Unit 1: Grammar and vocabUlary test a

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openMindGrammarA Correct the sentences which have mistakes with the use of the present perfect simple or the present perfect progressive. Check (✓) the correct sentences. There is at least one correct sentence.0 We’ve been in this restaurant for an hour now and

no one has been taking our order! We’ve been in this restaurant for an hour now and

no one has taken our order!

1 Since the beginning of the year, I’ve been abroad eight times.

2 I’m studying here in the USA since September.

3 I’ve been working all day and I’m really tired.

4 In the last twenty years, she’s been writing thirteen best-selling novels.

5 I’ve been knowing Isabella for three years.

B Complete the sentences with already or yet.0 Jamie and Natalie are here but Emma hasn’t arrived

yet .

6 I can’t believe you’ve received some job offers. You haven’t even graduated!

7 I’ve read that book, although it was three or more years ago.

8 I haven’t called Maria . I’ll call her later this afternoon.

9 Have you finished your essay ? You have to hand it in by tomorrow, you know!

10 I’m calling to say we’re at the restaurant. How long do you think you’ll be?

C Complete the conversation with the present perfect simple or present perfect progressive of the verb in parentheses.A: You look a little tired, Tom. Do you want to sit down?

B: No, it’s all right, thanks. I (0) ’ve been sitting down (sit down) all afternoon! No, the reason I’m tired is that I (11) (train) a lot recently for this run I’m doing next week – it’s 20 miles.

A: Wow. That’s a long way! Have you (12) (go running) today?

B: No, unfortunately not. I (13) (hurt) my knee – something happened when I was running yesterday – so I’m taking two or three days off.

A: Oh, that’s really bad luck.

B: Yes, and because I’m worried about the run, I (14) (not sleep) well these past few nights.

A: Have you (15) (go) to the doctor about that knee?

B: No, I’m worried she might tell me I can’t do the run.

A: Tom! You’ve got to take care of yourself!

D Write the correct forms of the verbs in parentheses or write already or yet.

Hi Ken,

This is just a quick note to let you know I (0) ’ve made

(make) my plane reservations. I’ve been very busy and

I (16) (not buy) my suitcase (17) .

I (18) (study) a lot. My final exam is

tomorrow and I (19) (not finish) reading the

book (20) .

E Choose the correct words.A: Have you taken your English exam (0) already / yet ?

B: No, not (21) already / yet. I’ve (22) been studying / studied for weeks. I’ve just (23) been finishing / finished two special review courses at college.

A: I haven’t (24) been starting / started studying (25) already / yet.

Score / 25

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VocabularyA Complete the sentences with the correct form of take, make, or do.0 Recently, she’s been doing a lot of volunteer

work.1 I a big mistake when I moved to this

town.2 She’s a lot of time off work lately

because she’s been sick.3 If he’s wondering what to do with the money, he

could a donation to charity.4 James is a really important exam next

week so he’s been studying hard.5 Why don’t you something artistic, like

drawing or painting?

B Match the words and phrases with the meanings.0 comfort zone a

6 push yourself

7 progress

8 measure your progress

9 take risks

10 give up

a a situation in which you are confident and relaxedb to stop trying to do somethingc to do something that you know might cause

problems or be dangerousd to make yourself work harde to do something in order to judge how well you

are doingf to develop or improve

C Match the sentence halves.0 Do everything you can to achieve your goal

and never a

11 Sometimes, you really have to push

12 It’s important to set a goal that pushes you beyond

13 Of course, by getting married, you’re taking

14 Bungee jumping is an example of

15 Exams are the most useful way we have of measuring

a give up.b a very important step.c an extreme sport.d yourself to achieve a personal goal.e our progress.f your comfort zone.

D Complete the sentences with words from the box. There is one extra option.

do make push measure risks take work

I’ve decided to (0) take an important step in my life. I’m going to (16) myself more and take some (17) . I think I’ll (18) an extreme sport and also do some volunteer (19) after school. This is important to me. At the end of the year I’ll (20) my progress to see how well I’ve done.

E Complete the sentences. Choose A, B, or C.

