Openmind 2ed 1 teachers book

However, in order to ensure a balanceddevelopment of the four main language skills, we havedeployed an alternate pattern of "on" and "off" skills:"on" skills are the ones that are develo

Concept development:

Concept development:

Mariela Gil Vienna

I N T R O D U C T I O N T O T H E C O U R S E

W e lc o m e t o t h e openMind T e a c h e r 's B o o k !

Course philosophy

The philosophy that underlies the openMind  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 students to interact

effectively with others in English in a wide variety of

communicative situations; in their learning environment,

at work, when traveling, online, and so on The authors

recognize that the majority of students studying English

in their countries will never live or work in an

English-speaking 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 openMind 

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, and 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 learned 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, openMind, 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 toward other

people's opinions and ideas

dology and u

The creation of openMind  has been a rigorous andcarefully researched process Starting with the overallconcept and then underpinning it with specific decisionshas ensured that we are presenting you with a coursethat is meticulously thought-through, market-informed,and theoretically solid, and that it works pedagogically toachieve high learning outcomes in a demanding classroom environment

Each unit in openMind  is written and designed insections The sections reinforce each other, but are notinterdependent This adds unrivaled flexibility and allowsfor variety in the lesson structure The unit sections can

be taught sequentially, or they can be arranged to meetprogram requirements, e.g., number of hours per term Ofcourse, you can decide to use any other parameters youdeem relevant

Approaches to teaching language

A Grammar

Most students embarking on a language course expect tofind grammar; they see it as the basis of the language theyare learning The teaching of grammar has traditionallyinvolved a deductive approach in which a grammar rule ispresented first (either by the teach er or by the textbook)and then practice exercises are given that allow students

to apply the rule In contrast, throughout openMind  aninductive approach is applied, in which the target grammar

is first presented in context, thus raising awareness of thestructure in use Students are then encouraged to observe,compare, and analyze in order to identify the principles orrules of the new structure Finally, students are presentedwith exercises that ensure comprehension of the grammarform in contexts that elicit the target language To thisend, each Grammar section in openMind  follows adynamic five-step structure approach that activates thestudents' learning potential, as shown opposite

In each unit, there are two Grammar sections Thegrammar has been selected to 1) reflect the needs of thestudents at their present level of English and 2) be relevant

to the topic of the unit, ensuring that the practice is naturaland meaningful After completing a Grammar section, thestudents will encounter that grammar again as they workthrough the remainder of the unit, which reinforces thepoint and aids retention

present progressive

A Bfl34 LANGUAGE IN CONTEXT Listen to part of a conversation.

Do Jonathan and M artina know each other well? How do you know?

Jonathan: It's nice to meet you in person, Martina, and not just on the dating website.

Martina: It's «ice to m eet you, too.

Jonathan: So are you meeting a lot of people on the New Friends website?

Martina: Not really You're the first, so I'm a little nervous!

Jonathan: Yeah, me, too Well, tell me about yourself You're in dental

school, right?

Martina: Yes, but I'm just studying part time this semester I'm also

working as a receptionist at a dental clinic What ab out you?

Jonathan: I'm in school, too I'm studying robotics O h, you're not eating

your hamburger Do you want something different?

Martina: Oh, no It's fine! I'm just not very hungry Uh are you working, too,

or just studying?

Jonathan: I'm just studying, but I wan t to work during the summer vacation.

B ANALYZE Read the conversation in Exercise A again.

Form Choose the correct option to complete the sentence Then co

We form the present progressive with

a) be  + verb + -ing b) be + the b ase form of the verb.

Negative Yes/No question I'm working ; I'm not ( 1 )   — - ; Yes, I (3) -

We/They're working ; We/They aren't

: working.

( 2 )   - - : Yes, we/they are.

: you/they working? : No, we/they aren't.

: W here (4)

; you/they working?

Function Choose the correct option to complete the sentence.

The present progressive is used with situations or events that

a)  happen all the time and are permanen t routines.

b) are happening at the moment of speaking or during this period o f time in the person's life.

Spelling rules

When the verb ends in -e.

When a one-syllable verb ends ii

consonant-vowel-consonant,

: drop the e before adding-ing:

e.g take—taking, make—making, live— living.

double the final consonant and then add -ing:

e.g. plan— planning , g et — get ting , s top —stopp ing.

C PRACTICE Complete these sentences with the present progressive form of the verbs

a  in parentheses.

I 1 Right no w, I -[make) a sandwich for lunch.

2- - yo u - (have) a good time?

3 W ha t -yo u -  - — - [do) these days?

4 Sally —— — - L - (not talk) to me right now I don't know why.

5 Come on! W e - - — — — (wait) for you!

6 Right now, Ad ele - - _ _ • (live)  in Montreal.

D NOW YOU DO IT Work in small groups Talk about

things that are hap penin g at this time in your life.

Right now I'm no t working, so I'm living with my parents.

I'm looking for a new job.

WATCHOUT!

^ Right now, I am studying.

(^5 Right now, I am study.

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 made aware of the structure in

a real-life context.

Step 2 - Notice! 

This feature consists of one or two simple questions to help the students notice something simple about the form or function of the new structure as it appears

in the text.

Step 3 - A naly ze This stage focuses on a guided inductive presentation that uses examples from the text in the previous step It usually consists

of two subsections, 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.

Watch out! 

A feature that draws the students' attention to common learner errors in the use of the new structure.

Step 4 - Practice

This stage is a written exercise that enables

the students to apply and confirm their

inferences from the Analyze stage and gives

them controlled practice in the use of the

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 memorization

of items, which were frequently presented in lists with an

accompanying translation While generations of students

learned 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 pgst 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

In openMind, the authors have adopted a

corpus-based approach to selecting and presenting vocabulary

Information on frequency and collocation patterns has

been sourced from the corpus work created for theMacmillan English Dictionary. The underlying philosophy

to teaching vocabulary is that we should introducestudents to the words and phrases that are most frequentand useful in general standard English To this end, eachVocabulary section focuses on lexical terms that thestudents can use actively in everyday oral and writtencommunication

Each unit has two Vocabulary sections Typically, there aretwo to three steps in each Vocabulary section The targetvocabulary (in the form of both single words and multiwordphrases) is always clearly identifiable on the page

To help your students at this level to boost theirvocabulary, you can employ pictures (e.g., a factory, abridge, a subway station); make a quick board drawingfor items that are relatively simple to illustrate (e.g., asquare, 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 gestures (e.g., left,right, over, under); provide a synonym that is less complexthan the word you are trying to explain; or use their firstlanguage, if possible and appropriate in your context.Suggest to the students that they keep a vocabularynotebook to record new items of vocabulary and examples

of their use in context

7 VOCABULARY; a green lifestyle

A Amy has a very green lifestyle Match the words an d phrases below

to the pictures Use the red bo xes.

1   save water s  buy organic food

2 turn off the lights 6 reuse bags

3 recycle 7 share a ride

4 ride a bike to school/work 8 clean up trash

B Do you have a green lifestyle? Check { / )  the things from E xercise A that you do to help the environment Use the blue boxes.

C Work in groups Ask y our classmates questions to find out who has a green lifestyle Make notes of your classmates’ answers.

A: Do you ride a bike to work? 

B: No, I don't, b ut I share a ride What about you? 

D Q Share the information with your classmates Is anyone similar to Amy?

I think Irina has a green lifestyle She rides a bike to school every day, and she buys organic fruit and vegetables.

— 

-Step 1 The students are presented with the target vocabulary items and their meanings At this stage, the students are not expected to use the items actively Here the activities consist of matching words to their meanings, matching words to pictures, sorting words into groups, forming collocations, choosing the correct words to complete the sentences, and so on.

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, categorize, complete phrases and sentences, and so on.

Step 3 Some Vocabulary sections have a third step, in

which the students are encouraged to use the vocabulary

items actively in a speaking activity, such as a discussion or

role-play.

o

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

openM'md

First of all, there are the individual sounds (phonemes) of

English Here it is important to focus on those sounds that

are different from those in the students' mother tongues

and that 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 tongues Finally,

there is the question of rhythm and intonation, where

English is characterized 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

Each Pronunciation section in openMind  typically consists

of two or three steps The Pronunciation sections are

supported by audio—both for the presentation and the

is not enough The four skills need to be developed in aplanned, coherent way, something that many textbookshave neglected up to now

Each of the language skills consists of a number ofdifferent abilities, or "subskills." For example, the skill ofreading consists of the meaningful use of subskills such

as scanning, skimming, recognizing the main idea, etc

In actual use, we employ a variety of skills and subskillssimultaneously Consequently, in order to develop thestudents' skills, it is important to identify and focus onsubskills in turn In openMind, we have devised a skillssyllabus that is methodically researched, carefully plannedand balanced, and which focuses on subskills that are mostlikely to be of use to learners at their respective levels

All four skills are present in every unit in the openMind series However, in order to ensure a balanced

development of the four main language skills, we havedeployed an alternate pattern of "on" and "off" skills:

"on" skills are the ones that are developed throughsubskills, and "off" skills are the ones that are practiced

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; for example, the two "on" skills that aredeveloped in Unit 1 are then practiced in Unit 2 as "off"

skills, while the two "off" skills that are practiced in Unit 1are developed in Unit 2 as "on" skills, and so on

This alternate pattern of "on" and "off" skills sections isclear in the layout of the contents pages, with the two

"on" skills sections in every unit highlighted

1 Teaching subskills (skills development

sections—"on" skills)

Each skills development section starts with a skills panel,

which informs the students in clear, direct terms what the

subskill is, why it is important, and how to apply it The

subskill section builds on the information provided in this

feature The students are always given the opportunity to

apply the subskill at the end of the section

"On" skill indicated by cog.

for numerical information

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 you remember

a number, say it in your head when you are writing it down.

In each level of the course, three subskills are covered for

reading, listening, and writing Each of these is covered

twice, the second time in further detail or in a more

challenging context There are six subskills for speaking

per level Further practice of the subskills is provided in the

Workbook

Listening

In openMind 1, training is given in the Listening sections in

the development of the following key subskills:

• listening for specific information (Units 2 and 4)

• listening for numerical information (Units 6 and 8)

• understanding the main idea (Units 10 and 12)

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 openMind.  For many students, listening can be the

most difficult of the four skills, and in the classroom it can

often seem the most intimidating Help your students

to become better listeners by training them in effective

listening strategies

Reading

In openMind 1, training is given in the Reading sections in

the development of the following key subskills:

• recognizing cognates (Units 1 and 3)

• reading for the main idea (Units 5 and 7)

• scanning for specific information (Units 9 and 11)

 Speaking

In openMind 1, training is given in the Speaking sections

in the development of the following key subskills:

• 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)Apart from the skills development sections, which coverspeaking, there are constant opportunities for speakingthroughout each unit of openMind: the students areencouraged to give their own opinions, to discuss theirown experiences, and to communicate with one another

on a variety of topics A specific speaking stage can always

be found in the Grammar section (Now you do it), in theVocabulary section, and in the lifeSkills section

• writing sentences (simple and compound) (Units 6and 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 writingexercises in openMind  take a step-by-step approach andgradually build up the students' confidence Don't expectthe students to be able to produce long pieces of writtentext at this level Expand your students' writing practice byencouraging them to work with the Listen and write / Read and write pages in the Workbook

All skills strategies are practiced in the Workbook, and theTeacher's Book pinpoints sections where you can recycleany subskills previously taught

2 Integrating and practicing skills (skills practice sections—"off" skills)

These sections (two per unit) provide the studentswith opportunities to practice skills with a focus on thecommunicative outcome (e.g., writing an email in Unit 5;listening to a life story in Unit 11) Each section comprisestwo to three steps and integrates two or more languageskills The sections allow students to focus more on theend product, with fluency in mind, and less on the processthey go through in order to achieve it In the activitieshere, there is a strong emphasis on personalization—relating the material to students' own experiences

The first page of every openMind  unit is the unit opener.

