mind series brochure

Course information and full unit walk-throughwww.mindseries.net

openMind masterMind

Pre-A1 B2-C1A1 A2 B1 B1-B2

Language is a life skill

masterMind 1&2

Available 2011

The Mind series is an American English course for adults and young adults. It is made up of openMind – a four-level course at beginner to pre-intermediate level, and masterMind – a higher-level course that caters for learners at intermediate level and above. Both teachers and students have access to print and online materials making this a rich and thoroughly interactive course, plus giving students something extra…

Imagine providing your students with skills that will help them work collaboratively and sensitively in a team, become decision-makers, plan and manage their time effectively, listen and choose the right communication strategy at the right time, as well as teaching them solid English language skills.

In today’s highly competitive global environment, students of English need these types of ‘life skills’ along with language skills.

lifeSkills and masterSkills development

Each unit of the Mind series has a special lifeSkills (openMind) or masterSkills (masterMind) section which, while recycling the language taught in the unit, helps students improve their skills in organization and planning, information-gathering and research, self-direction and independent learning, collaboration and team work, and critical thinking and problem-solving.

www.mindseries.net

“… as English becomes more generally available, little or no competitive advantage is gained by adopting it. Rather, it has become a new baseline: without English you are not even in the race.”

David Graddol, English Next (2006), The British Council

Welcome to the Mind series – based on the idea that for students to succeed in this dynamic and global world, they need to become competent not only in English, but also in vital ‘life skills’ that apply to their academic, professional, and social lives.

Language is a life skill

Learning English in a wider educational context

LANGUAGE

LIFESKILLis a

4Skills Reading Writing

Listening Speaking

Grammar Vocabulary

Pronunciation

SelfDirectionandLearning

Developing your memory

Understanding your learning

style

Being assertive

Making personal changes

Discussing alternatives

Reaching compromises

Collaboration

Persuading others

Working in a team

InformationandResearch

Taking notes on a text

Understanding graphs

Reporting information

Writing a survey

ThinkingandProblem-Solving

Thinking logically

Estimating and

guessingTurning

problems into

opportunities

Organization&Planning

Making a plan

Setting personal

goals

Managing your time

Language is just one of the many skills and disciplines that make up our wider educational needs. The Mind series helps students develop a broad range of skills and sub-skills needed for success in the 21st Century.

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

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

Vital, transferable sub-skills that give a competitive advantage in all areas of life - Systematically developed in lifeSkills and masterSkills sections

Grammar

Collaboration

Working in a team

www.mindseries.net

Teaching is changing across the globe. We’ve come a long way from ‘copy and repeat’ textbooks, and at Macmillan we are committed to moving with changing technologies.

mindOnline is the powerful and versatile online component accompanying all levels of the Mind series. There is a wealth of additional and easy-to-use interactive resources for both teachers and students to build on and personalize the material in the Mind series books:

Animated Grammar Presentations ● Help get across difficult grammar explanations.● Present highlighted target language in context.● Pick out general rules.● Include ‘Concept check’ – questions to ensure

students have understood.

e-Planner Here’s how it works:● Input the number of weeks and teaching hours required.● Note how many testing hours are needed. ● Specify the language area to teach. ● Result – an hour-by-hour timetable that can be

saved, printed, exported, or revised!

Test Generator● A unit-by-unit test generator. ● Select the number of questions and

the areas to be tested. ● Versions with and without answers

can be printed off immediately or saved to your computer!

mindOnline

Ideal for use in class on a projector

or IWB

Taking learning outside the classroomTeacher accessTeachers using openMind or

masterMind have automatic access to mindOnline through the unique

access code that comes in the back of the Teacher’s Edition. The code provides access to all levels of the Mind series.

For studentsEach student is automatically given access to

the relevant level of mindOnline through the access code found at the back of the Student’s Book.

Once registered, they have access to: ● Bonus interactive supplementary activities

● Interactive wordlists with pronunciation practice (personalizable and printable) ● Viewpoints video ● CEF checklists

Teachers have access to all the same resources that students do.

Student-accessible materials are clearly indicated with

this symbol

More teaching tools● Viewpoints videos and worksheets. Viewpoints is an independent American English video series that supports the Mind series in all levels.● Interactive Unit Openers and Language Wrap-ups● Class and Workbook audio

Work offline The Internet is a great resource, but

we’ve made sure that even if you have only limited access to it, you can still make the most of the support materials available

from mindOnline.

You can download all the resources onto your computer using the Teacher’s

Resource Center and use them with or without an internet connection!

www.mindseries.net

openMind 3 Unit 7

This unit walkthrough aims to highlight the features of the series as well as demonstrating how all the components can come together to make the most of all the resources on offer.

Each unit opens with a highly photographic page which, through two simple activities, introduces the topic, creates interest and motivates students to draw a personal connection with the topic.

Skills pages are ‘double-layered’. It is not only reading here that is developed but more specifically the sub-skill ‘Distinguishing Fact and Opinion’. Other ‘Sub-Skills include ‘Reading for the Main Idea’ and ‘Speed Reading’.

Pronunciation sections encourage students to notice patterns or rules to help them pronounce naturally. This is always supported by listening.

Further build-up of topic-based vocabulary

Language in Use pulls together all elements together in a real world task around the topic.

Workbook pages offer further practice and consolidation of the elements taught in class and are ideal for home work.

Interactive Grammar Presentations provide a great teaching air for grammar lessons.

