117:\e ER’S BOOKENTERPRISE 2 TEACHER’S BOOK Elementary Virginia Evans - Jenny Dooley E Express PublishingPublished by Express Publishing Liberty House, New Greenham Park, Newbury, Berkshire RG19 GHW Tel: (0044) 1635 817 363 - Fax: (0044) 1635 817 463 e-mail: inquiries@expresspublishing.co.uk http: //www.expresspublishing.co.uk © Virginia Evans - Jenny Dooley, 2000 Design and ilustration © Express Publishing, 2000 ‘Al rights reserved. No part of this publication may be reproduced. stored in a retrieval system, or transmitted in any form, or by any means, electronic, photocopying or otherwise. without the prior ‘written permission of the Publishers. Tests may be reproduced ‘without permission for classroom use only. Note: There are three photocopiable assessment tests in two versions. Each testis provided with a marking scheme based on a total of 20 marks, First edition 1999 New edition 2000 ISBN 1-84216-106-7Introduction to the Teacher Enterprise 2 Elementary is a communicative course, specially designed to motivate and involve students in effective earning at elementary level. The course provides systematic preparation for all the skills required for successful communication both in written and spoken form. Each unit, along with its corresponding unit in the Workbook. is designed to be taught in about three to four teaching hours, ‘The Teacher's Book contains. * answers to the exercises in the coursebook, supported by teaching notes and optional oral or writen activities. The teaching notes provide guidance on how to deal with the material as it appears in each unit in the Student's Book. The objectives of each unit are set out clearly in the Teacher's Book ‘¢ three tests of two versions each with answer shoots (to be used by students to fll in their answers) as well as the answers to each test and a marking scheme. The tests help teachers check vocabulary and structures presented in the course. Each test is to be given atter students have done the relevant revision unit in their books. '* tapescripts of the recorded material '* answers to the exercises in the Workbook. Authentic Recordings The recordings aim to teach vocabulary and train Ss to understand natural speech in real-life situations. It is not important that Ss understand every single word the speakers say. What is important, is that Ss experience the language spoken natural, * The Class Cassettes contain all the exercises in the student's book marked RBI The Student's Cassettes contain the exercises under the headings: Reading, Reading & Listening and the three stories. Ss are advised to use the Student's Cassettes as home study to improve their pronunciation and intonation. Explain to Ss how to use the audio material at home. Ss play the casselte and follow the textidialogue. Ss pause and repeat, trying to imitate the speakers’ pronunciation/intonation. Always check $s’ reading skils in the next lesson Presenting New Vocabulary Most of the new vocabulary is presented through visual prompts. Those words which are nol presented this way can be explained to Ss by miming, giving more examples of the use of these words, drawing on the board or using pictures from magazines/newspapers etc. Ss explain the words in their mother tongue (monolingual classes) or ccheck the meaning of the new words in their dictionaries (multilingual classes) Stages of pairwork There are certain steps to be followed when an exercise is to be done in pairs. These are: Set Ss in pairs. Sel the task and time limit Go round the class and help Ss. Ask some pairs to report back to the class, Writing - Writing (Projects) Never assign the task as written HW before you have discussed it in class in deta Abbreviations: T = teacher § = student HW = homeworkContents A. Coursebook C. Workbook Unit 1 People around the World 5 Unit 1 People around the World 100 Unit2 Night and Day " Unit 2 Night and Day 101 Unit 3 Shop til you Drop! 16 Unit 3 Shop till you Drop! 103 The Shark Caller Unit 4 Days to Remember 104 Episode 1 - The Curse 23 Unit 5 Panning Ahead 106 Unit 4 Days to Remember 24 Unit 6 Food, Giorius Food 107 Module Sell Assessment 1 (Units 1-4) 29 unit7 Profiles : 109 Unit § Planning Ahead 20 Unit 8A Brush with Danger 110 Unit 6 Food, Glorious FOOD sor 36 Unit 9A Word of Wonders... m The Shark Caller Unit 10 Sick to the Rules! 112 Episode 2 - Bad Magic a Unit 11 Our Precious Planet 113 Unit7 Profiles seen 2 Unit 12 Holidays with a Diference 115 Unit 8A Brush with Danger a7 Unit 13 Join inthe Fun! 116 Module Self-Assessment 2 (Unts 5-8) ........50 Unit 14 Live and Let Live 117 Unit 9A World of Wonders 51 Unit 15. Suri the Net 119 ‘The Python Hunt Episode 1 - Do not Disturb oD, Progress Tests . A Unit 10 Stick tothe Pues! 56 Unit 11. Our Precious Planet 62 Unit 12 Holidays wth a Diference ov E. Tests See cea Test 1 AB 125 Episode 2 - Face-to-lace Encounter 7 veut aia re Module SellAssessment 3 (Units 9- 12) 73 eee ra Unit 13. Join in the Fun! 7 ah : on Unit 14 Live an Let UWE sense 78 Unit 15. Surtthe Not 83 , (On Top of the World F. Video Projects Episode 1 Above the Arctic Circle cancun 86 7 Unit2 Anastasia soso 78 Episode 2 - The Rescue... 87 Unit 7 The Man inthe Iron Mask 175, Module Self-Assessment 4 (Units 13-15)... 88 Unit 8 The Mask of Zorro 175, Unit 11 Armageddon 176 B. Tapescripts ..... 89 Unit 14° Dr Dole 176Enterprise 2 Elementary Coursebook - Unit # Unit 1 - People around the World (np. 6 - 11) Objectives Vocabulary: people’s appearance/character; jobs; everyday activities; food; describing places Reading: reading for detailed understanding reading for gist: skimming for specific information, matching headings to paragraphs Listening: listening for specific information listening for gist ‘Communication: welcoming people Pronunciation: minimal pairs: /eo/-o/. /s/l/ eo)-[axs!; homophones, Grammar: (revision) have got; to be: present simple: present continuous Project: a letter to a ‘pen-fiiend, describing a holiday resort Writing: an article about a country and its people 1 (Ask Ss to fook at pictures A - D. Read each description aloud and help Ss to match the descriptions to the pictures. ExplainiElicit the ‘meaning of any unknown words.) 1D 2C 3C 4A 5B 6A 2 (Help Ss act out one or two dialogues in open pairs Ss then continue the task in closed pairs. Check Ss’ performance around the class. As consolidation, some Ss act out dialogues in open pairs again.) 3° (Help individual Ss around the class to describe the people orally, as in the example in the S’s book. If desired, assign one description as written HW.) (Suggested answers) B William is from Boston, USA. He’s in his late forties, He's tall and of medium build. He has got short brown hair and a straight nose. He's a businessman. . © Bob is trom London, England. He's in his early fifties. He's tall and slim with a grey beard and a moustache. He has got a dark complexion and a few wrinkles. He's a gardener. D Pierre is from Paris, France. He's in his late thirties. He is tall and overweight, with a dark beard and moustache. He has got short dark hair and is going bald, He is a florist. 4 (Ask Ss to took at pictures A - D. Read the sentences aloud: Ss repeat, chorally and individually. Point out that the verbs are in the present continuous, and elicit the use of this tense [1.e. for actions happening at the time of speaking]. ExplainiElicit the meaning of any unknown words and help Ss to match the activities to the pictures.) 1¢ 2A 3D 48 (Ask Ss to look at pictures E - L. Read the questions aloud and invite Ss fo guess the correct answers. ExplainiElicit the meaning of any unknown words.) 1 Asia 4 traditional dance shows 2 short 5 temple 3 rice 6 villages (Read the sentences aloud: Ss repeat, chorally and individually. ExplainiElicit the meaning of any un- known words and help Ss to match the activities to the pictures.) 1J 2K 3F 4G 51 (Read the statements aloud and oxplainieticit the meaning of any unknown words. Play the cassette. Ss listen and mark the statements as true or false. Check Ss" answers, then play the cassette again and ask Ss to correct the false statements.) (.. ‘the jewel of south-east Asia’) {..live in villages) (Family life is pet very important ...) annan a) (Read the questions aloud and explainjelicit the meaning of any unknown words. Allow Ss five minutes to read the text silently and answer the questions. Check Ss‘ answers around the class.) 1. Thailand is just south of China. 