e eon ig Be c o U R S E BO O K Virginia Evans -Jenny Dooley 1Contents ee ee Bese ES cig rl ha ce elemdral rises i s ‘the verb have (got); the verb can people's appearances: Intemet advertisements for — Aftiead in Ned..(op.12-17) billy, pote requests) ‘Sites; colours pemftende; Culture Point — people around the world there isthere are; tisthese -thatithose; houses/nomes; furiture & ‘advertisements for houses; Cuture plurals (-s, 28): prepositions of place appliances Point — houses around the world {in ont of, in, on, next to, behind, under) STORY 1: THE LOCH NESS MONSTER — EPISODE 1: THE ACCIDENT (pp. 24 - 25) unr 4 possessive case; possessive adjectives/ family relationships; free-time _letters to pentrionds ‘ike Father, ke Son (pp. 26-1) pronouns; whasefwho's: present simple actives; days of the week MODULE SELF-ASSESSMENT 1 — UNITS 1, 2, 9, 4 (pp. 32-33) mS adverbs of frequency: preposiions of daly ouinesttingthe time; _arcle about a person's daly route; an ary Bed or aight Ow? time (et, in, on) ‘months: prosicans of jobs Culture Point — opening hours (pp. 84-3) in Holana lino _aveston words: iroguar nouns describing animals; colours; facts about animals sizes | STORY 4: THE LOCH NESS MONSTER - EPISODE 2: THE WRONG PHOTOGRAPH (pp. 46 - 47) 2 ‘et ‘present continuous; ‘Wester condionsjeirat, postcards to ands while on olay, | (pp. 48-53) present continuous vs present simple clothes: ‘Culture Point — weather in i vatious counties = urls; countbieuncourtable nouns; «types tfoociinks: meals; —_edverisement for arestura m.54-59) alan/some; how muchlhow many. @ few! restaurants ‘Culture Point — eating habits Sn) (ates corre inverious counties MODULE SELF-ASSESSMENT 2 — UNITS 5,6, 7,8 (pp: 60-61) unr 9 asiver; hac cult prepostions cfplace _ pacesbuicngs now eric outa place then and now ‘Times Change... (pp. 62 - 67) {fn front of, apposite, next fo, on, between, etc) giving directions: abities ‘Culture Point — ie in ancient Rome STORY 2: THE EXPEDITION — EPISODE 1: THE WATERFALL (pp. 63 69) S UNITIO past simple: asking questions famous people and thelr Diana Spencer (biography) “ 0 of Fame (pp. 70-75) achievements; fll datos Backstreet Boys - EEE ees — —— 8 fotmoverentadecives’ danger & emergencies fok tale from Holand 3 s z comparisons; quto, 00, vary, much townsite: ance about LA; Cuture Pont — Meet New: transport; holidays ‘Stratford-upon-Avon: 2-87) STORY 2: THE EXPEDITION ~ EPISODE 2: THE JIVARO INDIANS MODULE SELF-ASSESSMENT 3 — UNITS 9,10, 11,12 (pp. 90-911 UNIT 13 ‘be going to; wi present continuous future piang\intentons: letter to a tiend about Time will Tell (pp. 92 - 97) (tuture meaning); tithere will be ‘arrangements; future predictions summer plans; horoscopes 3 should'shouldn’t (advice), must (obligation), the environment; health tips: leaflet alving advice on how to > ‘mustn't (prohibition), can (giving permission), house rules/school rules protect the environment; Culture : ‘can't (refusing permission) Point — tips for traveliers © unre ss present perfec; revision of lenses hoidays/sighseeing letter toa fen: Cutie Point — Take a Bren (p14 - 109) describing a city ‘ping in Amorica STORY a: erRANam vistrons inp. 110-119) MODULE SELP-ASGESSMENT © UNITS 43,14, 16 (pp- 114. 118) InREOULAR VEnes p16) puoro rir scrion CULTURE CLIPS (pp, 153 163) 2. tatenican encuishoniion ENGLISH QUIDE pp. 164-166)days you like/hate; talking about a person; Pronunciation — /s) /2/, zl talking about changes in a place: talking about past abilties; Pronunciation ~ j,i) ‘advice about healthy living; house rules, school rules; Pronunciation — // pronounced or silent ed ‘reetings; saying goodbye ‘asking for and giving addresses ‘and phone numbers: identiying peopte “teling the time ‘asking about pets ‘buying clothes ‘ordering food; acceoting/refusing offers iving directions; asking for information asking personal questions about ‘the recent past ‘Feporting emergencias ‘making comments; making suggestions aceepting/retusing invitations giving advice; ivinglrefusing permission; ‘expressing obilgation/prohibition reservation; ‘out; buying souvenirs Project — famous landmarks; introducing ourselves and other people Project ~ descriptions of people: an Internet advertisement for a pen-‘riend Project — letter to a friend describing your house and room; advertisements for @ houseiflat to rent Project — family tee; alletier toa pen-triend Project — opening hours in your country; article about a celebrity's daily routine Project — descriptions of animals; facts about animals. Project — aifferont seasons in your country; a posteard to a friend Project — article about eating habits in Britain; ‘acvertisement for a restaurant Project — what you were ike at the age of seven: a ‘then-and-now’ article Project — biography of Mozart; biography of Vivaldi Project — beginning/ending for a story; story about a fre Project — description of your town; article describing Antwerp Project — next week's horoscopes; letter to a friend about your future plans Project — letter giving advice; leaflet giving advice to people at the beach Project — letter toa friend: latter toa friend from ‘a holiday destination reporting your experiencesIntroduction Enterprise 1 Beginner is @ complete course for students study- ing English at beginner level. it provides them with extensive, systematic and wellintegrated practice in the productive and receptive skills necessary for successful communication in bot oral and written forms