MKT Cat ELT 2022 YoungAdult

ELT Catalog 2022
Young Adults
Education for Sustainable
Development and Citizenship
We recognize the role that educators play in shaping young minds to create
a fairer and more sustainable vision for our future.
That’s why we have designed the Education for Sustainable Development and
Citizenship Program.
It helps English teachers to share knowledge, develop skills, and promote attitudes
and actions that can bring about positive and lasting change.
KNOWLEDGE
Understanding precedes change.
SKILLS
The power to act skillfully comes
from the right skills set.
Every text
is an opinion.
Every lesson ATTITUDES & ACTIONS
is an opportunity. Sometimes all it takes to make a
difference is one inspiring idea.
Mariela Gil,
Global Methodologies Publisher
Keen to learn more about the program?

Visit macmillanenglish.com/esdc
Young Adults 2022 Contents
Breakthrough Plus
PAGE 10
2nd Edition
PAGE 13
Speak Your Mind
American Inside
PAGE 17
Out Evolution
American
PAGE 21
Language Hub
Languague Hub
PAGE 24
Skillful
PAGE 25
Second Edition
CEFR
Common European A1 A1+ A2 B1 B2 C1
Framework of Reference
Preliminary Advanced
Key (KET) First (FCE)
(PET) (CAE)
(CEFR) Common European Framework of Reference

ALSO AVAILABLE
Fourth Edition
Ready for PAGE 29
Français Langue Étrangère
Délfi PAGE 31
This course is supported by

Macmillan Education 360 program
ICONS KEY
FULLY FLEXIBLE OFFER INKS STUDENT'S APP RESOURCE CENTER PRESENTATION KIT
Digital components With gamified Additional downloadable Interactive presentation
configured to support language practice content for teachers material for use on a
fully online, blended, or NAVIO and/or students screen by the teacher
hybrid lessons
Student
DIGITAL WORKBOOK/ BRITISH ENGLISH AMERICAN ENGLISH INTERNATIONAL

ACTIVITY BOOK Available in Available in ENGLISH
Additional practice BritishEnglish American English A variety of English
activities with automatic Language versions from
scoring around the world
Scope & Sequence
Breakthrough Plus 2nd Edition A1 B2
Intro Level 1 Level 2 Level 3 Level 4
• Verb be – am / are • Simple present • Simple present • Simple past regular and • Past tenses: simple past
•A ffirmative / negative / • I / you / we / they • Adverbs of frequency irregular; used to and past progressive
questions and short • Yes / no questions • Present progressive • Present perfect and • Present perfect simple
answers • He / she • Like / love / hate… –ing simple past; since / yet and progressive
• Verb be – is • Do / does • Making requests • Gerund; verb + –ing • Zero, first, and second
• Wh– questions • Wh– questions • Asking for permission • Too much / many / not conditionals
• Possessive adjectives • Time expressions • Simple past enough • Verb patterns
•S ingular and plural nouns • At / in • Time expressions: last • Will / won’t for prediction • Reported speech
• This / these • Can / can’t for ability / ago • May / might for possibility • Passives, have something
• Possessive 's • Like + verb / noun • Future plans, decisions: • First conditional done, need + –ing
• Like + noun / verb • There is / there are going to / will • Future time clauses • Mixed modal verbs:
• Simple present • Can / can’t for possibility • Obligation • When / unless / as soon permission, obligation,
• I / you / we / they • Asking for and giving • Have to / don’t have to as prohibition
• There is / there are directions • Possibility can / can’t • Make and do • Relative clauses
•Q uestions and short • How much is this / that? • Present perfect • Defining relative clauses • Third conditional
answers • Present progressive • Ever / never • Who / which / where • If only / I wish + past
•S imple present he / she • Affirmative and negative • Advice and suggestions: • Narrative tenses perfect
• Yes / no questions questions should / shouldn’t, Why • Participles as adjectives • Should have
• Present progressive • Be like and look like don’t you…? • Second conditional • Present tense for future,
• Some / any • Making invitations • Comparatives and • I wish + simple past going to / will
•C ountable and • Time expressions next, superlatives • Modals of deduction • Future progressive and
uncountable nouns for / ago • Present perfect • Could / might / must perfect
• Simple past questions • For / since / just / yet / • Simple present and • Question forms
• Going to for intentions already simple past passive • Articles: a / the, zero
• Want to / would like to article
Speak Your Mind A1 B2+

Starter Level 1 Level 2 Level 3 Level 4 Level 5
•B e statements • Be statements and • Past progressive • Stative and dynamic • Question forms • Nominal clauses
•S ubject pronouns yes / no questions • Past progressive vs. verbs • Tense review • Comparatives and
and be statements • Information simple past • Expressing ability • Present perfect superlatives
• Yes / no questions questions with be • Quantifiers • Tag questions and present perfect • Narrative tenses
with be • Articles a, an, and no • Enough / not • Articles progressive • Future in the past
• Be information article enough • Future time clauses • Used to, would, get • Future structures
questions • Possessive • Indefinite pronouns • Present perfect used to, be used to • Negative inversion
• A / an singular and adjectives and ’s / s’ • Used to progressive • Narrative tenses • Conditionals
plural nouns • Simple present • (Not) as … as • Infinitives with to • Alternatives to if in without if
•T here is / there are statements and yes • Superlative • Separable and conditionals • Wishes and regrets
•S imple present / no questions adjectives non-separable • Future forms • The passive voice
statements • The imperative • Modals of intention, phrasal verbs •F uture perfect, • Passive reporting
• Yes / no questions • Simple present offer, and prediction • Present and future future progressive, structures
with simple present information • Modals of request hopes and wishes and future perfect • Past modals of
• Adverbs of questions and permission • Past perfect progressive speculation and
frequency • Frequency adverbs • Present perfect with • Defining relative • The passive voice deduction
• Simple present • Adjectives for and since clauses causative have and • –ing forms and
information • There is / there are • Present perfect with • Should / shouldn’t get infinitive forms
questions • Present progressive ever and never have • –ing and infinitive • It clefting
• Imperatives • Present progressive • Present perfect with • Past perfect for forms • What clefting and all
• This / that / these / vs. simple present already, yet, and just wishes about the • Obligation, clefting
those • Can / can’t (ability) • Present perfect and past prohibition, and • Adjective clauses
• Can / can’t • Adverbs of manner simple past • Third conditional permission with complex
• Possessive 's • Gerund phrases as • Indirect questions • Wish and if only relative pronouns
subject and object
This scope & sequence is illustrative, and is designed to give an overview of the main grammar and vocabulary presented in each series.
For a full scope & sequence of a specific series please contact your sales representative.
• Present progressive • Countable and • Verb + gerund or • So, such, too, • Past modals of • Pronouns and
statements uncountable nouns infinitive enough deduction determiners
• Have • This / that / these / • Future forms • Modals of deduction • Order of adjectives • Noun phrases
• Some and any those • Future possibility • Reported speech: • Adjective clauses • Participle clauses
• Verb + infinitive or and certainty statements, • Determiners and and verbless clauses
gerund • Zero and first questions quantifiers • Discourse markers
• Should / could conditional • Causatives with • Reported speech • Ellipsis and
for advice and • Second conditional have, get, and make • Reporting verbs substitution
possibility • Simple present • Verbs with gerund,
• Simple past passive infinitive, or both
(affirmative • Simple past passive • Passive voice
statements) • Comparative and
• Simple past superlative adverbs
(negative statements
and questions)
• Going to
• Direct and indirect
objects
• Comparative
adjectives
• Review of tenses
American Language Hub & Language Hub A1 C1

