Beruflich Dokumente
Kultur Dokumente
The expression tickets, money, passport refers to the three essential things you need for foreign
travel. If any of these three elements are missing, you are unlikely to be able to travel to another
country. People often check they have packed these before they leave home to travel to the
airport. Ask the students to look through the unit and find pictures, and texts associated with
travel.
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UNIT 3 TICKETS, MONEY,
IN THIS UNIT YOU PASSPORT!
learn language for talking about
travel and making requests
A Where would you like to go on vacation?
Number the pictures in order of preference.
read a text with advice for
Americans traveling to the U.K.:
pronoun reference
ask for permission and make
requests, and respond to them:
responding appropriately
listen to someone talking about
his/her travel plans
write a blog about a travel
experience
watch a video about people
discussing different vacation
destinations
a hiking vacation in the U.S.A. a skiing trip in Canada a tour of Europe by train
B Work in pairs or small groups. Talk about which vacation you would
like to go on and why.
A: Id like to go on an African safari because I love animals.
B: Really? I think safaris are scary!
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1 Vocabulary: travel essentials
A 10 Listen and match the words to the pictures.
2 a map 10 a suitcase 3 a passport 7 a drivers license 6 tickets
9 sunscreen 1 sunglasses 8 a wallet 5 a guidebook 4 a toothbrush
1 2 3 4 5
6 7 8 9 10
Vietnam
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Audio script
1 Vocabulary: travel essentials A = Alison, C = Christine
A: Hey, Christine! What are you doing here?
Lead-in C: Oh, Im just looking around. What about you?
Ask the students to imagine that they are going to live on A: Im going on vacation, and I need to get some
a desert island for a month (e.g. for a reality TV show) and things before I go.
they are allowed to take three personal items with them. C: Really? Where are you going?
Tell them to write down the items they would take, and A: Well, Im flying to Vietnam. Im flying to Hanoi next
why they would take them. Then ask them to compare their Friday.
items in pairs. Listen to some ideas from the class. C: Vietnam? How exciting! So are you going with a
tour group, or what?
A 10 A: No, Im going by myself. Im just going to do two
Ask the students to match the words and pictures
Ask students match the one-day tours. One is a tour of Ho Chi Minh City,
individually and then to compare their answers in pairs. and the other is an elephant tour.
Play t udio so that the
Play the audio so that the students can check their C: You mean to see elephants?
answers. Check that they understand guidebook (a book A: No, to ride an elephant!
with a lot of information about the place you are visiting), C: Youre going to ride an elephant? Amazing!
sunscreen (a cream you use to protect you from the sun), A: I know!
and wallet (where you keep your money and credit cards).
B
Audio script Make sure the students understand that they should
1 sunglasses 6 tickets write down the things Alison already has and the things
2 a map 7 drivers license
a drivers she still needs to buy in the correct columns.
3 a passport 8 a wallet Play the audio all the way through once. If necessary,
4 a toothbrush 9 sunscreen play it again. Ask the students to compare their answers
5 a guidebook 10 a suitcase in pairs.
Audio script
Extra: vocabulary A = Alison, C = Christine
Ask the students to look at the Unit opener again and C: So how did you organize the trip? With a travel
make a list of essential items to pack for each type agency?
of vacation shown (e.g. a skiing trip: skis, sunglasses, A: Oh, no. I just went online and did it myself.
gloves, boots, sunscreen; a hiking vacation: hiking C: Did you buy your tickets online, too?
boots, backpack, map, tent; a tour of Europe by train: A: YYes.
es. You just pay with a credit card, and then print
guidebooks, camera; an African safari: sunscreen, out your tickets. So I have my tickets and my new
camera, sunglasses, binoculars, hat; diving vacation: passport. Im ready to go, except for a few things
swimsuit, towel, wetsuit, mask, snorkel). that I need to buy.
C: I see that youve bought a suitcase. What else?
A: I need to get sunscr
sunscreen, sunglasses, and a hat.
B C: I suppose the weather is going to be hot and sunny?
Ask the students to work alone to choose five essential A: Yeah.
eah. And, lets see, tomorrow I want to buy a
items from the list in Ex. A. Point out that essential guidebook and some maps. I think thats it.
means something that you cannot live without. C: Oh, it sounds wonderful! Have fun!
