Virginia Evons-Jenny Dooley Express PublishingENTERPRISE | COURSEBOO K Beginner Virginia Evans - Jenny Dooley @\ Express Publishing7 STORY 1: THE LOCH NESS MONSTER ~ EPISODE unin Uke Father, tke Son (pp. 26 31) MODULE SELF-ASSESSMENT. Bee wooute 2 MODULE SELF-ASSESSMENT. unrro ‘ines Change... 62-67) ‘STORY 2; THE EXPEDITION ~ EPISODE 1: THE WATERFALL ( STORY 2: THE EXPEDITION ~ MODULE SELF-ASSESSMENT Toru m UNIT 44 ‘os ana Don's (pp. 98 - 103) eT mn STORY 2: STRANGE VISITORS (p MODULE SELF-ASSESSMENT IRREGULAR VERBS (p. 116) PHOTO FILE SECTION Contents. ee ee ar the verb to be counties & nationaltios; introducing people 4 crdinalcardinal numbers; jobs the verb have (got; the verb can people's appearances: Intornat advertisements for (abilly, polite requests) abilies; colours ppen-fiends; Culture Point — people around the works there isthere are; tisthese-thatthose; __houses(homes: future & advertisements for houses; Cute Plurals (5,28): prepositions of place appliances, Point — houses around the world fia tont of, in, on, next fo, bohind, uncer) ‘THE ACCIDENT (pp. 24 +25) possessive case: possessive adjectives! family relationships: free-ime _letors to perrionds ponouns; whosefvho's; present simple actives: days of the week += UNITS 1, 2, 3,4 (pp. 32-39) adverb ol fequeey;prepostone cf clr: eingtho tine; atl abott apr daly a. ine er mon tonne; proscar orbs, Gunre rent open hous info aes BRS asin, Tt sexe i cn STORY 1: THE LOCH NESS MONSTER ~ EPISODE 2: THE WRONG PHOTOGRAPH pp. 6 - 47) . ‘present continuous; ‘weather conditionsiclimata; ‘postcards to tiands while on holiday: freson comin precortsinle ates Eckaro Pont weaherin veto conan plus; courbieuncoutabe nurs: ypesctfoodinks mens; axes a retarant [itso how chown sti taunt Cue Fost ~ sng has Sie: cometary invefove onion 2 UNITS 86,7, 8p. 80-6 wesw; ct cole peposRos ciples paceulngsinatonn alae pie hen ae rout (én front of, opposite, next to, on, between, etc) giving directions: abilities. ‘Culture Point — life in ancient Rome st simp aking aston ‘eros peopl ann ara Ssencer oat) chevron tenes Sasaveet Soe ing srt: fing & ection: ato Cates Pot Eee tre oes tanger 8 eergercis Toke fo Hota deinen qu oa vq, mich tore anica about LA; Cute Pkt tenon Seed orn {SDE 2: THE SWVARO INDIANS (pp. 88 2 UNITS 8, 10, 14,12 fp. 0-91) te gol wih prenert contruows ‘tre lantenons letra about ie mening es ibe branganents; te edtine surier par; hrseapes shouklehoui ade, mest gai), te ervrcrmer heal ps; ‘lett ghng advice on how Tara one. cor oni pany, hae acess fret te srvonmert tre Sant going poms) Ft me revere frisntpafect von fl ereos—_toidlgissng leet aren Cutie Pont — esrb ety ‘opr in Anerce 410-413) = UNITS 13,14, 15 Ippe 4 115) CULTURE Lire (pp. 159-163) 2 hitentcaN ENGLICN-ORMish ENGLISH GUIDE (pe 164 166)Ss | federico “Oe ‘days you like/hat: talking about a person; Pronunciation ~ I, 2/ ‘talking about changos in a place: talking about past abilies; Pronunciation ~ (si, ‘2dviee about healthy ving; house rules, schoo! rules; Pronunciation — /+/ pronounced or slant ‘Greetings; saying goodbye asking for and gving addresses {and phone numbers Iontiying people “olin the time ‘asking about pets ‘buying clothes ‘ordering food: ‘acceptingirlusing atfrs ‘ghing directions: asking for information ‘asking personal questions about ‘the recent past “reporting emergancias ‘making comments; ‘making suggestions acceptingirefusing invitations giving advice: ivingrretusing permission: ‘expressing obligaton/prohibiton “making a reservation; 1g sb out buying souvenirs Project — famous landmarks; introducing ourselves and other people Project — desctiotons of people; ‘an Internet advertisement fora pen-fiend Project — letter to fiend desorbing your house ‘and room: advertisements for a housoila to rent Project — family ree: ‘aletier to @ pertiend Project — opening hours in your country faticle about a celebrity's daily routine Project — dosexptions of animals; facts about