of the language. The course embodies a mutt-syllabus approach and a wide variety of presentation methodology. Traditional emphasis on systematic learning of grammar and vocabulary is balanced with practice in communicative language use, the methodical development of linguistic sub-skils, and attention to details of speling and pronunciation. Gracied, structured material which {aciitates learning is balanced with more authentic, unsimpliied material which encourages language accuistion. Controlled practice leads trom the initial leaming of language items to genuinely communicative and creative activities. The course consists of fifteen units in four modules and a variety ‘of supplementary material, including @ workbook. In total, Enterprise 1 Beginner may be covered in 70-75 teaching hours, Each unit ensures coverage of a core of common, useful lan- ‘guage related to topics of general interest with which students need to be familiar. The units follow the seme basic structure, outlined below: ‘© Lead-in sections draw on the students’ knowledge of the given topic while previewing the new items of vocabulary and grammar to be leamt in the unit. The section ends with a listening activity, requiring students to listen to a recording of the reading text and complete a task, such as checking information, muitiple matching and so on. This prepares students for the reading text which follows, by familiarising them with the gist of the passage. ‘© Reading sections consist of 50- to 150-word texts on factu- al topics, reflecting authentic types and styles of writing These texts allow students to develop sub-skills such as reading for gist or for spectfic information, and present new vocabulary in a meaningtul context © Language Development sections formally present new vocabulary and grammar items, and practise them in a stimulating and balanced variety of tasks, These include listening and speaking activities to ensure the integrated development of skills, and incorporate the teaching of Notions such as sequence, purpose and so on. * Vocabulary sections practise and extend the vocabulary introduced in the reading text, through various types of exercises. A particular feature of the book is the teaching of collocations, helping students to remember vocabulary items as parts of set expressions. © Grammar sections present grammar items clearly and, concisely, and reinforce students’ understanding of these through grammar exercises. A range of activities then provide controlled practice leading to free use of the ‘grammar items in genuine language tasks ‘* Reading and Listening sections deal with meaningful texts on authentic, cross-cultural topics: These texts exploit the intrinsic interest of the subject matter as well as providing relatively unsimplfied language to cater for language acqui- sition. The listening tasks improve students’ listening skills while preparing them for the reading tasks, which involve such skills a8 scanning for information, selecting relevant sections of texts and s0 on, Pronunciation activities help students to recognise sounds and reproduce them correctly. Intonation is regularly modelled and practised in numerous dialogues throughout each unit. Ail pronunciation exercises are on the cassettes, aecompanying the coursebook. Communication sections provide varied practice involving meaningful exchanges which resemble reat-life communication, and include language functions (ie. offering, suggesting, etc.), the standard expressions associated with communicative situations (i.e. ordering a meal, travel arrangements, etc), and. sociolinguistic features such as the polite expressions appropriate to “frienaly” or formal social contexts, Writing sections provide more extensive practice and consolidation of new language items. Writing tasks are thoroughly prepared beforehand, following guided practice of the language to be used, and based on the model provided by the initial reading text. Additionally, a listening activity ingeniously provides the information and plan to be followed, ensuring systematic, controlled development of writing skills. All writing actives are based on realistic types and styles of writing task, such as letters, escriptions, stories, articles and so on. Module Self-Assessment sections after every fourth unit reinforce the students’ understanding of the topics, vocab- Ulary and structures presented in the previous units. The material has been designed to help students learn new lan- guage in the context of what they have already mastered, rather than in isolation. Three entertaining adventure stories in a ‘comic strip’ format, presented in two episodes each, invite students to read for enjoyment and provide invaluable consolidation by means of an alternative approach, Culture Clips The coursebook is accompanied by: a} an easy-to-use Teacher's Book with full answers to the exercises in the Student's Book, useful suggestions for presenting and conducting the exercises, and four tests (each in two different versions); b) Class audio cassettes or audio CDs containing all lis- tening activities, and Student's audio cassettes or audio CDs; ©) Enterprise Beginner Workbook in which students can revise, consolidate and extend their language learning through a variety of engaging tasks. 4d) Enterprise Beginner Test Booklet containing nine write- in tests, a Mid-term test and an Exit test, which aim to assess students’ progress throughout the course.