Elementary - Macmillan English

OpenMind
Elementary
Teacher’s Book
Premium Pack
Tim Bowen
Concept development:
Mariela Gil Vierma
A1
Macmillan Education
4 Crinan Street
London N1 9XW
A division of Macmillan Publishers Limited
Companies and representatives throughout the world
ISBN 978-0-230-45855-0
Text, design and illustration © Macmillan Publishers Limited 2014
Written by Tim Bowen
The author has asserted his rights to be identified as the author of this work in accordance with the
Copyright, Designs and Patents Act 1988.
This edition published 2014
First edition published 2010
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system,
transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the publishers.
Designed by Expo Holdings, Malaysia
Cover design by emc design limited
Author’s acknowledgements
The author would like to thank the schools, teachers and students whose input has been invaluable in
preparing this new edition. He would also like to thank the editorial and design teams at Macmillan for
doing such a great job of organising the material and bringing it to life.
The publishers would like to thank the following educators and institutions who reviewed materials
and provided us with invaluable insight and feedback for the development of the Open Mind series:
Petra Florianová, Gymnázium, Praha 6, Arabská 14; Inés Frigerio, Universidad Nacional de Río Cuarto;
Alison Greenwood, University of Bologna, Centro Linguistico di Ateneo; Roumyana Yaneva Ivanova,
The American College of Sofia; Táňa Jančaříková, SOŠ Drtinova Prague; Mari Carmen Lafuente,
Escuela Oficial de Idiomas Hospitalet, Barcelona; Alice Lockyer, Pompeu Fabra University; Javier Roque
Sandro Majul, Windmill School of English; Paul Neale, Susan Carol Owens and Beverley Anne Sharp,
Cambridge Academy of English; Audrey Renton, Dubai Men’s College, Higher Colleges of Technology,
UAE; Martin Stanley, British Council, Bilbao; Luiza Wójtowicz-Waga, Warsaw Study Centre; Escuela
Oficial de Idiomas de Getxo; Cámara de Comercio de Bilbao; Universidad Autónoma de Bellaterra;
Escuela Oficial de Idiomas EOI de Barcelona; University of Barcelona; Escuela Oficial de Idiomas Sant
Gervasi.
These materials may contain links for third party websites. We have no control over, and are not
responsible for, the contents of such third party websites. Please use care when accessing them.
Although we have tried to trace and contact copyright holders before publication, in some cases this
has not been possible. If contacted we will be pleased to rectify any errors or omissions at the earliest
opportunity.
Printed and bound in Thailand
2018 2017 2016 2015 2014
10 9 8 7 6 5 4 3 2 1
CONTENTS
INTRODUCTION TO THE COURSE
page iv
KAGAN STRUCTURES: A MIRACLE OF ACTIVE ENGAGEMENT
page xviii
STUDENT’S BOOK SCOPE AND SEQUENCE
page xxii
GRAMMAR REVIEW
page xxvi
NICE TO MEET YOU!
page 1
WHAT DO YOU DO?
page 10
DOWN TIME
page 21
DAY IN, DAY OUT
page 31
HERE, THERE AND EVERYWHERE
page 42
DIFFERENT STROKES
page 52
YOU’VE GOT TALENT!
page 63
SHOPPING AROUND
page 73
LET’S EAT
page 83
SPEAKING OF THE PAST
page 94
GREAT LIVES
page 105
IN THE NEAR FUTURE
page 116
WORKBOOK ANSWER KEY
page 126
INTRODUCTION TO THE COURSE
Welcome to the Open Mind Teacher’s Book!
Course philosophy
The philosophy that underlies the Open Mind series is
that language is a life skill – a skill for communicating
and connecting with others in our everyday lives. As with
other life skills, competence in a foreign language opens
up possibilities and enables us constantly to expand our
potential and our ability to function effectively within the
wider social, cultural and economic worlds.
This course is designed to enable the students to interact
effectively with others in English in a wide variety of
communicative situations: in their learning environment,
at work, when travelling, online, and so on. The authors
recognise that the majority of students studying English
in their countries will never live or work in an Englishspeaking country. Instead, they will be using English in the
context of their jobs or studies in their own country. For
example, they will probably not need to speak English to a
doctor; however, they may have to help a foreign visitor to
their country talk to a doctor. The activities in Open Mind
are designed to reflect the reality of how the majority of
students will actually use English in their everyday lives.
The authors are fully appreciative and aware that students
do not come to the classroom as blank slates. Instead,
they bring ideas, opinions, feelings and experiences,
all of which enrich the learning process. The course is
designed in such a way that the students are given as
many opportunities as possible to share these ideas and
experiences through pair and group work, in their writing
and communicative work. All this ensures that the students
relate to the material and make it their own. They are no
longer mere users, but active participants, expressing their
own points of view. The progression of tasks in each unit
allows the students to relate what they have learnt to their
own experiences and to express their ideas and opinions
in English confidently. Specifically devised unit features
ensure this smooth transition.
The course title, Open Mind, is a direct reflection of
this underlying philosophy. It refers to the way in which
learning a new language opens the students’ minds,
helping them become acutely aware of the social,
cultural and economic activities that take place in that
new language. It also reflects the way in which acquiring
communicative competence opens the students’ minds to
the possibilities inherent in engaging with those activities,
and it opens doors, both personal and professional, that
may otherwise have remained closed. Finally, the title
resonates with the fact that learning a new language opens
a new channel for meaningful communication, allowing the
students to express themselves accurately, creatively and
effectively, while maintaining an open mind towards other
people’s opinions and ideas.
iv
Methodology and unit
structure
The creation of Open Mind has been a rigorous and
carefully researched process. Starting with the overall
concept and then underpinning it with specific decisions
has ensured that we are presenting you with a course
that is meticulously thought-through, market-informed,
theoretically solid, and works pedagogically to achieve
high learning outcomes in a demanding classroom
environment.
Each unit in Open Mind is written and designed in
sections. The sections reinforce each other, but are not
interdependent. This adds unrivalled flexibility and allows
for variety in the lesson structure. The unit sections can
be taught sequentially, or they can be arranged to meet
programme requirements, e.g. number of hours per term.
Of course, you can decide to use any other parameters
you deem relevant.
Approaches to teaching
language
A Grammar
Most students embarking on a language course expect
to find grammar, as they see it as the basis of the
language they are learning. The teaching of grammar has
traditionally involved a deductive approach in which a
grammar rule is presented first (either by the teacher or by
the textbook) and then practice exercises are given that
allow students to apply the rule. In contrast, throughout
Open Mind an inductive approach is applied, in which
the target grammar is first presented in context, thus
raising awareness of the structure in use. Students are then
encouraged to observe, compare and analyse in order
to identify the principles or rules of the new structure.
Finally, students are presented with exercises that ensure
comprehension of the grammar form in contexts that elicit
the target language. To this end, each Grammar section in
Open Mind follows a dynamic five-step structure approach
that activates the students’ learning potential, as shown
opposite.
In each unit, there are two Grammar sections. The
grammar has been selected to 1) reflect the needs of the
students at their present level of English and 2) be relevant
to the topic of the unit, ensuring that the practice is natural
and meaningful. After completing a Grammar section, the
students will encounter that grammar again as they work
through the remainder of the unit, which reinforces the
point and aids retention.
Step 1 – Language in context
This stage introduces students to the
target grammar in a realistic reading or
listening context. A simple comprehension
activity ensures that the students have
understood the main idea of the text/
audio material. Often this takes the form
of general comprehension questions or
a matching task. At this stage students
are not expected to produce the target
language, but they are only made aware of
the structure in a real-life context.
gRaMMaR: present continuous
34 lAnguAge in conteXt Listen to part of a conversation. Do
A
Jonathan and Sophia know each other well? How do you know?
Jonathan:
Sophia:
Jonathan:
Sophia:
Jonathan:
Sophia:
Jonathan:
Sophia:
Jonathan:
It’s nice to meet you in person, Sophia, and
not just on the dating website.
It’s nice to meet you, too.
So … are you meeting lots of people on the
New Friends website?
Not really. You’re the first, so I’m a little
nervous!
Yeah, me too. Well, tell me about yourself.
You’re studying dentistry, right?
Yes, but I’m just studying part time this
term. I’m also working as a receptionist at a
dental clinic. What about you?
I’m a student, too. I’m studying robotics.
Oh, you’re not eating your burger. Do you
want something different?
Oh, no. It’s fine! I’m just not very hungry. Um
… are you working, too, or just studying?
I’m just studying, but I want to work during
the summer holidays.
Step 2 – Notice
This feature consists of one or two simple
questions with regards to the form of the
new structure. It asks students to notice
something simple about the form of the
new structure as this appears in the text.