• Simple present to be • Simple present • Question forms •S imple present and •Q uestion forms • Nominal clauses
• Possessive to be: positive, • Indefinite pronouns present progressive •P resent perfect • Comparatives and
adjectives negative, • Adverbs of degree •S ubject and object and present perfect superlatives
• Wh- questions and questions • Simple present and questions progressive • Future structures
with to be • Nouns; this, that, present progressive •P resent perfect •U sed to, would, get • Negative inversion
• A / an and plural these, those • Simple past: regular and simple past used to, be used to • Conditionals
nouns • Possessive and irregular verbs •P resent and past •A lternatives to if without if
• This, that, these, adjectives and • All / some / most / ability, habits, and in conditionals • Wishes and regrets
those apostrophes no / none states • Future forms • Passive voice and
• Have / has • Have / has • Simple past and past •A rticles and • Passive voice reporting structures
• Simple present • Simple present progressive quantifiers causative have and • Past modals of
questions positive and • Verb + -ing and •F uture forms, get speculation and
• Adverbs of negative to + base form making predictions • -Ing and infinitive deduction
frequency • Adverbs of • Be going to + base • Passive voice forms • -Ing and infinitive
• There is / there are, frequency form and present •M odals of obligation • Obligation, forms
some and any • Simple present: yes progressive for the •P resent perfect prohibition, and • It, what, and all
• Can / can’t / no questions, future progressive had to / permission clefting
• Possessive ’-s short answers • Subject and object needed to • First conditional • Adjective clauses
• Present progressive • Have to / don’t questions •C omparatives and with different with complex
• Adjective order have to • Can, could, be superlatives future forms, unreal relative pronouns
• Simple past forms • Question words able to • Adjective clauses conditionals • Pronouns and
• Like / love / hate / • Simple past: regular • Must, have to, can •Z ero, first, and • Wish and if only determiners
enjoy + verb + -ing and irregular verbs • Present perfect: for, second conditional • Past modals of • Participle and
• Object pronouns • Simple past: since, just, already, • Reported speech deduction verbless clauses
• Countable and negative and yet •T hird conditional • Order of adjectives • Discourse markers
uncountable nouns questions • Quantifiers too and would have + past and clauses
• Present progressive • Some, any, much, enough participle • Determiners and
many, and a lot of • -Ing forms • Hopes and wishes quantifiers
• A / an, the, no article • Articles / no article •R eported speech,
• Simple present vs. • Reflexive pronouns reporting verbs
present progressive • First and second
• Object pronouns conditional
• Comparatives, • Essential adjective
superlatives clauses
• Verb + infinitive • Gerunds
• Present perfect vs. • Comparatives
simple past and superlatives
• Going to / will structures
for predictions • Passive voice and
reported speech
• Past perfect
This scope & sequence is illustrative, and is designed to give an overview of the main grammar and vocabulary presented in each series.
For a full scope & sequence of a specific series please contact your sales representative.
A HISTORY OF COMMITMENT
WITH EDUCATION
5 by Macmilla
n 186 n.
do
he
s 179 years ago, in 1843, brothers Daniel and Alexander Macmillan founded
li
ub
a publishing company to champion great writing. They soon made their

sp
mark on the literary world, publishing works by Lewis Carroll, Alfred

Wonderland wa
Lord Tennyson, and Thomas Hardy, to name but a few.
Since then, Macmillan has stood out as a company dedicated to the

world-wide spreading of literature, scientific breakthroughs, and
in
academic knowledge. Educational books are a natural fit for Macmillan.

ce
Ali
They have been added to our catalog in the middle of the 20th century.
From early years to higher education years, Macmillan Education has helped
thousands of students achieve their academic goals through a catalog that brings together
the most important authors from distinct curricular subject areas and language teaching.
In no time, Macmillan Education became

a leading worldwide educational publisher
earning an excellent reputation.
MACMILLAN EDUCATION
PART OF THE GROUP
Today, we are a member of the Springer Nature Group, a major force in scientific,
academic, professional, and educational publishing. As one of the biggest publishing
companies in the world, we work together in order to solve the greatest challenges of
the modern world, and what greater challenge than to live the COVID-19 pandemic!
Two years after the onset of the pandemic and the subsequent lockdowns, and social
distancing, it is evident that we have learned together. Because of this, we have developed
and made available to the educational community to which we proudly belong, varied and
diverse print and digital educational solutions. Solutions which meet the demands of the
new reality, and which are guided, continually, by the commitment to quality, efficiency,
service and the values that we share at Macmillan and Castillo.
Springer Nature’s scientific publishing has played a crucial

role in providing fast and direct access to some of the
most revolutionary discoveries and research findings,
many of which led our authors to win a Nobel Prize.
LEARNING TOGETHER
With the support of our background and expertise in the development of

educational materials, and the certainty that the biggest challenges of modern
society require our full commitment to science, research, and quality education,
we want to reaffirm our role as allies and strategic partners to your educational
project and accompany you throughout the school year.
Today, we know education calls for flexibility, adaptability, innovation, and

involvement, as well as the socioemotional care of learners and of ourselves.
The world requires our full commitment to attaining the 2030 UN Sustainable
Development Program goals.
Together with you, we have learned to

think differently, developing tools and
educational materials that enable
teaching in any scenario – be it
face-to-face, blended, or fully digital.
Our main courses are supported by
our 360 Program: a solution providing
resources for teaching, assessment
and planning, which is designed to
enhance your teaching project and also
help your learners develop skills and
achieve their leaning goals. The program
also offers a solid pedagogical and
professional development program, in
addition to first-class technical support.
Our main objective is to provide comprehensive, responsive educational

projects based on clear and effective methodologies and which facilitate
effective instruction in each curriculum subject area, as well as in English
language teaching. We aim to provide learners with all the skills they need to
succeed in education, in the workplace, and throughout their lives; to provide
institutions with reading plans that include first-class literary works; and, to
equip teachers with diverse resources that support their daily teaching. On top
of that, through the expertise of our academic consultancy, we strive to provide
innovative solutions and close follow-up support to your teaching staff.
We are about to start a new school year full of new experiences and
challenges. As we do each year, we renew our commitment to you – the
educator; your institutions, and of course, your learners – assured that
the best way to advance learning is learning together.
Content that supports the
learning-teaching process in print
and digital formats to adapt to the
new educational reality.
Our digital offering is designed to

suit the needs of every educational
context. Ranging form an App to a
full online solution.
Reading collections for young learners and teenagers

designed with the reader in mind and aiming to
develop literacy skills. We offer ebooks, eReaders
and over 400 printed titles.
provide comprehensive, responsive educational
projects for all subjects and levels.
Print and digital teaching

resources to facilitate planning,
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Our Spanish curriculum offering

includes a varied and wide-reaching
portfolio for all subjects in preschool,
primary, secondary, and post-secondary
education.
Academic support program

designed to provide innovative
solutions and close follow-up
support to your teaching staff.
Macmillan Education and Ediciones Castillo

have the right solutions to advance learning!
10 ELT Catalog 2022 | Young Adults
Breakthrough
Plus 2 Edition nd
A1 B2
Author
Miles Craven
Breakthrough Plus 2nd Edition builds on Macmillan’s best-selling series for

young adults and adults. It adopts a communication-focused approach to help
students develop their listening and speaking skills throughout five levels. Its
pick-and-mix-nature is ideal for mixed-ability classes and encourages students
to become confident and fluent speakers.
Key features
• Its focus on communicative activities provides a • The new Presentation Skills sections develop
dynamic and engaging classroom experience to transferable skills—essential for study and work—
improve students’ listening and speaking skills. and provide practical models to adopt and replicate.
• Each unit contains Skills Expansion Pages which • Teachers can provide a heads-up interactive
help teachers meet the needs of all students, learning experience through the new and enhanced
regardless of their current ability or learning speed. Teacher’s Presentation Kit and Resource Center.
• New Conversation and Exchange Videos accompany

the already existing Expansion Videos, further
enhancing students’ confidence to communicate
in English.
ISBN chart
Intro Level Level 1 Level 2 Level 3 Level 4
Student’s Book 9781380001177 9781786328571 9781380001115 9781380001139 9781380001153
Workbook Pack 9781380003294 9781380003096 9781380003140 9781380003195 9781380003249
Premium Teacher’s Book Pack 9781380002037 9781380001672 9781380001764 9781380001863 9781380001955
The Premium Teacher’s Book Pack includes the Teacher’s Edition and webcode access to the Teacher’s Resource Center.
Macmillan Education 360º
The brand new solution for institutions and educators
that offers pedagogical resources and tools for more
thorough planning, teaching, and assessment.
Solid Pedagogical
Resources
Save time by finding all of your
Book’s Support in one place to
guide your planning, teaching-
learning process, and assessment.
Professional
Development
Advance your teaching skills with
our Online Sessions, touching on
the latest topic areas on English
teaching.
Online Assessment Tool
Find the optimal level of English

