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Open Mind Brochure 2014 PDF
Open Mind Brochure 2014 PDF
ADULT
COURSE
Open Mind
opens doors
Course brochure
and unit walk-through
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Meet the Open Mind authors What do you get with Open Mind?
Steve Taylore-Knowles Joanne Taylore-Knowles The flexible range of component packs makes it easier than ever to choose the combination of material for your teaching
situation. Easily accessible packs for both students and teachers give you everything you need in one place.
Steve has been involved in ELT After completing her Master’s
for over 20 years as a teacher, Degree in English, Joanne’s
examiner, trainer and author. Steve teaching career took her to Greece, For students
is co-author of the highly-successful where she worked as an English
American English Mind series, now language teacher. She taught a Student’s Book Print Workbook
published in its second edition, as range of students there, from young Premium Pack + Audio CD Pack
well as Open Mind. learners to adults, specialising • Print Student’s Book • Print Workbook and
He has also written a number of other in exam preparation classes. • W
ebcode access to Workbook audio CDs
successful courses including Laser and Destination. Joanne now focuses on writing classroom materials. Online Workbook (available with or
and Student’s Resource without key)
Steve has served on the Executive Board of TESOL Greece
and regularly speaks on various aspects of English Language “It’s not always easy to engage adults in Centre
Teaching at conferences and events around the world. learning English. The trick is to find the right
topics and ways of making them accessible.
“A student’s experience of learning English has The topics in Open Mind range from the
to be seen in the wider context of their whole familiar to the more thought-provoking, and
learners get lots of opportunities to express their Student’s Book Pack Online Workbook
education. In developing Open Mind, we have
opinions and relate them to their own lives.” • Print Student’s Book • Booklet with webcode
carefully integrated two aspects of this:
• W
ebcode access to access to Online
1) learning English needs to be personalised, Workbook
Student’s Resource
and 2) the student needs to develop life skills in Centre and Class audio
preparation for using English in the real world Dorothy E. Zemach MP3s
beyond the classroom.” • DVD with video
Dorothy specialises in writing
and editing ELT materials and
conducting teacher training
workshops. Her areas of interest
Mickey Rogers For teachers
are teaching reading and writing,
Mickey graduated from the university business English, academic English
of Texas and went on to teach there and testing. Teacher’s Book Premium Pack
after gaining a Masters in TEFL. Since • Print Teacher’s Book
then, she has taught in Colombia, • Class Audio CD
Spain, America and Mexico. Mickey
“What’s exciting to me about Open Mind is that
students can not only see how language skills • DVD
has worked as a teacher trainer, a
sales rep, an editor, a managing apply to their learning of English, but how that • W
ebcode access to the Teacher’s Resource Centre,
editor and an academic services applies to life skills, and how those life skills Online Workbook and Student’s Resource Centre
manager. Her other titles include Style, Skyline and apply to their education, career, and personal • P
resentation Kit
Attitude, all published by Macmillan. and social lives. Their studies are both
interesting and relevant.”
“In today’s world, you will succeed only if your Open Mind CEFR levels
mind is open to new ideas and ways of doing
things. Open Mind is about learning more Other authors: Open Mind Beginner A1 Open Mind Intermediate B1+
about the world and your place in it, as well as Tim Bowen Chris Valvona
learning English.” Robyn Brinks Lockwood Lindsay Warwick Open Mind Elementary A2 Open Mind Upper Intermediate B2
Yvonne Maruniak Ingrid Wisniewska
Vinodini Murugesan Adam Worcester Open Mind Pre-intermediate B1 Open Mind Advanced C1
Anna Osborn
2
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Open your mind to a wealth of flexible online resources Including:
• O
nline Workbook for practice, consolidation • H
igh-quality video matched to the Student’s
The Open Mind components are packaged to provide the best combinations of print and and progress checks Book themes and language areas
digital – a truly flexible solution to ensure every classroom and self-study situation is covered. • A
ccessible on any device that can view the • F ull support for testing through the Teacher’s
internet, including tablets and mobile phones Resource Centre
Teachers and students will enjoy working with the fresh and rich online material, which also • Downloadable
options so that materials • A dditional lessons and activities all linked to
helps free up teaching time, so teachers can focus more time on the students and their needs, can be used offline the themes of the course
instead of spending it all on preparation and marking.
2
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UNIT 12 JUST THE JOB! Clear, vibrant and visual unit openers set out
to the CEFR. Simple questions give students
the opportunity to leaf through the unit and
familiarise themselves with the topic.
IN THIS UNIT YOU
learn language to talk about work
and jobs A Match the pictures to the unusual jobs.
read job advertisements LISTENING A B
listen to a lecture about work taking notes
When do you need to
talk about your ideal job take notes? Do you
write a description of a workplace usually write full
sentences? Or just
learn to prepare for a job interview key words?
watch a video about careers
WRITING
descriptions C D E
What keeps our
interest when we hear
or read a description of
something?