It features engaging pictures and provides a quick warm

up to the unit, or it 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 It also provides a comprehensive list

of language objectives for the unit The lifeSkills panel at

the bottom introduces the life skill of the unit and aims at

getting the students to start thinking about the nature of

the life skill

►

learn language to talk about people and events in the past read about the life of a famous person—scanning for specific information

learn phrases when thinking about answers to a quiz—takinq time to think

listen to biographical information about the life of a fam ous person write a short biography watch a video about the lives of famous people

A How many of these people do you r ecognize?

What wer e their professions?

B Work in pairs Put the people in Exercise A in different groups or pairs according to t heir similarities.

 Think of as many combinations as possible.

A: What do Coco Chanel and Gianni Versace have in common? 

B: They were both fashion designers.

Learn to use brainstorming in a group to think of ideas

Communicative wrap-ups

For every two units, the course offers a Communicative

wrap-up The Communicative wrap-ups can be found at

the end of the Student's Book, beginning on p 130 With

a clear focus on fluency, the tasks require the students to

employ a range of communication strategies, using target

language items and skills acquired in the two units under

review

The activities are student-centered and require

reciprocity—the students are not only encouraged to

produce language, they are also expected to be attentive

listeners The activities are also designed to boost the

students' confidence and include a wide variety of activity

types, such as games, role-plays, and information gaps

Having completed a communicative task that closely

mirrors a real-life task, the students should feel more

confident that they can deal with real-life situations in

English They will also realize that the language they have

learned is applicable in practice and, equally important,

that they have mastered it Each wrap-up ends with a

self-scoring section Encourage the students to read the

can-do statements and rate their performance This is an

essential part of developing autonomous learning

C o m m u n i c a t i v e w r a p - u p

U n i t s 1 - 2 B i Work in pairs Look at this famous person’s family tree Ask and answer questions

about the people and their connections to each other.

Anne Meara comedian

Amy Stiller actor/writer  Christine Taylor

Quinlin Stiller Ella Stiller

n a m e ?

A g e ?

Occupation? 

A: Tell me ab out your family.

B: Mybrother's name is Julian.

A: What does he do? 

 Are you American ? 

 Are you a sing er? 

Ica n talk about family members.

If you give yourself 1or 2 for any of the statements, look at the m il inUnits 1 and 2 again.

A ¡H Work in pairs Student A, you want to register with an agency to help you find new friends Student B, you work at the agency Interview Student A and comp lete the form.

 The n sw itch ro les.

mQ?Q

Email address:

Who is Anne Meara? 

She's Ella Stiller's grandmother.

What does she do ?  She's a comedian.

B 2 H Work as a class You are at a Friends Express meeting You me et each person for two minutes and try to find out as m uch as you can about him or her Use the ideas below to help you When you hear the signal, change partners.

 Telephone number: _ Country Nationality:

Date of birth: — — Occupation:

o

Teaching life skills

One of the unique features of openMind  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, organization and planning skills, and collaboration

skills These skills are highly valued by employers arid

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

English-speaking situations All the life skills covered in openMind 

require a certain amount of collaboration, so pair and

group work is an essential component of this section

The life skills in openMind  feature as parts of threedomains: Se lf 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 anorganizing principle, but rather as a reflection of one of themany ways in which that particular skill can be applied Lifeskills are essential in every aspect of our lives and thereforetransferable In every lifeSkills spread in the openMind series, the particular life skill to be applied in one of thethree domains was carefully chosen The Reflect  box at theend of the spread acts as a reminder to the students thatthe life skill can also be applied in the other two domains

Each lifeSkills section is introduced by a three- or four-stepsummary of the approach that will be applied throughthe different activities in the section These steps areapplicable to the skill in general and can be applied inother situations, beyond the English classroom

Each lifeSkills section is linked to the general unit topic inwhich it appears, and the language and skills presented

in the previous pages of the unit help to prepare thestudents for this section

A three-step summary of the approachthat will be applied through the differentactivities in the section

The chosen domain for the spread is highlighted,but all three domains are mentioned as areminder of the transferability of the skill

7

B Make a list of things to do in the coming wee k Estimate the time  you nee d fo r eac h on e L ook at the example.

Understand any problems you have with managing your time.

Write a to-do list and categorize each task.

Decide on the best order for the tasks.

A H o w w e l l d o y o u m a n a g e y o ur t i m e ? C o m p l et e t h i s q u i z

Compare your answers in pairs How accurate is the quiz?

W h a t ca n y o u do to im p ro ve y o ur t i m e m a n a g em en t ? w C 0 Work in pairs Ask and answer

questions about your lists Use the diagram and mark each task depending

on how important and how urgent it is.

© How do you feel about time?

a) I never have enough time!

b) Sometimes I d on't have time to do everything,

but usually it's OK.

c) Time? I ha ve a lot of it!

0 Do you arrive on time for.things ?

a) Yes, always.

b) Sometimes, but not always.

c) No, I'm always late!

0 Do you often have nothing to do?

a) No, I’m always busy.

b) Sometimes.

c) Yes, 1do.

© 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 J

© You have something important to do.

How do you feel?

a) I’m not worried because there’s a lot :d jH

Very important and very urgent.

Very urgent, but not very important.

Very important, but not very urgent.

Not very important and not very urgent.

D Write yo ur things to do in order For each day o f the week, write A things first, followed by B things, etc Think about the time you have and consider moving some things from o ne day to another.

6-10 You have a lot of time—L*

because you don’t do important things! Manage your time better and you can achieve more.

11-15 You have a good attitude about time With a little time management, you can do even more.

16-18 You need to manage  your time and give yourself time

to relax!

E 0 Work in pairs Compare your daily to-do lists Can you do everything in the time you have?

b) Help! I have a thousand things to do

today!

c) Forget it 1can do it tomorrow.

© How do you work or study?

a) 1just work undid finish.

b) I take a lot of breaks to watch TV and chat

It's very important!

I don't really need to

I suppo se this isn't really urgent.

REFLECT

How can the skill of managing your lime be useful to you in Work ond Career ond Study ond learning?

Doy in, day out U N I T 4 4 7

Self and Society

S t u d y a n d L e a r n i n g

Key to diagram:

Day Sunday Monday Tuesday Wednesday Thursday Friday Saturday

|i Now add up your score:

0 do the laundry 2 hours |

0 go to the bank 1hour

0 go to the movies 3 hours

The Reflect  question gets students to thinkabout how the featured skill can be applied tothe other two domains

Language wrap-up Teaching students at Level 1

Each unit concludes with a Language wrap-up that enables

the students to assess their grasp of the new vocabulary

and grammar items presented in the unit

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

learned

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

Make sure the students read the 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 8, encourage them to read the appropriate

sections of the unit again for homework, and then do the

exercise or exercises again at home

8-10 correct: I can ask useful questions and use ordinal numbers.

0-7 correct: Look again at Sections 3 and 7 on pages 11 and 14.

SCORE: /10

To aid retention and ensure a long-lasting learning

outcome, it is crucial to recycle language points from

previous sections and units regularly For example, to

recycle grammar, you can ask the students a few questions

at the beginning of each class, focusing on the grammar

content of the previous class (e.g., for simple past, begin

the class by asking What did you do last weekend? Where

did you go after class yesterday?)  Integrated recycling

is also emphasized in the way vocabulary is used—the

target vocabulary from each section occurs again over the

remainder of each unit, reinforcing use of the items and

aiding retention

In addition, to help you plan subskills recycling, the

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 subskill was previously practiced

Teaching students at Level 1 presents the language teacherwith a particular set of challenges, namely the students'lack of vocabulary and the related difficulties in expressingideas in English At this level, however, it is important forthe students to become accustomed to English, and youshould therefore use English as the primary language of theclassroom, as far as possible

It is important to give brief, clear instructions in English; forexample, use Work in groups rather than I'd like to have you ge t to get her in groups. Where necessary, use gestures

to support your instructions; for example, Listen (cup yourhand to your ear), and Work in pairs (make an inwardmotion with both hands indicating that the studentsshould work together), as this will help the students to getused to these instructions Early in the course, present andstart using key classroom language, such as What doe s

 X mean? How do you s pell X ?  and How do you say X inEnglish?, so that the students can use these expressionswhen they need help If possible, key classroom phrasessuch as these should be prominently displayed on awall for the students to refer to in the early stages of thecourse

Emphasize the advantages of using English for pairand group work activities When students use their firstlanguage in a task, it often means they are interested andwant to express their ideas about the topic, but feel thatthey don't have the vocabulary or grammar necessary to

do so The authors have anticipated these shortcomingsand have provided the students with model conversations,prompts, and phrases in the How to say it  feature toensure that they have enough functional language athand to carry out a task confidently Moreover, the courseteaches a variety of useful skills to overcome any obstaclesand 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 repeatindividually This can help to build their confidence to useEnglish in class

When presenting new vocabulary, ensure that the studentsfeel comfortable with the pronunciation of any new wordsand phrases Use the pictures in the Student's Book to helpconvey and reinforce meaning by asking the students tofind examples of particular words in the pictures Give thestudents further practice with language items by assigninghomework tasks from the Workbook, or from the extrahomework ideas suggested in the Teacher's Book Encouragethe students to keep a vocabulary notebook and focus onestablishing good learning practices

Students at this level may feel that certain languageskills are less demanding or more accessible than otherlanguage skills This can mean that they may be moremotivated to engage with some tasks than they are withothers Nevertheless, it is important that all four languageskills be developed and practiced in parallel Coveringall the tasks in each unit of the Student's Book and theWorkbook will ensure that no aspect of your students'development is neglected

openMind   Workbook 

The openMind  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

organization The dynamic and modern design makes the

book appealing and easy to navigate through

UNIT 7 YOUHAVE TALENT!

1 VOCABULARY: personality adjectives

A Read the sentences and (^irclejthe correct option.

