ENTERPRISE Plus Ss ENTERPRISE Plus Ss · successfully in both written and spoken forms at Pre-Intermediate level. KEY FEATURES Components of the course are: Enterprise plus Pre-Intermediate

Enterprise plus is a modular coursebook specially designed to motivateand involve learners in effective language learning. The course providessystematic development of all the skills required to communicatesuccessfully in both written and spoken forms at Pre-Intermediate level.

KEY FEATURES

Components of the course are:

Enterprise plus Pre-Intermediate Student's BookEnterprise plus Pre-Intermediate Teacher's Book (interleaved)Enterprise plus Pre-Intermediate WorkbookEnterprise plus Pre-Intermediate Workbook (Teacher's overprinted)Enterprise plus Pre-Intermediate Test BookletEnterprise plus Pre-Intermediate Class audio CDs Enterprise plus Pre-Intermediate Student's audio CD

ñ theme-based units in four modules using authentic materialsfrom a wide variety of sources

ñ systematic development of all four language skills throughrealistic, challenging tasks

ñ Reading Sections consisting of cross-cultural topics thatstimulate the learners’ interest

ñ Vocabulary Practice Sections which help learners understandand use the vocabulary presented in the reading text

ñ Language Development Sections which extend learners’knowledge of the topics presented within each unit

ñ Grammar in Use Sections which provide comprehensivepractice in the major grammatical areas plus a GrammarReference Section

ñ Pronunciation Sections which present individual sounds aswell as intonation

ñ Writing Sections which provide comprehensive practice inall major writing skills

ñ Listening & Speaking Sections which develop listening andspeaking skills through a variety of realistic, everyday tasks

ñ Cross-Curricular Sections which broaden learners’ horizonswhile exploring other subject areas

ñ Literature Corner Sections, one in each moduleñ Self-Assessment Module Sections at the end of each moduleñ Culture Clips

ENTERPRISEPre-IntermediateS t u d e n t ’ s B o o k

Virginia Evans - Jenny Dooley

ENTERPRISE PLUS

Student’s Bo

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S t u d e n t ’ s B o o k

ISBN 978-1-84325-812-4

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S t u d e n t ’ s B o o k

Pre-Intermediate

Virginia Evans - Jenny Dooley

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TOPICS AND LANGUAGE GRAMMAR LISTENING & WRITINGFUNCTIONS SPEAKING

UNIT 1 ñ physical/character description Present Simple - Present ñ describing people letter to a pen-friendRead my Lips ñ clothes Continuous - stative verbs ñ buying clothes(pp. 8-11) ñ linking words Pronunciation: /s/, /z/, /æz/

UNIT 2 ñ physical/character description ñ relative pronouns ñ describing people article about a In the Public Eye ñ interests/hobbies (who-whose-which) ñ people’s habits and famous person(pp. 12-15) Phrasal verbs: look ñ adverbs of frequency routines

ñ forming adjectives Pronunciation: /n/, /…/, /…k/

UNIT 3 ñ accommodation ñ Past Simple - Past Cont. - ñ asking for information letter describing your Around the World ñ weather description Present Perfect - Present ñ describing the weather stay at a holiday (pp. 18-21) ñ adjectives describing places Perfect Continuous ñ catching up with news resort

ñ for-since-ago-already-yet- Pronunciation: /t/,/d/,/æd/while-so far-ever-when-never

UNIT 4 ñ holidays ñ Prepositions of place ñ describing places using article describing a Travellers’ Tales ñ adjectives describing places ñ Definite article the senses visit to a place(pp. 22-25) ñ use of the senses in ñ Clauses of Result ñ giving directions

describing places ñ making recommen-ñ giving directions; making dations about a place

recommendationsPhrasal verbs: run

UNIT 5 ñ types of stories ñ Past Simple - Past ñ setting the scene setting the sceneEnjoy Reading ñ feelings Continuous ñ describing people’s(pp. 28-31) ñ use of the senses ñ avoiding repetition feelings

UNIT 6 ñ habitat & description ñ Past Perfect - Past ñ expressing obligation/ project aboutCurricular Cuts: ñ rules Perfect Continuous prohibition/absence of extinct animalsExtinct Animals ñ Modal Verbs necessity(pp. 32-35) ñ Comparisons ñ describing animals

UNIT 7 ñ stories/narrating events past tenses ñ putting events in the storiesA Ghostly Welcome ñ feelings & emotions correct order(pp. 44-47) ñ use of the senses ñ narrating events

