Who Are You?
In this unit, you will …
• talk about travel, make travel recommendations, and give advice on packing.
• use thinking skills: analyze, recall, and infer.
• use strategies to start and keep talking by taking time to think and asking follow-up questions.
• use collaboration skills to work as a team and create an advertisement to attract tourists.
• learn tips for formal and informal writing.
1 Think about words you know about tourism and travel Write the words
2 IN PAIRS Share and compare your information Add more words to your list
WHAT DO YOU ALREADY KNOW?
3 IN GROUPS Watch the video and answer the question
SYM Is tourism good or bad?
In the 21st century, effective teaching goes beyond merely imparting subject knowledge; educators must equip students with essential skills that foster success in their future endeavors.
Speak Your Mind aims to empower students to become confident communicators, emphasizing the importance of using English for effective communication in both local and global settings Many students may not have the opportunity to engage in diverse environments, making this skill essential for their personal and professional growth.
In today's globalized world, proficiency in English is essential for academic and professional success, even in non-English-speaking countries Effective communication requires more than just language skills; it demands confidence and competence in expressing ideas clearly and engagingly.
Students need to analyze ideas, work effectively in teams, and solve problems.
Job readiness encompasses more than academic excellence; it requires effective English communication and essential 21st-century skills for young adults to thrive in today's complex global landscape Speak Your Mind aims to empower students to reach their aspirations and succeed in their careers.
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 a collaborative task This activity encourages them to utilize the target language from the lesson to effectively communicate their ideas and share their opinions on a topic pertinent to the lesson's subject.
Students acquire transferable skills from classroom lessons that enhance their critical thinking while learning English Each unit culminates in a "Language and Life" lesson that fosters problem-solving and teamwork abilities, guiding students through a collaborative process to tackle real-life challenges or develop proposals.
Young-adult students possess substantial real-world knowledge, which they are encouraged to apply in the classroom The topics in "Speak Your Mind" facilitate the expression of their opinions on current events and issues, enhancing their understanding Prior to engaging with texts on specific subjects, students are frequently prompted to share their thoughts and existing knowledge, fostering a deeper connection to the material.
Many young adults possess some prior knowledge of English, which they are encouraged to share and expand upon based on their individual needs and interests Unit Openers help them recognize the extent of their existing vocabulary, fostering collaboration with classmates Additionally, the "Make It Yours" sections enable learners to create personalized vocabulary lists, enhancing their language acquisition journey.
Videos enhance students' language learning by linking it to real-life scenarios Each unit features a video that introduces the Unit Opener topic, serving as a catalyst for discussion Additionally, even-numbered units include documentary-style "Follow A Pro" videos that showcase a day in the life of professionals in various fields.
A IN PAIRS Discuss if you like to visit a place during high tourist season or low tourist season Write advantages and disadvantages for each high season
2 Disadvantages: lots of people, low season
B 9.03 Listen to part of a radio show Decide whether each speaker prefers high season or low season high season low season
C 9.03 LISTENING SKILL—Listen for detail Listen again and write the words you hear
2 Andra: My favorite time of year is the
3 Viktor: We get tourists all year, but the high season is
D IN PAIRS THINKING SKILL—Recall Two of the speakers prefer the high season Can you remember the two reasons?
A Check (✓) the things you like to do when you visit a place
VOCABULARY tourism collocations take a taxi/bus take a trip buy a souvenir stay at a hotel see the sights take a guided tour
Look back at page 87 and add the words you know now to the box.
WHAT DO YOU KNOW NOW?
16–20 correct: You can talk about travel, tourism, and clothes You can use verb + infinite or gerund and should/could.
0–15 correct: Look again at the Vocabulary and Grammar sections in the unit TOTAL SCORE: / 20
A Complete the definitions with the words in the box continent guided hotel scarf sights gloves hat market sneakers souvenirs
1 : you wear these on your hands
2 : you wear this around your neck
3 : you wear these on your feet
4 : you wear this on your head
5 : you buy these on a trip
6 : you stay here on a trip
7 : Africa is an example of this
8 : you see these on a tour
Tom wants to visit Ecuador this summer, where he would enjoy hiking and shopping He would like to stay in Quito and explore some small towns through day tours, making it a great idea for his trip.
Ana, a resident of Quito, highly recommends visiting Otavalo for its exceptional shopping opportunities She suggests planning a trip on Saturday, as the market is particularly bustling on that day.