1 George always buy s presents for his friends He's veryoptimistic/ generous/ h onest.

2 Everyone likes Patricia She knows a lot of people She's verysmart/ patient / friendly.

3 Yumi always makes a list before she goes shopping She's veryorganized  / generous / optimistic.

4 Steve feels angry when he has to wait for a long time He's not veryreliable/ friendly/ patient 

s Fernanda always looks for problems in every situation She's not very smart /optimistic / honest.

6  Elizabeth is a good friend Her friends can depend on her for help She's very pat ient / r eliable / organ ized.

7 Denise always gets good grades in college She's verysmart/ friendly/ honest.

8 Stan is always truthful, and you can always believe him He's very pa tien t/ h one st/ gener ous.

B C h o os e on e a d j ec t i ve f rom Ex er ci se A t h a t d es cri b e s you a n d on e

adjective that describes your best friend Ex plain why.

I am optimistic because I never feel sad.

2 READING: for themain idea

A Lo ok q u i c k l y a t t h e t ext W h a t k i n d o f t ex t i s i t?

a) a persona lity test b) an advice column

LIBRASeptember 23-Octobet 22

(1) you have no problems making friends this

month Your conversation and humor charm everyone.

(2) Now is not the time to buy a new laptop.

Only buy the things you really need.

(3) Vnu're stressed and tired Drink herbal teas t

get more energy.

<4>~ „You ha

:o-worker Be honest.

inimportant decision to make about 7**d®W**r

SCORPIO October 23 -November 21 (5) Be patient with relatives Don't argue with people close to you.

- ( 6) -    This month is a good time to start your new diet  

' Go to the gym, eat fresh fruit and vegetables, r ide your bike to work.

e ahead, but there are many obstacles Your boss knows that you are reliable, so don' t worry.

 _ Don't be too generous this month You shouldn t

B Re a d t h e t ext i n E xe rc i s e A a g a i n W ri t e t h e h e a d i n g s i n t h e c or re ct p l a ce.

Family Health (x 2) Money (x 2) Social life Work (x 2)

©

3 GRAMMAR: am/mn't— ability

A j||j22 Listen and Circle)can or can’t.

1 Elena can / can't  play the piano.

2 Peter can / can't   dance.

3 I can/ can't  sing.

4 We can / can't  drive.

B EH 23 Listen and check (/) the things that Ricky and W A T C H O U T ! Bella can do Cross ( / )  the things they can’t do.

speak another language

C Make sentences about Bella and Ricky Use can and can’t.

1 Ricky / play tennis /

2 Bella / play a sport /

3 Bella and Ricky / speak another language / ?

Bella / cook / ?

s Ricky / cook spaghetti / ? Yes, _

D Put the words in the correct order to form sentences and questions.

Sometimes there is mo re than one correct answer.

1 Marisa and Julia / speak / can / Italian /

W A T C H O U T !

2  your brother / cook / Can / Indian food / ?

n / My best friend / sing / and / dance the tango /

I / read music / play the piano / but / I / c<

Each Workbook unit can be viewed as consisting of three

parts: the first four pages practice and consolidate the

unit's grammar, vocabulary, and the two target subskills;

the fifth page is a Listen and write or Read and write page

that consolidates the unit material and offers the student

further opportunity for guided, supported, and highly

personalized writing practice The language in the Writing

tutor  helps students get started and organize their writing,

and the last page of each Workbook unit is a Down time

page that offers fun and engaging activities in the form of

quizzes, crosswords, games, riddles, and more

The Workbopk 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 audio scripts

appear at the end of the Workbook The answer key for

the Workbook activities (including possible answers) can

be found on pp T143—151 of this Teacher's Book

B Find the jobs Separate the words with a line and write them underneath.

'^nefightef^

C Match the two halves to make words, well interesting salary -paid work 

good hard job -working security

Who! do you do? UNI T 2 15

  _ 

The Teacher's Book offers carefully planned, well

paced, and Insightful procedural notes to help you

prepare, present, and follow up on the unit material

in an appropriate way for the students, teaching

DOWNTIME

The expression down time (stress on down) means the same as free time or leisure time—time

when you are not working or studying Explain to the students that down time is time for fun a

relaxation (e.g meeting your friends, reading books, watching TV, or going to the movies).

Unit opener (p 29) 10min.

• Optional downloadable unit opener 10min.

1 Grammar: simple present—statements <P- 30) 40 min.

and  yes/noquestions

2 Pronunciation: thudpers on -s (p.31) 15min.

3 Reading: recognizing cognates "Q (p 31) 30 min.

4 Listening: to a radioshow (p, 32) 30 min.

5 Vocabulary: free-time activities (p 32) 25 min.

6 Grammar: simple present— (p 33) 40 min.

informationquestions

7 Speaking: askingfor opinions ip.34) 20 min.

8 Vocabulary: personality adiectives (p 34) 25 min.

9 Writing about yourself and (p.35) 20 min.:

 your interests

• Optional downloadable Writing 20 min.

workshop: a personal description

IlfeSkills: understanding your learning (p 36) 45 min.

style (Study and Learning)

• Optional downloadable unit opener 45 mm.

(Workand Career)

» Optional downloadable unit opener 45 min.

(Self andSociety)

Language wrap-up (p 38) 15min.

Video and downloadable video worksheet 45 min.

Listening: to a radio show Ask the students if they oftenlisten to the radio What shows do they listento? Do they listen to discussion shows?

Writing: about yourself and your interests Ask the students to work individually and think of three adjectives that describe them Listen to their ideas withthe whole class Then ask themto look through the unit and find out what adjectives for describing people are

Direct the students' attention to the objectives in the unit

menu and go throughthe informationwiththem Explain

that this unit focuses on how to talk about habits and

help themdo this:

Reading skills: recognizing cognates

Elicit, or remind students of, some English words that may

be the same intheir language (e.g.taxi, hotel, computef).

Encourage themto look through the unit and find other

English words that are the same in their language or

similar to words intheir language.

Speaking: asking for opinions

Ask the students whose opinion they listento before they

buy a book or watch a movie Elicit some possible answers

(e.g friends, parents, brothers, sisters, etc.).

Refer the students to theHfeSkillg, the topic of this unj Ioni s Understanding

iarnsomething new, such as a new sk  ento their ideas as a class.

• Write on the boardToday is  Ask the students to tell  youwhich day of the week it is Then write a day of the week on the board (e.g Thursday).Ask the students to work Inpairs and write the other days of the week Ask  students to come to the board one-by-one and each write another day of the week Have the class check that the days are in the correct order and that they have the correct spelling Elicit the correct spelling of any words spelled Incorrectly.

 Alternative Produce anagrams to review the spelling of thedays

of the week (e.g  yomadn for Monday) Prepare these beforehand, making sure you include all the letters, and ask the students to unscramble the letters to form the words.

free.

• When the students finish, ask themto compare their schedules in pairs Have themlook at the example conversation Explain that they should use these expressions as they compare their schedules Have the talk to their partners Suggest that pairs find out if they redifferent On which day of the week do they have the m

• Ask the students to name the the pictures do in their down ■ examples of down-time activil soccer, read books).

:tivities the people in

le Elicit a fewmore

s (e.g watch DVDs, play 

circumstances, and program requirements Along with theprocedural notes and audio scripts for the listening tasks

in the Student's Book, the Teacher's Book also containsinterleaved Student's Book pages with answers to eachexercise clearly marked for ease of reference

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.

Competence developed CEF Reference (A1 )

The information in the unit plan outlines the target language and objectives by section.

It also offers suggested timings.

1 Grammar can understand and use statements and questions in Table 1; Table 2; Sections 5.2.1.2;

the simple present 6 4.77; 6.47.8

2 Pronunciation can hear and produce different third-person singular

6 Grammar can understand and use information questions in

the simple present

Table 1; Table 2; Section 5.2.1.2

7 S pe ak in g c an as k f or o pi ni on s Table 1; Table 2; Section 4.4.3.1 ;

Section 5.2.3.2

8 Vocabulary can talk about personality Table 1; Table 2; Sections 4.4.1.1 ;

4.4.3.1; 5.2.1.1

9 Writing can describe themselves and their interests Table 2; Section 4.4.1.2

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 language learners 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: A1, A2, B1, B2, C1, C2 Students completing openMind 

1 should reach the level of ability described

by the A1 performance descriptors.

There is a CEFR unit map at the end of each unit in the Teacher's Book 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).

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

Culture note Here you can find background information thatmay be of interest to your students and that will help you withthe presentation of the section material It may provide moreinformation about a person, event, or place mentioned inthe Student's Book It may also focus on what people in theEnglish-speaking world do or say in a particular situation

Extra The optional Extra activities equip you with ideasfor additional classroom practice and homework Theactivities always focus on and extend the language point

of the section in which they appear They are ideal forfast finishers Especially for Reading and Grammar, thereare sometimes Extra reading comprehension or grammaritems provided in case you want to exploit a reading textfurther or practice a grammar point more with your class

openMind   Digital

Flexible digital resources are a central part of the

openMind  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 Center

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 customizable unit and midcourse tests and an

end-of-course test

Teacher's and Student's Resource Centers

The online Resource Centers 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 Center 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 screenshot 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 practice grammar and vocabulary Each worksheet

presents tasks to be done before, during, and after

watching, and comes with teacher's notes and answer key

Extra lifeSkills support

The Teacher's Resource Center includes twenty-four

lifeSkills lesson plans—two for every lifeSkills double-page

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 twoother domains (for example, Self and Society  and Work and Career)

Besides offering alternatives to the Student's Bookmaterial, the aim of these extra lifeSkills lessons is toshow learners how they can apply the same life skill fromthe Student's Book to other contexts, thereby furtherdeveloping these competencies and empowering thestudents

Speaking and Writing Workshops

The Speaking and Writing workshops are each a pagelong and can be used at the end of alternate units Eachworkshop provides more in-depth analysis as well as extrasupport of the respective skill when this is an "off" skill

in the unit, and therefore the function in the workshop isalways the same as the function of that skill in the coreunit The structure of both the speaking and writingworkshops is based on a common concept: the studentsare first presented with a model, next they analyze it,then they work on their own production, and finally theyself- and peer-assess For more independent writingconsolidation practice, encourage the students to workwith the Listen and write and Read and write pages in theWorkbook, which follow the same concept

Tests

All the tests you need for placement, progress, andachievement purposes are on the Teacher's ResourceCenter These are available both in ready-to-print PDFversions and customizable Word versions, and comprise:

• openMind  course placement test, with instructions ondelivering this

• Unit tests: these test the grammar, vocabulary, and skillscovered in each unit of the Student's Book

• Midcourse tests: a ready-made review combining itemsfrom the unit tests for the first half of the Student's Book

• End-of-course test: a ready-made end-of-book test withcompletely new test items covering the full openMind ilanguage syllabus

Student's Resource Center—the complete package

The following features are all accessible to your openMind students:

