Take the complexity

out of teaching English

New general English course

for adults aligned to the revised
CEFR A1 C1 levels.
 Language Hub What is Language Hub?

Language Hub
is a new six-level
general English
course for adult
learners designed to BEGINNERBEGINNER

Student’s
BEGINNER
Student’sStudent’s
Book Student’s
+ access toBEGINNER
BEGINNER
Student’s Resource
Book Book

Student’s
BEGINNER
+ access to+
Book Centre
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access to
Resource
Student’s
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ELEMENTARY
ELEMENTARY

ELEMENTARY
ELEMENTARY
Student’sStudent’s
Book Student’s

Student’s Resource
Student’s
Book Book
ELEMENTARY
+ access to+
Student’s
ELEMENTARY
access to+
Book Centre
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access to
Resource
Student’s
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Student’s Resource
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Student’sStudent’s
Book Student’s

Student’s Resource
Student’s Student’s
Book Book
+ access to+ access to+ access to
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take the complexity

INGRID WISNIEWSKA
+ access toINGRID WISNIEWSKA
+ access toINGRID WISNIEWSKA
+ access to PETER
+ MAGGS
access PETER
to+ MAGGS
access toPETER MAGGS
+ access to DANIEL BRAYSHAW
+ access toDANIEL BRAYSHAW
+ access toDANIEL BRAYSHAW
+ access to
ED PRICE ED PRICE ED PRICE CATHERINE CATHERINE
SMITH CATHERINE
SMITH SMITH JOHN HIRD JOHN HIRD JOHN HIRD
Student’s Resource
Student’s Centre
Resource
Student’s Centre
Resource Centre Student’s Resource
Student’s Centre
Resource
Student’s Centre
Resource Centre Student’s Resource
Student’s Centre
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Student’s Centre
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INGRID WISNIEWSKA
INGRID WISNIEWSKA
INGRID WISNIEWSKA PETER MAGGS
PETER MAGGS
PETER MAGGS DANIEL BRAYSHAW
DANIEL BRAYSHAW
DANIEL BRAYSHAW
ED PRICE ED PRICE ED PRICE CATHERINE CATHERINE
SMITH CATHERINE
SMITH SMITH JOHN HIRD JOHN HIRD JOHN HIRD

out of teaching A1 A1 A1
A1 A1 A1
A2A2A2
A2A2A2
B1 B1 B1
B1 B1 B1
English.

It promotes effective
communication and
helps to build learners’
confidence with regular
INTERMEDIATE
INTERMEDIATE
INTERMEDIATE UPPER INTERMEDIATE
UPPER INTERMEDIATE
UPPER INTERMEDIATE ADVANCEDADVANCED ADVANCED

opportunities for
Student’sStudent’s
Book Student’s
Book Book Student’sStudent’s
Book Student’s
Book Book Student’sStudent’s
Book Student’s
Book Book
INTERMEDIATE
INTERMEDIATE
+ access to+ INTERMEDIATE
access to+ access to UPPER INTERMEDIATE
UPPER
+ access to
+ INTERMEDIATE
UPPER
+
access to INTERMEDIATE
access to ADVANCED
+ access toADVANCED
+ access toADVANCED
+ access to
Student’s Resource
Student’s Student’s
Book Centre
Student’s Resource
Student’s
Book Centre
Student’s Resource
Book Centre Student’s Resource
Student’s Student’s
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Book Centre Student’s Resource
Student’s Student’s
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JEREMY
+ DAY
access toJEREMY DAY
+ access toJEREMY DAY
+ access to LOUIS ROGERS
+ access toLOUIS ROGERS
+ access toLOUIS ROGERS
+ access to JEREMY DAY
+ access toJEREMY DAY
+ access toJEREMY DAY
+ access to
GARETH REESGARETH REESGARETH REES GRAHAM SKERRITT
GRAHAM SKERRITT
GRAHAM SKERRITT

meaningful practice.
Student’s Resource
Student’s Centre
Resource
Student’s Centre
Resource Centre Student’s Resource
Student’s Centre
Resource
Student’s Centre
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Student’s Centre
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Student’s Centre
Resource Centre

JEREMY DAYJEREMY DAYJEREMY DAY LOUIS ROGERS

LOUIS ROGERS
LOUIS ROGERS JEREMY DAYJEREMY DAYJEREMY DAY
GARETH REES
GARETH REES
GARETH REES GRAHAM SKERRITT
GRAHAM SKERRITT
GRAHAM SKERRITT

B1+B1+B1+ B2B2B2 C1C1C1

B1+B1+B1+ B2B2B2 C1C1C1

At its core is a well-balanced skills syllabus with clear

learning outcomes using a range of interesting topics,
and a functional language strand presented through
an entertaining video series.

v
8 FOOD AND DRINK 3 TR AvEL 5 WORK AND
To travel is to live. BUSiNESS
One cannot Hans Christian Andersen
A business that makes nothing
think well, love but money is a poor business.
well, sleep well, Henry Ford

if one has not

dined well.
Virginia Woolf

Designers making tough decisions at a studio in Berlin.

A selection of healthy fruit, vegetables and nuts. Canoeing through the early morning mist near port Angeles, Washington, UsA. v

OBJEC TIVES Work with a partner. Discuss the questions.

OBJEC TIVES
talk about the food you eat
talk about the food your family eats
talk about ingredients and recipes
order food in a restaurant
write an online restaurant review
Work with a partner. Discuss the questions.
1 What’s your favourite food?
2 Do you prefer eating at home or going to
restaurants? Why?
3 Are you good at cooking?
FOOD AND DRINK
OBJEC TIVES Work with a partner. Discuss the questions.
1 Look at the picture. What do you think they
1 What can people learn from travelling? discuss and give advice about employment skills and are doing?
talk about journeys and transport 2 Look at the picture. Do you enjoy doing career interests 2 Read the quote. Do you agree that a
tell a story about a journey outdoor activities?
discuss and suggest workplace benefits and changes business which makes money can still
3 Where is the last place you travelled to? be poor?
talk about the kind of holidays you like describe and evaluate a small business 3 What kind of business would you like to
ask for travel information and check understanding talk about environmental business ideas work for?
write an email about a travel experience structure a presentation
write a covering letter for a job application
WORK AND BUSiNESS 49
71 TR AvEL 21

9781380017154_book 4p.indb 49 27/06/2018 10:28

9781380016751_book 5p.indb 71 30/05/2018 09:24 9781380016959_ppi-178_book_5p.indb 21 01/06/2018 16:38

With Language Hub, producing interesting and

motivating lessons has never been easier.

51
 Language Hub Teacher’s Book Language Hub

Step-by-step instructions The Language Hub Teacher’s

Book really helps to take the
4 Work and education
complexity out of teaching
4 WORK AND
Education (n) someone’s
experience of learning or being

EDUCATION
English by offering:
taught
Synonyms: training (n), tuition (n)

foam Ask students to label the photo if

helmet you need time to set up the class.

home

Choose a job you

love and you’ll
Annotated ‘teach-off-the-page’ lessons
firefighter Firefighters at work in London, UK.
never have to work hose

a day in your life.

Confucius This quote suggests that when we
find a job that we love, it doesn’t
feel like work.

Firefighters at work in London, UK.