0 I’m starting a new job. I want to in my career.A progressB pushC do

21 I’m really busy these days but I still don’t want to the things I like doing.

A give upB measureC do

22 I can’t stay in my zone if I want to do more exciting things.A progressB pushC comfort

23 Look! I a picture of us on vacation.A didB tookC made

24 You look very tired. Why don’t you take ?A time off workB an extreme sportC an important exam

25 Yuri, I’ve decided something artistic. I’m painting a portrait of my son!A to doB to takeC to work

Score / 25

Total score / 50

Unit 1: Grammar and vocabUlary test b

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openMindVocabulary

A Match the sentence halves.

0 Do everything you can to achieve your goal and never a

1 Of course, by getting married, you’re taking

2 Bungee jumping is an example of

3 Exams are the most useful way we have of measuring

4 Sometimes, you really have to push

5 It’s important to set a goal that pushes you beyond

a give up.b a very important step.c an extreme sport.d yourself to achieve a personal goal.e our progress.f your comfort zone.

B Match the words and phrases with the meanings.

0 comfort zone a

6 measure your progress

7 take risks

8 give up

9 push yourself

10 progress

a a situation in which you are confident and relaxedb to stop trying to do somethingc to do something that you know might cause

problems or be dangerousd to make yourself work harde to do something in order to judge how well you

are doingf to develop or improve

C Complete the sentences with the correct form of take, make, or do.0 Recently, she’s been doing a lot of

volunteer work. 11 If she’s wondering what to do with the money,

she could a donation to charity. 12 Alice is a really important exam next

week so she’s been studying hard. 13 Why don’t you something artistic,

like drawing or painting? 14 I a big mistake when I moved to

this town. 15 He’s a lot of time off work lately

because he’s been sick.

D Complete the sentences. Choose A, B, or C.0 I’m starting a new job. I want to

in my career.A progressB pushC do

16 I’m really busy these days but I still don’t want to the things I like doing.

A measureB give upC do

17 I can’t stay in my zone if I want to do more exciting things.A progressB comfortC push

18 Look! I a picture of us on vacation.A didB tookC made

19 You look very tired. Why don’t you take ?

A time off workB an extreme sportC an important exam

20 Kurt, I’ve decided something artistic. I’m painting a portrait of my son!A to doB to takeC to work

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E Complete the sentences with words from the box. There is one extra option.

do make push measure risks take work

I’ve decided to (0) take an important step in my life. I’m going to (21) myself more and take some (22) . I think I’ll (23) an extreme sport and also do some volunteer (24) after school. This is important to me. At the end of the year I’ll (25) my progress to see how well I’ve done.

Score / 25

Grammar

A Complete the sentences with already or yet.0 Steve and Marie are here but Natasha hasn’t arrived

yet .1 I haven’t called Olga . I’ll call her later

this afternoon. 2 Have you finished your essay ? You have

to hand it in by tomorrow, you know!3 I’m calling to say we’re at the movie

theater. How long do you think you’ll be?4 I can’t believe you’ve received some

job offers. You haven’t even graduated!5 I’ve read the book, although it was

three or more years ago.

B Correct the sentences which have mistakes with the use of the present perfect simple or the present perfect progressive. Check (✓) the correct sentences. There is at least one correct sentence.0 We’ve been in this restaurant for an hour now and

no one has been taking our order! We’ve been in this restaurant for an hour now and

no one has taken our order!

6 I’ve been working all day and I’m really tired.

7 In the last fifteen years, she’s been writing ten best-selling novels.

8 I’ve been knowing Lucia for three years.

9 Since the beginning of the year, I’ve been abroad five times.

10 I’m studying here in Australia since September.

C Complete the conversation with the present perfect simple or present perfect progressive of the verb in parentheses.A: You look a little tired, Carlos. Do you want to sit down?

B: No, it’s all right, thanks. I (0) ’ve been sitting down (sit down) all afternoon! No, the reason I’m tired is that I (11) (train) a lot recently for this run I’m doing next week – it’s 10 miles.

A: Wow. That’s a long way! Have you (12) (go running) today?

B: No, unfortunately not. I (13) (hurt) my ankle – something happened when I was running yesterday – so I’m taking two or three days off.