• Student's Book and Workbook audio files and scripts

• openMind  video classroom worksheets

• openMind  video teacher's notes and answer keys

• Extra unit opene r lessons

• Extra lifeSkills lessons

• Speaking and Writing workshops

• Tests

• Placement test

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,

video and supporting activities, 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 downloadedonto your interactive whiteboard or laptop for use with aprojector—no disks are required It's ideal for work in openclass as an alternative to "eyes down" work, as well as forchecking and reviewing students' work

STUDY SKILLS

Learn ways to practice speaking and pronunciation

SPEAKING &

PRONUNCIATION Example from openMind 

Starter Presentation kit 

Dr Spencer Kagan and Miguel Kagan

Kagan Publishing & Professional Development

www.KaganOnline.com

Kagan Structuresare instructional strategies designed

to promote cooperation and communication in the

classroom, bbost students' confidence, and retain their

interest in classroom interaction The Structures work in

all teaching contexts—regardless of subject, age group,

and number of students in class—and are a particularly

powerful tool for teaching a foreign language

In this article, we contrast a conventional classroom

lesson and its environment with a classroom where Kagan

Structures are brought in We discuss the benefits of the

Structures and explain why this alternative approach to

classroom organization works much better and has a

long-term learning effect Then, we present three of our

favorite Kagan Structures that are particularly suitable for

the language-learning context, and we offer you an

overview and the support to apply them in your daily

teaching routines

For an in-depth presentation of the Structures and our

approach to cooperative learning, you can read Kagan

Cooperative Learning (2009)

Let's compare a typical, traditional English lesson to an

English lesson using Kagan Structures For example, we

might want to teach direction vocabulary with prepositions

of place and direction: next to, down, into, out, up, above,

below

In a traditional classroom, the teacher may provide some

direct instruction, then do a whole-class

question-and-answer session During the question-and-question-and-answer session,

the teacher usually asks questions, then has students raise

their hands to volunteer answers Alternatively, the teacher

may ask a question and nominate a student to respond

Finally, the teacher may assign an activity for individual

work and have the students individually practice the new

skill Sound familiar?

Traditional learning is either whole-class, with the teacher

leading the class, or independent practice work As

we'll see below, traditional learning lacks a high level of

active engagement, creates a more intimidating learning

environment, and often fails to establish an effective*

communicative context for natural language acquisition.Cooperative learning offers a powerful alternative forlanguage teaching—interaction! Many teachers believethey are doing cooperative learning by introducing pairand group work Flowever, unstructured pair and groupwork lacks the basic principles of effective cooperativelearning and therefore does not produce the gains of truecooperative learning There is a vast difference betweenKagan Structures and conventional pair or group work.Kagan Structures carefully engine er student interaction

to maximize cooperation, communication, and activeengagement by all

The teacher who is fluent with a number of KaganStructures would teach the same lesson quite differently.She would likely still provide some direct instruction, butskip the whole-class question-and-answer session and not

do the individual exercise Instead, she would choose aKagan Structure that will

involve everyone, andencourage sharing andcooperation On thesubject of directions, theteacher might have thestudents do a Flashcard Game—students work in pairs with flashcards that have

an arrow or simple diagram on one side and a preposition

on the other They go through three rounds, memorizingthe content Match Mine would be another productivestructure for this lesson In Match Mine, partners sit onopposite sides of a barrier One partner, the Sender, placesitems in an arrangement The other student, the Receiver,tries to match the Sender's arrangement, using only thesender's verbal directions Students use the directionvocabulary in a functional way: Place the square next tothe triangle Place the circle below the triangle

Choosing a cooperative learning structure over traditionalmethods creates a dramatic positive difference in Englishlanguage learning We now know that there are manystyles of learning and multiple intelligences What works forsome may not work well for everyone Therefore, we need

a variety of strategies to reach and teach our students withdifferent learning styles and intelligences If we always uselectures and independent exercises, we may inadvertentlycreate barriers to English learning for many students

If, instead, we use a variety of structures as we teach, weengage the different learning styles and students' multipleintelligences The variety creates greater novelty, increasesmotivation, and maintains attention Kagan Structures alsocreate greater engagement, lower anxiety, and promotenatural language acquisition Let's see how

*The Publishers would like to thank Dr Spencer Kagan and Miguel Kagan of Kagan Publishing & Professional Development for

developing this article for the openMind  series Ownership of the copyright remains with the authors.

One attribute that sets cooperative structures apart from

traditional instruction is that structures don't call for

voluntary participation In the traditional classroom, the

teacher asks students a question, and only those who

know the answer, or who are daring enough to respond,

raise their hands The rest of the class can opt out

When students have the option of nonparticipation, many

don't participate This is especially true for shy students,

lower achievers, and early language learners The result:

they don't learn as much or as quickly

With Kagan Structures, participation is not voluntary

Participation is required by the Structure In Flashcard 

Game,  studentstake turns to play acollaborative game WithMatch Mine, studentsmust communicateaccurately to completethe task In the traditionalclassroom, the structuredoes not require participation from every student It is the

same with Match Mine with pair work or group work If pair

or group work is not structured properly, one student

can simply do the work, while the others watch or even

tune out In contrast, the Structures hold every student

individually accountable for participating There is a direct

connection between student participation, engagement,

communication, and subsequent language learning

There is a direct connection

In the traditional classroom, when one student answers at

a time, the ratio of active engagement is quite low What's

more, the rest of the class sits quietly and there is very little

involvement During our cooperative learning practice,

the class is divided into pairs, and at least half of the class

is generating language at any time and the other half is

directly receiving comprehensible input and practicing

active listening This radically increases the opportunity to

decode and produce language

Learning and using a foreign language can be stressful

In the traditional English classroom, the teacher quizzesstudents in front of the entire class Students may not knowthe correct answer, may be apprehensive about speaking

in public, or may be self-conscious about their accent Inglobal surveys, public speaking ranks as people's greatestfear, beating fear of death, spiders, flying, and confinedspaces Whole-class settings for language learning areoften perceived as threatening situations We know fromboth language learning theory and brain research thatstress negatively impacts on attitudes, learning, andmemory

With Match Mine and Flashcard Game, students areworking with just one other student Most Structuresencourage pair work or work in teams of four

Students who would experience anxiety in a whole-classsetting feel more comfortable speaking English in a moreintimate setting Cooperative groups are less intimidatingthan whole-class settings This is especially true in

cooperative classrooms in which the teacher uses teambuilding to establish trust and encourage support amongteammates

There's a big difference between learning about alanguage and actually acquiring the language Too manylanguage courses teach students about the language

Not enough courses allow students to actually use thelanguage in a functional way In our example of thetraditional classroom, students learn about directionalvocabulary They learn to correctly complete exercises Butare they really building fluency? Results say no

In the real world, we don't fill out exercises on the properuse of language But we often do need to give instructionsand follow directions

When the situation of language acquisition (exercise work)

is too different from the situation of performance (givingdirections), a transference gap is created and fluency isnot acquired Match Mine sidesteps the transference gap:

the situation of acquisition (giving and receiving verbaldirections) matches the future situation of performance(giving and receiving verbal directions) Many KaganStructures naturally develop fluency by sidestepping thetransference gap

Too often, language courses fail to build functional

fluency Students learn how to conjugate verbs, memorize

vocabulary, and learn grammar rules, but too often miss

out on the opportunity to use language frequently in a

functional way With the Structures, students not only

learn about language, but they actually implement it to

accomplish a goal Natural language acquisition among

infants is based on frequent social interaction Cooperative

structures provide the social setting for language use

and offer students many more opportunities to receive

input, interact in the target language, and practice oral

production of the language

Developing English fluency consists of four major

interrelated language objectives: we want to build oral

comprehension skills, so students can understand what

they hear; we want to build oral fluency skills, so students

can communicate with others; we want to build writing

skills, so students can express themselves clearly and

correctly; we want to build reading skills, so students can

read with comprehension and accuracy

To accomplish these four language goals—reading,

writing, speaking, and listening—we need an array of

teaching tools That's exactly what Kagan Structures

are Each Structure is a different language-teaching tool

designed to develop different skills Some Structures

are more suitable to build vocabulary skills (e.g., Match

Mine). Others are ideal for practicing language skills,

such as comprehension and fluency (e.g., Timed Pair 

Share). Then, Structureslike Flashcard Gameare great for simplymemorizing the breadth

of vocabulary terms andphrases students need

to learn Many Structures simultaneously address multiple

objectives that go beyond the four language objectives

outlined above

 A wonderful feature o f the

Kagan Structures is that they 

are instructional strategies

that can be used repeatedly

We have developed over 200 Kagan Structures for

promoting interaction in the classroom Because

cooperation and communication are two hallmarks of

the Kagan Structures, they are particularly well adapted

to English learning A wonderful feature of the Kagan

Structures is that they are instructional strategies that can

be used repeatedly They are not limited to one particular

exercise, but are designed as shells so you can slot in

any activities and target language Once you learn some

basic Structures, you can integrate them easily into your

daily English lessons For example, you may use Flashcard 

Game today for directional words, but you can use it again

tomorrow for proper use of correct tenses

Here are three sample Kagan Structures we encourage you

Partners (Student A and Student B) on opposite sides of

a barrier communicate with precision in order for one tomatch the other's arrangement of game pieces on agame board

The pair sets up a file folder barrier between them so theycan see each other's game boards Student A (the Sender)arranges the numbered arrows pointing to different bodyparts Then, the Sender describes the arrangement ofarrows on the illustrated body and Student B, the Receiver,attempts to match the Sender's arrangement exactly.Arrow number 1 is pointing to her left ear When the pairthinks they have correctly made a match, the Sender andReceiver compare their arrangements to see how wellthey did

If the game pieces are arranged identically, the paircelebrates their success If the game pieces don't match,they congratulate their efforts, then discuss how theycould have communicated better to make the match.Match Mine is terrific for developing communicationskills Students must use the target vocabulary correctly toachieve a successful match

2 Flashcard Game

Language functions:

Vocabulary, Grammar, MemorizationAdvantages:

• Develops mastery through repetition and peer tutoring

• Students learn by quizzing and being quizzed

• Studerits receive immediate feedback

Structure summary:

Partners (Student A and Student B) proceed through threerounds as they quiz each other with flashcards, master thecontent, and win their cards

Description:

Flashcard Game facilitates mastery of English words,phrases, and rules Students need flashcards to play If noflashcards exist for the content, students can easily maketheir own The flashcards can take many different formsdepending on the content to be learned For vocabulary

words, one side of the flashcard has a picture and the

answer is on the back For grammar, the card can have

simple present on one side and simple past on the other

side Once the cards are made up, students proceed

through three rounds in pairs to memorize the content In

Round 1, Student A shows and reads the front and back of

the flashcard Then, Student A shows the front of the card

and Student B gives the answer for the back If Student

B answers correctly, Student A offers praise and gives

Student B the card If Student B answers incorrectly, he or

she does not win the flashcard Student A offers a hint or

shows the answer again When they have gone through

all the cards4the partners switch roles and go through the

cards again

For Round 2, fewer cues are given Student A shows the

front of the card and Student B tries to win back the card

by giving a correct answer When both students win back

all their cards, they move on to Round 3 In Round 3, even

fewer cues are given Student A says what's on the front,

this time without showing the card Student B tries to win

back the cards with the correct answer

Flashcard Game is done in rounds to improve the

likelihood of success at each round As Student A and

Student B, students get repeated practice and immediate

• Half the class is actively producing language at any

time, while the other half is actively listening

• All students must participate

• Students listen attentively so they can respond

Timed Pair Share is one of the simplest cooperative

learning Structures—and one of the most powerful The

teacher states a discussion topic, how students are to pair,

how long students will have to share, and selects who will

go first It is perhaps the easiest way to infuse cooperative

interaction into just about any point of the lesson For

example, What do you pred ict this text will be ab out? 

