the Hints for Taking Notes box on
page 13 with students. Give students some
time to ask questions about the hints.
Best Practice
Organizing Information
Activity 3 uses a graphic organizer in the form
of note taking to categorize information. Taking
lecture notes encourages students to process
and also provides a record for them to refer to
when they are studying later. This type of graphic
organizer emphasizes listing and categorizing
skills. Other types of graphic organizers are used
throughout the book.
3 Listening for Main Ideas 
• Have students look at the photo for this activity.
Ask them to describe what is happening.
• Tell students that they are going to listen to a long
listening passage. Tell them that they will need to
listen carefully and take notes. Tell them to get out
a sheet of paper and a pencil.
• Play the recording of the counselor’s presentation.
Give students a few minutes to write their notes.
Walk around the room helping students concentrate
only on the main ideas.
• Play the recording a second time. Give students a
few more minutes to polish their notes.
• Have students compare their notes with a partner.
• Have students look at the Main Ideas box. Tell them
to compare their notes to the notes in the box.
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Audioscript
Lecturer: Good morning. We want to welcome all
you new students to this workshop on
“Tips for Success” here at Faber College.
I’m Terry Sargent, one of the counselors
at Student Support Services. Today,
we’ll get started by talking about “time
management” and later give you some
ideas on good study skills.
Well… In high school, both your
teachers and parents made sure you did
your homework, got to school on time,
and studied for your exams, right? They
pretty much managed your schedule,
your time. But in college, guess what:
you’re on your own. Students have a lot of
freedom here, and that’s not always easy
to manage.
So here is tip number one: use a calendar
or daily planner. Either online or off.
Don’t try to keep your schedule in your
head. Write down your weekly schedule
for everything: classes, social plans,
exercise or sports, and appointments.
For important things like deadlines or
meetings, set your smartphone to remind
you a day before, or an hour before.
Tip number two: make a to-do list every
day. Write down all the things you plan
to do that day, or put them in your cell
phone. Start with the most important
first. But don’t put too many things on
your list – keep your goals reasonable.
When you finish something, cross it off
your list. Before the day ends, try to start
a new list for the next day.
And finally, tip number three: learn to
say no. There are so many cool things
to do on campus, so many new friends
to hang out with—it’s hard to stick to a
schedule. But sometimes it’s necessary to
just say no and do what you planned.
Any questions so far? Sure? …OK, then,
let’s move on to the next topic.
Copyright © McGraw-Hill
Inter_LS1_TB_ch01.indd 11
Student Book pages 13–14
4 Listening for Specific Information 
(The Audioscript follows Activity 3).
• Point out to students the Main Ideas and Details
note-taking space.
• Tell students that they are going to listen to the
presentation again and fill in the details in the space
for note-taking.
• Play the recording again. Have students fill in the
lecture details.
Answer key
Speaker: Terry Sargent
Time management tips:
• Use calendar / daily planner
Write down your weekly schedule for everything.
Set your smartphone to remind you of important
deadlines or meetings.
• To-Do list
Write down everything you need to do each day
and cross it off when you finish it.
• Say no
Stick to your schedule and do you what you
planned.
After You Listen
5 Summarizing Main Ideas 
• Read the directions and the Example aloud to help
students understand the task.
• Put students into pairs. Tell them to take turns
summarizing the presentation as their partner
listens. Tell them to use their notes to help them
with their summary.
Interactions 1 Listening/Speaking   11
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2 Student Book page 14
6 Reviewing Vocabulary  REPRODUCIBLE
• Tell students to read the five questions in this
activity and ask questions about anything they don’t
understand.
• Put students in pairs. Tell them to take turns asking
each other the questions. Tell them to use the
underlined words in their answers.
• If necessary, do the first question as a class, as an
example. Ask a student to read aloud the question.
Give an answer using the vocabulary words manage
and schedule.
• At the end of the activity, ask students to share
their answers with the class. Check and provide
feedback on their use of the vocabulary words.
Best Practice
Cultivating Critical Thinking
The following Expansion Activity is an example
of a collaborative team activity resulting in a final
product. This type of activity requires students
to process the information they have learned
and apply it to a new situation. This involves
reinterpretation, synthesis, and application of
concepts. The process helps students evaluate
whether they have understood the new material
and helps them remember it better.
12  Chapter 1 Copyright © McGraw-Hill
Inter_LS1_TB_ch01.indd 12
Expansion Activity
• Please see Black Line Master “Campus Tour” on
page BLM 2 of this Teacher's Manual.
• Photocopy and distribute one copy to each
student.
• Read the directions to students. Tell students
that, for homework, they must walk around their
campus and list the places on campus that are
important for new students. If their language
school is not on a college campus, have students
walk around the area near their school.
• Tell students to write down important details for
each item on the list (e.g., Library–Open every day
from 9:00 a.m. to 11:00 p.m.).
• When the class meets again, put students in
small groups. Have them discuss their lists and
construct a common list for the group. They
should write their common list on a separate
sheet of paper.
• At the end of the class, have students turn in their
common lists and details.
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 PA R T
3 Strategies for Better Listening and Speaking Student Book page 15

