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1. Anne Frank (June 12, 1929–February March 1945) was a German-born Jewish girl
whose diary of her family’s two years in hiding during the German occupation of the
Netherlands became a classic of war literature. She described everyday life from 1942
until the family’s arrest by the Gestapo in 1944. Following their arrest, the Franks were
transported to concentration camps. In 1945, Anne died in the Bergen-Belsen
concentration camp. His father was the only survivor and published her diary in 1947. It
has been translated into 70 languages.
The quote suggests that while laziness may seem tempting in the short term, true
satisfaction is often derived from meaningful work and effort, because work and
productive efforts provide a sense of accomplishment and personal growth.
2. There is a nurse or carer in a social centre for the elderly, or in a nursing home, looking
after the elderly. There are two elderly women and an elderly man playing with building
blocks. They all look happy and smiling.

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 Working with elderly people can help you to be more compassionate. You can enjoy
the stories, experiences and personalities of those you care for. Helping them
improve their quality of life so it can be rewarding for you too.
3. Students’ own answer.
4. Students’ own answer.
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 READING
A report

1. SPEAK Work in pairs. As a consumer, how important are these things?

1. The product is fashionable.
2. The product is popular with celebrities.
3. The company pays its staff fair wages.
4. The company gives money to charity.
Students’ own answer.

2. SCAN Read quickly the report. Which things in exercise 1 are mentioned?
1. The product is fashionable.
2. The product is popular with celebrities.
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4. The company gives money to charity.

3. READ FOR DETAIL Read again and listen to the report. Then answer
the questions in your notebook.
1. What was unusual about Rob and Paul’s education? Their parents took them out of
school and away to India to travel and do charity work.
2. How did the brothers become orphans? Their parents died in the Asian tsunami.
3. Why did the brothers start Gandys? In memory of their parents and to help other
orphans.
4. What was unusual about their visit to Buckingham Palace? They wore flip-flops.

4. SPEAK Work in groups. Answer the questions.

1. Who do the biggest charities in your country help? Students’ own answer.
2. Do you give money to charity? Why? / Why not? Students’ own answer.

VOCABULARY
Adjectives for appearance
5. SPEAK Work in pairs. Make a list of adjectives to describe appearance in your
notebook.
attractive, youthful, beautiful, ordinary, plain, scruffy, fit, smart, gorgeous, handsome,
tall, short, bald, skinny, thin, muscular, large, blonde, cool, casual, etc.
Students’ own answer.

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 6. Match definitions 1–8 with the words in the box in your notebook.
Listen, repeat and check your answers. What do Gandys’ flip-flops look like?
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1. younger than their actual age youthful

2. show good judgement about how to dress well stylish
3. relaxed and comfortable casual
4. pleasant to look at attractive
5. impressive and modern cool
6. clean and neat smart
7. popular at a particular time fashionable
8. bright or with many different colours colourful

Gandy’s flip-flops are attractive, casual, comfortable, fashionable, eco-friendly, cool.

7. SPEAK In your notebook, write the words that you agree with most. Then
work in pairs and explain why.
1. I think that flip-flops are too casual / perfect for wearing around town.
2. I prefer clothes with colourful / cool and simple designs.
3. People spend too much / don’t spend enough time and money trying to look
attractive.
4. You can / can’t be stylish by wearing cheap clothes.
5. I think it is / isn’t important to wear fashionable clothes
Students’ own answer.

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 GRAMMAR
Modal verbs: can / could / be able to

8. Look at the grammar table. Say one thing you can do now that you couldn’t do
five years ago.
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Students’ own answer.

9. RULES Write the correct options in your notebook.

1. We use can and am / is / are able to to talk about possibility and ability in the
present.
2. We use could and was / were able to to talk about possibility and ability in the past.
3. We use can and could + infinitive without to, and be able to + infinitive.

