openMind

Unit 3: Grammar and vocabulary test A Level 2

Grammar C Read each sentence. Is the person asking

A Order the words to make sentences. permission, making a request, or making an
0 you / can / me / please / sugar, / ? / the / pass offer? Choose A, B, or C.
Can you pass me the sugar, please? 0 Could you help me with my bags?
1 tomorrow / for / we / should / ? / lunch / go A asking permission
B making a request
C making an offer
2 on / sister / herself / vacation / going / my / by / is
16 Can I sit here?
3 the / ? / open / please / could / window, / you A asking permission
B making a request
C making an offer
4 I / may / your / please / ? / ticket, / see
17 Should I find a taxi for you?
5 yourself / you / did / a / buy / ? / present A asking permission
B making a request
C making an offer
6 did / ourselves / everything / we
18 Can I get you a drink?
A asking permission
B Complete the sentences using the words in B making a request
the box. There are two extra options. C making an offer
may  ​herself  ​him  ​yourself  ​can’t  ​myself  ​
you  ​himself  ​themselves  ​her  ​myself  should
19 May I see your tickets, please?
A asking permission
0 No, I said you can’t go out! B making a request
C making an offer
7 Tom, help me! I can’t do it .
20 Can we take pictures here?
8 Excuse me. I look at this magazine? A asking permission
B making a request
9 She hurt playing basketball. C making an offer
10 Don’t worry, I can go by .

11 Gabriel, you’re 12 years old! You can cross the road

!

12 Helen, I order lunch for

13 ?

14 I want to make a chocolate cake for .

He loves chocolate!

15 Pete and Lisa painted their house. They did it all

.

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openMind level 2

D Complete the sentences with the correct B Read the descriptions and write the words.
reflexive pronouns. The first letters are shown.
0 We didn’t give ourselves enough time to get to 0 I use this to clean my teeth. t oothbrush
the station.
11 This shows me how to find the places I want to go
21 There’s so much work to do, I can’t do it all to. m
.
12 I wear these to protect my eyes from the sun.
22 This soup is delicious! Did you make it ? s
23 Katarina fell over, but she didn’t hurt 13 I keep my money in this. w
very much.
14 I have to show this when I enter or leave a country.
24 My new oven is great. It even cleans . p
25 Come in, everyone, and help to coffee. 15 I put my clothes in this when I go on vacation.
s
26 Tom likes to go to the movies by .
27 I don’t need to download updates on my laptop; C Choose the correct words from the box to
it does it by . complete the sentences. There are two extra
28 Don’t worry! I can carry my suitcase . options.
It’s very light.
caught  ​found  ​changed  ​packed  ​made  ​
29 She bought a birthday present.
checked in  rented  ​
went on
30 They made the cake all by .

Score / 30 Last week, my friend and I suddenly decided to go to

Boston, so we (0) made a reservation for a nice
Vocabulary hotel downtown, (16) our suitcases, and
A Choose the correct words. (17) a train from New York.
Peter wrote a great (0) guidebook / license / passport
When we arrived, we (18) to our hotel.
about travel in Europe. He recommends (1) catching /
Then we (19) a tour of the city. It was
changing / checking into cheap hotels and renting a car,
wonderful! In the evening, we (20) a great
so you need your (2) driver’s license / sunscreen / ticket.
restaurant near the Empire State Building.
He always takes a big (3) backpack / luggage / suitcase
on his back and he takes little money in his (4) map / Score / 20
passport / wallet.
Total score / 50
I’m going to the beach for my vacation. I can’t forget my
(5) passport / map / driver’s license because I’m going to
another country. Crete is very sunny so I have my (6) liquid /
sunscreen / map and a new pair of (7) sunglasses / tickets /
toothbrushes. I made a flight (8) pack / change / reservation
on a discount airline and I found a great (9) airport / hotel /
tour of the island. I found it in a (10) backpack / guidebook /
license.

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openMind
Unit 3: Grammar and vocabulary test B Level 2

Vocabulary C Choose the correct words.

