Language is a life skill Pre-A1
A1
A2
B1
B1-B2
B2-C1
masterMind 1&2 Available 2011
openMind www.mindseries.net
masterMind
Course information and full unit walk-through
Language is a life skill Learning English in a wider educational context Welcome to the Mind series – based on the idea that for students to succeed in this dynamic and global world, they need to become competent not only in English, but also in vital ‘life skills’ that apply to their academic, professional, and social lives. The Mind series is an American English course for adults and young adults. It is made up of openMind – a four-level course at beginner to pre-intermediate level, and masterMind – a higher-level course that caters for learners at intermediate level and above. Both teachers and students have access to print and online materials making this a rich and thoroughly interactive course, plus giving students something extra… Imagine providing your students with skills that will help them work collaboratively and sensitively in a team, become decision-makers, plan and manage their time effectively, listen and choose the right communication strategy at the right time, as well as teaching them solid English language skills.
“… as English becomes more generally available, little or no competitive advantage is gained by adopting it. Rather, it has become a new baseline: without English you are not even in the race.” David Graddol, English Next (2006), The British Council
In today’s highly competitive global environment, students of English need these types of ‘life skills’ along with language skills.
lifeSkills and masterSkills development Each unit of the Mind series has a special lifeSkills (openMind) or masterSkills (masterMind) section which, while recycling the language taught in the unit, helps students improve their skills in organization and planning, information-gathering and research, self-direction and independent learning, collaboration and team work, and critical thinking and problem-solving.
www.mindseries.net
Language is just one of the many skills and disciplines that make up our wider educational needs. The Mind series helps students develop a broad range of skills and sub-skills needed for success in the 21st Century.
Vocabulary
Grammar
4 Skills Pronunciation
Reading Writing Listening Speaking Thinking logically Estimating and guessing
Making a plan
LANGUAGE
Turning problems into opportunities
is a
Thinking and ProblemSolving
Organization & Planning
LIFE SKILL
Setting personal goals Managing your time
Developing your memory
Information and Research
Self Direction and Learning
Understanding graphs
Collaboration Being assertive
Understanding your learning style
Making personal changes
Taking notes on a text Persuading others
Working in a team
Discussing alternatives
Reaching compromises
Reporting information
Writing a survey
Grammar
Key areas needed to successfully learn a language - Comprehensively built up in the Mind series
Collaboration
Core life skills needed for successful communication and personal development - The basis of the lifeSkills and masterSkills sections
Working in a team
Vital, transferable sub-skills that give a competitive advantage in all areas of life - Systematically developed in lifeSkills and masterSkills sections
mindOnline Taking learning outside the classroom Teaching is changing across the globe. We’ve come a long way from ‘copy and repeat’ textbooks, and at Macmillan we are committed to moving with changing technologies. mindOnline is the powerful and versatile online component accompanying all levels of the Mind series. There is a wealth of additional and easy-to-use interactive resources for both teachers and students to build on and personalize the material in the Mind series books: Ideal for use in class on a projector or IWB
Teacher access Teachers using openMind or masterMind have automatic access to mindOnline through the unique access code that comes in the back of the Teacher’s Edition. The code provides access to all levels of the Mind series.
Animated Grammar Presentations ● Help get across difficult grammar explanations. ● Present highlighted target language in context. ● Pick out general rules. ● Include ‘Concept check’ – questions to ensure
students have understood.
e-Planner Here’s how it works: ● Input the number of weeks and teaching hours required. ● Note how many testing hours are needed. ● Specify the language area to teach. ● Result – an hour-by-hour timetable that can be saved, printed, exported, or revised!
Test Generator ● A unit-by-unit test generator. ● Select the number of questions and
the areas to be tested. ● Versions with and without answers
can be printed off immediately or saved to your computer!
www.mindseries.net
More teaching tools ● Viewpoints videos and worksheets. Viewpoints is an independent
American English video series that supports the Mind series in all levels. ● Interactive Unit Openers and Language Wrap-ups ● Class and Workbook audio
For students Each student is automatically given access to the relevant level of mindOnline through the access code found at the back of the Student’s Book. Once registered, they have access to: ● Bonus interactive supplementary activities ● Interactive wordlists with pronunciation practice (personalizable and printable) ● Viewpoints video ● CEF checklists Teachers have access to all the same resources that students do. Student-accessible materials are clearly indicated with this symbol
Work offline The Internet is a great resource, but we’ve made sure that even if you have only limited access to it, you can still make the most of the support materials available from mindOnline. You can download all the resources onto your computer using the Teacher’s Resource Center and use them with or without an internet connection!