2. The Thais are good-looking people. They are + short, with delicate features. They have got black hair, dark eyes and light brown skin 3. They are friendly people who are well known for being generous and kind. They are happy people and have strong wills They are especially proud of their history 4 Most people in Thailand live in villages (in wooden houses) 5 A lypical Thai vilage consists of wooden houses, a schoo! and a Buddhist temple 6 Most of the people in the villages are farmers and fishermen, The men usually work in the fields or catch fish in the rivers, and the women plant the crops.Enterprise 2 Elementary Coursebook - Unit { 9 10 W 7 Thai people love eating spicy food including curries. fish, seafood, soups and noodles. They also eal rice with their meals, 8 In their tee time, Thai people enjoy Thai boxing and watching traditional dance shows. They also have many festivals, and during Surin, in November, there are elephant football matches. (Ss then explain the meaning of the words in bold, in their mother tonque. Explainialict the meaning ‘of any words which Ss do not understand. Play the. cassette again for Ss to foliow the text. Individual ‘Ss read aloud from the text) ') (Explain that Ss should skim the text, rather than read every word, to find the phrases which best describe the pictures. Complete the frst 10 ex amples with the class, then allow Ss two or three ‘minutes to complete the task. Check Ss answers.) E- ... white, sandy beaches: F- The men usually work in the fields G- .., traditional dance shows H- ... seafood ... "We eat rice with our meals 1... the women plant the crops. J- on fishermen ... cateh fish in the rivers K- ... elephant football matches L- ... ancient temples ... a Buddhist temple. (Allow Ss three minutes to til! in the gaps. Check Ss’ answers around the class, then ask individual Ss to make sentences using the phrases. As HW, Ss fearn the phrases. Check in the next lesson.) 1 ich 5 holiday 9 wooden 2 tropical 6 delicate 10 cultural 3 sandy 7 friendly 4 ancient 8 strong (Read the sentences aloud and explainieliot the ‘meaning of any unknown vocabulary. Allow Ss two ‘minutes to fil n the gaps. Check Ss" answers.) + well known 2 generous includes celebrate 3 typical = 5 4 spicy 6 (Allow Ss two or three minutes to fill in the prepositions. Check Ss’ answers, then ask Individual Ss to make sentences using the phrases. AS HW, Ss leain the phrases. Check in the next lesson) {in 2o0f in 4of 5 for ‘Speaking (p. 8) 12 13 14 (ExplainjEficit what each heading means, then write the headings on the board. Complete the table by eliciting information from Ss. Ss copy the completed table into their notebooks. then talk about Thailand and its people. As consolidation, Ss may be asked {0 talk about the subject again in the next lesson, using their notes.) © Place: Thailand = Location: south-east Asia, just south of China - Features: tropical climate; white, sandy beaches; ancient temples * People = Looks: good-looking, short, delicate features. black hair, dark eyes, light brown skin - Character: friendly, generous, kind, happy. strong wills ‘* Dwellings: live in vilages — wooden houses, school, Buddhist temple Jobs: farmers. fishermen * Food: curries, fish, seafood, soups, noodles, rice, strong spices * Free-time Thai boxing, watching traditional Activities: dance shows, elephant football matches (Read aloud the words in the table and explainieticit their meaning. Help individual Ss to make sentences describing their classmates. Then, in closed pairs, Ss take tums describing various classmates. Check Ss’ performance around the class. As consolidation, ‘some Ss continue the task in open pairs.) (Suggested answer) ‘Timothy is good-looking. He's in his early twenties, ‘of medium height and build. He's got grey eyes land short curly black hair. He's also gota friendly smile. Game (Ensure that Ss understand the game. Appoint one S {[L] (0 think of a classmate, then other Ss ask questions, as in the exampie in the S's book. Whoever guesses the answer correctly thinks of @ different classmate, and the game continues.) (Read aloud each of the adjectives in the left-hand column. Ss repeat, chorally and individually. Aliow Ss three minutes to match tems, then individual Ss use the adjectives to make sentences about people they know well)Emerprise 2 Elementary Coursebook - Unit | jealous: fee! angry about not having what others have talkative: never stop talking shy: not say a lot ‘mean: hate spending money loyal: never betray friends imaginative: able to think of new ideas sociable: talk to everybody (Suggested answers) Steve is very sociable. He always talks to everybody. Ann is very shy. She doesn’t say a lol John is very mean. He hates spending money. 15 a) (Explain that some people believe one’s favourite colour reveals one’s character. Read aloud the words in the table and explainielicit the meaning of’ any unknown vocabulary. Expiain that the speaker [Mr Chan] wil give two quaiities associated with each colour, and Ss should cross out the remaining adjective in each fine. Play the cassette. Ss listen and complete the task. Check Ss' answers.) red - brave, enexgetis, happy blue - kind, calm, mean green - jealous, sociable, aay black = mean, happy, dishenest purple - imaginative, loyal, shy yellow - faunay, serious, warm-hearted white - honest, sociable, kaay (in pairs, Ss ask each other about their favourite cofours, then describe their partner's character, as in the example in the S's book. If desired, Ss may then complete the task in writing.) (Suggested answers) Mary's favourite colour is blue, which means she is probably kind and calm. Tony's favourite colour is white, which means he is probably honest and sociable ‘Speaking (0. 8) (Help individual Ss to talk about their families Then, in pairs, Ss take turns telling each other about their families. Check Ss’ performance around the class. The task may then be assigned as wntten HW.) (Suggested answers) There are three people in my family: my father, George, my mother, Claire, and me, of course. 16 17 18 19 My father is handsome. He's in his late thirties and is tall and well-built He's got blue eyes and short straight fair hair. He's also got a beard and moustache, My mother is very beautiful. She's in her mid- thirties, and she’s tall and slim. She's got green ‘eyes and long wavy brown hair. She's got full lips and a friendly smile, (Read aloud the questions and answers, and explain! elicit the meaning of any unknown words. Ask SS to predict the answers before they listen, and reassure them that it 8 not the accuracy of their guesses which is important, but the activty of prediction ise. Play the cassette. Ss listen and circle the correct items. Check Ss° answers around the class.) 1B 2A 3A 4B 5B 6B (Read the headings afoud and check that Ss under. stand their meaning. Point out that Ss should skim the fetter rather than read every word. Allow Ss two or three minutes to complete the task, then check Ss’ answers around the class.) Food - paragraph 4 Location/Accommodation - paragraph 1 People (Looks/Character) - paragraph 3 Plans - paragraph 5 \Weather/Sights/Activties - paragraph 2 Recommendation - paragraph 6 (Explain that Ss should skim the text, rather than read ‘every word, to find the phrases which describe the pictures. Complete the fist example with the class, then allow Ss two or three minutes to do the remainder of the task. Check Ss’ answers around the class) Picture a — Picture b Picture © Picture d the historic Royal Hotel the spectacular view of the harbour. hiking in the mountains .. The famous fjords ... these quict waters ... sail past mountains (Play the cassette again for Ss to follow the text Explain/Elicit the meaning of the words in bold, and any other words which Ss do not understand. Individual Ss then read aloud from the text.) (Allow Ss three minutes to fil in the gaps. Check Ss’ answers around the class, then ask Ss to make sentences using these phrases. As HW, Ss lean the phrases. Check in the next lesson.) 