Vocabulary is taught with an emphasis on the most frequently used words according to the Macmillan English Dictionary. It is presented in two steps. First students manipulate the target language to help them deduce meaning and formationand then they are guided onto further practice.

Teacher’s BookHightlights focus and expand on useful aspects of the target language. It includes valuable information that will help students fine-tune their understanding of the language

Teacher’s BookExtra activities give ideas for additional classroom practice or homework – ideal for fast finishers!

Teacher’s BookAlternative Box helps deal with students at different levels

Students can create personalised wordlists that contain the pronunciation listening and recording options as well as being printable. Students can also request for practice of these words to be sent straight to their mailbox.

This all important section develops transferable ‘higher-order’ skills that will help students not only in their language learning but in all aspects of their life (for further details see page XX)

Wrap Ups The Language Wrap Up for each unit and the Communicative Wrap Up for every two units are the perfect conclusion to the openMind unit. The Language Wrap Up reviews vocabulary and grammar in a controlled and easy-to-check fashion. Students then track their own progress with can-do statements. The Communicative Wrap ups focus on giving students a chance to review the language and functions they’ve learned in a communicative context. Each Communicative Wrap up also ends with can-do statements which the students use to track their own progress.

Unit Walk Through

Teachers Book: Culture Note

This gives background information and interesting anecdotes on the topic.

Downtime offers fun and engaging activities in the form of quizzes, crosswords, games and riddles.

Teacher’s BookEvery unit ends

with a chart correlating the unit material to the

CEF competanciesOver to You page consolidates the grammar and vocabulary of the unit and offers students an opportunity to contextualise an aspect on the unit topic with reference to their own lives, experiences and points of view.

The unit openers are also available as interactive class activities– great for a lively ‘heads-up’ intro to the unit

Referral back to previous unit where this sub-skill was previously developed.

Common learner errors tackled and corrected

Vocabulary is built throughout the unit with ‘How to Say it’ boxes

Objectives explained

Grammar is presented in four easy steps

Teacher’s Book: Lead-in Activity

Provides optional activities to open the lesson or a particular section

Focus on the communicative outcome and on developing fluency by integrating skills

Each Unit has 2 grammar pages that work in the same way but present two different areas of language

1

2

3

4

Engaging and personalised activities draw students in.

Interactive language wrap-up is available as well as 2 minute grammar and vocabulary reviews. Use the Test Generator to create a unit test to check students’ progress.

www.mindseries.net

Not only does the series have a strong focus on life skills and a unique blended approach, but it also combines thoroughly researched and up-to-date methodology and a carefully designed two-strand skills syllabus to create a powerful English language teaching tool.

● Transparentmethodology: communicative approach with both deductive and inductive work, learner training, and systematic skills development.

● Flexiblematerial:sections within units reinforce each other without being interdependent.

● 4-stepgrammarpresentations: a clear, simple, and memorable approach reinforced with lots of practice in the Workbook and mindOnline.

● Powerfulandpracticalcompanionwebsite–mindOnline: provides tools such as videos for students, and e-planners and test generators for teachers.

● Self-evaluation: Language and Communication Wrap-ups for each unit.

● �lifeSkillsandmasterSkills: a special section in each unit to develop life skills while recycling the target language from the unit.

● CEF-benchmarked: ‘Can do …’ statements and checklists throughout.

● Thoroughskillsdevelopment: a carefully planned, graded four-skills syllabus, with step-by-step development of sub-skills. Skills are integrated and practiced in Language use sections.

Mind series – Methodology

What makes the Mind series different?

FOLDOUT

FORFULL

UNITWALK-

THROUGH

Focus skills

Language use

www.mindseries.net

openMind 3 Unit 7

This unit walkthrough aims to highlight the features of the series as well as demonstrating how all the components can come together to make the most of all the resources on offer.

Each unit opens with a highly photographic page which, through two simple activities, introduces the topic, creates interest and motivates students to draw a personal connection with the topic.

Skills pages are ‘double-layered’. It is not only reading here that is developed but more specifically the sub-skill ‘Distinguishing Fact and Opinion’. Other ‘Sub-Skills include ‘Reading for the Main Idea’ and ‘Speed Reading’.



Language in Use pulls together all elements together in a real world task around the topic.

Workbook pages offer further practice and consolidation of the elements taught in class and are ideal for home work.

Interactive Grammar Presentations provide a great teaching air for grammar lessons.

Vocabulary is taught with an emphasis on the most frequently used words according to the Macmillan English Dictionary. It is presented in two steps. First students manipulate the target language to help them deduce meaning and formationand then they are guided onto further practice.

Teacher’s BookHightlights focus and expand on useful aspects of the target language. It includes valuable information that will help students fine-tune their understanding of the language

Teacher’s BookExtra activities give ideas for additional classroom practice or homework – ideal for fast finishers!

Teacher’s BookAlternative Box helps deal with students at different levels

Students can create personalised wordlists that contain the pronunciation listening and recording options as well as being printable. Students can also request for practice of these words to be sent straight to their mailbox.

This all important section develops transferable ‘higher-order’ skills that will help students not only in their language learning but in all aspects of their life (for further details see page XX)

Wrap Ups The Language Wrap Up for each unit and the Communicative Wrap Up for every two units are the perfect conclusion to the openMind unit. The Language Wrap Up reviews vocabulary and grammar in a controlled and easy-to-check fashion. Students then track their own progress with can-do statements. The Communicative Wrap ups focus on giving students a chance to review the language and functions they’ve learned in a communicative context. Each Communicative Wrap up also ends with can-do statements which the students use to track their own progress.