Put the students in pairs to compare their answers. A: Thanks!
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C
3 Grammar: reflexive Ask the students to do this exercise individually and
pronouns then to compare their answers in pairs, discussing any
differences.
Check the answers with the class. Ask them to look at
Lead-in the examples in the Watch out! box and explain that
Play a memory game. Ask the students to work in pairs. when the subject and object of a sentence are the
Encourage them to look at the picture for 30 seconds same, we use a reflexive pronoun for the object, not an
and name the various items they can see. Then ask them object pronoun. In the sentences in the box, the subject
to close their books and write down as many items from and the object both describe the same person (I ). As
the picture as they can remember. Elicit answers from a result, we need to use a reflexive pronoun for the
the students (e.g. suitcase, bag, stairs, chairs, plants, object. So, in the first sentence, the reflexive myself is
leg).
backpack, broken leg) correct. In the second sentence, the object pronoun me
is incorrect.
A 12
audio script.
See the Students Book for the audio
the Students Book for script
the students to read and listen the
Ask the students to read and listen to the conversation. Extra: grammar practice
Then check the answer with the class. Write these sentences on the board. Ask the students
to work in pairs and fill in the blanks using reflexive
Answer pronouns. Check the answers with the class.
They are at a hotel. 1 She painted the house ____.
2 He bought _____ a new computer.
3 They repaired their car _____.
4 I hurt _____ while I was cleaning the house.
NOTICE!
Elicit from the students that the words that come Answers
before -self and -selves are possessive adjectives (e.g. 1 herself
my/your/our). 2 himself
3 themselves
Answers 4 myself
our, your, my, your
D
B Ask
Ask the students to read the questions and make a
the students
note of their answers. Then ask the students to work
Form in groups. Divide the class into groups of four or five.
Ask the students to complete the table individually and
individually and Explain that they should try to use reflexive pronouns
then to compare their answers in pairs. Remind them if possible, and that everyone in the group should ask
that they can find all the information they will need to and answer at least one question. Circulate and monitor,
complete the table in the conversation in Ex. A. giving help where needed to make sure they use
reflexive pronouns correctly.
Function Listen to ideas from the class. Correct any errors in the
Listen ideas from the class.
Ask the students to refer to the conversation in Ex. A to use of reflexive pronouns.
help them to match the functions with the examples.
Draw the students attention to the grammar note. Workbook
orkbook pp. 1617, Section 2
Explain that by myself means alone. Ask the students to
give a few examples of things that they do or have done
by themselves (e.g. I live by myself. I went on vacation
by myself.).
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3 Grammar: reflexive pronouns
A 12 LANGUAGE IN CONTEXT Listen to the
conversation below. Where do you think the men are?
Paul: I guess we have to carry our suitcases ourselves. There isnt
anyone to help.
Lucas: Yeah, I guess so. I can carry the bags, but can you go up the
stairs by yourself
yourself, or do you need help? I can take the bags
up and then come back to help you.
Paul: No, dont worry. I can do it, and I can carry NOTICE!
my backpack myself
myself. It isnt very heavy. Look at the words in
Lucas: OK, but dont hurt yourself
yourself! bold. What words come
Paul: Dont worry, Im fine. before -self or selves?
he himself
she herself
it itself
Plural
we (3)
ourselves
you yourselves
they themselves
Tickets,
Tickets,money,
money,passport!
passport! UNIT
UNIT X
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4 rEaDinG: pronoun reference page 13
Pronouns, and words like this, that, here, there, these, and those can replace
noun phrases and even entire sentences. Read the sentences that come before
a pronoun to help you identify what the pronoun refers to.
A Read this article and check the sentence that best expresses the main idea.
Americans are very interested in British culture.
There are some differences between the U.S.A. and the U.K.
BLOG AROUND 1 Many people from the U.S.A., and all over the world,
THE WORLD are fascinated with the U.K. They dream of traveling
there, so here are some tips, dreamers!
The United Kingdom Ti
ps fo
2 5
Bring comfortable walking shoes. Believe me, you
are going to need them. In London, when you ask people
r trip
s
how far something is, the answer is always about a five-minute
walk. Do not believe them. The British are all world-class
speed walkers.
3 10
Americans, a subway is not a subway. If you go down some stairs
next to a sign that says SUBWAY, you are simply going to go
under a street and back up to the other side of it. You are not
going to catch the next train to Piccadilly Circus. If you want to
get a train to go there, look for the London Underground sign.