The questions do not depend on any
understanding of the new grammar’s
meaning or function.
nOTiCE!
Is the conversation about the people’s
routine activities or about activities
during this period in their lives?
B AnAlyse Read the conversation in Exercise A
again.
Form Choose the correct option to complete the sentence below.
Then complete the table.
We form the present continuous with …
a) be + verb + -ing.
b) be + base form of verb.
Affirmative
Negative
I’m working.
I’m not (1)
Yes/No question
He’s/She’s/It’s
working.
He/She/It isn’t
working.
Is he/she/it
working?
We’re/They’re
working.
We/They aren’t
working.
working?
.
Short answer
Yes, I (3)
No, I’m not.
(2)
you/they
Wh- question
Step 3 – Analyse
This stage focuses on a guided inductive
presentation that uses examples from the
text in the previous step. It usually consists
of two sub-sections, Form and Function.
Tasks elicit from the students the rules
about the new structure’s form and also
about its function and purpose. Having
done the tasks, the students are left with
a complete grammar presentation on the
page.
.
Yes, he/she/it is.
No, he/she/it isn’t.
Where is he/she/it
working?
Yes, we/they are.
No, we/they aren’t.
Where (4)
you/they working?
Function Choose the correct option to complete the sentence.
The present continuous is used with situations or events that …
a) happen all the time and are permanent routines.
b) are happening at the moment of speaking or during this period of time in the
person’s life.
Spelling rules
When the verb ends in -e,
When a one-syllable verb ends in
consonant–vowel–consonant,
drop the e before adding -ing.
e.g. take – taking, make – making,
live – living
double the final consonant, then add -ing.
e.g. plan – planning, get – getting,
stop – stopping
72
0457607 Open Mind SB1 book.indb 72
02/08/2013 15:50
c PRActise Complete these sentences with the present continuous form
of the verbs in brackets.
1
2
3
4
5
6
At the moment, I
(make) a sandwich for lunch.
you
(have) a good time?
What
you
(do) these days?
Sally
(not talk) to me at the moment. I don’t know why.
Come on! We
(wait) for you!
At the moment, Adele
(live) in Montreal.
D
noW you Do it Work in small groups. Talk about
things that are happening at this time in your life.
WHAT’S RiGHT?
At the moment, I am studying.
At the moment, I am study.
At the moment I’m not working, so I’m living with my parents. I’m looking for a new job.
What’s right?
A feature which inductively
draws the students’ attention
to common learner errors in
its use.
PRONUNCIaTION: /ŋ/
35 Listen to these pairs of words and phrases. Are the sounds of
A
the underlined letters the same or different? Now listen again and repeat
the words.
thin thing
walk-in walking
Step
36 Listen and practise these words. Pay special attention to
B 4 – Practise
your
pronunciation
of the exercise
-ng endings.
This
stage
is a written
that enables
planning
living
song
thewalking
students
to apply
and confirm
their
working
doing
taking
wrong
thinking
sitting the standing
inferences
from
Analyse young
stage and gives
them
in thethese
useconversations.
of the
37 Work practice
in pairs. Practise
Correct each
c controlled
other’s
pronunciation of the -ng endings when necessary. Listen and
target
grammar.
check.
1
A:
B:
2
A:
B:
3
A:
B:
What’s Mum doing?
She’s talking on the phone.
Why are you singing?
Because this is my favourite song.
Where are you working these days?
I’m not working. I’m studying engineering.
SPEaKINg: talking to an old friend
A Tick ( ) the questions you could ask an old friend to
find out about their life now.
Step 5 – Now you do it
The final step of each Grammar section
is a one-step communicative activity that
allows the students to practise the new
grammar in a personalised context. The
aim of this stage is to give the students the
opportunity to employ the new structure in
ways meaningful to them, thereby making it
both more relevant and more memorable.
Introduction to the course
v
B Vocabulary
Language students can make rapid progress in a foreign
language if they are able to assimilate and use items of
vocabulary quickly and effectively. Traditional methods
of teaching vocabulary relied heavily on memorisation
of items, which were frequently presented in lists with
an accompanying translation. While generations of
students learnt vocabulary with some degree of success
in this way, more recent approaches have focused on the
communicative function of vocabulary, and particularly
on the way words combine with other words to form
chunks of meaningful language, as described in the
Lexical Approach. The question of how people store and
recall items of vocabulary has also become relevant, and
the importance of associating words with a context, an
experience, an image, or indeed with other words, is seen
by practitioners as central to this process. When creating a
course, there is the inevitable question of what vocabulary
to present and in what order. The seemingly random
approach adopted in the past has been quantified with the
latest corpus linguistics tools, which in turn has enabled us
to identify words that are used most frequently and words
that are therefore most useful to students.
A Amy has a very green lifestyle. Match the words and phrases to the
pictures. Use the red boxes.
C
D
E
F
G
H
1
2
3
4
save water
turn off the lights
recycle
cycle to university/work
5
6
7
8
buy organic food
reuse bags
get a lift
pick up litter
B Do you have a green lifestyle? Tick ( ) the things from Exercise A that
you do to help the environment. Use the blue boxes.
Step 2 This step gives the students the
opportunity to use the new vocabulary
items in a controlled practice activity.
They are often asked to compare
options, categorise, complete phrases
and sentences, and so on.
Work in groups. Ask your classmates questions to find out who
c
has a green lifestyle. Make notes of your classmates’ answers.
A:
B:
Do you cycle to work?
No, I don’t, but I get a lift with a colleague. What about you?
d
Share the information with your classmates. Is anyone similar
to Amy?
I think Irina has a green lifestyle. She cycles to school every day and she buys organic fruit
and vegetables.
gRaMMaR: present continuous vs present simple
A lAnguAge in conteXt Read this extract from a newsletter.
What does Adam want his parents to do?
Step 3 Some Vocabulary sections have a third step, in
which the students are encouraged to use the vocabulary
ACTactively
GREEN
items
in aNEWSLETTER
speaking activity, such as a discussion
month we’re asking our readers to help their friends and family to
or This
roleplay.
‘act green’.
Here is what one reader says:
My parents don’t have a very green lifestyle! They live in Arizona, and they use a lot
of electricity for air conditioning. My dad always forgets to turn off his computer at
night, and that uses a lot of electricity, too. They also water their garden a lot. But
they know the environment is important, and they’re trying to change some things.
Now they’re turning off the air conditioning and opening windows in the
mornings when it’s cool. They’re turning off lights and computers when they’re
not using them. I’m helping them plant cactus and other plants that don’t need
much water in their garden, so they’re using less water now.
Adam Hunter
nOTiCE!
Look back at the text.
Circle the verbs in
green that are in the
present simple and
underline the verbs
that are in the present
continuous.
74
0457607 Open Mind SB1 book.indb 74
vi
To help your students at this level to boost their
vocabulary, you can employ pictures (e.g. a factory, a
bridge, an underground station); make a quick board
drawing for items that are relatively simple to illustrate
(e.g. a square, a circle); use real classroom objects (e.g. a
chair, a desk); use real items you or the students have with
you (e.g. a bag, a shirt, a dictionary); use gesture (e.g. left,
right, over, under); provide a synonym that is less complex
than the word you are trying to explain; or use their first
language if possible and appropriate in your context.
Step 1 The students are presented with
the target vocabulary items and their
meaning. At this stage the students are
not expected to use the items actively.
Here the activities consist of matching
words to their meaning, matching words
to pictures, sorting words into groups,
forming collocations, choosing the
correct words to complete sentences,
and so on.
vocabulaRy: a green lifestyle
B
Each unit has two Vocabulary sections. Typically, there are
two to three steps in each Vocabulary section. The target
vocabulary (in the form of both single words and multiword phrases) is always clearly identifiable on the page.
Suggest to the students that they keep a vocabulary
notebook to record new items of vocabulary and examples
of their use in context.
In Open Mind, the authors have adopted a corpusbased approach to selecting and presenting vocabulary.
A
Information on frequency and collocation patterns has been
sourced from the corpus work created for the Macmillan
English Dictionary. The underlying philosophy to teaching
vocabulary is that we should introduce students to the
words and phrases that are most frequent and useful in
general standard English. To this end, each Vocabulary
section focuses on lexical items that the students can use
actively in everyday oral and written communication.
02/08/2013 15:50
C Pronunciation
Accurate pronunciation is a key element of successful
communication. Mastering pronunciation requires
awareness and practice at three key prosodic levels:
sound, word and sentence – all of which are focused on in
Open Mind.