of teenage and adult learners to
accompany your teaching with the
Macmillan Assessment Program.
i se
rom
n P
la
Technical Support for il Ensuring
your course
cm
Find how-to video tutorials M
a Advancement for a
and chat with our Customer
Experience and Support team. brighter future
Better thinking and
confident communication
transforms lives
SPEAK YOUR MIND helps young

adults to succeed in their personal,
academic, and professional lives.
It equips them with the language

skills they need to communicate
confidently in a variety of situations.
New ePlanner available now!
Learn more and watch sample videos at

macmillanenglish.com/speak-your-mind
ELT Catalog 2022 | Young Adults 13
Speak SPEAK YOUR MIND SPEAK YOUR MIND RHONA SNELLING
SPEAK
SPEAK YOUR MIND MICKEY ROGERS
SPEAK MICKEY ROGERS
SPEAK
SPEAK YOUR MIND
SPEAK YOUR MIND

SPEAK YOUR MIND
J OA N N E TAY L O R E - K N O W L E S J OA N N E TAY L O R E - K N O W L E S
YOUR YOUR YOUR

S T E V E TAY L O R E - K N O W L E S S T E V E TAY L O R E - K N O W L E S
STUDENT’S BOOK + WORKBOOK + access to Student’s App STUDENT’S BOOK + access to Student’s App STUDENT’S BOOK + access to Student’s App
Your Mind
SPEAK YOUR MIND is a six-level general English course that
helps young adults to develop effective communication skills.
MIND
MIND MIND
STUDENT’S BOOK
STUDENT’S BOOK
STUDENT’S BOOK
Activities encourage learners to consider other points of view, Activities encourage learners to consider other points of view, Activities encourage learners to consider other points of view,
think things through, and then express their own ideas and think things through, and then express their own ideas and think things through, and then express their own ideas and
solutions. Better thinking and processing of information leads solutions. Better thinking and processing of information leads solutions. Better thinking and processing of information leads
to better speaking, equipping learners with the skills not just to better speaking, equipping learners with the skills not just to better speaking, equipping learners with the skills not just
to survive, but to thrive and achieve their goals in life. to survive, but to thrive and achieve their goals in life. to survive, but to thrive and achieve their goals in life.
LEVEL 1
LEVEL 2
LEVEL STARTER
The course includes: The course includes: The course includes:
• Video content that connects language practice to real life, including • Video content that connects language practice to real life, including • Video content that connects language practice to real life, including
Follow A Pro videos that look at the lives of people working in a Follow A Pro videos that look at the lives of people working in a Follow A Pro videos that look at the lives of people working in a
variety of professions. variety of professions. variety of professions.
MICKEY ROGERS • JOANNE TAYLORE-KNOWLES • STEVE TAYLORE-KNOWLES

RHONA SNELLING
• Speaking activities at the end of each lesson with Confident • Speaking activities at the end of each lesson with Confident • Speaking activities at the end of each lesson with Confident
Communicator sections providing practical strategies for successful Communicator sections providing practical strategies for successful Communicator sections providing practical strategies for successful
communication. communication. communication.
• Unit Openers that encourage learners to share their previous • Unit Openers that encourage learners to share their previous • Unit Openers that encourage learners to share their previous
knowledge and Make It Yours boxes that help them to personalize knowledge and Make It Yours boxes that help them to personalize knowledge and Make It Yours boxes that help them to personalize
A1 B2+
new language for their own needs. new language for their own needs. new language for their own needs.
• Flexible opportunities for on-the-go practice with the Macmillan • Flexible opportunities for on-the-go practice with the Macmillan • Flexible opportunities for on-the-go practice with the Macmillan
Education Student’s App, encouraging busy learners to consolidate
STUDENT’S BOOK + WORKBOOK
Education Student’s App, encouraging busy learners to consolidate Education Student’s App, encouraging busy learners to consolidate STUDENT’S BOOK STUDENT’S BOOK
+ access to Student’s App + access to Student’s App + access to Student’s App
language in an engaging gamified environment. language in an engaging gamified environment. language in an engaging gamified environment.
System Requirements
For more information,
please go to: www.macmillanenglish.com/speak-your-mind
Information is correct at the time of print. We recommend that you review the latest system requirements
System Requirements
System Requirements
S
STARTER
1 2
at: https://www.macmillaneducationeverywhere.com/system-requirements/ at: https://www.macmillaneducationeverywhere.com/system-requirements/ at: https://www.macmillaneducationeverywhere.com/system-requirements/
Desktop Tablet Mobile Desktop Tablet Mobile Desktop
SPEAK SPEAK SPEAK

Tablet Mobile
SPEAK YOUR MIND SPEAK YOUR MIND SPEAK YOUR MIND

Windows 8.1, 10: Browser: IE 11, Android 7.1, 8, 8.1: Browser: Android 7.1, 8, 8.1: Android Windows 8.1, 10: Browser: IE 11, Android 7.1, 8, 8.1: Browser: Android 7.1, 8, 8.1: Android Windows 8.1, 10: Browser: IE 11, Android 7.1, 8, 8.1: Browser: Android 7.1, 8, 8.1: Android
MICKEY ROGER S MICKEY ROGER S MICKEY ROGERS
SPEAK YOUR MIND
SPEAK YOUR MIND

SPEAK YOUR MIND
Edge / Firefox (latest) / Chrome Chrome iOS: 12: Browser: Safari. Phone: Google Chrome on Edge / Firefox (latest) / Chrome Chrome iOS: 12: Browser: Safari. Phone: Google Chrome on Edge / Firefox (latest) / Chrome Chrome iOS: 12: Browser: Safari. Phone: Google Chrome on
(latest). Mobile devices: Android. (latest). J OA N N E TAY L O
Mobile devices: RE- KNOWLES
Android. (latest). J OA N N E TAY L O
Mobile devices: RE- KNOWLES
Android. J OA N N E TAY L O R E - K N O W L E S
YOUR YOUR YOUR

Apple Macintosh 10.12. 10.13, 7” and 10” screen size. iOS: 12. Browser: Apple Safari Apple Macintosh 10.12. 10.13, 7” and 10” screen
S T E Vsize.
E TAY L O RiOS:
E - K12.NBrowser:
O W L EApple
S Safari Apple Macintosh 10.12. 10.13, 7” and 10” screen
S T E Vsize.
E TAY L O RiOS:
E - K12.NBrowser:
O W L EApple
S Safari S T E V E TAY L O R E - K N O W L E S
10.14: Browser: Safari 12.0.2 / on iOS. 10.14: Browser: Safari 12.0.2 / on iOS. 10.14: Browser: Safari 12.0.2 / on iOS.
STUDENT’S BOOK + access to Student’s App

Firefox (latest) / Chrome (latest).

helps young adultsEUROPEAN
to develop effective communication skills.
MIND MIND MIND
STUDENT’S BOOK
STUDENT’S BOOK
STUDENT’S BOOK
Student COMMON
Activities encourage
Pre-A1 A1
FRAMEWORK
learners
A2 B1 B2to C1
consider other points of view,
COMMON
EUROPEAN
Pre-A1 A1 A2 B1
FRAMEWORK
learnersB2to C1
COMMON
EUROPEAN
Pre-A1 A1 A2 B1
FRAMEWORK
learnersB2 toC1
think things through, and then express their own ideas and think things through, and then express their own ideas and think things through, and then express their own ideas and
solutions. Better thinking and processing of information leads solutions. Better thinking and processing of information leads solutions. Better thinking and processing of information leads
to better speaking, equipping learners with the skills not just to better speaking, equipping learners with the skills not just to better speaking, equipping learners with the skills not just
to survive, but to thrive and achieve their goals in life. to survive, but to thrive and achieve their goals in life. to survive, but to thrive and achieve their goals in life.
LEVEL 4
LEVEL 5
LEVEL 3
The course includes: The course includes: The course includes:
Authors
• Video content that connects language practice to real life, including • Video content that connects language practice to real life, including • Video content that connects language practice to real life, including
Follow A Pro videos that look at the lives of people working in a Follow A Pro videos that look at the lives of people working in a Follow A Pro videos that look at the lives of people working in a
variety of professions. variety of professions. variety of professions.