animals Project — ditrent seasons in your country; ‘a posteard to a tiond Project — article about eating habits in Britain; advertisement fora restaurant Project — what you wore like atthe ago of seven: a"then-and-now" article Project — biograahy of Mozart; biography of Vivalct Project — beginninglending for a story; a story about a fre Project — description of your town; article deserting Antwerp Project — next week's horoscopes; letter toa triend about your future plans Project — letor giving advice: leaflet giving advice to people atthe beach Project ~ letter to a tiend: latter o attend from ‘holiday destnation reporting your experiancosIntroduction Enterprise 1 Beginner is a complete course for students study- ing English at beginner level. It provides them with extensive, systematic and wellintegrated practice in the productive and receptive skills necessary for successful communication in both oral and written forms of the language. ‘The course embodies @ muli-syllabus approach and a wide variety of presentation methodology. Traditional emphasis on systematic learning of grammar and vocabulary is balanced with practice in communicative language use, the methodical development of linguistic sub-skis, and attention to details of spelling and pronunciation, Graded, structured material which facilitates learning is balanced with more authentic, unsimpitied ‘material which encourages language acauistion. Controlled practice leads from the initial learning of language items to genuinely communicative and creative activi. ‘The course consists of fiteen units in four modules and a variety (of supplementary material, including a workbook. In total Enterprise 1 Beginner may be coveted in 70-75 teaching hours. Each unit ensures coverage of @ core of common, useful lan- ‘guage related to topics of general interest with which students need to be familar. The units follow the same basic structure, outlined below: ** Lead-in sections draw on the students’ knowledge of the given topic while previewing the new items of vocabulary and grammar to be learnt in the unit. The section ends with alistening activity, requiring students to listen to a recording of the reading text and complete a task, such as checking information, multiple matching and so on. This prepares students forthe reading text which follows, by femitarising them with the gist of the passage © Reading sections consist of 60- to 150-word texts on factu: al topics, reflecting authentic types and styles of writing These texts allow students to develop sub-skills such as reading for gist or for specific information, and gresent new vocabulary in a meaningful context ‘© Language Development sections formally present new vocabulary and grammar items, and practise them in a stimulating and balanced variety of tasks, These include listening and speaking activities to ensure the integrated development of skils, and incorporate the teaching of notions such as sequence, purpose and so on. '* Vocabulary sections practise and extend the vocabulary introduced in the reading text, through various types of ‘exercises. A particular feature of the book is the teaching ‘of collocations, helping students to remember vocabulary ters as parts of set expressions. ‘© Grammar sections present grammar items clearly and concisely, and reinforce students’ understanding of these through grammar exercises. A range of activities then provide controlled practice leading to free use of the ‘grammar items in genuine language tasks. ‘© Reading and Listening sections deal witn meaninatul texts con authentic, cross-cultural topics. These texts exploit the intrinsic interest of the subject matter as well as providing relatively unsimpitied language to cater for language acqui- sition. The listening tasks improve students’ listening skills while preparing them for the reading tasks, which involve such skills as scanning for information, selecting relevant sections