| 000 -LEADER |
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| fixed length control field |
14592nam a2200589 i 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20191113223538.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
150923s2014 enka 000 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780230459083 (Student Book) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780230472457 (DVD Level 1) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780230472372 (DVD Elementary) |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
CaBVa |
| Language of cataloging |
eng |
| Transcribing agency |
CaBVa |
| Modifying agency |
JCRC |
| 092 0# - LOCALLY ASSIGNED DEWEY CALL NUMBER (OCLC) |
|---|
| Classification number |
428.34 A1Z5oa |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Rogers, Mickey |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
openMind (Level 1) / |
| Statement of responsibility, etc. |
Mickey Rogers, Joanne Taylore-Knowles, and Steve Taylore-Knowles ; concept development, Mariela Gil Vierma. |
| 246 34 - VARYING FORM OF TITLE |
|---|
| Title proper/short title |
Open mind : |
| Remainder of title |
student's book pack |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
2nd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
London, UK : |
| Name of publisher, distributor, etc. |
Macmillan Education, |
| Date of publication, distribution, etc. |
2014. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
159 p. : |
| Other physical details |
col. ill. ; |
| Dimensions |
30 cm + |
| Accompanying material |
1 DVD |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
The Mind Series |
| 500 ## - GENERAL NOTE |
|---|
| General note |
"A2"--Page 4 of cover. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
"Open Mind Level 2 is a ground-breaking general English course for adults that targets their language needs and provides them with the professional, academic, and personal skills they need for success in the 21st century. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
The Key features of the series are:<br/> |
| Title |
Life Skills: Higher-order skills such as critical thinking, organizational, and learning skills that students need in order to be successful in their professional, academic, and everyday lives.<br/> |
| -- |
Language sub-skills with tips to support the development of the four language skills.<br/> |
| -- |
Step-by-step approach to grammar with grammar sections that provide a clear focus on the meaning, form, and function of the language.<br/> |
| -- |
Focus on functional language that helps learners improve their fluency and speaking skills.<br/> |
| -- |
Independent learning features throughout the course such as Notice!, Reflect, and How are you doing? boxes that encourage learners to analyze their own progress.<br/> |
| -- |
A range of video material and related worksheets that support the themes and key language from the Student’s Book." (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar review |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 1 NICE TO MEET YOU<br/> |
| Title |
READING: Recognizing Cognates: an online survey<br/> |
| -- |
LISTENING: Listening to a voicemail message -- Functions: understanding times and dates - understanding personal information<br/> |
| -- |
SPEAKING: Communication Strategy: using polite language<br/> |
| -- |
WRITING: Completing an online registration form -- Function: giving personal information<br/> |
| -- |
PRONUNCIATION: Sounds: the alphabet<br/> |
| -- |
GRAMMAR: Be-Statements and Yes/No Questions -- Function: using be to give personal information such as name, age, and nationality -- Be-Wh- Questions -- Function: using be to ask for personal information such as name, age, and nationality<br/> |
| -- |
VOCABULARY: Useful Questions -- Function: using questions to ask for help in class -- Ordinal Numbers -- Function: using ordinal numbers to talk about dates<br/> |
| -- |
LIFE SKILLS: Self and Society: understanding forms -- Function: identifying the correct personal information to complete a form |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 2 WHAT DO YOU DO?<br/> |
| Title |
READING: Reading a celebrity biography -- Function: understanding personal information<br/> |
| -- |
LISTENING: Listening for a specific information: an informal conversation<br/> |
| -- |
SPEAKING: Talking about family -- Function: giving personal information<br/> |
| -- |
WRITING: Understanding the mechanics: using correct capitalization and punctuation<br/> |
| -- |
PRONUNCIATION: Words: two-syllable nouns<br/> |
| -- |
GRAMMAR: Articles -- Function: using articles to describe people and organizations -- Possession -- Function: using the apostrophe, whose, possessive pronuns<br/> |
| -- |
VOCABULARY: Occupations -- Function: learning to talk about occupations -- Family members -- Function: learning to talk about families<br/> |
| -- |
LIFE SKILLS: Work and career: categorizing -- Function: categorizing different jobs to find the most suitable career |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 3 DOWN TIME |
| Title |
READING: Recognizing cognates: a magazine article |
| -- |
LISTENING: Listening to a radio show -- Function: talking about people's likes and dislikes |
| -- |
SPEAKING: Communication strategy: asking for opinions |
| -- |
WRITING: Writing about yourself and your interests -- Functions: giving personal information - describing your personality - talking about hobbies and interests |
| -- |
PRONUNCIATION: Sounds: third person -s |
| -- |
GRAMMAR: Simple present - statements and yes/no questions -- Function: using the simple present to talk about free-time activities -- Simple present - information questions -- Function: using the simple present to ask questions about people's habits and hobbies |