• After the recording is finished, check answers

Best Practice
as a class.
Scaffolding Instruction
The Focus on Testing activity raises metacognitive
awareness of learning strategies. To understand
a body of text, we use context clues to work out ANSWER KEY
the main idea. The activity asks students to piece
Answers Clues
together individual words (or clues) to understand the
overall meaning of the conversation, or the main idea. 1. A hungry, crowded, lunchtime
By asking students to identify the context clues, they
are guided through the steps of developing this skill. 2. B buy, “Introduction to Economics”, cheaper

3. C gym

4. B texting, third time, Skypes, emails,

thousand questions
Using Context Clues 
5. A worrying, test tomorrow, deadline, forgot
• Tell students to read the instruction note under
Getting Meaning from Context.
• Point out to students that this is a Focus on Testing
activity. The skill taught in this activity will help
students with standardized tests, such as the TOEFL® Audioscript
Internet-Based Test (iBT). Part 1
• Ask students to summarize the information in the Peter: Wow, look at that line. Are you guys sure you
instruction note to you. Clarify the information want to wait?
whenever it is necessary. Kenji: Uh, I’m hungry, but I hate waiting. Is there
another place that’s not so crowded?
• Read the directions to the activity aloud. Ask students
Jack: They’re all crowded right now. It’s lunchtime.
to look at the photos and identify each person.
Question 1: Where are the students?
• Show students the chart on page 16. Tell them that
Peter: Okay. Let’s eat here. At least this cafeteria has
they will hear five conversations. They will listen to better food than the others on campus.
the beginning of each conversation and then hear a
question. They must choose the correct answer from Part 2
the chart and fill in the bubble. Then they write the Kenji: It took me over an hour to buy “Introduction
context clues which helped them choose the correct to Economics” this morning.
answer in the column to the right. Jack: Really? I just got mine online. It’s so much
easier.
• Play the first part of the recording. Since this is the
Peter: Me, too. I just go to websites like Amazon or
first time they are identifying context clues, listen to ecampus.com. They’re cheaper, too.
just the first part of the first conversation. Stop the
Question 2: What do Jack and Peter buy online?
recording after the question and have students fill in
Kenji: Thanks for the tip. I already bought my
the bubble of the correct answer and write down the
textbooks for this term, but I’ll buy them
context clues. Elicit the clues from students and write online next semester.
them on the board to make sure students understand
the concept of context clues.
• Play the rest of the recording, having students
complete the answers and clues.

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Copyright © McGraw-Hill Interactions 1 Listening/Speaking   13