of texts and so on. Pronunciation activities help students to recognise sounds ‘and reproduce them correctly. Intonation is regularly modelled and practised in numerous dialogues throughout ‘each unit, All pronunciation exercises are on the cassettes accompanying tne coursebook. ‘Communication sections provide varied practice involving meaningful exchanges which resemble real-lfe ‘communication, and include language functions (ie offering, suggesting, etc.), the standard expressions associated with communicative situations (le. ordering a meal, travel arrangements, etc.), and sociolinguistic features such as the polite expressions appropriate to “frienaly” or formal social contexts, Writing sections provide more extensive practice and consolidation of new language items. Writing tasks are thoroughly prepared beforehand, following guided practice cf the language to be used, and based on the model provided by the initial reading text. Additionally, a listening activity ingeniously provides the information and plan to be followed, ensuring systematic, controlled development of ‘writing skis. All writing activities are based on realistic types and styles of writing task, such as letters, escriptions, stories, articles and so on. Module Self-Assessment sections alter every fourth unit reinforce the students’ understanding of the topics, vocab- Ulary and structures presented in the previous units. The material has been designed to help students learn new lan- ‘guage in the context of what they have already mastered, rather than in isolation. Three entertaining adventure storles in a ‘comic strio’ format, presented in two episodes each, invite students to read for enjoyment and provide invaluable consolidation by means of an alternative approach. Culture Clips ‘The coursebook is ascompaniad by: a) an easy-touuse Teacher's Book with full answers to the exercises in the Student's Book, useful suggestions for presenting and conducting the exercises, and four tests {each in two ciferent versions): ») Class audio cassettes or audio CDs containing all lis- tening activities, and Student's audio cassettes or audio CDs; ©) Enterprise Beginner Workbook in which students can revise, consolidate and extend their language learning through a variety of engaging tasks. 6) Enterprise Beginner Test Booklet containing nine write- in tests, a Mid-term test and an Ext test, which aim to assess students’ progress throughout the course.People & Homes .................. e § Read, listen, talk and write abou * people; countries; nationalities; landmarks Yat) « jobs * people's facial features * colours * abilities* introduce people greet; say goodbye * ask for and give adresses & phone numbers * identify people @ Prac * aaniplurals © to be/have (got)/can © this/these - that/those © there is/there are * possessive adjectives/ pronouns * possessive case prepositions of place © present simple © houses around the world & their special features © furniture & appliances pa Ike Father, | Like Son! © families & relationships © likes & dislikesTea £ ee py LL feds Spain} YP A oy pee eed ones RRs ry iro le ae | CEPTS RE oar ie Gon. a en tae a | 3 Dae ie au el a) i Tee ue ede eee ffm a student at an Enclish Re fF b) How las Diego? What's his favourite sport? Boarding-sohool ©) WherBiite Carlos and Fosa trom? How old is Carlos? How old * re aoc i tice A ae a ‘ ie: Cen eu d Pea catd Meee pe Po aa 1 Hel I'm forty years old. 'ma b) Can you explain what the favourite sport is cot Rouen aed - This is Diego and this is Marco. They're friends and they're from Brazil. Diego is thirty-five years old and Maree inly-seven years old. They are farmers. Diego's favourite sport is football and Marco's favourite port is basketball Theyre friends and they're From Spain, Carlos is twenty-two years old and They are dancers. His Favourite § rite sport is tennis, Hi there! Tm Veena from New Delhi. t's in India. I'm twelve years old and ma student at an English boarding-school in Mane! Ny favourite sport volleyballHil | * Speaking EA Write the missing numbers as words, then listen and repeat. a) Look at the short texts, then ask and answer (questions, as in the example. 