ñ time words; sequence wordsPhrasal verbs: break

UNIT 8 ñ giving advice/making ñ will - be going to - ñ asking for/giving advice friendly letter givingHard Times recommendations Present Continuous ñ making plans/predictions advice(pp. 48-51) ñ making suggestions/offers/ ñ 1st type Conditionals ñ making suggestions/

invitations offers/invitationsPronunciation: /st/, /zd/

UNIT 9 ñ the Vikings ñ reported speech ñ describing ancient project aboutCurricular Cuts: ñ the Celts (statements - questions) monuments ancestorsLost Civilisations ñ the Maya ñ Introductory verbs:(pp. 54-57) say - tell

UNIT 10 ñ life in the future Future Continuous - ñ making plans/predictions article about lifeCitizens 2050 ñ expressing opinions (I think, Future Perfect ñ expressing opinions in 2050(pp. 58-61) I believe, etc.)/giving reasons ñ comparing past,

ñ linking words (similar/ present and futurecontrasting ideas) situationsPhrasal verbs: come

UNIT 11 ñ accidents; survivors reported orders/requests/ ñ giving advice/ narrating past eventsNarrow Escapes ñ giving advice; expressing commands expressing criticism(pp. 64-67) criticism (should have done) ñ describing accidents

Pronunciation: /∏/, /π/

LISTENING & SPEAKING (UNITS 5-6) (pp. 36-37)LITERATURE CORNER: EXTRACT FROM THE JUNGLE BOOK (pp. 38-39)SELF-ASSESSMENT MODULE 1 (UNITS 1-6) (pp. 40-41)

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LISTENING & SPEAKING (UNITS 1-2) (pp. 16-17)





TOPICS AND LANGUAGE GRAMMAR LISTENING & WRITINGFUNCTIONS SPEAKING

UNIT 12 ñ The Palace of Knossos ñ passive voice ñ talking about the article about anCurricular Cuts: ñ The Lighthouse of Alexandria ñ as-like lives of explorers ancient monumentAncient Buildings ñ Stonehenge(pp. 68-71)

UNIT 13 natural disasters passive voice ñ commenting/describing news reportNature’s Fury Phrasal verbs: put natural disasters(pp. 80-83) Pronunciation: /≥/, /ø/

UNIT 14 ñ vocabulary related to jobs ñ 2nd and 3rd type ñ commenting on jobs essay: advantages/Tricky Jobs ñ joining similar/contrasting Conditionals ñ making wishes disadvantages(pp. 84-87) ideas ñ wishes Pronunciation: /∂/, /j∂/

UNIT 15 ñ types of sports/hobbies ñ Infinitives ñ describing sports comparing andPanic is Rare ñ sports/hobbies equipment ñ the -ing form Pronunciation: /Ω/, /¡/ contrasting sports(pp. 90-93) ñ skills/qualities

Phrasal verbs: turn

UNIT 16 ñ The great fire of London ñ question tags ñ asking for confirmation describing sightsCurricular Cuts: The ñ sights ñ reflexive pronouns or agreementGreat Fire of London ñ describing sights(pp. 94-97)

UNIT 17 ñ endangered species ñ plurals ñ describing animals describing animalsScary but Lovely ñ wild animals ñ expressing reason Pronunciation: /ø/, /¬/to Watch ñ animal sounds ñ clauses of result/purpose(pp. 100-103) ñ too-enough

UNIT 18 ñ ecology ñ clauses of purpose ñ expressing cause and article: providing Problems of the ñ expressing cause and effect solutions to problemsPlanet effect ñ providing solutions(pp. 104-107) ñ making suggestions

UNIT 19 ñ types of food ñ (un)countable nouns ñ comparing restaurants letter of complaintQuality or ñ making complaints ñ how much/how many ñ making complaintsQuantity? ñ comparative/superlative (pp. 116-119) degree

UNIT 20 ñ caves ñ making deductions (must - ñ describing places project about cavesCurricular Cuts: ñ making deductions can’t - may/might/could) ñ talking about fossilsNature’s Secret Art ñ making deductions(pp. 120-123)

UNIT 21 ñ types of films ñ present & past participles ñ TV programmes film reviewsA Return to the ñ TV programmes ñ expressing preferences ñ recommendingBig Screen ñ making recommendations ñ so/neither ñ expressing preferences(pp. 126-129) Phrasal verbs: take ñ describing films

UNIT 22 ñ inventions causative form ñ making preparations article describing Curricular Cuts: ñ musical devices ñ talking about inventions and Great Inventions inventions inventors (pp. 130-133)


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LISTENING & SPEAKING (UNITS 11-12) (pp. 72-73)LITERATURE CORNER: EXTRACT FROM THE OLD MAN AND THE SEA (pp. 74-75)SELF-ASSESSMENT MODULE 2 (UNITS 7-12) (pp. 76-77)