HOW TO SAY IT
Talking about unusual jobs
I think it would be fun to
be a … because …
1 ice cream taster: tastes different ice cream flavours to see which ones people The most interesting job is
being a …
will buy
Another unusual job is
2 laughter therapist: helps other people become happier by making them laugh
being a …
3 golf ball diver: finds the golf balls that have landed in the lakes on golf courses
Some people work as …,
4 cartoon mascot: wears a cartoon costume at a theme park or fair which is very unusual.
5 snake milker: extracts venom from snakes
& CAREER
A: Yes, but the most interesting job is ice cream taster!
A Read these adverts for jobs. Write A or B to answer the questions. Function Match the two halves of the sentences to complete the explanations.
1 We use so a) with (adjectives +) nouns to mean very, really or extremely.
Which job requires someone who …
2 We use such b) with adjectives and adverbs to say that there is more of something than we need.
1 is a good listener? 4 can make decisions?
3 We use too c) with adjectives and adverbs to mean very, really or extremely.
2 enjoys being alone? 5 has a good sense of style?
4 We use not … enough d) with adjectives and adverbs to say that there is less of something than we need.
3 has travelled a lot? 6 has the ability to write well?
5 We use a that clause e) after too and (not) … enough to show results or consequences.
A 6 We use an infinitive clause f) after so and such to show results or consequences.
WA NT E D : I S L AN D C A R E TA K ER Form Complete the table with examples from Exercise A.
We’re looking for someone fit, active and ambitious to do the best job in the
Examples
world! You’ll live on a tropical island, with just the fish and birds for company!
You’ll blog about your adventures, and keep the world up to date on what a
WHAT’S RIGHT?
so + adjective/adverb The people are (1) ! It’s such hot!
fantastic area the island is in. Apart from informing the public, you’ll also inform
us, by keeping an eye on the wildlife and reporting on the levels of fish in the area. such + adjective + noun You’re (2) colleague! It’s so hot!
We are offering a great salary and free accommodation, with the best view in the
so/such … that … It’s such a big job (3) where to begin.
world! The successful applicant will have a CV full of adventure and will be an
They were so complicated (4) them! Common errors
experienced traveller. He or she will also have an interest in the natural world and
are highlighted
the environment, as well as excellent communication skills.
too + adjective/adverb It’s (5) to say, really. through ‘What’s
Contact us at bestjob@totaltropics.com and we’ll send you an application form. Right?’ boxes.
What are you waiting for? not + adjective/adverb + enough I’m not learning (6) .
too/(not) … enough … to … Everyone else is always too busy (7) me.
B There isn’t enough time (8) everything.
P e r s o n a l S hop pe r R e q uir e d
Our clients are busy people who don’t always have time to go shopping. That’s where C PRACTISE Correct the mistakes in the sentences.
you come in! The successful applicant will work for an individual client in order to Students learn grammar
1 He’s too young that he works here. through the clear
understand their personal style, in terms of clothes, furniture, decoration – or whatever
step-by-step approach
else the client desires! You will then go shopping for your client, selecting items that 2 You aren’t working enough fast.
with plenty of chances
you think will match their style. 3 This is such great job. to practise in the ‘Now
We welcome applications from people from a broad range of backgrounds. You might 4 All my colleagues are such helpful. you do it’ stage.
currently work in a boutique or have a proven interest in designer brands and high-end 5 I’m so tired to work today.
fashion. Experience in the fashion industry is an advantage but not essential. In return,
6 We don’t have time enough to finish the job.
we offer training, a good salary and the opportunity to travel to meet clients.
Send a CV, together with a personal statement explaining why you think you would D NOW YOU DO IT Roleplay a conversation like the one in Exercise A.
make a great personal shopper, to jobs@personalshoppers.co.uk.
Use the information below to help you.
Student A Student B
B Work in small groups. Discuss these questions. You work in an office. You meet Student B during a This is your first day in your new job. You
1 Which things you would like or dislike about each job? break. You want to make them feel welcome and find meet Student B during a break. You want to
out how the new job is going. Ask questions about make friends. Answer their questions about
2 Would you be interested in doing one or both jobs? 3 Which job you would prefer, and why?
their first day on the job and answer any questions they your day so far, and ask Student B questions
A: One thing I’d like about the first job is that you’d get away from it all. may have about the job, the office or your colleagues. about the job, the office or your colleagues.
B: Really? I’m not sure. It sounds a bit lonely to me but I suppose I’d have the internet.
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LISTENING: taking notes page 122 SPEAKING: talking about ideal jobs
When you listen to a lecture, concentrate on understanding the speaker rather A 2.37 Listen to two men, Oscar and Daniel, talking about
than on taking detailed notes. Keep notes short and simple by using their ideal jobs. Match each man to an appropriate job below.
abbreviations and symbols like + instead of the word and, or incl instead of
the word including. You can also invent your own abbreviations.
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GRAMMAR: separable and inseparable phrasal verbs PRONUNCIATION: stress patterns with phrasal verbs
A LANGUAGE IN CONTEXT Read this review of the reality TV series A 2.38 Listen and repeat these sentences. With each phrasal verb,
Job Swap.. Which of the women enjoyed her experience on the show? is the stress on the main verb or on the particle?