20 twenty 69 aren 21 .swengy-one., 70 seventy Where's Fergus from? 30 thirty $ oie He's from Edinburgh, Scotland Web ae 80 eighty How old is hte and what's his job? 40 forty BP gins S3: He's forty and he’s a musician ae 90 ninety What's his favourite sport? 50 fity 98 a $4: His favourite sport is gol Be tittncd 100 one hundred 60 sixty 200 two hundred ) Read the texts. Copy and complete the table. Look at your notes and talk about each person, 9°11 jy the gaps with words from the lst then aehubeoomele: make sentences, as in the example. Job _| Fa Brazil, Mexico City, Argentina, Japanese, Greek, Edinburgh mus Spain, Finland, American, Canada, Turkey Scotland Paolo is Brazitian. He's from Brasilia, Brazil. Fergus is from Edinburgh, Scotland. He's forty years Paolo Brazilian Brasilia Brazil old and he’s a musician, His favourite sport is golf Pablo Spanish Madrid Jason Canadian Ottawa Tokyo Japan Language Development © \Thomas Argentinian Buenos Aires Hi |: \° * Vocabulary 55 BBL Match the cardinal numbers to the ordinal Mike Washington the USA numbers, then listen and check. Listen again and pe repeat. (1) one second end) | (7) seven eleventh (11th) iw (2) two fourth (4th) (8) eight — ninth (mn) Costas AOS Gives (@) three] sith @ry | (9) nine twelfth iam (@) four Lefirst (is) | (10) ten seventh crn) | (3) five third ar | (11) eleven eighth tn Hane Eanes BS (©) sk — fifth gr) | (12) twelve tenth cor) bi Rico Mexican ssmnce Mexico 6 BA Write the numbers, then listen and repeat, thirteen 13. nineteen... All Turkish Ankara twenty fifteen | Seventeen .. fourteen... sixteon eighteen| Hil See Look at the pictures and fill in the eapital of each country. Then, ask and answer questions, as in the example. Moscow, Cairo, Warsaw, Rome, Budapest, Bejing. Paris SI: Where is Cai $2: In Exypi. It’s the capital of Exy 4 Poland * Grammar Full form Short form Full form Short form lam tm tamnot ——'mnot you are you're you are not you aren't heis he’s heisnot he isn't sheis she's she isnot she isn't itis it's itis not itisn’t weare we're we are not we aren't you are you're you are not you aren't they are they're they are not they aren't 0 Fill in ‘m, °s, re, ‘m not, isn't or aren’t. She isn't from Spain. She ...’... from Mexico. You s-uewe, Hungarian, You are ttalian. My favourite sport is tennis. It football Tam British. 1 ..rns French We aren't musicians. We students. I ‘a musician. I'm not a teacher. Tony's sixteen years Old. HO sane Sixty Years old They aren't from Egypt. They from Brazil, 6 Fussia TM Yes, | am. No, I'm not. ie vou 2 Yes, you are. / No, you aren't Is he. Yes, he is. / No, he isn't Is she ...2 Yes, she is. / No, she isn't. Isit..2 Yes, itis. / No, it isn't. Are we ...? Yes, we are. / No, we aren't. Are you ..2 Yes, you are. / No, you arent ‘Are they ..? Yes, they are. / No, they aren't Are you from Spain? No, I'm not. J) Fill in: is, are, 's, Ye, 'm, aren't or isn't 4A J... he from Mexico? B: No, ne HO sovossnesne from Japan, 28 they Spanish? B: No, they see + TREY sneensnee Canadian 3 A: What your favourite sport? B: My favourite sport tennis. an she twenty years old? B: No, she ‘She twenty-two. 5A: Stella from Hungary? B: Yes, she She from Budapest. 