OBJEC TIVES
talk about jobs
Work with a partner. Discuss the questions.
1 Do you like your job?
2 Look at the picture. Do you think this is
4.1 What do you do? Talk about jobs
talk about the perfect job an easy job? Why/Why not? Confucius (551–479 BC) was a
talk about adult education and career development 3 Would you like to do this job?
Chinese philosopher, teacher V work and jobs G present simple yes/no questions; short answers P linking sounds: do/does
ask for someone and leave a message and politician. He believed in the
write an email asking for information
power of learning and argued
that individuals can create their VOCABULARY D SPEAK Work in pairs. Talk about your job or the job of
someone you know. Use the words and phrases in Exercise C
own selves and futures through
WORK AND EDUCATION 31
Work and jobs to help you.
self‑improvement.
9781380016751_book 5p.indb 31 30/05/2018 09:22 A Match the pictures (1–4) with the words in the box. 1 engineer A: I’m a designer. I don’t work in an office. I work from
2 teacher home.
doctor engineer pilot teacher
OBJECTIVES Put students into pairs or small groups to discuss the questions. 3 pilot B: My sister is a businessperson. She travels a lot for her
Monitor to help with grammar and vocabulary if required. B Go to the Vocabulary Hub on page 147.
4 doctor work. She always goes to different places.
Read the unit objectives to the class.
Encourage students to listen to each other and to extend the
UNIT OPENER QUESTIONS discussion with follow‑up questions. For whole‑class feedback, C Complete the sentences with the words in the box.
READING
ask two or three students to share their ideas with the class.
Ask students to look at the picture on the page and describe computer home meet meetings
A READ FOR GIST Read the interview. Are the sentences
what they see. Ask students what job this is (firefighter) and ask WORKSHEETS office travel (x2) wear (x2)
true (T) or false (F)? Correct the false sentences.
for suggestions of other tasks these people may have to do in
Lesson 4.1 What do you do?
their working day. Elicit any personal experience of this job 1 I sometimes travel for my job, but 1 He’s a nurse. He’s an engineer. T/F
(e.g. if a student has a friend or family member who is a Work and jobs. TB page W19 I usually work in an office . I go to
2 He works in an office. T/F
firefighter). Then ask what jobs the students, their families and Present simple yes/no questions; short answers. TB page W20 meetings and I meet a lot of different people. He never works
their close friends have, and write a list of job titles on the board 3 He sometimes works from home. T/F
Lesson 4.2 Good job! 2 I like my job because I meet new people from home.
in a column. every day. I wear a uniform. I don’t work 4 He loves his job. T/F
have to / don’t have to. TB page W21
Ask students to read the questions at the bottom of the page. in an office – I work in a hospital.
Time expressions. TB page W22 B READ FOR DETAIL Read the interview again. Find and
Check students understand the questions and write these travel
3 I always for my job, but I usually correct mistakes in the summary.
sentence stems on the board to help them: I like / don’t like my job Lesson 4.3 Learn something new work with the same people. I wear a
because … ; I would / wouldn’t like to do this job because … Matheus is an engineer. He works in an office, but he also
Question words. TB page W23 uniform and I go to a lot of different places.
Education collocations. TB page W24 home
goes to meetings and he visits hospitals. He doesn’t work 1
4 I usually work from .
I sometimes go out to meet people. I spend a lot of from home because he never needs to talk to other people.
He works for a small company in the USA. He never visits 2 3
time on my computer . 4
Work and Education tB31 any other countries. He says his job is easy, but he loves it
5
because it’s unusual.

9781380016782_U4.indd 31 20/09/18 12:20 PM Working Week – C SPEAK Talk to your partner. Do you think Matheus has got an
Out for lunch interesting job? Why/Why not?

Every week, we catch someone on their

Highlighted passages with correct

lunch break and ask them five quick
questions about their job.
This
answers for reading and listening tasks
What’s your job?
Ex A Q1I’m an engineer, like my brother.
week:
Matheus
Does your brother work for the Oliveira, 32
same company as you?
No, he doesn’t. He works for a big company
in the USA.
Do you work in an office?
Ex A Q2 Yes, I do. I also spend a lot of time out of the office.
Ex B 1 I go to meetings and I visit factories.

4.2 Good
Good job!
job! Talk about the perfect job
4.2
Do you work from home sometimes?
Ex A Q3 No, I don’t. I always need to talk to other people, so
PRONUNCIATION VOCABULARY
I don’t stay at home.
PRONUNCIATION C In pairs, students discuss the questions. Monitor and
Connected speech: have to
A Go through the instructions before playing the recording. Give
encourage students to ask follow‑up questions with Why/ Time expressions
Do you travel for work?
Why not?. For whole‑class feedback, ask students to share Ex B 2 Yes, sometimes. I work for a large company in
4.3 feedback as a class, highlighting that have and to link together A Listen to the questions. Is there a pause between ‘have’ A Read the sentences from the conversation. Match the
their ideas together. Ex B 3 Brazil, but I often go to the USA, China and Japan.
to sound like /’hæftə/. Model and drill the two example 4.3 and ‘to’? time expressions in bold with the times (1–5).
sentences, correcting any student that leaves a noticeable VOCABULARY 1 Do you have to work long hours? Ex A Q4toDo
I don’t have workyou
ninelike your job?
to five.
pause between have and to and/or uses a strong form of to. Ex B 4 Yes, I love it. It’s difficult, but it’s also
A Remind students that midday means ‘the middle of the day’. 2 Do employees have to eat in the company restaurant? I usually start work at midday.
B Play the recording, pausing after each question for students Students then match the other time expressions with the times. Ex B 5 interesting and exciting. I’m very lucky.
4.4 to listen and repeat. Make sure that they are saying /’hæftə/, B Listen and repeat the questions. I have to start really early in the morning.
Check answers as a class.
rather than leaving a clear pause between have and to, or 4.4 I don’t go to bed until midnight or later.
B Students work alone to complete the sentences and compare 1 Do you have to wear a uniform?
using the strong form of to. If this is a particularly strong group, …other days, I eat late in the afternoon.
answers in pairs. Check answers as a class. 2 Does he have to go to a lot of meetings?
you could revise that Do you is pronounced as /ʤʊ/. So in
Questions 1, 2, 3 and 4, the most natural pronunciation of Do C Write Do you have to work from nine to five? on the board. 3 Do they have to organise a lot of trips?
1 12 pm 32 midday
WORK AND EDUCATION
you have to is /ʤʊ’hæftə/. Ask students to identify the main verb in the question (work). 2 4 pm – 6 pm
4 Do you have to ask your boss for holiday?
Drill the question, making sure students pronounce have to
C Students work alone to write four questions with have to. 3 9 am – 5 pm
as /'hæftə/. C SPEAK Write four questions using have to. Work with a 9781380016751_book 5p.indb
32 32 30/05/2018 09:22
Monitor and check the grammar as they do this. Then model 4 12 am9781380016782_U4.indd 20/09/18 12:20 PM

the activity for the class by inviting individual students to ask In pairs, students write five more questions. Then put them partner and ask your questions.
into different pairs to ask and answer their questions. Use 5 5 am – 9 am
you one or two questions. Reply with a short answer and then A: Do you have to work at weekends?
add further information using have to. Students then work in Vocabulary Worksheet on TB page W22 for extra practice.
B: No I don’t! I only have to work nine to five, Monday B Complete the sentences with the time expressions from
pairs to ask and answer the questions. Monitor and encourage to Friday. Exercise A.
SPEAKING
Practical teaching tips
correct pronunciation.
A Go through the instructions. You could have a brief class 1 I work better at night. Sometimes I study late in the
LISTENING discussion about what things make a good job. Elicit ideas and LISTENING evenings, until or later.
A Focus students on the two pictures and ask them to describe write them on the board. Then, ask students to work alone to 2 I don’t have to work from , like my