Unit Walk Through

Teachers Book: Culture Note


Downtime offers fun and engaging activities in the form of quizzes, crosswords, games and riddles.

Teacher’s BookEvery unit ends

with a chart correlating the unit material to the

CEF competanciesOver to You page consolidates the grammar and vocabulary of the unit and offers students an opportunity to contextualise an aspect on the unit topic with reference to their own lives, experiences and points of view.

The unit openers are also available as interactive class activities– great for a lively ‘heads-up’ intro to the unit

Referral back to previous unit where this sub-skill was previously developed.

Common learner errors tackled and corrected

Vocabulary is built throughout the unit with ‘How to Say it’ boxes



Teacher’s Book: Lead-in Activity

Provides optional activities to open the lesson or a particular section


Each Unit has 2 grammar pages that work in the same way but present two different areas of language

1

2

3

4

Engaging and personalised activities draw students in.

Interactive language wrap-up is available as well as 2 minute grammar and vocabulary reviews. Use the Test Generator to create a unit test to check students’ progress.

Mind series – in practiceThe Mind series is made up of two distinct level groups: openMind and masterMind. OpenMind covers Beginner to Pre-intermediate levels, and masterMind covers Intermediate and Upper Intermediate levels. openMind and masterMind can be used as one course from Beginner through to Upper Intermediate, or they can be used separately as program needs dictate.

Each level comprises the following components*:● Student’s Book ● Student’s Book and mindOnline pack● Student’s Book and mindOnline pack split edition A/B (A = Units 1-6, B = Units 7-12)● Workbook and Workbook Audio CD pack ( A/B editions available)● Teacher’s Edition and mindOnline pack● Macmillan Practice Online – Mind series edition● Class Audio CDs● Viewpoints DVD

masterMind– A higher-level continuation from openMind, taking into account the changing competencies, interests, and skills of students at Intermediate levels. It can be used as a stand-alone course or as a follow-on to openMind.

● lifeSkills have become masterSkills – a greater focus on critical thinking, and social and cross-cultural skills.● Independent Speaking is a new feature – aimed at developing fluency and confidence.● Now that students have more language,

we introduce ‘Higher-Order Thinking’ into the unit openers for a more challenging introduction to the topic.

Mind level CEFopenMind Essentials Pre-A1

openMind 1 A1

openMind 2 A2

openMind 3 B1

masterMind 1 B1/B2

masterMind 2 B2/C1

masterMind 2 coming in

2011

* �openMind Essentials consists of a combined Student’s Book and Workbook and is not available as split editions.

What’s new?

Multi-level Test Generator Multi-ROMs are also available as a separate component.

2 Page Booklet - Front cover

Test GeneratorLevels 1–3

JoAnn Miller

masterMind 1&2

coming in 2011

openMind Practice OnlineDesigned to mirror the openMind Student’s Book, each openMind Practice Online course is divided into 12 units and includes over 100 interactive resources for online practice. www.macmillanpracticeonline.com

www.mindseries.net

openMind3Unit7

This unit walk-through highlights the features of the Mind series and demonstrates how all the components work together to help you make the most of all the resources in the series.

Each unit opens with a highly visual page which, through two simple activities, introduces the topic, creates interest, and motivates students to draw a personal connection with the unit topic.

Unit walk-throughU

nit

obj

ect

ive

s

Functions: talking about intelligence and the brain (Sections 1, 4); � guring out a puzzle (Section 2); checking information (Section 5); speculating about what you see (Sections 2, 7); giving your opinion about brain training (Section 8); discussing logical thinking (lifeSkills)

Grammar: modals of deduction—might/must/could/can’t (Section 2); tag questions (Section 5)

Vocabulary: adjective suf� xes –ful, –less (Section 3); improving your brain (Section 8)

Pronunciation: tag questions (Section 6)

Listening (Language use): listening to an interview (Section 4)

Reading: distinguishing fact and opinion (Section 1)

Writing (Language use): writing a comment about an online article (Section 9)

Speaking: speculating (Section 7)

lifeSkills: thinking and problem-solving: thinking logically

T67

Lead-in»Ask the students to discuss the pictures in pairs. Ask them to identify what the people in the pictures are doing and what the diagram represents. Listen to some ideas from the class, e.g., In the � rst picture, the woman is playing chess; I think the woman in the second picture is a scientist because she is doing an experiment in a laboratory. Elicit that the diagram represents the human brain and shows the two hemispheres (sides) of the brain: left and right. Explain that typically, left-brain thinkers are more logical and sequential, and right-brain thinkers are typically more artistic and creative.

A• Read the instructions to the class. Elicit the meaning

of I’d rather (it means the same as I’d prefer to).• Ask the students to do this exercise individually and

Culture noteBrain research has shown that both hemispheres of the brain are involved in nearly every human activity. The left hemisphere of the brain is the seat of language, and processes things in a logical and sequential order. The right hemisphere is more visual, and processes things intuitively, holistically, and randomly. It is generally accepted that most people have a dominant side, with people with a dominant left side being good at subjects like mathematics, while people with a dominant right side are regarded as being more creative, emotional, and artistic.

Opener

Unit 7 Think Again! The expression think again is used when we want someone to consider carefully whether what they are planning to do is really a good idea or not, e.g., If I were you, I’d think again before buying that car; A visible alarm makes burglars think again.

B• Ask the students to add up their scores using the key.• Take a quick class poll to � nd out which members of

the class are left-brain thinkers and which right-brain thinkers.