A: Oh, that’s really bad luck.

B: Yes, and because I’m worried about the run, I (14) (not sleep) well these past few nights.

A: Have you (15) (go) to the doctor about that ankle?

B: No, I’m worried she might tell me I can’t do the run.

A: Carlos! You’ve got to take care of yourself!

D Choose the correct words.

A: Have you taken your English exam (0) already / yet?

B: No, not (16) already / yet. I’ve (17) been studying / studied for weeks. I’ve just (18) been finishing / finished two special review courses at college.

A: I haven’t (19) been starting / started studying (20) already / yet.

E Write the correct forms of the verbs in parentheses or write already or yet.

Hi Dan,

This is just a quick note to let you know I (0) ’ve made

(make) my train reservations. I’ve been very busy and

I (21) (not buy) my suitcase (22) .

I (23) (study) a lot. My final exam is

tomorrow and I (24) (not finish) reading

the book (25) .

Score / 25

Total score / 50

UNIT 1: SkIllS TeST

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openMindListeningListen to the conversation. Choose true (T) or false (F).0 Oscar is very happy because he has finished

college. T / F

1 Hannah is leaving college on Friday. T / F

2 Hannah found a good job in Seattle. T / F

3 Oscar is thinking of doing some volunteer work. T / F

4 Oscar hasn’t been able to get a job interview. T / F

5 Hannah wants to do some volunteer work so she can get some work experience. T / F

ReadingRead the text about learning a language. Are the sentences below ‘Right’ (A) or ‘Wrong’ (B)? If there is not enough information to answer ‘Right’ (A) or ‘Wrong’ (B), choose ‘Doesn’t say’ (C).

Learning a language can be very difficult for adults. If you think about it, a child starts talking by the time they are two or three years old and, by the time they are five or six, their language use is almost perfect. In fact, there are some children that, at the age of two, start speaking perfect sentences in many different verb tenses. How can they do this after just two years of hearing a language, when after five years of learning a foreign language an adult can often be heard making the most basic errors?

The answer is that the child’s brain is dedicated to few tasks when they are young. Learning to walk and talk are their major interests for months. Besides, children have an innate desire to communicate. From the time they are just a few months old they are catching people’s eyes and smiling. All they want is to begin a “conversation.”

Adults have many other interests beyond just learning a new language. They have family responsibilities, jobs, and romantic interests that interfere with their study time. They also tend to be conscious of errors and would much rather people didn’t notice any. Babies, however, can devote hours on end to listening to a language and trying to produce sounds.

According to the text,

0 not many two-year-old children are really talking.A Right B Wrong C Doesn’t say

1 children are expected to speak their language perfectly by the age of six.A Right B Wrong C Doesn’t say

2 adults shouldn’t be making basic mistakes after five years of foreign language learning.A Right B Wrong C Doesn’t say

3 adults are less interested in communicating with each other than children are.A Right B Wrong C Doesn’t say

4 most adults don’t want to be heard making mistakes.A Right B Wrong C Doesn’t say

5 babies are able to spend time learning their language.A Right B Wrong C Doesn’t say

WritingWrite an email to a friend you haven’t seen for a while. Tell them about what you’ve been doing recently. Write at least 100 words

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AdditionAl lifeSkillS leSSon

Level 3openMind

Unit 1 Study and Learning: setting goalsObjective: to provide further practice of this soft skill within the area of Study and Learning (choosing an academic goal and making a plan to achieve it).

The three-step strategy for developing this soft skill is:

Step 1: Identify a personal goal. (Ex. A, Ex. B)

Step 2: Think of steps to help you achieve your goal. (Ex. C)

Step 3: Make a realistic plan. (Ex. D, Ex. E)

You may decide to highlight this strategy at the beginning of the lesson, at the end, or as you go through the exercises in the section. However, if you prefer to teach this lesson without discussing the underlying soft skill, this is also possible. The lesson is designed to be engaging and successful either way.

For more information about teaching life skills and ideas for highlighting the soft skill, please refer to p. xi and pp. T16–T17 of the Teacher’s Book.

