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  • This six-level course for young adults is CEFR benchmarked from true beginner (Pre-A1) to upper intermediate (B2).
  • The lifeSkills section of each unit in openMind (masterSkills in masterMind) recycles language while training students in higher-order skills such as critical thinking and self-awareness.
  • There is thorough language skills development through a graded four-skills syllabus, with step-by-step formation of sub-skills. Skills are integrated and practiced in Language Use sections which focus on the communicative outcome and on developing fluency.
  • Language and Communicative Wrap-Ups with ‘Can do’ statements and checklists allow students to assess their own learning.
  • In the higher levels, critical thinking is introduced directly in the unit openers, as learners have more language. These are indicated by the 'HOT' icon (Higher Order Thinking).
  • In masterMind, independent speaking (shown by the 'i' icon) requires students to speak for longer periods of time. Aimed at developing fluency and confidence, it is also useful for students preparing for exams with a speaking component.
  • masterMind includes more authentic and adapted reading texts than in openMind. The texts are also more extensive than in the earlier levels.
  • The mindOnline companion website offers extensive resources for both students and teachers, including a placement test, interactive activities, downloadable worksheets, and the Viewpoints videos. Teachers will benefit from interactive tools such as e-planners and test generators and students from the interactive wordlists and CEFR checklists.
The opener is an exciting visual opportunity to engage with the unit topic, providing a quick warm-up or an extended enrichment activity.
The inductive approach to grammar consists of four steps throughout the whole course: i) Language in Context...
ii) Notice...
iii) Practice...
... and iv) Now You Do It.
The Practice section is often accompanied by a Watch Out! box, which highlights the correct form of the target grammar and draws attention to common learner errors.
To ensure a smooth transition and build students’ confidence, the Now You Do It step often comes with a How To Say It box, which lists useful phrases and expressions.
Pronunciation sections typically consist of two steps, both supported by audio: i) students are presented with a rule and encouraged to notice it, and ii) students practice the pattern and compare and check.
Vocabulary presentation is usually receptive in the first instance, where students are not expected to use the terms actively.
In Language Use sections, students practice and integrate two or more skills, with a focus on the communicative outcome. There is a strong emphasis on personalization.
Skills sections start with a box informing students clearly what the sub-skill focus is, why it’s important, and how to apply it.
Each unit ends with an inspiring lifeSkills section, linked to the unit topic. The language and skills presented in the previous pages of the unit help to prepare the students for this section.
A three-step summary introduces the approach used throughout the lifeSkills section. These steps are applicable to the skill generally and can be applied in other situations beyond the classroom.
The Reflect feature encourages students to evaluate the learning process they have just experienced and emphasizes the transferability of the life skill.
The Language Wrap-up concluding every unit enables students to assess their understanding of the new vocabulary and grammar of the unit. They can be done in class or given for homework.
The score boxes after each activity include a ‘Can do’ statement. If students score lower than 8, they are encouraged to read the appropriate sections of the unit again and repeat the exercise.
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