• Ask the students if they agree with the results of the questionnaire.

Alternative Make the questionnaire a communicative activity by having the students work in pairs to interview each other and record their partner’s answers. Prepare the students for this activity by eliciting from them how to form questions from the questionnaire statements (e.g., #1: Do you wear a watch?; #3: Would you rather draw a map than …?). Ask the students to calculate their partner’s score and tell them whether they are more of a left-brain or a right-brain thinker.

what are you good at?Ask the students to look at the six pictures again. Ask them to work in pairs and discuss which activities illustrate left-hemisphere dominance and which illustrate right-hemisphere dominance, and why. Ask them to identify things they are good at (left brain: good at writing, playing games such as chess, understanding things logically rather than emotionally; right brain: good at music and art, expressing things creatively, understanding things emotionally rather than logically). Ask if they recognize their personality traits and skills in these activities.

(Section 3); improving your brain (Section 8)

Recycling points verb tenses modal verbs: must/mustn’t; can/can’t

distinguishing fact and opinion

Unit 7Unit 7Think Again!A Do the questionnaire.

B Score yourself. Are you more of a left-brain or right-brain thinker?

• Score 1 point for every “Yes” answer to questions 1, 4, 8, 9, and 10.• Score 1 point for every “No” answer to questions 2, 3, 5, 6, and 7.• Add up your score.

0–5: You are more of a right-brain thinker. 6–10: You are more of a left-brain thinker.

I wear a watch.

I play or would like to play a musical instrument.

I like to draw.

I’d rather draw a map than give someone directions.

When I get something new, I usually read the instructions.

I hate following a schedule.

I make “to-do” lists.

I generally do well in math and science.

I’ve considered becoming a lawyer, a doctor, or a journalist.

I’ve considered becoming a politician, an artist, or an architect.

67

OM_SB3_FINAL_FILES.indb 67 01/02/2010 11:18

circle Yes or No for each .

Teacher’s Edition: Culture Note


The unit-openers are also available as interactive class activities – great for a lively ‘heads-up’ introduction to the unit.

Referral back to previous unit where this sub-skill first appeared


Teacher’s Edition: Lead-in Activity

These optional activities open a lesson or a particular section.

T68

1 Reading: distinguishing fact and opinion

B• Ask the students to read the article and check

whether their ideas about the peoples in the pictures were correct or not. Ask them to nd which of the four people in the pictures is not mentioned in the text (Leonardo da Vinci).

• Listen to some ideas from the class. Point out that IQ stands for intelligence quotient. Explain that quotient is pronounced /ˈkwoʊʃənt/ and means the number that is the result of dividing one number by another. For example, 2 is the quotient of 4:2.

• Ask the students to work in pairs and discuss the meaning of these words from the text, using the context to help them: well-known, convinced, overlook, crucial. Listen to some ideas from the class (well-known: famous; convinced: absolutely sure; overlook: fail to notice; crucial: very important).

C• Read the instructions to the class.• Ask the students to do this exercise individually.• Ask them to compare their answers in pairs,

discussing any differences.• Check the answers with the class. Elicit from the

students the words or phrases that helped them to make their decisions.

Answers1 both (opinion indicated by the adjective amazing;

facts = she became a writer, was deaf and blind)2 fact (indicated by the phrase Studies show that …)3 opinion (indicated by the adjective very poor)4 opinion (indicated by the adjective better and the

phrase I’m convinced that …)5 both (opinion indicated by the phrase which to

my mind seems more useful; fact indicated by the phrase Another defi nition states that …)

6 both (opinion indicated by he thinks that …; fact = he has written about geniuses in his book)

7 fact (indicated by the phrase according to research …)

D • Read the instructions to the class.• Ask the students to discuss the questions in pairs.• If necessary, prompt them by giving them the names

of some well-known geniuses, e.g., Galileo, Bobby Fischer (American chess player), Beethoven, Bill Gates (founder of Microsoft®).

Workbook p. 40, Section 1

Lead-in»Have the students brainstorm a list of famous people who have contributed great things to the world. They may be from the students’ own country or other countries, living or dead; and the students may choose anyone they think has done something great. Write the list of people on the board. Ask the students to comment on the list of people, e.g., to say what they think about them, or give any information they know about them. This will encourage them to give a mix of facts and opinions. Write the students’ comments on the board. Then, have the class review the comments and discuss whether they are facts or opinions.

• Remind the students that they practiced distinguishing fact and opinion on p. 48.

• Remind the class that often texts are made up of a mixture of fact and opinion.

• Give the students time to read the information in the skills box.

• Elicit one phrase that indicates fact, and one that indicates opinion (e.g., Research shows that… and To me, this seems …). Ask the students what the use of adjectives like good, bad, and great indicate (opinion). If necessary, you can expand and discuss why (e.g., because they describe people’s perceptions of what’s good or bad).

A• Have the students work in pairs. Ask them to

discuss the people in the pictures and what they are famous for.

• Listen to some ideas from the class, but do not correct them at this stage.

AnswerThey are all well-known for being intelligent people (some people would describe them as geniuses).

Culture note Leonardo da Vinci (1452–1519) was an Italian painter, sculptor, architect, engineer, and scientist, and one of the greatest � gures of the Italian Renaissance. He is best known for painting the Mona Lisa, and for his sketches and technological ingenuity. Charles Darwin (1809–1882) was an English scientist who developed the modern theory of evolution and the principle of natural selection. Stephen Hawking (1942–) is an English physicist who has researched black holes and gravitational � eld theory. His most famous work is called A Brief History of Time. Helen Keller (1880–1968) was a writer from Alabama who, despite becoming blind and deaf after an illness as a baby, went on to graduate from college and publish several books.