and professional development ideas

write a list of five things which they think are important. A LISTEN FOR GIST Listen to the conversation between friends in offices. It’s great!
4.5 what they can see in each one. Ask them how the pictures
4.5 Hussam and Salah. Which picture is Hussam’s work?
are different. B Put students into groups of three or four. Students compare 3 I have lunch at every day. I start
Play the recording. Students listen to the conversation and their lists and together decide on a final list of five things. B LISTEN FOR DETAIL Listen again and complete each early in the morning, so I’m always hungry by then.
Encourage them to put them in order, deciding which is most

from the award-winning Macmillan

decide which picture shows where Hussam works. Explain that 4.5 sentence with one word. 4 I find it difficult to think .
take it easy means to relax and not do something that makes important, which is second‑most important and so on.
1 Hussan usually starts at midday. I just want to go home and relax.
you tired. Midday means 'the middle of the day' or 12.00pm. C Ask each group to share their list with the class. Encourage
2 He usually takes it easy in the . 5 I like to go for a run before I go
B Play the recording again. Ask students to complete the them to explain their choices and what was top of their
to work.

Books for Teachers series

4.5 sentences by writing one word in each gap. Students compare list. Finally, if you have time, you could conduct a class vote 3 He sometimes has at 1pm.
answers in pairs. Check answers as a class by playing the on what the class thinks is the most important thing for a 4 He can decide when to work. C SPEAK Work with a partner. Write five questions using
recording again. good job. the words and phrases from Exercise A. Ask and answer
5 He is self-employed so he works from .
the questions with your partner.
C SPEAK Work with a partner. Do you want a job like A: Do you have to work from nine to five?
Hussam’s? Why/Why not?
TEACHING IDEA by david Seymour
and Maria Popova AUDIOSCRIPT B: No, I can choose my own hours.
Vocabulary: What time do you …? 4.5
Use this activity to practise time expressions SPEAKING
Listening, Exercise A, page 173 1
When you hear these words, quickly make a question about S = Salah H = Hussam A PLAN Make a list of five things that make a good job.
what time I do the thing, e.g. train – What time do you catch the
train to work? Make a note of my answers. (Answer two questions
S: How’s your new job? 4.1 What do you do?
H: It’s great. I don’t have to work nine to five. I can
Talk about jobs 1 A big salary! 4.1 What do you do?
with lies and the rest truthfully.) 2 The people you work with.
choose my own hours.
work/lesson, get up, lunch break, home, bed, breakfast, bus/train V work and jobs
S: That’s great, so when do you work?
G present simple yes/no questions; short answers P linking sounds: do/does
B SPEAK Work in smallLEAD-IN
groups. Compare your ideas from READING
Two of my answers were lies. In pairs, decide which ones. Ex B Q1 H: I usually start work at midday. Why? When do Exercise A. Together, decide
Play on a top
an alphabet five Write
game. list. the letter ‘A’ on the board and elicit A Focus students on the text, and elicit what type of text it is
you start? jobs beginning with that letter (e.g. artist, accountant, etc). Repeat (an interview) and how students know this (there are questions
In pairs, ask each other questions in the same way, e.g. A – What
time do you get up? B – I get up at 11.
VOCABULARY
S: I start really early in the morning. Sometimes
D SPEAK Work in pairs. Talk about your job or the job of
someone you know. Use the words and phrases in Exercise C
C PRESENT Read your
thelist to thewith
process class.
theExplain
letter ‘B’your
. Next,ideas.
put students into small groups followed by answers, and the name and age of the person being
before six! Work and jobs to help you. and tell them you’re going to play an alphabet game. Give them interviewed is shown). Students then read the interview and
Ex B Q2 H: Urgh! I couldn’t do that!! I usually take it easy in the up to five minutes to think of as many jobs as they can for each answer the four questions. Allow a short time limit for this, to
A Match the pictures (1–4) with the words in the box. A: I’m a designer. I don’t work in an office. I work from
TEACHING IDEA by david Seymour
and Maria Popova morning, because I don’t go to bed until midnight
home.
letter of the alphabet. They should use the first half of the time encourage students to move through the text quickly. Check
or later. doctor engineer pilot teacher without any help. For whole‑class feedback, elicit students’ ideas, answers as a class.
Vocabulary: Workplaces S: When do you have lunch? B: My sister is a businessperson. She travels a lot for her writing up the jobs on the board and correcting them if necessary.
2 B Read through the task instructions with students, highlighting
Use this activity to develop work place vocabulary and to Ex B Q3 H: I have lunchBany Gotime I feel
to the like it. SomeHub
Vocabulary days,on
I have
page 147.
work. She always goes to different places. Award points to the group with the most jobs. that they need to read the interview more carefully now and
practise present simple questions with have to. lunch at 1 pm; other days I eat late in the afternoon. check the summary to find the seven mistakes. You could
C you
Complete
usually the sentences with the words in the box. VOCABULARY
Work in pairs. Imagine you have a job in one of these places.
Your partner will ask you yes/no questions to discover your job,
S: What time do finish work?
Ex B Q4 H: I finish when I want to. I don’t have to ask my boss.
READING A Students match the words in the box with the pictures. Check
pre‑teach the words factory (a building where goods are
computer home meet meetings produced) and engineer (someone who builds or designs things
e.g. A – I work in a hospital. B – Do you operate on people? A – No. It’s my decision. A READ FOR GIST Read the interview. Are the sentences answers as a class. Elicit some ideas on what each of these like bridges, roads or machines). Next, give students time to
office travel (x2) wear (x2)
I'm not a surgeon. B – Do you clean the floors? A – No. I'm not a S: That’s amazing. So you can leave whenever you like? true (T) or false (F)? Correct the false sentences. people does at work (e.g. a pilot flies a plane) to get an idea of complete the exercise alone before checking their answers
cleaner. A – Do you have to wear a uniform? B – No. I don't work H: No, I don’t leave.
1 I Istay where I am.
sometimes for my job, but the students’ language level in this area. with a partner. Give feedback as a class.
1 He’s a nurse. T/F
in a hotel. S: I don’t understand.I usually work in an . I go to B Direct students to Vocabulary Hub on page 147. Give them
2 He works in an office. T/F C Students discuss the question in pairs. Monitor, helping
a hospital, Disneyland, an airport, an office, a hotel, an EFL school Ex A H: I don’t work in an office. I’m self‑employed and Inow.
meetI a lot of different people. timeTalk aboutthe
to complete theexercise
perfect job
alone before checking answers with any new or challenging vocabulary. Give feedback,
Ex B Q5 work from home. 3 He sometimes works from home. T/F in pairs. Give feedback as a class.
2 I like my job because I new people encouraging class‑wide discussion. Add any useful emergent
every day. I a uniform. I don’t work 4 He loves his job. T/F C Give students time to complete the exercise alone, before language to the board.
tB35 Work and Education
in an office – I work in a hospital.
WORK
checking in pairs. GiveAND
feedback as a class. 35
EDUCATION
B READ FOR DETAIL Read the interview again. Find and
3 I always for my job, but I usually correct mistakes in the summary. D Model the activity by talking about your job using the language
work with the same people. I a in Exercise C. Then, put students into pairs to talk about their
9781380016751_book 5p.indb 35 30/05/2018 09:22
9781380016782_U4.indd 38 20/09/18 12:20 PM
uniform and I go to a lot of different places. Matheus is an engineer. He works in an office, but he also jobs or the jobs of someone they know. Monitor and assist as
goes to meetings and he visits hospitals. He doesn’t work required. Use Vocabulary Worksheet on TB page W19 for extra
4 I usually work from .
from home because he never needs to talk to other people. practice.
I sometimes go out to meet people. I spend a lot of
time on my . He works for a small company in the USA. He never visits
any other countries. He says his job is easy, but he loves it
because it’s unusual. TEACHING IDEA by david Seymour
and Maria Popova METHODOLOGY HUB by Jim Scrivener