MateriaLS: • board and markers• paper (one sheet for each student) (optional)

Lead-inTo set the context for this lesson, ask the students to think about a goal they have achieved in their life and to write down one sentence describing it, e.g. I earned my black belt in judo. Ask them to stand up and circulate, reading their sentence to other students. Allow about two minutes for this, then ask the students to sit down. Invite volunteers to recall some of the goals that they heard.

As an option, ask the students to recall the lesson from the Student’s Book pp. 16–17 and say what they learned (e.g. that it’s better to just focus on one or two goals at a time; that it’s important to break down the goal into manageable steps, etc.).

A • On the board, write Study and Learning.

Tell the students that in this lesson, they are going to look at setting goals in this area.

• Give the students one minute to work individually to brainstorm as many different goals related to this area that they can think of. After one minute, put them into pairs to share their lists. Allow two minutes for this, then put pairs together into groups of four. Allow a further three minutes for groups to share their lists and brainstorm any other goals they can think of.

• Elicit ideas as a class and write them on the board.

Possible answersdo a degree / Master’s degree / Ph.D.take an online course / evening classattend conferencesget better gradesread moredo assignments on timeattend all classesbe on timeget into a certain school, college, or universitylearn something new (a skill, language, or topic)improve existing study skills

B • Ask the students to work individually to choose a goal from the list on the board that they would like to achieve. Point out they can choose their own goal if they wish, as long as it is related to Study and Learning.

• Write on the board My goal is to . Ask the students to copy and complete the sentence with their chosen goal.

C • Remind the students that in order to achieve

a goal, it is important to break it down into manageable steps. Choose one of the goals on the board as an example and brainstorm possible steps with the class, e.g. get better grades: study more, ask the teacher more questions, test myself regularly, read more books, get a study partner.

• Put the students into pairs to brainstorm a number of steps they can take to achieve each of their goals. Encourage them to write their steps in a word web with their goal in the center of the web.

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reflect• Write the following question on the board: Why should you only focus on one or two goals

at a time?• Give the students time to read the question,

then put them into small groups to discuss their answer. Elicit some ideas as a class (e.g. you are more likely to achieve your goals; it is more manageable, etc.).

eXtra: HOMeWOrKAsk the students to make a plan for another goal that they would like to achieve. Ask them to bring their plans to share in the next class.

D • Erase the board and write on it the following headings:

Main goal: Step Time To Do• Tell the students they are now going to make

a plan, using the steps they listed in Ex. C. Ask them to first look at their word web and to number the steps in the order they are going to do them. Point out that some steps might happen at the same time, and so they should give these the same number.

• Before the students complete the plan for themselves, do an example with the class. Choose one of the steps from the example goal you gave and fill it in on the board, e.g.

Main goal: get better grades Step Time To Do study more now organize time in the

evening find extra work to do• Hand out a piece of paper to each student or

ask them to tear out a blank page from their notebook. Encourage the students to copy the plan headings from the board and to complete the plan with their own steps. Point out that they should list the steps in chronological order (unless the steps happen at the same time, in which case the order doesn’t matter).

• Explain to the students that for each step, they should decide on and write a realistic time frame in which to do that step, and list the specific things they need to do to achieve it.

• Monitor while the students are working and help with language as needed.

E • When the students have finished their plans,

ask them to display them on the classroom wall. Invite the students to walk around and read each plan.

• At the end, invite volunteers to say which plans they thought were good and why.

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AdditionAl lifeSkillS leSSon

Level 3openMind

Unit 1 Work and Career: setting goalsObjective: to provide further practice of this soft skill within the area of Work and Career (setting a goal connected with work and looking at how to achieve this).

The three-step strategy for developing this soft skill is:

Step 1: Identify a personal goal. (Ex. A, Ex. B)

Step 2: Think of steps to help you achieve your goal. (Ex. C)

Step 3: Make a realistic plan. (Ex. D, Ex. E)

You may decide to highlight this strategy at the beginning of the lesson, at the end, or as you go through the exercises in the section. However, if you prefer to teach this lesson without discussing the underlying soft skill, this is also possible. The lesson is designed to be engaging and successful either way.