B Complete the sentences with could or should and a word from the box eat go remember take visit
1 I think you Korea in the autumn It’s the best time to visit
2 There are different ways to get around You trains, buses, or even planes.
3 You in a big hotel, but think about a small family-run restaurant.
4 Do you like hiking? You to Seoraksan, or maybe Jirisan
5 Korea can be cold in October You to pack a jacket
1 We often use slang expressions (e.g., cool , kid , chill out ) in … a formal writing b informal writing.
2 Which of these sentences is from a formal piece of writing? a Soccer is a popular sport in Brazil b Soccer is awesome—
3 Contractions ( I’m , don’t , who’s ) are usually used in … a formal writing b informal writing.
4 How do you start a formal letter? a Dear … b Hi …
Take the quiz about writing skills Go to Study Skills on page 135 to find the answers
Then learn more about formal and informal writing.
STUDY SKILLS FORMAL AND INFORMAL WRITING
Work/Life Balance
1 What problems does Venice have? 2 What do some people recommend?
B Read the announcement and answer the questions
A 9.05 IN PAIRS Read the text and discuss the questions
1 What could you win in this competition?
2 Who does the Tourist Office want to attract?
Win a weekend vacation for two!
Our region draws numerous tourists annually, predominantly families, but we aim to also engage English-speaking young adults To entice this demographic, we need to showcase the diverse and intriguing attractions our area offers We invite you to share your ideas by entering the Tourism Competition.
You could design a poster, or perhaps you could make a short video You could also make a slideshow or design a special tour of our area Choose anything that works for you!
Send your entry to the Local Tourist Office, 135 Main St
Venice, a highly popular tourist destination, attracts around 30 million visitors annually, despite its small population of 50,000 While tourism significantly contributes to the city's economy, the overwhelming crowds flock to iconic sites like the canals, St Mark’s Square, and the Doge’s Palace, raising concerns about the sustainability of maintaining this historic city.
To deal with this problem, some people suggest detourism
Detourism encourages travelers to explore lesser-known attractions that are often overlooked, allowing them to experience a unique side of popular destinations In Venice, for instance, stepping away from the crowded canals reveals vibrant markets, delightful restaurants, and charming shops Visitors can discover the colorful houses of Burano and the intriguing Lazzaretto Nuovo, famously associated with the Vampire of Venice, showcasing an alternative perspective of this iconic city.
Detourism can lead to many different kinds of vacations and new experiences Have fun!
Take the quiz about food stylists Go to Follow A Pro on page 134 to find the answers Then learn more about the food industry.
1 When food stylists take pictures of breakfast cereal, what do they use instead of milk? a white glue b white toothpaste c cream
2 Food stylists use hand soap for the top of a cappuccino a true b false
3 What do food stylists do before they photograph a roast chicken? a put newspaper inside it b paint it yellow c cover it with nail polish
4 Food stylists use a special machine to add sesame seeds to hamburger buns a true b false
Look back at page 77 and add the words you know now to the boxes.
WHAT DO YOU KNOW NOW?
16–20 correct: You can talk about food and food groups You can use countable/ uncountable nouns and this/that/these/those.
0–15 correct: Look again at the Vocabulary and Grammar sections in the unit.
A Choose the word that does NOT belong
2 Fats/Sugars: oil / butter / eggs
3 Fruits/Vegetables: grapes / rice / carrots
5 Milk/Dairy: yogurt / raisins / cheese
7 Cooking utensils: spoon / knife / add
8 Cooking verbs: delicious / bake / mix
9 Words to describe food: sweet / tall / disgusting
10 Healthy foods: salad / apples / donut
A Find and correct one error in each sentence
1 For this recipe, you need two banana and four eggs
2 Use a fork to mash the bananas in bowl with the eggs
3 Pour into a pan with oils and cook on both sides
4 Cook on both sides and top with fruit or a chocolate
5 How much servings it makes is up to you!
1 Excuse me, but is that / these / those a vegetarian dish?
2 These / This / Those soup tastes delicious Try it!
3 Waiter! These / Those / This vegetables don’t taste good
4 How much are these / those / that carrots over there?
5 Can you help me put this / that / these watermelon in my bag?
Fun and Games
C Discuss what tourists do when they visit your town or city Use phrases from A
A Read the sentences from the radio show Then choose the correct option to complete the grammar rules
GRAMMAR should/could for advice and possibility
Manuel: Tourists are good for the economy We should welcome them.
