Language is a life skill

Pre-A1 A1 A2 B1 B1-B2 B2-C1

masterMind
1&2
Available 2011

openMind masterMind

www.mindseries.net 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 “… as English becomes more generally available, little or
help them work collaboratively no competitive advantage is gained by adopting it. Rather,
and sensitively in a team, it has become a new baseline: without English you are not
become decision-makers,
even in the race.”
plan and manage their time
effectively, listen and choose David Graddol, English Next (2006),
the right communication The British Council
strategy at the right time, as
well as teaching them solid
English language skills.
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.

Grammar Vocabulary

4 Skills
Reading Pronunciation
Writing
Listening
Speaking

Thinking Making a
logically
LANGUAGE plan

Estimating Thinking and is a Organization Setting

and
guessing
Problem-
Solving
LIFE SKILL & Planning personal
goals
Turning
problems
into Managing
opportunities your time

Self Direction Information

and Learning and Research
Developing Understanding
your memory graphs
Collaboration

Being Understanding Taking notes Reporting

assertive your learning on a text information
style

Persuading Working in
Making others a team
personal Writing
a survey
changes

Discussing Reaching
alternatives compromises

Key areas needed to successfully learn a
Grammar language - Comprehensively built up in the
Mind series

Core life skills needed for successful
communication and personal development
Collaboration
- The basis of the lifeSkills and masterSkills
sections

Vital, transferable sub-skills that give a
Working in
a team
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 Teacher access
and repeat’ textbooks, and at Macmillan we are committed to moving with
changing technologies. Teachers using openMind or
masterMind have automatic access
mindOnline is the powerful and versatile online component accompanying all
to mindOnline through the unique
levels of the Mind series. There is a wealth of additional and easy-to-use
access code that comes in the
interactive resources for both teachers and students to build on and
back of the Teacher’s Edition.
personalize the material in the Mind series books:
The code provides access to
all levels of the Mind series.
Ideal for use in
class on a projector
or IWB

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 Work offline
● Interactive wordlists with pronunciation practice
(personalizable and printable) The Internet is a great resource, but
● Viewpoints video we’ve made sure that even if you have
● CEF checklists only limited access to it, you can still make
the most of the support materials available
Teachers have access to all the same from mindOnline.
resources that students do.
Student-accessible materials You can download all the resources onto
are clearly indicated with your computer using the Teacher’s
this symbol 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
Teacher’s Book
but more specifically the sub-skill ‘Distinguishing Fact and Opinion’. Other
What makes the Mind series different?
‘Sub-Skills include ‘Reading for the Main Idea’ and ‘Speed Reading’.
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,
but it also combines thoroughly researched and up-to-date methodology and a carefully
Objectives explained
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
that workand inductive
in the but
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
● lifeSkills 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
fluency use sections.
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
Teacher’s BookFOLD O LL
FOR FU
Hightlights focus and expand on
ALK-
U NIT W
useful aspects of the target
GH
THROU
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
www.mindseries.net
in class and are ideal for home work.
 Further build-up of
topic-based vocabulary
Mind series – in practice
Pronunciation
The Mind seriessections
is made up of two distinct level groups: openMind
encourage students
and masterMind. to noticecovers Beginner to Pre-intermediate
OpenMind
patterns or rules
levels, and to help covers
masterMind them Intermediate and Upper Intermediate
pronounce naturally. This is
levels. openMind and masterMind can be used as one course
always supported
from Beginner by listening.
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
additional Practice Online
practice– or
Mind series edition
● homework
Class Audio – ideal
CDsfor fast finishers!
● Viewpoints DVD

* openMind Essentials consists

of a combined Student’s
Book and Workbook and is masterMind 2
not available as split editions.
Language in Use pulls coming in
together all
elements together in a real world
task around the topic. 2011
masterMind
1&2
coming in 2011
Test Generator
Levels 1–3