First of all, there are the individual sounds (phonemes)
of English. Here it is important to focus on those sounds
which are different from those in the students’ mother
tongue and which therefore cause the greatest difficulty,
both in terms of recognition (listening and understanding)
and in terms of production (speaking and being
understood). Second, there is the area of word stress,
where English, with its numerous word stress patterns,
may differ considerably from the students’ mother tongue.
Finally, there is the question of rhythm and intonation,
where English is characterised by a relatively high number
of falling tone patterns in comparison with many other
languages. Level-appropriate aspects of these three areas
of pronunciation are carefully developed and presented.
As with Grammar, Pronunciation in Open Mind is taught
inductively. Each Pronunciation section in Open Mind
C PRACTISE Complete these sentences with the present continuous form
typically
consists of two or three steps. The Pronunciation
of the verbs in brackets.
At the moment, I
(make) a sandwich for lunch.
sections
areyousupported
by audio – both for the
(have) a good time?
What
you
(do) these days?
presentation
and
steps.
Sally
(not talk)the
to me atpractice
the moment. I don’t
know why.
1
2
3
4
5
6
Come on! We
At the moment, Adele
(wait) for you!
(live) in Montreal.
WHAT’S RIGHT?
D
NOW YOU DO IT Work in small groups. Talk about
things that are happening at this time in your life.
At the moment, I am studying.
At the moment, I am study.
At the moment I’m not working, so I’m living with my parents. I’m looking for a new job.
pRonunciation: /ŋ/
35 Listen to these pairs of words and phrases. Are the sounds of
A
the underlined letters the same or different? Now listen again and repeat
the words.
thin thing
walk-in walking
36 Listen and practise these words. Pay special attention to
B
your pronunciation of the -ng endings.
walking
working
thinking
planning
doing
sitting
living
taking
standing
song
wrong
young
37 Work in pairs. Practise these conversations. Correct each
C
other’s pronunciation of the -ng endings when necessary. Listen and
check.
1
A:
B:
2
A:
B:
3
A:
B:
What’s Mum doing?
She’s talking on the phone.
Why are you singing?
Because this is my favourite song.
Where are you working these days?
I’m not working. I’m studying engineering.
Approaches to teaching the
four skills
The four language skills – listening, reading, speaking
and writing – are informed by the two modes of
communication: spoken and written language. Each of
those has a receptive and a productive aspect. To ensure
fluency, it is essential that learners of a language get
practice in all four skills. However, mere practice alone
is not enough. The four skills need to be developed in a
planned, coherent way, something that many textbooks
have neglected up to now.
Each of the language skills consists of a number of
different abilities, or ‘sub-skills’. For example, the skill of
reading consists of the meaningful use of sub-skills such
as scanning, skimming, recognising the main idea, etc.
In actual use, we employ a variety of skills and sub-skills
simultaneously. Consequently, in order to develop the
students’ skills, it is important to identify and focus on
sub-skills in turn. In Open Mind, we have devised a skills
syllabus that is methodically researched, carefully planned
and balanced, and which focuses on sub-skills that are
most likely to be of use to learners at their respective level.
All four skills are present in every unit in the Open
Mind series. However, in order to ensure a balanced
development of the four main language skills, we have
deployed an alternate pattern of ‘on’ and ‘off’ skills, with
‘on’ skills being the ones that are developed through subskills and ‘off’ skills being the ones which are practised.
So, every unit includes two types of skills sections: 1)
skills development sections for the ‘on’ skills and 2)
skills practice sections for the ‘off’ skills. Their pattern is
alternate in the sense that, for example, the two ‘on’ skills
that are developed in Unit 1 are then practised in Unit 2 as
‘off’ skills, while the two ‘off’ skills that are practised in Unit
1 are developed in Unit 2 as ‘on’ skills, and so on and so
forth.
This alternate pattern of ‘on’ and ‘off’ skills sections is clear
in the layout of the contents pages with the two ‘on’ skills
sections in every unit highlighted.
speaking: talking to an old friend
A Tick ( ) the questions you could ask an old friend to
find out about their life now.
How are you?
Where are you working at the
moment?
What are you doing these
days?
How old are you?
When is your birthday?
What are you studying?
What’s your name?
you given
going out with
Step 1 Students Are
are
a task which
anyone?
How is your
draws their attention
tofamily?
a specific sound
Where are you living now?
or stress pattern. They are always asked to
Work
in
pairs.
You
are
old
who meet in
repeat the words friends
or phrases
to practise.
‘On’ skills.
B
the street. Ask and answer the ticked questions from
Exercise A.
B:
A:
Hi! How are you?
I’m fine! How about you?
I’m good, thanks. And how is your family?
different strokes
0457607 Open Mind Elementary SB1 U1-6_5p.indd 73
UNIT
UNIT X
6
Contents
73
02/08/2013 16:39
UniT
1
Reading
Listening
speaking
WRiting
pRonunciation
Recognising
cognates: an online survey
Listening to a voicemail message
coMMunication
stRategy: using polite
Completing an online
registration form
the alphabet
Functions
• understanding times and dates
• understanding personal
information
TO MEET Y
OU !
Step 2 This step provides the students with
an opportunity to practise the pattern and
to compare and check their grasp of the
pronunciation point.
gRaMMaR RevieW: page 6
niCE
A:
language
sounds:
WRiting WoRkshop
Function giving personal
information
p ag 8
e
UniT
W HA
2
Reading a celebrity biography
Function understanding
personal information
T DO
pa
D
article
Function giving personal
Listening to a radio show
Function talking about
people’s likes and dislikes
coMMunication
stRategy: asking for opinions
capitalisation and punctuation
WoRds:
two-syllable nouns
Writing a personal description
WRiting WoRkshop
sounds:
third person -s
• giving personal information
• describing your personality
• talking about hobbies and
interests
ge 32
Reading a magazine article
Function describing routines
and habits
in, DAY O
pa
undeRstanding the
Mechanics: using correct
Functions
OWn TiME
listening FoR
speciFic inFoRMation:
an interview
Talking about interesting activities
speaking WoRkshop
Functions
undeRstanding
the Mechanics: writing
complete sentences
• describing routines and habits
• talking about hobbies
Introduction to the course
UT
DAY
speaking WoRkshop
ge 2 0
UniT
UniT
Talking about family
information
Recognising
cognates: a magazine
pa
4
conversation
YOU
UniT
3
listening FoR speciFic
inFoRMation: an informal
DO?
Step 3 This step contextualises the
pronunciation point, offering students the
opportunity to practise it in real-life speech.
ge 44
Reading FoR the Main
Listening to a news report
coMMunication
Writing an email to give
WoRds:
days of the week
vii
WoRds:
1 Teaching sub-skills (skills development
sections – ‘on’ skills)
Speaking
Each skills development section starts with a skills panel
which informs the students in clear, direct terms what the
sub-skill is, why it is important, and how to apply it. The
sub-skill section builds on the information provided in this
feature. The students are always given the opportunity to
B
Work in pairs. Answer the questions.
apply the
at and
the
the section.
1 sub-skill
What do Christina
Samend
have inof
common?
In what ways are they different?
In your opinion, is it a good idea for them to go out with each other?
2
3
She likes the ballet
but he likes rock music.
‘On’ skillA: indicated
cog.
In Open Mind Elementary, training is given in the
Speaking sections in the development of the following key
sub-skills:
• using polite language (Unit 1)
• asking for opinions (Unit 3)
• checking understanding (Unit 5)
• showing interest (Unit 7)
• using phone language (Unit 9)
• taking time to think (Unit 11)
Yes, but they both ….
B:
Apart from the skills development sections which cover
speaking, there are constant opportunities for speaking
throughout each unit of Open Mind: the students are
When you hear a number, think about the way it looks. This helps you
understand what it is (e.g. a date, a time, a year, or a phone number). To help
encouraged to give their own opinions, to discuss their
you remember a number, say it in your head when you are writing it down.
own experiences and to communicate with one another
A Read these figures. Match them to what you think they refer to.
1
034 186 2864
a) a year
on a variety of topics. A specific speaking stage can always
2
30/11/98
b) a time
hoW to
In each level
of the course, three
sub-skills are covered
forsay it be found in the Grammar section (Now you do it), in the
3
12.52
c) a person’s age
0 can be said as both zero and oh
1998
a phoneof
number
reading,4 listening
and writing.d) Each
these is covered
Vocabulary section and in the LifeSkills section.
5
24
e) a date
twice, the second time in further detail or in a more
31 Listen and repeat the numbers in Exercise A.
B
All skills strategies are practised in the Workbook, and the
challenging context. There are six sub-skills for speaking
32 Listen to the statements. Write the numbers you hear. Practise
c
Teacher’s Book pinpoints sections where you can recycle
per level.saying
Further
practice
of
the
sub-skills
is
provided
in
the numbers in English in your head when you are writing them
down.
any sub-skills previously taught.
the Workbook.
listening: for numerical information
1
Listening
d
2
3
4
5
33 Listen to three profiles from a school reunion website.
Complete the information below.