For more information about teaching life skills and ideas for highlighting the soft skill, please refer to p. xi and pp. T16–T17 of the Teacher’s Book.

MateriaLS: • board and markers

Lead-inTo set the context for this lesson, write the following tips for setting personal goals on the board in the following mixed-up order:

Identify one or two goals that you’d like to focus on.

Decide on a relatively short period of time to set goals, e.g. five years.

Break the goals into smaller steps.

Think about all the things you’d like to achieve in that time.

Ask the students to work alone to quickly put the steps in the correct order. (If they are having trouble, you can refer them to the text on p. 16 of the Student’s Book.) Elicit the answers as a class.

Answers1) Decide on a short period of time to set goals,

e.g. five years.2) Think about all the things you’d like to achieve

in that time.3) Identify one or two goals that you’d like to

focus on.4) Break the goals into smaller steps.

As an option, ask the students to recall the lesson from the Student’s Book, pp. 16–17 and say what they learned (e.g. that it’s realistic to only focus on one or two goals; that it’s important to break the goals down into a number of steps, etc.).

A • Ask the students to think about their job (if any

students don’t currently have a job, you can ask them to think about their last job). Ask them to think about all the different areas relating to their job and/or career that they would like to improve. Elicit some ideas from the class, and build up a list on the board.

Possible answersSalaryCareer developmentRelationship with colleaguesWorking hoursResponsibilityPersonal developmentTravel

• Tell the students they are now going to think of specific goals that people might set for themselves within each area. Do the first one as an example with the class. Elicit specific goals from the students and write them next to the heading, e.g. Salary: earn more money, get a job with paid benefits such as vacation days/sick pay, get a job with an annual salary (rather than hourly pay), start paying into a retirement account (a financial plan that pays you money after you have paid into it for a number of years).

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C • Put the students back into the same pairs

as in Ex. A. Tell them they are now going to brainstorm steps to help them achieve their goals. Draw their attention to the example statement you wrote on the board and elicit some steps to help you achieve that goal. If you haven’t already done so, check the students understand retirement account. As a class, build up a list on the right-hand side of the board as an example, e.g.

Main goal: to start paying into a retirement account• research different retirement accounts• talk to family and friends for

recommendations• talk to people at work for recommendations• choose a suitable provider and call them• set up the retirement account

• Allow about five minutes for the pairs to brainstorm and write their steps. Remind them that these should be realistic and point out they should write the steps in note form, using the base form of the verb (e.g. look online rather than I’m going to look online).

D • Write the following headings on the left-hand side of the board:

Goal: Step Time To Do• Tell the students they are going to complete

the plan for their own goal. As an example, complete the first few steps with the class. Elicit some specific things to do for each step, as well as realistic time frames in which to complete each one. Point out that each step should be listed in chronological order, e.g.

Goal: to start paying into a retirement account

Step Time To Do

research different retirement accounts

this week Find out names of different providersCall providersLook at retirement account comparison websites

talk to family and friends

next week Find out who has a retirement accountDecide who is a good person to ask

• Put the students into pairs and give them five to ten minutes to brainstorm possible goals relating to each area. Monitor and help with vocabulary as needed. Elicit ideas from the class and write them on the board, checking that the students understand all the goals.

Possible answersSalary: earn more money, get paid benefits such as vacation days/sick pay, have an annual salary (rather than hourly pay), start paying into a retirement account (a financial plan that pays you money after you have paid into it for a number of years)Career development: do a professional development course, move into a different career, do some on-the-job training, get additional qualificationsRelationship with colleagues: work more closely with colleagues, organize an after-work activityWorking hours: go part-time/full-time/flexi-time, increase/decrease working hours, do some paid overtimePersonal development: become more organized, improve communication skillsResponsibility: try to have more/less responsibilityTravel: do more/less travel, change your way of getting to work

B • Ask the students to work alone and to choose one goal from the list that they would like to set themselves.

• Erase the board, write the following example statement on the right-hand side, and ask the students to write a similar statement about their own goal using the same structure: I will focus on salary. My goal is to start paying into a retirement account.

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• Ask the students to work individually to write their plans on a blank page in their notebook. Monitor and help as needed.