6 A: How old you? Bi Ta ‘twenty-three.the Eiffel Tower (Paris) the White House (Washington DC) the Pyramids (Cairo) Pronunciation 1), BB Listen and repeat. Australia, New Delhi, Edinburgh, Egypt, Hungary, Moscow. Beijing, Russia, Turkey, Warsaw + Game J} Youare the leader. Pretend you are from one of the countries in the list below. Write it on a piece of paper. The other students try to guess which country you are from by asking questions, as in the example, The student who guesses correctly goes next. Britain, India, Russia, France, Germany, Holland, Turkey, Brazil, laly, Poland, Egypt, Australia Sk: Are you from aly? | $2: Are you from Egypt? L: No, T'mnot \ Ls Yes, ram. + Speaking Look at the pictures. Ask and answer questions, as in the example. the Pyramids — Brazil? the Taj Mahal — India? Big Ben — England? the Eiffel Tower — htaly? the Parthenon — Poland? the White House—the USA? St Basil's Cathedral — Hungary? the Sydney Opera House — Canada? the Statue of Liberty — the USA? SI: Are the Pyramid S2: No, they aren't. They're in Egypt. fahal in India? Is in Brazil? Is the Writing @roject) Use the pictures from the Photo File section and write sentences, as in the example. The Pyramids are in Cairo, Egypt.I deFi » Grammar: the We use a/an before singular nouns. a dancer, an actor We use a before consonant sounds (b, ¢, d, f, etc). He's a teacher. We use an before vowel sounds (a,¢,i,0.u). She's an actress. J} Adda or an to the words in the list, then label the pictures, Finally, in pairs, ask and answer questions, as in the example, aantst, astronaut, doctor, engineer, pilot, postman, vel, Waiter SA: What's his name? SB: Twenty-seven. SB: Steven. SA: What's his job? SA: How old is he? SB: He's a waiter Bill Ss: D Ss: mY s: rt Ss A Ss: A: s a: Ss: ‘BB Read the dialogue, then listen and fill in the missing words. In pairs, read out the dialogue. Nice party, isn't it? Yes, it's great. I'm Alison, by the way. 1) your name? I'm Steve, Steve Blair. Nice to meet you. Nice to meet you, too. 2) are you trom? I'm from Scotland. Where exactly? Glasgow. What about you? 'm from Birmingham. 3) I'm a doctor. And you? I'ma student, Really? 4) old are you? I'm twenty-one. And you? Well, I'm thirty-five Thirty-five! Are you really? Yeah!!! your job? EX a) Listen to the dialogue and repeat it. In pairs, use your names to act out similar dialogues. Tony: Excuse me. Are you Rita Brian? Rita: Yes. | am. Hi. 'm your new neighbour, Tony, Tony Brown. Oh, hello, Tony. Nice to meet you, Tony: Nice to meet you, too FI b) Listen to this dialogue and put it into the correct order. [uane: — Hiollo, Patrick. Patriok, this is Lucy. She's my friend from America (lines: Pleased ta:msetyou; too Clpatrick: Hi, Jane. [—Jpatrick: Pleased to meet you, Lucy.9 « Commun ation: Introducing People HEI Write the sentences in the correct speech bubbles, then listen and check. Finally, act out the dialogues. Pleased to meet you. Pleased to meet you, too. Mr Potter, this is Mr Jackson. I'm Gillian Jones, but please call me Gil. Hello! I’m Frank Smith. What's your name? Pleased to meet you. \ Vocabulary Revision Game ‘Work in two teams. Take it in turns to choose words from the list and make sentences. Each correct sentence gets one point. The team with the ‘most points is the winner. musician, years old, name, favourite, pleased, neighbour, capital, marred, farmers, where, job Team A SI: F iv « musician. will A Listen and fill in the missing information, then talk about some of the teachers who work at ‘Mortimer College, as in the example. Hello! Tim Rashid Al Hibb 'm font Alexandia, Egypt. m sixteen \\ years old and Im a student at Mortimer College. Mary Stuart Dubin, treland years ola English teacher J ohn Parry Bob De Vasgow, Scot a Glasgow, ‘Scotland Swansea, Wales ws: Yas og yeas oa _ teacher History teacher This is Mary Stuart. She's from Dublin, Ireland. She's thirty years old and she’s an Engtish teacher at Mortimer College. Writing You are a foreign student at Mortimer College . You are responsible for the college magazine and this is the first page of the first issue, Introduce yourself to the readers, Start with: Hello! Fm... Then, introduce some of the teachers who work at the college. Start with: This is... He/She is... Use the information from Ex, 20 and the pictures from the Photo File section, as well as a picture of yourself, Words of Wisdom Read this sentence. What does it mean? ‘© Astranger is a friend you haven't met yet iAR Look at the pictures. Who's got .. brown, curly hair? brown, wavy hair? short grey hair? long straight fair hair? dark hair? a moustache? a beard and a moustache? Fill in the names of the people in the pictures. is old, 's quite tall and slim is short and quite slim. is middle-aged and Pierre is young, Sic . is well-built. is fat [ZI Read the sentences, then listen and match the sentences to the speakers. 