• Speaking activities at the end of each lesson with Confident • Speaking activities at the end of each lesson with Confident • Speaking activities at the end of each lesson with Confident
Rhona Snelling, Mickey Rogers, Joanne Taylore-Knowles,Communicator sections providing practical strategies for successful
communication.
Communicator sections providing practical strategies for successful
communication.
Communicator sections providing practical strategies for successful
communication.
• Unit Openers that encourage learners to share their previous • Unit Openers that encourage learners to share their previous • Unit Openers that encourage learners to share their previous
Steve Taylore-Knowles knowledge and Make It Yours boxes that help them to personalize
new language for their own needs.
knowledge and Make It Yours boxes that help them to personalize
knowledge and Make It Yours boxes that help them to personalize
• Flexible opportunities for on-the-go practice with the Macmillan • Flexible opportunities for on-the-go practice with the Macmillan • Flexible opportunities for on-the-go practice with the Macmillan
Education Student’s App, encouraging busy learners to consolidate Education Student’s App, encouraging busy learners to consolidate STUDENT’S BOOKApp, encouraging busy learners to consolidate
Education Student’s STUDENT’S BOOK STUDENT’S BOOK
+ access to Student’s App gamified environment. + access to Student’s App + access to Student’s App
language in an engaging gamified environment. language in an engaging gamified environment. language in an engaging
3 4 5
For more information, For more information, For more information,
please go to: www.macmillanenglish.com/speak-your-mind please go to: www.macmillanenglish.com/speak-your-mind please go to: www.macmillanenglish.com/speak-your-mind
System Requirements System Requirements System Requirements

Information is correct at the time of print. We recommend that you review the latest system requirements Information is correct at the time of print. We recommend that you review the latest system requirements Information is correct at the time of print. We recommend that you review the latest system requirements
at: https://www.macmillaneducationeverywhere.com/system-requirements/ at: https://www.macmillaneducationeverywhere.com/system-requirements/ at: https://www.macmillaneducationeverywhere.com/system-requirements/
Desktop Tablet Mobile Desktop Tablet Mobile Desktop Tablet Mobile

Windows 8.1, 10: Browser: IE 11, Android 7.1, 8, 8.1: Browser: Android 7.1, 8, 8.1: Android Windows 8.1, 10: Browser: IE 11, Android 7.1, 8, 8.1: Browser: Android 7.1, 8, 8.1: Android Windows 8.1, 10: Browser: IE 11, Android 7.1, 8, 8.1: Browser: Android 7.1, 8, 8.1: Android
Edge / Firefox (latest) / Chrome Chrome iOS: 12: Browser: Safari. Phone: Google Chrome on Edge / Firefox (latest) / Chrome Chrome iOS: 12: Browser: Safari. Phone: Google Chrome on Edge / Firefox (latest) / Chrome Chrome iOS: 12: Browser: Safari. Phone: Google Chrome on
(latest). Mobile devices: Android. (latest). Mobile devices: Android. (latest). Mobile devices: Android.
Apple Macintosh 10.12. 10.13, 7” and 10” screen size. iOS: 12. Browser: Apple Safari Apple Macintosh 10.12. 10.13, 7” and 10” screen size. iOS: 12. Browser: Apple Safari Apple Macintosh 10.12. 10.13, 7” and 10” screen size. iOS: 12. Browser: Apple Safari
10.14: Browser: Safari 12.0.2 / on iOS. 10.14: Browser: Safari 12.0.2 / on iOS. 10.14: Browser: Safari 12.0.2 / on iOS.
Firefox (latest) / Chrome (latest). Firefox (latest) / Chrome (latest). Firefox (latest) / Chrome (latest).
COMMON EUROPEAN FRAMEWORK COMMON EUROPEAN FRAMEWORK COMMON EUROPEAN FRAMEWORK

Pre-A1 A1 A2 B1 B2 C1 Pre-A1 A1 A2 B1 B2 C1 Pre-A1 A1 A2 B1 B2 C1
Speak Your Mind is a six-level American English series which not only provides
students with essential English language skills but encourages them to think
things through and express their own arguments and opinions. It has a focus
on speaking English in local and global scenarios and provides students with
strategies to increase confidence to communicate in a variety of situations.
Students are encour aged to solve real problems using the language and
practical life skills learned in the unit.
Key features
• All lessons end with a speaking activity to practice • The Starter Student’s Book Pack includes
the language students have. This activity is the integrated Workbook plus access to the
supported by sections that help learners develop Student's App.
strategies for effective communication and increase
confidence in a variety of situations. • The Student’s App allow students to practice
“on-the-go” in a motivating, gamified environment.
• There is an emphasis on building thinking skills to
enable better speaking. Students are encouraged • Teachers can share homework and track their
to process information and think things through progress through these activities.
before they express their ideas and opinions.
• There are split editions for levels 1-5.
• Unit Openers allow students to share their previous
knowledge and the Make it Yours boxes help them
build their own vocabulary lists and personalize
language for their future needs.
For Students
Student’s Book
Highlights ! The Student’s Book has a robust skills, grammar, and vocabulary
syllabus with clear learning outcomes.
Speak Your Mind
addresses the specific
needs of young adult
English learners, engaging
them deeply in language
learning tasks, through
high-interest topics and
strategies for building
on and applying previous Unit Opener with a task
Página con fines ilustrativos únicamente. La información, imágenes y contenido de esta unidad muestra puede verse modificado.
knowledge. and photograph to activate
student’s prior knowledge
The course integrates
the development of
transferable thinking
skills, study skills, and Discussion based
communication skills on the photograph,
Reference to a related story
with a balanced language meant for peer
syllabus so that learners video to extend the topic
teaching or learning
succeed at school, at work, and its discussion
and in life.
Real-life content such

as vlogs and blog posts
appeal to students’
interests. Near-peer role
models who use English
List of objectives
to succeed in professional
roles similar to the ones for the unit
that your students might
SYM, Level 1, U8, p77
expect to take on in the
near future motivate
language learning.
Every lesson includes the four basic skills: reading or listening,
writing, speaking, and special pronunciation and confident
communicator sections.
Topic-related
vocabulary practice
At the end of the review pages that conclude all units, Speak Your Mind alternates
between units feature activities that activate knowledge and lead students to the
Study Skills and Follow a Pro sections.
The Study Skills section

help students explore and
practice strategies aimed
to improve their study skills
The Follow a Pro section

is based on a video that
exposes students to real
people that carry out actual
jobs in real life
Workbook
The Workbook with access to the audio files provides additional
support for the Student’s Book with print activities covering the
course language, vocabulary, and skills. It also provides exam-style
activities and a progress checker.
Student’s App
The app provides “on-the-go”
practice with over 100 activities in
contexts that are familiar and ludic. Student
For Teachers UNIT

GO TO page xviii
9 STUDY SKILLS
STUDY SKILLS for STUDY SKILLS
step-by-step
instructions.
Teacher’s Edition
A Read the two texts. Which one is formal and which one is informal? Why?
FORMAL VS. INFORMAL WRITING