Working Week – C SPEAK Talk to your partner. Do you think Matheus has got an
Vocabulary: Picture board
Use this activity to practise jobs vocabulary.
Deciding on your role while students do
an activity
Out for lunch interesting job? Why/Why not?
Work in two teams. Take turns to come to the board. I'm going Let’s distinguish two steps.
ELEMENTARY to give you a job. (Write it on a piece of paper or whisper it). You Step 1: The first 30 seconds: are they doing the task set?
Workbook with Answer Key
Every week, we catch someone on their have sixty seconds to draw pictures to help your team guess the Immediately after you have given the instructions for a task and
job. You mustn't write any letters, or speak. students start doing it, there is often an immediate need to
lunch break and ask them five quick
Language Hub is a six-level general English course for adults waiter, doctor, gardener, bricklayer, policeman, carpenter, check to make sure that students are doing the activity that you
questions about their job.
ELEMENTARY

that builds confidence through carefully structured activities

with regular opportunities for meaningful practice. At the core of soldier,artist, receptionist, chef, surgeon, farmer, vet, miner, nurse, asked them to do and have understood the basic mechanics of
This
Language Hub is a well-balanced skills syllabus with clear learning
outcomes, explored through a wide range of interesting topics. secretary the activity.
What’s your job?
I’m an engineer, like my brother.
Features of the course include:
• Engaging video
week:
• Communicative • A Student’s App
You could do this by quietly and relatively inconspicuously
wandering around the room, listening briefly to parts of the
TEACHING IDEA by david Seymour
Workbook with Answer Key

Matheus
content to show
functional language
Does your brother work for the in context. A sitcom
Oliveira, 32
same company as you?
series provides
realistic models for
learners’ own language
No, he doesn’t. He works for a big company
production. Authentic
video content provides
input for further
in the USA. practice, including
content from sources
speaking tasks which offers learners
at the end of each quick and flexible
and Maria Popova discussion from many groups and assuring yourself that
lesson and additional
practice when and
students are doing what they are supposed to. We could call this
writing skills
lessons designed
where they need it.
It also provides Vocabulary: Job clap
to improve lerners’ exposure to target
‘monitoring to check the mechanics’.
productive skills
covering a range of
language for class
preparation and
Use this activity to revise the vocabulary section. 
genres aligned to the consolidation. Step 2: The task itself
topic of each unit. Stand in a circle. Take turns to name a job, then the workplace
In many activities, the prime aim is for learners to get a chance
for that job, and then another job, and so on, e.g. A – pilot. B –

Easy-to-use Teacher’s App

Do you work in an office? such as The Guardian.
to work on their own, speaking fluently and trying out things
PETER MAGGS & CATHERINE SMITH

ELEMENTARY ELEMENTARY plane. C – baker. Clap your hands to this rhythm (demonstrate)
Yes, I do. I also spend a lot of time out of the office. Student’s Book Workbook with Answer Key without too much interference and correction. If they are doing
and give your answer on every fourth beat. If you miss the beat,
I go to meetings and I visit factories. + access to PETER MAGGS the task correctly, then possibly they don’t need you any more
Student’s Resource Centre CATHERINE SMITH
you are out.
once the task is under way. Your presence might actually be
Do you work from home sometimes?

provides everything
PETER MAGGS COMMON EUROPEAN FRAMEWORK
CATHERINE SMITH A1 A2 B1 B1+ B2 C1
an interference. If you are around and very visible, they might
No, I don’t. I always need to talk to other people, so look to you for language items and help whenever they hit a
I don’t stay at home. problem, whereas it might be more useful for them to struggle
Do you travel for work? A2 A2 a little and learn to make use of their own resources. So once an

a teacher needs in one

Including content from

activity is safely under way, your options often boil down to the
Yes, sometimes. I work for a large company in
Brazil, but I often go to the USA, China and Japan. following choices: monitor discretely or vanish.
In some tasks – especially those in which students might not
Do you like your job?

place (see page 6).

move forward quickly but need ongoing advice, support, input
Yes, I love it. It’s difficult, but it’s also and encouragement – you may find that some kind of more
interesting and exciting. I’m very lucky. active role is called for. In these cases, your best options are
probably to monitor actively or participate.

32 WORK AND EDUCATION Work and Education tB32

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25
 Language Hub Language Hub Student’s Book

All lessons end with a speaking activity providing regular

Language Hub opportunities for meaningful practice
is designed to boost
motivation and build
5.3 Don’t call us Answer questions on topics in which you are an expert

GRAMMAR
2.1 You
2.2 Spread
cantitle
do it!
V dependent prepositions; problems and solutions
Spread
Talksection
about an inspirational person
Talk about solving a problem
P word stress: verbs with two syllables
5.3

Deducing the meaning of words from context VOCABULARY

2.2

learners’ confidence and

G present and past ability S deducing the meaning of unknown words from context
Present perfect with for and since When you do not know the meaning of words Dependent prepositions (verb/adjective +
and phrases, you can use their context to help you for/of)
A WORK IT OUT Look at the sentences from Barry’s understand them.
interview and answer the questions. A Look at the phrases from 89-year-old seeks job and from the
Think about: comments. Are the words in bold verbs or adjectives? Complete
I left my old job in June. • What type of word or phrase is it (noun, adjective each phrase with for or of.
1 Does Barry still do his old job? or verb)?
1 look work

effective communication
2 is the action leave finished or unfinished? • Does it have a prefix (un-, im-) or suffix (-ment, -ion)?
2 prepare retirement
3 What tense is the verb leave in? • Where is it in the sentence and what other words
are near it? 3 typical this newspaper
I’ve worked at the call centre for six weeks.
• How does the word relate to the paragraph? 4 suitable a younger person
4 Does Barry still work at the call centre?
• What possible meanings of the word suit the topic 5 proud himself
5 is the action work finished or unfinished? of the sentence, paragraph and text? 6 aware this problem

in a variety of adult
6 What tense is the verb work in?
7 work a café
B Choose the correct words to complete the rules. E SPEAK Work in pairs. Look at the readers’ 8 ask part-time work
comments on the article. Do you agree or
present perfect and past simple disagree with them? Why? B Complete the questions with a verb or adjective from Exercise A.
1 We use the present perfect / past simple to talk about 1 What do you for in an ideal job?