Mind series – Methodology Skills pages are ‘double-layered’. It is not only reading here that is developed but more specifically the sub-skill ‘Distinguishing Fact and Opinion’. Other ‘Sub-Skills include ‘Reading for the Main Idea’ and ‘Speed Reading’.
What makes the Mind series different?
Teacher’s Book Alternative Box helps deal with students at different levels
Not only does the series have a strong focus on life skills and a unique blended approach, Objectives explained but it also combines thoroughly researched and up-to-date methodology and a carefully designed two-strand skills syllabus to create a powerful English language teaching tool. Each Unit has 2 grammar pages
1 ● Transparent methodology: communicative approach with both deductive inductive but that workand in the same way work, learner training, and systematic skills development. Common learner errors tackled present two different areas
and corrected
of language
● Flexible material: sections within units reinforce each other without being interdependent. 2 ● 4-step grammar presentations: a clear, simple, and memorable approach reinforced with lots of practice in the Workbook and mindOnline.
● Powerful and practical companion website – mindOnline: provides tools such as videos for students, and e-planners and test generators for teachers. 3
● Self-evaluation: Language and Communication Wrap-ups for each unit. 4
● l ifeSkills and masterSkills: a special section in each unit to develop life skills while recycling the target language from the unit. Vocabulary is built throughout ● CEF-benchmarked: ‘Can do …’ statements and checklists throughout. the unit with ‘How to Say it’ boxes
● Thorough skills development: a carefully planned, graded four-skills syllabus, Focus on the communicative with step-by-step development of sub-skills. Skills are integrated and practiced in outcome and on developing Language use sections. fluency by integrating skills Focus skills
Vocabulary is taught with an emphasis on the most frequently used words according to the Macmillan English Dictionary. It is presented in two steps. First students manipulate the target language to help them deduce meaning and formationand then they are guided onto further practice.
UT FOLD O LL FOR FU ALKW T I N U GH THROU
Teacher’s Book Hightlights focus and expand on useful aspects of the target language. It includes valuable information that will help students fine-tune their understanding of the language
Language use Workbook pages offer further practice and consolidation of the elements taught in class and are ideal for home work.
www.mindseries.net
Further build-up of topic-based vocabulary
Mind series – in practice Pronunciation sections The Mind series is made up of two distinct level groups: openMind encourage students to noticecovers Beginner to Pre-intermediate and masterMind. OpenMind patterns or rules to help covers them Intermediate and Upper Intermediate levels, and masterMind pronounce naturally. This is levels. openMind and masterMind can be used as one course always supported by listening. from Beginner through to Upper Intermediate, or they can be used separately as program needs dictate. Each level comprises the following components*: ● Student’s Book ● Student’s Book and mindOnline pack ● Student’s Book and mindOnline pack split edition A/B (A = Units 1-6, B = Units 7-12) ● Workbook and Workbook Audio CD pack ( A/B editions available) Teacher’s Book ● Teacher’s Edition and mindOnline pack Extra activities give ideas for ● Macmillanclassroom Practice Online Mind series edition additional practice– or – ideal ● homework Class Audio CDsfor fast finishers! ● Viewpoints DVD * openMind Essentials consists of a combined Student’s Book and Workbook and is not available as split editions.
masterMind 2 Language in Use pulls coming together all in elements together in a real world masterMind 2011 task around the topic.
1&2 coming in 2011
Test Generator Levels 1–3
JoAnn Miller
Multi-level Test Generator Multi-ROMs are also available as a separate component.
2 Page Booklet - Front cover
openMind Practice Online Designed to mirror the openMind Student’s Book, each openMind Practice Online course is divided into 12 units and includes over 100 interactive resources for online practice. www.macmillanpracticeonline.com
CEF
openMind Essentials
Pre-A1
openMind 1
A1 A2
openMind 3
B1
masterMind 1
B1/B2
masterMind 2
masterMind – A higher-level continuation from openMind, taking into account the changing competencies, interests, and skills of students at Intermediate levels. It can be used as a stand-alone course or as a followon to openMind.