1 fantastic 2 historic 3 spectacular 4 thick 5 quiet 6 smokedEnterprise 2 Elementary Coursebook - Unit | 20. (winte the following prompts on the board. location? accommodation? weather? sights? activities? people — looks? character? food? plans? recommendation? Help one or two open pairs of $s to ask and answer ‘questions using these prompts and the information in the text. Ss then repeat the task in closed pairs. Check Ss’ performance around the class.) (Suggested questions/answers) SA. What is the weather like? SB: It's cold, and perfect for skiing SA. What sighis can you see there? SB: Mountains covered in snow, as woll as fjords, waterfalls and fields. SA: What can you do there? SB You can go hiking in the mountains, or sailing on the fords. SA: What do Norwegians look Ike? SB: They are really good-looking. Most of them ae tall, with fair hair and light blue eyes. SA. What are Norwegians like? SB: They really love the outdoors. They are also vory friendly and kind. SA: What is the food like? SB: It is delicious. Norwegians eat a lot of fish and seafood, especially salmon, shrimps, lobster and caviar. SA: What are Susan and Lee’s plans? $8: They are going to Oslo next week and they are going to visit the Outdoor Folk Museum They are leaving Oslo next Friday. SA: What is Susan’s recommendation? SB: She thinks her parents should go to Norway fon holiday next year ‘Writing (Project) (p. 8) (Write these headings on the board and complete the table by eliciting suggestions from Ss. Ss use the words on the board to talk about a place they have visited. Ss copy the compieted table into their notebooks, then use items from the table to write @ lotter to a friend.) (Suggested table) location: south of China: north of Italy: east of Poland: west of France accommodation: at a hotel/youth noste! ina flattenticaravan cold; warm; sunny; hot museums; lakes: rivers. art galleries: theatre hiking: windsurfing: swimming playing beach volleyball food: omelette: vegetables; lobster seafood: rice: caviar plans: visit the National Museum; go te a traditional dance show You should come here for a weekend: Don't miss the chance to visit this place, recommendation: 21 (Remind Ss about the forms of the present simple and present continuous. You can also refer them to the Grammar Reference section at the back of the S's book. As a class exercise, Ss identify the tenses of the verbs and match them to their uses.) present continuous - © present simple - a present simple = -b present continuous - d present continuous - ¢ 22 (individual Ss make sentences, as in the example in the S's book. Help Ss where necessary. Ask Ss to say whether each verb represents a permanent state or a habit/routine.) (Suggested answers) Most people in my country have dinner at six o'clock. ‘Most people in my country like going to the theatre. 23 (Complete the first example with the class, then atiow Ss two or three minutes to do the remainder of the task. Check Ss’ answers around the class.) © 'mhaving a fantastic time (action happening around the tine of speaking) © Lee and | are staying at the historic Royal Hotel (action happening around the time of speaking) © At the moment we are having a cup {action happening at the time of speaking) = ... and enjoying the spectacular view {faction happening at the time of speaking) © Next week we're going lo Osio. (fixed arrangement in the near future) ©... 'm looking forward to it. (action happening around the time of speaking) © Our flight is leaving from Oslo (fixed arrangement in the near future) 24 (Ask Ss to took at the pictures and prompts. Explain/Elicit the meaning of any unknown words.Enterprise 2 Elementary Coursebook - Unit 1 25 Help one or two open pairs of Ss to ask and answer questions, as i the example m the S's book. Ss then continue the task in closed pairs. Check Ss performance around the class.) SA: Where does Marie live? SB: She lives in France. SA: Is she married? SB- No, she isn't. She's divorced SA; What does she do? SB: She's a doctor. SA: What does she do at work? SB: She treals sick people. SA’ What is she doing now? SB: She's cutting flowers. / She's gardening, SA: Where does Hans live? ‘SB: He lives in Germany. SA: Is he married? SB. Yes, he is. SA: What does he do? SB: He's a lawyer SA: What does he do at work? SB: He advises people about the law. SA: What is he doing now? SB. He's playing tennis SA: Where does Gien live? SB: He lives in Australia SA: Is he married? SB: No. he isn't. He's single. SA: What does he do? ‘SB: He's a mechanic. SA: What does he do at work? SB. He fixes cars. SA: What is he doing now? SB: He's fishing. (As a class, $s match the items in Column A to those in Column 8. In open pairs, a few Ss askand answer questions, as in the example in the S's book, then all Ss repeat the task in closed pairs. Check Ss" performance around the class. As HW, Ss may be asked {0 write a short paragraph about thei partners.) (Suggested questions/answers) SA: How old are you? SB: Im twelve years old, SA; How tall are you? SB: Im 160m tal, SA: What type of build are you? SB: I'm slim. SA. What colour eyes have you got? SB: I've got brown eyes. 27 28 SA: What is your hair like? SB: I've got long straight brown hair. SA: Have you got glasses/a beard/freckles, otc’? SB: No, I haven't, (Allow Ss about three minutes to compiete the task Check Ss” answers while they read the dialogue aloud) 1 ami'm looking for 2 am/'m going 3. Do you work 4 work 5 am/'m 6 Are you doing 7 leave 8 am/'m slaying 9 are/re having 10 needs (Allow Ss about two minutes to choose the correct responses. Play the cassette. Ss listen and check their answers. Ss act out each exchange in open pairs, then in closed pairs. Check Ss’ performance around the class.) 1b 2b 3a 4b 5a 6b Vocabulary Revision Game (Divide the class into two teams. Teams take turns 10 choose wordsiphrases from the list and make sentences. Each correct sentence gets one point. The team with the most points wins the game.) (Ss" own answers) (Do the first few examples with the class, then allow Ss three or four minutes to complete the task. Play the cassette. Ss listen and chock their answers. Individual Ss identify each tense and explain its use, according to the theory presented in Ex. 21.) \ are - pres. simple - permanent state 2 am - pres. simple - permanent state 3.8 pres. simple - permanent state 4 do - pres. simple - permanent stato 5 am - pres. simple - permanent siate 6 are - pres. cont. - action happening around time of speaking 7 am - pres. cont. - action happening around time of speaking 8 are - pres cont. - action happening around time of speaking 9 do - pres. simple - permanent state 10 isn't - pres. simpie - permanent state 11 do - pres. simpie - permanent state 12 does- pres. simple - repeated action 13 are - pres. simple - permanent state 14 are - pres. cont. - fixed arrangement in near future 15 am - pres. cont. - fixed arrangement in near futureEnterprise 2 Elementary Coursebook - Unit | 16 ae - pres. cont. - fixed arrangement in near future 17 Do - pres. simple - habitiroutine 18 do ~ pres. simple - habitiroutine 19 are - pres. cont. - fixed arrangement in near future 30 (Play the cassette. Ss tisten and match the dialogues to the situations. Check Ss’ answers. Play the cassette again, asking Ss to pay close aitention to the speakers’ intonation. Ss listen, then act out the dialogues, first in open pairs, then in closed pairs. Encourage $s to reproduce the intonation of the speakers on the cassette.) a2 bi 31 (Remind Ss that, in English, words that are spett differently may sound the same, and vice versa Play the cassette, Ss listen and circle the odd word ut. Check Ss° answers around the class, then play the cassette again. Ss listen and repeat, chorally and individually.) 1 we're 3 hair 5 bin 2 she 4 now 6 dare Waiting (p. 11) (Present the theory box and explainielicit the meaning of any unknown words. Ss read the headings in Ex. 32 to confirm that these follow the theory presented) 32 (Eplain/Etcit he meaning of any unknown words, and ensure that $s understand the task. Play the cassette. Ss listen and cross out the items which are not mentioned. Check Ss’ answers, then ask a few Ss to talk about the Spanish, using the notes.) Words to be crossed out: lazy, bungalows, ‘ields, noodles 33° (Prosent the plan and ask Ss to confirm that the plan follows the theory presented in the Writing theory box. Play the cassette for Ex. 32 again. Prompt individual Ss to complete the task orally. Ask ‘questions to make sure thai Ss understand the task. T: Where is Spain? St: In the south-east of Europe. T: What is it famous for? 2: Its bullights, festivals and sandy beaches T: What do the Spanisin 100k tike? ‘83: They aren't very tal. They've got black hair and brown eyes. T. What are the Spanish tke? $4: They are lively, friendly and sociable. 10 T: Where do they live? 86: In small flats in cities. T: Where do they work? S6: In offices, shops and factories. T: What are their favourite foods? S7: Seafood and omelettes, T: What do they do in their free time? 8: They go to cafés and clubs, oF go out for dinner. When satisfied that Ss can cope with the task successfully, assign the exercise as written HW.) (Suggested answer) Spaniards are famous for their beauty. They have Mediterranean features, which means that they usually have black hair and brown eyes. They are not very tall, The Spanish are very lively, friendly and sociable In Spain, most people live in cities in small flats, Most Spaniards work in offices, shops or factories. The Spanish love to eat seafood. Many of the traditional dishes, such as paella, include seafood Spanish omelettes are also very popular. In their tree time, Spaniards love going to cates and clubs, or going out fer dinner. Words of Wisdom (9. 