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3 Student Book pages 15–17
Part 3
Kenji: So what other tips do you have for me?
Peter: Do you work out?
Kenji: Yeah. Why?
Peter: Well, the gym gets super crowded in the
evening. Not a good time to work out then.
Question 3: What is the meaning of “work out”?
Kenji: Oh, I see. But I like to exercise outside, not in
the gym. I’m a runner.
Part 4
Jack: Oh, my mom is texting again. This is the
third time today.
Peter: I know what you mean. My dad Skypes me
whenever he knows I’m online.
Kenji: Oh, yeah. My mom sends these long emails,
asking a thousand questions.
Question 4: What can you guess from this
conversation?
Jack: When will they stop worrying about us so
much?
Part 5
Peter: Speaking of worrying, I have a huge history
test tomorrow. And a deadline for an English
essay. I’m not going to get much sleep.
Jack: Hey, what about the freshman barbecue
tonight?
Peter: Oh, yeah. I forgot about that. I’ll stop by for
a little bit.
Question 5: What can you guess about Peter?
Jack: Uh, Peter, I think you need to learn to
manage your time better. Skip the barbecue.
Talk It Over
14  Chapter 1 Copyright © McGraw-Hill
Inter_LS1_TB_ch01.indd 14
1 Using Body Language 
• Read the directions aloud. Point out the photos on
page 17.
• Put students in groups.
• Have groups discuss the meanings of the gesture
shown in each of the nine photos.
• When groups have finished discussing, check
answers as a class. Note that students’ answers may
vary slightly, although the general meaning should be
the same. Sample answers are included below.
• If there is time, elicit from students other gestures
that are important in their cultures. (Tell them to avoid
gestures that have an offensive or bad meaning.)
• Point to the directions beneath the photos. Arrange
students into different groups. Have them use body
language to act out the five situations.
• After five minutes, have various students come to the
front of the class and act out one of the situations.
The class guesses which situation is being acted out.
Answer key
1. The man doesn’t understand, or doesn’t
know the answer.
2. The man is late or is upset that someone
else is late.
3. The woman is telling someone to call her.
4. The man is telling someone to stop or wait.
5. The boy is telling someone to be quiet, or
keep something a secret.
6. The woman is trying to get the server's
attention.
7. The man is happy about the result of
something.
8. The man is unhappy about the result of
something.
9. The woman is surprised about something.
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4 Real-World Tasks: Using Voice-mail Messages Student Book pages 18–19
Best Practice
Making Use of Academic Content
Activity 1 exposes students to situations that
they will face in an academic setting. The phone
messages include communications with college
friends, university departments, and fellow
students.
1 Listening to Voice-mail  Library closes at 4 next week. (Jennifer, ext.
• Point to the notepad with the first message. Read
aloud the message from Jumi. Play the recording of
the example voice-mail message.
• Read the directions and show students the six blank
telephone message forms. Tell students that as
they hear the six messages, they must write down
the important information.
• Play the first message. Have students write down
the important information.
• Play the other five messages, pausing between each
message if necessary to give students time to write.
• Put students in pairs. Have them compare and
discuss their notes about the messages.
• Play the six messages again, this time without
pausing between messages. Have students check
their answers and adjust them as necessary.
• Check the answers as a class. Check that students
only include the most important information. Sample
answers are provided below.
Answer key
1. Ming: Kathy Jones called; part-time job at
bookstore, putting out textbooks. Call her at
555-3000, ext. 231 for interview on Friday.
2. Ming: Ellen called. Dinner tonight is now at
Kim's Tofu House, corner of Telegraph and
23rd St. Get there by 7.
3. Jack: Call Jon Gold at Eagle Insurance. If no
accidents in 2 years, insurance is $1200/
year. If he's out, talk to Bill at ext. 3451.
Copyright © McGraw-Hill
Inter_LS1_TB_ch01.indd 15
4. Jack: Tell Larry: Doug will give him ride to
baseball game tomorrow. Meet at 4:00 at
entrance to campus parking lot A.
5. Peter: Steve at State Street Wheels called:
You can pick up your bike before 7:30 today.
Frame = $35, seat = $27, total = $68 with
tax.
6. Peter: Your cell phone is at library: info desk
on main floor. Need photo ID to pick it up.
5402)
Audioscript
Operator: Your call has been forwarded to an
automated voice messaging system. “Ming
Lee” is not available. Record your message
after the tone.
Example:
Jumi: Hi, Ming—this is Jumi from Math class.
I’m still sick, so I’m going to need the
homework assignment for Monday. If you
have time, can you call me before 11 at 555-
6639? You might have the number—that’s
my cell. Thanks a lot.
Message 1
Kathy: Hello, Ming. This is Kathy Jones. Sue
Chen said you were looking for a part-
time job. I might be able to offer you a
little work at the bookstore. We need
someone to help put out textbooks for
next semester. If you can, give me a
call at 555-3000, extension 231. I’d like
to schedule a brief interview with you
sometime Friday.
Message 2
Ellen: Hi, Ming—it’s Ellen. I’m really sorry
about this, but I had to change the
restaurant for our dinner party—the new
restaurant is Korean—it’s called Kim’s
Tofu House, and if you don’t know it,
it’s on the corner of Telegraph and 23rd
Street. The reservation’s still at 7 tonight.
See ya there.
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 PA R T
4 Student Book pages 18–20
Operator: Your call has been forwarded to an
automated voice messaging system. “Jack
Leeds” is not available. Record your
message after the tone.
Message 3
Jon: Hi, Jack. This is Jon Gold at Eagle
Insurance getting back to you about your
car insurance. I think we can insure you