A Choose the correct words from the box to I’m going to the beach for my vacation. I can’t forget my
complete the sentences. There are two extra (0) passport / map / driver’s license because I’m going to
options.
another country. Aruba is very sunny so I have my
(11) liquid / map / sunscreen and a new pair of
caught  ​
found  ​
changed  ​
packed  ​made  ​
checked in  rented  ​went on (12) toothbrushes / tickets / sunglasses. I made a flight
(13) pack / change / reservation on a discount airline and
Last week, my friend and I suddenly decided to go to I found a great (14) airport / hotel / tour of the island.
San Francisco, so we (0) made a reservation for a I found it in a (15) backpack / guidebook / license.
nice hotel downtown, (1) our suitcases, and
Kurt wrote a great (16) guidebook / license / passport
(2) a plane from Denver.
about travel in Canada. He recommends (17) catching /
changing / checking into cheap hotels and renting a car,
When we arrived, we (3) to our hotel.
so you need your (18) ticket / sunscreen / driver’s license.
Then we (4) a tour of the city. It was
He always takes a big (19) backpack / luggage / suitcase
wonderful! In the evening, we (5) a great
on his back and he takes little money in his (20) map /
restaurant near the Golden Gate Bridge.
passport / wallet.

B Read the descriptions and write the words. Score / 20

The first letters are shown.
0 I use this to clean my teeth. t oothbrush
6 I keep my money in this. w
7 I have to show this when I enter or leave a country.
p
8 I put my clothes in this when I go on vacation.
s
9 This shows me how to find the places I want to go to.
m
10 I wear these to protect my eyes from the sun.
s

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openMind level 2

Grammar 14 Can we take pictures here?

A Complete the sentences with the correct A asking permission
reflexive pronouns. B making a request
0 We didn’t give ourselves enough time to get C making an offer
to the station. 15 Should I find a taxi for you?
1 Come in, everyone, and help to coffee. A asking permission
B making a request
2 Alan likes to go to the movies by .
C making an offer
3 I don’t need to download updates on my laptop;
it does it by . C Order the words to make sentences.
4 Don’t worry! I can carry my suitcase . 0 you / can / me / please / sugar, / ? / the / pass
It’s very light. Can you pass me the sugar, please?

5 She bought a birthday present. 16 did / ourselves / everything / we

6 They made the cake all by .

17 I / may / your / please / ? / ticket, / see
7 There’s so much work to do, I can’t do it all
.
18 the / ? / open / please / could / window, / you
8 This pie is delicious! Did you make it ?
9 Anna fell over, but she didn’t hurt
very much. 19 on / brother / himself / vacation / going / my / by / is

10 My new oven is great. It even cleans .

20 yourself / you / did / a / buy / ? / present

B Read each sentence. Is the person asking

21 tomorrow / for / we / should / ? / lunch / go
permission, making a request, or making an
offer? Choose A, B, or C.
0 Could you help me with my bags? D Complete the sentences using the words in
A asking permission the box. There are two extra options.
B making a request
C making an offer may  ​herself  ​him  ​yourself  ​can’t  ​myself  ​you
himself  ​themselves  ​her  ​myself  should
11 Can I get you a drink?
A asking permission 0 No, I said you can’t go out!
B making a request 22 Maria, I order lunch for
C making an offer 23 ?

12 Can I sit here? 24 Excuse me. I look at this book?

A asking permission 25 He hurt playing basketball.
B making a request 26 Paulo and Lisa painted their house. They did it all
C making an offer .

13 May I see your tickets, please? 27 Gabriel, you’re 12 years old! You can cross the road
by !
A asking permission
B making a request 28 Tom, help me! I can’t do it by .
C making an offer 29 I want to make a chocolate cake for .
She loves chocolate!
30 Don’t worry, I can go by .

Score / 30

Total score / 50
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openMind
UNIT 3: Skills test Level 2

Listening Reading
Listen to the conversation. Choose true (T) Read the text about a vacation destination
or false (F). and answer the questions.
0 Marcia is going to Egypt with a friend. T/ F
Do you like taking long walks through beautiful
1 Marcia is going on three tours in Egypt. T/F scenery? If you like this and enjoy camping out under
2 Marcia is going to feed camels in Egypt. T/F a starry sky, the Appalachian Trail is for you. It is over
3,505 kilometers long and it goes through fourteen
3 Marcia booked her flights for the trip on states in the eastern United States. Volunteers
the internet. T/F maintain the Trail and they enjoy spending their
4 Marcia still needs to buy a backpack for her trip. T / F weekends making it better for you. When you walk
the Trail, you can see over 2,000 plants and animals
5 Marcia is going to buy the Egypt that are only found here.
guidebook online. T/F
Do you want more information? Appalachian Spring
is a company dedicated to helping you organize your
Writing
trip. You’ll have a better experience if you plan it well.
Imagine someone is visiting your country. Visit our website for ideas. Know what you want to
What advice and recommendations would see and do before you come. Bring your camera with
you give them? you. You can take great pictures and share them on
For example, our website. Share your ideas, too. Post them on our
In the UK it’s a good idea to carry an umbrella in your new Comments page. We made it for you.
bag; you never know when it might rain!
0 What is more than 3,505 kilometers long?
The Appalachian Trail