Work in pairs and share for thirty second s each Partners

with the darkest clothes begin

When you compare Timed Pair Share to its traditional

counterpart—selecting one student to share with the

class—its true power is revealed With Timed Pair Share,

half the class is active at any one time, while the other half

listens attentively

In the traditional class, only a single student in the whole

class is active at any time; the rest of the class may easily

tune out With Timed Pair Share, no students get left

behind Everyone must participate

Students practice speaking and sharing their thinking and

opinions in English They practice listening attentively A

single Timed Pair Share vs selecting one student in the

class probably doesn't add up to much, but when youconsider how often teachers ask questions every day,then multiply that by the number of days the course lasts,this simple little Structure has the power to dramaticallyimprove language skills

Dr Spencer Kagan is an internationally acclaimedresearcher, public speaker, and author of over 100books, chapters, and journal articles He is a formerclinical psychologist and full professor of psychologyand education at the University of California He is theprincipal author of the single most comprehensive bookfor educators in each of four fields: cooperative learning,multiple intelligences, classroom discipline, and classroomenergizers Dr Kagan developed the concept of structures;

his popular brain-based, cooperative learning and multipleintelligences structures like Numbered Heads Together and Timed Pair Share are used in teacher-training institutesand classrooms worldwide He has taught workshopsand given keynote speeches in over 20 countries, and hisbooks are translated into many languages Dr Kagan hasbeen featured in leading educational magazines, includingEducational Leadership, Instructor, Learning Magazine,and Video Journal

Miguel Kagan is Executive Director of Kagan Publishing

& Professional Development, an educational organizationthat offers publications and workshops on cooperativelearning, language learning, and active engagement

Miguel, together with Dr Kagan, coauthored a radicalrevision of the classic book, Kagan Cooperative Learning

Miguel has also written, designed, and developed amultitude of books, SmartCards, software programs,learning games, and electronic devices for KaganPublishing He is the editor of Kagan Online Magazine,Kagan's webzine that offers articles, research, and tips foreducators implementing Kagan Structures

References

High, Julie (1993) Seco nd Language Learning Through Cooperative Learning. San Clemente, CA: Kagan Publishing This book applies Kagan Cooperative Learning Structures to language learning.

Kagan, Spencer & Kagan, Miguel (2009) Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing This is a recent revision of Dr Kagan's classic book on cooperative learning It Is the most popular and comprehensive book in the field.

Kagan, Miguel (2009) Match Mine Language Builders   San Clemente, CA: Kagan Publishing Based on the Structure Match Mine, this book contains 30 ready-made cooperative learning games covering common vocabulary words and concepts.

COMMUNICATION STRATEGY: using polite language

Completing an online registration form FUNCTION giving personal

USTEN1NG FOR SPECIFIC INFORMATION: an informal conversation

Talking about family FUNCTION giving personal information

UNDERSTANDING THE MECHANICS: using correct capitalization and punctuation

i

UNIT 3

DOWN TIME

©RECOGNIZING COGNATES: a magazine article

Listening to a radio show FUNCTION talking about people's likes and dislikes

COMMUNICATION STRATEGY: asking for opinions

Writing about yourself and your  interests

FUNCTIONS

• giving personal information

• describing your personality

• talking about bobbies and interests

©LISTENING FOR SPECIFIC INFORMATION: an interview

Talking about interesting activities FUNCTIONS

• describing routines and habits

• talking about hobbies

© UNDERSTANDING THE MECHANICS: writing complete sentences

COMMUNICATION STRATEGY: repeating directions

to check understanding

Writing an email to give directions FUNCTION giving and understanding directions

• describing likes and dislikes

LISTENING FOR NUMERICAL INFORMATION: online audio profiles

Talking to an old friend FUNCTION talking about present activities

SIMPLE SENTENCES: using correct sentence structure (subject + verb + object)

 VOCAB ULARY    FESKILLS

*SOUNDS: the alphabet

USEFUL QUESTIONS FUNCTION using questions to ask for help

in class ORDINAL NUMBERS FUNCTION using ordinal numbers to talk about dates

SELF AND SOCIETY:

understanding forms FUNCTION identifying the correct personal information to complete a form

WORDS: two-syllable nouns

4

4

 ARTICLES FUNCTION using articles to describe people and organizations

POSSESSION FUNCTION using the apostrophe, whose,  possessive pronouns

OCCUPATIONS FUNCTION learning to talk about occupations FAMILY MEMBERS

FUNCTION learning to talk about families

WORK AND CAREER:

categorizing FUNCTION categorizing different jobs to find the most suitable career 

_SOUNDS: third person -s SIMPLE PRESENT-STATEMENTS AND

YES/NO QUESTIONS FUNCTION using the simple present to talk about free-time activities

SIMPLE PRESENT-INFORMATION QUESTIONS FUNCTION using the simple present to ask questions about people's habits and hobbies

FREE-TIME ACTIVITIES FUNCTION learning to talk about hobbies and free-time activities

PERSONALITY ADJECTIVES FUNCTION using adjectives to describe people and what they like doing

STUDY AND LEARNING:

understanding your learning style FUNCTION thinking about what you like to do to find your learning style and improve how you learn English

WORDS: days of the week FREQUENCY ADVERBS

 AND ADVERBIAL PHRASES FUNCTION using frequency adverbs and adverbial phrases to talk about bow often we do things CLAUSES WITH UNTIL, BEFORE, AFTER FUNCTION using until, before ,  and after   to talk about sequences of events

TELLING TIME FUNCTION learning how to say what time

it is PREPOSITIONS OF TIME FUNCTION talking about times of day, days

of the week, and sequences of activities

SELF AND SOCIETY: managing your time

FUNCTION thinking about how you manage your time in order to prioritize different tasks

WORDS: compound nouns THERE IS / THERE ARE WITH SOME, ANY,

SEVERAL, A LOT OF, MANY  FUNCTION using there is/ there are  and quantifiers to describe places and attractions

THE IMPERATIVE FUNCTION using the imperative to give instructions and directions to places in a city

PLACES AND ATTRACTIONS

IN A CITY FUNCTION learning how to describe where you live

LOCATIONS AND DIRECTIONS FUNCTION learning phrases to ask for and give directions to places

SELF AND SOCIETY:

establishing priorities FUNCTION thinking about specific criteria in order to plan a short stay in your city for another person

SOUNDS: /r j / PRESENT PROGRESSIVE

FUNCTION using the present progressive to talk about our lives

PRESENT PROGRESSIVE VS SIMPLE PRESENT FUNCTION using the present progressive and the simple present to talk about our lifestyles

LIFESTYLE ADJECTIVES FUNCTION using adjectives to describe different lifestyles

 A GREEN LIFESTYLE FUNCTION using verb collocations to describe a "green" lifestyle

SELF AND SOCIETY:

making personal change FUNCTION thinking about changes you want to make in your lifestyle

READING SPEAKINGUNIT 7 © READING FOR THE Listening to a review of a IV show COMMUNICATION Writing a personal reference

YOU HAVE MAIN IDEA: a horoscope FUNCTIONS STRATEGY: showing interest FUNCTION describing abilities

• talking about likes and dislikes

UNIT 8 Reading and completing a survey © LISTENING  Asking to try on clothes in a store ©COMPOUND

AROUND • talking about shopping habits INFORMATION: product

advertisements • asking for help in a store

to connect sentences [and, or, but )

• talking about how much things • talking about how much things

UNIT 9 SCANNING FOR SPECIFIC Listening to and taking phone COMMUNICATION Writing a restaurant review

• describing a restaurant

• understanding phone language • giving opinions and making a

UNIT 10 Reading asurvey UNDERSTANDING THE Talking about apast experience SEQUENCING AND

in a text

UNIT 11 © SCANNING FOR Listening to a life story COMMUNICATION Writing a short biography

GREAT LIVES SPECIFIC INFORMATION: FUNCTIONS STRATEGY: taking time to think FUNCTIONS

a short biography • understanding biographical • recounting biographical

• identifying key events in a • talking about famous people

UNIT 12 Reading a blog ©UNDERSTANDING THE Talking about plans and intentions © SEQUENCING AND

IN THE NEAR  FUNCTION thinking about MAIN IDEA: an informal FUNCTION talking about CONNECTING IDEAS: using

FUTURE intentions and resolutions conversation vacation plans connectives likefirst, then, next,

after that, and finally  to sequence ideas in a text

p r o n u n c i a t io n GRAMMAR VOCABULARY LIFESKILLS

FUNCTION using adverbs of manner to talk about people's talents

PERSONALITY ADJECTIVES FUNCTION using adjectives to describe people

TALENTS AND ABILITIES FUNCTION learning to talk about what people are able to do

WORK AND CAREER:

working as a group to do a task FUNCTION identifying strengths and weaknesses of each member of the group,

to ensure that tasks are completed efficiently

COMPARATIVE ADJECTIVES FUNCTION using comparative adjectives to compare gadgets

CLOTHES FUNCTION learning to talk about what people wear 

 ADJECTIVES FOR DESCRIBING GADGETS

FUNCTION using adjectives to talk about technology

WORK AND CAREER:

making choices FUNCTION comparing different options to be able to make good choices

'SENTENCE RHYTHM: weak to

VERB PHRASES FUNCTION using phrases like I'd like to, let's, and

1 have to to make, accept, and refuse invitations and suggestions and to express obligations

FOOD FUNCTION learning to talk about different food and drink items and food groups ORDERING IN A RESTAURANT FUNCTION learning how to interpret menus and phrases to order food from awaiter 

SELF AND SOCIETY: making a plan

FUNCTION making a list to be able to host agroup meal

FUNCTION using the simple past to ask about somebody's weekend

 ADJECTIVES WITH -ED AND - I N G FUNCTION using adjectives to talk about feelings and states

MEMORABLE EXPERIENCES FUNCTION using verb collocations to talk about past experiences

STUDY AND LEARNING:

taking notes on a text FUNCTION identifying the most important information in a description of historical events

-SENTENCE RHYTHM: object

pronouns

4

SIMPLE PAST WITH W H E N  CLAUSES FUNCTION using the simple past with when to talk about the order of events in the past