What’s new?
Mind level Interactive Grammar Presentations provide a great 2 teaching air for openMind grammar lessons.
Engaging and personalised activities draw students in.
● lifeSkills have become masterSkills – a greater focus on critical thinking, and social and cross-cultural skills. ● Independent Speaking is a new feature – aimed at developing fluency and confidence. ● Now that students have more language, we introduce ‘Higher-Order Thinking’ into the unit openers for a more challenging introduction to the topic.
Students can create personalised wordlists that contain the pronunciation listening and recording options as well as being B2/C1 printable. Students can also request for practice of these words to be sent straight to their mailbox.
Unit objectives
Unit walk-through
Grammar: modals of deduction—might/must/could/can’t (Section 2); tag questions (Section 5)
I we
Vocabulary: adjective suffixes –ful, –less (Section 3); improving your brain (Section 8)
I lik
Pronunciation: tag questions (Section 6) Reading: distinguishing fact and opinion (Section 1)
Writing (Language use): writing a comment about an online article (Section 9)
This unit walk-through highlights Speaking: speculating (Section 7) the features of the Mind series and lifeSkills: thinking and problem-solving: thinking logically demonstrates how all the components Opener work together to help you make the most of all the resources in the series. B Lead-in» Ask the students to discuss the pictures in pairs. Ask them to
Each identify unit opens with inathe highly which, what the people picturesvisual are doingpage and what the diagram represents.activities, Listen to someintroduces ideas from the class, through two simple the In the first picture, the woman is playing chess; I think topic,e.g., creates interest, and motivates students to the woman in the second picture is a scientist because she draw isadoing personal connection with unit topic. an experiment in a laboratory. Elicitthe that the diagram represents the human brain and shows the two hemispheres (sides) of the brain: left and right. Explain that typically, leftbrain thinkers are more logical and sequential, and right-brain thinkers are typically more artistic and creative.
I’d r give
Recycling points
Listening (Language use): listening to an interview (Section 4) openMind 3 Unit 7
verb tenses modal verbs: must/ mustn’t; can/can’t distinguishing fact and opinion
Whe I usu
Referral back to previous unit where this sub-skill first appeared
• Ask the students to add up their scores using the key. • Take a quick class poll to find out which members of the class are left-brain thinkers and which right-brain thinkers. • Ask the students if they agree with the results of the questionnaire.
Make the questionnaire a communicative activity by having the students work in pairs to interview each other and record their partner’s answers. Prepare the students for this activity by eliciting from them how to form questions from the questionnaire statements (e.g., #1: Do you wear a watch?; #3: Would you rather draw a map than …?). Ask the students to calculate their partner’s score and tell them whether they are more of a left-brain or a right-brain thinker.
Teacher’s Edition: Culture Note A
This gives background • Read the instructions to theinformation class. Elicit theand meaning of I’d rather anecdotes (it means the same as I’dtopic. prefer to). interesting on the
• Ask the students to do this exercise individually and circle Yes or No for each .
Culture note
Teacher’s Edition: what are you good at?
Lead-in Activity
Ask the students to look at the six pictures again. Ask activities open them to work inThese pairs andoptional discuss which activities illustrate left-hemisphereadominance which illustrate rightlesson and or a particular section. 1 Reading: fact and opinion hemisphere dominance, and why.distinguishing Ask them to identify things they are good at (left brain: good at writing, playing games B such as chess, understanding things logically rather than Lead-in» • Ask the students to read the article and ch emotionally; right brain: good at music and art, expressing Have the students brainstorm a list of famous people who whether their ideas about the peoples in th things creatively, understanding things emotionally rather thanbe from have contributed great things to the world. They may were correct or not. Ask them to find whic logically). Ask if they recognize personality traits and the students’ owntheir country or other countries, living or dead; four people in the pictures is not mentione and the students may choose anyone they think has done skills in these activities. B Score yoursel text (Leonardo da Vinci). something great. Write the list of people on the board. Ask the students to comment on the list of people, e.g., to say what they think about them, or give any information they know about them. This will encourage them to give a mix of facts and opinions. Write the students’ comments on the board. Then, have the class review the comments and discuss whether they are facts or opinions.