In Open Mind Elementary, training is given in the Listening
sections in the development of the following key sub-skills:
• listening for specific information (Units 2 and 4)
es
s
n
Tom Edward
Paul Newto
• listening for
numerical
information
(Units 6 andVanes
8)sa Hugh
• understanding the main idea (Units 10 and 12)
School Reunion
Effective L2 listening is the ability to understand an aural
message in another language and respond appropriately.
Without the ability to listen effectively, the students will be
unable to communicate successfully in the target language.
Listening is an essential component of Open Mind. For
Newtondifficult of
NAME:listening
Tom Edwards can beNAME:
NAME:the
Vanessa Hughes
many students,
thePaulmost
DATE OF SCHOOL REUNION:
SCHOOL GRADUATION YEAR:
REUNION FOR YEAR:
(5)
four skills and(1)in the classroom it(3) can often
seem the
most
August
DATE OF SCHOOL REUNION:
SCHOOL REUNION AT:
PHONE NUMBER:
intimidating. (2)Help your
students(4) to become better(6)listeners
March
ON: (7)
by training them in effective listening strategies.
Reading
different strokes
In Open Mind Elementary, training is given in the Reading
sections in the development of the following key sub-skills:
• recognising cognates (Units 1 and 3)
• reading for the main idea (Units 5 and 7)
• scanning for specific information (Units 9 and 11)
0457607 Open Mind SB1 book.indb 71
Recycled ‘on’ skill indicated by cog and page reference.
rEaDinG: scanning for specific information page 111
When you come across a slightly more difficult text, try to focus only on the information you
need to find out.
A Work in pairs. Student A, scan the first paragraph and complete sentences 1–5.
Student B, scan the second paragraph and complete sentences 6–10.
AN
A M ER
ICAN
ICON
The story of the American automobile industry began on 30th July, 1863, when Henry Ford
was born on a farm in Michigan. As a boy, Ford did not like school or farm work, but he was
interested in mechanical things. In 1879, when Ford was 16, he left home and moved to
the city of Detroit. He worked as a machinist there for three years and then returned to his
family’s farm. On the farm, he operated and repaired steam engines in farm machines. In
1891, he returned to Detroit and got a job as an engineer. He began experimenting with
internal combustion engines, and in 1896, he invented a vehicle called the Quadricycle. He
experimented with different vehicles for several more years, and in 1903, he started the
Ford Motor Company.
Many people think Henry Ford invented the automobile, but he didn’t. Gottlieb Daimler
and Karl Benz invented vehicles powered by gasoline engines in 1885–1886. Henry Ford
actually became famous because he invented the assembly line, in 1913. At the new Ford
automobile plant in Highland Park, Michigan, workers did not move around the factory. The
cars moved, but the workers stayed in one place. This system was fast and efficient, and cars
became less expensive. Ford sold more than 15 million Model T cars from 1908 to 1927!
Student A
1
Henry Ford was born in (place)
.
2
Ford was born on (date)
.
3
Ford got a job as an engineer in (year)
4
In 1896, he invented (name of invention)
5
In 1903, Ford started (name of company)
B
viii
B:
A:
.
.
.
Student B
6
Henry Ford became famous because (reason)
.
7
He invented the assembly line in (year)
.
8
The new Ford automobile plant was in (place)
.
9
Ford sold more than (number of cars)
Model T cars.
10
Ford stopped production of Model T in (year)
.
Ask your partner questions and complete the sentences for the other paragraph.
Where was Henry Ford born?
He was born in … Why did Henry Ford become famous?
c Read both paragraphs more carefully. Check all your sentences for mistakes.
d
What other ‘great lives’ do you know about? Give as much information
Writing
In Open Mind Elementary, training is given in the Writing
sections in the development of the following key sub-skills:
• understanding the mechanics (using correct
capitalisation and punctuation; writing complete
sentences) (Units 2 and 4)
• writing sentences (simple and compound) (Units 6 and 8)
• sequencing and connecting ideas (Units 10 and 12)
At this level, many students find writing a difficult skill,
so give them plenty of preparation time. The writing
exercises in Open Mind take a step-by-step approach and
gradually build up the students’ confidence. Don’t expect
the students to be able to produce long pieces of written
text at this level. Expand your students’ writing practice by
encouraging them to work with the Listen and write / Read
and write pages in the Workbook.
UNIT
UNIT X
6
71
2 Integrating and practising skills (skills
practice sections – ‘off’ skills)
02/08/2013 15:50
These sections (two per unit) provide the students
with opportunities to practise skills with a focus on the
communicative outcome (e.g. writing an email in Unit 5;
listening to a life story in Unit 11). Each section comprises
two to three steps and integrates two or more language
skills. The sections allow students to focus more on the
end product, with fluency in mind, and less on the process
they go through in order to achieve it. In the activities
here, there is a strong emphasis on personalisation
– relating the material to students’ own experiences.
The unit opener
The first two pages of every Open Mind unit are the unit
opener. It is an exciting visual opportunity for students to
engage with the unit. The first page sets the overall scene
visually by means of a striking combination of two photos
and also by providing a comprehensive list of language
objectives for the unit. This page always features two cogs
which indicate the two ‘on’ skills being developed in the
unit and which, through simple questions or tasks, aim at
getting the students to familiarise themselves with the unit.
The LifeSkills panel at the bottom introduces the life skill
of the unit and here again a question aims at getting the
students to start thinking about the nature of the life skill.
The second page of the unit opener features photos or
illustrations and provides a quick warm-up to the unit, or
can be extended to a much longer and enriching speaking
activity. This activity never expects the students to use
any vocabulary or grammar in the unit to come. Its key
purpose is to create excitement and boost motivation. A
How to say it box with useful language always features
on this page, providing students with support for the
speaking task.
CEF orientated unit objectives.
UniT 6 DiFFEREnT STROKES
IN THIS UNIT YOU
learn language for talking about
your life and your lifestyle
A Tick ( ) the things on this page that are a big part of
your life. Think of other things that are also very important
in your life, e.g. pets, other hobbies, etc.
LiSTEninG
listen for specific numbers in
personal profiles
for numerical
information
How many situations can
you think of in which you
have to listen for and
understand numerical
information?
write sentences about a green
lifestyle
read personal profiles from an
online dating site
talk to an old friend about your
life now
en te rt a in
m en t
analyse different aspects of your
lifestyle and decide what things
you want to change
sh op p in g
watch a video about ways to be
green
fo od
WRiTinG
simple sentences
Look at the writing section
in this unit. What two
things do all grammatically
correct sentences have
in English?
e x e rc is
Your
Life
e
hoW to say it
Talking about lifestyles
Food/Shopping is a big
part of my life.
My friends / Animals are a
big part of my life.
Why do/don’t you like …?
Our lifestyles are very/quite
different because …
LIFE
SKILLS
SELF
& SOCIETY
0457607 Open Mind SB1 book.indb 68
o c ia l
r e last io
n s h ip
making personal change Why
do we sometimes want to make
changes in our lives? What kinds
of changes do people often make?
s
Work in small groups. Compare the things that are important
B
in your lives. Do most people in your group have very similar or very
different lifestyles?
A:
B:
Food is a big part of my life. I like going to restaurants, but I also like cooking at home.
Me, too. I don’t usually go to restaurants, but I often cook at home.
different strokes
02/08/2013 15:50
0457607 Open Mind SB1 book.indb 69
UNIT 6
69
02/08/2013 15:50
Introduction to the course
ix
Speaking and Writing
workshops
of both the speaking and writing workshops is based on a
common concept: the students are first presented with a
model, next they analyse it, then they work on their own
production and finally they self- and peer-assess.
The Speaking and Writing workshops are each a page long
and come at the end of alternate units. Each workshop
provides more in-depth analysis as well as extra support of
the respective skill when this is an ‘off’ skill in the unit, and
therefore the function in the workshop is always the same
as the function of that skill in the core unit. The structure
For more independent writing consolidation practice,
encourage the students to work with the Listen and write
and Read and write pages in the Workbook, which follow
the same concept.
Step 1
There is a model conversation
or model paragraph, email, etc
and task based on the model.
The task is on comprehension
but it is also an opportunity for
the students to start working
with the language or structure
that will be focused on later.
SPEAKinG WORKSHOP
Step 2
A task to focus students on
the useful language in or the
structure of the model. This is
what they will need to employ
in the production task later.
A Read the conversation. Complete the conversation with the sentences in the box.