DIRECT AND INDIRECT OBJECTS FUNCTION using object pronouns to avoid repeating nouns in a description of a person's life

LIFE EVENTS FUNCTION learning to talk about key events

in people's lives HISTORICAL EVENTS FUNCTION learning to talk about key events

in history

STUDY AND LEARNING:

brainstorming in agroup FUNCTION brainstorming to come up with ideas for subjects for

G O I N G T O FUNCTION using go in g to to talk about future plans, intentions, and resolutions

PHRASES WITH GO FUNCTION using gerunds and the verb go to talk about activities

INTENTIONS FUNCTION using start  and stop +gerund to talk about good and bad habits and intentions for the future

STUDY AND LEARNING:

analyzing strengths and weaknesses

FUNCTION evaluating areas for future improvement in learning English

G R A M M A R R E V I E W

This Grammar review has been included to help you

establish what your students already know before they

start open Mind  7 It is designed to be used in the first

lesson of the course and has a two-fold aim: first, as

an introductory activity to help you get to know your

students, and second, as a way to establish the general

level of the class It also provides a useful recap of rubrics

and classroom language

The Grammar review can be used in a variety of different

ways It can be done individually, as a formal diagnostic

test, to check that students have been placed at the

correct level A more interactive approach would be to

elicit the answer to the first question of each exercise as a

class and then have the students complete the rest of the

exercise individually

You can choose to check answers after each exercise or at

the end of the review

If you wish, the exercises can be exploited further, and

ideas for some of them are given below and on the

following pages

1 (singular/plural of be)

• In item 4, check that the students understand that the

subject is your phone number

3 (there i s / there are)

• Elicit the things in the picture before the students dothe exercise

• Follow-up: have the students make sentences in pairswith the other things in the picture, e.g There's a chair

G r a m m a r r e v i e w

1 ( C i rcl e ) t h e c orr ec t o p t i o n t o c om p l et e t h e s en t e n ces

1 My name are / is Jake.

2 How old are / is he?

3 Erica and I are / is  not late for class.

4 What is / are your phone number?

5 Mr Richards and Miss Green is / are teachers at my school.

6 Where is  / are your brothers?

2 C om p l e t e t h e s en t en ce s w i t h t h e c orr ec t p o ss ess i ve a d j ect ive

1 They are Rachael and Daniel brother's name is Tony.

2 I play three sports _ favorite sport is tennis.

3 I'm from Colombia capital city is Bogota.

4 This is Suzanna last name is Martin.

5 This is Jason cell phone number is (555) 896-5623

6 "What's email address ?" "My email addres s isellieroisin@master.com".

3 Lo ok a t t h e p i ct u re a n d c om p l e t e t h e s en t en ce s w i t h i s o r are

1   There a cell phoni

2  There three pens.

4 (articles)

• Check that the students remember that we sometimes

use no article (-) with plural nouns

• Follow-up: have the students practice the conversation

in pairs Monitor to make sure they pronounce the

correctly before vowel sounds and consonant sounds

5 (information questions)

• Read the question words in the box and check the

students understand that they have to use What  twice

• Follow-up: have the students ask and answer the

questions in pairs

Answers

6 (word order in questions)

• Remind the students that they need to write the first

word of the sentence with a capital letter If students

need more support here, elicit the first word in each

sentence before they start

• Follow-up: have the students ask and answer questions

1,3, 4, and 5 in pairs

7 (can/can't )

• Check that the students understand the activities in thetable, and that a check means the person can do theactivity and a cross means they can't do it

8 (present simple  yes/n o questions)

• Make sure the students understand there are two parts

to this activity: completing the questions, then matchingthem to the answers

• Follow-up: have the students ask and answer thequestions in pairs

Answers

-•

4 Comp lete the sentences with a, an, the, or - (no article).

A: What's in the box?

B: I can see ( 1 )   .

DVD, ( 2 ) _ umbrella, and (3)   backpacks.

A: What color is (4) _ umbrella?

B: It's blue (5) backpacks are really cool They're red and blue.

A: What's (6) DVD about ? B: It's about (7) _ artist from Spain.

5 C om p l e t e t h e q u es t i o n s w i t h t h e c orr ec t q u es t i on w o rd s i n t h e b ox How What (x2) When Where Who

1 _ is your teacher?

2 _ _ do you spell your name?

3 are you from?

4 is your email address?

5 languages do they speak?

6 do you do your homework?

6 P u t t h e w o rd s i n th e cor re ct o rd e r t o f or m q u es t ion s

1  you / how / your / do / last name / pronounce / ?

2 from / where / your / sister's / husband / is / ?

3 speak / you / can / Italian / ?

4 time / doe s / class / what / finish / your / ?

5 lunch / you / have / what / do / for / ?

6 like / does / Kelly / job / her / ?

7 Look at the table Com plete the sentences with can / can’t and a verb from the table.

cook pasta ride a bike speak Spanish

1 Chris and I S panish 4 M arion

-2 Chris and Marion

3 Chris and I   Spanish.

C om p l e t e t h e q ues t i o n s 1 - 6 T h en m a t c h t h em t o t h e a n sw er s a -f.

Margarita play the guitar?

 you a student?

Jim busy?

_ Henry drive a black car?

David and Sara read Arabic?

 you have an email account?

a) No, I'mnot.

b) No, he doesn't.

c) Yes, they do.

d) Yes, she does.

e) No, I don't f) Yes, he is.

 — 

9 (present simple affirmative and negative)

• Make sure the students understand that verbs with not 

in the parentheses should be negative Tell the students

to be careful with spelling in item 5

10 (possessive apostrophe and possessive

adjectives)

• Make sure the students understand that they have to

find one mistake only in each sentence and that they

have to write the correct sentence in full

3 (Ours)names are Jessica and Ben (Our names are

Jessica and Ben.)

4 My(parents friend's)are from Japan (My parents'

friends are from Japan.)

5 They can watch a movie at(Michaels)house (They can

watch a movie at Michael's house.)

6 mem brother's home is in Sydney, Australia (Her

brother's home is in Sydney, Australia.)

11 (contractions)

• Make sure the students understand that some of thesentences can't be contracted (if they need more support,tell them that two sentences can't be contracted)

• Follow-up: have the students read out the sentences inpairs, focusing on pronouncing the contractions

Answers

1 Hi! My nickname's Don

2 They aren't / They're not expensive

3 What time's your train?

4 Martin isn't / Martin's not busy

5 What are your favorite CDs?

6 When's your class?

7 The umbrellas are under the desk

8 There's a sale at the supermarket

12 (frequency adverbs)

• Make sure the students understand that there aretwo parts to this activity: choosing the correct adverbaccording to the thermometer, then putting it in thecorrect place Check understanding by eliciting that thefirst thermometer represents usually

Answers

1 Caroline's sister usually checks her email every day

2 I rarely drink coffee in the afternoon

3 Joe always watches TV on Sunday morning

4 Lindsey and Julia sometimes get up late during the week

5 She often writes letters on weekends

6 I never spend a lot of time on the phone

9 Complete the sentences with the correct form of the verb in parentheses.

1  Silvia and her mom -   _ (not be) teachers.

2  Jack's wife   (not like) her job in the restaurant.

3 W e (work) from ten until nine.

(not have) a middle name.

5 The movie _ _ _   _ (finish) at eight o'clock.

6 Mark's dad _ (go) to work every day.

1 0 C i rcl e ) t h e m i st a k e a n d w ri t e t h e c or rec t s en t en ce on t h e l i n e

1 He's parents are engineers.

2 Katya favorite hobby is s kiing.

3 Ours names are Jessica and Ben - - _  

4 My parents friend's are from Japan.

s They can watch a movie at Michaels house _ _ _ -

6 Hers brother's home is in Sydney, Australia - - - - - - _

1 1 Re w ri t e t h e s en t en ce s, us i n g c on t r a ct i on s w h er e p os si b l e.

1 Hi! My nickname is Don.

2 They are not expensive.

3 What time is your train?

4 Martin is not busy _ _ _

s What are your favorite CDs?

6 When is your class? _  _ _ _ _

7 The umbrellas are under the desk.

8 There is a sale at the supermarket _ i _

1 2 Lo ok a t t h e fre q ue n cy a d ve rb th er m o m e t e r on t h e ri g h t a n d p ut t h e

w ord s i n t h e b ox i n t h e co rr ec t p l ace i n t h e se n t e n c es C h a n g e t h e ve rb

fo rm i f n ec es sa r y always never often rarely sometimes usually

1 Caroline's sister / check / her email / every day ,

2 I / drink / coffee / in / the / afternoon.

3 Joe / watch / TV / on / Sunday / morning.

4 Lindsey and Julia / get up / late / during the / week.

5 She / write / letter s / on weekends.

6 I / spend / a lot / of / time / on the phone.

—

G r a m m a r r e v i e w T8

The expression Nice to m eet you! is usually used when we meet someone for the first time,

especially when we are introduced to someone.

Unit opener

• Optional downloadable unit opener

1 Writing: completing an online

registration form

• Optional downloadable Writing

workshop: an online registration

2 Reading: recognizing cognates (p 10) 30 min.

3 Vocabulary: useful questions (p 11) 25 min.

4 Grammar: be—statements and yes/no (p 12) 40 min

questions

5 Pronunciation: the alphabet (p 13) 15 min.

6 Speaking: using polite language (p 13) 20 min

7 Vocabulary: ordinal numbers (p 14) 25 min

8 Grammar: be—wh- questions (p 14) 40 min

9 Listening: to a voicemail (p 15) 30 min

message

lifeSkills: understanding forms (p 16) 45 min.

(Self and Society)

• Optional downloadable lifeSkills 45 min

lesson (Work and Career)

• Optional downloadable lifeSkills 45 min

lesson (Study and Learning)

Video and downloadable video worksheet 45 min

Unit opener

Lead-in

Direct the students' attention to the objectives in the unit

menu and go through the information with them Explain

that this unit focuses on how to give and ask for personal

information, and on the following skills to help them talk

about these topics:

Reading: recognizing cognates

Elicit some English words that are the same in their

language (e.g taxi, hotel, computer).  Encourage the

students to look through the unit and find other English

words that are the same in their language or similar to

words in their language

Speaking: using polite language

Write the word please on the board Explain that in

English, people usually use  please  when making requests

because it is polite (e.g A cup o f coffee, please.). Ask the

students if they know any other polite words-in English

Elicit examples and write them on the board (e.g thank 

you, you're welcome, how are you, excu se me)

Listening: to a voicemail messageAsk the students why people leave voicemail messages. Are voicemail messages short or long? What things do peop le usually say in voicemail messages? Elicit examples(e.g name, telephone number, date, time, etc.)