LISTENING & SPEAKING (UNITS 17-18) (pp. 108-109)LITERATURE CORNER: EXTRACT FROM DAVID COPPERFIELD (pp. 110-111)SELF-ASSESSMENT MODULE 3 (UNITS 13-18) (pp. 112-113)


LISTENING & SPEAKING (UNITS 21-22) (pp. 134-135)LITERATURE CORNER: EXTRACT FROM THE CALL OF THE WILD (pp. 136-137)SELF-ASSESSMENT MODULE 4 (UNITS 19-22) (pp. 138-139)CULTURE CLIPS (pp. 140-149)AMERICAN ENGLISH-BRITISH ENGLISH (pp. 150-151)GRAMMAR REFERENCE (pp. 152-165)IRREGULAR VERBS (pp. 166)WORD LIST (pp. 167-176)

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Enterprise Plus Pre-Intermediate is a complete course forstudents studying English at pre-intermediate level. Itprovides students with the necessary skills to successfullycommunicate in both the oral and written forms of thelanguage.

The course consists of four modules of twenty-two units intotal. Each module ensures coverage of a core of usefullanguage related to topics of general interest with which thestudents need to be familiar. The units follow the samebasic structure, outlined below.

ñ Lead-in: exercise(s) drawing on the students’knowledge of the given topic. The lead-in section endswith a listening activity, requiring students to listen tothe reading text and complete a task, such as filling inmissing information, underlining the correct item,multiple matching, True/False statements, etc. Thislistening activity prepares students to deal with thereading text which follows. Having encountered themain idea of the text, students are better equipped tofocus on the reading task.

ñ Reading: cross-cultural texts, allowing students todevelop skills such as reading for gist, reading forspecific information, understanding vocabulary fromcontext and summarising text in their own words.

ñ Vocabulary Practice: exercises which focus onexploiting the vocabulary introduced in the reading textthrough various types of exercises such as ‘wordattack’ (in which students deduce the meaning ofwords from context), gap-filling, collocations whichhelp students remember vocabulary items as parts ofset expressions, and sets of commonly confusedwords. Text-related idioms, phrasal verbs andprepositions are also included.

ñ Follow-up: exercises which focus on encouragingstudents to extract and reproduce relevant informationfrom the text through discussion as well as mastering thevocabulary covered in the Vocabulary Practice section.

ñ Language Development: exercises which presentvocabulary linked to the topic and extend students’vocabulary at the appropriate level.

ñ Listening and Speaking: exercises which focus oncommunication. Students are given the opportunity todevelop competence in their listening and speakingskills through various exercises and activities.

ñ Grammar in Use: sections which present grammarstructures in a clear, easily understood way. Thesesections are used with the Grammar Reference section(found at the back of the book), allowing students to

reinforce and expand their knowledge of grammarthrough a variety of useful exercises.

ñ Pronunciation: activities which help students gainconfidence in recognising sounds and pronouncingthem correctly. All pronunciation exercises arerecorded on tapes which accompany the coursebook.

ñ Writing: exercises which introduce the most importantaspects of composition writing in an easy-to-followway. All writing exercises (either essays or projects)are guided so that students will not feel frustrated.Notes on successful writing, plans and modelcompositions help students understand each type ofwriting presented.

ñ Words of Wisdom: sections which familiarise studentswith famous quotations and proverbs.

ñ Listening and Speaking sections, after every twounits, which consist of listening and speaking activitiesthematically related to the previous two units. Theseenable students to revise vocabulary and improve theirlistening and speaking skills.

ñ Curricular Cuts: units which contain brief cross-curricular texts aimed at expanding students’understanding of the language.

ñ Literature Corner sections which acquaint studentswith English and American literature ‘classics’ and theirauthors.

ñ Module Self-Assessment sections which reinforcestudents’ knowledge of the topics, vocabulary andstructures presented in the previous exercises andhelp prepare them for the tests. A self-assessmentcorner allows students to evaluate their progress andidentify their strengths and weaknesses.

ñ Culture Clips sections which provide an insight into theculture and customs of English-speaking countries.

The course is accompanied by: a) an interleaved Teacher’sBook containing all the answers to the exercises in theStudent’s Book along with useful suggestions forpresenting the exercises, b) audio CDs containing all thelistening activities (class set, student’s set), c) WorkbookStudent’s in which students can revise structurespresented in the coursebook, d) Workbook Teacher’swhich contains all answers to the exercises in theWorkbook Student’s book overprinted, e) Test Bookletcontaining four Self-Assessment Tests in two forms as wellas seven write-in tests, a Mid-term and an Exit test, whichaims to assess students’ progress throughout the course.