Of course, subway tunnels under streets are a very good idea
15 because the British drive on the wrong side of the road!
4 When you check into a hotel, ask for a short lesson about the
bathroom. No two of these in Britain are the same. I usually have
to look around for several minutes before I can figure out how to
flush the toilet. And I can almost never operate the shower without
20 instructions. I once had to get out of a shower in Oxford and go
downstairs to ask the hotel receptionist how to turn it off. There is
actually a postcard called The British Bathroom
Bathroom, with everything on
it labeled to help tourists!
B Find the pronouns listed below in the text. Who or what does each
one refer to? Choose the correct option.
1 there (paragraph 1, line 3) a) all over the world b) the U.K. c) the U.S.A.
2 them (paragraph 2, line 5) a) the shoes b) people c) walkers
3 it (paragraph 3, line 11) a) the subway b) the underground c) the street
4 these (paragraph 4, line 17) a) hotels b) lessons c) bathrooms
5 it (paragraph 4, line 23) a) downstairs b) the hotel receptionist c) the shower
C Work in pairs. Find the pronouns below in the text. Read the
sentence containing the pronoun and the previous sentence. Say who or
what the pronoun refers to.
1 They (paragraph 1, line 2): Many people from the U.S.A. and all over the world
2 them (paragraph 2, line 7): people in London
3 there (paragraph 3, line 13): to Piccadilly Circus
4 it (paragraph 4, line 23): the postcard
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C
4 Reading: pronoun Ask the students to find the four pronouns in the text.
reference Encourage them to read the sentence containing the
pronoun and then to read the sentence before it in the
text.
Lead-in Ask them to find the word or phrase each pronoun
Ask the students to work in pairs and think of examples of refers to.
cheap and expensive vacations. Encourage them to look Ask them to complete the exercise individually and then
at the Unit opener for ideas. Elicit that a hiking vacation compare their answers in pairs.
in the area they live in is probably cheap, whereas going Check the answers with the class.
on a safari in Africa is expensive. Ask what other examples
of cheap and expensive vacations they can think of. Elicit
examples from the class and write them on the board Extra: reading practice
in two columns: cheap and expensive (cheap: camping, Write the following statements on the board. Tell the
biking; expensive: staying on a tropical island, touring students that each statement contains a factual error
cruise).
Australia, going on a cruise (based on the information in the article). Ask them
Remind the students that they practiced pronoun to correct the errors and then check their answers by
reference (see Unit 1, 7 Reading, p. 13). Encourage the reading the article again.
students to read the information in the skills panel. Ask 1 The American tourist asked the receptionist how to
them what a pronoun does (it replaces a noun or a noun turn the shower on.
phrase and sometimes entire sentences) and what they 2 He usually has to look around for several seconds
should read to find out what a pronoun refers to (the before he can figure out how to flush the toilet.
sentences that come before the pronoun). 3 The British drive on the correct side of the road.
4 There is a poster called The British Bathroom.
A
Ask the students to read the two statements carefully
read the statements carefully Answers
first, and then read the article and choose which 1 how to turn the shower off
statement expresses the main idea of the article. 2 look around for several minutes
class.
Check the answer with the class. Encourage the 3 on the wrong side
students to give you reasons for their choice (e.g. the 4 there is a postcard
text mentions the difference between the underground
and a subway; bathrooms are different in the U.K.).
B
Do one example with the class first to demonstrate the
demonstrate
exercise. Ask the students to read the final paragraph
again and highlight the sentence ending, learning
about it before you go. Ask them what the word it
refers to and elicit the answer: the U.K. or any other
foreign country.
Ask the students to do the exercise individually and then
to compare their answers in pairs. Remind the students
that they should always look back to find the referent
because a pronoun refers to something that has already
been mentioned.
Check the answers with the class.
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D
Ask
Ask the students to complete the exercise individually
the Extra: homework
and then compare their answers in pairs. Ask the students to make a list of the things they do
Check the answers
Check the answers with the class. when they get home after their vacation (e.g. unpack
things, upload pictures to the internet, do laundry,
Workbook
orkbook p. 18, Section 4 give presents to friends, etc.).
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D Circle the correct completion for each statement. Then look back at the text
to check your answers.