What about you? How are you? I’m an accountant. And do you have a family?
It’s great to see you! So, what are you doing these days?
James:
Molly:
James:
Molly:
James:
Molly? Molly Evans?
Oh my gosh! James Burton! Wow! (1)
I’m fine. (2)
Do you live near here?
Nice to see you, too. Yes, I live just a few streets
from here. (3)
No, I live in the Cedar Hills area, but I’m visiting
friends over here.
Molly:
(4)
James:
Well, I’m working at Tracon Industries. I’m an
industrial engineer.
Oh, that’s great! I work at an architecture
firm, but I’m not an architect.
Molly:
Step 3 – Speaking
Students engage in a
conversation with a partner.
A checklist supports students,
reminding them of language
to include and practise in their
speaking.
(5)
(6)
Molly:
No, I’m not married.
I’m single, too. Hey, um, are you seeing anyone? I mean, can I call you some time?
Well, uh, OK. Why not? My mobile number is 415 836 7521.
Got it! OK, talk to you soon!
Sure! Great to see you!
James:
Molly:
James:
Molly:
B Find and underline the following things in the conversation in Exercise A.
•
•
•
•
Two expressions of surprise
A positive reaction
A general question about the other person’s life
Three specific questions about the other person’s life
d
Now work with a different partner.
Have a similar conversation with that
person. Try to remember to include
things from the list in Exercise C.
Think about your speaking. Do you feel confident using:
greetings and endings to conversations?
questions about people’s lives?
expressions of surprise?
How do you feel about your speaking generally?
Not sure …
Need to practise
different strokes
0457607 Open Mind SB1 book.indb 79
Step 4 – Speaking
Students have a similar conversation but
with a different partner. This way they
keep practising the same language,
relating the same ideas while at the
same time they are maintaining a high
level of engagement and building up
their confidence.
x
Step 3 – Writing
Here students start thinking
about their own production.
The task helps them prepare in
terms of information to include,
language to use, ways of
structuring and organising their
ideas, etc.
hoW aRe you doing?
very confident
Welcome to You’re the One!
You’re the One is a new reality TV show. Do you want
to be on You’re the One? Just tell us about yourself! Tell
us about your life and your interests and be the next
contestant on the new hit reality show You’re the One!
Name: Olivia Best
Age: 19
Tell us about yourself!
1
2
3
SUBMIT
Who is this personal description from?
What does she want to do?
What words does she use to describe herself?
B Look at the personal description again and choose the correct answers.
1
2
3
4
Who is the target reader for this personal description?
a) someone who likes reality Tv
b) someone who works for a Tv company
What style does the writer use?
a) a fun, chatty style
b) a serious, academic style
What punctuation does the writer use to make it lively?
a) question marks (?)
b) exclamation marks (!)
What tense does the writer use to talk about facts and habits?
a) present continuous
b) present simple
c Match the adjectives to the definitions. If necessary, work with a partner and
use a dictionary.
c
Work in pairs. Imagine that you and your partner are old friends
and that you are meeting after several years. Roleplay a conversation
about your lives now.
Things to include:
• greetings
• at least two expressions of surprise
• at least one general question
• at least three specific questions
• an ending to the conversation
A Read the personal description and answer the questions.
Hi! I’m Olivia, and I want to be on You’re the One! I live in
Southampton with my parents, and I love going out! During
the day, I work in an office, but at night I’m a party animal!
I like listening to music and chatting to my friends. I’m
popular and I’ve got a great sense of humour. My friends
say I’m crazy, but I’m also sensitive and caring. I love the
outdoor life and romantic evenings in front of a fire!
James:
writing a personal
description
WRiTinG WORKSHOP
talking to an old friend
UNIT
UNIT X
6
79
Step 4 – Writing
Having prepared for the writing
task, students are now ready to
do the writing task.
02/08/2013 15:51
Step 5
Self-assessment feature to get students
to reflect on their confidence in
speaking.
If you are …
1
caring,
2
crazy,
3
lively,
4
outgoing,
5
romantic,
6
sensitive,
a)
b)
c)
d)
e)
f)
you do fun, mad things that your friends love!
you love meeting new people and making friends.
your feelings get hurt easily.
you think about other people’s feelings.
you think love is important.
you are full of energy and never stop!
d now you do it Imagine you want to be on You’re the One.
Write a personal description to apply for the show.
hoW aRe you doing?
Look back at your writing and tick the statements
that are true.
The style is fun and chatty.
There are exclamation marks to make my writing lively.
The present simple describes facts about me and my life.
The description is clear and interesting.
Now ask a partner to look at your writing and
tick. Is the personal description clear and
interesting?
Well done!
Nearly! Look at the unit again.
Think again! Ask your teacher for help.
down time
0457607 Open Mind SB1 book.indb 43
Step 5
Self-assessment and peer-assessment
feature to get students to micro-check
their own writing and macro-assess that
of their partner.
UNIT
UNIT X
3
43
02/08/2013 15:48
Teaching life skills
One of the unique features of Open Mind is its focus
on life skills. Each unit ends with an inspiring LifeSkills
section. This is based on the notion that in today’s highly
competitive global environment, students of English need
other, higher-order skills besides language skills. Life skills
include information and research skills, critical thinking
and problem-solving skills, self-direction and learning
skills, organisation and planning skills, and collaboration
skills. These skills are highly valued by employers and
are essential to the students’ continued success, and yet
rarely form a part of the students’ formal education. The
authors firmly believe that it is our responsibility to help
the students develop these life skills and, in particular,
to prepare them to employ those life skills in Englishspeaking situations. All the life skills covered in Open Mind
require a certain amount of collaboration, so pair and
group work is an essential component of this section.
MAnAGinG YOUR TiME
B Make a list of things to do in
the coming week. Estimate the
time you need for each one. Look
at this example.
• Understandanyproblemsyouhavewithmanagingyourtime.
• Writeato-dolistandcategoriseeachtask.
• Decideonthebestorderforthetasks.
A
How well do you manage your time? Complete this quiz.
Compare your answers in pairs. How accurate is the quiz?
What can you do to improve your time management?
Work in pairs. Ask and answer
c
questions about your lists. Use the
diagram and mark each task depending
on how important and how urgent it is.
Some of us are born to be
late and others are always
on time. Take our fun quiz
to find out which you are!
very
6 How do you work or study?
a) I just work until I finish.
b) I take lots of breaks to watch TV and
chat online.
c) It’s difficult! I never have time to finish
my work or study.
B
D
Work in pairs. Compare
e
your daily to-do lists. Can you do
everything in the time you have?
11–15
You have a good attitude towards
time. With a little time management,
you can do even more.
do the washing
go to the bank
go to the cinema
2 hours
1 hour
3 hours
Key to diagram:
A: Very important and very urgent.
B: Very urgent but not very important.
C: Very important but not very urgent.
hoW to say it
d Write your things to do in order.
For each day of the week, write A
things first, followed by B things, etc.
Think about the time you have and
consider moving some things from
one day to another.
My total
6–10
You have a lot of time – because
you don’t do important things!
Manage your time better and you
can achieve more.
DAY: Monday
C
not
Now add up your score:
1. a 3 b 2 c 1
2. a 1 b 2 c 3
3. a 3 b 2 c 1
4. a 3
b1 c2
5. a 2 b 3 c 1
6. a 2 b 1 c 3
16–18
You need to manage your time
and give yourself time to relax!
Prioritising
Is this urgent?
How important is this?
It’s very important!
I don’t really need to …
I suppose this isn’t really urgent, so …
monday
tuesday
wednesday
thursday
friday
saturday
REFLECT ... How can the skill
of managing your time be useful to
you in Work and career and study
and learning?
sunday
day in, day out
52
0457607 Open Mind SB1 book.indb 52
not
To-do list
D: Not very important and not very urgent.
A
I
m
p
o
r
t
a
n
t
2 Do you arrive on time for things?
a) Yes, always.
b) Sometimes, but not always.
c) No, I’m always late!
5 You have something important to do.
How do you feel?
a) I’m not worried because there’s lots
of time.
b) Help! I have a thousand things to
do today!
c) Forget it. I can do it tomorrow.
Urgent
very
1 How do you feel about time?
a) I never have enough time!
b) Sometimes I don’t have time to do everything,
but usually it’s OK.
c) Time? I have lots of it!
4 How often do you check the time?
a) I’m too busy to look at the clock!
b) Never. I don’t have a watch.
c) Often. I like to know what time it is.
Each LifeSkills section is linked to the general unit topic in
which it appears, and the language and skills presented
in the previous pages of the unit help to prepare the
students for this section.