Read, listen, talk and write about...

Before you startñ What’s your name? ñWhere do you live? ñWhat is your favourite kind of music?

Uni ts 1 -6

People & Places

Unit 1ñ physical & character

descriptionsñ clothes

Read my Lips

Uni t 2ñ physical & character descriptionsñ interests & hobbies

In the Public Eye

Uni t 4ñ holidaysñ describing placesñ giving directions; making recommendations

Travellers’ Tales

Uni t 3ñ accommodationñ describing the weatherñ describing places

Around the World

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M o d u l eM o d u l e

ñ describe people & placesñ buy clothesñ describe people’s habits/

routines/feelingsñ describe the weatherñ ask for informationñ catch up with newsñ give directionsñ make recommendationsñ set the sceneñ express obligation/prohibition/

absence of necessityñ describe animals

ñ present simple/continuousñ relative pronounsñ adverbs of frequencyñ forming adjectivesñ prepositions of placeñ the definite articleñ such/so … thatñ past simple/past continuousñ present perfect/present perfect

continuousñ past perfect/past perfect

continuousñ comparisons

ñ a letter to a pen-friendñ an article describing a famous

personñ a letter describing your stay at

a holiday resortñ an article describing a visit to a

placeñ a story: setting the sceneñ descriptions of extinct animals

Learn how to...

Write ...

Practise ...

Uni t 5ñ types of storiesñ feelings and use of the senses

Enjoy Reading

Uni t 6 ñ habitat & descriptionñ rules

Extinct Animals

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People with full lips are usually responsible. You can always trust them to do what youask them to do. They are also decisive; they make decisions quickly. On the other hand,they tend to be rather bossy. They like telling other people what to do!People who have a thin upper lip and full lower lip are energetic. They work very hardand like participating in a lot of activities. They are ambitious as well; they want to besuccessful in life. However, these people tend to be self-centred. They seem to only careabout themselves and they sometimes forget about other people’s feelings.People with thin lips are determined; they know what they want and they do all they canto get it. They are careful people who do their work with a lot of attention and thought.However, they tend to be reserved; they don’t like showing their feelings or expressingtheir opinions. They can also be mean; they don’t like sharing things or spending money.People who have lips with down-turning corners are very generous. They love givingthings to other people and helping them. They are also intelligentand understand difficult subjects quickly and easily. On theother hand, they can be sensitive at times; they get upseteasily, so be careful of what you say to them.

Forget about fortune tellers and horoscopes. The shape of a person’s lipscan say a lot about them. The 5,000-year-old art of face reading is gainingpopularity. So, take a look at the shape of someone’s lips to find outabout their personality ...

Speaking

a) Look at these famous people’s lips andtalk about their characters. e.g. Sylvester Stallone has got lips with down-turning

corners. It means he is generous.b) Talk about your partner’s character by reading

his/her lips.

energeticcareful

ambitiousself-centred

thin upper lip with a full lower lip

thin lipsdeterminedcareful

reservedmean

generousintelligent

sensitivesecretive

lips with down-turning corners

3 a) Read the text again. Where is it taken from: an encyclopaedia,a newspaper or a light-hearted magazine?

b) Explain the words in bold as in the example.e.g. Responsible people are those who you can always trust to do what you

ask them to do.

Lead-in

1 Responsible, quick-tempered andgenerous are adjectives whichdescribe people’s character. Canyou think of any more adjectives?

2 Read the adjectives undereach picture and predict thepeople’s character from theirlips. Then read or listen to thetext and check your answers.

responsibleimmature

decisivebossy

full lips

UNIT 1

SylvesterStallone

Brad Pitt Bruce Willis Richard Gere

Reading

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Linking Ideas

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UNIT 1

1 13 - 14 = in his/her .................................... teens2 38 - 39 = in his/her .................................. thirties3 44 - 46 = in his/her .................................. -forties4 21 - 23 = in his/her ............................... twenties5 67 - 69 = in his/her .................................. sixties6 57 - 59 = in his/her .................................... fifties

4 a) Which of the adjectives describe positive/negative qualities of a person’s character?

funny, unreliable, self-confident, caring, imaginative, outgoing, helpful, rude, easy-going, stubborn, cooperative, selfish, shy, disorganised, forgetful, active, lazy, loyal, arrogant, polite

1 Roger is friendly. Roger is caring.2 John is intelligent. John is self-centred.3 Andrew is stubborn. Andrew is disorganised.4 Paul is cooperative. Paul is forgetful.5 Michael is energetic. Michael is bossy.