Text 1 A Text 1: formal;
Corsica is an island on the south coast of In Corsica, you can swim in the sea Text 2: informal
France. The population is 330,000. The and go to the beach. A lot of people go
official language is French. Every year, more walking in the hills or visit the historical
than three million people visit Corsica. buildings. Sant’Antonino is a very old
Most people come in summer, when village in the northeast of Corsica. It goes
the weather is usually hot (the average back to the 9th century and is a popular
The annotated Teacher’s Edition helps teachers deliver truly

temperature is 22°C, according to Météo place for tourists to visit.
France). It is warm and dry all year round.
Text 2
engaging lessons. It includes useful teaching notes and provides I love Corsica! I go to Corsica every year with my family and we always have a
good time. It’s a really cool place because it’s so beautiful. The sea is very blue
information on the course methodology and information on how to

and the weather is always good—it never rains! The people are friendly, too, and
there are lots of cafés and markets where you can find great fruit, cheese, and
meat. Go there if you can!
teach each section of the Student’s Book. B Write Text 1 or Text 2 for each sentence.
1 The writer uses sources with facts and data.
Text 1
D Rewrite the informal sentences in C so that
they are formal and rewrite the formal
sentences so that they are informal.
Suggested answers:
1 A lot of people
2 The writer doesn’t give a personal opinion. E THINKING SKILL—Analyze Compare and contrast don’t have clean
Text 1 when you have to write formally and when you water to drink.
3 The writer says how he or she feels. can write informally. What happens if you write
Text 2 formally in an informal situation? 2 It is a sad
4 The writer uses contractions (e.g., “it’s” instead situation.
of “it is”). Text 2
5 The writer groups ideas together in paragraphs.
MAKE IT HAPPEN 3 It is an interesting
Text 1 place to visit.
Teacher’s App
Write a formal paragraph
6 The writer uses an emoji. Text 2 about a country. Do some
4 Let’s think about
C Write whether the sentences are Formal or research online to find out
facts about that country. why this happens.
Informal.
1 Over 800 million people around the world do not
Panama is a country between 5 I want to try
have clean drinking water. Formal Central and South America. to answer that
It has a population of around
2 I think that’s so sad! Informal question.
four million. It is famous for
3 It’s a cool place to visit. Informal the Panama Canal, which
4 First, we need to think about why this happens.
6 I think lots of
connects the Atlantic and
Formal young people are
It is designed to make classroom presentation easy and gives access

Pacific Oceans.
5 I wanna try and answer that question. looking for work
Informal abroad.
6 According to the Daily Morning Times news,
hundreds of young people are going overseas to
to the Classroom Presentation Kit and Teacher’s Resource Center It find work. Formal
Answers to the quiz on page 96
1b 2a 3b 4a
includes access to extra reading worksheets that cover English for 9781380013064__text.indb 135
STUDY SKILLS TASK
135
7/18/19 12:58 AM
business, sciences, and service industries.

MAKE IT HAPPEN
Ask students how they identify formal versus informal Using Text 1 as a model and the practice in the lesson,
writing in their languages. Students read a formal and students research and write a formal paragraph about
an informal text, then identify elements of each style. a country of their choice. Have them check each other’s
Students also identify sentences as being informal work and comment on the language used.
or formal writing. Finally, they should change formal
examples to informal writing and informal examples to
formal writing.
THINKING SKILL—Analyze
Comparing and contrasting is a useful technique for
analyzing information. Here students compare and
contrast when to use formal and informal language.
Unit 9 Study Skills 129
ISBN chart
Student’s Book with Student’s App - 9781380031020 9781380031174 9781380031341 9781380037015 9781380037152
Student’s Book with Student’s App and

- 9781380031037 9781380031181 9781380031358 9781380037008 9781380037138
access to Digital Workbook
Workbook with access to Audio - 9781380039569 9781380039590 9781380039620 9781380039651 9781380039682

Student’s Book + Workbook
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with Student’s App
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App and access to Digital Workbook
Digital Student’s Book with Digital
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Workbook and Student’s App
Split Edition 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B
Student’s Book + access to Student’s
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App
Student’s Book + access to Student’s
9781380031082 9781380038562 9781380031235 9781380038593 9781380031402 9781380038630 9781380037008 9781380038661 9781380037145 9781380038692
App + Digital Workbook
Workbook + access to Audio 9781380039576 9781380039583 9781380039606 9781380039613 9781380039637 9781380039644 9781380039668 9781380039675 9781380039699 9781380039705
Digital Student’s Book with Digital
Share It!
9781380067616 9781380067623 9781380067647 9781380067654 9781380067678 9781380067685 9781380067708 9781380067715 9781380067739 9781380067746
Workbook and Student’s App
Visit macmillanenglish.com/catalogue for complete component information. All levels, including split editions, now available.
AmericanInside
Inside American American American American
American Inside Out Evolution

Out Inside Out
Inside Out Inside Out
Out Evolution
Evolution
Student’s Book Beginner
American Inside Out Evolution renews our commitment to meaningful presentation,

Evolution Evolution Evolution
meaningful practice, and meaningful communication, now with a more diverse Student’s Book Beginner Student’s Book Elementary Student’s Book Pre-Intermediate
Student’s Book
selection of texts reflecting the variety of genres on offer in today’s multi-media world.
With a more concise format, American Inside Out Evolution is aimed at students who
don’t have much time, but who want to learn the language thoroughly.
American Inside Out Evolution includes new digital components designed to meet
the expectations of students operating in a digital world.
Beginner
A1 C1 American Inside Out Evolution components
• Student’s book with access code to Digital Student’s Book

• Workbook with access code to Digital Workbook
• Website (name to be decided)
• App:
• Videos available for Beginner, Elementary, Pre-Intermediate and Intermediate levels
• Readers available for Upper Intermediate and Advanced levels.
American American American

Student
COMMON EUROPEAN FRAMEWORK
A1 A2 B1 B2 C1 C2
SUE KAYInside Out
VAUGHAN JONES
Inside Out
Evolution
Inside Out
Evolution
SUE KAY
VAUGHAN JONES
SUE KAY
VAUGHAN JONES
PHILLIP KERR
Evolution
Student’s Book Intermediate Student’s Book Upper Intermediate Student’s Book Advanced
Authors
Sue Kay, Vaughan Jones, Philipp Kerr
SUE KAY
VAUGHAN JONES
Ceri Jones
SUE KAY SUE KAY Tania BasToW
VAUGHAN JONES amanda Jeffries
VAUGHAN JONES
AIOE CAPA ADV_SB.indd 4 03/07/18 14:02
American Inside Out Evolution is an updated and reloaded version of our

best-selling series New American Inside Out! It takes the successful features
of the previous version, updating and enhancing them for today’s learners with a
more diverse selection of texts that reflect the variety of genres offered in today’s
multi-media world. With a more concise format, American Inside Out Evolution is
aimed at students who don’t have much time, but who want to learn the language
thoroughly. It includes new digital components designed to meet the expectations
of students operating in a digital world.
Key features
• A brand new design that brings the series to life and • Maintains the tested and approved methodology
in tune with modern students’ reality. and language for life successful in the previous
edition.
• 100% new reading texts with activities across all levels.
• Split editions are available for levels
• A new Life Skills section in every unit prepares Elementary-Advanced.
students in skills they need to deal effectively in
everyday life, whether at school, at work, or their
personal lives.
For Students
Student’s Book
READING
2 Adrenalin
Glossary
Practices the four skills plus pronunciation, vocabulary, and

1 Read the article about Chris Graham. Choose
the best description of his attitude towards cheer: a shout to praise or encourage someone
volcano boarding. collarbone: the bone that connects the neck and shoulder
road rash: a skin injury from falling from a bicycle, etc.
language practice. a Chris can’t live without volcano boarding.

b Chris thinks it’s not dangerous enough.
c Chris thinks it’s worth the risk for a good story.
onto a hard surface
shin: the front part of the leg between the knee and ankle
wrist: the joint that connects your hand to your arm
extreme
sports
Home Events Sports Blog Contact search
If you don’t go, This story started dangerously enough: after a half-hour ride on
10 an open truck, Chris arrived at the 720-meter summit and found
you don’t know

out that his volcano board was just a small tin tray.
Workbook
When he sat down to put on a jumpsuit, he felt the ground – it
was so hot that there was steam rising from it. He didn't feel any
better when it took the guide less than a minute to go through the
15 instructions. This was going to be an extremely dangerous ride!
The first part of the descent was like being in the first car of a
roller coaster. Chris couldn’t scream or yell, because too many
rocks were hitting his goggles and face. He felt like he was flying.
But then ... BOOM! His body started spinning and he landed 500
20 meters down the mountain. In a crash like that, your body spins
so fast that it doesn’t feel like you are spinning at all. It’s scary,
Provides a review of all the main points in the Student’s

but also very exciting. When he eventually stopped spinning and
sat up, he heard people at the bottom of the volcano cheering.
They weren’t impressed – they were just pleased that he was
25 still alive.
Book, plus extra listening practice, pronunciation work,