general English
actions or situations that started and finished in the past. 2 Do you think age ever makes people more or less
2 We use the present perfect / past simple to talk about for some jobs?
actions or situations that started in the past, but are 3 Which of your achievements are you most of?
unfinished and so continue until the present. Comments
4 What big changes in your life are coming soon? How can you
for them?
C Look at the words in bold in the sentences from Barry’s Smart1
VOCABULARY

situations.
interview. Complete the rules with how long, for or since. Joe is an inspiration C SPEAK Work in pairs. Ask and answer the questions in Exercise B.
How long have you worked there?
work + preposition to us all! He should be
A Go to the Vocabulary Hub on page 148. very proud of himself
Actually, I’ve been here since 9 am.
for getting a job that
SPEAKING
You’ve been here for three hours? B SPEAK Work as a class. Talk to as many different people some would say is A Think of three people who should receive an award for inspiring
as possible in five minutes about their job or the job of more suitable for a others because of their special or unusual achievements.
present perfect with how long, for and since someone they know. Make notes for each person you younger person.
1 We use + present perfect to ask about the talk to. B Work in pairs. Discuss your choices and choose the most
duration of an action. Cassie: She works in IT for a software company. inspirational person. Make notes of your reasons for choosing
2 We use to talk about the point in time when She’s a computer programmer. She works in their ID2 that person.
something started, e.g. yesterday, I was young. city centre office. If no one had replied to C Work in groups. in pairs, give a short presentation about your
3 We use + present perfect to talk about a the advert, Joe could inspirational person, explaining why the person should win the
C SPEAK Work in pairs. Compare your notes. Which jobs
length of time until the present time, e.g. three hours, have thought about award. As a group, vote for who should win the award.
were the most unusual or interesting?
two weeks. volunteering. Mind you,
D Tell the class about your group’s choice. Why did the group feel

Magazine style unit openers

even those roles are
D Look at the sentence from Barry’s interview and choose SPEAKING HUB hard to find these days! the person was special? Did everyone in the group agree with
the vote?
the correct words to complete the rule. A You are going to talk about a topic in which you are
I’ve liked skydiving since I was a teenager. an expert. Consider the following areas: Jan1003
• your profession and/or studies The government should
since be more aware of this
• a skill you’ve learnt, e.g. cooking, skiing, car
After since we often use a verb in present perfect / past simple. mechanics, piano problem and work
with communities to
B PLAN Think of some questions you could ask your help people like Joe.
E Go to the Grammar Hub on page 130. classmates about their topics. Loneliness is a big
How long …? problem nowadays.
PRONUNCIATION What can/can’t you do?
has, have, for, since

11
C DISCUSS Work in a group. interview each student 4Kent
Listen and repeat. in your group about their expertise. What were

THE BODY
Though quite typical
5.8 the most interesting things you learnt about your
1 How long has he lived there? of this newspaper, it’s
classmates?
2 How long have you worked there? great that this issue is
in the news. We need
3 He’s lived there for three years.
to prepare for our
4 i’ve worked there since last summer. retirement now, so we
Answer questions on topics in which you are
can retire comfortably,
an expert
not serve coffee in our
WoRK 47 old age.
EXPERiENCES 19

9781380016959_ppi-178_book_5p.indb 47 01/06/2018 16:39 9781380017154_book 4p.indb 19 27/06/2018 10:25

Health is the greatest

possession.
Lao Tzu
The Teacher’s App provides authentic video content from The Guardian
newspaper, which offers further input for practice (see page 6).
A woman doing yoga on an empty beach.

OBJEC TIVES Work with a partner. Discuss the questions.

1 Read the quote. Do you agree?
talk about the body and health 2 Look at the picture. Is exercise part of your
talk about your experiences morning routine?
3 Where do you usually do exercise?
talk about sports and hobbies
ask for information
write a recommendation on a forum

THE BODY 101

9781380016751_book 5p.indb 101 30/05/2018 09:26

Clear learning outcomes

5 WoRK

There is no substitute for

hard work.
Thomas Edison

Electrical lineman Chen Qi cleans snow from a high-voltage

transmission tower, Baima Mountain, Wulong County, China.

OBJEC TIVES Work with a partner. Discuss the questions.

1 What do you like about your job or the
talk about the pros and cons of different jobs and say how subjects you study?
they help society 2 Read the quote. What do you think Edison

decide on the rules for a workplace or classroom meant? Do you agree with him?
3 Look at the picture. Would you like to have
answer questions on topics in which you are an expert this man’s job? Why/Why not?
give information about your work experience in a
job interview
write a covering email
WoRK 41

9781380016959_ppi-178_book_5p.indb 41 01/06/2018 16:39

53
 Language Hub Student’s Book
Café Hub
4.3
F
P
Language Hub
Part-time
clarify and ask for clarification; make and deal with complaints
intonation and stress

COMPREHENSION FUNCTIONAL LANGUAGE

A 00:00–02:30 Work in pairs. Watch the first part of the Clarifying and asking for clarification
video without sound and guess the answers to the A 01:48–04:49 Complete what Gaby says with the correct
questions. form of get, say, lose or catch. Then watch the clip and
1 How is Gaby feeling? check your answers. MILLY
2 What does Sam suggest?
Clarifying and asking for clarification
3 How does Gaby respond? Making and dealing w
1 What did you ?
4 What do they decide?
2 Sorry, I didn’t that. C 02:30-04:49 Put the words o
5 What misunderstanding do they have?

Comprehensive video input in the form of a sitcom series provides

correct position to complete
3 I don’t what you’re saying. the second part of the video
B Watch the first part of the video with sound
00:00–02:30
4 So you’re you want me to …
and check your ideas in Exercise A. What is the main Finding

a model for functional language in real-world situations.

5 You’ve me. Making a complaint
reason Sam gives for taking Gaby on? com
6 Why didn’t you just that? 1I’m sorry to 3What i
C 02:30-04:49 Watch the second part of the video and
bother you, problem
answer the questions.
but I’m afraid (exactly
B You are going to roleplay a similar situation. invent a
1 What does the customer complain about? there’s a problem What se
conversation.
2 What does the customer want Gaby to do? with … (I’m be the p
Student A: You are Sam. Begin with ‘… And remember to put afraid)
3 How does Gaby react to the situation? the plates under here.’
I want my money
4 Why does the customer ask to speak to Sam? Student B: You are Gaby. Ask for clarification and use phrases
1.4 Good morning 1.4 back, please.
Café Hub F Greet people and make introductions P word stress
5 How does Sam deal with the situation? from Exercise A. 2I’m not happy

with the service.