10. Complete the sentences with the correct words in your notebook.
1. I can’t do this. Can you help me?
2. She’s not able to work on Saturday.
3. We were / weren’t able to get a lot of work done yesterday.
4. In my last job, I could only start late on Fridays.
5. I’m self-employed so I’m able able choose when I work.

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 Modal verbs: must / have to / can
11. Look at the grammar table. Say things you must, can, don’t have to and
mustn’t do at school.
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Students’ own answer.

12. RULES Write the correct options in your notebook.

1. We use must and have to for something that is necessary or a rule.
2. We use can for something that is allowed.
3. We use don’t / doesn’t have to for something that is possible and unnecessary.
4. We use mustn’t for something that is not allowed.

13. Write the correct options in your notebook.

1. You can’t do this job unless you have training.
2. You don’t have to finish this work today. Next week is fine.
3. We can wear casual clothes. It’s our choice.
4. Simon mustn’t be rude to the manager. He’ll lose his job!
5. Everyone must start work at 9. It’s a rule.

14. SPEAK Work in groups. Write ten rules for the perfect workplace in your
notebook. Use these ideas.

Students’ own answer.

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 PRONUNCIATION
can / can’t and must / mustn’t

15. Listen and write the sentence you hear in your notebook.
1. a. You must wear large earrings.
b. You mustn’t wear large earrings.
2. a. You can wear a baseball cap.
b. You can’t wear a baseball cap.
3. a. You must leave your coat downstairs.
b. You mustn’t leave your coat downstairs.
4. a. You can hang your coat on your chair.
b. You can’t hang your coat on your chair.
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 LISTENING
A job interview

1. SPEAK Work in groups. What are the most important tips for a good job
interview?
Students’ own answer.

2. LISTEN FOR GIST Listen to a job interview and write the best
summary a–c in your notebook.
a. The interview goes well. Gemma and Barry have a good conversation. Barry will
probably get the job.
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b. The interview goes quite well. Barry has lots of experience working in a team. Barry
might get the job.
c. The interview does not go well. Barry lies. Gemma is annoyed. Barry will definitely
not get the job.

3. LISTEN FOR DETAIL Listen again and write the things Barry has done
in your notebook.

1. work in a call centre

5. work for a telemarketing company

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 4. LISTEN FOR INFERENCE Read the Tips Hub! box. Then listen to
extracts 1–3 from the interview and answer the questions in your notebook.
Extract 1
1. Does Barry check whether he needs to tell the truth? Yes, he does.
2. Does he give a real example? No, he doesn’t.
3. Do you think he has ever worked as part of a team? Students’ own answer.

Extract 2
4. Is Barry interested in skydiving? Yes, he is.
5. Does he think it is exciting? Yes, he does.
6. Do you think he has ever actually done it? No, he hasn’t done it, he has always
wanted to try.

Extract 3
7. Does Barry remember what he wrote on his CV? No, he doesn’t.
8. Does he tell the truth about what he wrote on his CV? No, he doesn’t.
9. Do you think he enjoys French poetry? Students’ own answer.
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5. SPEAK Work in groups. Have you ever had an interview for a job, course,
scholarship or intership? Tell your group.
Students’ own answer.

GRAMMAR
Present perfect with for and since
6. Look at the grammar table. How long have you studied at your school?

Students’ own answer.

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 7. RULES Write the correct options in your notebook.
1. We use the present perfect to talk about actions that started in the past but continue
until the present time.
2. We use how long + present perfect to ask about the duration of an action.
3. We use the present perfect with for to talk about a length of time until the present
time (three hours, two weeks, 10 years, etc.).
4. We use the present perfect with since to talk about the point in time when something
started (yesterday, I was young, 2023, etc.).

8. In your notebook, complete the sentences with the present perfect form of the
verbs in brackets and for or since.
1. We have lived (live) in this city since we are children.
2. I haven’t had (not have) a day off for a long time.
3. He has been (be) a Sale Techniques teacher for a long time.
4. She hasn’t spoken (not speak) to the manager for months.
5. They have worked (work) as mechanical technicians since 2020.
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Present perfect with just, already and yet

9. Look at the grammar table. Say one thing you have just finished doing now.

Students’ own answer.