Self and Society
Work and Career
Study and Learning
LifeSkills
3 Do you often have nothing to do?
a) No, I’m always busy.
b) Sometimes.
c) Yes, I do.
Each LifeSkills section is introduced by a three-step
summary of the approach that will be applied through
the different activities in the section. These steps are
applicable to the skill in general and can be applied in
other situations, beyond the English classroom.
The chosen domain for the spread is highlighted
but all three domains are mentioned as a
reminder of the transferability of the skill.
A three-step summary of the approach
that will be applied through the different
activities in the section.
IT’S TIME TO
THINK ABOUT TIME!
The life skills in Open Mind feature as parts of three
domains: Self and Society, Work and Career, Study and
Learning. It is important to understand that the use
of these three domains is not meant to function as an
organising principle but rather as a reflection of one of the
many ways in which that particular skill can be applied. Life
skills are essential in every aspect of our lives and therefore
transferable. In every LifeSkills spread in the Open Mind
series, the particular life skill to be applied in one of the
three domains was carefully chosen. The Reflect box at the
end of the spread acts as a reminder to the students that
the life skill can also be applied in the other two domains.
02/08/2013 15:49
0457607 Open Mind SB1 book.indb 53
UNIT 4
53
02/08/2013 15:49
The Reflect question gets students to think
about how the featured skill can be applied to
the other two domains.
Introduction to the course
xi
Language wrap-up
Teaching students at
Elementary level
Each unit concludes with a Language wrap-up which
enables the students to assess their grasp of the new
vocabulary and grammar items presented in the unit.
Teaching students at Elementary level presents the
language teacher with a particular set of challenges, namely
the students’ lack of vocabulary and the related difficulties
in expressing ideas in English. At this level, however, it
is important for the students to become accustomed to
English and you should therefore use English as the primary
language of the classroom, as far as possible.
The Language wrap-up exercises can be done in class
or assigned as homework. If given as homework, tell the
students not to look at the sections of the unit that are
being tested in the wrap-up tasks before they do the
exercises.
If you use the Language wrap-up in class, you might wish
to set a time limit of 10–15 minutes for each task. Again,
encourage the students to do the tasks without looking
back at the relevant sections of the unit. Motivate them to
focus on the tasks individually, as pair or group work could
lead to stronger students dominating and would not give
accurate feedback on what individual students have learnt.
Language wrap-up
It is a good idea to go over the answers with the whole
class. This can lead to some discussion of the answers that
might be useful for students. However, students can check
the answers themselves as the answer key is given at the
1 vocabulaRy
back
of the Student’s Book.
A Rita is talking about her day. Look at the time on each watch. Then
completesure
these sentences
with a verbread
and thethe
correct
time. (6 points)
Make
the students
can-do
statements in the
score boxes and write their score out of 10 for both the
Vocabulary and Grammar sections. If they have a score
lower
than
them
the Iappropriate
I
to school 8,
at encourage
.
I
dinner atto read
.
to bed at
.
sections
of the
again
for
and then do the
B Rita is talking
about unit
other parts
of her
day.homework,
Choose the correct
prepositions to complete the sentences. (4 points)
exercise
or exercises again at home.
I always have breakfast at / before / after / until I go to school.
1
2
3
1
2
3
I sometimes go for coffee with friends until / at / after / on school.
On / In / Until / At Saturday nights, I use my computer or watch a film
before / after / on / until midnight and then I go to bed.
8 – 10 correct: I can tell the time and use prepositions to talk about what I do in a typical day.
0 – 7 correct: Look again at the Vocabulary sections on pages 46 and 49.
SCORE:
/10
2 gRaMMaR
A Read this text about how frequently five people play video games.
Write
theirretention
names in the and
correctensure
order on the
(5 points)
To
aid
a scale.
long-lasting
learning
When Leo comes home from school, he always plays video games. His sister, Marina,
outcome,
it him,
is crucial
togoing
recycle
language
points
sometimes plays with
but she prefers
online to chat
to her friends. David
often from
plays video games after school, but not every day. His sister, Lola, never plays. She thinks
previous
sections and units regularly. For example, to
video games are boring. Samuel rarely plays video games, but he likes one football game
that he plays with his brother.
recycle
grammar, you can ask the students a few questions
100%
0%
at the beginning of each class, focusing on the grammar
B Rewrite the
with before,class
after or until.
the past
correct simple, begin
content
ofsentences
the previous
(e.g.Usefor
punctuation. (5 points)
theLeoclass
by
asking
What
did
you
do
last
weekend? Where
has dinner and then he plays games on his computer.
(before)
didMarina
you
go
after
class
yesterday?).
Integrated
recycling
chats to friends online. She stops when it’s time for bed.
(until)
is also
catered
for
in
the
way
vocabulary
is
used
– the
David does his homework. Then he plays video games.
(after)
target
vocabulary
from
each
section
occurs
again
over
Lola watches Tv. She stops when she goes to bed.
(until)
the remainder of the unit, reinforcing
use of the items and
Samuel plays a video game and then he listens to music.
(after)
aiding retention.
1
2
3
4
5
1
2
3
4
5
8 – 10 correct: I can use adverbs of frequency and time clauses to talk about when and how often people do things.
54
54
In0 –addition,
toat the
help
you
plan
sub-skills
recycling, the
7 correct: Look again
Grammar
sections
on pages
47 and 50.
SCORE:
/10
cog
symbol
is used in the unit plan and again in the
appropriate heading within the teaching notes, along
with a reference to where that sub-skill was previously
practised.
0457607 Open Mind SB1 book.indb 54
It is important to give brief, clear instructions in English
(for example, use Work in groups rather than I’d like to
have you get together in groups). Where necessary, use
gestures to support your instructions, for example Listen
(cup your hand to your ear), Work in pairs (make an inward
motion with both hands indicating that the students should
work together), as this will help the students to get used
to these instructions. Early in the course, present and start
using key classroom language such as What does X mean?
How do you spell X? and How do you say X in English?,
so that the students can use these expressions when they
need help. If possible, key classroom phrases such as
these should be prominently displayed on a wall for the
students to refer to in the early stages of the course.
Emphasise the advantages of using English for pair and
group work activities. When the students use their first
language in a task, it often means they are interested and
want to express their ideas about the topic, but feel that they
don’t have the vocabulary or grammar necessary to do so.
The authors have anticipated these shortcomings and have
provided the students with model conversations, prompts
and phrases in the How to say it feature to ensure that they
have enough functional language at hand to carry out a task
confidently. Moreover, the course teaches a variety of useful
skills to overcome any obstacles and to promote interaction.
At this level, students need a lot of support and repetition.
If the instruction in the Student’s Book says listen and
repeat, give the students plenty of opportunities to repeat.
Ask them to repeat chorally before you ask them to repeat
individually. This can help to build their confidence to use
English in class.
When presenting new vocabulary, ensure that the students
feel comfortable with the pronunciation of any new words
and phrases. Use the photos and pictures in the Student’s
Book to help convey and reinforce meaning, by asking
the students to find examples of particular words in the
photos and pictures. Give the students further practice
of language items by assigning homework tasks from the
Workbook, or from the extra homework ideas suggested
in the Teacher’s Book. Encourage the students to keep
a vocabulary notebook and focus on establishing good
learning practices.
02/08/2013 15:49
Students at this level may feel that certain language
skills are less demanding or more accessible than other
language skills. This can mean that they may be more
motivated to engage with some tasks than they are with
others. Nevertheless, it is important that all four language
skills be developed and practised in parallel. Covering
all the tasks in each unit of the Student’s Book and the
Workbook will ensure that no aspect of your students’
development is neglected.
xii
Open Mind Workbook
The Open Mind Workbook is an ideal source of additional
activities to engage the students in further practice of the
Student’s Book material. The Workbook follows a format
similar to that of the Student’s Book and reflects its section
organisation. The dynamic and modern design makes the
book appealing and easy to navigate through.
Unit77 YOU’ve
YOU’veGOt
GOttaLent!
taLent!
Unit
1 VoCaBuLaRy: personality adjectives
3 gRaMMaR: can/can’t – ability
A Read the sentences and choose the correct option.
A
1
2
3
4
5
6
7
8
George always buys presents for his friends. He’s very optimistic / generous / honest.
Everyone likes Patricia. She knows a lot of people. She’s very clever / patient / friendly.
Yumi always makes a list before she goes shopping. She’s very organised / generous / optimistic.
Steve feels angry when he has to wait for a long time. He’s not very reliable / friendly / patient.
Fernanda always looks for problems in every situation. She’s not very clever / optimistic / honest.
Elizabeth is a good friend. Her friends can depend on her for help. She’s very patient / reliable / organised.
Denise always gets good marks at university. She’s very clever / friendly / honest.