1 According to the writer, the British walk very fast / slowly.
2 The American word for trains that go under streets is underground / subway.
3 In the U.K., a subway is a train / tunnel.
4 The writer thinks British bathrooms are similar to / different from bathrooms in other countries.
5 Vocabulary: travel
A Complete the phrases with the correct words in the box.
1
make a reservation 5
rent a car
2
change money 6
find a restaurant / a museum
3
pack your suitcase 7
take a train / a bus to the airport
4 take a tour 8
check in at a hotel / at an airport
BLOG AROUND I recently spent two weeks in beautiful Thailand. The capital, Bangkok, has
THE WORLD several amazing markets, such as the enormous Chatuchak weekend market,
where you can buy traditional Thai clothes and handicrafts. One day, I was
Thailand looking at silk blouses in one of the thousands of stalls in the market, and
I wanted to try on a blouse. The vendor spoke only a little English, and of
course, I dont speak Thai at all! I indicated that I wanted to try on the
blouse, but she said no. At that moment, a Thai woman was walking past the
stall. She stopped and said to me, Ill help you. She convinced the vendor
to let me try on the blouse, and I bought it. But heres the amazing part! We
started talking, and it turned out that we both live in a very small community
near San Antonio, Texas. That was a big coincidence, but thats not all. It
also turned out that she owns my favorite Thai restaurant! So that is how I
met the owner of Thai Spice in San Antonio, Texas, in the middle of the city
of Bangkok (population 9 million), in the middle of a market with thousands
of stalls and thousands of people!
Recommendation: To get to the Chatuchak market in Bangkok: take the Skytrain (BTS) to the
Mochit station (five-minute walk from there).
B Choose a place you visited or that you know well and make some notes for
a blog entry like the one in Exercise A. Use the questions below to help you.
1 Where did you go? When did you go there?
2 What experiences or places were especially memorable? Why?
3 What information do you want to include for other travelers?
C Now write your blog entry. Post it on the wall in the classroom.
Tickets,
Tickets,money,
money,passport!
passport! UNIT
UNIT X
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7 Grammar modals of permission, request, and offer
A 13 LANGUAGE IN CONTEXT Listen to the conversations below.
Where do you think each one takes place?
Conversation 1 Conversation 2
Man: Can we check in, please? Man: Can I help you with your bags? They look
Woman: Certainly. May I see your passports, please, heavy.
sir? Woman: Oh, thank you. Thats very kind. May I have
Man: Yes. Here you are. the bill, please?
Woman: Thank you. Shall I order you a meal for the Man: Certainly, madam.
flight? Woman: And could I ask you something?
Man: Yes, vegetarian, please. Oh, and could I have Man: Of course.
a window seat? Woman: Can you call me a taxi to the airport?
Woman: Im very sorry, sir, Im afraid you cant change Man: No problem. Ill call one now and ask the
seats now. The flight is full. driver to wait outside.
Man: Oh, well. Never mind. Woman: That would be great. Thank you.
(5) May / Can / Could I (8) Can / Could you (11) May / Can / Could I help
check in, please? call me a taxi? you with your bags?
(6) May / Can / Could I ask (9) Can / Could I (12)
Ill call one now and
you something? have a window seat, please? ask the driver to wait outside.
(7)
May / Can / Could I see (10) Can / Could I
your passport? have the bill, please?
Hazel: Good morning. (1) May / Can / Could I see some Excuse me. May I use your phone?
information about trips to Japan, please? May you help me with my suitcase?
Lara: Yes, of course. We have several brochures, but
can / could Will we please have some more
(2) you complete this questionnaire first? towels?
Hazel: OK. (3) May / Can / Could I sit here?
Lara: Yes, of course. I (4) ll/will move these books for you.
Hazel: Oh, and (5) can / could / may I use your pen, please? I dont have one.
Lara: Of course. Now, (6) can I get you a drink? Tea? Coffee?
Hazel: No, Im fine, thanks.
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Function
7 Grammar: modals of Ask the students to complete the Function rules.
permission, request, and offer Remind them that they can find all the information they
will need to complete the rules in the conversations in
Ex. A. Check the answers with the class.