10. RULES Write the correct options in your notebook.

1. We use just in affirmative sentences and questions to say if something happened
very recently.
2. We use already in affirmative sentences to say that something happened before now
or earlier than expected.
3. We use yet in negative sentences to say that something hasn’t happened, but it still
might, and in questions to ask if something has happened.
4. Just and already usually come before the past participle and yet comes at the end of
a sentence or question.

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 11. Write just, already or yet in your notebook.
1. Have you had anything to eat yet?
2. I’ve already run two marathons this year.
3. She’s just finished her workout – she’s showering now.
4. It’s only 11 am, but Jack’s already eaten his lunch.
5. He hasn’t asked her to work out with him yet.

12. In your notebook, write sentences with the present perfect and the words in
brackets in the correct place.
1. they / be / in your office / an hour. (for)
They have been in your office for an hour.
2. I / have / a phone call / from the nurse assistant. (just)
I have just had a phone call from the nurse assistant.
3. we / not use / our new computer. (yet)
We haven’t used our new computer yet.
4. she / take / her medicine / today. (already)
She has already taken her medicine today.
5. he / not have / a pay rise / 2022. (since)
He hasn’t had a pay rise since 2022.
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VOCABULARY
Work collocations

13. SPEAK Work in groups. Answer the questions.

1. Are there equal job opportunities in your country? Students’ own answer.
2. Are some jobs more important than others? Why? / Why not? Students’ own answer.

14. Listen and repeat the phrases in the box. How do you say them in your
language? Add more phrases.

Students’ own answer.

do part-time / full-time / volunteer work, be out of work, work in an industry, work for a
company, look for work, find work, etc.
Students’ own answer.

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 15. Complete the work collocations in your notebook.

Lena, Sales manager

I (1) earn an average salary. However, if I make a lot of sales, I (2) get a bonus and I
find that motivating. I recently got a (3) promotion which meant more responsibility and
working longer hours. But at least, I don’t (4) work shifts. I got a small (5) pay rise and
as a manager I was able to (6) take an extra afternoon off each week.

16. Read the Tips Hub! box. Then complete the profile with at / in / for in your
notebook.

Andrew works (1) in IT (2) for a software company. He’s a computer programmer. He
works (3) in their city centre office. He’d like to work (4) for Google in the future.
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17. Write a description of the kind of work a relative does in your notebook. Use
exercise 16 as a model.

Students’ own answer.

SPEAKING
Compare jobs
18. Work in pairs. Choose two jobs and answer the questions.

1. Who do you know that do these job?

2. Do they earn a high, medium or low salary?
3. What are the best and worst parts of the jobs?
4. Describe briefly how the jobs help society

Students’ own answer.

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 COMPREHENSION
Strengths and weak points
1. SPEAK Work in pairs. What is your employment track record? What are your
future expectations?
Students’ own answer.

2. SPEAK Look at the photos. Answer the questions in your notebook. Watch
the video and check your answers. Tell the story in pairs.
1. Who are the people? It’s Neena, one interviewer (Matthew Williams), the account
manager (Jenny Bridges) and Gaby.
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2. Where are they? At the beginning, Neena is at a job interview. At the end, she is with
Gaby at home.
3. Whose cat is it? It is the interviewer’s cat.
4. What happened? The interview was going well, but Neena asks the interviewer
about his cat and things starts going bad, because the cat is the interviewer’s cat and it
is dead. The interviewer starts crying and the account manager asks Neena to leave
the place. Then Neena is worried because she thinks she won’t get the job. But at the
end, she receives a phone call to confirm she has got the job.

Students’ own answer.