1. “Ilove playing computer games.” ri 2 “like playing the guitar” Marie 3 “Llike skiing.” Ete 4 “Hope to hear from you Anna ‘soon. 12 Bone Read the Internet advertisements for pen-friends and answer the questions. Then, explain the words in bold. What can Pierre do? 5 Is Mario’s hair curly? How old is Mario? 6 What can Anna do? Who has got brown eyes? 7 What is the last sentence in Who is tall and well-built? each advertisement? “s Pierre and I'm seventeen years old, I ive in straight dark hair and brown yputer games Hello. My name’ Paris, France, I have got short exes, I'm quite tall and slim. 1 love playing com : like reading too, Please € and I can play tennis very well. coi i a : 2 Hit! My name is Anna and Tam eleven years ol [ live in Moscow, Russia, 1 haw exes, I'm quite short and I like skiing. I can play the piano quite well, Please be my e-mail pen pal. straight fair hair and green se a enty-six years old. Llive in Hit My name’ TT LE and I love é playing the guitar Florence. own eyes. 1 il ¢ from you dancing. | can speA Friend in Need / * Speaking Use the words inthe lst to write the opposites of the phrases below. Read the advertisements again, Copy the table fetecarsi gamete c ‘lise tack sevcecetees sinall, short, fair hin, curly, at and talk about the people, as in the example. 1 tall boy # shiovt bov 5 dark hair 2 slim girl ..... 6 full ips # 3 long hair # 7 big nose +. 8 big eyes 4 straight hair =... ‘Now use some of these phrases to describe your partner, Ted is tall and slim. He's got shart dark hair ard thin lips, He's gor 7 Label the colours. 4 green, blue, black, k k t red, brown, grey . Bs : Which of these Fatt A wehbe Sie Basar B it adjectives are uimav: have gat (ve gat) has got ('s gat) often used to describe: a) hair? b) eves? ¢) both? Pierre is seventeen years old, He lives in Paris, France. He ‘has got shot straight dark hair and brown eves. He is quite tall and slim. He likes playing computer games and reading, He can play tennis very well Language Development FTE Negative # Vocabulary Vyou/welthey've got —_/you/we/they haven't got he/she/it's got he/she/it hasn't got Label the different parts of the face, then point idisncpitioe wind Sint Nadliania to th vi . them on your face and name them. Have liyou/we/they got ...? Yes, /youlweithey have. cheek, chin, ear. eye, hair, mou, nose, teeth lips No, iyoulweithey haven't. 1 atin Has he/she/it got...2 Yes, he/shelit has. No, he/she! it hasn't. We use have got/has got to express possession. I've got a dog. My dog has got long ears. Read the advertisements in Ex. 4 again and complete the sentences using: have, haven’, has or hasn't w/w. Pierre got a beard? No, he ‘neuen Mario and Pierre got brown eyes? ‘Anna got long hair? ... Mario got a beard? snes QOt BFOWN hai Mario and Pierre got fair hair? oanens 13? A Friend in Need The pictures show people from the Wessex area who are the list. Chris, Sally, Jim, Peter, Mary hose one of the people in Ex. 9 and describe him or her to your classmates. The student who guesses correctly chooses another person and the game continues. Use these words: young, middle-aged, curly, long, straight, slim, well-built, beard, moustache, big nose + Reading & Listening J] a) Which of the pictures show someone with: 1 1. apale complexion? ~ (D) sr Dretonae ene aera Hosa 2 light brown skin? ane Sweden are usual tl wit fa a, Oe eyes 3 very dark skin and.a wide, flattish nose? mplexion, 4 dark slanting eyes and a yellowish complexion? 