Lead-in Highlight that we use may to ask for permission in
Ask several students to do something for you, using a formal situations usually when we dont know the person
modal of request (e.g. Could you get the dictionaries we are speaking to. We only use may in the first person
me?). Tell the students
please? Can you open the door for me?) in questions (I or we). May is quite formal and is not
permission, request,
that this lesson is about modals of permission used very often in spoken English. Could is a little more
and offers. polite than can.
Highlight the fact that we dont use couldnt and could
A 13 to refuse or give permission (e.g. A: Could I open
See
See the Students Book for the audio
Students Book the script. the window? B: No, Im afraid you cant. (not No, you
Ask the students to cover the
Ask the students to cover the text of the conversations couldnt) and Yes, of course you can (not Yes, of course
in their books. Tell them they are going to listen to two you could).
conversations. Ask them to listen for key words and Point out the use of Ill (I will) in offers.
phrases which tell them where the conversation takes Refer the students to the Watch out! box. Explain that
place. the third sentence is incorrect because may is only used
audio once, and then ask the
Play the audio once, and then ask the students to with the first person (I, we) when it means asking for
compare their answers in pairs. permission or making a request. The fourth sentence is
answers with class.
Check the answers with the class. incorrect because will is not used with the first person
that helped students understand
Elicit key words that helped the students understand (we) to make a request.
where the conversations take place (Conversation 1:
seat; Conversation 2:
check in, passports, flight, window seat; C
).
bags, heavy, bill, taxi). Read the instructions to the class, and make sure
Highlight the responses to the requests (Certainly,
(Certainly, Of the students understand that there is more than one
course, No problem). possible answer in some cases and that it depends on
the degree of formality they wish to express.
Answers Ask the students to do the exercise individually and
Ask
Conversation 1 is at the airport. then compare their answers in pairs. Check the answers
Conversation 2 is at a hotel reception desk. with the class.
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D
Read
Read the instructions to the class and go through
the Extra: speaking
the bullet points with the students, making sure they Ask the students to work in pairs and role-play each
understand what they need to do. situation in Ex. A. They can begin with the request,
Give the students
Give the students time to think about what they are give an answer, and then continue the conversation.
going to say and make a few notes. Encourage them to Ask them to do this for all four conversations and then
use all the modals of request, permission, and offer in choose their best one to perform for the class.
the grammar table in Ex. B and some of the responses
from the conversation in Ex. A.
Circulate and monitor, giving
Circulate and monitor, giving help where needed. Make Workbook p. 19, Section 6
sure they are using the modals correctly, and switching
roles so they practice both asking and answering.
Listen some examples from
Listen to some examples from the class.
Workbook
orkbook p. 19, Section 5 9 Pronunciation: /s/ vs. //
Lead-in
Ask the students to keep their books closed. Write the
8 Speaking: responding words see and she on the board and ask the students to
appropriately read them out to you. Ask what other words they can think
of which begin with these sounds.
Lead-in A 14
Ask individual students a few questions like the ones in See the Students Book page and completed answers
Ex. A (e.g. Could you open the door, please? Can you for the audio script.
open the window, please? May I use your cell phone? Can Explain to the students they will hear one word from
I ask you something?). Write the students answers on the each pair 17 in Ex. A. They should circle the word that
board (No
No problem; Yes, of course; Yes, you can, etc.). they hear.
Allow them some time to read the words and think
Allow
A about how each word will sound. Explain that the g in
Refer the students to the skills panel. Then ask them to
panel. Then sign is silent (/san/).
do the exercise individually. Play the audio and ask the students to circle the correct
Play
Check the answers with the class. word in each pair.
Play the audio again if necessary, and check each
Play the audio
answer with the class.
Alternative Ask the students to practice saying the words in pairs.
Ask the students
Have the students cover the questions in Ex. A, and
B
only look at the pictures. Ask them to work in pairs
and write a question for each picture. Then ask them Explain what a tongue
Explain what a tongue twister is (a sentence or saying
to uncover the questions in the book and compare that is difficult to say because it contains the same
them to their own questions. sound repeated several times, or different sounds that
are similar and easily confused).
Ask them to practice saying the tongue twister in pairs.
Ask to practice saying
B Explain that they can start off by saying it slowly and
Ask the students to do this exercise in pairs. Tell them carefully, but that they should try to get faster and faster.
that for some questions, more than one answer is
possible. Workbook
orkbook
Check the answers with the class. p. 20, Listen and write
Highlight that Sorry, but Id rather you didnt is very
formal, but also a very polite way of saying no to a
p. 21, Down time
request. Id rather means Id prefer.