Multi-level Test Generator Engaging and personalised

Multi-ROMs are also available activities draw students in.
JoAnn Miller as a separate component.
masterMind – A higher-level continuation
2 Page Booklet - Front cover
from openMind, taking into account the
changing competencies, interests, and skills
openMind Practice Online of students at Intermediate levels. It can be
Designed to mirror the openMind Student’s Book, each used as a stand-alone course or as a follow-
openMind Practice Online course is divided into 12 units on to openMind.
and includes over 100 interactive resources for online
practice. www.macmillanpracticeonline.com What’s new?
● lifeSkills have become masterSkills – a
greater focus on critical thinking, and social
and cross-cultural skills.
Mind level CEF ● Independent Speaking is a new feature –
aimed at developing fluency and confidence.
openMind Essentials Pre-A1 ● Now that students have more language,
openMind 1 A1 we introduce ‘Higher-Order Thinking’ into
the unit openers for a more challenging
Interactive Grammar Presentations provide a great 2
openMind teaching air for A2 introduction to the topic.
grammar lessons.
openMind 3 B1

masterMind 1 B1/B2
Students can create personalised wordlists that contain the
masterMind 2 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.
 Functions: talking about intelligence and the brain (Sections 1, 4); figuring out a puzzle A Do the questi
(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)

Unit objectives (Section 5)

Unit walk-through
Grammar: modals of deduction—might/must/could/can’t (Section 2); tag questions

Vocabulary: adjective suffixes –ful, –less (Section 3); improving your brain (Section 8)
I we

I lik
Pronunciation: tag questions (Section 6)
I’d r
Recycling points
openMind 3 Unit 7
Listening (Language use): listening to an interview (Section 4)
verb tenses
give
Reading: distinguishing fact and opinion (Section 1) Whe
modal verbs: must/ I usu
Writing (Language use): writing a comment about an online article (Section 9)
This unit walk-through highlights mustn’t; can/can’t
distinguishing fact
I pla
Speaking: speculating (Section 7) a mu
the features of the Mind series and
lifeSkills: thinking and problem-solving: thinking logically
and opinion
Referral back to previous
demonstrates how all the components unit where this sub-skill
Opener
work together to help you make the most first appeared
of all the resources in the series.
Lead-in» B
Ask the students to discuss the pictures in pairs. Ask them to • Ask the students to add up their scores using the key.
Each identify
unit opens with inathe
what the people highly
picturesvisual
are doingpage
and whatwhich, • Take a quick class poll to find out which members of
through two simple
the diagram represents.activities,
Listen to someintroduces the
ideas from the class, the class are left-brain thinkers and which right-brain
thinkers.
topic,e.g., In the first picture, the woman is playing chess; I think
creates interest, and motivates students to
the woman in the second picture is a scientist because she • Ask the students if they agree with the results of the
draw isadoing
personal connection
an experiment with
in a laboratory. Elicitthe unit
that the topic.
diagram questionnaire.
represents the human brain and shows the two hemispheres
(sides) of the brain: left and right. Explain that typically, left- Alternative
brain thinkers are more logical and sequential, and right-brain Make the questionnaire a communicative activity by having
thinkers are typically more artistic and creative. the students work in pairs to interview each other and record
Teacher’s Edition: Culture Note their partner’s answers. Prepare the students for this activity by
A eliciting from them how to form questions from the questionnaire
This
• Readgives background
the instructions to theinformation
class. Elicit theand
meaning statements (e.g., #1: Do you wear a watch?; #3: Would you rather
interesting
of I’d rather anecdotes on the
(it means the same as I’dtopic.
prefer to). draw a map than …?). Ask the students to calculate their partner’s
• Ask the students to do this exercise individually and score and tell them whether they are more of a left-brain or a
circle Yes or No for each . right-brain thinker.