T67 Charles Darwin
Stephen Hawking
Helen Keller
ticle and check your ideas.
nk we know one e see one. Everyone e scientists Albert Marie Curie were art was clearly a was the naturalist n. And what about n scientist Stephen Helen Keller, the an who became a ough she was deaf e they geniuses? genius? o one definition, high IQ. Studies mal IQs range from a genius has an IQ ever, this seems oor definition ” is a complicated ving many different
factors. Intelligence tests usually measure only logical thinking. I’m convinced that a better definition of “genius” should surely include other things, like creativity. The artist Picasso produced thousands of beautiful works of art. Was he a genius? Another definition, which to my mind seems more useful, states that originality is the defining factor. A genius puts things together in new ways, ways that ordinary people have never thought of, and creates something new. It might be a new idea, a new work of art, or a new way of working. Geniuses change the world they are born into. That raises another question: Are geniuses born that way?
The writer Malcolm Gladwell has written about geniuses in his book, Outliers: The Story of Success, and he thinks that there is an important factor we often overlook: hard work. “The people at the very top don’t just work much harder than everyone else,” he says. “They work much, much harder.” You have to be born with talent, but then you have to develop that talent. And, according to research, it is possible to put a figure on it: 10,000 hours. That’s about 3 hours a day for 10 years. By studying examples ranging from Mozart to the Beatles to Bill Gates, Gladwell shows that they all got the chance to do an enormous amount of practice before becoming hugely successful. So, while talent and IQ are crucial, it seems that geniuses do an enormous amount of work to achieve their success.
• Remind the students that they practiced distinguishing fact and opinion on p. 48. • Remind the class that often texts are made up of a mixture of fact and opinion. • Give the students time to read the information in the skills box. • Elicit one phrase that indicates fact, and one that indicates opinion (e.g., Research shows that… and To me, this seems …). Ask the students what the use of adjectives like good, bad, and great indicate (opinion). If necessary, you can expand and discuss why (e.g., because they describe people’s perceptions of what’s good or bad).
• Listen to some ideas from the class. Point o ScoreExplain 1 pointthat fo stands for intelligence•quotient. nt/Score and means the nu pronounced /ˈkwoʊʃə• 1 point fo is the result of dividing one number by an • Add up your sc example, 2 is the quotient of 4:2. 0–5: Youand aredisc mo • Ask the students to work in pairs meaning of these words6–10: from the text, You areusin m context to help them: well-known, convinced crucial. Listen to some ideas from the class known: famous; convinced: absolutely sure; fail to notice; crucial: very important).
Grammar is presented in four easy steps
C
OM_SB3_FINAL_FILES.indb 67
• Read the instructions to the class. • Ask the students to do this exercise indivi • Ask them to compare their answers in pai discussing any differences. • Check the answers with the class. Elicit fro students the words or phrases that helped make their decisions.
The unit-openers are also available as interactive class activities – great for a lively ‘heads-up’ introduction to the unit.
e sentences from the article in Exercise B. For each one, decide if it expresses a fact, an oth.
er, the amazing woman who became a writer even though she was deaf and blind? that normal IQs range from 85 to 115, and a genius has an IQ over 140. seems to be a very poor definition to me. that a better definition of “genius” should surely include other things, like creativity. ition, which to my mind seems more useful, states that originality is the defining factor. lcolm Gladwell has written about geniuses in his book, Outliers: The Story of Success, and he re is an important factor we often overlook: hard work. g to research, it is possible to put a figure on it: 10,000 hours.
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I pla a mu
Alternative
Brain research has shown that both hemispheres of the brain are involved in nearly every human activity. The left hemisphere of the brain is the seat of language, and p48 and sequential order. The right distinguishing factprocesses and opinion things in a logical hemisphere is more visual, and processes things intuitively, holistically, and randomly. is generally accepted most ons sometimes occur in the same sentence. To help Ityou distinguish betweenthat them, look for have a dominant side, way withofpeople with someone’s a dominantopinion search shows that … and people To me, this seems … Another identifying s to look for adjectives likeleft good, bad, great, etc.at subjects like mathematics, while side being good people with a dominant right side are regarded as being more e people. Do you recognize any of them? What do you think they have in common? creative, emotional, and artistic.