1 Reading: distinguishing fact and opinion p48

Facts and opinions sometimes occur in the same sentence. To help you distinguish between them, look for phrases like Research shows that … and To me, this seems … Another way of identifying someone’s opinion in a sentence is to look for adjectives like good, bad, great, etc.

A Look at these people. Do you recognize any of them? What do you think they have in common?

B Read this article and check your ideas.

C Look at these sentences from the article in Exercise B. For each one, decide if it expresses a fact, an opinion, or both.

1 Or Helen Keller, the amazing woman who became a writer even though she was deaf and blind?2 Studies show that normal IQs range from 85 to 115, and a genius has an IQ over 140.3 However, this seems to be a very poor definition to me.4 I’m convinced that a better definition of “genius” should surely include other things, like creativity.5 Another definition, which to my mind seems more useful, states that originality is the defining factor.6 The writer Malcolm Gladwell has written about geniuses in his book, Outliers: The Story of Success, and he

thinks that there is an important factor we often overlook: hard work.7 And, according to research, it is possible to put a figure on it: 10,000 hours.

D Work in pairs. Think of other geniuses you know of. Which one do you admire the most? Why?

We all think we know one when we see one. Everyone

agrees that the scientists Albert Einstein and Marie Curie were geniuses. Mozart was clearly a genius, and so was the naturalist Charles Darwin. And what about the well-known scientist Stephen Hawking? Or Helen Keller, the amazing woman who became a writer even though she was deaf and blind? Are they geniuses? What makes a genius?

According to one definition, a genius has a high IQ. Studies show that normal IQs range from 85 to 115, and a genius has an IQ over 140. However, this seems to be a very poor definition to me. “Genius” is a complicated concept, involving many different

factors. Intelligence tests usually measure only logical thinking. I’m convinced that a better definition of “genius” should surely include other things, like creativity. The artist Picasso produced thousands of beautiful works of art. Was he a genius?

Another definition, which to my mind seems more useful, states that originality is the defining factor. A genius puts things together in new ways, ways that ordinary people have never thought of, and creates something new. It might be a new idea, a new work of art, or a new way of working. Geniuses change the world they are born into. That raises another question: Are geniuses born that way?

The writer Malcolm Gladwell has written about geniuses in his book, Outliers: The Story of Success, and he thinks that there is an important factor we often overlook: hard work. “The people at the very top don’t just work much harder than everyone else,” he says. “They work much, much harder.” You have to be born with talent, but then you have to develop that talent. And, according to research, it is possible to put a figure on it: 10,000 hours. That’s about 3 hours a day for 10 years. By studying examples ranging from Mozart to the Beatles to Bill Gates, Gladwell shows that they all got the chance to do an enormous amount of practice before becoming hugely successful. So, while talent and IQ are crucial, it seems that geniuses do an enormous amount of work to achieve their success.

Helen KellerLeonardo da Vinci Charles Darwin Stephen Hawking

68


Skills sections in this unit focus explicitly on teaching the reading sub-skill of distinguishing fact from opinion, and the speaking sub-skill of speculating. The other two skills are applied in ‘Language use’ sections: listening to an interview and writing a comment about an online article. The focus skills are alternated between units so that all four skills are fully developed and practiced throughout the series.

Workbook pages offer further practice and consolidation of the elements taught in class and are ideal for homework.

Vocabulary is taught with an emphasis on the most frequently used words informed by the Macmillan English Dictionary. There is a step-by-step process with students first manipulating and then using the vocabulary in numerous ways.

T71

5 Grammar: tag questions

Lead-in»Have the students look at the picture. Ask them who they think the women are, where they are, and what they are talking about. (They could be friends or co-workers. They are probably in a café. They are talking about something serious —maybe a problem at work or at home).

A CD 2, Track 04• See the student’s book page for the audio script . • Have the students read the instructions and the

question carefully.• Play the recording once.• Check the answer with the class.• Elicit the meaning of a pushy parent (a parent who is

determined to get what they want for their children, even if this annoys other people).

AnswerShe is worried because she thinks her son may be a gifted child.

Alternative Ask the students to keep their books closed. Tell them they will hear a conversation between two mothers, Victoria and Nancy. Write the question on the board. Play the recording once. Ask the students to compare their answers in pairs. Ask them to open their books and check the answer by reading the conversation.

B• Read the instructions to the class.• Ask the students to do this exercise individually and

then to compare their answers in pairs, discussing any differences.

• Check the answers with the class.• Elicit that we use tag questions to check information

we think is probably correct.• Have the students read the information in the

language box.• Highlight the relationship between the tag and the

statement: positive statement—negative tag; negative statement—positive tag.

• Remind the students that the tense and auxiliary verb used in the statement are replicated in the tag (e.g., He hasn’t been well, has he?; You won’t tell anyone, will you?; He’s not doing badly, is he?).

• Point out that all the tenses and modal verbs the students have learned so far can be used in tag questions. The verb in the tag question must correspond with the form in the main part of the sentence, e.g., You won’t tell him, will you?; He can’t be serious, can he?; She hadn’t been there, had she?

• Focus on the use of do/does/did when there is no auxiliary verb in the main statement (e.g., He got an A on his last test, didn’t he?; She goes to a school for gifted children, doesn’t she?).

