Me
• introduce your partner, talk about classroom objects and talk about where items are in a room
• use thinking skills: analyze, evaluate and brainstorm.
• read about college student rooms.
• use strategies to give extra information and ask about new words to continue a conversation and check understanding
• use communication skills to book a hotel room and write a text message.
• follow an online teacher to learn about their job and the skills needed to be in this industry.
In this unit, you will
1 Think about rooms in your home Write words that you know in the box
2 IN PAIRS Share and compare your information Add more words to the box, if possible
WHAT DO YOU ALREADY KNOW?
3 IN GROUPS Watch the video and answer the question
Speak Your Mind Student’s Book Starter consists of
The course consists of six units, each comprising ten pages Each unit starts with a one-page Unit Opener that introduces the main topic and encourages students to recall familiar vocabulary and language Additionally, every Unit Opener includes a video designed to stimulate discussion among students.
In the 21st century, effective education goes beyond simply imparting subject knowledge; it is essential for teachers to equip students with vital skills that foster success in their future endeavors.
Speak Your Mind aims to empower students to become confident communicators by enhancing their English language skills for effective communication in both local and global contexts While many students may reside in non-English speaking countries, the necessity of using English in various situations is highly likely.
In both academic and professional settings, mastering English extends beyond mere language proficiency; it requires students to develop critical and creative thinking skills, collaborate effectively in teams, and tackle problems efficiently.
Job readiness extends beyond academic excellence; effective communication in English and mastery of 21st-century skills are crucial for young adults to thrive in today's complex global landscape Speak Your Mind is tailored to support students in reaching their aspirations.
Speak Your Mind has a number of features that help students in their academic, professional, and everyday lives:
Each lesson in Speak Your Mind culminates in a defined communicative outcome, where students engage in collaborative tasks During these activities, they utilize the target language from the lesson to articulate their ideas and share their opinions on topics relevant to the lesson's subject matter.
Students acquire transferable skills through classroom lessons that emphasize critical and creative thinking, enhancing their English proficiency Each unit culminates in a "Language and Life" lesson, where students engage in real-life tasks by following a structured process that includes reading or listening to examples This collaborative approach allows students to apply their learning in practical scenarios.
Young adult students possess a wealth of real-world knowledge, which they are encouraged to bring into the classroom The curriculum in Speak Your Mind facilitates the expression of their opinions on current events and relevant issues, fostering deeper understanding Before engaging with texts or audio on a subject, students are often prompted to share their thoughts or existing knowledge, enhancing their learning experience.
Most young adults possess a foundational understanding of English, which they can expand upon based on their individual interests and needs Unit Openers facilitate awareness of their existing vocabulary, encouraging them to share their insights with peers Additionally, the "Make It Yours" sections empower learners to create personalized vocabulary lists, enhancing their language acquisition journey.
Videos enhance language learning by linking it to real-life scenarios Each unit includes a video centered on the Unit Opener topic, serving as a discussion starter Additionally, documentary-style videos provide insights into the daily lives of professionals in various fields.
Language Teacher Mexico City First language: Spanish Other languages: English, French, Chinese
A 1.04 Read the cards (1–4) and match them to the different types (a–d) Write the number
READING a business card b driver’s license c online profile d student ID card
B READING SKILL—Locate information in a text Read the cards in A again and circle the names of countries
Then underline the nationalities and languages
C Read again Complete the sentences with countries, nationalities or languages
1 Mike is from the He’s American His first language is English.
2 Alberto and Tino are from Mexico They’re
3 Jane is from Great Britain She’s
D THINKING SKILL—Analyze What does first language mean? What is your first language?
A Complete the table with words from READING A and your dictionary
Mike the 1 American English, German, 7
Tino Mexico Mexican Spanish, English, 8 , 9
Jane the UK 3 English, French
IN PAIRS Add more country and nationality words.