On the way back to his hotel, the guide told Chris about
the many accidents on the volcano: just the week before, a
Norwegian broke her collarbone. People break wrists and arms
every month, and a lot of people get "road rash".
30 The next day Chris couldn’t lift his left arm above his shoulder
and a comprehensive writing program. C

and he had to turn his whole body to look left or right. But he only
hris Graham’s philosophy is that sometimes it's best to had a few scratches on his left arm and shin. Very disappointing!
make decisions without thinking too hard! And even if you He wanted more impressive injuries. But then Chris realized this
make the wrong decision, it often makes a good story. was a ridiculous thought. He should be happy to be in one piece.
That philosophy is what brought him to Cerro Negro – the most 35 "Ridiculous" is the word friends and family use when they
5 active volcano in Nicaragua, and the only place in the world
hear Chris’s stories. They also say insane, dangerous, stupid,
where you can do organized volcano boarding. As an adrenalin immature, outrageous, childish, naive … But Chris doesn’t care
junkie, Chris likes to be in situations that are dangerous. And he — he loves having these experiences. After all, if you don’t go,
loves telling people stories about his adventures. you don’t know!
2 These sentences summarize Christopher’s story. Correct the mistakes in each sentence.
Digital Student’s Book a

b
c
d
Chris’s philosophy is to think hard before making decisions.
After a half-hour ride in an open truck he arrived at the foot of the volcano.
The instructions from the guide took more than an hour.
Going up the volcano was like being in the first car on a roller coaster.
e He couldn’t scream because too much air was hitting his face.
and Digital Workbook f When he sat up, the people below were laughing.
g He was happy that he only had a few scratches on his arm and leg.
h His friends and family think he is sensible and mature.
3 Have you ever done a dangerous sport? Would you consider volcano boarding? Choose a response
from the box and tell your partner.
No way! Yes, for charity. Yes, for fun. Yes, for money.
16
16 UNIT 2
With embedded audio makes the learning process

portable and enjoyable to the new generation of learners.
For Teachers
Teacher’s Edition + Audio CD
Comes with the Audio CD and presents the activities answer keys plus
the Teacher’s Manual, with detailed and practical notes intended to help
teachers make the best of their classes.
Teacher’s Presentation Kit

Brings together first needs such as answer keys, audio, tools, and a wide
variety of devices to choose from and enrich your classroom experience.
Mobile App
Is a digital practical tool that students can use "on-the-go." It offers
real extra language practice and allows students to check their English
progress according to their linguistic level.
ISBN chart
Beginner Elementary Pre-intermediate Intermediate Upper Intermediate Advanced
Student’s Book 9786074736199 9786074736472 9786074736427 9786074736403 9786074736410 9786074736267
Teacher’s Edition 9786074736137 9786685734683 9786685734690 9786685734706 9786685734713 9786074736335
Workbook 9786074736229 9786074736502 9786074736489 9786074736304 9786074736359 9786074736397
Student’s Book A - 9786074736434 9786074736496 9786074736342 9786074736465 9786074736212
Student’s Book B - 9786074736458 9786074736441 9786074736366 9786074736182 9786074736380
Workbook A - 9786074736311 9786074736373 9786074736328 9786074736274 9786074736236
Workbook B - 9786074736250 9786074736205 9786074736281 9786074736298 9786074736243

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American
Language Hub
A1 C 1
NAVIO
Authors
Edward Price, Peter Maggs, Ingrid Wisniewska, Jon Hird,
Catherine Smith, Jeremy Day, Dan Brayshaw, Sue Kay,
Graham Skerritt, Louis Rogers, Gareth Rees, Vaughan Jones
American Language Hub is a six-level general English course for adult learners
designed to take the complexity out of teaching English. It promotes effective
communication and helps to build learners’ confidence with regular opportunities
for meaningful practice. At its core there 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.
Key features
• Clear learning outcomes are achieved through • Includes Writing lessons to develop written
relevant activities which help students understand communication skills through different genres
the usefulness of the language they are learning. aligned to the topic of each unit.
All this within a firm pedagogic foundation and a
syllabus aligned to the revised CEFR. • The Student’s App is an aid for flexible practice
and class preparation and consolidation.
• Comprehensive video content includes an
engaging "sitcom" series providing realistic models • Thanks to the Teacher’s App contents,
for learners’ own language production, and producing interesting and motivating lessons
additional authentic video content offering further has never been easier.
input for practice.
• Available in split editions.
For Students
Student’s Book
The Student’s Book has a robust skills, grammar and vocabulary syllabus
with clear learning outcomes. It also includes a functional language strand
presented through an engaging sitcom series.
5 PLACES
The Unit Opener is an

exciting visual opportunity
for students to engage
with the theme of the unit
It is good people who

A speaking activity to activate
make good places.
Anna Sewell
Boats on the Nyhavn canal in Copenhagen, Denmark.
the topic of the unit
A glance at the CEFR OBJEC TIVES Work with a partner. Discuss the questions.
1 Where do you live?
learning objectives for describe a home

describe a neighborhood
2 Look at the picture. Would you like to live
there? Why/Why not?
each lesson describe an interesting building

ask for and give directions
3 What’s your favorite city?
write a description of a place
PLACES 41
MAC_LH_AMELT_SB_L1_FPP_pp041-070.indd 41 2/22/19 2:03 PM
CEFR objective
and the target Two-page lessons where students recognize and practice
language items grammar, vocabulary, and pronunciation as they develop listening,
covered reading, speaking, and writing skills
5.1 There’s no place like home Describe a home 5.1
V rooms and furniture; prepositions of place P /b/, /d/ and /g/ G there is/are GRAMMAR VOCABULARY
there is/are Prepositions of place
A WORK IT OUT Read three parts of Luke and Sadie’s Look at the pictures of Luke’s caravan. Match sentences (1–5)
VOCABULARY LISTENING conversation. Complete the table using the conversation to objects (a–e).
Rooms and furniture A Work in pairs. Look at the pictures. Where would you as an example.
A Work in pairs and discuss the questions. prefer to stay when on vacation? Why? 1
1 Do you live in a house or an apartment? B Read the advertisement. What is it for? Sadie: Uh … yes. So, are there any beds in your house?
2 Who do you live with? Luke: Beds? Yes, there are. There are two beds. There’s a
Houseswap
bed in the bedroom and another bed across from
3 How many rooms are there?
the kitchen.
4 Where do you spend most of your time?
B Go to the Vocabulary Hub on page 148. Laguna Beach, California, US

Caravan on private beach near Los Angeles.
2
Sadie: I see. Is there a swimming pool? Lessons close with
C SPEAK Work in pairs. Student A – imagine you are in a Great home right on the Pacific Ocean. Sleeps four. Luke: … No, there isn’t a swimming pool.
room in your house or apartment. Describe what you can
see. Student B – guess which room your partner is talking
Close to Disneyland.
My dream swap: Italy, Greece, France, UK
3
Sadie: OK … Well, are there any chairs in the dining room?
a speaking activity
about.
Contact Luke Westman at 1-213-509-6995
A: I can see a TV and a lamp.
B: You’re in the living room!
Luke:
there is/are
No, there aren’t any chairs.
to apply the target
A: No, I’m in the bedroom!
Positive +
Singular
There1 ’s a
Plural
There 2
language and build
PRONUNCIATION dining room. two bathrooms.
Frequent speaking
/b/, /d/ and /g/
A The words below all begin with /b/, /d/ or /g/ sounds.
Negative - There 3
a TV.
There 4
any plants.
towards the unit
5.1 Listen and repeat.
objective
Questions ? 5 a 6
practice in pairs
/b/ /d/ /ɡ/ dishwasher? any chairs?
bedroom dining garden
bathroom don’t go some and any
to build their brother day grow

5.4
C LISTEN FOR GIST Listen to Sadie talking to Luke about
his house. Which sentence (1–3) best describes their
conversation?
We use some in positive sentences with plural nouns.
We use any in questions and negative sentences with plural
nouns.
1 They’re in the small cupboard near the coffee machine.
confidence before 1 Sadie doesn’t like the house.