11) (ExplainiElick the meaning of the saying in Ss’ mother tongue. Ask Ss to memorise the saying. Check in the next fesson.) ‘¢ It's always better to tell the truth, because telling a lie can cause more problems than it solves.Enterprise 2 Elementary Coursebook - Unit 2 nit 2 - Night and Day (pp. 12 - 17) Objectives Vocabulary: daily habits/routines: lifestyles; telling the time; school subjects Reading: reading for detailed understanding and specific information; scanning to match information to texts and to find specific forms, Listening: listening for specific. information: checking true/false information Communication: agreeing and disagreeing Pronunciation: silent letters Grammar: present simpie; adverbs of frequency; past simple - used to Project: a letter to a new pen-friend ‘Writing: an article about a person's past and present lifestyle (Explain that this unit is about peopie’s habits and routines. Invite individual Ss to talk about things they do every day.) a) (ExplainiElicit the meaning of any unknown vocabulary from the exercise. Help Ss to fill in the first two or three verbs correctly, then allow Ss three minutes fo complete the remainder of the task. Check Ss’ answers around the class.) 1 play 5 meet 9 wash 2 ride 6 watch 10 do 3 go 7 have 4 read 8 listen to b) (Write the verbs trom Ex. fa on the board. Elicit suitable answers from the class, and write these answers beside the verbs on the board.) (Suggested answers) play football, sports, the piano, etc ride a horse, etc go swimming, on a picnic, for a meal, etc read a comic, a novel, etc meet my colleagues, someone, otc watch a video, a play, ete have lunch, a drink, ete isten to CDs, records, etc wash my hair, my hands, etc do my hair, the cooking, the shopping, etc Scormusen 2 (Read the instructions aloud and check that Ss understand don’t mind doing, Invite individual Ss to say what they do every daylat weekends, etc. Then, in closed pairs, Ss discuss their own habits and everyday experiences. Check Ss’ performance around the class.) (Suggested answers) 1 Ihave lunch at three o'clock every day. read the newspaper every day. 2 11go to the park every weekend, I wash the car every weekend, 3 Idon't Ike playing cards, I don't ike fishing 4 I hate washing the car. hate doing the housework. 5 I don't mind doing the washing-up I don't mind doing the ironing 6 like watching TV. ike listening to music. (Ask Ss to look at the pictures and the titfe of the article. Explain/Elicit that the Milky Way is a large group of stars in space.) b) (Read the questions aloud and help Ss to match each phrase to the appropriate picture, explaining/eticiting the meaning of any unknown words.) a space shuttle in orbit: A ‘space walk’: D a satellite: C astronauts working with each other: E the crew aboard a spaceship: B ) (Ss’ own answers) (Explain that Ss will hear a description of a space shuttle crew's daily routine. Point out that their day is the opposite of ours, since they get up at 6 pm, not 6 am. Read the sentences aloud and explainielicit the meaning of any unknown words. Play the cassette, Ss listen and tick the correct words. Check Ss’ answers.) 1641 2 easy 3 twosikhour 4 Earth (Read the sentences aloud and explainielicit the ‘meaning of any unknown words. Allow Ss about five minutes {0 read the text and fill in the missing sentences. Check Ss’ answers around the class.) 1b 2¢ 3a "Enterprise 2 Elementary Coursebook - Unit 2 (Ss then explain the meaning of the words in bold, in their mother tongue. Help Ss where necessary. Ex plain'Etict the meaning of any words which Ss stil! do not understand. Play the cassette again for Ss to follow the text, then ask individual to Ss read aloud from the text.) (Allow $s three minutes to do the exercise. Check Ss’ answers around the olass, then ask individual Ss 10 make sentences using the phrases. As HW. Ss memorise the phrases. Check in the next lesson.) 1 space 5 cach other 9 short 2 typical 6 personal 10 rock 3 couple 7 wet 4 sichour 8 lake (Allow Ss two or three minutes to do the exercise. Check Ss’ answers and explainieiicit the difference between the words in each pair.) 1 pieces: 5 take over 2 task 3 projects. 4 admiring (Allow Ss about two minutes to do the exercise. Check Ss" answers and explain/elicit the meaning of any words which Ss still do not understand.) 1 crew 2 fans 3 audience 4 viewers (Allow Ss three minutes to do the exercise. Check Ss answers by asking individual Ss to make appropriate sentences. As HW, Ss memorise these phrases. Check in the next fesson.) 1 in sup 510 7 10 2 on 4 on 6 by 8 for ‘Speaking (D. 13) 1 (Write the headings on the board. Help Ss to find references in the text to routine activities. Use Ss responses to complete a table on the board, similar to the one below. Ss copy the completed table into their notebooks. Prompt individual Ss to tatk about a typical day in the ie of astronauts on a space shuttle. As consolidation, Ss may be asked to taik about the subject again in the next lesson, using their notes.) the ‘morning’: wake up, wash, have breakfast, get messages, shave, start work, take photos, space walks, help each other the ‘afternoon’: take a break for lunch, go back to work the ‘evening’: have dinner, relax, read/send e-mail read books, listen to music, admire the view, goto bec "1 12 (Present the theory in the grammar box, and provide a few further examples it necessary. Remind Ss that verbs end in -8 or -es in the third person singular. Refer Ss to the Grammar Relerence section at the back of the S's book.) 1 goes 5 has 9 does 2 watches 6 finishes 10 _ brushes 3 plays ” makes: 4 reads 8 leaves (Before Ss do Ex. 11, remind them that the time may be given in two ways. * in words, €.g. two o'clock, a quarter past nine, twenty to twelve, a quarter to nine. etc © numerically, e.g. 2:00 [twoj, 9:15 [nine fiteen|. 11:40 [eleven forty}, 8:45 [eight forty-five}, etc Write various times on the board, in numerical form; Ss say each time. chorally or individually, in both ways. Alternatively, the task may be carried out as a game. Divide the class into two teams. Write a time on the board, in numerical form. in teams, Ss tell the time in both ways. Each correct answer gets one point. The team with the most points is the winner.) a) (Play the cassette. Ss listen and till in the information. Check Ss’ answers, and elicit what John’s job is.) 1 breakfast 2 leave 3 have 4 finish + © John is a teacher. b) (Prompt Ss to use the completed table to talk about John’s daily routine.) (Suggested answer) then he has breakfast at about six o'clock. He leaves the house at 6:45 and catches the bus to work. He starts work al 8:30. He has lunch at 1:30 then goes back to work, At 4:30 he leaves work and takes the bus home. He gels home at 6:15. He corrects papers and prepares his lessons. He has dinner at 8:15. then he goes out with his friends, or stays at home and reads a book. He goes to bed at about 11:00, (Explain that frequency means how often. Read aloud the items in the list: Ss repeat. chorally andjor individually. Copy the diagram in the S's book onto the board, and fill in the blanks with answers elicited from the class. Ss complete the diagram in their books.)13 14 2 rarely 3 occasionally 4 sometimes 5 often 6 usually (Write sentences on the board: Ss repeat each sentence, chorally or individually, inserting a suitable adverb of frequency. Atter each sentence, explainielicit that the adverb comes before the verb. e.g. Iwork hard. — [S(s). | always work hard.) # go 10 schoo! on Sunday. I wake up early, ! play video games. Feat fish and chips for breakfast. Repeat this procedure with sentences containing auxilary verbs, and explainielicit that the adverb ‘comes atter an auxiliary verb or the verb to be eg. fambusy. — {S(s): 1am often busy.} 41am late for school/work. I have got a lot of things to do. can find time to watch TV.) (invite a few individual Ss to make appropriate sentences. Then, allow Ss about three minutes to complete the task. Check Ss’ answers around the lass.) (Suggested answers) always make my bed in the morning, I rarely do the washing-up. | never play basketball on Mondays. | sometimes visit relatives at weekends Joften watch the evening news on TV. | always brush my teeth before going to bed, a) (Ss study the table briefly. Explain/Elicit the ‘meaning of any unknown words. Play the cassette. Ss listen and fill in the information. Check Ss’ answers.) Maths: 2c History: 38 Geography: 6A Art Ls, (lnvite one or two open pairs to ask and answer questions, using the completed table. Ss then Continue the task in closed pairs. Check Ss: performance around the class.) b) (Allow Ss about three minutes to complete their personal timetable for a typical Monday. Ss who do not attend schoo! may model their timetable on that in Ex. 11. Ss discuss their timetables in closed pairs. Check $s" performance around the class.) (Ss' own answers) 15 16 Enterprise 2 Elementary Coursebook - Unit 2 (Ss read the dialogue and fil in the missing words. Play the cassette. Ss listen and check their answers.) 