Vinci
A Do the questi
Functions: talking about intelligence and the brain (Sections 1, 4); figuring out a puzzle (Section 2); checking information (Section 5); speculating about what you see (Sections 2, 7); giving your opinion about brain training (Section 8); discussing logical thinking (lifeSkills)
Answers 1 both (opinion indicated by the adjective a facts = she became a writer, was deaf an 2 fact (indicated by the phrase Studies sho 3 opinion (indicated by the adjective very p 4 opinion (indicated by the adjective better phrase I’m convinced that …) 5 both (opinion indicated by the phrase wh my mind seems more useful; fact indicate phrase Another definition states that …) 6 both (opinion indicated by he thinks that fact = he has written about geniuses in h 7 fact (indicated by the phrase according to research …)
A • Have the students work in pairs. Ask them to discuss the people in the pictures and what they are famous for. • Listen to some ideas from the class, but do not correct them at this stage. Answer They are all well-known for being intelligent people (some people would describe them as geniuses).
Culture note
Leonardo da Vinci (1452–1519) was an Italian painter, sculptor, architect, engineer, and scientist, and one of the greatest figures of the Italian Renaissance. He is best known for painting the Mona Lisa, and for his sketches and technological ingenuity. Charles Darwin (1809–1882) was an English scientist who developed the modern theory of evolution and the principle of natural selection. Stephen Hawking (1942–) is an English physicist who has researched black holes and gravitational field theory. His most famous work is called A Brief History of Time. Helen Keller (1880–1968) was a writer from Alabama who, despite becoming blind and deaf after an illness as a baby, went on to graduate from college and publish several books.
D
• Read the instructions to the class. • Ask the students to discuss the questions i • If necessary, prompt them by giving them of some well-known geniuses, e.g., Galileo Fischer (American chess player), Beethove Gates (founder of Microsoft®). Workbook p. 40, Section 1
Lead-in»
• Highlight the tag for I am (aren’t I?). If the students ask you why aren’t I is the tag for I am, explain that this is because *amn’t I is simply too difficult to pronounce, even for native-speakers of English. The tag am I not? was used in the past, but is considered very old-fashioned now. • Emphasize that we never use no as a tag question in English.
Have the students look at the picture. Ask them who they think the women are, where they are, and what they are talking about. (They could be friends or co-workers. They are probably in a café. They are talking about something serious —maybe a problem at work or at home).
A
CD 2, Track 04
• See the student’s book page for the audio script . • Have the students read the instructions and the Skills sections in this unit focus explicitly on teaching the carefully. reading sub-skill of question Play the recording once. distinguishing fact from opinion, and the speaking•• sub-skill of speculating. The other Check the answer with the class. Elicit the meaning a pushy parentand (a parent who is two skills are applied in ‘Language use’ sections: •listening to anofinterview writing determined to get what they want for their children, a comment about an online article. The focus skillseven areifalternated between this annoys other people). units so
C • Ask the students to look at the examples in the Watch
out! box. Ask them why does it? is incorrect (because a Teacher’s Edition positive statement should be followed by a negative Alternative box gives ideas for tag). • Have the students do this exercise individually and teaching students at different levels. then compare their answers in pairs, discussing any differences.
that all four skills are fully developed and practiced Answer throughout the series.
Alternative
She is worried because she thinks her son may be a gifted child.
Objectives explained
If the students are having trouble with tag questions and need additional support for this exercise, you can write the answers in random order on the board and have the students choose them.
Alternative Ask the students to keep their books closed. Tell them they will hear a conversation between two mothers, Victoria and Nancy. Write the question on the board. Play the recording once. Ask the students to compare their answers in pairs. Ask them to open their books and check the answer by reading the conversation.