Lucia: We could get more tourists by opening more hotels.
1 Use should + base form of the verb / infinitive to talk about things that are important for people to do (advice).
2 Use could + base form of the verb / infinitive to talk about things that are possible for people to do (possibility).
For more practice, go to page 154.
B Complete with could or should and the verb given
1 You to China! Or maybe India! They’re both interesting (go / possibility)
2 You some warm clothes It can be cold in Sweden! (pack / advice)
3 You need to rest You on vacation (go / advice)
4 Alex a taxi, or maybe a bus to get downtown (take / possibility)
C IN PAIRS Make a list of what a good tourist should or could do in your notebook
A IN PAIRS Role-play a conversation Use the Confident Communicator box to help you
Student A: You want to take a vacation Ask questions about your partner’s country or city
Student B: You are a tour operator Sell a tour to your partner
A: Hello I’m going on vacation next summer and I want to visit your country
I want to take a trip, but I don’t know where
B: You could go to … because …
B Complete the email with phrases from A
To: Erin Rogers Cc Bcc
From: David Alegre, tour operator Cc Bcc
Subject: Your trip to our city
Dear Erin, Thanks for your email and the questions about our city The high season is December to March It’s a good time to
1 to the area if you like lots of people When you come, you can 2 on Copacabana Beach
Discover a variety of beachfront hotels in our city and enhance your experience by joining one of our knowledgeable tour guides This allows you to explore iconic attractions like Sugar Loaf Mountain For those who enjoy independent adventures, consider visiting Corcovado, where you can take in breathtaking views of the city and capture memorable moments We eagerly anticipate your visit!
There are two ways to make suggestions:
You could take a virtual tour
Why don’t you take a virtual tour?
C IN GROUPS Decide what you want to create Choose or add your own ideas a poster a slideshow a video a tour
D Make a list of tourist attractions in your area Then choose attractions for your competition entry famous attractions natural attractions other attractions (detourism!)
E Choose three attractions and make notes
What can you do there?
Why do young adults like it?
F Read the advice and create your competition entry
A poster Find some nice pictures of your area Think about where you want to put the information on your poster
Use topics to interest people.
A slideshow Find some nice pictures of your area Use a different slide for each attraction Include key information
Perhaps include a link to an online video.
A video Decide who is doing what (such as filming and presenting) Write a short script Film the tourism video on your smartphone You can film the attractions!
Explore unique tourist attractions in your area that appeal to young people, highlighting activities and sights they enjoy Create engaging descriptions for each location on your tour, showcasing their distinct features and experiences Enhance your tour with captivating images that reflect the charm and vibrancy of your surroundings.
G Share your competition entry with the class
Search online for a detourism tour of a city you are interested in Tell your class about the tour.
Speak Your Mind Student’s Books 1–3 consist of
Each of the 12 units consists of 10 pages, starting with a one-page Unit Opener that introduces the unit topic and activates students' prior vocabulary knowledge Additionally, each Unit Opener includes a video designed to stimulate discussion among students.
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 grammar and vocabulary
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).
Each Student’s Book concludes with lessons focused on essential study skills and relevant professions highlighted in the Review pages Additionally, it includes a comprehensive list of common irregular verbs and offers further practice on the target grammar covered throughout 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 website The Teacher’s Resource
Center contains printable tests for unit, mid-course, and end-of-course assessment.
For more information on each feature mentioned in this Introduction, please see the relevant sections that follow
Each Unit Opener engages young adults by introducing the unit's main topic in an intriguing manner These openers encourage students to reflect on familiar vocabulary related to the topic and to engage in discussions that prompt critical thinking as they progress through the unit.
Opener features a video to support this discussion.
The ability to use prior knowledge to support the acquisition of new knowledge is an important learning
Encourage individual work by having students compile a list of familiar words and phrases associated with the unit topic This exercise boosts their confidence by emphasizing their existing knowledge and understanding of the subject matter.
English This section also gives them the chance to think about how the unit topic relates to their own lives.