2 Sadie and Luke agree to swap houses.
A: Are there any armchairs?
B: No, there aren’t any armchairs, but there are some chairs.
2 They’re behind the lamp.
3 It’s under the window, between the plant and the wall.
B Listen and write the words in the correct place in 3 Sadie doesn’t understand the house swap rules.
getting to more 5.2 Exercise A.
C Listen, check and repeat. 5.4

D LISTEN FOR KEY WORDS Listen again. Choose the
correct words to complete the sentences.
B Go to the Grammar Hub on page 130.
C SPEAK Work in pairs. Ask your partner about their home

4 They’re on the small table, across from the couch.
5 It’s next to the kitchen sink.
a coffee machine d keys
challenging oral
5.3 using some of the words in the box.
1 Sadie is from the south of France / England.
b bed e TV and DVD player
2 Luke’s caravan has two / three beds. armchair bathtub coffee machine cupboard
c books
3 Luke’s caravan has / doesn’t have a swimming pool. fridge lamp plant shower sink couch
activities 4 Luke’s caravan has four / doesn’t have any chairs.

5 Sadie has / doesn’t have a house.
table TV dishwasher window
A: Are there any lamps in your living room? SPEAKING
B: No, there aren’t. But there is a lamp in the bedroom. A Imagine you have a vacation home. Where is it?
E SPEAK Work in pairs. What do you like about Luke’s Is there a dishwasher in your kitchen?
home? What don’t you like? A: Yes, there is. B PLAN Write notes about your vacation home. Think
about these questions:
city apartment beach house

• What type of home is it?
• How many rooms are there?
yurt • Does it have a big or small kitchen?
• Is there a yard or swimming pool?
C PREPARE Write an advertisement for a house swap.
D SPEAK Work in groups. Read each other’s ads.

Ask questions and decide who you want to swap with.
Describe a home
42 PLACES PLACES 43
MAC_LH_AMELT_SB_L1_FPP_pp041-070.indd 42 2/22/19 2:03 PM MAC_LH_AMELT_SB_L1_FPP_pp041-070.indd 43 2/22/19 2:05 PM

Student’s App
The Student’s App allows to learn "on-the-go" with over 300 activities designed to
offer quick and flexible practice.
The innovative Student’s App will be downloadable from app stores for use on cell
phones and tablets. It can also be used on desktops and will sync across devices.
Different modes allow students to either practice and consolidate language they
have learned in class or prepare for lessons in advance. In addition, an "at-a-glance"
dashboard enables students to easily see their progress. Student
5.3 Amazing
5.3 Amazing buildings
buildings 5.3 Amazing buildings Notes for
For Teachers
Describean
Describe aninteresting
interestingbuilding
building
imperatives
GG imperatives adjectivesto
VV adjectives todescribe
describethe
theappearance
appearanceof
ofthings
things wordstress:
PP word stress:adjectives
adjectives
readingfor
SS reading forspecific
specificinformation
information LEAD-IN Tell students that they need to scan the article, looking for
activities and
words related to the idea of having lunch. This means that
Show images of interesting buildings in your local area, city or
they don’t need to read every word. Instead, they should be
country. Ask students questions about each one (e.g. Where is it?
READING
READING CC Read
Readthe
thearticle
articleagain.
thesethings?
these things?Use
again.In
Usethe
Inwhich
whichbuilding(s)
building(s)can
theinformation
informationin
inthe
thebox
canyou
boxto
youdo
tohelp
do
helpyou.
you. Do you know it? Do you like it? Why? / Why not?). Hold a class vote
looking quickly through the article, until they find the specific
information they need.
AA Look
Lookatatthe
thefamous
famousbuildings
buildings(1–5)
(1–5)in Theworld’s
inThe world’smost
most on the students’ favourite building.
extra exercises
Give students one minute to find the paragraph which has
interestingbuildings.
interesting buildings.What
Whatdodoyou
youknow
knowabout
aboutthem?
them? Reading for
Reading for specific
specific information
information READING information about having lunch. Check answer as a class.
Teacher’s Book
Do youknow
Do you knowwhere
wherethey
theyare?
are?
•• Read
Readthe
thetext
textquickly
quicklyand
andlook
lookfor
forkeywords
keywordsthat
thathelp
helpyou
you A If possible, display the images of the buildings to the whole Explain that the information is in Paragraph a, and the answer
findthe
find theinformation
informationyou’re
you’relooking
lookingfor.
for. is the Dancing House. Elicit what information helped them to
BB READ
READFOR FORGIST
GIST Read Theworld’s
ReadThe world’smost
mostinteresting
interesting class. Ask students what they can see in each picture. Find out
buildings.Match
buildings. Matchpictures
pictures(1–5)
(1–5)with
withparagraphs
paragraphs(a–d).
(a–d). •• For
Forexample,
example,ififyou
youwant
wantto
toknow
knowabout
aboutprices
pricesor
ortimes,
times,look
look what they know about the buildings and where they are. Do decide (… there’s a restaurant on the top floor).
Thereisisone
There onepicture
pictureyou
youdo
donot
notneed.
need. fornumbers.
for numbers.Then
Thenread
readaround
aroundthem
themto
tofind
findthe
theinformation.
information. not confirm answers at this point. Give students up to three minutes to complete the rest of the
B Go through the task with students. Give students up to two activity. Students compare answers in pairs. Check answers
11 havelunch
11 have lunch Dancing House minutes to look through The world’s most interesting buildings as a class.
seeart
22 see art Niteroi Contemporary Art Museum and match pictures with the paragraphs. Highlight that there D Put students into pairs to discuss the questions. For whole-class
are five pictures, but only four paragraphs, so there is one extra feedback, find out which building is students’ favourite.
swim
33 swim Casa do Penedo or ‘Stone House’
picture. Check answers as a class.
work
44 work Dancing House Extra activity
The Teacher’s Book

1 no matching paragraph
live
55 live Piet Blom’s Cube Houses Put students into groups and give them time to research
C Write have lunch on the board. Put students into pairs to
other interesting buildings around the world. Ask them
DD SPEAK
SPEAK Work
Workininpairs.
pairs.Which
Whichbuilding
buildingisisyour
yourfavourite?
favourite? quickly look at the pictures and predict which buildings they
to make notes about what the building is called, what it’s
Whichbuilding
Which buildingdon’t
don’tyou
youlike?
like?Why?
Why? can have lunch in. Do not confirm any answers at this point.
used for and why they think it’s interesting. Next, ask groups
Then go through the box on reading for specific information.
incorporates extra exercises

to report back to the class, adding any new or interesting
Ask students what words or phrases to look for, connected with
The world’s most interesting buildings

vocabulary to the board.
lunch. Elicit ideas such as food, restaurants, etc.
from the Student’s Book’s Whathappens

What happenswhen
art?Read on
art? Read onand
when you
andfind
you mix
find out!
mix buildings
buildings and
out! This
This week’s
and
week’s topic
topic in
in
Theseyellow
bb These
arePiet
are
yellowand
PietBlom’s
andwhite
Blom’sCube
whitebuildings
buildingsthat
CubeHouses
thatlook
looklike
HousesininRotterdam,
liketrees
Rotterdam,thethe
trees TEACHING IDEA
Vocabulary: People and places
by David Seymour
and Maria Popova
Difficulties when reading a foreign language
What are your own main problems when trying to read a text in
Interleaved
a language you don’t know very well?
ArchitectureOnline
Architecture Onlineisis the
the world’s
world’s most interesting
most interesting Netherlands.They
Ex C Q5 Netherlands. talland
aretall
Theyare beautiful.The
andbeautiful. Theliving
living
Use this activity to revise the vocabulary section on Maybe:
Hubs into the lesson overview.

