Grammar: English in Mind is based on a strong grammatical The units have the basic following structure, although with

syllabus and takes into account students’ mixed abilities by occasional minor variations depending on the flow of an
dealing with grammar in a carefully graded way, and offering individual unit:
additional teaching support. • an opening reading text
Vocabulary: English in Mind offers a systematic vocabulary • a grammar page, often including pronunciation
syllabus, including important lexical chunks for conversation and • two pages of vocabulary and skills work
extension of the vocabulary in a bank at the back of the book. • a photostory, a Fiction in mind text, a song or a Culture
Culture: English in Mind gives students insights into a in mind text, followed by writing skills work and extra
number of important cross-cultural and intercultural themes. speaking
Significant cultural features of English-speaking countries are The reading texts aim to engage and motivate the students
presented, and students are involved in actively reflecting on with interesting and relevant content, and to provide
the similarities and differences between other cultures and contextualised examples of target grammar and lexis. The
their own. texts have ‘lead-in’ tasks and are followed by comprehension
Consolidation: Seven Check your progress revision pages tasks of various kinds. All the opening texts are also recorded
per level will give teachers a clear picture of their students’ on the Audio CDs, which allows teachers to follow the initial
progress and make students aware of what they have reading with a ‘read and listen’ phase, giving the students the
learned. Four projects give students the opportunity to use invaluable opportunity of connecting the written word with
new language in a less controlled context and allows for the spoken version, which is especially useful for auditory
learner independence. learners. Alternatively, with stronger classes, teachers may
Teacher support: English in Mind is clearly structured and decide to do one of the exercises as a listening task, with
easy to teach. The Teacher’s Resource Book offers step- books closed.
by-step lesson notes, background information on content, Grammar follows the initial reading. The emphasis is on active
culture and language, additional teaching ideas and the involvement in the learning process. Examples from the texts
tapescripts, photocopiable materials for further practice and are isolated and used as a basis for tasks, which focus on both
extra lessons, taking into consideration the needs of mixed- concept and form of the target grammar area. Students are
ability groups by providing extra material for fast finishers or encouraged to find other examples and work out rules for
students who need more support, as well as an entry test. themselves. Occasionally there are also Look! boxes which
Student support: English in Mind offers systematic support highlight an important connected issue concerning the
to students through: Study help sections and Skills tips; grammar area, for example, in Unit 3, work on the present
classroom language; guidance in units to help with the continuous has a Look! box showing how have and know
development of classroom discourse and the students’ are used in this form. This is followed by a number of graded
writing; lists of irregular verbs and phonetics (at the back of exercises, both receptive and productive, which allow students
the Student’s Book); and a Grammar reference (at the back of to begin to employ the target language in different contexts and
the Workbook). to produce realistic language. Next, there is usually a speaking
activity, aiming at further personalisation of the language.
En lish in Mind: components Each unit has at least one Vocabulary section, with specific
Each level of the English in Mind series contains the following word fields. Again, examples from the initial text are focused
components: on, and a lexical set is developed, with exercises for students
• Student’s Book with accompanying DVD-ROM to put the vocabulary into use. Vocabulary is frequently
• Audio CDs recycled in later texts in the unit (e.g. photostories or Culture
• Workbook in mind texts), and also in later units.
• Teacher’s Resource Book Pronunciation is included in every unit. There are exercises
• Testmaker Audio CD/CD-ROM on common phoneme problems such as /ɔ/ in short, as well
as aspects of stress (within words, and across sentences)
• DVD
and elision. Vital areas are dealt with often in relation to a
• Classware DVD-ROM grammar area, for example, the pronunciation of have when
• Website resources modal verbs of deduction (past) are taught.
The Student’s Book Language skills are present in every unit. There is always
Student’s Book 3 has a Welcome section at the beginning. This at least one listening skills activity, with listening texts of
is to allow teachers to check, reasonably quickly, some of the various genres; at least one (but usually several) speaking
key areas of language which students may have covered in skills activity for fluency development. Reading skills are
their previous learning. An alternative use of the Welcome taught through the opening texts and also later texts in some
section might be as diagnostic exercises, allowing teachers to units, as well as the Culture in mind sections. There is always
gauge the strengths and weaknesses of their particular group a writing skills task, towards the end of each unit.
of students before embarking on the material. The final two pages of each unit have a photostory or a song
(even-numbered units), or a Culture in mind or Fiction in Mind
text (odd-numbered units). The photostories are conversations

INTRODUCTION 7