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 3. 00:27–03:09 Complete Neena’s job interview form in your notebook. Watch
the video again and check your answers.
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1. law
2. accounts
3. four / 4
4. new
5. under
6. manage
7. project
8. team
9. right

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 FUNCTIONAL LANGUAGE
Do a job interview

4. In your notebook, copy the table and complete it with the words in the box.
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1. about
2. have
3. good
4. work
5. current
6. how
7. strengths
8. weak
9. questions
10. for
11. touch
12. you

5. 00:27–03:09 Watch the video again. Check your answers.

Students’ own answer.

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 USEFUL PHRASES
Encouraging phrases

6. 00:00–04:06 Complete the dialogues a–e with the useful phrases in your
notebook. Watch the video again and check your answers.
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a.
1. How did it go?
2. I was going so well ...

b.
3. Please take a seat.
4. Tell me about yourself.
5. Let me think.

c.
6. That’s a good question.
7. Go on.
8. Just go!

7. How do you say these useful phrases in your language?

Students’ own answer.

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 PRONUNCIATION
Singular and plural forms

8. Listen and repeat the singular and plural forms of the nouns in the box.
Which noun has an extra syllable in the plural form?

Students’ own answer.

challenges

9. SPEAK Work in pairs. Practise saying the words in exercise 8 and your own
words. Listen and check your partner’s pronunciation.
Students’ own answer.
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SPEAKING
Talk about your work experience
10. Work in pairs. What are your strenghts and weak points at work?
Students’ own answer.

11. Work in pairs. Write down three important skills for each of the jobs in the
box.

Students’ own answer.

12. Roleplay a job interview. Use the Functional language box, the useful
phrases, the job interview form in exercise 3 and your ideas from exercises 10
and 11.

Students’ own answer.

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 WRITING
A covering email

1. Complete the advert with the words in the box in your notebook. Would you
apply for the job? Why? / Why not?
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1. families
2. holidays
3. take care
4. advantage
5. pay
6. CV
Students’ own answer.

2. Read the model covering email and correct the mistakes in the sentences in
your notebook. Is Maurice a good candidate for the job? Why? / Why not?
1. Olga Maurice is writing a covering email to Maurice Olga.
2. Maurice is sending a photo CV to apply for the position.
3. He is a Social and Sports Teaching and Animation Higher Technician in Pre-Primary
Education student.
4. He can speak English and French Spanish.
5. He doesn’t have any has some experience with children.

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© MACMILLAN EDUCATION / Photocopiable material

3. Read the Tips Hub! box. Match informal phrases 1–6 with the formal phrases
in the box in your notebook.

1. I’m writing to tell you ... I would like to ...

2. Warmly Your s sincerely,
3. Hello, / Hi! Dear Sir / Madam,
4. Dear Sue, Dear Mr / Mrs Cox,
5. Best wishes Yours sincerely,
6. Love (Kind) regards,

It’s your turn!

1. PLAN You are going to write a covering email to apply for the job in exercise 1.
Make notes about:
• your reasons for writing
• your availability • your experience and skills
• your attachments
Students’ own answer.

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 2. WRITE Use the model text, the Tips Hub! box and your notes from exercise 1
to write your email.
Students’ own answer.

3. CHECK Check your writing using this list.

• I have used appropriate openings and endings.
• I have used a formal tone and paragraphs.
• I have included the attachments.
Students’ own answer.

4. SHARE Send your email or share it with the class.

Students’ own answer.
5. REVIEW Work in groups. Are your classmates good candidates for the job?
Why? / Why not?
Students’ own answer.
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 VOCABULARY
1. Complete the adjectives for appearance in your notebook.
1. My brother is very cool; he always looks good.
2. She’s not allowed to wear casual clothes to work.
3. I love those high-heeled shoes – they have a very stylish design.
4. I don’t like that T-shirt. I don’t think those colours look attractive.
5. In Amina’s country, you must wear smart clothes to a wedding.