COMPREHENSION FUNCTIONAL LANGUAGE (really)
A Watch the video. Complete the information about Greeting people and making introductions
each person in the photo captions below. A Complete the phrases with the words in the box.
B Write a question about each person in Exercise A. bad fine Hi meet morning See too you MILLY SAM NEENA ZAC GABY USEFUL PHRASE
1 How old is Sam?
Say hello Greet people + reply
2 Where is Gaby from?
Hello. How are you? A Match the useful phrases in
3 Is Milly married? USEFUL PHRASES SPEAKING before or after them from th
1
Hi . Not too 3 .
C SPEAK Work in pairs. Close your books and ask A Match the useful phrases (1–3) with the replies (a–c). A PREPARE Walk around the class. Introduce yourself to
Hey! I’m 4 , thanks.
each other your question from Exercise B. your classmates.
Good 2 . Very well, thanks. 1 What would you like? a Thanks.
A: Hello, I’m Andreas. It’s nice to meet you.
How dare you! How’s yo
A: How old is Sam? 2 That’s £2, please. b Can I have a croissant to
B: He’s 34.
Good afternoon.
go, please? B: It’s nice to meet you, too. Leave it to me. Something
Good evening. 3 Take a seat.
Introduce people + reply Say goodbye c Here you go. B DISCUSS Work in pairs. Walk around the class. Greet the The customer is always r
This is … Bye. people you know and introduce your partner.
B 00:24–01:14 Watch part of the video again and check
A: Hello, I’m Andreas. It’s nice to meet you.
This is my friend … See 7 . your answers to Exercise A. 1
B: It’s nice to meet you, too.
It’s nice to 5 you. See you soon.
A: This is Nadia. 2
Nice to meet you, 6 . 8 you later.
PRONUNCIATION C PLAN You’re going to record a ‘selfie’ presentation.
B Watch the first part of the video again. Check your answers to Word stress Make notes about what you want to say. Then record it.
3
Exercise A.
A 00:24–01:14 Watch part of the video again and read
Introducing
4 Excuse me! Hello? Excuse
the conversation. Notice that the underlined words
are stressed. Hi! My name’s … I’m …
My name’s
1
Sam . Neena: Good morning. How are you Sam? My friends call me … I’m from …
I’m single/married … I’m a …
5
I’m 2 Sam: Not too bad. How are you?
and this is my café. Neena: I’m fine, thanks. This is my friend, Milly. customer is wrong.
My name’s Zac.
Sam: Hi Milly. Nice to meet you. D PRESENT Work in groups. Compare your presentations.
I know Milly: Nice to meet you, too.
6
My name’s
3 .
5 . the manager.
He’s a good friend. I’m B 00:24–01:14 Watch again and repeat the conversation.
I’m a lawyer. There 6 – Copy the word stress.
are 4
free rooms in my flat.
I’m from Seattle, but I B How do you say these usefu
live here in London. C SPEAK Work in groups of three.
Practise the conversation in Exercise A.
Remember to use the correct stress.

I’m Gabriela, but my

friends call me Gaby.
I love 7 ,
but I’m not from here. I’m
8 I’m Milly. I’m 25. I’m
. I’m from 9 .
a small town near Madrid.
I’m American. I love
clothes and I love
10 . Greet people and make introductions
➤ Turn to page 160 to learn how to fill in a form with
personal details.
46 CHANGE

8 ARRIVALS ARRIVALS 9

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9781380017154_book 4p.indb 46 27/06/2018 10:27 9781380017154_book 4p.indb 47

At the back of each book there is a Vocabulary

and Grammar Hub. Students are also encouraged An individual writing page for each
to use Communication Hubs for pair work activities. unit teaches a different writing skill and genre.

Vocabulary Hub
7 Writing Write a reply in an online discussion forum

10.2 Seasons and weather W comparing and recommending

A Label the images with the words in the box.

autumn spring summer winter

A Work in pairs and discuss the questions. C Read again. Which reply or replies …
1 Have you ever … 1 started with a clear recommendation?
a read an online discussion forum? 2 ended with a clear recommendation?
b asked a question on an online discussion forum? 3 introduced a third option?
1 2 3 4
c written a reply to somebody on an online discussion 4 thought about how the visitors will feel after their
B Match phrases (1–8) with pictures (a–h). Some phrases can go with more than one picture. forum? journey?
1 It’s cloudy. 4 It’s hot. 7 It’s sunny.
2 What kind of online discussion groups are you interested 5 missed some important information in the original
2 It’s cold. 5 It’s raining. 8 It’s windy.
3 It’s foggy. 6 It’s snowing.
in? Use the ideas in the box and your own ideas. message?
a b c d current affairs financial matters food 6 gave reasons to explain why their recommendation is
health and fitness music and film personal matters better?
product reviews and recommendations travel 7 suggested a way of using both options?

3 What’s good about using these websites? What’s bad D Look at the box. Choose DO or DON’T for each rule.
Grammar Hub about them?
Comparing and recommending
e f g
1.1 h
Present simple be: positive and negative
B Read the forum post and the three replies. Which reply
• We often use contractions when we speak. offers the best advice? What is the worst advice? 1 DO / DON’T start with a clear recommendation. (I think
Positive Negative
I am in this class. I am not in this class.
I am 20 years old. ➞ I’m 20 years old. you should …; I strongly recommend …)
I • In the negative contraction, we can also say: You’re not, He’s not,
I’m in this class. I’m not in this class. She’s not, etc. Hi. We have some relatives from abroad coming to stay 2 DO / DON’T say it depends. The writer is asking you for
he/she/it
She is South Korean. He is not South Korean. She isn’t 24 years old. OR She’s not 24 years old. next week. I want to take them out for a meal when they a recommendation, so don’t make their decision more
She’s South Korean. He isn’t South Korean.
Be careful! Message
arrive after their long flight. I’m not sure whether to take complicated.
They are from Japan. We are not from Japan.
you/we/they
• We use you for one person and more than one person. from them to an expensive restaurant or a fast-food joint. 3 DO / DON’T use comparatives to show why your option is
➤ Go back to page 95. They’re from Japan. We aren’t from Japan.
Jo493 I’ve asked them
• We use be to talk about states, facts and personal details, Tony, you’re in this class. better. (It’s much quicker and easier …)
10.3 Phrasal verbs e.g. name, nationality, age or status. Tony and Paola, you’re in this class. which they prefer,
• 4 DO / DON’T just talk about what you prefer.
Choose the correct phrasal verbs to complete the text. We use a noun or subject pronoun (I, you, etc) before the and they say they
verb be. Around two years ago, my husband and I went
don’t mind … 5 DO / DON’T show that you have thought about the
He’s South Korean.
hiking NOTWhen
in Austria. Is South
we 1Korean.
set off / gave up, it
was quite cold, but then it got hotter and I but perhaps people in the situation. (They might be stressed after their
2put on / took off my jacket. The mountain air felt
they’re just being flight, so …)
so nice! We walked for a really long time. In fact,
we got lost! We 3found out / looked for our car, polite. What do 6 DO / DON’T give reasons for your recommendation.
1.2 but we couldn’t find it. We met a man and we
Present simple be: questions
you recommend? 7 DO / DON’T add extra suggestions.
tried to talk to him. We wanted to 4find out / look
• In negative short answers we can also say: No, you’re not.,
Question
for where the nearest short
Positive village was,Negative
but he didn’t
short
No, he’s not., No, she’s not., etc. 3 Comments 8 DO / DON’T end with a clear recommendation. (… is far
understand answer
us. In the evening, it got
answerreally cold. I
5 better.)
Am I in thisput on / took
class? Yes,off myare.
you jacket, but No,
it wasn’t enough.
you aren’t. Be careful!
We were frightened and we were ready to
Are you married? Yes, I am.
6set off / give No, I’m not. • In positive short answers, we don’t use contractions.
up, but then we found a village! The
It depends. Expensive restaurants serve better food, but
Communication Hub
Is he/she/it French?
police officerYes,
toldhe/she/it is. carNo,
us that our washe/she/it isn’t.
only three Yes, she is. NOT Yes, she’s.
Are we in minutes’
this class?walk
➤ Go back to
Are you married?
from
Yes,
Yes,page 97.
we are.
the police
you/we are. station!
No, you/we aren’t.
No, we aren’t. Question word + be + subject + ?
of course they’re much more expensive than fast-food
joints. On the other hand, I like fast food because it’s a
WRITING
Are they friends? Yes, they are. No, they aren’t. Age How old are you?
Reply from
Miss lot faster than food from a restaurant. Why don’t you ask A Read the forum post. What are the two options? Make
• In questions, the subject pronoun (I, you, etc) comes after 2.2 Student
Place Afrom?
Where are you and B Orange them what they want to eat? Or how about cooking a notes of some arguments for and against each option.
152 VOCABULARY HUB the verb be.
Student AWhat’s
Thing
– look your name?
at the photos. Choose one person and describe them to your partner. meal for them instead?
Am I in this class? NOT I am in this class? Student B – listen and guess who your partner is describing.