C
Ask the students to read the model conversation.
Ask the students to do the exercise in pairs. Encourage
them to use may, can, and could and the responses
from Ex. B.
Listen to a few examples from the class.
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D NOW YOU DO IT Work in pairs. Look at the situations below. Ask
and answer questions for these situations using modals of permission,
request, andoffer.
You are at the train station and would like help with your suitcase.
Your friend is thirsty, and you want to get them a drink.
You are in a taxi and want to go downtown.
Your friends are having a party and you can bring some snacks.
You are in a caf and would like to see the menu.
Tickets,
Tickets,money,
money,passport!
passport! UNIT
UNIT X
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lifeSkills
ESTIMATING AND GUESSING
Understand what you need to estimate or guess.
Do some simple calculations.
Compare your estimate to other data.
Carbon
footprint
Your carbon footprint is how much carbon dioxide live in a big house. Its smaller when you use public
(CO2) gas you produce in your everyday life. This transportation (like buses and trains) to get around,
comes from things such as traveling, cooking, and when you use a bike, or when you recycle clothes and
heating your home. Your carbon footprint is bigger, furniture. Travel of any kind makes up the largest part of
for example, when you drive your car a lot, especially a persons carbon footprint. To get a basic idea of the
if you usually drive to school or work by yourself. Its size of your own carbon footprint, check the activities
also bigger if you take a lot of flights, or when you that you do below.
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B
lifeSkills: estimating and Ask the students to work individually and read the
guessing first part of the website on p. 36. Point out that
for transportation that they use regularly (e.g. cars
Step 1: Understand what you need to estimate or guess. and buses), they can estimate the total number of
(Ex. A) kilometers traveled per year by estimating the number
Step 2: Do some simple calculations. (Ex. B) of kilometers they travel each week and multiplying
Step 3: Compare e your estimate to other data. (Ex. C) by 52. For transportation that they dont use regularly
(e.g. planes), it is better just to estimate the number of
Lead-in kilometers flown on individual flights in a year and add
Refer the students to the title of the section. Invite them these together.
to tell you what guess means (when you say or decide Ask the students to read the second part of the
what you think is true without being certain about it). For website on p. 37 and explain that they should calculate
example, on a quiz you might not know the answer to a approximately how many kilometers they travel per year.
question, so you have to guess. To estimate has almost Give them time to do the calculations individually. Make
guess,, but when we estimate
the same meaning as to guess sure that everyone has finished before you move on to
something, we usually use available information to make Ex. C.
an approximate calculation. Ask the students when they If the students are struggling to figure out how many
might guess or estimate (e.g. in a math class). kilometers they traveled on a particular flight, write the
following information on the board: average number of
A kilometers flown in one hour of air travel = 670. Explain
Point out that the instructions for this exercise are in
the instructions this exercise to the students that they can calculate the approximate
the text, so the students will have to read the text and number of kilometers of a particular flight by multiplying
follow the instructions. Ask them to do this individually, the number of hours the flight took by 670.
and then compare their answers in pairs.
Focus on some of the vocabulary in the text. Ask the
vocabulary text. Ask the
students to tell you what they think the verb to get
around means. They should be able to tell you from the
context that it means to travel.. Check that the students
understand heating your home (making it warm in cold
weather) and size (how big something is).
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C
Ask the students to read the model conversation. REFLECT
Encourage the students to discuss their carbon Ask the students to read the Reflect question.
footprints in a similar way when they do the exercise. Give them some time to think about different situations
Divide the class into groups of four or five. Ask them to
Divide the class in the domains of Work and Career and Self and
compare their carbon footprint with the other members Society where the skill of Estimating and guessing
of the group, and find out which students have a would be useful.
big carbon footprint and which have a small carbon Elicit the following ideas: estimating how long a
footprint. particular task at work will take; how much time is
Ask the groups to report back to the class. Encourage
Ask groups to report needed for a trip, how much money is needed for a
them to give reasons why different members of their vacation.
group have different-sized carbon footprints.
D
Ask the students to do the matching exercise
Ask the students to do the matching
individually, and then check the answers with the class.
the students to look at the model sentence.