| -- |
VOCABULARY: Free-time activities -- Function: learning to talk about hobbies and free-time activities -- Personal Adjectives -- Function: using adjectives to describe people and what they like doing |
| -- |
LIFESKILLS: Study and learning: understanding your learning style -- Function: thinking about what you like to do find your learning style and improve how you learn English |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 4 DAY IN, DAY OUT |
| Title |
READING: Reading a magazine article -- Function: describing routines and habits<br/> |
| -- |
LISTENING: Listening for specific information: an interview |
| -- |
SPEAKING: Talking about interesting activities -- Functions: describing routines and habits - talking about hobbies |
| -- |
WRITING: Understanding the mechanics: writing complete sentences |
| -- |
PRONUNCIATION: Words: days of the week |
| -- |
GRAMMAR: Frequency adverbs and adverbial phrases -- Function: using frequency adverbs and adverbial phrases to talk about how often we do things -- Clauses with until, before, after -- Function: using until, before and after to talk about sequences of events |
| -- |
VOCABULARY: Telling time -- Function: learning how to say what time it is -- Prepositions of time -- Function: talking about times of day, days of the week, and sequences of activities. |
| -- |
LIFESKILLS: Self and society: managing your time -- Function: thinking about how you manage your time in order to prioritize different tasks |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 5 HERE, THERE AND EVERYWHERE |
| Title |
READING: Reading for the main idea: descriptions of places |
| -- |
LISTENING: Listening to a news report -- Function: describing events and festivals |
| -- |
SPEAKING: Communication strategy: repeating directions to check understanding |
| -- |
WRITING: Writing an email to give directions -- Function: giving and understanding directions |
| -- |
PRONUNCIATION: Words: compounds nouns |
| -- |
GRAMMAR: There is / There are with some, any, several, a lot of, many -- Function: using there is / there are and quantifiers to describe places and attractions -- The imperative -- Function: using the imperative to give instructions and directions to places in a city |
| -- |
VOCABULARY: Places and attractions in a city -- Function: learning how to describe where you live -- Locations and directions -- Function: learning phrases to ask for and give directions to places |
| -- |
LIFESKILLS: Self and society: establishing priorities -- Function: thinking about specific criteria in order to plan a short stay in your city for another person |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 6 DIFFERENT STROKES |
| Title |
READING: Reading personal profiles -- Functions: understanding personal information - describing likes and dislikes |
| -- |
LISTENING: Listening for numerical information: online audio profiles |
| -- |
SPEAKING: Talking to an old friend -- Function: talking about present activities |
| -- |
WRITING: Simple sentences: using correct sentence structure (subject + verb + object) |
| -- |
PRONUNCIATION: Sounds: /n/ |
| -- |
GRAMMAR: Present progressive -- Function: using the present progressive to talk about our lives -- Present progressive VS. Simple present -- Function: using the present progressive and the simple present to talk about our lifestyles |
| -- |
VOCABULARY: Lifestyles adjectives -- Function: using adjectives to describe different lifestyles -- A green lifestyle -- Function: using verb collocations to describe a "green" lifestyle |
| -- |
LIFESKILLS: Self and society: making personal change -- Function: thinking about changes you want to make in your lifestyle |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 7 YOU HAVE TALENT! |
| Title |
READING: Reading for the main idea: a horoscope |
| -- |
LISTENING: Listening to a review of a TV show -- Functions: describing talents and abilities - talking about likes and dislikes |
| -- |
SPEAKING: Communication strategy: showing interest |
| -- |
WRITING: writing a personal reference -- Function: describing abilities and personal qualities |
| -- |
PRONUNCIATION: Words: can/can't |
| -- |
GRAMMAR: Can/Can't - Ability -- Function: using can and can't to talk about abilities -- Adverbs of manner -- Function: using adverbs of manner to talk about people's talents |
| -- |
VOCABULARY: Personality adjectives -- Function: using adjectives to describe people -- Talents and abilities -- Function: learning to talk about what people are able to do |
| -- |
LIFESKILLS: Work and career: working as a group to do a task -- Function: identifying strengths and weaknesses of each member of the group, to ensure that tasks are completed efficiently |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 8 SHOPPING AROUND |
| Title |
READING: Reading and completing a survey -- Functions: talking about shopping habits - talking about how much things cost |
| -- |
LISTENING: Listening for numerical information: product advertisements |
| -- |
SPEAKING: Asking to try on clothes in a store -- Functions: asking for help in a store - talking about how much things cost |
| -- |
WRITING: Compound sentences: using conjunctions to connect sentences (and, or, but) |
| -- |
PRONUNCIATION: Sentence rhythm: emphasis with this, that. these, those |
| -- |
GRAMMAR: This, that, these, those -- Function: using this, that, these, those to identify items of clothing -- Comparative adjectives -- Function: using comparative adjectives to compare gadgets |
| -- |
VOCABULARY: Clothes -- Function: learning to talk about what people wear -- Adjectives for describing gadgets -- Function: using adjectives to talk about technology |
| -- |
LIFESKILLS: Work and career: making choices -- Function: comparing different options to be able to make good choices |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 9 LET'S EAT! |