1 Who spend weekends improving the Trail?

2 What is only found in this part of the United States?

3 What is better to plan well?

4 Which website are you invited to visit?

5 What can you share on the website?

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openMind Level 2

ADDITIONAL LIFESKILLS LESSON

Unit 3 Work and Career: estimating and guessing A

• Invite the students to imagine that they work
Objective: to provide further practice of this soft skill in the sales department of a company and that
within the area of Work and Career (estimating the cost you are going to read them an email from their
of an end-of-year party for a company department). boss. Read aloud the email below and ask the
The three-step strategy for developing this soft skill is: students to listen once and tell you what their
Step 1 Understand what you need to estimate or boss is asking them to do (provide an estimate
guess. (Ex. A) of the cost of an end-of-year party). Check
that the students remember the meaning of
Step 2 Do some simple calculations. (Ex. B, Ex. C)
estimate (to use available information to make
Step 3 Compare your estimate to other data. an approximate calculation) and elicit that if we
(Ex. C, Ex. D) don’t have information available, then we have
You may decide to highlight this strategy at the to guess.
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 Hi, I would like you to organize the
designed to be engaging and successful either way. department’s end-of-year party. First, please
prepare and send me an estimate of the cost.
For more information about teaching life skills and ideas
As you know, it’s probably going to be held
for highlighting the soft skill, please refer to p. xi and
at Leonardo’s Restaurant. I sent out an email
pp. T36–T37 of the Teacher’s Book.
last week and 15 people said they would
like the two-course set menu ($15.50) and 8
MaterialS: people said they would like the three-course
• board and markers set menu ($17.25). I’d also like to put up some
decorations—something simple like balloons—
so you need to add these to the cost, as well
lead-in as the cost of three prizes to award to the top
salespeople (you can choose what these are).
To set the context for this lesson, ask the students to Don’t forget the cost of renting a bus for the
work in small groups and think of a time in their life whole department (23 people). Finally, we
when they organized something. Point out that it can be have $200 from the department budget to
in their personal life or work life. Ask them to describe spend on drinks after dinner. Please add this to
briefly what they organized and what the experience was the estimate.
like. Allow about three minutes for this, then elicit ideas
as a class. • Tell the students that you are going to read the
As an option, ask the students to recall the lesson email again. Point out that this time they should
from the Student’s Book, pp. 36–37 and say what they listen and write down the things they need to
learned (e.g. that estimating requires you to do simple include in their estimate, as well as any relevant
calculations; that you don’t need exact figures to be figures. Read the email again (twice if necessary)
able to estimate, etc.). and ask the students to take notes in their
notebooks.
• Put the students into pairs to compare their
notes, then elicit and write the answers on the
board. Make sure the students have all the
relevant information copied down.

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openMind Level 2

Answers D
Cost of the meal (15 people $15.50; 8 people • Put the pairs into groups with another pair and
$17.25) ask them to compare their estimates.
Cost of the decorations (balloons) • As a class, elicit from the different pairs their
Cost of three prizes final estimate and find out which pair had the
Cost of renting a bus lowest estimate and which pair had the highest
$200 for after dinner drinks estimate.

B reflect
• Ask the students to work in the same pairs. • Erase the board and write the following
Tell them they are now going to do some question:
calculations to estimate the total cost. Remind When you estimate the cost of things, are you
them that they need to choose what to buy as generally accurate? What can you do to be more
prizes and estimate the cost. accurate?
• Point out that if they are unsure of the cost of • Give the students time to reflect on the question,
something, they should guess, but not to worry then elicit ideas from the class. Answers to the
because they will have a chance to compare and second question could include: check your
revise their figures in the next activity. calculations; pay attention to how much things
• Monitor while the students are working and help cost when you buy them; practice estimating the
as needed. cost of things regularly.

alterNatiVe eXtra: HOMeWOrK

If you have access to computers, the students could Ask the students to write an email to their boss,
go online to research the costs of some of the things setting out their estimate for the party. They should
on their list, e.g. the cost of buying decorations, hand it in at the next class.
renting a bus, and buying suitable prizes.

C
• Erase the board and write the following How to
say it box:

HOW TO SAY IT
Can/Could you help me with the cost of …?
Do you know much … costs?
I have no idea how much this costs. Can/Could you
help me?
I think this costs … Do you agree?
Yes, I think that’s about right. / Actually I don’t think
that’s exactly right.