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 it enhances their understanding 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
DISCUSS & SHARE section The purpose of these videos is to provide input that can support students in their discussion of the Speak Your Mind Question
Note that the videos are intended to provide information and context for the discussion, but the
Teachers are encouraged to utilize "Speak Your Mind" questions, as they facilitate engaging discussions and present diverse perspectives on issues, 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 and encourage students to articulate their opinions, rather than seeking specific right or wrong answers For instance, in Unit 2 on Work/Life Balance, students may have varying perspectives: some may prioritize extensive work for success, others may value personal time for happiness, while some may advocate for a balanced approach between the two extremes This strategy enables students to leverage their existing knowledge and language skills, fostering greater confidence as they engage with new material.
Cooperative learning is a vital approach 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, students come together in groups to apply the knowledge and skills they have developed both individually and with their partners.
PROCEDURE: Teaching the Unit Opener in Speak Your Mind
That’s Life!
In this unit, you will …
• talk about jobs, members of your family, and what jobs they do.
• use thinking skills: hypothesize, infer, and categorize.
• read about a young woman entrepreneur.
• use strategies to repair talking by checking for understanding.
• use notes when you speak in front of the class.
• use self-awareness skills to evaluate your interests and abilities for a job.
• follow an IT professional to learn about this job and the skills needed for this industry.
1 Think about your day and the things you do at school or work, with family, and with friends
Write the activities and the percentage of time you do the activities each week
2 IN PAIRS Share and compare your activities Think of more words to add to each category
WHAT DO YOU ALREADY KNOW?
3 IN GROUPS Watch the video and answer the question
SYM Is it possible to have a good work and life balance?
The Unit Opener page features a concise summary outlining the key learning objectives for the unit, which is essential for students to understand what they will be covering Reviewing this summary helps set clear expectations and enhances student engagement with the material.
Lexical sets play a crucial role in language learning, especially at beginner levels, as they provide essential vocabulary related to everyday topics like food and sports These sets are typically introduced using visual aids, enabling students to connect words with corresponding images effectively.
Engaging students with a lexical set encourages them to share any related words they know or wish to learn, fostering peer teaching and enhancing their involvement in the learning process This approach not only promotes active participation but also allows for the expansion of vocabulary to include terms that pique students' interest.
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.
Vocabulary plays a very prominent role in Speak Your
Each unit emphasizes vocabulary through engaging Unit Opener activities that activate students' prior knowledge of relevant terms Students enhance their understanding through collaborative peer sharing Lessons 1–3 include a dedicated VOCABULARY section to introduce and practice new words specific to the lesson's theme By Lesson 4, students are encouraged to apply the vocabulary learned throughout the unit in various task contexts, reinforcing their language skills.
In "Speak Your Mind," vocabulary is integrated into the context of reading or listening activities, enhancing comprehension Occasionally, vocabulary is introduced beforehand to aid students in grasping meanings during their engagement with texts At other times, the vocabulary section appears after the reading or listening segments, prompting students to utilize contextual clues to deduce word meanings.
PROCEDURE: Teaching Vocabulary in Speak Your Mind
A IN PAIRS Discuss the social media apps you use and how often you use them
A: I use … every day B: I never use …
B 6.01 READING SKILL—Predict information Read the article and guess the missing information Then check your answers below
A Read the sentences (1–4) and match the words in bold to the emojis (a–d) Write the letter
1 2.5 billion people use social media! Really?
2 I’m embarrassed when I tell people I don’t use social media
3 I’m mad when there are ads on social media sites all the time.
4 Don’t be afraid to take a break from social media
B THINKING SKILL—Analyze Which of these opinions do you agree with? Why?
1 Social media friends are not real friends.
2 Social media is a great way to share information.
Which emojis do you use most often? Send an emoji to a classmate to say how you are feeling Ask that person to say in English how you are feeling.
Social Media Use and Employment
Do some things about social media make you angry?
Young adults are increasingly engaged with social media, with approximately 1 billion users globally, which represents about one-third of the world’s population In the United States, around 2% of individuals aged 18-29 are active on these platforms.
Individuals aged 16 to 24 are highly engaged on social media, with an average daily usage of nearly two hours Notably, the country with the highest number of social media users is leading the way with 596 million accounts, a figure that continues to rise consistently.
Many people are afraid that employers are getting information about them from social media This information can make them feelembarrassed.
A study by Statista from 2017 shows that 5 % of employers look at social i`>ôÀwiÃLivÀièiịÀiÃii°-]LiÛiÀịV>Àivế>`ViVịếÀÃièè}ðiiô ịếÀÃV>i`>ôÀwiÃvÀv>ị>`vÀi`Ãị°
Topic-related vocabulary is essential for comprehension, as it involves words or phrases connected to the subject matter of a reading or listening exercise Educators often engage students by having them match these key terms to their definitions or use them to fill in sentences and complete short texts This interactive approach not only reinforces understanding but also enhances vocabulary retention.