Writing: completing an online registration formElicit examples of the type of information people need toinclude when they complete an online registration form(e.g name, date of birth, nationality). Make a list on theboard

Refer the students to the lifeSkills  panel Tell them thatthe topic of this unit's lifeSkills section is understandingforms Ask them to look through the unit and find as manydifferent kinds of forms as they can

A

• Ask the students to look at the pictures Ask who ineach picture is asking for information and who is givinginformation Ask the students to label the boxes using

 A, B, or AJB   if both are possible (e.g in situation 1)

• Elicit the kind of personal information we usuallygive (e.g name, nationality, date of birth, job, etc.).Check that the students know how to ask for this basicinformation (e.g What's you r name? Where are youfrom? How old are you?, etc.)

• Encourage the students to imagine they are at a partyand are meeting someone for the first time

• Write the following on the board and make sure thestudents understand the expressions and how to usethem: My name is , I'm from , I'm years old I'minterested in  Give an example for I’m interested in .(e.g I'm interested in music.)

• Put the students in pairs and ask them to role-play theconversation

• Listen to some pairs as a class

E x t r a : v o c a b u l a r y

Elicit some of the vocabulary that could be used

to talk about the three pictures (e.g. jo b interview,interviewer, applicant, party, language institute/ 

language school, receptionist, language course)

Check that the students understand all the words Askthem to repeat each word with the correct word stress

U N I T 1

IN THIS UNIT YOU

asking for p ersonal information?

Who is giving personal

information? Label the boxe s A,

B, or A/B if both are possible

read an online survey with

information for a personal profile—

recognizing cognates

practice asking for personal

information— using polite language

listen to a voicemail message and

identify information

complete an online registration

form with your personal details

watch a video about giving

personal information

1 a party

@ give personal information

13 ask about personal information

2 a job interview

s give personal information

0 ask about personal information

3 a lang uage institute

E l give personal information

0 ask about personal information

B B I Work in pairs Role-play a conversation at a party You meet someone you don ’t know.Tell your partner abou t yourself and ask qu estions to find out about them

A: Hello! My name's Anthony

B: Oh, hello, Anthony N ice to meet you I' m Jenna

LIFE Learn to identify different types of 

  SKILLS forms and how to complete them

SELF &

SOCIETY

1 WRITING; c o m p l e tin g a n o n l in e r e g i s tr a t io n f o r m

 A Look at this webpage Who is it for?

M Y F R I E N D S

 AN INTERNATIONAL SOCIAL SITE FOR STUDENTS OF ENGLISH

Contact people in other countries.

Communicate in English.

Complete the registration form below and join us!

Security questionWhen is your birthday?

e.g March 19,1991

Enter survey Enter text chat Enter video chat

«

W ha t’s your username? W ha t’s your password?

2 R E A D I N G ; r e c o g n iz in g c o g n a t e s

Many words are similar in different languages Look for these words when you read

Use them to help you understand the text

 A Read the survey on the next page.(^jrd|)th e wo rds you recognize

How many words are similar in your language?

Ask the class how many students belong to an online social

networking site like Facebook Ask what basic information

they needed to give in order to join the sites Elicit basic

terms (e.g name, email address, nationality, age, password,

etc.), and write them on the board Tell the students that

this information is called  personal information

A

• Before the students look at the registration form, go

over the terms first name and last name. Write the full

name of a famous person on the board (e.g  John ny 

Depp). Elicit the person's last name Then ask them for

the first name Label each name accordingly Then ask a

few students to tell you their first and last names

• Highlight that the terms given name and family  or

surname are also sometimes used in place of first name

and last name,  respectively

• Put the students in pairs to answer the question in Ex A

Check the answer with the class

• Ask if the students know of any real social sites that are

intended especially for students of English

B

• Read the instructions to the class Ask the students to

invent a username and password for the form

• Give an example of a passwor d  and check that the

students understand when they need to use a password

(with an online account)

• When the students finish completing the form, ask

them to compare their usernames and passwords in

small groups Then elicit some of the usernames and

passwords How many students used their first name in

their username? How many used their last name in their

username? How many have a combination of letters and

numbers in their password?

Extra: personal information questions

Elicit the questions we ask to find out personal

information (e.g What's your first name?; What's your 

last name?; What's your (email) address?; When is your 

birthday?). Ask the students to practice asking and

answering the questions in pairs

Lead-in

• Read the information in the skills panel

• Focus on the importance of recognizing cognates orloan words There are words in English which may besimilar—or even the same—as words in the students'own language Identifying these words is very useful,especially when reading in English

• Write some examples of cognates or loan words onthe board (e.g international, address, telephone,nationality, hotel, taxi, airport, police, television,computer). Ask the students if they know any moreexamples Write any relevant suggestions on the board

Read the instructions to the class and have the students

do this exercise individually

• Explain the word survey  (a group of questions you ask tofind out people's opinions)

• Give the students time to circle the words theyrecognize When they finish, ask them to compareanswers in pairs Ask how many words they have circled,and how many of these are cognates Did they circle thesame words or different words?

• Elicit the words the students circled, and write them

on the board Have the students repeat the wordschorally, and then encourage them to ask questionsabout any words they don't know on the list This is agood opportunity to encourage peer teaching Ask forvolunteers from the class to help explain the meanings

of the words on the list

Extra: word scramble game

Think of six words that you know are cognates orloan words in your students' language(s) They can bewords already discussed, or other words you think thestudents will be able to identify Write the six words onthe board in a scrambled order (e.g theol (hotel)) andthen give the first letter of each word (e.g h ) In

pairs, have the students try to unscramble the wordsand guess the cognates The first pair to correctlyguess all six words wins

Extra: homework

Ask the students to fill in the same form for a family

member or a friend

• There are a number of challenging words in this section

Go over the pronunciation chorally and individually of

words that you think the students will find difficult

• Ask the students to complete the survey individually

Tell them they can check as many boxes as they want in

each section of the survey

• When the students finish, ask them to compare answers

In pairs Ask how many answers are the same and how

many are different

• Take a class vote to find out which reason for studying

English is the most popular, which academic areas are

popular, and which special interests the students have

Culture note

In the U.S., a college refers to a place where people

study for their bachelor's degree (= first degree),

whether the institution is a college, which offers only

bachelor's degrees, or a university, which offers both

bachelor's degrees and advanced degrees When

British speakers use the word college, they usually

mean a place where students over 18 are trained in a

particular subject or skill, earning a qualification that

is not usually an academic degree Students in the

U.K who are studying for an academic degree go to a

university

Note that at a college or university in the U.S., a

student's field of study is called a major

Establish some classroom rules Encourage the students

to use these questions when they ask you for help withtheir English Tell them that you will only respond tothese questions if they ask them in English and if theyask them correctly (e.g What doe s that mean?  not

*What mean that?). Praise the students who make aneffort to produce the correct language

If possible, make large copies of the questions anddisplay them on the walls of your classroom It is helpful

to refer to these questions during class time simply bypointing at them to help the students produce them.B

• Read the instructions to the class Ask the students towork in pairs and say which questions are possible foreach of the four pictures

• Listen to some ideas from the class Note that there ismore than one possible answer for all except Picture 3

W orkbook p 4, Section

B Complete the survey.

M Y F R I E N D S

 ¥  PERSONAL PROFILE SURVEY

Find friends similar to you We have students from all over the world.

Complete the survey with information about yourself and click send.

 Ac ademi c or professional areas:

Special interests:

3 V O C A B U L A R Y : u s e f u l q u e s t io n s

A E l 01 Listen and repeat the questions

• Can you help me?

• Can you speak more slowly?

• How do you say that in English?

• C an you spell that?

• Can you repeat that?

• What doe s that mean?

outside the classroom For pictures 1-4, say which

questions are possible Check with a partner

N O T I C E !

1 In statemen ts, the verb be comes

a) before (b) after)

2 In questi ons, the verb be comes

(afbe fore) b) after

the subject,

the subject

A LANG UAGE IN CO NTE XT Read this

conversation Complete the statements

Professor Brown Please say a fewwords about yourself

and I'm 20 years old

Ana: Hello, everyone I'm Ana

■ I'm 21, and I'm from Mexico

Ana: No, I'm not I'm from León

Ana: Yes, it is! It's very big

n iPaul is fromt  New York 

 years old

2  Ana is

B ANALYZE Read the conversation in Exercise A again

Form Complete the table

You/We/They are not (You/We/They aren't) Mexico

: City.He/She/lt is not (He/She/lt isn't)

Short answersYes, I am / No, I'm not

Yes, we/they are / No, we/they aren't

Yes, he/she/it is / No, he/she/it isn't

Function Cho ose the correct option to comp lete the sentence

We use the verb be to talk about .

(a) people and things and facts about them, such as age, name, etc.)

b)things we do every day

C PRAC TICE (^ircletjthe correct option

1  Jack and Madison(are)/ am in Europe

3 John^snYy a r e n ' t   here

6 Ed and Isabelle i s n ' t   /(arenj^from the U.S A

Tell the class where you are from Use the contracted form

I'm from  Then ask the whole class Where are you

from?, and elicit the responses I'mAVe're from  After

that, focus on one particular student and ask the class

Where is he/she from?, and elicit the response He's/She's

from  Remember that this is only an introduction, so

don't worry about error correction at this stage

A

• Tell the students they will read a short conversation Ask

the students to open their books Draw their attention to

the two statements under the conversation The students

have to find the answers to fill in the blanks in the

conversation

• Ask the students to read the text and find the answers

• Elicit the answers from the class, and write them on the

board

NOTICE!

• Ask the students to read the two statements and

the different possible answers carefully

• To reinforce the points in the statements, ask

the students to underline 11 examples of the

subject before the verb be in statements and the

two examples of the subject after the verb be in

Extra: age

Ask the students to look at the conversation in

Ex A again and tell you how old Ana is Write thequestion How old are you?  on the board and have thestudents repeat it chorally Ask one or two students,and elicit simple answers (e.g I'm 17, I'm 22, etc.)