for $1200 a year, if you haven’t had any
accidents in the past 2 years. Call me—
if I’m not here, you can talk to Bill at
extension 3451.
Message 4
Doug: Yo, Jack, dude. Doug here. I’m trying
to reach your cousin, Larry, but I can’t
find his number. He wants a ride from
campus to the baseball game tomorrow
afternoon. If you could let him know
to meet me around 4 at the entrance to
campus parking lot A—that would be
awesome.
Operator: Your call has been forwarded to an
automated voice messaging system. “Peter
Rivera” is not available. Record your
message after the tone.
Message 5
Steve: Hi, Peter—it’s Steve at State Street
Wheels. Your bike’s ready. To fix the
frame was $35, and the seat we put on
was an additional 27—the total’s about
$68 including tax. You can pick it up
anytime today until 7:30.
Message 6
Jennifer: Hello—this message is for Peter Rivera.
You left your cell phone at the library—
anyway, don’t worry—we’ll hold it here for
you at the information desk on the main
floor. This is Jennifer, extension 5402, but
any of the information librarians can get it
for you. I’m putting it in a white envelope
with your name on it. You’ll need a photo
ID to pick it up. And, uh we’ll be closing
early, at 4, all next week for the break.
16  Chapter 1 Copyright © McGraw-Hill
Inter_LS1_TB_ch01.indd 16
2 Summarizing Phone Messages 
• Read the directions aloud. Make sure students
understand that they will need to look at the notes
they wrote for each voice-mail message in Activity 1.
• Have two students read the example conversation
about the message from Jumi.
• Put students into pairs. One student summarizes
the phone message while the other asks questions.
Tell them to take turns summarizing. Make sure that
they only use their notes as a reference.
• Call on a few volunteer pairs to role-play their
conversations for the class.
Strategy
Telephone Numbers
• Read and explain the information in the
Strategy box.
• Write several sample telephone numbers
on the board. Read the first one, modeling
correct pausing and intonation. Have
students read it together after you.
Explain to students that sometimes the
last four numbers are said individually or in
pairs. For example, in 555-4257, the last
four numbers may be pronounced four-
two-five-seven or forty-two-fifty-seven.
• Choose students to read the remaining
telephone numbers on the board. Give
feedback on how they say the number.
3 Calling for Information 
• Read the directions aloud.
• Point to the blank Parking Permit Application form.
Have students read it and notice the information
that they will be listening for and filling in.
• Play the recording of Jack's conversation with the
administrative assistant at Faber College.
• Have students fill out the form while they listen.
Play the recording again as necessary.
• Students will check their answers in Activity 4.
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Audioscript
Jack: Hi, I’m calling about a parking permit.
Admin: Yes, you know you can get one online.
Jack: I know… but it wasn’t clear from the
website if parking lot nine is still available.
Admin: Yes, it is. I can take your information now
to hold a space, if you like.
Jack: Great.
Admin: Your last name and student ID, please.
Jack: Jack Leeds—that’s L as in Luke, E like
Edward, E Edward, D like Dan, S as in
Sam. And my ID is, K like Kangaroo, Y as
in Yahoo, 6459.
Admin: KY6459? And you’re Jack Leeds?
Jack: Correct.
Admin: OK, I’ve got you on my screen… What’s
the year, make, and model of your car?
Jack: It’s a 2009 Toyota Corolla.
Admin: License plate?
Jack: California plate AWJ one thirty.
Admin: AWJ one thirteen…
Jack: Sorry it’s one, three, zero.
Admin: OK. That’ll be $140 for the semester or
$275 for the year.
Jack: Just for the semester. Can I pay today at
Campus Park ing Services?
Admin: That will be fine. Just be sure to pay
and pick it up before tomorrow evening,
alright?
Jack: Great—thanks for the help. Bye.
Admin: Bye.
4 Role-Play  • Put students in small groups. Ask students to
• Tell students to read the directions.
• Put students in pairs to check their answers in the
parking permit application form. Tell them to refer
the Audioscript on page 218 in their books if they
have any questions.
• Have one student play the role of Jack. The other
student plays the administrative assistant.
• Tell the student who is playing Jack to call the other
student to begin the role-play.
Copyright © McGraw-Hill
Inter_LS1_TB_ch01.indd 17
Student Book pages 20–21
• Ask for a few pairs of students to perform their
role-play. Check their answers as they perform.
Answer key
Parking Lot requested: 9
Permit Holder: Name: (last) Leeds (first) Jack
Student I.D.: KY6459
Vehicle: Year: 2009 Make: Toyota Model: Corolla
License Plate: Number: AWJ 130 State: California
Permit issued for: Semester: X (or) Year: ______
Amount Due: $140
Self-Assessment Log
• The Self-Assessment Log at the end of each
chapter helps students track their own strengths
and weaknesses and also encourages them to
take ownership of their own learning.
• Explain to students that thinking about their
learning can help them decide what to focus on
in their lessons and homework, and help them
chart their progress.
• Read the directions aloud and have students
check the vocabulary they learned in the chapter
and are prepared to use. Have students check
the strategies they practiced in the chapter and
the degree to which they learned them. Have
students work individually to complete the
sentences at the bottom of the page.
find the information or an activity related to each
strategy in the chapter.
• Tell students to find definitions in the chapter for
any words they did not check.
• If possible, meet privately with each student
on a regular basis and review his or her Self-
Assessment Log. This provides an opportunity
for the student to ask key questions and for you
to see where additional help may be needed and
to offer one-on-one encouragement.
Interactions 1 Listening/Speaking   17
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