5 Join the ideas using: and (also), but, however,on the other hand.

6 Fill in the gaps with: early, mid, late.

Language Development

Positive funny, ................................................................

Negative unreliable, .........................................................

1 Mary’s short and in her early twenties. She’s got an ovalface, long black curly hair and a small nose. Her eyes arebrown. ..........................

2 Paul’s tall and in his early thirties. He’s got a long face andlong black hair. His nose is quite large and he’s got asmall mouth. ..........................

3 Sally’s short and plump. She’s in her late sixties. She’s gota square face, shoulder-length wavy grey hair and a widemouth. Her eyes are green. ..........................

4 Mike’s tall, well-built and middle-aged with a square face.His mouth is wide, and his nose is rather big. He has largedark brown eyes and short grey hair. ..........................

8 Match the descriptions to the pictures above.Then, complete the table below. Finally, cover theparagraphs and describe each person.

ñ When you describe people’s character, you can includepositive (e.g. kind) and negative (e.g. lazy) qualities.

ñ When you talk about negative qualities, you can usethe expressions in bold. e.g. He tends to/can beaggressive at times. (NOT: He is aggressive) Look atthe ways you can join the sentences.Similar qualitiese.g. She is friendly. She is polite.

She is friendly and (also) polite.She is friendly and polite as well.

Opposing qualitiese.g. He is helpful. He can be arrogant at times.

He is helpful but he can be arrogant at times.He is helpful. On the other hand/However, he tends to be arrogant at times.

A B C

D E F

Listening

b) Use adjectives from the table to talk aboutmembers of your family or your friends.e.g. My friend John is very funny. He always makes us

laugh with his jokes.

Mary Paul Sally Mike

Height: short

Build: –

Age: early twenties

Face: oval

Hair: long black curly

Eyes: brown

Mouth: –

Nose: small

7 A film director is trying to decide on twoactors (one male, one female) for the leadingroles in his new film. Look at the pictures, thenlisten and find the two people.

ProjectWrite a short paragraph describing your bestfriend’s physical appearance and character.


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UNIT 1

9 Match the pictures to the words from the list:mini skirt, waistcoat, jeans, shorts, leggings, high-heeled shoes, tie, fur coat, evening dress, suit, bow tie, denim jacket, trainers, T-shirt, baseball cap, V-neck jumper, scarf, flat shoes, overalls, polo-neck, tracksuit, dungarees, shirt

Which of these items are casual and which are formal? What doyou wear when you go: a) to the gym, b) on a trip, c) to work, d) to a party, e) to a reception?

A: Good morning, madam. May I help you?B: I hope so! I’m looking for something really special to wear to my cousin’s

wedding. Something in blue, I think.A: What about this lovely dress? It has a jacket in the same colour to

1) ......................... it.B: Yes, it’s beautiful, but it looks a bit small. Do you think it will

2) ......................... me?A: Why don’t you try it on? ... (after some minutes)B: There! How does it look?A: It’s perfect! The colour 3) ......................... you.B: Do you think so? Now all I need is a pair of shoes to 4) ............. .

e.g. When I go to the gym, I wear a tracksuit, trainers, etc

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Grammar in Use

1 ...............dressed2 ....................nose

3 ....................eyes4 ......................hair

11 Match the adjectives and theadverbs to the words below, thenmake sentences using thecollocations.

casually, upturned, bright, formally, neatly,hooked, dark, golden, silky

12 Match the tenses to theirmeaning. When do we use presentsimple? When do we use presentcontinuous? Make some truesentences about yourselves.

PRESENT SIMPLE - PRESENT CONTINUOUS

13 Put the verbs in brackets into the correct tense.

Steven 1) .................. (work) as a director.He’s in the studio now. He 2) ..................(direct) a scene from his new film ‘Raiders ofthe Lost Treasure’. He 3) .................. (stay) inLondon at present, but he 4) .................. (fly)to Egypt tomorrow to shoot some scenes.His flight 5) .................. (leave) at 6.00 amand, although he 6) .................. (like)travelling, he 7) .................. (hate) earlymornings.

Verbs expressing likes/dislikes (like, love,hate, dislike, can’t stand, don’t mind,etc) are not used in continuous tensesand take a noun or -ing form after them.e.g. I love rock music./I don’t mindcleaning my room. (NOT: I’m loving rockmusic.)

1 Paul works as a

singer.

2 He is singing now.

3 He is staying at a

hotel at present.

4 He is going to

Lyon on Sunday.

5 His flight leaves at

9.00 am.

6 He likes tennis.

7 He goes to the gymevery day.

a temporary situationsb scheduled actions

(timetables)c future arrangementsd routinese actions happening

at the moment ofspeaking

f likes and dislikesg permanent states

Communication

10 Read the dialogue and fill in: match - go with - suit - fit. Listenand check your answers, then in pairs, act out a similar dialogue.