762 Fifth Ave, New York, NY USA
Address 25 Cda De Topilejo, Molino del Rey, Mexico
A Choose the word that is different in each group
2 brush modern transit card wallet
3 door ID cards pens umbrellas
5 behind in front of notebook under
1 Where you from? I’m from Japan.
2 Who he? He’s my teacher.
3 There’s a brush and ID card.
4 The chair is next the window.
5 There three windows and two doors
A Circle useful things for an online teacher chair desk dictionary internet laptop phone transit card
B 2.10 Listen and check your answers in A
C 2.10 Listen again and complete the notes
Age of students: to years old
D IN GROUPS Discuss Are the sentences true for you? Change the sentences to make them true for you
• There are online teachers in my city
• An online class is fun.
My Place
Look back at page 15 and add the words you know now to the box.
WHAT DO YOU KNOW NOW?
You can effectively describe locations and the arrangement of objects, introduce your partner, and discuss your belongings Additionally, you can utilize information questions with "be," apply singular and plural nouns with "a/an," and use "There is/There are" to convey your message clearly.
0–5 correct: Look again at the Vocabulary and Grammar sections in the unit.
A 1.10 Listen to the conversation and choose the correct place
B 1.11 Read and listen to the rest of the conversation Put the information in the correct order
Major Email Name Nationality Phone number
Mrs Jones: So, your name is Rodrigo What’s your last name?
Rodrigo: My last name is Casal.
Mrs Jones: Sorry Can you repeat that, please?
Mrs Jones: Thanks Are you from Colombia?
Rodrigo: Yes, I am I’m from Bogotá I’m Colombian.
Mrs Jones: What’s your major? Is it English?
Rodrigo: My majors are English and Business.
Mrs Jones: Great Thanks What’s your email?
Rodrigo: My email is rodrigo1234@funmail.cg.
Mrs Jones: And what’s your phone number?
Mrs Jones: Thank you, Rodrigo Welcome to college!
C 1.11 Listen again and circle the correct answers to complete Rodrigo’s form
D IN PAIRS Practice the conversation in B Switch roles
E IN NEW PAIRS Take turns to practice the conversation in B again and give answers for you Make notes on your partner’s answers
Rodrigo Casal / Rodrigo Casel Colombia / Colombian English / English and Business rodrigoc1234 / rodrigo1234@funmail.cg
Name Nationality Major Email Phone number
A IN GROUPS Think of three ways to make vocabulary notes Tell your group
B Look at the ways below Are these ways you use? phone pens wallet my bag
1 mother son daughter husband father kitchen 3 bedroom apartment my food modern beautiful quiet! bed lamp closet 2
A Match the sentence beginnings (1–5) to the sentence ends (a–e)
2 A pilot flies b to bed early.
4 I usually go d a plane to different places.
5 I always get e breakfast on the weekend.
A Find and correct the error in each sentence
2 They goes to school by bus
3 Does they start work at 9:00 a.m.? Yes, they do
5 Do you always eat breakfast? No, I does
C Choose one way (or more) from B and make notes on vocabulary from Unit 1, 2 or 3
D IN GROUPS Show your vocabulary notes to the group Then say the words Don’t look at your notes
Life and Work
Look back at the unit and review the language you know now.
WHAT DO YOU KNOW NOW?
You can effectively discuss various topics, including job roles, partner descriptions, daily activities, and personal routines Utilize simple present tense statements, yes/no questions in the simple present, and adverbs of frequency to enhance your communication skills.
0–5 correct: Look again at the Vocabulary and Grammar sections in the unit.