Stan is always truthful, and you can always believe him. He’s very patient / honest / generous.
1
2
3
4
22 Listen and choose can or can’t.
Elena can / can’t play the piano.
Peter can / can’t dance.
I can / can’t sing.
We can / can’t drive.
23 Listen and tick ( ) the things that Ricky and
B
Bella can do. Cross ( ) the things they can’t do.
Ricky
B Choose one adjective from Exercise A that describes you and one
adjective that describes your best friend. Explain why.
WHat’s riGHt?
Jeremy can speaks Korean.
Bella
play a sport
I am honest because I always tell the truth.
speak another language
cook
2 Reading: for the main idea
C Make sentences about Bella and Ricky. Use can and can’t.
A Look quickly at the text. What kind of text is it?
a)
a personality test
LIBRA
b)
an advice column
c)
a horoscope
nd
23rd September–22 October
this
You have no problems making friends
(1)
charm everyone.
month. Your conversation and humour
laptop.
new
a
buy
to
Now is not the time
(2)
Only buy the things you really need.
teas to
You’re stressed and tired. Drink herbal
(3)
get more energy.
make about
You have an important decision to
(4)
a colleague. Be honest.
Ricky / play tennis
2
Bella / play a sport
3
Bella and Ricky / speak another language?
?
A:
Yes,
Bella / cook?
B:
4
.
?
A:
No,
Ricky / cook spaghetti?
B:
5
.
?
A:
SCORPIO
(5)
close to you.
1
B:
st
23rd October–21 November
Be patient with relatives. Don’t argue
Yes,
.
D Put the words in the correct order to form sentences and questions.
Sometimes there is more than one correct answer.
with people
your new diet.
This month is a good time to start
(6)
vegetables, cycle to work.
Go to the gym, eat fresh fruit and
are many
You want to move ahead, but there
(7)
are reliable, so don’t worry.
obstacles. Your boss knows that you
You shouldn’t
Don’t be too generous this month.
(8)
spend too much.
WHat’s riGHt?
1
Marisa and Julia / speak / can / Italian / .
2
your brother / cook / can / Indian food / ?
3
can / my best friend / sing / and / dance the tango / .
4
I / read music / play the piano / but / I / can / can’t / .
5
she / play tennis / swim / can’t / but / she / can / .
They can to play the guitar.
B Read the text in Exercise A again. Write the headings in the correct place.
Work (x 2)
Health (x 2)
Family
Money (x 2)
Social life
40
0457652 Open Mind Elementary WB1.indd 40
You’ve got talent!
08/08/2013 14:36
0457652 Open Mind Elementary WB1.indd 41
UNIT 7
41
08/08/2013 14:36
Introduction to the course
xiii
Each Workbook unit can be viewed as consisting of three
parts: the first four pages practise and consolidate the
unit’s grammar, vocabulary, and the two target sub-skills;
the fifth page is a Listen and write or Read and write page
which consolidates the unit material and offers the student
further opportunity for guided, supported and highly
personalised writing practice. The language in the Writing
tutor helps students get started and organise their writing;
the last page of each Workbook unit is a Down time page
which offers fun and engaging activities in the form of
quizzes, crosswords, games, riddles, and more.
read and
The Workbook is accompanied by its own audio CD with
the tracks for the listening tasks. The listening activities
are signposted by an audio icon, and the audioscripts
appear at the end of the Workbook. The answer key for
the Workbook activities (including possible answers) can
be found on pp. 126–134 of this Teacher’s Book.
A Read
the text
green about
activiti
Wor
write
ld Envi
es.
World
ronmen
Environ
t Day.
ment Da
organis
Under
y is an
e ac
line th
annual
are doing tivities to pr
e
event.
omote
in her cit
Every ye
positive
y in Braz
ar, coun
‘Today,
environ
tries all
il:
my frien
mental
arou
ds and
the ecol
ac
tio
n.
I are pl
Maria ex nd the world
og
anting
plains wh
or using ical problem
tre
es in th
s in the
public
at peop
e pa
Amazon
transpo
superm
le
rt beca
rainfores rk, and we’re
arket is
use toda
inf
only se
t. In the
I alway
y is als
lling lo
s save
city cent orming peop
o
ca
water,
le abou
re, peop
and recy l food, and th a No Car Day.
What ar
t
le are cy
e you do
e Gree
cle bottl
Th
is mornin
cling
n Drea
es and
ing to
g, th
m Team
help?’
paper.
is picking e local
B Now
up the
put a tic
litter.
green
k(
) next
activiti
es yo
to the
u can
turn of
do.
f the lig
hts
cycle to
wo
buy loca rk/university
l food
get a lift
use reus
able ba
gs
have a
shorter
shower
buy a re
usable
coffee
collect
cup
rainwat
er
do a co
ld cloth
es wash
fix wate
r leaks
Over t
o You
C You
ar
happen e a journalis
t. You
in
want to
first, pl g in your to
wn or
an and
city on write a para
organi
Think ab
graph
World
se your
out:
about
Enviro
ideas!
•
w
ment
Introdu
Day. Bu hat’s
ction:
•
What ev
t
Develo
en
rite
en and w
List
make
, and
profile nts.
le
son’s
ch per ities and ta
to ea
al
n
en
26 List their perso
on
t notes
A
shor
Sara
2
3
1
.
.
.
ves
Sara lo
She’s
n
She ca
D
na
Brian
4
.
.
.
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n
He ca
es
He lik
pment:
t? Why
? Where
What is
environ
happen
? When?
ment?
ing? W
Ending
hat do
: Sh
you do
What tim ort interestin
to help
g se
e expres
the
sions ca ntence/questi
on to fin
n you us
In your
ish.
e?
no
•
•
He’s
es
He lik
n
He ca
.
.
.
She’s
n
She ca
es
She lik
.
.
.
tebook
, write
38
045765
2 Open
Mind Ele
mentary
the
ties to
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h.
WB1.in
dd 38
res.
R
DOWN TIME
Dean
08/08/201
A Play the word game. Follow these instructions.
B
pictu
g tuto
your pa
•
Dominic
WRitin
Today,
my fam
ily
people
in town is / friends /
are …
I usually
…
We als
o…
At the
weeken
d
…
Today
/ At the
moment
Now /
This mo
rning … /
•
•
A
•
•
tivi
the ac
3 14:36
You have five minutes to make as many words as possible from
the letters in the grid.
The letters of the word must be next to each other in the grid.
Letters can be next to each other horizontally, vertically or diagonally.
Write your words on the lines.
Use a dictionary to check any new words.
atch
B M
swords s
do cros
asse
1
2
3
lsa cl
take sa nner party
a di
go to
arding sites
owbo
go sn
ogical
g
chaeol
evenin
visit ar
raoke
5
to a ka ert
go
nc
6
each
to a co
go
B for
7
hing
ercise
k,
go fis
in Ex
8
oteboo
4
n
ties
activi A. In your
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ey like
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C Ch in Exercise
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in
write vities.
en
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ti
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the ac
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es go
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F
e
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D
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E
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E
B Look at these words. Find the missing vowels and write the word.
u
to Yo
,
. Then
e
e you
escrib like and ar
that d
u
gs yo
ctives
in
je
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D Ch notebook, s for your
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ur not
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in yo . Give reas
Use yo to help yo
rself.
at
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rofile
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44
2 Open
045765
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ry
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WB1.in
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WRitin
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I’m …
I can …
…
not
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nd
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2013
08/08/
14:36
clvr
fst
frndly
hnst
ptnt
qtly
tnns
rgnsd
ptmstc
btfl
C Complete the crossword.
Across
2
I can ... French food.
5
I can ... the guitar.
6
Can you ... a car?
Down
1
She is very ... at karate!
3
They can ... Spanish and English.
4
Listen! He can ... opera!
1
2
3
4
5
6
You’ve got talent!
0457652 Open Mind Elementary WB1.indd 45
xiv
UNIT
UNIT X
7
45
08/08/2013 14:36
Open Mind Teacher’s Book
The Teacher’s Book offers carefully planned, wellpaced and insightful procedural notes to help you
prepare, present and follow up on the unit material in an
appropriate way for the students, teaching circumstances
and programme requirements.
Along with the procedural notes, the Teacher’s Book
supplies a complete answer key (including possible
answers) and includes the audioscripts for the listening
tasks in the Student’s Book.
The course features exciting and authentic
phrases as unit titles. The unit title feature
offers an insight into the meaning of the
phrases and serves as a mini culture note to
explain the collocation.
UNIT 3 DowN TImE
The information in the unit plan outlines the
target language and objectives by section.
It also offers suggested timings.
