Virginia Evons-Jenny Dooley Express PublishingENTERPRISE | COURSEBOO K Beginner Virginia Evans - Jenny Dooley @\ Express Publishing7 STORY 1: THE LOCH NESS MONSTER ~ EPISODE unin Uke Father, tke Son (pp. 26 31) MODULE SELF-ASSESSMENT. Bee wooute 2 MODULE SELF-ASSESSMENT. unrro ‘ines Change... 62-67) ‘STORY 2; THE EXPEDITION ~ EPISODE 1: THE WATERFALL ( STORY 2: THE EXPEDITION ~ MODULE SELF-ASSESSMENT Toru m UNIT 44 ‘os ana Don's (pp. 98 - 103) eT mn STORY 2: STRANGE VISITORS (p MODULE SELF-ASSESSMENT IRREGULAR VERBS (p. 116) PHOTO FILE SECTION Contents. ee ee ar the verb to be counties & nationaltios; introducing people 4 crdinalcardinal numbers; jobs the verb have (got; the verb can people's appearances: Intornat advertisements for (abilly, polite requests) abilies; colours ppen-fiends; Culture Point — people around the works there isthere are; tisthese-thatthose; __houses(homes: future & advertisements for houses; Cute Plurals (5,28): prepositions of place appliances, Point — houses around the world fia tont of, in, on, next fo, bohind, uncer) ‘THE ACCIDENT (pp. 24 +25) possessive case: possessive adjectives! family relationships: free-ime _letors to perrionds ponouns; whosefvho's; present simple actives: days of the week += UNITS 1, 2, 3,4 (pp. 32-39) adverb ol fequeey;prepostone cf clr: eingtho tine; atl abott apr daly a. ine er mon tonne; proscar orbs, Gunre rent open hous info aes BRS asin, Tt sexe i cn STORY 1: THE LOCH NESS MONSTER ~ EPISODE 2: THE WRONG PHOTOGRAPH pp. 6 - 47) . ‘present continuous; ‘weather conditionsiclimata; ‘postcards to tiands while on holiday: freson comin precortsinle ates Eckaro Pont weaherin veto conan plus; courbieuncoutabe nurs: ypesctfoodinks mens; axes a retarant [itso how chown sti taunt Cue Fost ~ sng has Sie: cometary invefove onion 2 UNITS 86,7, 8p. 80-6 wesw; ct cole peposRos ciples paceulngsinatonn alae pie hen ae rout (én front of, opposite, next to, on, between, etc) giving directions: abilities. ‘Culture Point — life in ancient Rome st simp aking aston ‘eros peopl ann ara Ssencer oat) chevron tenes Sasaveet Soe ing srt: fing & ection: ato Cates Pot Eee tre oes tanger 8 eergercis Toke fo Hota deinen qu oa vq, mich tore anica about LA; Cute Pkt tenon Seed orn {SDE 2: THE SWVARO INDIANS (pp. 88 2 UNITS 8, 10, 14,12 fp. 0-91) te gol wih prenert contruows ‘tre lantenons letra about ie mening es ibe branganents; te edtine surier par; hrseapes shouklehoui ade, mest gai), te ervrcrmer heal ps; ‘lett ghng advice on how Tara one. cor oni pany, hae acess fret te srvonmert tre Sant going poms) Ft me revere frisntpafect von fl ereos—_toidlgissng leet aren Cutie Pont — esrb ety ‘opr in Anerce 410-413) = UNITS 13,14, 15 Ippe 4 115) CULTURE Lire (pp. 159-163) 2 hitentcaN ENGLICN-ORMish ENGLISH GUIDE (pe 164 166)Ss | federico “Oe ‘days you like/hat: talking about a person; Pronunciation ~ I, 2/ ‘talking about changos in a place: talking about past abilies; Pronunciation ~ (si, ‘2dviee about healthy ving; house rules, schoo! rules; Pronunciation — /+/ pronounced or slant ‘Greetings; saying goodbye asking for and gving addresses {and phone numbers Iontiying people “olin the time ‘asking about pets ‘buying clothes ‘ordering food: ‘acceptingirlusing atfrs ‘ghing directions: asking for information ‘asking personal questions about ‘the recent past “reporting emergancias ‘making comments; ‘making suggestions acceptingirefusing invitations giving advice: ivingrretusing permission: ‘expressing obligaton/prohibiton “making a reservation; 1g sb out buying souvenirs Project — famous landmarks; introducing ourselves and other people Project — desctiotons of people; ‘an Internet advertisement fora pen-fiend Project — ‘and room: advertisements for a housoila to rent ter 10a fiend descrbing your house Project — family ree: ‘aletier to @ pertiend Project — opening hours in your country faticle about a celebrity's daily routine Project — dosexptions of animals; facts about animals Project — ditrent seasons in your country; ‘a posteard to a tiond Project — article about eating habits in Britain; advertisement fora restaurant Project — what you wore like atthe ago of seven: a"then-and-now" article Project — biograahy of Mozart; biography of Vivalct Project — beginninglending for a story; a story about a fre Project — description of your town; article deserting Antwerp Project — next week's horoscopes; letter toa triend about your future plans Project — letor giving advice: leaflet giving advice to people atthe beach Project ~ letter to a tiend: latter o attend from ‘holiday destnation reporting your experiancosIntroduction Enterprise 1 Beginner is a 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 both oral and written forms of the language. ‘The course embodies @ muli-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-skis, and attention to details of spelling and pronunciation, Graded, structured material which facilitates learning is balanced with more authentic, unsimpitied ‘material which encourages language acauistion. Controlled practice leads from the initial learning of language items to genuinely communicative and creative activi. ‘The course consists of fiteen units in four modules and a variety (of supplementary material, including a workbook. In total Enterprise 1 Beginner may be coveted in 70-75 teaching hours. Each unit ensures coverage of @ core of common, useful lan- ‘guage related to topics of general interest with which students need to be familar. The units follow the same 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 learnt in the unit. The section ends with alistening activity, requiring students to listen to a recording of the reading text and complete a task, such as checking information, multiple matching and so on. This prepares students forthe reading text which follows, by femitarising them with the gist of the passage © Reading sections consist of 60- 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 specific information, and gresent new vocabulary in a meaningful 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 skils, 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 ters 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 witn meaninatul texts con authentic, cross-cultural topics. These texts exploit the intrinsic interest of the subject matter as well as providing relatively unsimpitied 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 as scanning for information, selecting relevant sections of texts and so on. Pronunciation activities help students to recognise sounds ‘and reproduce them correctly. Intonation is regularly modelled and practised in numerous dialogues throughout ‘each unit, All pronunciation exercises are on the cassettes accompanying tne coursebook. ‘Communication sections provide varied practice involving meaningful exchanges which resemble real-lfe ‘communication, and include language functions (ie offering, suggesting, etc.), the standard expressions associated with communicative situations (le. 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 cf 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 skis. All writing activities are based on realistic types and styles of writing task, such as letters, escriptions, stories, articles and so on. Module Self-Assessment sections alter 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 storles in a ‘comic strio’ 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 ascompaniad by: a) an easy-touuse 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 ciferent versions): ») 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. 6) Enterprise Beginner Test Booklet containing nine write- in tests, a Mid-term test and an Ext test, which aim to assess students’ progress throughout the course.