A 1.05 Listen to the words Underline the stressed syllable
B 1.06 Listen to the words Write the number of the correct syllable pattern group from A
Not all groups are used
C 1.07 Listen and check your answers in B Then listen again and repeat
A Read the texts from READING A and choose the correct answers
1 Mike is / isn’t from China He’s / isn’t from the US.
2 Tino and Alberto are / aren’t from Mexico They’re / They aren’t Mexican.
3 Jane is / isn’t from the US She’s / isn’t from Britain.
B Complete the table with ‘s , isn’t , ‘re and aren’t
GRAMMAR subject pronouns and be statements
C Complete the sentences with the correct form of to be
1 I’m American I from New York City.
2 We from China We’re from Brazil
3 You aren’t Canadian You from the US.
4 He German He isn’t from Japan.
A Complete the ID card to make it true for you
B IN PAIRS Show your ID card Take turns giving information Include one negative sentence
Use the Confident Communicator box to help you
I’m Gabriela Marino I’m from Mexico I’m not from Brazil
C Join another pair Introduce your partner
She’s Gabriela Marino She’s from Mexico She isn’t from Brazil
To repair your conversation after a mistake, say Excuse me / Sorry
He’s from Mexico Excuse me
Subject Pronouns To be Affirmative To be Negative Language
You are / ‘re are not / aren’t
He/She is / is not /
We/They are / are not /
For more practice, go to page 70.
A Look at the bold letters and circle them capital letter
B Circle the capital letters in the introduction
C Cross out the incorrect writing rule
Use a capital letter for the:
• first letter in someone’s name
D Find and correct the errors in each sentence
3 my first Language is english
E Rewrite the sentences in D with your personal information
F IN PAIRS Exchange sentences Check that your partner uses capital letters and periods
Find and take a free English class online
Hello! My name is Rodrigo I’m Mexican My first language is Spanish I also speak English and Chinese.
1 day ago Home Classes Students Jobs Contact us
The Unit Opener is followed by four double-page lessons
Lessons 1–3 contain the core GRAMMAR, VOCABULARY,
READING, SPEAKING, LISTENING, PRONUNCIATION, and WRITING sections for the unit Lesson 4 is called
Language and Life It also includes a reading, but its purpose is to provide students with a task that will help them develop key 21st-century skills.
At the end of each unit, there is a REVIEW page with additional practice of the target vocabulary and grammar
This page also contains a section to introduce a study skill
(in odd-numbered units) or a profession related to the topic of the unit (in even-numbered units).
At the end of each Student’s Book, there is also a list of common irregular verbs, as well as further practice of the target grammar in the book.
Apart from the Student’s Book, there is a Workbook available in print or digital form The Student’s Resource
Center contains Reading Worksheets for extra reading practice, as well as lesson plans adapted from Macmillan’s
OneStopEnglish lessons and CEFR correlations that map the course outcomes and objectives to the CEFR scale.
For more information on each feature mentioned in this Introduction, please see the relevant sections that follow.
Leveraging prior knowledge is a crucial learning strategy that enhances the acquisition of new information When students reflect on their existing language skills or knowledge, they approach new material with increased confidence and readiness.
Cooperative learning is a key strategy in modern classrooms, where students first engage in individual thinking or tasks They then collaborate in pairs to enhance and expand upon their individual efforts Ultimately, they come together in groups to apply the knowledge and skills they have developed through both individual and paired activities.
Encourage students to engage in individual work by having them compile a list of familiar words and phrases associated with the unit topic This activity not only boosts their confidence by showcasing their existing English knowledge but also allows them to reflect on the relevance of the unit topic to their personal experiences.
2 Peer teaching and learning Put students in pairs and ask them to share the words and phrases they wrote
At the start of the course, emphasize the importance of collaboration and knowledge sharing, as this approach enhances their understanding Additionally, inform students that by the end of the unit, they will revisit the Unit Opener to incorporate new vocabulary acquired throughout the unit.
3 Video A short, optional video accompanies each
The DISCUSS & SHARE section features videos designed to assist students in engaging with the Speak Your Mind Question These videos aim to offer valuable information and context to enrich the discussion, while encouraging students to express their thoughts and perspectives.
Question can easily be discussed without viewing them
Teachers are highly recommended to utilize these resources, as they create engaging and enjoyable contexts for discussions while offering diverse perspectives on the issue, aiding students in developing their own opinions.