1
Common learner errors B • Read the instructions to the class. pointed out
• Ask the students to do this exercise individually and then to compare their answers in pairs, discussing any differences. • Check the answers with the class. • Elicit that we use tag questions to check information we think is probably correct. • Have the students read the information in the language box. • Highlight the relationship between the tag and the statement: positive statement—negative tag; negative statement—positive tag. • Remind the students that the tense and auxiliary verb used in the statement are replicated in the tag (e.g., He hasn’t been well, has he?; You won’t tell anyone, will you?; He’s not doing badly, is he?). Point out that all the tenses and modal verbs • the students have learned so far can be used in tag questions. The verb in the tag question must correspond with the form in the main part of the sentence, e.g., You won’t tell him, will you?; He can’t be serious, can he?; She hadn’t been there, had she? • Focus on the use of do/does/did when there is no auxiliary verb in the main statement (e.g., He got an A on his last test, didn’t he?; She goes to a school for gifted children, doesn’t she?).
2
3
4
Vocabulary is highlighted throughout the unit with ‘How to say it’ boxes
• Check the answers with the class, encouraging the students to explain why they’ve chosen the tag forms they have chosen.
There are two full grammar pages D in •each with four Read theunit, instructions to the class.clear steps to • Put the students into pairs, and give them a couple of lead students through a the ‘discover, minutes to think individually about information about their partner’s life that they want to check and practice, use’ process. to make a few notes. • Ask the students to look at the example, and point out that this question refers to experiences, where it is normal to use the present perfect to ask the first question. • Have the students work in pairs and ask and answer questions about the different categories. • Listen to a few examples from the class. Correct any errors in the formation of tag questions. Workbook p. 42, Section 4
T71
O
Focus on the communicative outcome and on developing fluency by integrating skills Vocabulary is taught with an emphasis on the most frequently used words informed by the Macmillan English Dictionary. There is a step-by-step process with students first manipulating and then using the vocabulary in numerous ways.
5 Grammar: tag questions
Lead-in» Have the students look at the picture. Ask them who they think the women are, where they are, and what they are talking about. (They could be friends or co-workers. They are probably in a café. They are talking about something serious —maybe a problem at work or at home).
A
Workbook pages offer further practice and consolidation of the elements taught in class and are ideal for homework.
CD 2, Track 04
• See the student’s book page for the audio script . • Have the students read the instructions and the question carefully. • Play the recording once. • Check the answer with the class. • Elicit the meaning of a pushy parent (a parent who is determined to get what they want for their children, even if this annoys other people).
Teacher’s Edition ‘Highlight’ feature focuses and expands on useful aspects of the target language. It includes further information that will help students fine-tune their understanding of the language point. • Highlight the tag for I am (aren’t I?). If the students ask you why aren’t I is the tag for I am, explain that this is because *amn’t I is simply too difficult to pronounce, even for native-speakers of English. The tag am I not? was used in the past, but is considered very old-fashioned now. • Emphasize that we never use no as a tag question in English.
C • Ask the students to look at the examples in the Watch out! box. Ask them why does it? is incorrect (because a positive statement should be followed by a negative tag). • Have the students do this exercise individually and then compare their answers in pairs, discussing any differences.
C
cript .
d notice ag
sentence. rally,
• Ask the students to take turns saying the tag questions in pairs.
Alternative Play the recording, and ask the students to read each sentence aloud chorally in time with the recording.
Further build-up of topic-based vocabulary
cript . nd mark es in
, if
Pronunciation sections encourage students to notice patterns or rules to help them pronounce naturally. This is always supported by listening.
on in the
n’t sure n use to might,
licit that ing.
cript . hem
hat they
ook at the o close . Play the as their
nderline s
n pairs,
B • Ask the students to look at the How to say it box. • Encourage the students to use modals of deduction and tag questions when discussing the pictures. • Have the students work in pairs and discuss what the subject of each picture could be. Point out that they can have more than one possibility for each picture.
C • Have the pairs combine to form groups of four. • Ask the students to compare their opinions about the pictures. Edition • Listen to several suggestions from the class. Encourage the students to answer, using modals of deduction and tag questions.
Teacher’s Extra activities give ideas for additional classroom practice or Answers homework – ideal for fast finishers! lettuce, butterfly, coconut
sensory box Bring to class a box with a hole cut in the top, or a cloth bag. Pre-select several objects to put inside the box. The objects should have an interesting texture, and should be somewhat usual, e.g., a vegetable or a piece of fruit, or an item of clothing such as a work glove, shoelace, etc. Do not show the objects to the students. Put one object in the bag without showing it to the students. Pass the box/bag around the class and have the students speculate on what the object is, using modals of deduction and tag questions. Workbook p. 42, Section 5
T72
Language use sections integrate skills and give students the opportunity to apply them in real-life tasks. Engaging and personalized activities draw students in.