1 Howfar = 2 How 3 How long (Read the prompts aloud and explainjeticit any unknown words. Help one or two open pairs to act out dialogues using the prompts. Ss then continue the task in closed pairs. Check Ss’ performance around the class.) (Suggested dialogue) A: How far is your school trom your house? B. It’s 4 kilometres. A. Really? How do you gol there? B: I usually go by bike A: How long does it take to get there? B: It takes about 10 minutes. it's good exercise, and lenjoy it (Explain that the speakers will not mention their Jobs directly, so Ss should listen for ‘clues’. Check that Ss understand what each job is. Play the cassette, Ss listen and match the speakers (0 the jobs.) Speaker 1: a taxi driver Speaker 2: a secrotary Speaker 3. a ballet dancer Writing (Project) (p. 15) (Refer Ss to the task and elicit the first one or two answers from the class. When confident that Ss have understood the task, assign it as HV.) My father is a teacher. He works in a primary school. My mother is a nurse at the local hospital We live in a big house with a lovely garden, about half an hour from the city centre. My school is about two kilometres from our house. | always go by bike/bicycle. It usually takes twenty minutes and it's good exercise. | usually leave home at 8:40/twenty to nine and got to School at 9 am/nine O'clock. Lessons finish at 3:30/halt past three, When I get back home | have a snack and then do my homework. After that, we have dinner, then | watch TV/lelevision. At the weekends, we offen go to the beach/seaside by car. It takes nearly an hour to get there. 13Enterprise 2 Elementary Coursebook - Unit 2 7 18 20 4 (Allow Ss two or three minutes to complete the task. Check Ss’ answers by asking individual Ss 10 read the corrected sentences aloud.) 2. Inover drink coffee in the evenings. 3 1am cooking dinner at the moment. 4. {don't have much tree time. 5 How often do you do the ironing? (Present the grammar table and explainjelicit that we form questions and negations with dididid not/ didn't + use {without -d). Refer Ss to the Grammar Reference section in the S’s book. Ask Ss to match present simple and past simple forms ) appear - appeared learn - learnt travel - travelled receive - received be - was, start - started live - lived change - changed sing - sang have - had go - went enjoy - enjoyed (Glicit the fact that we form the past simple of regular verbs by adding -ed to the verb, and ask $s to identify the verbs in the list which folfow this rule. Point out that several other verbs have irregular past forms which Ss should memorise. Refer them to the “Irregular Verbs” section in the S's book.) (Read the prompts aloud, as well as the example. Holp a few open pairs fo make dialogues using the prompts. Ss then continue the lask in closed pairs. ‘Check Ss’ performance around the class.) (Suggested exchanges) A; Did you watch TV last night? B: No, | didn't. | rang my friend. A: Did you visit your grandparents yesterday? B: No, I didn't. went swimming, (Explain that Ss wil hear a conversation about what Pauine 1s ike now, compared tothe way sho usec to be. Read the notes aloud and explainieticit the meaning of any unknown words. Pay the cassette. Ss listen and fi in the missing information. Check ‘Ss’ answers.) hair: tong, brown clothes: smart suits (Help individual Ss to talk about what Pauline used fo be like, and what she is like now. If desired, assign the task as wntten HW.) She used to wear glasses, but now she wears contact lenses. 2 22 23 She used to wear ripped jeans and brightly coloured T-shirts, but now she wears smart suits. She used to smoke, but she doesn't smoke any more, (Present the grammar table. Check understanding by asking individual Ss to agree with the first thing you say, [e.g. “Hike orange juice.” - “So do !."] and disagree with the second thing you say (e.g. “I don't wear glasses.” - "Neither/Nor do |"). Allow Ss two minutes to fill in the missing words. Play the cassette. Ss listen and check their answers.) 180 2Neither = 3. do. 4 don't (in open pairs, then in closed pairs, Ss act out dialogues similar to the models in the S's book, using adverbs of frequency with the prompts given, Check $s" performance around the class.) (Suggested dialogues) A: | always walk to school. B. So dol. / Oh, really? | don't A: Loften go to the gym in my free time. B: Idon't. | hate going to the gym. (Read the sentences aloud, and reassure Ss that they do not need to know all of the vocabulary in order fo completo the task. Play the cassette. Ss listen and mark the sentences as true or false. Check Ss’ answers. Help Ss to correct the false statements.) a small terraced house. ina large house with a big garden. aanaan going to the theatre or to parties. (Allow Ss five or six minutes to read the article and number the paragraphs in the correct ordor. Check Ss’ answers around the class.) A2 B4 C1 D3 (Ss then explain the meaning of the words in bold. in their mother tongue. Help Ss where necessary. Ex plain/Elicit he meaning of any words which Ss do not understand, Play the cassette again for Ss to follow {he text, then ask individual Ss to read aloud from the text)eee SS a aha eaters cae ata Enterprise 2 Elementary Coursebook - Unit 2 ‘Speaking (9. 16) 24 25 (Write the following headings and subheadings on the board, and check that Ss understand their ‘meaning. Allow Ss several minutes to read the passage again and find the relevant information for each subheading. Check Ss’ answers, and use these to complete the table on the board. Ss copy the table into their notebooks. Ask individual Ss 10 use their notes to talk about Liza. As consolidation, ‘Ss may be asked to talk about the subject again in the next fesson, using their notes.) THen home: small terraced house; Liverpool, parents, three brothers work: cleaner at local hospital appearance: plump: second-hand clothes eating habits: chips, chocolate free-time activities: sing in college choir; go for walks on beach Now home: large house with big garden: London; husband. young daughter work: singer eating habits: constantly on a diet appearance: much slimmer; chic designer clothes free-time activities: go to theatre or parties (Allow Ss four or five minutes to fill in the gaps correctly. Check Ss’ answers. Ss read the dialogue aloud in open pairs, then act out similar dialogues, in closed pairs, about themselves.) 1 do you come 8 finish 2 come 9 do you travel 3 are you studying 10 are you doing 4 want 11 am/'m studying 5 are you studying 12 am/m meeting 6 Do you go 13 are/re going 7 start Vocabulary Revision Game (Divide the class into two teams. Teams take turns 10 choose words/phrases from the list and make sentences. Each correct sentence gets one point, The team with the most points wins the game.) (Ss" own answers) 26 27 (Ss explain the four mistakes, using their mother tongue if necessary. Read the prompts aloud, and check that Ss understand the words used. Individual Ss make sentences based on the fist two prompts. then Ss complete the task as a written exercise. Check Ss’ answers around the lass.) They didn’t use to ride motorbikes. ‘They didn't use to listen to Walkmans. ‘Men didn’t use to wear suits. Women used to wear bracelets They didn't use to have mobile phones. (As an extension, Ss act out short exchanges, based on the prompts, in openiciosed pairs.) Did they use to wear sandals? Yes, they did. They used to wear sandals. Did they use to ride motorbikes? No, they didn't. They didn’t use to ride motorbikes. Por (Explain that one or more writen letters may be sifent when certain words are spoken. Draw Ss" attention to the example know. Play the cassette. Ss listen and underline the sifont letters. Check Ss’ answers around the class, then play the cassette again. Ss listen and repeat, chorally and individually.) know, listen, write, often, talk, walk, hour, comb) ‘Waiting (9. 17) (Present the theory box and explainjelicit the meaning of any unknown words. Ss read the heaciings in Ex. 28 0 contim that these follow the theory presented.) (Allow Ss two minutes to study the table, Play the cassette. Ss listen and fill in the missing words. Check Ss" answers. Then, in pairs, Ss use their completed tables to ask and answer questions.) THEN Now flat house plump: jeans short; suits coffee fruit cinema theatre (Suggested questions/answers) A: Did Bill use to be thin? B: No, he didn’t. He used to be quite plump. A: Did Bill use to eat hamburgers? B: Yes, he did, 1HEnterprise 2 Elementary Coursebook - Unit 3 29 (Present the plan and ask Ss 10 confirm that the pian follows the theory presented in the Writing theory box. Prompt individual Ss to complete the task orally. When satisfied that Ss can cope with the task successfully, assign the exercise as written HW.) (Suggested answer) Bill Newton is Britain's most successtut fim star, However, things were not always easy for the boy from Bristol “| used to live in a flat in the middle of Bristol, Bill says. “I had long hair, | was quite plump and | used to wear blue jeans. | used to eat hamburgers and drink a lot of cottee. | enjoyed playing football and going to the cinema or to rock concerts. Nowadays, Bill lives in a large house with a garden in the countryside. He is slim and handsome with short hair and he wears expensive suits. He eats fruit and salads, and drinks orange juice. In his froe time he likes going to parties and nightclubs, or to the theatre, Bill's fife has changed a iot since those days in Bristol. “I enjoy my success and hope it will continue for many years to come,” he says. ‘Words of Wisdom (p. 17) (ExplainiElicit the meaning of the sayings in Ss’ mother tongue. Ask Ss to memorise the sayings. Check in the next lesson.) © Ifyou have a happy life and healthy lifestyle you will live for a long time. * The fact that your life is happy/unhappy, etc depends on your own actions and decisions. 