4 Speak Your Mind Question Ask students to work in groups to discuss the Speak Your Mind Question
The questions posed in the "Speak Your Mind" curriculum are designed to stimulate critical thinking, encouraging students to express their opinions without the constraint of right or wrong answers This approach promotes a continuum of thought, as seen in Unit 3, where students may have differing views on celebrating birthdays—some preferring a party while others favor alternative celebrations.
Each Unit Opener in Speak Your Mind captivates young adults by introducing the unit's general topic, sparking their interest and curiosity These openers encourage students to reflect on familiar topic-related vocabulary and engage in discussions centered around thought-provoking questions as they progress through the unit Additionally, each Unit Opener includes a supporting video to enhance the discussion.
PROCEDURE: Teaching the Unit Opener in Speak Your Mind
My City
In this unit, you will
• share information about people in your class, use the simple present, use adverbs of frequency.
• use thinking skills: evaluate and analyze.
• read about the world of work and a hotel.
• use strategies to ask questions to repair a conversation, ask questions to check understanding and agree with an affirmative statement to continue a conversation
• use communication skills to plan to meet and write an online post.
• learn skills to record vocabulary.
1 Think about your calendar or planner Complete the boxes
2 IN PAIRS Share and compare your details Add your partner’s information to the boxes, if possible
WHAT DO YOU ALREADY KNOW?
3 IN GROUPS Watch the video and answer the question
SYM Birthdays—party or no party?
At the conclusion of the Unit Opener page, a summary outlines the key learning objectives for students in the unit, providing a clear overview of what they can expect to learn It is beneficial to review this summary with students to enhance their understanding and engagement with the upcoming content.
Step-by-Step Instructions vi Step-by-Step Instructions
Lexical sets play a crucial role in language learning, especially at beginner levels, as they help students acquire essential vocabulary related to everyday topics like food and sports These sets are frequently introduced using visuals, allowing learners to connect words with corresponding images, thereby enhancing their understanding and retention of new terms.
Engaging students with a lexical set encourages them to share any related words they know or wish to learn This approach fosters peer teaching, enhances student participation in the learning process, and broadens the target vocabulary to include terms that pique their interest.
Vocabulary plays a very prominent role in Speak Your
Each unit emphasizes vocabulary development, starting with Unit Opener activities that engage students with familiar terms related to the topic Students enhance their understanding through peer sharing Lessons 1–3 include a dedicated VOCABULARY section for introducing and practicing new terms pertinent to the lesson By Lesson 4, students have opportunities to apply the vocabulary learned throughout the unit in various tasks, reinforcing their language skills.
In Speak Your Mind , vocabulary is presented within the context of the reading or listening text in the lesson
Pre-teaching vocabulary can enhance students' comprehension when they encounter new words in reading or listening activities Alternatively, vocabulary may be introduced after these sections, allowing students to utilize contextual clues from the text to deduce meanings.
PROCEDURE: Teaching Vocabulary in Speak Your Mind
We use short words for our own parents: father = dad, mother = mom
In British English, people say mum.
A Look at the pictures Complete the description with the correct names
Vicky 15 Joe 48, Nora 42, my Adam 77, Vivian 73, my
My name is Owen, and I have a brother named Dan and a sister My parents are Joe and Nora, with Joe as my father and Nora as my mother; they are a married couple My grandparents are Adam and Vivian, who are also husband and wife.
B Complete the table with words from A brother
C 1.08 Listen and check your answers to B Then listen again and repeat
A 1.09 THINKING SKILL—Evaluate Listen to the conversation
Are the speakers friends or family? Decide and give reasons
B 1.09 LISTENING SKILL—Understand key words Listen again
1 Zoe is Ben’s sister / friend
2 Max is Ben’s friend / brother.
3 Hannah and Gavin are Ben’s co-workers / classmates.
4 Ben’s grandparents are over 70 / 80 years old.
Remember to have students practice saying vocabulary words that are intended for active use It is also important for them to learn how to spell the words.