9781380016751_book 5p.indb 152 30/05/2018 09:27

Then switch roles. I want to organise a dinner party for about 20 people
1 2 3 4 5 6 7 8 I strongly recommend taking them for a nice meal at from work and their families. I like the idea of a pot
an expensive restaurant. It’ll make them feel special luck dinner party, but I’ve heard they don’t always
1.3 a/an and plural nouns; this, that, these, those With a singular This is my bag and welcome, and it should make an excellent first work well. Maybe I should just cook all the food
• We use a/an with singular nouns. Reply from
this noun that’s near here.
hungry_al impression on them. They might be stressed after their myself. What do you recommend?
• We use a with nouns that begin with a consonant sound
(e.g. s, w) and an with nouns with a vowel sound (a, e, i, o, u). flight, so they might want to go somewhere quiet and
➤ Go back to page 15.
With a singular That is Paola’s bag
a sandwich noun that’s far over there.
relaxing. You could always take them to a fast-food joint
that
a
a wallet 5.3 Student A and B later during their stay with you – it’s a nice thing to do B Which option will you recommend? Write your reply
an email DISCUSS Work in pairs.
WithAnswer
a plural the
nounquestions about
These are our buildings (1–6). Use the adjectives in the box to help you. with somebody you already know well. But for that first (100–150 words).
an
an airport 1 Describe that’s near
the buildings.
these bags3 here.
Which building is your favourite? Why? meeting, an expensive restaurant is far better.
• We don’t use a or an with plural nouns. 2 What happens inside? 4 Which building don’t you like? Why?
C Work in groups. Read each other’s replies. Did everyone
Singular Plural amazing beautiful With
big a boring cool Those
plural noun are yourfunny
interesting modern old small strange tall terrible ugly I think you should take them for some fast food. After a
that’s far bags over there. follow all the rules in the skills box? Who wrote the best
Add -s. those
pen pens
1 2 3
long journey, they’ll be tired and hungry, so they’ll want recommendation?
Add -es to nouns address addresses
that end -s or -ch. • In questions, the verb be comes before this, that, these or those. Reply from
to eat as quickly as possible. Another thing to remember
watch watches
Change -y after a country countries Is that your bag over there? NOT That is your bag over Stewpot is that your visitors might not feel very fresh and clean
consonant to -ies. nationality nationalities
there? after their journey, and they may not have suitable
Some nouns are man men clothes for a nice restaurant. So you’ll have to take them
irregular. child children home first so they can change their clothes … and that
person people 4 5 6 could take hours. It’s much quicker and easier if you
take them for some simple food at a fast-food joint.
122 GRAMMAR HUB After all, you can always take them to your favourite
restaurant the next day. Good luck!
9781380016751_book 5p.indb 122 30/05/2018 09:27

➤ Go back to page 47. 162 WRiTiNG

6.1 Student A and B
A SPEAK Work in pairs. Look at the What’s on? guide
below and choose one thing to do together at the
weekend. Explain what you like and don’t like to help City Guide 9781380017154_book 4p.indb 162 27/06/2018 10:35
you decide.
A: Let’s go out this weekend! Cinema
B: Good idea. What’s on? French film festival ★★★
A festival of French cinema, with famous films like
A: There’s a rock concert in the park on Saturday.
Amélie, That Man from Rio and Two Days in Paris.
B: Oh, I don’t like rock music. Let’s go to a nightclub.
I love dancing.
Art
A: Sorry, I’m a terrible dancer! Van Gogh – the last years ★★★★★
B SPEAK Have a class vote. Which events are popular? An exhibition of Van Gogh’s paintings from 1888 to 1890.
➤ Go back to page 53.
Clubs
70s disco ★★★★
The 70s disco craze continues. Dance all night to your
favourite tunes!

154 COMMUNICATION HUB

9781380016751_book 5p.indb 154 30/05/2018 09:27

45
 Language Hub Language Hub Student’s App

Each Student’s Book

includes a code for
the innovative Student’s
App, which offers learners
quick and flexible practice
opportunities whenever
ELEMENTARY
Student’s Book
+ access to
Student’s Resource Centre

and wherever they need it.

PETER MAGGS
CATHERINE SMITH

A2

Student’s Book Student’s App

Students can access grammar and vocabulary activities either

in practice mode or a more difficult challenge mode against the clock.

Through the App students can

also access the video and audio
for the course.

The App allows teachers to assign

homework directly to their students’
devices and alert them when they
have activities to complete.

55
 Language Hub Teacher’s App Language Hub

Each Teacher’s Book

comes with
the Teacher’s App,
which provides everything
Teacher’s App
a teacher needs for their
class in one place.
ELEMENTARY
Teacher’s Book
PETER MAGGS
CATHERINE SMITH

A2

Teacher’s Book Teacher’s App

The App enables teachers to deliver truly engaging lessons with

content provided in a format that makes classroom presentation easy.

5.4 Moving in 5.4

Café Hub F Ask for and give directions P stress and intonation

COMPREHENSION FUNCTIONAL LANGUAGE

A Watch the video without sound. Tick (✓) the Asking for and giving directions
items you see. A Label pictures (1–4) with the directions in the box.
café library
Go straight on Turn right Turn right at the café Turn left MILLY SAM NEENA ZAC GABY
chair park
cinema plant
1 2 3 4
fridge sofa PRONUNCIATION SPEAKING
gym supermarket Stress and intonation DISCUSS Work in pairs. Ask for and give directions using
house table A 00:00–00:47  Watch the first part of the video again. the map. Use some of the Functional language and the
lamp theatre Listen to the conversation between Gaby and the prepositions in the box to help you.
passer-by. Notice the stress and intonation. behind between near next to on
B SPEAK Work in pairs. Ask questions to check
your answers to Exercise A. Gaby: Excuse me, is there a cash machine A: Excuse me. Is there a school near here?
A: Is there a gym? near here?
B Match the directions in the box to images (1–4). B: Sure, take the second turning on the left.
B: No, there isn’t. Is there a café? Passer-by: Sure. Go straight on to the end of
Asking for Excuse me, is there a cash machine near here? the road. Turn right at the café.
A: I’m not sure … And the cash machine is next to
directions Excuse me, can you tell me the way to Park Road?
C Watch the video with sound and choose the the supermarket.
Go straight on to the end of the road.
correct option to complete the sentences.
Giving Go past the shops. B 00:00–00:47  Watch again and repeat the conversation.
1 Gaby gets / doesn’t get cash. directions Take the third turning on the left. Copy the stress and intonation.
2 Gaby loses / doesn’t lose her phone.
The cash machine is next to the supermarket.
3 Gaby has to / doesn’t have to ask for directions C SPEAK Work in pairs. Practise the conversation in
twice. Exercise A. Remember to use the correct stress and
C SPEAK Work in pairs. Take turns giving directions from your
intonation.
4 Gaby can / can’t find her door key. school to:
5 Gaby spends / doesn’t spend the evening with • a cash machine • a train station • a coffee shop
Neena.
AD
RO
W
PARK STREET