andoriginal
and originalbuildings.
buildings. These
These are
are our
our favourite
favourite roomsare
rooms aredownstairs
downstairsand
andthe
thebedrooms
bedroomsare
areon
onthe
thetop
top
page 47:
buildings.Tell
buildings. Tellus
uswhich
which ones
ones you
you like.
like. floor.Some
floor. Somehouses
houseshave
haveaagarden
gardenon
onthe
theroof.
roof. 4 I don’t know enough vocabulary.
Work in two groups, A and B. I’m going to say some nouns.
Student’s Book
Group A, shout out a positive adjective for each one. Group B, I need the dictionary all the time.
cc This amazinghouse
Thisamazing houselooks
looksvery old,but
veryold, butititisn’t.
isn’t.In fact,
In fact,
aa This strangebuilding
Thisstrange buildingisn’t
isn’tfalling
fallingdown!
down!It’s
It’sthe
theDancing
Dancing It’s very slow – it takes ages just to get through a few sentences.
it’sonly
it’s only40
40years
yearsold.
old.It’s Casado
It’sCasa doPenedo,
Penedo,or or‘Stone
‘Stone shout out a negative one, e.g. rock star. A – famous. B – rude.
House,ininPrague,
Ex C Q4House, Prague,Czech
CzechRepublic.
Republic.It’s funny!There
It’sfunny! Thereare
are
It also includes additional

House’ininPortugal.
House’ Portugal.The smallhouse
Thesmall housesitssitsbetween
betweenfour four house, baby, shirt, river, dog, tree, hair, shopping centre, car, shoe, girl, I often get to the stage where I understand all the individual words,
officesininthe
Ex C Q1offices thebuilding,
building,and
andthere’s
there’saarestaurant
restauranton onthe
the
bigrocks.
Ex C Q3 big rocks.There’s
There’saaswimming
swimmingpool poolininone
oneof ofthe
therocks.
rocks. flower, park, street, town, litter but the whole thing eludes me completely.
topfloor.
top floor.Look
Lookat athow
howmany
manywindows
windowstherethereare!
are!Some
Some
peopledon’t
people
toaalot
to
don’tlike
lotof
ofold
likethe
theDancing
oldbuildings
DancingHouse
Housebecause
buildingsininaahistoric
becauseit’s
historicpart
partofofthe
it’snext
thecity
next
cityon
onaa
Youcan
You canvisit
museum. 2
museum.
visitthe
thehouse
housebecause
becauseit’s
it’saalocal
localhistory
history In pairs, think of a place you both know. Student A, write a
positive description of the place. Student B, write a negative one.
Because it’s slow, the pleasure or interest in the subject matter is
soon lost. pages with
photocopiables. busyroad.
busy road.They
Theythink
thinkit’s terrible. 3
it’sterrible. Compare your descriptions. Many learners approach reading texts expecting to read them
dd ThisThisisisthe
theNiterói
NiteróiContemporary
ContemporaryArt ArtMuseum
MuseumininRioRiodede
thoroughly and to stop only when they have understood
22
Janeiro,Brazil.
Ex C Q2 Janeiro,
building
Brazil.It’s
buildingisisnext
theSugarloaf
the
nextto
It’san
SugarloafMountain.
anart
artgallery
toaabeach
Mountain.The
galleryand
beachandandhas
andaamuseum.
hasviews
Themuseum
museum.The
viewsof
museumisisvery
ofRio
The
Rioand
and
verypopular
popular
METHODOLOGY HUB
Approaches to reading
by Jim Scrivener
every word. Clearly, there is value in this way of improving
their vocabulary and their understanding of grammar, but, as
with listening, this kind of approach does not necessarily make
overwritten
withtourists.
with tourists.We
Wethink
thinkthis modernbuilding
thismodern cool.
buildingisiscool. them into better readers, because this plodding, word-by-word
answers
5 Reading to oneself (as opposed to reading aloud) is, like
approach is not the way that we most often do our reading
listening, a ‘receptive’ skill, and similar teaching procedures can
in real life. In order to make students better readers, we need
be used to help learners.
33 first of all to raise their awareness that it’s not always essential
The most obvious differences are to do with the fact that people to understand every word and that practising some different
read at different speeds and in different ways. Whereas as a reading techniques in English may be very useful to them. And
recording takes a definite length of time to play through, in a if their basic strategy is to read solely and ponderously, then a
reading activity, individuals can control the speed they work at good first strategy could be to help them learn to read fast; not
and what they’re looking at. worrying about understanding every word; not, perhaps, even
understanding most words; but still achieving a specific and
useful goal.
Teaching Ideas and 46

46 PLACES
PLACES PLACES TB46
Methodology Hub with 9781380016782_Elementary TB.indb 50 23/11/2018 11:35 9781380016782_Elementary TB.indb 51 23/11/2018 11:35
tips for both novice and

expert teachers
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FRANÇAIS LANGUE ÉTRANGÈRE
Défi:
enfin une collection qui intègre une
véritable culture numérique.
Défi est une méthode de français originale, motivante et très facile à utiliser. Ancrée
dans la perspective actionnelle, elle éveille la curiosité des apprenants en plaçant la
culture comme élément fondamental de l’apprentissage de la langue. Elle s’adresse à
des grands adolescents ou adultes.
Collection
complète !
Points forts
A1 A2 B1 B2
• Une méthode moderne qui place les cultures et
les sociétés francophones (réalités culturelles,
multiculturelles, de la vie quotidienne...) comme
matière première de l'apprentissage
• Des documents réalistes comme support pour
des activités de compréhension de grande qualité
• Une approche qui amène l'apprenant à réfléchir
sur les points de grammaire et à co-construire sa
compétence grammaticale, toujours à partir des
documents et de manière inductive
• Des typologies textuelles très variées (de
Une plateforme pour faciliter l'apprentissage en ligne ou l'infographie à la presse people, des blogs aux
semi-présentiel. messages instantanés) qui attirent l'attention des
apprenants
https://espacevirtuel.emdl.fr/ • Une place primordiale accordée à l'interculturalité
avec une sollicitation de l'apprenant personnalisée
en fonction de chacune des situations et
• anuels numériques et cahiers interactifs
M thématiques
• Manuel tablette (Défi 1)
• Une structure rassurante et facilement adaptable
• Exercices autocorrectifs
à vos réalités d'enseignement
• Capsules de phonétique
• Vidéos authentiques • Une réelle approche actionnelle: des micro-tâches
• Défis numériques proposées tout au long de la séquence didactique
• Corrigés, guides pédagogiques,
qui préparent aux défis de fin de dossier
évaluations, fichiers audio...
Existe aussi en Disponible sur

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(CEFR) Common European Framework of Reference

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DIGITAL WORKBOOK/ BRITISH ENGLISH AMERICAN ENGLISH INTERNATIONAL

Speak Your Mind A1 B2+

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a publishing company to champion great writing. They soon made their

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New ePlanner available now!

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Speak SPEAK YOUR MIND SPEAK YOUR MIND RHONA SNELLING

SPEAK MICKEY ROGERS

SPEAK YOUR MIND

SPEAK YOUR MIND

YOUR YOUR YOUR

MICKEY ROGERS • JOANNE TAYLORE-KNOWLES • STEVE TAYLORE-KNOWLES

MICKEY ROGERS • JOANNE TAYLORE-KNOWLES • STEVE TAYLORE-KNOWLES

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SPEAK SPEAK SPEAK

SPEAK YOUR MIND SPEAK YOUR MIND SPEAK YOUR MIND

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STUDENT’S BOOK + access to Student’s App

SPEAK YOUR MIND is a six-level general English course that

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COMMON EUROPEAN FRAMEWORK COMMON EUROPEAN FRAMEWORK COMMON EUROPEAN FRAMEWORK

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