To enhance vocabulary comprehension, students should revisit the reading text after completing the vocabulary section This practice allows them to examine the words in context, aiding in the confirmation of their answers to the vocabulary activity.
To enhance student engagement during a listening activity, introduce vocabulary words beforehand and encourage students to actively listen for these terms After the listening exercise, consider writing sentences that incorporate the vocabulary on the board to ensure students comprehend the usage of each word effectively.
Word formation Students learn to use prefixes and suffixes to change the meaning or the part of speech of a word.
Creating a word-formation chart in students' notebooks is beneficial for tracking the learning of various prefixes and suffixes This chart should be organized into columns based on parts of speech, including nouns, verbs, adjectives, and adverbs Additionally, incorporating equivalents of these affixes from the students' native language can help them connect English forms with familiar elements, enhancing their understanding and retention.
Synonyms and antonyms Learning synonyms and antonyms helps students expand the range and variety of their vocabulary.
Incorporating synonyms and antonyms into vocabulary lessons can enhance language learning in Speak Your Mind For instance, when teaching the word "delicious," you can also introduce related terms like "tasty" and the informal term "yummy," tailoring the vocabulary to the students' proficiency level.
If they see shiny in a text, you can teach them that the opposite is dull.
PROCEDURE: Teaching Grammar in Speak Your Mind
A Read the examples Then choose the correct option to complete the rules
Young adults are spending a lot of time on social media these days.
Employers are now using social media sites.
They’re getting information about future employees.
1 Use the present progressive for things that are happening every day / now
2 Form the present progressive with the verb be + –ing / infinitive.
3 When a verb ends in –e, remove –e and add –ing: use becomes using, take becomes takeing / taking.
4 When a verb ends in a vowel + consonant, double the last consonant and add –ing: get becomes getting, stop becomes stopping / stoping.
5 When a verb ends in –ie, change the –ie to –y and add –ing: lie becomes lying, tie becomes tying / tieing.
B Complete the conversation with the present progressive
Jenny: Hi, Gemma 1 What you (do)?
Gemma: 2 Oh, I (look) at things online.
Jenny: 3 Why you ? (not study)
Gemma: 4 I (take) a break So what’s up?
Jenny: 5 I (call) because I need help.
Gemma: Are you worried about the exam tomorrow?
Jenny: 6 No, I (buy) some new shoes online Can you look at them?
C IN PAIRS Role-play a phone conversation Talk about what you are doing now and how you are feeling
A Complete the table with the things you are usually doing at these times and days
B IN PAIRS Ask and answer questions about what you are doing at these times Use the Confident Communicator box to help you
A: It’s 7 a.m on Sunday What are you doing? B: I’m sleeping
A: And how are you feeling? B: I’m relaxed!
For more practice, go to page 149.
To ask about feelings, say: Are you OK? Is everything all right?
To describe how you are feeling, say: I’m feeling … today / I’m sad about … / I’m happy about … / I’m tired / I’m sleepy / I’m hungry
In the Speak Your Mind course, grammar is taught using an inductive approach that encourages students to observe grammatical structures in context Students actively participate in their learning by employing observation and analytical skills to deduce grammar rules regarding form and function At the course's outset, it's emphasized that self-discovery enhances effective learning compared to mere instruction Each unit contains two dedicated GRAMMAR sections, one in Lesson 1 and another in Lesson 2, to reinforce these concepts.
In Lessons 3 and 4, students have opportunities to use the grammar they have just learned.
Students should first encounter new grammar structures within the context of reading or listening activities before delving into the grammar itself Highlighting examples of the new structure in a text can aid comprehension, but pre-teaching grammar is not essential for understanding the material Learning a new language involves utilizing context to grasp the meanings of unfamiliar grammar and vocabulary.
To enhance grammar understanding, instruct students to examine examples from the reading or listening texts, typically found in the GRAMMAR section Encourage them to focus on both the form and meaning of the grammatical structures Following this, students should engage in an activity designed to complete grammar rules or answer related questions, demonstrating their comprehension During the review, prompt students to identify grammar structures within the example sentences that validate the rules.