YE
1 2 3 4
Cinema
Museum Gym

OLD STREET School

Theatre SCHOOL ROAD

Cash Machine
MARKET SQUARE

Underground
MAPLE DRIVE
Café
Library

HOLLY ROAD Restaurant

RIVERSIDE
You ROAD
are
here

Park
ESCENT

Easy access to the course video and

CR

R Hospital
RIVE G
RE

Ask for and give directions

EN
ST
RE E

➤ Turn to page 164 to learn how to

T

write a description of a place.

additional authentic video clips including 48 PLACES

9781380016751_book 5p.indb 48 30/05/2018 09:23 9781380016751_book 5p.indb 49

PLACES 49

30/05/2018 09:23

content from The Guardian newspaper.

65
 Take the complexity
out of teaching English
with the perfect blend
of easy-to-use resources.

For STUDENTS For TEACHERS

ELEMENTARY
Workbook with Answer Key

Language Hub is a six-level general English course for adults

ELEMENTARY

that builds confidence through carefully structured activities

with regular opportunities for meaningful practice. At the core of
Language Hub is a well-balanced skills syllabus with clear learning
outcomes, explored through a wide range of interesting topics.

Features of the course include:

• Engaging video • Communicative • A Student’s App Teacher’s App
Workbook with Answer Key

content to show speaking tasks which offers learners

functional language
in context. A sitcom
series provides
realistic models for
learners’ own language
production. Authentic
video content provides
ELEMENTARY input for further
Student’s Book practice, including
content from sources
+ access to such as The Guardian.
at the end of each quick and flexible
lesson and additional practice when and
writing skills where they need it.
lessons designed It also provides
to improve lerners’ exposure to target
productive skills language for class
covering a range of preparation and
genres aligned to the consolidation. ELEMENTARY
topic of each unit. Teacher’s Book
PETER MAGGS
PETER MAGGS & CATHERINE SMITH

Student’s Resource Centre CATHERINE SMITH

ELEMENTARY
PETER MAGGS
Workbook with Answer Key
CATHERINE SMITH PETER MAGGS
CATHERINE SMITH

COMMON EUROPEAN FRAMEWORK

A1 A2 B1 B1+ B2 C1

A2 Including content from A2 A2

Student’s Student’s Workbook Teacher’s Teacher’s

Book App with/without key Book App

BEGINNER
BEGINNER ELEMENTARY
ELEMENTARY

All components aligned to the revised CEFR

Student’s
Student’s Book
Book Student’s
Student’s Book
Book Student’s
Student’s Book
Book
++ access
access to
to ++ access
access to
to ++ access
access to
to
Student’s
Student’s Resource
Resource Centre
Centre Student’s
Student’s Resource
Resource Centre
Centre Student’s
Student’s Resource
Resource Centre
Centre

INGRID
INGRID
INGRID WISNIEWSKA
WISNIEWSKA
WISNIEWSKA PETER
PETER
PETER MAGGS
MAGGS
MAGGS DANIEL
DANIEL
DANIEL BRAYSHAW
BRAYSHAW
BRAYSHAW
ED
ED
ED PRICE
PRICE
PRICE CATHERINE
CATHERINE
CATHERINE SMITH
SMITH
SMITH JOHN
JOHN
JOHN HIRD
HIRD
HIRD

A1 A2 B1

BEGINNER
BEGINNER ELEMENTARY
ELEMENTARY INTERMEDIATE
INTERMEDIATE UPPER
UPPER INTERMEDIATE
INTERMEDIATE ADVANCED
ADVANCED
Student’s
Student’s Book
Book Student’s
Student’s Book
Book Student’s
Student’s Book
Book Student’s
Student’s Book
Book Student’s
Student’s Book
Book Student’s
Student’s Book
Book
++ access
access to
to ++ access
access to
to ++ access
access to
to ++ access
access to
to ++ access
access to
to ++ access
access to
to
Student’s
Student’s Resource
Resource Centre
Centre Student’s
Student’s Resource
Resource Centre
Centre Student’s
Student’s Resource
Resource Centre
Centre Student’s
Student’s Resource
Resource Centre
Centre Student’s
Student’s Resource
Resource Centre
Centre Student’s
Student’s Resource
Resource Centre
Centre

INGRID
INGRID
INGRID WISNIEWSKA
WISNIEWSKA
WISNIEWSKA PETER
PETER
PETER MAGGS
MAGGS
MAGGS DANIEL
DANIEL
DANIEL BRAYSHAW
BRAYSHAW
BRAYSHAW JEREMY
JEREMY
JEREMY DAY
DAY
DAY LOUIS
LOUIS
LOUIS ROGERS
ROGERS
ROGERS JEREMY
JEREMY
JEREMY DAY
DAY
DAY
ED
ED
ED PRICE
PRICE
PRICE CATHERINE
CATHERINE
CATHERINE SMITH
SMITH
SMITH JOHN
JOHN
JOHN HIRD
HIRD
HIRD GARETH
GARETH
GARETH REES
REES
REES GRAHAM
GRAHAM
GRAHAM SKERRITT
SKERRITT
SKERRITT

A1 A2 B1 B1+ B2 C1

A1 A2 B1 B1+ B2 C1

Upper
Beginner Elementary Pre-intermediate Intermediate Advanced
Intermediate
Student’s Book with Student’s App
INTERMEDIATE
INTERMEDIATE
Student’s
Student’s Book
Book 9781380016508
UPPER
UPPER INTERMEDIATE
INTERMEDIATE
Student’s
Student’s Book
Book 9781380016706 9781380016904
ADVANCED
ADVANCED
Student’s
Student’s Book
Book 9781380017109 9781380017307 9781380017505 Elementary, Pre-intermediate
++ access
access to
to ++ access
access to
to ++ access
access to
to
Student’s
Student’s Resource

Workbook with Key

JEREMY
JEREMY
JEREMY DAY
GARETH
GARETH
DAY
DAY
GARETH REES
REES
REES
Resource Centre
Centre Student’s
Student’s Resource

9781380016539
LOUIS
LOUIS
LOUIS ROGERS
ROGERS
ROGERS
Resource Centre
Centre

9781380016737
Student’s
Student’s Resource

9781380016935
JEREMY
JEREMY
JEREMY DAY
GRAHAM
GRAHAM
DAY
DAY
Resource Centre

GRAHAM SKERRITT
SKERRITT
SKERRITT
Centre

9781380017130 9781380017338 9781380017536 and Intermediate in June 2019

Workbook without Key 9781380016546 9781380016744 9781380016942 9781380017147 9781380017345 9781380017543 Beginner, Upper Intermediate
B1+Teacher’s App
Teacher’s Book with B2
9781380016522 9781380016720 C1
9781380016928 9781380017123 9781380017321 9781380017529 and Advanced in January 2020

To download free samples, please visit:

macmillanenglish.com/languagehub
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