Culture note
Brain research has shown that both hemispheres of the
Teacher’s
what Edition:
are you good at? Lead-in Activity
Ask the students to look at the six pictures again. Ask
brain are involved in nearly every human activity. The left them to work inThese
pairs andoptional
discuss which activities open
activities illustrate
hemisphere of the brain is the seat of language, and left-hemisphereadominance
lesson and or a particular
which section.
illustrate right-
distinguishing factprocesses and opinion things in a logical
p48 and sequential order. The right 1 Reading:
hemisphere dominance, and why.distinguishing
Ask them to identify fact
thingsand opinion
hemisphere is more visual, and processes things intuitively, they are good at (left brain: good at writing, playing games
ons sometimes occur in the holistically, and randomly.
same sentence. To help Ityou
is generally accepted
distinguish betweenthat most
them, look for such as chess, understanding things logically rather than B
search shows that … and people have a dominant
To me, this seems … Anotherside, way
withofpeople with someone’s
identifying a dominantopinion Lead-in»
emotionally; right brain: good at music and art, expressing • Ask the students to read the article and ch
s to look for adjectives likeleft Have the students brainstorm a list of famous people who whether their ideas about the peoples in th
side being good
good, bad, great, etc.at subjects like mathematics, while 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
people with a dominant right side are regarded as being more logically). Ask if they recognize
the students’ owntheir personality
country traits and
or other countries, living or dead;
e people. Do you recognize any of them? What do you think they have in common? four people in the pictures is not mentione
creative, emotional, and artistic. skills in these activities.
and the students may choose anyone they think has done B Score yoursel
text (Leonardo da Vinci).
something great. Write the list of people on the board. Ask • Listen to some ideas from the class. Point o
the students to comment on the list of people, e.g., to say ScoreExplain
stands for intelligence•quotient. 1 pointthat
fo
what they think about them, or give any information they pronounced /ˈkwoʊʃə• nt/Score
know about them. This will encourage them to give a mix of Grammar is and means1 point
is the result of dividing one number by an
fo
the nu
facts and opinions. Write the students’ comments on the • Add up your sc
board. Then, have the class review the comments and discuss presented in
example, 2 is the quotient
• Ask the students to work 0–5:
of 4:2.
Youand
in pairs aredisc
mo
whether they are facts or opinions.
four easy steps
meaning of these words6–10: from theYoutext,
areusin
m
context to help them: well-known, convinced
Vinci T67
Charles Darwin Stephen Hawking Helen Keller • Remind the students that they practiced crucial. Listen to some ideas from the class
distinguishing fact and opinion on p. 48. known: famous; convinced: absolutely sure;
• Remind the class that often texts are made up of a fail to notice; crucial: very important).
ticle and check your ideas. mixture of fact and opinion.
• Give the students time to read the information in the C OM_SB3_FINAL_FILES.indb 67
skills box.
• Read the instructions to the class.
The writer Malcolm Gladwell • Elicit one phrase that indicates fact, and one that
has written about geniuses in his The unit-openers are also available as interactive class
indicates opinion (e.g., Research shows that… and To
• Ask the students to do this exercise indivi
• Ask them to compare their answers in pai
me, this seems …). Ask the students what the use of
nk we know one factors. Intelligence tests usually activities – great for a lively ‘heads-up’ introduction to the unit.
book, Outliers: The Story of Success,
adjectives like good, bad, and great indicate (opinion).
discussing any differences.
and he thinks that there is an • Check the answers with the class. Elicit fro
e see one. Everyone measure only logical thinking. I’m If necessary, you can expand and discuss why (e.g.,
important factor we often overlook: students the words or phrases that helped
e scientists Albert convinced that a better definition because they describe people’s perceptions of what’s good
hard work. “The people at the very make their decisions.
Marie Curie were of “genius” should surely include or bad).
top don’t just work much harder
art was clearly a other things, like creativity.
than everyone else,” he says. “They Answers
was the naturalist The artist Picasso produced A
work much, much harder.” You
n. And what about thousands of beautiful works 1 both (opinion indicated by the adjective a
have to be born with talent, but • Have the students work in pairs. Ask them to
n scientist Stephen of art. Was he a genius? discuss the people in the pictures and what they are facts = she became a writer, was deaf an
then you have to develop that
Helen Keller, the Another definition, which famous for. 2 fact (indicated by the phrase Studies sho
talent. And, according to research,
an who became a to my mind seems more useful, • Listen to some ideas from the class, but do not correct 3 opinion (indicated by the adjective very p
it is possible to put a figure on it:
ough she was deaf states that originality is the them at this stage. 4 opinion (indicated by the adjective better
10,000 hours. That’s about 3 hours
e they geniuses? defining factor. A genius puts phrase I’m convinced that …)
a day for 10 years. By studying
genius? things together in new ways, ways 5 both (opinion indicated by the phrase wh
examples ranging from Mozart to Answer
o one definition, that ordinary people have never my mind seems more useful; fact indicate
the Beatles to Bill Gates, Gladwell They are all well-known for being intelligent people
high IQ. Studies thought of, and creates something phrase Another definition states that …)
shows that they all got the chance (some people would describe them as geniuses).
mal IQs range from new. It might be a new idea, a new 6 both (opinion indicated by he thinks that
to do an enormous amount of fact = he has written about geniuses in h
a genius has an IQ work of art, or a new way of practice before becoming hugely 7 fact (indicated by the phrase according to
Culture note
ever, this seems working. Geniuses change the successful. So, while talent and IQ
oor definition world they are born into. That research …)
are crucial, it seems that geniuses
” is a complicated raises another question: Are do an enormous amount of work Leonardo da Vinci (1452–1519) was an Italian painter,
ving many different geniuses born that way? to achieve their success. sculptor, architect, engineer, and scientist, and one of
D
the greatest figures of the Italian Renaissance. He is best
known for painting the Mona Lisa, and for his sketches and • Read the instructions to the class.
technological ingenuity. • Ask the students to discuss the questions i
e sentences from the article in Exercise B. For each one, decide if it expresses a fact, an Charles Darwin (1809–1882) was an English scientist who • If necessary, prompt them by giving them
oth. developed the modern theory of evolution and the principle of of some well-known geniuses, e.g., Galileo
er, the amazing woman who became a writer even though she was deaf and blind? natural selection. Fischer (American chess player), Beethove
Stephen Hawking (1942–) is an English physicist who has Gates (founder of Microsoft®).
that normal IQs range from 85 to 115, and a genius has an IQ over 140.
researched black holes and gravitational field theory. His most
seems to be a very poor definition to me.