Ask the students to look at the model sentence. Ask
them to work in pairs to discuss which of these ways of
reducing their carbon footprint they could do easily.
some ideas from the class.
Listen to some ideas from the class.
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Self and Society
Work and Career
Study and Learning
BE 1 My total estimated car and taxi
kilometers are
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Language wrap-up
1 Vocabulary
A Complete this conversation with words in the box. (8 points)
Lisa: The (1) tickets for our vacation in Morocco arrived yesterday. Im so excited!
Sara: Me, too! But Im not ready yet. What do I need to bring?
Lisa: Well, you definitely need (2) sunscreen . Morocco is really sunny!
Sara: OK. And what should I pack my clothes in?
Lisa: Well, Im taking a (3) backpack to carry everything in because its easier than a suitcase.
Sara: Good idea. Im going to bring a (4) guidebook , too, so we will know what to see.
Lisa: Great! And I have a (5) map so we know where to go when were driving around.
Sara: Oh, yes, I forgot we were renting a car. I guess I need my (6) drivers license. What else?
My money is in my (7) wallet , so I wont forget that.
Lisa: Dont forget your (8) passport ! Youll need it to get out of the country.
2 Grammar
A Complete the sentences with the correct pronoun in the box. (8 points)
1 My dad burned himself while he was cooking, and we had to take him to the hospital.
2 Do you ever buy yourself a birthday gift? I do. I love shopping for myself on my birthday!
3 My grandparents are getting old, and they cant really take care of themselves now, so my brother and I
help them on weekends.
4 Can you help my sister with that suitcase? Its too heavy for her , and she cant carry it by
herself .
B Choose the correct option to complete the questions and sentences. (7 points)
1 Could / May you pass me the salt, please? 5 Could you / we have some more cake, please?
2 Will / Can I help you with something? No, Im afraid you couldnt / cant.
3 Please will / may I use your bathroom? 6 May / Can I give you a lift home after work?
4 Can you / I move these chairs for me, please?
1115 correct: I can use reflexive pronouns and modals of permission, offer, and request.
010 correct: Look again at Sections 3 and 7 on pages 31 and 34. SCORE: /15
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1 Vocabulary
Language wrap-up A
Ask the students to read the conversation. They can then
Students can do the Language wrap-up exercises in class complete the blanks with the words that they are sure
or for homework. If you give the exercises for homework, about first, before completing the other blanks with the
remember to check the exercises at the beginning of the remaining words from the box.
next class, or collect a few to grade and identify any typical
errors. B
If you decide to do the exercises in class, you can Encourage the students to read each sentence carefully
approach the Language wrap-up as a two-step reviewing and to think of a verb to complete the blank that normally
procedure. First, ask the students to do the Vocabulary goes with the noun that follows.
section individually. When ready, encourage the students
to check their answers carefully, and then put them in pairs 2 Grammar
to compare answers and discuss any differences. Self- and
A
peer-correction are two excellent ways of developing
learner independence and creating a cooperative learning Point out to the students that there are two blanks they
environment. After completing the Vocabulary section, you need to complete in each sentence. They should complete
can apply the same procedure to the Grammar section. one blank with a suitable object pronoun from the box and
the other with a reflexive pronoun. (One sentence has two
At the end of each section, make sure that the students reflexive pronouns.)
write their score out of 15. If they have a score lower
than 11, direct them to the appropriate sections of the B
unit, and encourage them to read those sections again for
Tell the students that as they read each item, they need to
homework. After that, ask the students to complete the
decide whether the question is a permission, request, or
exercise(s) again at home.
offer, as well as whether the modal can go with the subject
of the sentence.
1 Vocabulary can talk about travel essentials Table 1; Table 2; Section 4.4.3.1;
Section 4.4.1.1; Section 5.2.1.1
2 Listening informal discussion about travel plans Table 1; Table 2; Section 4.4.2.1;
can understand an informal
Section 4.4.3.1
3 Grammar eflexive pronouns
can understand and use reflexive Table 1; Table 2; Section 4.4.1.1;
Section 5.2.1.2
4 Reading onouns refer to in a longer text Table 2; Section 4.4.2.2
can understand what pronouns
5 Vocabulary can talk about travel plans T
Table 1; Table 2; Section 4.4.3.1;
Section 4.4.1.1; Section 5.2.1.1
6 Writing can write a travel blog T
Table 2; Section 4.4.1.2; Section
4.4.3.4; Section 5.2.1.5
7 Grammar mission,
can understand and use modals of permission, Table 1; Table 2; Section 4.4.1.1;
Table
request, and offer Section 5.2.1.2
8 Speaking can make and respond to requests able 1; Table 2; Section 4.4.3.1;
Table
Section 5.2.2.2
9 Pronunciation can distinguish between the sounds /s/ and // Section 5.2.1.4
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UNIT 4 IT COULD HAPPEN TO ANYONE!