16 Unit 3 - Shop till you Drop! (np. 18 - 23) Objectives Vocabulary: words related to shopping Reading: reading for gist; reading for specific information Listening: listening for specific information Communication: describing lost property asking about prices: polite requests and offers Pronunciation: the sound /h/ Grammar: order of adjectives: comparative & superiative forms Project: a letter reporting lost property Writing: an article about shopping facilities in abig city (Read aloud the name of each place. Ss repeat chorally andlor individually. ExptainiElicit their meaning in Ss’ mothor tongue, or by asking for ‘examples describing what you can buy at each place. Ss identily each shop shown in the pictures. {Ask questions about each one. eg. Picture A T: Where are the two women? SI: infront of a shop. T: What are they doing? 2. Thoy're looking atthe things in the window. T: What can you see in the window? $83: Necklaces and rings T: What kind of shop is this? 4: I think it's @ jewellers, A jewellers D lace shop —_-G _bookstall B chomis's _E confectioner’s C antique shop F greengrocer's (Read aloud the list of items. Ss repeat, chorally andjor individually. Explain/Elicit the meaning of any unknown vocabulary. Allow Ss five minutes to complete the task. Check Ss" answers around the lass.) (Suggested answers) apples ~ greengrocer’s, supermarket a plane tickel — travel agent's old clocks — antique shop a book ~ bookstall, bookshop, newsagent’s a pair of trousers — boutique, department store a packet of painkillers — newsagent's, chemist's, supermarketPE a 8 a a a a i Enterprise 2 Elementary Coursebook - Unit 3 a diamond ring jeweller’s, department store lilies — flower stall, florist’s| an armchair — department store, antique shop grapes — greengrocer’s, supermarket pralines ~ contectioner's, newsagent's, supermarket. department store a bottle of perfume — chemist's, department store lamb chops — butcher's, supermarket lace tablecloths ~ lace shop, department store a leather suitcase — department store stamps — post office, newsagents a woollen skirt — boutique, department store alleather jacket — boutique, department store hairspray ~ chemist's, supermarket, department store, hair & beauty salon @ bouquet of roses — flower stall, florist’s ‘a washing machine department store a magazine — department store, bookstall, bookshop, newsagent’s, supermarket sugar — supermarket gold neckiace — jeweller's, departrnent store a loat of bread — bakery, supermarket (Elicit suggestions of other items which can be ‘bought at each of the places listed in Ex. 1.) (Ss' own answers) (Read the phrases aloud. Point out that we use Can, Could, I'd like and Have you to make a request. Two Ss read the example aloud, then, Ss act out similar dialogues in closed pairs. Check Ss performance around the class.) (Suggested dialogues) SA: Have you gol any grapes? SB: I'matraid we haven't got any left. SC: Can | have a loat of bread, please? SD: Yes, of course. (ExplainiElicit the meaning of exotic, and prompt Ss to suggest the probable contents of the text.) (Suggested answers) | think the article is about unusual shops in Paris. Wt may deseribe all the different things you can buy in Paris, (Play the cassette. Ss look at the pictures on p. 18 and tick the shops mentioned. Check Ss’ answers.) Pictures: A, C, G 6 a) (Read the headings aloud, and point out that Ss should read the text quickly 10 understand the gist of each paragraph. Allow Ss four minutes to read the text silently and match the headings to the correct paragraphs. Check Ss’ answers.) 1¢ 20 3B 4A (Explain|Eicit the meaning of any unknown words [e.g delightful, furntture, leather, collectors. rare, fining, banks (of a river), bank accounts, sales, suit, etc]. Play the cassette again for Ss to follow the text, then ask individual $s to read aloud from the text) b) (Ss fake it in turns to ask and answer questions based on the text. Point out that Ss should use question words such as where, which and what.) (Suggested answers) S4: You can buy high quality woollen skirts, leather jackets and designer clothes. What is the Marais? 85: I's a group of litte streets. What shops can you find there? S6: Some of the trendiest boutiques. What can you buy there? S7: Fashionable clothes, shoes and jewellery. (Allow Ss three minutes to do the exercise. Check Ss answers around the class, then ask individual Ss to make sentences using the phrases. As HW, Ss memorise the phrases. Check in the next lesson.) 1 shopper's 5 high 9 fashion 2 antique 6 woollen 10 autumn 3 rare 7 designer 4 department 8 bank (Allow Ss about two minutes to complete the ‘exercise, then check Ss" answers around the class) 1 trendy 4 chance 2 awide range of 5 plenty of 3. fantastic (Allow Ss two or three minutes to complete the ‘exercise. Check Ss’ answers by asking inaividual Ss to read the completed sentences aloud.) 1 buy 2line 3 suit 4 miss 5 offer 1Enterprise 2 Elementary Coursebook - Unit 3 10 (Allow Ss two minutes to do the exercise, then check Ss" answers around the class. Ask individual Ss to make sentences using the completed phrases. AS HW, Ss should leam these prepositions, Check in the next lesson.) 1 on/(in} 2 on 3 of — 4 trom. in, till in Speaking (0. 19) "W 18 a) (Remind Ss that articles should always have an interesting title, then elicit suggestions ‘conceming alternative tities for the text.) (Suggested titles) A Shopper's Paradise ‘Shopping in Paris b) (Write the headings on the board and elicit answers from Ss to complete the table. Ss copy the table into their notebooks. Prompt individual Ss to talk about shopping in Paris. AS consolidation, Ss may be asked to talk about the subject again in the next lesson, using their notes.) name of city — location Paris. France best shops — where they are — things to buy ‘* antique shops, Bonaparte and Jacob Str fantastic furniture + bookstals, the banks of the River Seine — rare books + Galleries Lafayette, Boulevard Hausmann woollen skits, leather jackets, designer clothes * boutiques, the Marais — fashionable ciothes, shoes and jewellery + jewellers, Rue de Rivoli — jewellery * designer fashion houses, Rue de Rivoli designer clothes ‘opening hours — sales + 8/10 am - 7 pm, Monday - Saturday « sales after Christmas, betore autumn collections recommendation There is something to suit every shopper in Paris. (Present the theory and examples in the grammar theory box. Expiain what opinion and fact adjectives are, and elicit iurther examples to check Ss" understanding.) fact adjectives: large, small, are, woollen, leather, litle, big, wide, great (= very large) opinion adjectives: delightful, fantastic, trendy, high quality, fashionable, great (= very nice) 12 13 14 (Allow Ss three minutes to do the exercise, then check Ss’ answers around the class.) 2 large (1) grey 2) cotton (3) 3. heavy (1) black (2) metal (3) 4 nice (1) blue (2) silk (3) (Read aloud the words labelling the objects, and check that Ss have understood their meaning correctly. Help individual Ss to describe a few of the objects. Ss continue the task in closed pais. [Alternatively the task may be set as a written exercise.| Check Ss° performance around the class.) (Suggested answers) Ws a beautiful gold ring with small diamonds in it. W's a big blue umbrella with a long brown wooden handle, It's a big white ball with large red spots on it. ‘They're brown leather shoes with grey laces. It's large red travel bag with a side pocket, a long brown strap and a metal zip. Is a white cotton cap with a red peak. I's a smart black pen with a silver top. a) (Read the adjectives aloud. Ss repeat, chorally andior individually. then do the exercise.) triangular: ¢, round: d, rectangular b, square: a b) (Read the descriptions aloud. Ss identity the objects described. Prompt individual Ss to describe the remaining objects.) 