4 5 dark brown eyes and dark skin? untries, such b) BB Listen and match the numbers tothe pictures, 2 Most pegole in Meduevane®n Cooter €) Read the tests and answer the questions. aye usally got black ox dark brown nar, Brown d) Read the texts again and explain the eyes and light brown skin. Je from central and 9 Mester parts of Aca have oo perry nar and vry dark skin ba fave eso got dark brown eS full lips and a wide, flattish nose. 4 People from Arab countries such as Saudi Arabia, Iraq and Libya have usually got dark hair and dark brown eyes. They have” also got dark skin. nant ite short, § The rothern Chinese fe Gute TTT The ek lack a and das SINS, yes. Trey have gota st yellowish complexion Questions 1. What do people trom these areas look like? * Denmark, Norway and Sweden © Mediterranean countries * central and southern parts of Africa * Arab countries * northern China 2 What do people from your country look like?A Friend in Need i BW b) Look at the pictures in Ex. 12 again and listen to the Writing @roiect sounds. First tick (7), then say what you car or can's hear. Use the pictures from the Photo File Jean hear a cat, but I can't hear a motorbike section and write descriptions of the people. Write about their age, fair J} Match the phrases inthe list to the pictures. Then, in pairs, eyes, height and build. ask and answer questions to find out what your partner can or © Graminarcebs can't do, as in the example, a. cook well b, dance well e. speak English well d. run fast e.walk fast fread fast g. swim fast he sype fast ‘Affirmative: aes iy will Ft aa Ifyou/he/she/it(we/they can run. Can yor Vly Well SAS ae iteoalin n cook quite well. quite well/ fast 70% Vyou/he/she/itiwe/they can't run, BN iit _ Can liyourhe/shelitjwe/they run? Short answers: Yes, \/yourhe/she/itiwe/they can. No, /you/he/she/itiwelthey can't. Canis the same in all persons. We use can + the base form of a verb to ‘express ability of a polite request. Tom oan play football. (ability) ‘Can you help me, please? (polite request) © Can (expressing al VP a) Look at the pictures and the list of words below. Ask and answer questions, as in the example. guitar car, train, piano, bus, dos. computer, helicopter, motorbike, plane SI: Can you see a guitar? $2: No, I can't. Can you see a car? 53: Yes, Tecan. etc.? A Friend in Need |, Fillin the speech bubbles with sentences from the list. Can you help me up, please? Can You give this to Mr Harris, please? Can you read this for me, please? Can you open your books at page 7, please? J BB Read the dialogue and fill in the mis words. Then, listen and check. In pairs, act out similar dialogues using your name, address and phone number. : Good morning, madam. Can | help you? Yes please. I'd like to join the tennis club. Certainly, madam. What's YOUT 1) nccmunnnnnien? Mavis Steed, : Can you spell it, please? Yes, of course. M-A-V-1-S.... S-T-doubla E - D. And 2) are you? I'm thirty-two years ola, Right. 3)... your home addrass? 7, Green Street. Thanks. And your phone number? : 720644, : 4) , Ms Steed. Here's your card. Please, sign it here. 16 BB Listen to the dialogue and repeat it. Then, in pairs, use the prompts below to make similar logues, as in the example, ‘A: What's your name, please? B: Anna Hughe ‘A: How do you spell it? B: A-doubleN-A...H-U-G-H-E-S. 1 ..Anna Hughes 4 .. Vivienne Brown, 2. ..immy Stuart 5 ..Frank Williams. 3 ..Wendy Clarke. 6 ...Quentin Philips. |) Fillin the correct word(s). 1 He hasn't got long hair. He's got hair. 2 She hasn't got dark hair. She's got on Rat 3. Sarah and Kate are twenty-four sve O10, 4 Gordon isn't He's short. 5. He hasn't got big eyes. He's got eyes. 6 Tony is short and slim and he a beard. 7 you dance well? .. from you soon. in Edinburgh, Scotland, 40 He can run quite Match the sentences to the pictures. Which express ability? Which express a polite request? @ Can you tell me how much itis, please? b Ann can use the computer vary wal Billy can play the trumpet Can you sign here, please?