• Highlight the tag for I am (aren’t I?). If the students ask you why aren’t I is the tag for I am, explain that this is because *amn’t I is simply too dif� cult to pronounce, even for native-speakers of English. The tag am I not? was used in the past, but is considered very old-fashioned now.

• Emphasize that we never use no as a tag question in English.

C• Ask the students to look at the examples in the Watch

out! box. Ask them why does it? is incorrect (because a positive statement should be followed by a negative tag).

• Have the students do this exercise individually and then compare their answers in pairs, discussing any differences.

Alternative If the students are having trouble with tag questions and need additional support for this exercise, you can write the answers in random order on the board and have the students choose them.

• Check the answers with the class, encouraging the students to explain why they’ve chosen the tag forms they have chosen.

D • Read the instructions to the class.• Put the students into pairs, and give them a couple of

minutes to think individually about the information about their partner’s life that they want to check and to make a few notes.

• Ask the students to look at the example, and point out that this question refers to experiences, where it is normal to use the present perfect to ask the � rst question.

• Have the students work in pairs and ask and answer questions about the different categories.

• Listen to a few examples from the class. Correct any errors in the formation of tag questions.


5Grammar: tag questions

A Language in context Listen to the conversation below. Why is Victoria worried?

Victoria: I’m a little worried about Laurence. Nancy: He’s been sick recently, hasn’t he?Victoria: Yes, but it’s not that. I’m worried about his schoolwork. Nancy: But he’s not doing badly, is he? He got an A on his last test, didn’t he?Victoria: Yes, he did. That’s why I’m worried. He has straight As!

I think he’s a gifted child. Nancy: I read an article about gifted children. They’re very

intelligent children, aren’t they?Victoria: That’s right. I was wondering if he needs special classes. Nancy: Wendy’s daughter goes to a school for gifted children,

doesn’t she? Let’s call her and ask her about it.Victoria: That’s a good idea. You won’t tell anyone, will you? I don’t

want people to think I’m a pushy parent. Nancy: Of course not.

B Notice Look at the conversation in Exercise A again and complete the table.

We use tag questions to confirm information we’re almost certain about or to check information we’re not sure about. We form the tag question using a pronoun and an auxiliary.

C Practice Complete the tag questions.

D Now you do it Work in pairs. What do you know about these areas of your partner’s life? Use tag questions to check your knowledge. Ask other questions to find out more.

• family • interests • ambitions • experiences

You’ve been to the U.S., haven’t you?

Watch out!

It starts at nine, doesn’t it?

It starts at nine, does it?

When the main verb of the sentence is positive, the tag question is negative: e.g., He’s very smart, isn’t he?

When the main verb of the sentence is negative, the tag question is positive: e.g., He’s not very smart, is he?

With I am, we use aren’t I? With I’m not, we use am I?:e.g., I’m in the right place, aren’t I?/I’m not sitting in your seat, am I?

Tag question Short answer

Simple tenses She goes to a school for gifted children, (1) ? Yes, she does./No, she doesn’t.

Progressive tenses He’s not doing badly, (2) ? Yes, he is./No, he isn’t.

Perfect tenses He’s been sick recently, (3) ? Yes, he has./No, he hasn’t.

be as a main verb They’re intelligent children, (4) ? Yes, they are./No, they aren’t.

Modals You won’t tell anyone, (5) ? Yes, I will./No, I won’t.

1 You didn’t do well on the test, ?

2 Al has always been very smart, ?

3 We aren’t late for the test, ?

4 Tom could read when he was three, ?

5 I won’t see you tomorrow, ?

6 Ann’s coming here tomorrow, ?

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aren’t they

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did you

hasn’t he

are we

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Teacher’s Edition‘Highlight’ feature focuses and expands on useful aspects of the target language. It includes further information that will help students fine-tune their understanding of the language point.

T71

5 Grammar: tag questions

Lead-in»Have the students look at the picture. Ask them who they think the women are, where they are, and what they are talking about. (They could be friends or co-workers. They are probably in a café. They are talking about something serious —maybe a problem at work or at home).

A CD 2, Track 04• See the student’s book page for the audio script . • Have the students read the instructions and the

question carefully.• Play the recording once.• Check the answer with the class.• Elicit the meaning of a pushy parent (a parent who is

determined to get what they want for their children, even if this annoys other people).

AnswerShe is worried because she thinks her son may be a gifted child.

Alternative Ask the students to keep their books closed. Tell them they will hear a conversation between two mothers, Victoria and Nancy. Write the question on the board. Play the recording once. Ask the students to compare their answers in pairs. Ask them to open their books and check the answer by reading the conversation.

B• Read the instructions to the class.• Ask the students to do this exercise individually and

then to compare their answers in pairs, discussing any differences.

• Check the answers with the class.• Elicit that we use tag questions to check information

we think is probably correct.• Have the students read the information in the

language box.• Highlight the relationship between the tag and the

statement: positive statement—negative tag; negative statement—positive tag.

• Remind the students that the tense and auxiliary verb used in the statement are replicated in the tag (e.g., He hasn’t been well, has he?; You won’t tell anyone, will you?; He’s not doing badly, is he?).

• Point out that all the tenses and modal verbs the students have learned so far can be used in tag questions. The verb in the tag question must correspond with the form in the main part of the sentence, e.g., You won’t tell him, will you?; He can’t be serious, can he?; She hadn’t been there, had she?

• Focus on the use of do/does/did when there is no auxiliary verb in the main statement (e.g., He got an A on his last test, didn’t he?; She goes to a school for gifted children, doesn’t she?).