• Practice saying the phrases, then invite the

students to stand up and circulate, asking and
answering questions to try and get a more
accurate estimate for the things they are not
sure of. Encourage them to modify any of their
estimates as necessary. Allow about five to ten
minutes for this, then ask the students to sit back
down in their pairs.
• Ask the pairs to work together to produce a final
estimate.

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openMind Level 2

Additional LifeSkills Lesson

Unit 3 Self and Society: estimating and guessing A

• Tell the students that we often need to estimate
Objective: to provide further practice of this soft skill or guess things in our everyday life. If necessary,
within the area of Self and Society (estimating your ask them to recall the meaning of guess and
monthly spending to try and save money). estimate (guess = to decide what you think is
The three-step strategy for developing this soft skill is: true without being certain about it; estimate
Step 1 Understand what you need to estimate or = using available information to make an
guess. (Ex. A) approximate calculation). As a class, brainstorm
situations when we have to estimate in our
Step 2 Do some simple calculations. (Ex. B)
everyday life (e.g. calculating how much of
Step 3 Compare your estimate to other data. something to buy for a meal; deciding if we have
(Ex. C, Ex. D) enough time to do something).
You may decide to highlight this strategy at the • Tell the students that in this lesson, they are
beginning of the lesson, at the end, or as you go going to practice estimating how much they
through the exercises in the section. However, if you spend on average each month. To do this, they
prefer to teach this lesson without discussing the need to first figure out all the different things
underlying soft skill, this is also possible. The lesson is they spend their money on each month. NOTE:
designed to be engaging and successful either way. if this is a sensitive issue for your students, you
For more information about teaching life skills and ideas could give them a fictitious situation, e.g. You
for highlighting the soft skill, please refer to p. xi and earn $1,500 a month. You would like to save
pp. T36–T37 of the Teacher’s Book. 10% of your income each month. Estimate your
expenses to see if this is possible or whether you
need to adjust your savings target.
Materials: • Put the students into pairs to brainstorm all the
• board and markers different categories of things people spend
their money on. If necessary, elicit one or
two categories to get them started, e.g. rent,
Lead-in transportation. Allow about five minutes for this,
then elicit ideas and build up a list on the board.
To set the context for this lesson, write the following
Ask the students to copy the final list into their
questions on the board:
notebooks.
Do you find it difficult or easy to manage your money?
Do you have money left at the end of the month or not? Possible answers
Would you like to save (more) money each month? Rent/mortgage Phone
Put the students into pairs (if possible, allow them to Utility bills Vacations
select their own partner). Give them three minutes to Loans/credit card Gym/sports
discuss the questions. Elicit some ideas from the class. Groceries (food) Magazine subscriptions
As an option, ask the students to recall the lesson Socializing Car or other
from the Student’s Book, pp. 36–37 and say what they Fast food transportation
learned (e.g. that estimating is a useful way to make Beauty/hair Hobbies and clubs
a quick calculation; that you don’t need the exact Clothes Other spending
information to make an estimate, etc.).

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openMind Level 2

B D
• Ask the students to work individually, and to • Put the students into pairs again. Tell them they
check the things on the list that they spend are going to look at ways of saving money each
money on each month. Point out that there may month. Erase the board and write the following
be things on the list that don’t apply to them. How to say it box:
Allow a few minutes for this.
• Encourage the students to look at the items they HOW TO SAY IT
checked and decide if there are any items that
they don’t pay every month. As an example, I could … to save money.
point out that some people pay bills quarterly I don’t need to spend so much money on …
(i.e. every three months), and many people If I spend less on …, then I can …
take a vacation once a year. Ask the students Why don’t you …?
how they can estimate the monthly cost of
these items. (To figure out a quarterly bill, they • Give the pairs about five minutes to discuss ways
can simply divide it by three; to figure out the they could save money each month. At the end
monthly cost of a vacation, they can add up of the five minutes, elicit ideas from the class
the total cost of their vacations over a year and and ask students to say how much money they
divide by 12.) estimate that they could save.
• Ask the students to work individually to estimate
how much they spend per month on each item
on their list. Point out that anything not on the
reflect
list can go under the heading other spending. • Write the following question on the board:
Give them about ten minutes to do this. Monitor In what other areas of your life is it useful to be
and help as needed. able to estimate how much you spend?
• When the students have finished, ask them to • Give the students time to reflect on the question,
total their monthly spending and next to it write then elicit ideas as a class (e.g. when dividing up
their monthly income (how much they earn per the check at a restaurant; in the supermarket so
month). Point out that they do not have to share you know how much you are spending as you
this information. shop).
C
• Erase the board and write the following How to eXtra: HOMeWOrK
say it box: Ask the students to find bank statements from
the last three months to help them make a more
HOW TO SAY IT accurate estimate of their monthly spending. Were
their estimates accurate? Invite them to share their
How much do you spend per month?
findings in the next class.
I estimated that I spend about … per month.
Who spends the most/least amount per month?
I definitely spend more than I earn.
I spend less than I earn and can save about …
per month.
I spend about as much as I earn.