2. Complete the questions with the phrases in the box in your notebook. There
are three extra phrases.
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1. When did you last take a day off from work or study? What did you do?
2. What are the disadvantages of being self-employed and being your own boss?
3. How important is it to earn a high salary in your job? Or is money not the most
important thing?
4. Should people get a pay rise every year or only when they have done well at work?
5. What are the advantages of a job where you work shifts, so sometimes you start at
night or early in the morning?

3. Write the correct options in your notebook. In three examples, both

prepositions are possible.
1. They work at / for the IT department.
2. He works in marketing.
3. She works at / for Bluemoon Software Services.
4. She works for an advertising firm.
5. I work in a library.
6. We work in / for a telemarketing company.

4. SPEAK Work in pairs. Answer the questions in exercise 2.

Students’ own answer.

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 GRAMMAR
5. Match rules 1–6 with meanings a–d in your notebook.
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1. d / 2. a / 3. b / 4. a / 5. b / 6. c

6. In your notebook, write sentences with the present perfect and the words in
brackets in the correct place.
1. she / do / charity work / about 2018. (since)
She has done charity work since about 2018.
2. my sister / get back / from a business trip. (just)
My sister has just got back from a business trip.
3. they / be / the owners / of the company / six years. (for)
They have been the owners of the company for six years.
4. you / change / your doctor’s appointment? (already)
Have you already chnaged your doctor’s appointment?
5. I / not have / a phone call / from the interviewer. (yet)
I haven’t had a phone call from the interviewer yet.

FUNCTIONAL LANGUAGE
7. Match 1–5 with a–e to make job interview questions.
1. So tell
2. What have you
3. Do you have
4. And any weak
5. Do you have any

Professional English Hub II Student’s Book

 a. points?
b. me about yourself.
c. any special strengths?
d. question for us?
e. learnt from your job?

1. b / 2. e / 3. c / 4. a / 5. d

8. SPEAK Work in pairs. Take turns to ask and answer the questions in exercise
7 with your own ideas.
Students’ own answer.
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 LET’S GET STARTED!

1. Work in groups. What safety rules are there in your school? Discuss the
role of education in promoting safety awareness.
Students’ own answer.

2. Complete safety rules 1–8 with the words in the box in your notebook.
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1. run
2. Carry
3. hands
4. clean
5. routine
6. wear
7. tools
8. carry

3. Work in pairs. Answer the questions.

1. Where can you see the safety rules from exercise 2? Students’ own answer.
2. Which of the rules above do you usually follow? Students’ own answer.

LET’S FIND OUT!

4. Look at the model infographic. Answer the questions in your notebook.
1. What is the infographic about? about safety rules in a lab
2. Who is it for? people who work at the lab
3. How many safety rules are there? six rules
4. Which safety rules from exercise 2 would you include in this infographic? carry
weights properly, wash your hands often, keep your work area clean, use tools and
equipment properly, always carry your ID proof at site

Professional English Hub II Student’s Book

 5. Work in groups. Add two extra safety rules to the model infographic below in
your notebook. Draw an icon for each safety rule.
Students’ own answer.

LET’S DO IT!
6. Think of a workplace that fits your professional field. Read the box and make
an infographic on safety rules for that place. Use the model infographic and your
own ideas.
Students’ own answer.

It’s your turn!

A work safety rules infographic
1. PLAN
• Choose a workplace.
• Think about important safety rules for the place.
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2. DESIGN
• Choose an infographic tool and maker software (Canva, Genially, etc.).
• Choose a suitable design for your infographic.
• Decide on the type of images you want to use.
• Decide on how to organise the content.
3. WRITE
• Write between 5–7 safety rules.
• Classify them in groups (clothes, tools, etc.) or make a numbered list.
4. SAVE
• Save your infographic and edit as necessary.
5. SHARE
• Make a presentation of your infographic in class.
Students’ own answer.

7. Give feedback on the infographics. Have you all used the same safety rules?
Which infographic do you like best?
Students’ own answer.

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