Animated Grammar Presentations provide a strong teaching aid for grammar lessons. Students can create personalized word lists which come with audio, recording and printing options. Students can also request that practice of these words be sent straight to their mailboxes.
The Language Wrap-up for each unit and the Communicative Wrap-up for every two units are the perfect conclusion to the Mind unit. The Language Wrap-up reviews vocabulary and grammar in a controlled and easy-to-check fashion. Students then track their own progress with can-do statements. The Communicative Wrap-ups focus on giving students a chance to practice the language and functions they’ve learned in communicative contexts. Each Communicative Wrap-up also ends with can-do statements which the students use to track their own progress.
The all-important lifeSkills section develops transferable ‘soft’ skills that will help students not only in their language learning but in all aspects of their lives.
An interactive Language Wrap-up is available, as well as 2-minute grammar and vocabulary reviews. Use the Test Generator to create a unit test to check students’ progress.
Down Time in the Workbook offers fun and engaging activities in the form of quizzes, crosswords, games, and riddles.
The Over to you page in the workbook consolidates the grammar and vocabulary of the unit and offers students an opportunity to contextualize an aspect of the unit topic with reference to their own lives, experiences, and points of view.
Teacher’s Edition Every unit ends with a chart correlating the unit material to the CEF competencies.
Meet the Mind series authors:
Steve Taylore-Knowles
Joanne Taylore-Knowles
Mickey Rogers
“A student’s experience of learning English has to be seen in the wider context of their whole education. In developing Mind, we have carefully integrated two aspects of this: 1) learning English needs to be personalized, and 2) the student needs to develop life skills in preparation for using English in the real world beyond the classroom. This course will allow students to ‘open their minds’ to the possibilities of English.”
“It’s not always easy to engage young adults in learning English. The trick is to find the right topics and ways of making them accessible. The topics in the Mind series range from the familiar to the more thought-provoking, and learners get lots of opportunities to express their opinions and relate them to their own lives.”
“In today’s world, you will succeed only if your mind is open to new ideas and ways of doing things. The Mind series is about learning more about the world and your place in it, as well as learning English.”
Other authors on the Mind series are Dorothy Zemach, Ingrid Wisniewska. Concept development: Mariela Gil Vierma
www.mindseries.net
openMind Essentials
openMind 1
openMind 2
openMind 3
masterMind 1
masterMind 2
Student’s Book & webcode
1120110103480
1120100402043
1120100402050
1120100402067
9780230419247
9780230419278
Student’s Book (no webcode)
9786074732603 SB/WB
9786074731118
9786074731125
9786074731132
9780230418745
9780230418899
Student’s Book & webcode A* No split editions available
1120100202384
1120100202513
1120100202537
9780230419254
9780230419261
Student’s Book & webcode B* No split editions available
1120100202391
1120100202520
1120100202544
9780230419230
9780230419285
Workbook & CD
Workbook combined with Student’s Book
1120100101533
1120100101540
1120100101557
9780230418806
9780230418950
Workbook & CD A*
No split editions available
1120100101670
1120100101694
1120100101717
9780230418813
9780230418967
Workbook & CD B*
No split editions available
1120100101687
1120100101700
1120100101724
9780230418820
9780230418974
Teacher’s Edition & webcode
1120110203494
1120100402340
1120100202360
1120100202377
9780230418844
9780230418998
Class Audio CDs
9786074732634
9786074731231
9786074731248
9786074731255
9780230418851
9780230419001
Viewpoints DVD
9786074730197
9786074730203
9786074730630
9786074730722
9786074732146
9786074732435
Mind Practice Online
9780230761940
9780230751583
9780230751590
9780230751606
9780230761988
9780230761995
Multi-level components openMind Test Generator Multi-ROM Levels 1-3
9786074732641
masterMind Test Generator Multi-ROM Levels 1& 2
9780230419322
* Split edition A = Units 1- 6 * Split edition B = Units 7-12
9
780230 419513