www.mindseries.net
famous work is called A Brief History of Time. Workbook p. 40, Section 1
that a better definition of “genius” should surely include other things, like creativity. Helen Keller (1880–1968) was a writer from Alabama who,
ition, which to my mind seems more useful, states that originality is the defining factor. despite becoming blind and deaf after an illness as a baby,
lcolm Gladwell has written about geniuses in his book, Outliers: The Story of Success, and he went on to graduate from college and publish several books.
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.
 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
Have the students look at the picture. Ask them who they this is because *amn’t I is simply too difficult to
think the women are, where they are, and what they are pronounce, even for native-speakers of English. The
talking about. (They could be friends or co-workers. They are tag am I not? was used in the past, but is considered
probably in a café. They are talking about something serious very old-fashioned now.
—maybe a problem at work or at home). • Emphasize that we never use no as a tag question in
English.
A CD 2, Track 04
• See the student’s book page for the audio script . C
• Have the students read the instructions and the
Skills sections in this unit focus explicitly on teaching the carefully.
question reading sub-skill of • Ask the students to look at the examples in the Watch
Teacher’s Edition
out! box. Ask them why does it? is incorrect (because a
distinguishing fact from opinion, and the speaking•• sub-skill of speculating. The other
Play the recording once. positive statement should be followed by a negative
Check the answer with the class. Alternative
tag). box gives ideas for
two skills are applied in ‘Language use’ sections: •listening to anofinterview
Elicit the meaning a pushy parentand writing
(a parent who is
determined to get what they want for their children, teaching students at different levels.
• Have the students do this exercise individually and
then compare their answers in pairs, discussing any
a comment about an online article. The focus skillseven areifalternated between
this annoys other people). units so 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
Objectives explained gifted child.
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 • Check the answers with the class, encouraging the
Ask the students to keep their books closed. Tell them they will students to explain why they’ve chosen the tag forms
hear a conversation between two mothers, Victoria and Nancy. they have chosen.
Write the question on the board. Play the recording once. Ask the
students to compare their answers in pairs. Ask them to open their
There
D
are two full grammar pages
1
books and check the answer by reading the conversation. in •each
Read theunit, with
instructions four
to the class.clear steps to
Common
B learner errors lead students through a the
‘discover,
• Put the students into pairs, and give them a couple of
minutes to think individually about information
pointed out
• Read the instructions to the class. practice,
about their use’
to make a few notes.
process.
partner’s life that they want to check and
• Ask the students to do this exercise individually and
then to compare their answers in pairs, discussing • Ask the students to look at the example, and point
any differences. out that this question refers to experiences, where it
• Check the answers with the class. is normal to use the present perfect to ask the first
• Elicit that we use tag questions to check information question.
2 we think is probably correct. • Have the students work in pairs and ask and answer
• Have the students read the information in the questions about the different categories.
language box. • Listen to a few examples from the class. Correct any
• Highlight the relationship between the tag and the errors in the formation of tag questions.
statement: positive statement—negative tag; negative
statement—positive tag.
Workbook p. 42, Section 4
• 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?).
3
• 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
4 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?).