| Title |
READING: Scanning for specific information: restaurant advertisement |
| -- |
LISTENING: Listening to and taking phone messages -- Functions: understanding phone language - making plans to go out |
| -- |
SPEAKING: Communication strategy: using phone language |
| -- |
WRITING: Writing a restaurant review -- Functions: describing a restaurant - giving opinions and making a recommendation |
| -- |
PRONUNCIATION: Sentence rhythm: weak to |
| -- |
GRAMMAR: Count and noncount nouns with some, any, much, many -- Function: using quantifiers to talk about different amounts of food and drink items -- Verb phrases -- Function: using phrases like I'd like to, let's, and I have to to make, accept, and refuse invitations and suggestions and to express obligations |
| -- |
VOCABULARY: Food -- Function: learning to talk about different food and drink items and food groups -- Ordering in a restaurant -- Function: learning how to interpret menus and phrases to order food from a waiter |
| -- |
LIFESKILLS: Self and society: making a plan -- Function: making a list to be able to host a group meal |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 10 SPEAKING OF THE PAST |
| Title |
READING: Reading a survey -- Function: describing past experiences |
| -- |
LISTENING: Understanding the main idea: informal conversations |
| -- |
SPEAKING: Talking about a past experience -- Function: describing feelings toward past experiences |
| -- |
WRITING: Sequencing and connecting ideas: using connectives like first, then, after that, finally to sequence ideas in a text |
| -- |
PRONUNCIATION: Sounds: -ed endings |
| -- |
GRAMMAR: Simple past - Affirmative statements -- Function: using the simple past to describe a vacation -- Simple past - Questions and negative statements -- Function: using the simple past to ask about somebody's weekend |
| -- |
VOCABULARY: Adjectives with -ed and -ing -- Function: using adjectives to talk about feelings and states -- Memorable experiences -- Function: using verb collocations to talk about past experiences |
| -- |
LIFESKILLS: Study and learning: taking notes on a text -- Function: identifying the most important information in a description of historical events |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 11 GREAT LIVES |
| Title |
READING: Scanning for specific information: a short biography |
| -- |
LISTENING: Listening to a life story -- Functions: understanding biographical information - identifying key events in a person's life |
| -- |
SPEAKING: Communication strategy: Taking time to think |
| -- |
WRITING: Writing a short biography -- Functions: recounting biographical information - Talking about famous people and events |
| -- |
PRONUNCIATION: Sentence rhythm: Object pronouns |
| -- |
GRAMMAR: Simple past with when clauses -- Function: using the simple past with when to talk about the order of events in the past -- Direct and indirect objects -- Function: using object pronouns to avoid repeating nouns in a description of a person's life |
| -- |
VOCABULARY: Life events -- Function: learning to talk about key events in people's lives -- Historical events -- Function: learning to talk about key events in history |
| -- |
LIFESKILLS: Study and learning: brainstorming in a group -- Function: brainstorming to come up with ideas for subjects for a biography |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 12 IN THE NEAR FUTURE |
| Title |
READING: Reading a blog -- Function: thinking about intentions and resolutions |
| -- |
LISTENING: Understanding the main idea: an informal conversation |
| -- |
SPEAKING: Talking about plans and intentions -- Function: talking about vacation plans |
| -- |
WRITING: Sequencing and connecting ideas: using connectives life first, then, next, after, that, and finally to sequence ideas in a text |
| -- |
PRONUNCIATION: Words ending in -y + -ing |
| -- |
GRAMMAR: Present progressive as future -- Function: using the present progressive to talk about future plans and arrangements -- Going to -- Function: using going to to talk about future plans, intentions, and resolutions |
| -- |
VOCABULARY: Phrases with go -- Function: using gerunds and the verb go to talk about activities -- Intentions -- Function: using start and stop + gerund to talk about good and bad habits and intentions for the future |
| -- |
LIFESKILLS: Study and learning: analyzing strengths and weaknesses -- Function: evaluating areas for future improvement in learning English |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Irregular verbs and Pronunciation symbols |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Communicative wrap-ups |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar reference |
| 520 0# - SUMMARY, ETC. |
|---|
| Summary, etc. |
A ground-breaking general English course for adults. |
| 590 ## - LOCAL NOTE (RLIN) |
|---|
| Local note |
Set includes: 1 book, 1 DVD. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Textbooks for foreign speakers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Films for foreign speakers. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Taylore-Knowles, Joanne |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Taylore-Knowles, Steve |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Gil Vierma, Mariela |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://www.macmillanmind.com/">http://www.macmillanmind.com/</a> |
| Public note |
Publisher's Website. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://englishcentral.net/product/openmind-2nd-edition-level-1/">https://englishcentral.net/product/openmind-2nd-edition-level-1/</a> |
| Public note |
Distributor's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Matériaux mélangés |