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UNIT 1

1 Paul likes playing computer games.2 He enjoys meeting

new people.3 He loves science fiction

stories.4 He hates doing his

homework.5 He doesn’t mind tidying

his room. 6 He can’t stand pop music.

/s/ /z/ /æz/

watchessitsplays

/s/ /z/ /æz/

catchesgoestalks

Pronunciation

16 First listen and tick. Then listen and repeat.

15 What do you like / don’t like / love /don’t mind /hate / enjoy / can’t stand / dislike doing?

Writing (a letter to a pen-friend)

Words of Wisdom

Dear Claude,1) ....................................................... . I live in Sussex with my

family. There are four of us; my parents, my sister Emily,aged 4, and me. My mum works in a bank. My dadãs adentist.2) ...................................................... . Iãm tall, about 1,70,

and slim. As you can see from my photo, I’ve got greeneyes and short fair hair. I usually wear jeans andtrainers.3) ....................................................... . My favourite is

basketball. I usually play basketball with my friends at theweekend. I also enjoy riding my bicycle. I enjoy readingbooks but I donãt like reading comics.Write back to me soon and tell me about yourself. Send me a photograph of yourself.

Best wishes,Ben

18 Look at the plan, then write a letter to your pen-friend. Use the letter from Ex. 17 as a model.

Plan

Dear ...............................................................,

INTRODUCTION

Para 1: name, where from, place you live in, family

MAIN BODY

Para 2: age, height, build, eyes, hair, clothes

Para 3: what you like/don’t like/don’t mind

CONCLUSION

Para 4: ask him/her to write back and send you his/her picture

Best wishes,

.............................

(your pen-friend’s first name)

(your first name)

Read these sentences. What do they mean?

ñ Clothes make the man.ñ Never trust appearances.ñ First impressions are the most lasting.

➡➡

➡

Listening

14 You are going to listen to a mother givinginstructions to a babysitter. Listen and mark thestatements T (True) or F (False).

17 Fill in the correct sentence.a) I love sports. b) My name is Ben Smith and I’m from England.c) I’m twelve years old.

A letter to a pen-friend is an informal letter. We alwaysstart our letter with Dear and our friend’s first name. In

the first paragraph (introduction) we write our firstname, country of origin and some information about our

family. The main body usually consists of two paragraphs. In thesecond paragraph we describe ourselves. In the third paragraph wewrite our likes and/or dislikes. Each paragraph starts with a topicsentence i.e. a sentence which introduces the topic of the paragraph.In the last paragraph (conclusion) we write our closing remarks. Weend our letter with Best wishes and our first name.


4 Read the article again and for questions 1 - 5 choose the bestanswer, A, B, C or D.

Lead-in

Reading

1 Look at the pictures. How arethey related to the title? Who is famous for:a) losing a battle?b) painting pictures?c) winning tennis matches?d) starring in films?e) playing the violin?

2 Can you think of any other famouspeople? What are they famous for?

The pretty mermaid looked up fromthe golden sand and the world fell in lovewith her. The film was Splash, and themermaid was the famous actress, DarylHannah, who has also starred in suchfilms as Roxanne and Blade Runner.

Daryl is tall and slender. She has gotlong blonde hair, large blue eyes andstunning features. She looks fantastic inexpensive clothes, but she prefers casualclothes which show off her naturalbeauty.

She is more than just another prettyface, however. She is a complicatedperson whose character has many sides.She is often in the public eye, but she isactually a very shy person, who dislikesthe crowds and noise of Hollywoodparties. Her shyness is a problem, whichshe is trying to overcome with her friends’help. She is not the sort of person whoexpects help without giving anythingback, however. Daryl is an extremelycaring person, and she says that sheforgets her own problems when she ishelping others. She is also a romanticwho believes in true love, so she wants tofind someone very special before she

starts a family.Daryl's lifestyle is quite simple. When

she is not working, her favourite activitiesare gardening, playing the piano andmaking pottery, all of which reveal thecreative side of her character.

Daryl may prefer to sit in the shadowsat parties, but when it comes to herbeliefs, she is not afraid to speak hermind. She has strong views on theenvironment. She believes that ourmodern lifestyle is destroying theenvironment. For this reason, she iscurrently looking for a place in thecountryside where she can build anenvironmentally-friendly house. Shesays that she feels most relaxed when sheis close to nature.

Underneath the success, shyness andsimple lifestyle are Daryl's very strongviews on life. As she says, "Find out whatis important to you — and don't be afraidto live it!"