• Highlight the tag for I am (aren’t I?). If the students ask you why aren’t I is the tag for I am, explain that this is because *amn’t I is simply too dif� cult to pronounce, even for native-speakers of English. The tag am I not? was used in the past, but is considered very old-fashioned now.

• Emphasize that we never use no as a tag question in English.

C• Ask the students to look at the examples in the Watch

out! box. Ask them why does it? is incorrect (because a positive statement should be followed by a negative tag).

• Have the students do this exercise individually and then compare their answers in pairs, discussing any differences.

Alternative If the students are having trouble with tag questions and need additional support for this exercise, you can write the answers in random order on the board and have the students choose them.

• Check the answers with the class, encouraging the students to explain why they’ve chosen the tag forms they have chosen.

D • Read the instructions to the class.• Put the students into pairs, and give them a couple of

minutes to think individually about the information about their partner’s life that they want to check and to make a few notes.

• Ask the students to look at the example, and point out that this question refers to experiences, where it is normal to use the present perfect to ask the � rst question.

• Have the students work in pairs and ask and answer questions about the different categories.

• Listen to a few examples from the class. Correct any errors in the formation of tag questions.


5Grammar: tag questions

A Language in context Listen to the conversation below. Why is Victoria worried?

Victoria: I’m a little worried about Laurence. Nancy: He’s been sick recently, hasn’t he?Victoria: Yes, but it’s not that. I’m worried about his schoolwork. Nancy: But he’s not doing badly, is he? He got an A on his last test, didn’t he?Victoria: Yes, he did. That’s why I’m worried. He has straight As!

I think he’s a gifted child. Nancy: I read an article about gifted children. They’re very

intelligent children, aren’t they?Victoria: That’s right. I was wondering if he needs special classes. Nancy: Wendy’s daughter goes to a school for gifted children,

doesn’t she? Let’s call her and ask her about it.Victoria: That’s a good idea. You won’t tell anyone, will you? I don’t

want people to think I’m a pushy parent. Nancy: Of course not.

B Notice Look at the conversation in Exercise A again and complete the table.

We use tag questions to confirm information we’re almost certain about or to check information we’re not sure about. We form the tag question using a pronoun and an auxiliary.

C Practice Complete the tag questions.

D Now you do it Work in pairs. What do you know about these areas of your partner’s life? Use tag questions to check your knowledge. Ask other questions to find out more.

• family • interests • ambitions • experiences

You’ve been to the U.S., haven’t you?

Watch out!

It starts at nine, doesn’t it?

It starts at nine, does it?

When the main verb of the sentence is positive, the tag question is negative: e.g., He’s very smart, isn’t he?

When the main verb of the sentence is negative, the tag question is positive: e.g., He’s not very smart, is he?

With I am, we use aren’t I? With I’m not, we use am I?:e.g., I’m in the right place, aren’t I?/I’m not sitting in your seat, am I?

Tag question Short answer

Simple tenses She goes to a school for gifted children, (1) ? Yes, she does./No, she doesn’t.

Progressive tenses He’s not doing badly, (2) ? Yes, he is./No, he isn’t.

Perfect tenses He’s been sick recently, (3) ? Yes, he has./No, he hasn’t.

be as a main verb They’re intelligent children, (4) ? Yes, they are./No, they aren’t.

Modals You won’t tell anyone, (5) ? Yes, I will./No, I won’t.

1 You didn’t do well on the test, ?

2 Al has always been very smart, ?

3 We aren’t late for the test, ?

4 Tom could read when he was three, ?

5 I won’t see you tomorrow, ?

6 Ann’s coming here tomorrow, ?

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doesn’t she

is he

hasn’t he

aren’t they

will you

did you

hasn’t he

are we

couldn’t he

will I

isn’t she

Teacher’s EditionAlternative box gives ideas for teaching students at different levels.

Common learner errors pointed out

Vocabulary is highlighted throughout the unit with ‘How to say it’ boxes



There are two full grammar pages in each unit, with four clear steps to lead students through a ‘discover, practice, use’ process.

1

2

3

4



Language use sections integrate skills and give students the opportunity to apply them in real-life tasks.

Animated Grammar Presentations provide a strong teaching aid for grammar lessons.

Students can create personalized word lists which come with audio, recording and printing options. Students can also request that practice of these words be sent straight to their mailboxes.

Engaging and personalized activities draw students in.

T72

6 Pronunciation: tag questions

C • Ask the students to take turns saying the tag

questions in pairs.

Alternative Play the recording, and ask the students to read each sentence aloud chorally in time with the recording.

A CD 2, Track 05• See the student’s book page for the audio script . • Read the instructions to the class.• Ask the students to listen to the examples and notice

what happens to the speaker’s voice in the tag questions.

• Play the recording once.• Play the recording again, pausing after each sentence.

Ask the students to repeat each sentence chorally, paying attention to the tag questions.

B CD 2, Track 06• See the student’s book page for the audio script .• Ask the students to listen to the recording and mark

the intonation using arrows, like the examples in Ex. A.

• Play the recording once. Check progress and, if necessary, play the recording again.

• Give the students time to read the information in the skills box.

• Ask them when we speculate (when we aren’t sure about something) and what language we can use to speculate (modal verbs of deduction—may, might, could, can’t, must—and tag questions).

• Focus on the expression It looks like …, and elicit that it means to have a similar appearance to something.

A CD 2, Track 07• See the student’s book page for the audio script .• Ask the students to look at the picture. Ask them

what they think it is.• Play the recording once. Ask the students what they

see in the picture now (the eye of a rhino).