• Read and practice saying the phrases, then ask

the students to work in small groups to compare
their estimates.
• Encourage the students to use the phrases in
the box, and to compare their monthly spending
with their monthly income. They should say
whether they spend more or less than they earn
and whether they are able to save money each
month.

© Macmillan Publishers Limited 2014

WRITING WORKSHOP writing a travel blog

A Read the blog entry and answer the questions.

1 Does the writer give general information about a place or write about
a personal experience in a specific place?
2 What anecdotes or interesting details about the place does the writer include?
3 What information is there that is useful for other visitors?

BLOG AROUND
THE WORLD Last summer, some friends and I went to Mexico and we
spent about four days in Mexico City. My favorite thing
there was a boat ride on the canals in Xochimilco Park.
Mexico City
“Xochimilco” means “place of the flowers” in the Aztec
language, and the boats or “trajineras,” as they are
called in Mexico, are decorated with beautiful flowers.

We hired a boat, and the boatman took us on a tour of the

canals. Xochimilco is a very popular place with Mexican
families, and there were hundreds of boats on the water!
Apart from the trajineras, there were also lots of people
playing music and selling food, drinks, and handicrafts. We
bought some delicious tacos, and we paid for a serenade by
a traditional mariachi band. The music was fantastic! We
really enjoyed ourselves!

Recommendation: To get to Xochimilco Park (South Mexico City): take a taxi and
ask the driver to take you to the Xochimilco trajineras.

B Read the blog again and complete the notes.

HOW ARE YOU DOING?
Look back at your writing and check the statements
Country and city: (1) that are true.

Specific place and experience: a boat ride in (2) My blog entry is short and about a specific
place.
Details and description of the place: boats, trajineras, name, flowers I wrote about a personal experience and
Details and description of the activity: (3) included some anecdotes and interesting details.
I used adjectives to make the description more
a boat with a boatman; hundreds of boats; people selling (4) interesting.
Adjectives: (5) thing; (6) flowers; I included useful information for other visitors.
Now, ask a partner to look at your writing and check:
a very (7) place; (8) tacos; (9)
Is the description of the place or event clear and
mariachi band; music was (10) interesting?

Useful information for visitors: Park is in (11) ;

Good job! Almost! Look at Think again! Ask
transportation: take a (12) the unit again. your teacher for
help.

C Use the format of the notes in Exercise B to

write notes about a tourist destination that you know.

D Use your notes from Exercise C to write a blog entry. “Post” your blog in
your classroom for your classmates to read.

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openMind Level 2

Unit 3 writing workshop

C
Writing workshop: • Check the students understand what they have to
writing a travel blog do. If students have problems thinking of a popular
tourist destination, elicit examples from the class.
A • Remind students that notes are not full sentences.
• Explain the exercise. Ask the students to read the • Monitor while they are writing notes and give help if
questions before reading the blog so that they know necessary.
what they are reading for. Encourage students to
look at the picture and title to guess what the text is D
about. • Ask the students to use their notes from Ex. C to
• Ask the students to read the blog carefully and write a blog similar to the one in Ex. A. Point out
answer the questions. that they can use the text in Ex. A as a model.
• Check the answers with the class. Explain any • Remind them to use adjectives in their writing to
unknown vocabulary, e.g. handicrafts (beautiful make their blog more interesting.
objects made by people using their hands), and • Monitor while they are writing and give help if
serenade (a type of love song). necessary.

Possible answers
1 a personal experience in a specific place How are you doing?
2 The writer includes details of a boat ride on
• Ask the students to read the statements and check
the canals, describing what people were the ones they believe are true.
doing, the food he and his friends ate, and the
• Ask them to work in pairs, swap writing and check
music they listened to.
each other’s writing. They should answer the
3 It recommends the park and describes how to
question with Yes or No.
get there.
• 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.
B
• Ask the students to read the notes carefully.
• Ask them to work individually and complete the text
with words from the blog.
• Ask them to compare answers in pairs.
• Check the answers with the class.

Answers
1 Mexico, Mexico City   7 popular
2 Xochimilco Park   8 delicious
3 hired   9 traditional
4 food, drinks and handicrafts 10 fantastic
5 favorite 11 Mexico City
6 beautiful 12 taxi

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