It is a pleasure to meet an actress whoremains down-to-earth and sincere in aworld where fame and success can oftenharm one’s character.

Daryl Hannah

3 Daryl Hannah is a famousactress. Guess whether thefollowing statements about herare true or false. Read or listen to the article and find out if youranswers were correct.

Eddie Murphy Vanessa Mae Paul Gauguin

UNIT 2

1 Daryl likes wearing expensive clothes.

2 She is shy.

3 She likes going to Hollywood parties.

4 She feels strongly about love.

5 She does not want to live in the city.

6 She cares about the environment.

12

MartinaHingis

NapoleonBonaparte


UNIT 2

6 Explain the words/phrases in bold on p. 12 in Ex. 4.Then choose any three and make sentences.

Vocabulary Practice

5 Read the article again and answer the questions.a) In which films has Daryl Hannah acted?b) What does she have strong feelings about?c) What sort of clothes does she prefer to wear?d) What are her views on life?

7 Match the words to their definitions.

1 slender2 overcome3 reveal4 beliefs5 currently6 find out

a get overb nowc discoverd showe ideasf slim

10 Fill in the correct particle(s). Then, try to makeup a story using the phrasal verbs below.

Follow-up

• Read the article again and make notes under thefollowing headings, then talk about Daryl Hannah.

8 Fill in the correct word from the list below. Then,use the collocations to make sentences.

true, strong, golden, shadows, natural, public, fall, speak

1 .............................. sand2 to .......... in love with sb3 in the ...................... eye4 ............................... love

5 ........................... beauty6 to sit in the ....................7 ............................. views8 to .................... her mind

11 Fill in the blanks with the correct word(s). Then,choose any three and make sentences.

1 Switzerland is ............. skiers.2 Carl Lewis is ........................ winning four gold medals in

the 1988 Olympic Games.

look after: to take care of sb/sthlook for: to try to findlook forward to: to expect sth with pleasurelook up: to try to find a word, name, etc in a

reference book

1 I don’t remember her phone number — let me look it............................. .

2 Julie looks ................... our children while we’re at work.3 Jane is really looking ..................... her sister’s wedding.4 Helen is looking ......................................... a new house.

9 Fill in the correct prepositions, then choose anythree and make sentences.

1 to star ........... a film; 2 to look fantastic ........... expensiveclothes; 3 to believe ........... sth; 4 ........... the countryside; 5 tobe close ........... sth; 6 to have strong views ........... life

famous for - popular with

1 In her everyday life, Daryl HannahA is successful and selfish.B enjoys big parties.C never goes to parties.D feels uncomfortable in large groups of people.

2 One of Daryl's outstanding characteristics is that sheA is always asking her friends for help.B is willing to help others.C doesn’t pay attention to her friends.D gets others into trouble.

3 In her free time, Daryl enjoysA doing creative activities.B being with ordinary people.C resting in her garden.D writing music.

4 Daryl wants to build her own home because sheA cannot find one she likes.B cares about the environment.C wants people to know her views.D dislikes old houses.

5 The whole article tells us that DarylHannahA is only happy when she

is not working.B likes being a film

star.C does not have

strong opinions.D is not a typical

Hollywood actress.

Words often Confused

Phrasal Verbs

Prepositions

3 I ........................ to get a letter from John tomorrow.4 Please ........................ me; I am almost ready.

wait for - expect

13Appearance Character Hobbies Beliefs

Read thetext quicklyto get a

general ideaabout it. Read

the first part of thequestion, then find thepart of the text thequestion refers to. Readthe choices and choosethe answer that best fits.Keep in mind that theinformation may berephrased. Always checkthat the other choices arenot appropriate. Checkyour answer against thetext.


14

UNIT 2

Grammar in Use

e.g. A porter is someone who carries suitcases.A compass is something which points to the north.

A

B C

D

E

F

G

H

12 Look at the words in bold and say which a) areused for people, b) show possession, c) are used forthings.

1 Daryl is not the sort of person who/that expects helpwithout giving anything back.

2 She prefers casual clothes which/that show off hernatural beauty.

3 She is a complicated person whose character hasmany sides.

13 Join the sentences using who, which or whose.

1 Ms Brown is a friendly person. She likes meeting newpeople. e.g. Ms Brown is a friendly person who likes meetingnew people.

2 She lives in a big house. The house is near the park.3 Steven is a lawyer. His office is in Baker Street.4 Claire is a model. She has been in many fashion shows.5 Sarah is wearing a nice dress. The dress fits her perfectly.

14 Underline the correct word.

1 That’s the man who’s/whose Sally’s friend.2 That’s the man who’s/whose son is my friend.3 That’s the man who’s/whose responsible for planning the

reception.4 That’s the man who’s/whose dog keeps barking at night.