The expression down time (stress on down) means the same as free time or leisure time – time
when you are not working or studying. Down time is time for fun and relaxation, e.g. meeting your
friends, reading books, watching TV, or going to the cinema.
Unit plan
Unit opener
Grammar: present simple – statements and Yes/No questions
Pronunciation: third-person -s
Reading: recognising cognates
Listening: to a radio show
Vocabulary: free-time activities
(SB p. 32)
(SB p. 34)
(SB p. 35)
(SB p. 35)
(SB p. 36)
(SB p. 36)
20 min.
40 min.
15 min.
30 min.
30 min.
25 min.
Grammar: present simple – information questions
Speaking: asking for opinions
Vocabulary: personality adjectives
Writing: a personal description
(SB
SB p. 3�)
(SB p. 38)
(SB p. 38)
(SB p. 39)
40 min.
20 min.
25 min.
20 min.
LifeSkills: understanding your learning style (Study and Learning)
• optional downloadable LifeSkills lesson (Self and Society)
(SB p. 40)
45 min.
45 min.
• optional downloadable LifeSkills lesson (Work and Career)
Language wrap-up
Writing workshop: writing a personal description
Video and downloadable video worksheet
(SB p. 42)
(SB p. 43)
45 min.
15 min.
20 min.
45 min.
Common European Framework: unit map
Competence developed
Grammar
Pronunciation
Reading
Listening
Vocabulary
Speaking
Writing
CEF Reference (A1)
can understand and use statements and questions in the Table1; Table 2;
present simple
Sections 5.2.1.2;
can understand and use information questions in the
6.4.�.�, 6.4.�.8
present simple
can hear and produce different third-person singular endings Section 5.2.1.4
can recognise cognates and use them to understand a text Table 1; Table 2; Section 4.4.2.2
can understand a radio discussion and respond to the topic Table 1; Table 2; Section 4.4.2.1
can talk about free-time activities
Table 1; Table 2;
Section 4.4.1.1 Section 4.4.3.1;
can talk about personality
Section 5.2.1.1
can ask for opinions
Table 1; Table 2;
Section 4.4.3.1; Section 5.2.3.2
can describe themselves and their interests
Table 2; Section 4.4.1.2
Down time
OMTB1_01.indd 21
Features of the Teacher’s Book
The Teacher’s Book author has developed an array of
teacher-friendly features that support and build on and/or
extend the material in the Student’s Book.
Lead-in This feature provides you with optional activities
that help you start your lesson or introduce a particular
section of the Student’s Book. Typically, the Lead-in does
not require any additional preparation.
Alternative This instruction presents you with alternative
approaches to the Student’s Book material. It addresses
different learning styles, provides challenging alternatives
for high achievers and facilitates the presentation of
activities for students who may need more support.
UNIT 3
21
The Common European Framework of
Reference for Languages (CEFR) is an
influential document produced by the
Council of Europe. Since its publication, it has
had a major impact on the work of teachers,
teacher trainers, examiners and course
designers, both within Europe and in other
parts of the world. It describes the linguistic
competences learners of a language
possess at different levels of achievement. It
does this by describing the things a person
with a given language level can do. It covers
six main levels of ability: Al, A2, Bl, B2, Cl, C2.
Students completing Open Mind Elementary
should reach the level of ability described
by the Al performance descriptors.
There is a CEFR unit map after each unit plan.
This map lists the sections in the unit and
for each section, a can-do statement is
provided. These are based on the type of
can-do statements found in the CEFR and
describe the ability the students should
acquire on successfully completing the
section. In the map, reference is provided
to the relevant sections of the CEFR. These
are either the sections where the CEFR
specifically mentions the competence
being developed in the Student’s Book,
or sections where the CEFR mentions
competences that rely on the competence
being developed in the Student’s Book.
The complete text of the CEFR is available for
download from the Council of Europe website
(http://www.coe.int/t/dg4/linguistic/source/
framework_en.pdf).
6/16/70 12:40:35 PM
Culture note Here you can find background information that
may be of interest to your students and that will help you
with the presentation of the section material. It may provide
more information about a person, event or place mentioned
in the Student’s Book. It may also focus on what people in the
English-speaking world do or say in a particular situation.
Extra The optional Extra activities equip you with ideas
for additional classroom practice and homework. The
activities always focus on and extend the language point
of the section in which they appear. They are ideal for
fast-finishers. Especially for Reading and Grammar, there
are sometimes Extra reading comprehension or grammar
items provided if you feel you want to exploit a reading text
further or practise a grammar point more with your class.
Introduction to the course
xv
Open Mind Digital
Flexible digital resources are a central part of the Open
Mind approach to language teaching. The range of
online and downloadable components and resources can
be tailored to each class’s needs and facilities, allowing
for flipped and blended approaches as well as more
traditional teaching styles.
For students, the Online Workbook and self-study video
worksheets and video on the Student’s Resource Centre
consolidate classroom learning and promote autonomy
and awareness.
For teachers, Open Mind’s digital components provide
tools to save you time and add to the class experience,
together with testing that ranges from a placement test
to customisable unit and mid-course tests and an end-ofcourse test.
Teacher’s and Student’s Resource Centres
The online Resource Centres for teachers and students
are bursting with materials to support the course, as well
as audio and video. Some features are available to both
students and teachers, while others can only be accessed
through the Teacher’s Resource Centre. See the lists at the
end of this page for a complete overview.
Video
Each Student’s Book unit is accompanied by a new
video (see screenshots below), linked to the unit’s
theme and target language. Videos feature authentic
footage and genres, such as reportage, travel shows
and documentaries, to provide fascinating lead-ins or
jumping-off points for each unit of the course.
All videos are accompanied by downloadable worksheets.
These worksheets offer a variety of tasks and activities
that build on the students’ prior knowledge, generate
interest in the topic, check the students’ comprehension,
and practise grammar and vocabulary. Each worksheet
presents tasks for before, while and after watching, and
comes with teacher’s notes and answer key.
Extra LifeSkills support
The Teacher’s Resource Centre includes twenty-four
LifeSkills lesson plans – two for every LifeSkills doublepage spread in the Student’s Book. Each LifeSkills section
in the Student’s Book presents a skill (for example,
‘Understanding your learning style’) through one domain
(for example, Study and Learning), while the extra LifeSkills
lesson plans will present this same skill through the two
other domains (for example, Self and Society and Work
and Career).
Besides offering alternatives to the Student’s Book
material, the aim of these extra LifeSkills lessons is to
show learners how they can apply the same life skill from
the Student’s Book to other contexts, thereby further
developing these competencies and empowering the
students.
Tests
All the tests you need for placement, progress and
achievement purposes are on the Teacher’s Resource
Centre. These are available both as ready-to-print PDF
versions and customisable Word versions, and comprise:
• Open Mind course placement test, with instructions on
delivering this
• Unit tests: these test the grammar, vocabulary and skills
covered in each unit of the Student’s Book
• Mid-course tests: a ready-made review combining items
from the unit tests for the first half of the Student’s Book
• End-of-course test: a ready-made end-of-book test with
completely new test items covering the full Open Mind
Elementary language syllabus
Student’s Resource Centre – the complete
package
The following features are all accessible to your Open
Mind students:
• Student’s Book and Workbook audio files
• Open Mind video
• Open Mind video self-study worksheets
• CEFR checklists
• Word lists
Teacher’s Resource Centre – the complete
package
The Teacher’s Resource Centre includes everything on the
Student’s Resource Centre, as well as:
• Open Mind video classroom worksheets
• Open Mind video teacher’s notes and answer keys
• Extra LifeSkills lessons
• Tests
• Placement test
• Communicative wrap-up lessons
xvi
Online Workbook
The Online Workbook provides extra skills, grammar and
vocabulary practice to support the Student’s Book. It
contains interactive activities, audio for listening practice
and automatic marking – so students can instantly check
answers and try again as many times as they want.
The Online Workbook is also linked to an LMS (learning
management system) gradebook, which means you
can see students’ marks for each activity, as well as the
amount of time (and number of times) it has taken them
to complete each task. The Online Workbook is ideal
for self-study, but you may wish to consider using it for
reviewing students’ work in open class via a projector or an
interactive whiteboard.
Presentation kit
The Presentation kit is a digital version of the Student’s
Book designed for enhanced classroom presentation. It
features all the content of the print Student’s Book with
embedded video, class audio, full answer keys and simple
interactive whiteboard tools.
Access is easy. The Presentation kit can be downloaded
onto your interactive whiteboard or laptop for use with a
projector – no disks are required. It’s ideal for work in open
class as an alternative to ‘eyes down’ work, as well as for
checking and reviewing students’ work.
Example from Open Mind
Beginner Presentation kit
Introduction to the course
xvii