Vocabulary is highlighted
throughout the unit with T71

‘How to say it’ boxes

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.

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
5 Grammar: tag questions
the language point.

Lead-in» • Highlight the tag for I am (aren’t I?). If the students

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 .
Workbook pages offer further practice • Have the students read the instructions and the
question carefully.
and consolidation of the elements taught • Play the recording once.
• Check the answer with the class.
in class and are ideal for homework. • 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).
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 . • Ask the students to take turns saying the tag
questions in pairs.
d notice
ag
Alternative
Play the recording, and ask the students to read each sentence
sentence. aloud chorally in time with the recording.
rally, Further build-up of
topic-based vocabulary

cript .
nd mark Pronunciation sections
es in
encourage students to notice
, if
patterns or rules to help them
pronounce naturally. This is
always supported by listening.
on in the B
• Ask the students to look at the How to say it box.
n’t sure • Encourage the students to use modals of deduction
n use to and tag questions when discussing the pictures.
might, • Have the students work in pairs and discuss what the
subject of each picture could be. Point out that they
licit that can have more than one possibility for each picture.
ing.
C
• Have the pairs combine to form groups of four.
cript . • Ask the students to compare their opinions about the
hem pictures.
Teacher’s Edition
• Listen to several suggestions from the class.
hat they Encourage the students to answer, using modals of
Extra activities give ideas for
deduction and tag questions.
additional classroom practice or
Answers
ook at the
homework – ideal for fast finishers!
lettuce, butterfly, coconut
o close
. Play the
as their
sensory box
Bring to class a box with a hole cut in the top, or a cloth bag.
nderline Pre-select several objects to put inside the box. The objects
s should have an interesting texture, and should be somewhat
usual, e.g., a vegetable or a piece of fruit, or an item of
n pairs, 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.

Language use sections integrate

Workbook p. 42, Section 5
skills and give students the
opportunity to apply them in
T72 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.
Teacher’s Edition
Every unit ends
with a chart correlating
the unit material to the
CEF competencies.
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.
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