1 When you’ve filled in the form, please hand it in to reception. Pronunciation is focused on
2 I’ve fallen behind with my work a bit, but I’m hoping to catch up next week. throughout the unit and
Tuesday’s Job Swap (8:30pm, Channel 9) was fantastic! Zoe, a 3 I copied Helen in when I sent the email but she didn’t get back to me. gives particular emphasis
hairdresser from Edinburgh, swapped jobs with Jemma, a part-time on different areas.
office secretary from Brighton. Zoe was very positive about the B 2.39 Practise saying these sentences with the correct stress.
experience and said she’d learnt new skills. ‘At the salon, I don’t have to write Then listen and check.
had
information down or fill in forms, so that was new for me.’ In contrast, Jemma 1 We need to look into the poor sales figures and come up with solutions.
she said.
problems with some of the other hairdressers. ‘I didn’t get on with them,’
2 When you call Rob back, ask him to come up to my office.
of them, I didn’t pick the phone up because I was writing up my notes from the meeting.
‘They talked about famous celebrities all the time. I’d never heard of any
3
either.
so I didn’t join in with their conversations.’ She didn’t like the customers,
‘Dealing with them was so boring!’ she said. Boring maybe, but it did make
WRITING: descriptions page 123
great TV!
NOTICE! To make your descriptions interesting, use adjectives which tell the reader how
1 Underline all the phrasal verbs in the review. something feels, sounds, tastes, looks or smells. Try to create a picture in your
B ANALYSE Read the text in Exercise A again. 2 How do these two phrases differ in terms of word reader’s mind.
order? write information down and fill in forms?
Form Choose the correct option to complete A Which of the adjectives in the box can you use to describe these
the sentences. Then complete the table with examples from Exercise A. different workplaces? Write four adjectives for each picture. Then
With separable phrasal verbs, you (1) can / can’t put a noun between the verb Phrasal verbs with a compare your answers in pairs. Strong writing syllabus in
and the particle. With inseparable phrasal verbs, you (2) can / can’t. particle plus a preposition every unit and in the Writing
bright busy chaotic colourful comfortable dirty Workshop sections at the
With separable phrasal verbs, we (3) always / never separate the verb and the are always inseparable. end of alternate units.
fun noisy repetitive smelly stressful unsatisfying
particle when the object is a pronoun (you, it, them, etc). I didn’t get on with them.
Form Example
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Self and Society
LifeSkills The Life Skills pages
form an integral part
Work and Career
Study and Learning
Each unit presents a life skill within one of
three domains. However, they are
transferable across all domains and the same
of the unit using life skill is presented within the other two
A Look at these pictures. How do you think the people who are
Three-step summary
of the approach to the
CAREERS ADVICE [149.01 design; set as
realia: website see original
life skill in the lesson. edn for ref p125]
being interviewed feel and why? Tell a partner.
1 INTERVIEW QUESTIONS
Whatever type of job you’re applying for, it’s always a good idea to be prepared.
Here is a list of FAQs in job interviews and advice on how to answer them.
• Tell me about yourself.
This is your chance to say who you are. Find out about the company to get an idea of the skills, experience and
personalities they’re looking for. In the interview, talk about things that show you would be the best person for the
job!
• What do you do in your current job?
Be positive about what you do in your current (or previous) job. Try to link your past experience to the job you are
being interviewed for.
• What are your strengths and weaknesses?
You can talk about your ability to stay calm, your prioritising skills, problem-solving skills, how good you are as a
team player, how confident/reliable/motivated, etc, you are. Give real-life examples! Be honest about a weakness,
but don’t focus on it. Say what you are doing to change it.
• Why do you want to work for this company?
Be positive. Find out about the company and explain how what they offer is connected to your ambitions and
hopes for the future.
• When can you start?
Be enthusiastic! Say ‘Immediately’ or ‘I need to give x weeks’ notice to my current employer.’
• Have you got any questions?
2 Before the interview, always prepare one or two questions to ask at the end of the interview which show you’re
interested in the company, for example:
How many people work in the department?
Do you offer training?
How is performance evaluated and rewarded?
HOW TO SAY IT
Good luck! Describing work experience
I have experience in …
One of my main strengths is …
D 2.41 Now listen to a woman being interviewed for the I really enjoy …
same job as the man in Exercise B. As you listen, think about Working as part of a team
whether you would give her the job, and why / why not. interests me because …
I’d like to work for your company
E Work in pairs. Talk about whether you would give the because …
job to the man or the woman, and why.
B 2.40 Now listen to the interview with the man from picture 1. G Work in pairs. Take turns roleplaying a job
interview. Student A, ask the questions from REFLECT … How can the
Would you give him the job? Why or why not? skill of preparing for an interview
KeyExercise
reflection boxes get students
C. Student B,togive
think the
aboutanswers you
the transferability of the life skill and how it can be useful to you in Self and Society
prepared.
be effectively Then
applied switch
in the other tworoles.
domains. and Study and Learning?
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Language wrap-up Key review of
the grammar
SPEAKING WORKSHOP talking about ideal jobs
and vocabulary
of the unit.
1 VOCABULARY A Read and complete this conversation with the phrases from the box.
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All six levels available.
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