E • Erase the board and write the following

How to say it box:

HOW TO SAY IT I’m going to …I plan to …First, / After that, / Next, I’m going to …Have you thought about …?Are you going to …?What about …?

• Ask the students to work in the same pairs and take turns telling their partner about their plan. Their partner should listen and make suggestions.

• Read out the phrases in the How to say it box and encourage the students to use these in their discussions.

• At the end, invite one or two volunteers to share their plan with the rest of the class.

reflect• Write the following question on the board: Why is it important to break a goal down into

small steps?• Give the students time to read the question,

then put them into pairs to discuss it. Allow one or two minutes for this, then elicit ideas as a class (e.g. smaller steps help you achieve your goal; it can make the goal seem more realistic).

eXtra: HOMeWOrKAsk the students to copy their plans neatly onto a large piece of paper. Ask them to bring their papers to class and display them on the walls. As the students complete the steps on their plan over the coming weeks and months, ask them to check them off on their plan.

WRITING WORKSHOP a journal entry

A Read the journal entry and answer the questions.1 How long has the writer been looking for a job?2 How many job interviews has she had?3 How many job offers has she had?4 What does she think she’s doing wrong?5 Who is she going to ask to help her?

B Read the journal entry again and answer the questions.1 What feelings and emotions does the writer express?2 Are the writer’s questions addressed to herself or

someone else?3 Does the writer use a formal or informal style of writing?

C Choose one of these topics, or think of another topic to write a journal entry about. Make notes about what you want to include.• a recent event or experience• a problem that you have solved, or need to solve• a current event that you have a strong opinion about• a family member or other person who is important to you

D Write your journal entry in your notebook. Use your notes from Exercise C to help you.

HOW ARE YOU DOING?Look back at your writing and check the statements that are true.

I have described my feelings and emotions about the event or experience.

I have used rhetorical questions. I have used a chatty, informal style of writing.

Now, ask a partner to look at your writing and check:Does the diary entry clearly describe an event, a situation, or a person?

Good job! Almost! Think again! Look at the Ask your teacher unit again. for help.

8August

I’ve been looking for a job for two months now, but I haven’t had any luck. I’m starting to feel really discouraged! I’ve already contacted most of the big companies in my area, and I’ve had several interviews, but no offers. So what have I been doing wrong? Why can’t I get a job? My dad thinks I don’t seem very self-confident in my interviews. I have good qualifications, so maybe he’s right. Maybe my interview skills aren’t very good. I have an idea – I’m going to ask my dad to role-play some interviews with me and give me some tips. First tip to myself – be positive!

Friday

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Level 3openMindunit 1 writing workshop

writing workshop: a journal entryA• Before the students read the journal entry, have

them read the questions.• Give the students time to read the entry and answer

the questions. • Put the students into pairs to compare their answers,

discussing any differences.

Answers1 two months2 several3 none4 her interview skills aren’t very good5 her dad

B• Ask the students to read the journal entry again and

answer the questions. Have them compare their answers in pairs, discussing any differences.

• Point out that when people keep a personal journal, they generally express how they feel about the events in their lives, and their audience is themselves. Therefore, they usually write informally, and their questions are directed to themselves.

Answers1 discouragement, frustration, lack of

confidence, hopefulness, positive thinking2 to herself 3 informal

C• Read the instructions to the class. Direct the

students to the bullet points and explain that they can choose one of the topics to write about, or they can choose another topic.

• Give the students a few minutes to make notes about what they want to include in their journal entry.

D• Have the students write their journal entries in their

notebooks, using their notes from Ex. C. • Explain to the students that journal writing is a very

good way to practice their writing without having to worry too much about formal writing conventions. Tell them that journal writing promotes fluency in writing. Encourage them to try keeping a journal in English in their daily lives.

How are you doing?• Ask the students to read the statements and check

the ones they believe are true.• Ask them to swap their writing with a partner and

check each other’s writing. They should answer the question with Yes or No.

• If the answer to the question is Yes, they can check the green circle. If the answer is No, they check the amber circle or the red circle. Reassure students that if their partner checks the amber or red circle, they can get extra feedback from you if they feel it is necessary.