15 Write sentences as in the examples.

who’s = who is/who has whose shows possession

17 What do you always/usually/sometimes/occasionally/rarely/hardly ever/never do in your daily routine?

18 Fill in each gap with only one word.

Naomi Campbell, the famousmodel, is very tall 1) ..................... aperfect figure. She 2) ................... adark complexion and beautifulbrown eyes. 3) ................... straightblack hair falls past her shoulders.When she 4) ............................. notworking, she usually wears casualclothes. Naomi 5) ...........................reading and often goes to thetheatre. Travelling is what she likes6) .................... . She always travelsabroad when she has free time.Naomi spends a lot of time7) ................ the gym and she doesnot eat fattening food. She believesthat working hard 8) .......................the only way to succeed in life.

e.g. Daryl usually plays the piano or makes pottery in her free time.

RELATIVE PRONOUNS

Listening

16 Listen and tick (✓) the correct boxes. Thenwrite sentences as in the example.

Adverbs of frequencyAdverbs of frequency (sometimes, usually, never, etc) gobefore the main verb but after the verb ‘to be’ and afterauxiliary verbs. e.g. He never gets up late. She issometimes late for work.

How often always usually sometimes/ rarely/ neverdoes Daryl ... occasionally hardly

ever

play the piano/ ✓make pottery?

travel byplane?

go to parties?

get up early?

eat fatteningfood?


15

UNIT 2

Pronunciation Writing (describing a famous person)

Words of Wisdom

19 First listen and tick. Then listen and repeat.

job: a..............

films: S........... W......., Raiders of the Lost Ark

appearance: t.............., well-built, hardly any wrinkles, tanned s.............. face, b.............. eyes, brown hair starting to turn g................

character: private, s.............., caring

interests: works with environmental g..............

hobbies: likes w.............. with his hands and b.............. things

INTRODUCTION

Para 1: name - what he is famous for

MAIN BODY

Para 2: appearance (looks, e.g. tall, well-built, etc, clothes, e.g. casual clothes, etc.)

Para 3: character (what he is like e.g. kind, patient, etc with justification)

Para 4: hobbies/interests (activities he enjoys doing/doesn’t enjoy doing)

CONCLUSION

Para 5: final comments (say whether you like him or notand what you think of him)

➡➡

➡➡

Forming adjectives

We can form adjectives from nouns or verbs by adding: -ful (e.g. wonder ➡ wonderful), -ous (e.g. danger ➡ dangerous),-ible (e.g. terror ➡ terrible), -ing (e.g. excite ➡ exciting), -ed(e.g. bore ➡ bored) and -ive (e.g. create ➡ creative).

/n/ /…/ /…k/

sin

sink

sing

Plan

Read these sentences. What do they mean?

ñ “A famous person is someone who works hard allhis life to become known, then wears dark glasses so that nobody will recognise him.” (Fred Allen)

ñ “Try not to become a man of success, but rather try to become a man of value.” (Albert Einstein)

ñ “All that glitters is not gold.” (William Shakespeare)

Listening21 You will hear an interview with a famous

person. Read the table, then listen and fill in themissing words. Use the completed table to talkabout him.

Brad Pitt is one of Hollywood’s brighteststars. He is a very 1) ...............................(success) actor who has starred inmany films, such as Interview with AVampire and Twelve Monkeys.

He is tall and slim. His 2) .............................................. (beauty) blue eyes and goodlooks are difficult to forget.

Brad Pitt is a 3) ........................................... (humour) person;his friends enjoy his company. He is a sensible person who doesnot lead a 4) ........................................... (glamour) life.

When he has free time, he enjoys reading about architecture, asubject that he finds very 5) .......................................... (interest).He also enjoys listening to music and has a huge CD collection.

Brad Pitt is a 6) ............................ (talent) as well as a handsomeyoung actor. We are sure to see a lot more of him in the future!

20 Fill in the correct derivatives of the words in bold.What is each paragraph about?

When we describe a person, we talk about his/her appearance, character and hobbies/interests. We starta new paragraph for each topic.

/n/ /…/ /…k/

thing

thin

think 22 You are working fora film guide. Youreditor has asked youto write a shortarticle describingHarrison Ford. Lookat the plan, use thetable in Ex. 21 andtalk about him.Finally, write yourarticle in 120-150words.


Documents

ENTERPRISE Plus Ss ENTERPRISE Plus Ss · successfully in both written and spoken forms at Pre-Intermediate level. KEY FEATURES Components of the course are: Enterprise plus Pre-Intermediate