1 coat hanger 2 ball 3 wallet brietcase - I's a large rectangular black object. Ws made of leatheriplastic. We carry papers and books in i CD - It's a small round object. I's made of plastic. We use it to listen to music. fridge - W's a large rectangular white object. I's made of metal and plastic. We keep food cold init rucksack - It's a soft red object with black straps. t's made of canvas or nylon. We camry things in it. alarm clock - I's a small square black object. I's made of plastic and metal. We use it to tell the time. camera - I's a small rectangular black object. I's made of metal and plastic. We take pictures with itEnterprise 2 Elementary Coursebook - Unit 3 15 16 (Ss each write two or three short descriptions of ‘objects in the classroom. Individual Ss take turns to read a description aloud, and the class attempts to guess which object is described. Alternatively, the activity may be conducted as a team game.) (Ss' own answers) (Explainieticit the meaning of lost property, and the fact that the dialogue takes place in a lost property office. Check that Ss understand the vocabulary in the dialogue. then play the cassette. Ss listen and repeat, chorally or inatvidually. Encourage Ss to imitate the intonation of the speakers on the cassette, Read the prompts aloud and explainieticit the meaning of any unknown words. Point out that Ss should use vocabulary from Exs. 13 and 14 when describing the objects. In open pairs, Ss act out one or two dialogues using the prompts, then Ss continue the task in closed pairs ) (Suggested answers) SA: Excuse me. I've lost my wallet. Has anybody handed it in? ‘What does it look tke? Ws a brown leather wallet with a gold zip. What's it got in it? ‘Some money. some photos, my driving licence ‘and a phonecard, Where and when did you lose it? At the airport, yesterday evening, Is this i? ‘Oh, yes! Thank you very much! SB: SA SB SA SB. SA SB: SA: SA: Excuse me. I've lost my suitcase. Has anybody hhandied it in? ‘What does it look like? Ws a large blue suitcase with a red strap. What's it got in it? ‘Some clothes, a pair of shoes, a camera and a bottle of perfume. Where and when did you lose it? At the airport, yesterday evening Is this it? ‘Oh, yes! Thank you very much! SB: SA: SB SA: SB: SA SB SA SA: Excuse me. I've lost my rucksack. Has anybody handed it in? What does it look like? Is a green canvas rucksack with side: pockets and brown straps. What's it got in it? Some notebooks, a wallet, my identity card and four books. SB: SA: SB: SA SB SA\ SB SA Where and when did you lose it? At the airport. yesterday evening Is this i? Oh, yes! Thank you very much! Writing (Project) (p. 20) 7 18 (Refer Ss to the Photo File section, and read the letter aloud. Ss read the notes on each object and ‘say which one is described.) Object ais described. (ExplainiElicit the meaning of any unknown words in the letter and the notes. Prompt indwvidual Ss to complete the task orally. When satisfied that Ss can cope with the task successtully, assign the exercise as wntten HW.) (Suggested answer) Dear Sir/Madam, Host my travel bag on flight BA 1432 from Munich to Gatwick on 14th November. Iisa large rectangular bag. Itis green, yellow, red and blue. It is made of nylon and has two side pockets with black zips. It also has a black nylon shoulder strap and a black and blue handle, Inside. there is a video camera in a black leather case, a wallet, some clothes and some souvenirs If by any chance someone has handed it in to the lost property office, please contact me on (0597) 261436 after Spm, Monday to Friday. Yours faithfully, Tim Jones (ead the sentences aloud and explainjelicit the meaning of any unknown words, then play the cassette. $s listen and underline the correct iter. Check Ss’ answers around the class.) Knightsbridge Mohamed Al Fayed a fire and two bombings 4,000 the Food Halls January and July ansens a) (Read the headings aloud and explainielicit the ‘meaning of any unknown words. Help Ss to ‘identity the correct heading for the first paragraph, then allow Ss six minutes to read the text silently and fill in the remaining headings. Check Ss’ answers.) 19Enterprise 2 Elementary Coursebook - Unit 3 19 20 1 a Location & Management b History of the Store © Depariments & Services The Sales Recommendation b) (Prompt Ss to find the sentencesiphrases which best describe the pictures. Ss then explain the ‘meaning of the words in boid, in their mother tongue. Explain| elicit the meaning of any words which Ss do not understand. Play the cassette again for Ss to follow the text. Individual Ss read afoud from the text.) Picture 1: ... doormen known as ‘Green Men’ Picture 2; The Food Halls are stil the heart and soul of Harrods. sale times. / Over 300,000 customers visit the store on the first day alone. / ... to be first in when the doors open on the first day, Picture 3: (Allow Ss three or four minutes to do the exercise. Check Ss’ answers around the class, then ask individual Ss to make sentences using the phrases. ‘As HW, Ss memorise the phrases. Check in the next lesson.) 1 run 4. survive 7 heart 2 took 5 security 8 busy 3° over 6 Food (Ss skim the text in order to find the correct information. Check Ss" answers by asking indivictial $s to correct each false statement, as in the example in the S’s book) 2 Itwasn't a big bakery. It was a small grocer’s shop. 3° In 1983, Harrods didn't open a branch in Korea. it opened a branch in Japan 4 Harrods hasn't got 3,000 departments. It has got 300 departments 5 There aren't nine bars and restaurants in the sloro. There are nineteen bars and restaurants in the store. Speaking (0. 21) a) b) (Write the headings on the beard, and elicit answer from 8s to complete the tabie. Ss copy the completed table into their notebooks. Prompt individual Ss to talk about Harrods, using the notes on the board. AS consolidation, Ss may be asked to talk about the subject again in the next lesson, using their notes.) Location & Management - Knightsbridge, London = Mohamed Al Fayed (Chairman) History of the Store = 1849 — small grocer’s shop run by Charles Henry Harrod = son added medicines, perfumes, fruit, flowers. sweets and van delivery service = store has survived a fire, two World Wars and two bombings: ~ now has branches in Japan, Hong Kong, Singapore and Taiwan, as well as airport shops in most major European cities Departments & Services ~ 35,000 people visit Harrods every day - 300 departments spread over 7 floors = over 4,000 staff, including doormen. fire brigade, security personnel, doctors and nurses - official supplier of certain goods to the Royal Family sells everything from clothes to caviar = has 19 bars and restaurants, a bank, a travel agent's, a dry cleaner’s and the biggest hair and beauly salon in Europe The Sales held in January and July ‘over 300,000 customers visit on the first day many people sleep outside so that they can get into the store first Recommendatfon - best of British quality, service and style ~ a fascinating place to visit (Ask Ss to think of a big department store in their country and make brief notes about it, using the same headings as in the previous exercise. Allow Ss about five minutes to complete their notes, then ask a few individual Ss to speak about the department store they have chosen.) (Ss" own answers)Enterprise 2 Elementary Coursebook - Unit 3 21 (Copy the table onto the board, and elicit answers from Ss fo complete the table. Ss copy the answers into their books.) bia bigger than the biggest shor shorter than the shortest bbeautitul | more beautiful than | the most beautiful large larger than the largest expensive | more expensive than | the most expensive long longer than the longest bad worse than the worst ‘900d better than the best litle less than tne least (Point out that there are four categories of adjectives. Ask questions to help $5 explain the rules.) * The comparative form of most one-syllable adjectives ends in -er. When the adjective ends ine, we only add -r. When the adjective ends in one stressed vowel between two consonants, we double the last consonant and add -er. The comparative form of all adjectives is usually followed by than ‘© The superiative form of one-syllable adjectives ends in -est. When the adjective ends in -e, we only add -st When the adjective ends in one stressed vowel between two consonants, we double the last consonant and add -est. The superlative form of all adjectives is usually preceded by the, * When an adjective ends in -y, we form the comparative by dropping the -y and adding -ier. and the superlative by dropping the -y and adding “est ‘* When an adjective has two or more syllables, we usually form the comparative by placing more in front of it. We form the superlative of such an adjective by placing the most in front of it. * Irregular adjectives have their own individual comparative and superlative forms and do not follow the rules stated above, except that the comparative form is usually followed by than, and the superiative form is usually preceded by the. 22 23 24 25 (Read the list of