The expression it could happen to anyone is often used to offer sympathy or support to someone
in a bad situation. For example, if a friend has made a bad mistake and is in trouble as a result,
to alleviate their stress and frustration, we could say: Dont worry. It could happen to anyone,
meaning that they are not the only person that could have this experience. Ask the students to
look through the unit and find examples of bad experiences that have happened to people.
Reading: an article
Unit plan Ask the students to look through the unit to find out what
kind of dessert they will learn about (fortune cookies).
Unit opener (p. 39) 10 min. Speaking: talking about important life changes and
experiences
Optional downloadable unit opener
Optional downloadable unit 10 min.
Ask the students if they have ever made an important life
1 Vocabulary:
ocabulary: good and bad experiences (p. 40) 25 min.
change. Invite a few volunteers to share their ideas with
2 Grammar: perfectever/never (p. 40) 40 min.
rammar: present perfect the class.
3 Pronunciation:
onunciation: initial clusters (p. 41) 15 min.
Refer the students to the lifeSkills panel. Tell them that the
4 Reading: an article (p. 42) 30 min.
topic of this units lifeSkills section is Active listening. Ask
5 Listening: identifying speakers (p. 42) 30 min.
them: How do you show that you are listening to someone
opinions when they talk to you?
6 Vocabulary:
ocabulary: feelings (p. 43) 25 min.
7 Grammar: present perfectHow long (p. 44) 40 min.
esent perfect A
and for/since Ask the students to open their books and read the
8 Speaking: talking about important (p. 45) 20 min. four statements. Make sure they understand all the
life changes and experiences vocabulary, especially definitely (for sure) and winning
Optional downloadable Speaking
Speaking 20 min.
20 min. (being first in a competition or race, or being successful
game
in a game).
workshop: talking about experiences
Ask
Ask the students to work individually and match the
9 Writing: linking sentences (p. 45) 30 min.
statements to the pictures. Check the answers with the
lifeSkills: active listening (Self and Society) (p. 46) 45 min. class.
Optional downloadable lifeSkills 45 min.
45
lesson (Work and Career)
Optional downloadable lifeSkills 45 min.
45 Extra: talking about pictures
lesson (Study and Learning) Ask the students to work in pairs and discuss
Language wrap-up (p. 48) 15 min. the pictures. Encourage them to write down any
Communicative wrap-up Units 34 (p. 132) 20 min. vocabulary associated with each picture (e.g. Picture
Video and downloadable video worksheet 45 min. A: bicycle, race, winner
winner; Picture B: crash, damage,
happy; Picture D: rain,
angry;; Picture C: money, happy
raincoat, wet
wet).
). Listen to their ideas as a class.
Unit opener B
Write
Write the following expressions on the board: I
the expressions on agree
Lead-in with statements and ; Statement is true for me
because; I (really) disagree with statement
Direct the students attention to the objectives in the unit
because Ask the students to read the model
menu and go through the information with them. Explain
conversation. Direct them to the expressions on the
that this unit focuses on how to talk about experiences,
board and explain that these statements are useful when
feelings, and opinions, and on the following skills which
they want to express agreement and disagreement.
will help them do this:
Ask the students to work individually to read the four
students to work individually to read the
Listening: identifying speakers opinions
statements in Ex. A again and to check the ones they
Ask the students what words or phrases people use to
agree with. Tell them that they can check as many as
indicate that they are going to give an opinion. Listen to
they want to (or none at all).
their ideas with the class.
Invite the students to tell their classmates which
tell their which
Writing: linking sentences
opinions they share. Encourage them to use the phrases
Ask the students what words there are in their language
on the board and refer them to the model conversation.
to add extra information, contrast two points, and give an
alternative. Then ask the students if they know some of
these words in English.
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