Alternative Ask the students to cover the conversation. Have them look at the picture and speculate what it could be. Then ask them to close their books and listen for the answer in the conversation. Play the recording once, and check the answer. Was it the same as their guess?

• Have the students work individually and underline all the phrases in the text where the speakers speculate on what the picture could be.

• Ask the students to compare their answers in pairs, discussing any differences.

• Check the answers with the class.

7 Speaking: speculating

B • Ask the students to look at the How to say it box.• Encourage the students to use modals of deduction

and tag questions when discussing the pictures.• Have the students work in pairs and discuss what the

subject of each picture could be. Point out that they can have more than one possibility for each picture.

C • Have the pairs combine to form groups of four.• Ask the students to compare their opinions about the

pictures.• Listen to several suggestions from the class.

Encourage the students to answer, using modals of deduction and tag questions.

Answerslettuce, butter� y, coconut

sensory boxBring to class a box with a hole cut in the top, or a cloth bag. Pre-select several objects to put inside the box. The objects should have an interesting texture, and should be somewhat usual, e.g., a vegetable or a piece of fruit, or an item of clothing such as a work glove, shoelace, etc. Do not show the objects to the students. Put one object in the bag without showing it to the students. Pass the box/bag around the class and have the students speculate on what the object is, using modals of deduction and tag questions.


6

7

Pronunciation: tag questions

A Listen to these tag questions. Notice that we use falling intonation in the tag to con� rm information we are almost certain about. We use rising intonation to check information when we are not sure.

B Listen and draw an arrow for rising or falling intonation depending on whether the speaker is fairly certain of the answers, or not certain of the answer. You’ll hear each sentence twice.

C Work in pairs. Practice saying the tag questions in Exercise A and B.

Speaking: speculating

We speculate when we aren’t sure about something. In order to speculate, we use modals of deduction and tag questions. We also use phrases such as Maybe it’s a …, If you ask me, it could be a …, and It looks like a … to show we are uncertain.

A Listen to the conversation below. Underline the phrases that the speakers use to speculate about the picture.

Jonny: So, what do you think it is?Alannah: Well, if you ask me, it could be a dry river bed. Jonny: I don’t think it can be a river bed, can it? It’s the wrong shape.

It looks more like a tree trunk to me. Charlie: Let me see. It’s part of an animal, isn’t it?Alannah: Mm … It could be, I guess. Hey, I know! Maybe it’s an elephant. Charlie: Or what about a rhino? Jonny: Of course! It must be a rhino. It’s obvious now!

B Work in pairs. Look at these pictures of everyday things. Speculate about what each picture might be.

C Compare your ideas with another pair. Who has the best ideas?

How to say itHow to say itHow to say itHow to say it

It could be a …, couldn’t it?

Maybe. It looks to me like it might be a …

It can’t be a …, can it? What about …?

1 Your brother’s son is really smart, isn’t he? 2 We didn’t do well on the exam, did we?

3 I’m not late, am I? 4 You’ve studied art, haven’t you?

A B1 We’ve done this wrong, haven’t we?2 Today’s the 27th, isn’t it?3 You didn’t work on that project, did you?

72

OM_SB3_pp067_076_U7.indd 72 26/03/2010 13:40

Teacher’s EditionExtra activities give ideas for additional classroom practice or homework – ideal for fast finishers!

The all-important lifeSkills section develops transferable ‘soft’ skills that will help students not only in their language learning but in all aspects of their lives.

The Language Wrap-up for each unit and the Communicative Wrap-up for every two units are the perfect conclusion to the Mind unit. The Language Wrap-up reviews vocabulary and grammar in a controlled and easy-to-check fashion. Students then track their own progress with can-do statements. The Communicative Wrap-ups focus on giving students a chance to practice the language and functions they’ve learned in communicative contexts. Each Communicative Wrap-up also ends with can-do statements which the students use to track their own progress.

Down Time in the Workbook offers fun and engaging activities in the form of quizzes, crosswords, games, and riddles. Teacher’sEdition

Every unit ends with a chart correlating the unit material to the CEF competencies.

The Over to you page in the workbook consolidates the grammar and vocabulary of the unit and offers students an opportunity to contextualize an aspect of the unit topic with reference to their own lives, experiences, and points of view.

An interactive Language Wrap-up is available, as well as 2-minute grammar and vocabulary reviews. Use the Test Generator to create a unit test to check students’ progress.

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Student’s Book & webcode 1120110103480 1120100402043 1120100402050 1120100402067 9780230419247 9780230419278

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Meet the Mind series authors:

Steve Taylore-Knowles

“A student’s experience of learning English has to be seen in the wider context of their whole education. In developing Mind, we have carefully integrated two aspects of this: 1) learning English needs to be personalized, and 2) the student needs to develop life skills in preparation for using English in the real world beyond the classroom. This course will allow students to ‘open their minds’ to the possibilities of English.”

Joanne Taylore-Knowles

“It’s not always easy to engage young adults in learning English. The trick is to find the right topics and ways of making them accessible. The topics in the Mind series range from the familiar to the more thought-provoking, and learners get lots of opportunities to express their opinions and relate them to their own lives.”

Mickey Rogers

“In today’s world, you will succeed only if your mind is open to new ideas and ways of doing things. The Mind series is about learning more about the world and your place in it, as well as learning English.”

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Other authors on the Mind series are Dorothy Zemach, Ingrid Wisniewska. Concept development: Mariela Gil Vierma

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