Then ask the students to work in pairs and ask andanswer how old they are At the end, get feedback

on people's ages from the class (e.g Teacher: How old is Elena? Students: She's 20), so that the studentsproduce and practice different pronouns

c

• Ask the students to look at the error in the secondWatch out! box Emphasize that we don't say / havewith age in English Point out that we can say I am/l'm

 20 years old, or simply, I am/l'm 20

• Read the instructions to the class Ask the students tocircle the correct options individually, paying attention

to the forms presented in the grammar table in Ex B

• When the students finish, have them compare answers

in pairs Encourage them to discuss any differences

in their answers and refer back to the grammar tablebefore deciding which one is correct Check the answerswith the class

B

Form

• Direct the students to the grammar table Give them

time to look over the sentences in the table Explain that

affirmative means yes and negative means no

• Ask the students to work individually or in pairs to

complete the grammar table Tell them that all the

information needed to complete the table can be found

in the conversation in Ex A

• When the students finish, ask them to compare answers

in pairs Then check the answers with the class

• Highlight the abbreviated forms (I'm, You're, He's, She's,

It's, We're, and They're) and the fact that we usually use

these when speaking Typically, we use the full forms when

writing Explain that in a contraction, we use an apostrophe

(') to replace a letter that is missing from the full form

• Explain that when giving a short answer with yes, we

always use the full form of be, and that the abbreviated

forms are used in speaking only for answers with no

• Draw the students' attention to the first Watch out! box,

which reinforces the fact that we need to use the full

form of be when giving a short answer with yes

Extra: grammar practice

Write the following prompts on the board:

of be Invite individual students to come to the boardand write their sentences

• Put the students in pairs Have them choose to be one of

the four people Each partner chooses a different person

• Give the students time to read the prompts The

statements and questions in Ex A can act as a model for

this exercise

• Ask the students to practice the conversation in pairs

• When they have practiced the conversation at least

twice, listen to a few examples from the class

• Correct any errors of the verb be with error-correction

techniques (e.g using your fingers to show which word

is incorrect in the sentence and prompting the students

to self-correct)

Extra: homework

Ask the students to choose two of the people in Ex D

and write a conversation like the one they practiced

Workbook p 5, Section 3

02 See the Student's Book for the audio script

Play the audio, and ask the students to listen to the vowel

sound in each letter to complete the table

Encourage the students to discuss their answers in pairs

Then check the answers with the class Read aloud each

line of answers and ask the students to repeat after you

Highlightthe pronunciation of certain letters of the

alphabet in English Draw the students' attention to

the letters which cause the biggest problems (e.g e,

which may sound like i in their language) Some Arabic

speakers may have problems hearing the difference

between voiced and unvoiced consonants (e.g b and

p) Speakers of some Asian languages might struggle

differentiating between rand I. Spanish speakers may

have problems differentiating b and v, as well as with

the pronunciation of the English t, g, and z

Play the audio again for the students to listen and repeat

Culture note

The last letter of the alphabet is pronounced /zi/ in

the United States In Canada, the U.K., and the rest of

the English-speaking world, it is pronounced /zed/

B

• Do one or two examples with the whole class first Spell

one easy word (e.g. password) and one more difficult

word (e.g language) aloud, and ask the students to

write them down

• Check the answers by asking the students to spell the

words back to you Write exactly what they say on the

board (e.g if they mispronounce a letter or leave one

out) This will alert them to the problem and give them a

chance to self-correct

Extra: spelling race

Divide the class into teams of five or six students Say

a word from the unit, and have one person from eachteam write the word on the board The first team towrite the word correctly scores a point Continue untilevery member of the team has had at least one turn

Lead-in

• Ask the students to look at the words and expressions

in the skills panel Make sure they understand themeanings of the expressions

• Highlight the importance of being polite Briefly focus

on the pronunciation of each expression

03 See the Student's Book for the audio script.Read the instructions to the class

Play the audio once

Ask the students how many examples of politeexpressions they found in the conversation {six).  Whichare they? Check the answers with the class

Ask the students what the difference between thanksand thank you is (thanks is informal, thank you is moreformal)

E x t r a : s h a d o w r e a d in g

Use this conversation for shadow reading. Askthe students to listen to the audio and read theconversation aloud with it, trying to imitate the speedand rhythm of the speakers on the audio

B

• Read the instructions to the class Then review thequestions they need to ask to do the group exercise(e.g What's your first name? What's your email address?,etc.)

• Draw the students' attention to the information in theHow to say it  box, since they will need to know thewords at  and do t  to complete the exercise

• Put the students in groups to find out the informationfrom their classmates and compile a class directory

• When the students finish, listen to an example fromeach group

• Highlight how phone numbers are pronounced in English:

- The hyphen between numbers is never pronounced

- Numbers are usually said individually

- The number zero is often said as oh (e.g

(802) 254-7610 = six-one-oh

eight-oh-two-two-five-four-seven-■

D 0 NOW YOU DO IT Wo rk in pairs Choose two of the people below.

Role-play a conversation like the one in Exercise A

5 t h e a lp h a b e t

A Ef ]o2 Listen to the alphabet Notice that some letters have similar

sounds Write each letter in the correct category

word you know Spell it for your partner to guess the word

6 SPEAKING: u s i n g p o l i t e l a n g u a g e

Use excuse me, thank you, thanks, you' re welcome,  and please  to be polite in English

A |m 03 Listen to the

conversation below Underline

the polite language

Lucas: Excuse me Can I get your

information, please? What's

 your name ?

David: It's David Whitfield

Lucas: Can you spell your last name,

please?

David: It's W-H-l-T-F-l-E-L-D

Lucas: Thanks Now, what's your

email address?

David: It's davidw@mail.com

Lucas: And your phone number?

David: It's (338) 414-2870

Lucas: Thank you very much,

David: You're welcome

B Qj§ Make a mini class directory in your notebook

Wo rk in groups Ask your classma tes for their

information Include their first name, last name, email

address, and phone number Use polite language

HO W TO SAY IT (

In email addresses:

@ say atsay dot 

and ordinal numbers.

We say: The second of October, 2016

Tuesday is the second of October / October(the) second

We write: 10/02/16, Tuesday is October 2nd/ October 2

In British English we write: 2/10/16,Tuesday is 2ndOctober

to the conversation Complete the

sentences below

I need to take some personal information

First of all, what's your name?

Thank you Now, I need you to sign here

1  Jordan is  34 years old

2 His birthday is in the month of  3.ul

7 Vocabulary: ordinal

numbers

Lead-in

Review the cardinal numbers 1 to 25 A fun way to do

this is to go around the classroom and have the students

count numbers up to the number of students in the class

Each student adds a number for his/her turn If a student

makes a mistake, that student starts counting again from 1

Continue until you have reached the number of students in

the class (e.g if you have 25 students, count up to 25)

A

• Tell the students that this exercise introduces ordinal

numbers Writeone and first  on the board Ask them

which one is the ordinal number (first)

• Highlight the use of -st infirst, -nd  in second,  and -rd  in

third, and tell the students that they can see this in the

spelling of the ordinal numbers Point out that all other

ordinal numbers end in -th and that the short forms of

the numbers are written in this way: 1st, 2nd, 3rd, 4th, etc

Remind them that numbers starting at 21 (e.g. 21st, 22nd)

follow the same pattern

• Ask the students to do the exercise individually and

then compare their answers in pairs Check the answers

with the class

E x t r a : - t e e n o r - t y 

Some learners find it difficult to distinguish between

13thand 30th, 14thand 40th, 15thand 50th, etc This is a

question of both hearing the difference and producing

the difference Draw the students' attention to the

fact that the stress is on the last syllable in numbers

ending in -teen, and on the first syllable in numbers

ending in -ty Have the students repeat several pairs of

numbers until they can produce the correct stress (e.g

thirteenth and thirtieth, fourteenth and fortieth, etc.)

B

• Briefly review the months of the year Write the first

letters on the board (e.g. J, F, M) and elicit the words

from the class Ask the students to spell the words

• Before you ask the students to do this exercise, draw

their attention to the How to say it  box Remind them

that we use ordinal numbers when we say dates (e.g

 January twenty-second, Jun e twelfth). We use the

definite articlethe when we say the day of the month

only (e.g Today is the twenty-second). When we write

dates, we usually use ordinal numbers, and digits rather

than words (e.g. January 22)

• Ask the students to do the exercise individually and then

to compare their answers in pairs Check the answers

with the class

E x t r a : b i r t h d a y lin e - u p s

Have the students stand, and tell them that they need

to line up according to their birthdays (e.g those born

in early January should be at the front of the line) Thestudents need to circulate and ask their classmatesfor their birthdays so that they can determine wherethey should stand in the line Circulate and monitor,assisting where needed Make sure the studentsare saying the ordinal numbers correctly When thestudents finish, start at the front of the line and havethe students say their birthdays

Workbook p 7, Section 5

8 Grammar: b e w h questions

-04 See the Student's Book for the audio script.Have the students look at the picture, and ask some

questions about it (e.g Where are the people?)

Establish the fact that they are in a store, and the man(Jordan) is possibly buying a cell phone, etc

Ask the students to read through items 1 and 2 aboutthe conversation carefully before you play the audio

Play the audio once, and check progress If necessary,play it again

Ask the students to compare their answers in pairs Thencheck the answers with the class

 AlternativeAfter checking the answers, have the students practicethe conversation in pairs, first with the original

information, and then adding their own information

• Ask the students what question words (words that begin

questions) they know in English Elicit some examples

from the class How  and what  are question words that

have already appeared earlier in the unit If the students

have trouble, write is your name?  an d _old are

 you ?  on the board to help them

Form

• Ask the students to read the two statements Then have

them read the conversation in Ex A again and circle

options in the statements that make them correct

Function •

• Draw the students' attention to the grammar table, and

emphasize that we use what  to ask about things

• Ask them to look at the middle column of the grammar

table Tell them they need to find the question words

we use to ask about the other categories ( places, dates,

age) Make sure the students know the meaning of each

word Refer them to the conversation in Ex A to find

the underlined question words and complete the first

column of the grammar table

• Check the answers to items 2-4 with the class Then ask

the students to complete the examples items 5-8

• Elicit the answers, and then have the students repeat

the questions chorally

• Highlight that in items 5 and 7 we can use either the

full form or the contracted form Emphasize that the

contracted form is normally used in conversation

• Have the students read the answers either silently or

aloud Make sure they understand that they should think

of questions that would precede the answers

• Have the students complete the exercise individually or

in pairs Then check the answers with the class

Extra: grammar practice

Write the following fill-in questions on the board

Put the students in pairs and ask them to complete the

questions using the correct question words and the

correct form of be Check the answers with the class

Answers

1Where is she from? 4 How old is he?

2When's his birthday? 5 How old is your brother?

3 What's her sister's name?

D

• Ask the students to look at the information in the

left-hand column of the table Check that they know what

questions they need to use to complete the exercise

• Prompt the students to circulate, asking and answering

the questions When they find someone who meets the

requirements in the first column, the students should

write that student's name in the second column

• When thè students finish, elicit answers from a fewstudents (e.g. Adam has a birthday in Augus t Laura isfrom another town She is from )

A

the students understand what voicemail is Emphasizethat it's a short message that people leave on yourtelephone when you are out or cannot answer Askthem what kind of information they normally hear in

a voicemail message (e.g name of caller, who themessage is for, a phone number to call back, an addresswhere to meet, a brief message, etc.)

• Give the students time to read the questions and thepossible answers

• Play the audio once, and check progress If necessary,play it again Check the answers with the class

Hi This is Carla Where are you? Anyway, listen—it's mybirthday soon! It's on August 18 Come to my party! It's at theClinton Club That's C-L-l-N-T-O-N It's downtown The party is

at nine Call me, OK? Bye

 Alternative

Before the students do the role-play, give them one

or two examples of your own Have them listen whileyou role-play leaving a voicemail message about yourown birthday party Then ask them for the date, place,and time

• Put the students in pairs to complete the role-play

• After they have switched roles and done the exercise

a second time, invite a few pairs to present theirvoicemails to the class Correct any errors in datesand times

W o r k b o o k

p 8, Listen and w rite

p 9, Down tim e

o 5