Incorporating topic-related vocabulary is essential for enhancing comprehension in reading and listening activities Educators often engage students by prompting them to match key terms from the text with their definitions or to fill in sentences and short passages using these target words This interactive approach not only reinforces understanding but also helps learners effectively integrate new vocabulary into their language skills.
Encourage students to revisit the reading text when they reach the VOCABULARY section, as this helps them understand words in context and reinforces their answers to the vocabulary exercise.
To enhance vocabulary retention during a listening activity, encourage students to actively listen for specific words Prior to or following the listening session, consider writing sentences that incorporate these vocabulary words on the board to ensure students grasp their meanings and usage.
Synonyms and antonyms Learning synonyms and antonyms helps students expand the range and variety of their vocabulary.
Incorporating synonyms and antonyms into vocabulary lessons enhances language comprehension in Speak Your Mind For instance, when students learn the word "delicious," it's beneficial to introduce related terms like "tasty" and the informal "yummy." Similarly, when encountering the word "shiny" in texts, teaching its antonym "dull" can deepen their understanding of contrasting meanings.
Step-by-Step Instructions vii
PROCEDURE: Teaching Grammar in Speak Your Mind
A Add the sentences to the table
1 Start / Do not start the sentence with a verb.
2 Use / Do not use a subject in the sentence.
3 Use / Do not use a subject in the sentence.
For more practice, go to page 75.
B Underline the verbs in the table in A
C Choose the correct words to complete the rules
D 4.05 Put the words in the correct order Listen and check your answers
1 where / the hospital? / me, / Excuse / is
2 this / straight / Go / road / up
3 to / bookstore / The / is / the hotel / next
4 It’s / the / corner of / 1st / and Main / on
5 take / Turn left / first / right / the / and
E IN PAIRS Write directions for the questions in D Use your own ideas or give real directions
A IN PAIRS Complete the activity Choose other places and ask for directions Use the Confident Communicator box to help you
Student A and Student B: look at the map on page 66 of the Activity Bank.
Student A: ask for directions to the library Student B: ask for directions to the train station.
Excuse me, where is the hospital?
Ask for Directions Give Directions Finish Directions
Where’s the museum? Go straight up this road The science museum is on the left
Is the train station near here? Take the second right
It’s across from the park Turn left.
It’s between the park and the school.
To finish a conversation in a natural way, it is polite to say Thanks or Thank you and to reply No problem or You’re welcome.
In Speak Your Mind, grammar is taught using an inductive approach that encourages students to observe grammatical structures in context This method promotes an analytical process, enabling learners to deduce rules of structure and function Each unit features three dedicated GRAMMAR sections, with one included in Lesson 1.
Lesson 2, and one in Lesson 3 In Lesson 4, students have opportunities to use the grammar they have just learned.
In the SPEAKING section at the end of each lesson, grammar is applied to provide students with practical communication experience using the target structure Encourage students to incorporate grammar into their speaking activities to build comfort and fluency It can be beneficial to prompt them for examples of how to effectively use the grammar before they engage in the speaking exercises.
The GRAMMAR and VOCABULARY sections frequently include a Make It Real box, designed to offer students practical language examples not typically covered in formal lessons This feature enhances their comprehension when listening to native speakers and aids in developing a more natural speaking style in English.
When teaching new grammar structures, it's essential to present them within the context of reading or listening texts Students should encounter these structures naturally before delving into formal study Highlighting a few examples from the text can be beneficial, but pre-teaching grammar isn't mandatory for comprehension A key aspect of language acquisition is the ability to use context to grasp the meanings of new grammar and vocabulary.
2 Complete the rule Ask students to look at examples of the grammar from the reading or listening text
In grammar lessons, students are often tasked with identifying examples within the text, which requires them to focus on both the grammatical form and its meaning or function One common exercise involves completing grammar rules or answering questions to demonstrate understanding During this review, it's beneficial for students to highlight the grammatical structures present in example sentences or texts that validate the established rules.