prompts aloud, and check that Ss understand their meaning. Individual Ss_make sentences comparing items of clothing in the pictures. In closed pairs, Ss take turns making further sentences: alternatively the task may be set as a written exercise.) (Suggested answers) The red hat is the most expensive of all The yellow hat is less expensive than the red hal The blue hat is not as nice as the red hat The red skirt is longer than the brown skirt ‘The brown skirt is the shortest of all The yellow hal is the same price as the green hat The grey skirt is shorter than the red skirt. ‘The brown skirt is not as long as the purple skirt ‘The red hat is much more beautiful than the blue hat, (Help Ss 10 explain the meaning of the words, in their mother tongue if necessary. Elicit trom Ss which words are used with a pair of ...) pair of - boots. tights, jeans, leggings. gloves. shorts, trainers, socks, shoes. (Explain that Ss will hear a short exchange between a shop assistant and a customer. Explain/Elicit the meaning of any unknown words, then play the cassette. Ss listen, then repeat the dialogue, in open pairs. In closed pairs, Ss act out similar dialogues using words from Ex. 23. Check Ss performance around the class.) (Suggested answer) Excuse me. How much is this pair of tights? These tights? They're £3. Do you take credit cards? I'm afraid not That's okay. I'll pay cash. then >OraR (ExplainiElicit the meaning of any unknown words in the sentences or dialogues. Allow Ss about iwo minutes to complete the dialogues. Check Ss answers, and elicit where these dialogues could be heard. Play the cassette. Ss listen, then repeat the dialogue, chorally or in open pairs. in closed pairs, Ss act out similar cialogues using words from Ex. 23. Check Ss" performance around the ciass.) 1 A: I'd like to order a bouquet of flowers, please. B: Certainly. What would you like in it? ‘A: Roses and perhaps some ilies. Can you deliver it? B: Yes, tf i's local a1Enterprise 2 Elementary Coursebook - Unit 3 Could | have the pills in this prescription, please? B: Cortainly. That will bo £5, please A; Here you are. B: Thank you. Remember to take the tablets twice a day after meals Dialogue 1 could be heard at a florist's. Dialogue 2 could be heard at a chemist's, 26 a) (Ss name the shops in the pictures, and say n what can be bought in each shop. If Ss difficulty, ask them to look briefly at Exs. 1 and 2 on p. 18.) A boutique — e.g. a pair of trousers, a woollen skirt, a leather jacket B supermarket — apples, a packet of pain- killers, pralines, a magazine, a loat of bread, Grapes. sugar, hairspray. lamb chops C bakery — a loaf of bread, cakes D butcher's — lamb chops, a steak E bookshop a book, a magazine b) (Expiain that Ss will hear five dialogues; each is set in one of the shops pictured, but is not necessarily the specific situation shown in the picture. Play the cassette. Ss fisten and match the dialogues to the pictures. Check Ss answers.) A2 BS C3 D4 E1 ¢) (Help Ss to act out a few simple dialogues in ‘open pairs. Ss then practise further dialogues in closed pairs. Check Ss’ performance around the class. As consolidation, some Ss act out their dialogues again in open pairs.) (Suggested answers) Picture A A. Can |help you? B: Yes, please. I'm looking for a woollen skir. A. Okay. The skirts are upsiaits 8B: Thank you Picture 8 A: Can help you? B: Yes, please. I'm looking for some apples. A: Theyre over there. B: Thank you Picture C A: Can |help you? B: Yes. I'd like a loaf of bread, please A: Certainly. That's 50p, please B: Here you are. 27 Picture D A; Can! help you? B: Yes. I'd like six lamb chops, please. A: Certainly. That's £5, please. B: Here you are. Picture E Can | help you? ‘Yes, please. I'm looking for a book for my granddaughter, see. How old is sho? She's seven tomorrow. Well. the childrens’ books are upstairs. ‘Thank you. A B BPor Vocabulary Revision Game (Divide the class into two teams. Teams take tums fo choose words/phrases from the list and make sentences. Fach correct sentence gets one point The team with the most points wins the game) (Ss' own answers) (Ask Ss to pay close attention to the speakers pronunciation of the sound ‘v, then play the cassette. Ss listen, then repeat, attempting to reproduce the speaker's pronunciation as closely as possible.) (Present the theory box and explainielicit the meaning of any unknown words. Read questions 1 to 6 aloud, and check that Ss understand them, Play the cassette twice. Ss answer the questions. Check Ss’ answers around the class.) 1 Brussels (in Belgum), 2 You can find boutiques, confectioners’, lace shops, antique shops and enormous department stores there. 3 You can bay lovely antiques, clothes, jewellery, chocolate, pralines and lace there. 4. The opening hours are usually nine to six, but on Fridays the shops are open until eight The sales take place every January and July Lisa says that Brussels realy is the best place for shoppers. a) (Explain/Elicit the meaning of any unknown words in the dialogue. Play the cassette again $5 listen and follow the dialogue. Then, in pairs, Ss read the dialogue aloud. Check Ss performance around the class.) ) (Present the plan and ask Ss to confirm that the plan follows the theory presented in the Writing theory box. Ask questions to elicit answers. Ss should use the diafoque in Ex. 30a to answer.Enterprise 2 Elementary Coursebook - The Shark Caller, Episode 1 T: What's the name of the city? Brussels T: What types of shops can you find there? Boutiques, confectioners’, lace shops, antique shops and enormous department stores. T: Can you name some of the shops there? 83: Dewindt, Ino Brussels, Leonidas and F. Rubbrech. T: Where is Dewinat? S4: It's on LebeauStraat T: What can you buy there? 85: Lovely antiques. [etc} When satisfied that Ss can cope with the task successtully, assign the exercise as written HV.) (Suggested answer) Brussels, the capital of Belgium, is a shopper's paradise, with boutiques, confectioners’, lace shops, antique shops and enormous department stores, Antique lovers should visit the Sablon District, which is full of antique shops. Dewindt, on Lebeaustraal, has also got some lovely antiques. inno Brussels, on rue Neuve, is Brussels’ most famous department store. There, you can buy anything from clothes to jewellery. Brussels is famous for its chocolate and lace. Leonidas, on Boterstraat, has got the most delicious pralines in the world. If you go to F. Rubbrecht in the Grand- Place, you wil find the best lace. Shops in Brussels are usually open from nine in the morning till six in the evening, but, on Fridays, they are open until eight in the evening. There are sales every January and July. ‘There is something to suit everyone's pocket and taste in Brussels. It really is the best place for shoppers, Words of Wisdom (p. 23) (ExplainiEltcit the meaning of the sayings in Ss’ mother tongue. Ask Ss to memorise the sayings. Check in the next lesson.) When things are going well. companies/businesses want others to know about their good fortune, but when things are going badly, they have to try to attract customers, Money is involved in almost all human activities, and is the reason behind almost everything we do. The Shark Caller Enisode 1 - The Curse (np. 24 - 25) (RemindiExplain to Ss that Sandra and David are reporters for a newspaper called “The Moming Sun", and shared several adventures in Enterprise 1 Explain Sandra and David's assignment, and explain that Senan and Mosan are South Pacitic islanders from the village of Kontu. identify each of the characters in the pictures. Read questions 1-5 aloud and explainielicit the meaning of any unknown words. Elicit appropriate answers.) ta 2b 3a 4c 5a (Read the questions aloud and explainielicit the meaning of any unknown words. Allow Ss about wo minutes to complete the task. Check Ss’ answers around the class.) 1S 28 35 4D 5 Se (Read the questions aloud and explainielicit the ‘meaning of any unknown words. Play the cassette. Ss listen and identify which speaker says each sentence. Check Ss’ answers around the class, then explainielicit the meaning of any words in the episode which Ss still do not understand.) 18 2D 38 48 58 (Allow Ss four or five minutes to read the episode silently and answer the questions. Check Ss answers around the class") 1 They are in the village of Kontu in the South Paci. He dreamt about them He asks them to prepare for tomorrow by eating only sweet potatoes and going to sleep early. 4 He goes to the forest to begin his magic and to dream of the shark, 5. She says there is a shark under the canoe. 2 3) (Allow Ss three minutes to complete the task. Check Ss’ answers around the class, then ask individual Ss to make sentences using the completed phrases. As HW, Ss should learn these phrases. Check in the next lesson.) 7 coconut 8 shark 1 call 2 swoot 3go 5 look 4 ask 6 get