miniinterface

• Basic competences

• Mixed ability

• Productive skills

• Digital materials

• Culture and CLIL and more…

minicatalogoInterface 2012.indd 1 27/03/12 12:32

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InterfaceInterfaceComponents Overview

Solutions for every teaching situation.

Workbook with Audio CDs

Student’s materialsStudent’s Book

Class Audio CDs

Teacher’s materialsTeacher’s Book Teacher’s Resource File

NEW

For the Student

For the Teacher

Student’s Book

Workbook

Workbook CDs

Secondary website

Teacher’s Book

Class CDs

Teacher’s Resource File

Teacher’s Resource File Multi-ROM

Tests and Exams pack

Online digital books

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• Student’s Book

• Workbook including Self-study bank (English, Castilian and Catalan editions)

• Free Audio CDs

• Portfolio

• Website

• Digital Student’s Books and Workbooks

Student’s materials

• Teacher’s Books 1 & 2 (English, Castilian and Catalan editions)

• Teacher’s Books 3 & 4 (English edition)

• Class CDs

• Teacher’s Resource File: • Interface Basics • Vocabulary worksheets (at 2 levels) • Grammar worksheets (at 2 levels) • Key competences worksheets • Translation and Dictation • Study skills worksheets • Integrated Macmillan Readers worksheets

• Teacher’s Resource File Multi-ROM (contains the complete Resource File in editable Word files)

• Tests and Exams Pack with: • Tests and Exams Multi-ROM • Test Generator Multi-ROM

• Basic competences diagnostic tests

• Digital Student’s Books and Workbooks

• Culture Watch DVD

Teacher’s materials


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TRF Multi-ROM

ISBN 978 0 230407961


This is a Multi-ROM. You can listen to the audio on a normal CD player. Windows: This is an autorun CD. If the application does not start automatically, navigate to your CD-ROM drive (usually D:) and open the file macmillan.htm in a web browser.

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TRF audio CD

Teacher’s Resource File audio CD


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Exams Multi-ROM

ISBN 978 0 230407978

Tests and Exams Multi-ROM


Tests and Exams Pack Culture Watch CD

CultureWatch

Secondary 1st cycle

DVD

NEW

Solutions for every teaching situation


Solutions for every teaching situation.

Interface

Open up and connect to a new age

of learning!

A new Secondary course dealing with the diversity of today’s increasingly

international, multicultural and multilingual world.

Solutions for every teaching situation


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Interface Student’s Book

Meaningful learning

Interface 1 Student’s Book

Lexical set presented with attractive photographs and practiced in context.

Up-to-date and motivating reading texts.

Now say it! box includes a short listening leading into a speaking activity to practice the vocabulary.

Tips for students focus on learning strategies and common errors.

The Class vote activity allows students to express their own opinon.


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InterfaceStudent’s Book InterfaceInterface

Meaningful learning


Lexical set presented with attractive photographs and practiced in context.

Up-to-date and motivating reading texts.

Now say it! box includes a short listening leading into a speaking activity to practice the vocabulary.

Tips for students focus on learning strategies and common errors.

The Class vote activity allows students to express their own opinon.

Practice of grammar in written and oral contexts.

Frequent listening tasks enhance students’ communicative competence.

Cultural contents integrated into every unit.

Additional optional cross-curricular materials.


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Interface Student’s Book

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Careful attention to productive skills

Activities that enhance students’ communicative competence

Colour-coding helps students identify the speakers.

Step-by-step speaking tasks in functional situations.

Cultural aspects of life in English-speaking countries.

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Real world contents


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Careful attention to productive skills

Students have frequent opportunities for speaking and personalization.

Additional work on writing in the Workbook.

The Language focus box highlights different sub-skills of writing.

Clear models and sequencing of tasks.

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Complete writing syllabus

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Student’s BookInterface

Progress check and Language Guide after every unit

The exercises in the Progress check aim to recycle and check the language of the unit.

The learning tips encourage learning-to-learn skills.

The Language Guide works as a reference section for all the language of the unit.

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Consolidation and recycling of contents


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Revision sections after every three units

The Sketch is an opportunity for students to act out an amusing situation with up to five characters.

The Project is a chance for students to work in groups and produce a poster together.


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Consolidation and recycling of contents

Cumulative revision of grammar and vocabulary from previous units.

Student’s Book


Interface Workbook

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A wealth of extra teaching resources

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Additional support to meet different needs

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4 Look at the table and write sentences about Simon, Martha and Tim.

Simon Martha and Tim

You

?

have breakfast ✓ ✗

drink eight glasses of water

✓ ✓

eat meat ✗ ✓

buy healthy food

✓ ✗

do sport ✗ ✓

watch TV ✓ ✗

1 Simon

Martha and Tim

2 Simon

Martha and Tim

3 Simon

Martha and Tim

4 Simon

Martha and Tim

5 Simon

Martha and Tim

6 Simon

Martha and Tim

5 Complete the table in exercise 4 for you. Then write sentences.

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Grammar 1Present simple

1 Write the verbs.

verb third person singular play plays 1 wash 2 go 3 study 4 make 5 pass 6 have

2 Circle the correct words.

My mum and I have / has an apple every day.

1 We buy / buys apples in the market.2 They don’t / doesn’t come from the UK.3 My mum wash / washes the apples.4 I eat / eats my apple for breakfast.5 Apples contain / contains antioxidants.6 My dad don’t / doesn’t like apples.

3 Complete the text with the present simple form of the verbs in brackets.

Every week my mum (1) relaxes (relax) in the living room and (2) (watch) a TV programme called Healthy Cooking. My dad (3) (not like) it. He says it’s boring. On Saturday my mum (4) (buy) lots of healthy food for dinner. We (5) (eat) fish regularly. Mum thinks that it (6) (help) our intelligence. I (7) (not think) it’s true!

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3 Make more free-time activities. Use verbs from exercise 1.

1 on Tuenti

2 to the radio

3 to the cinema

4 a DVD

5 my cousins

6 a horse

7 tennis

4 Complete the sentences for you.

1 I every day.

2 I don’t after school.

3 At weekends I .

Vocabulary 2Free-time activities

1 Look at the pictures and complete the phrases with the verbs in the box.

go listen meet play read ride stay surf talk watch

2 Complete the messages with some of the free-time activities from exercise 1.

Write and tell us about your free-time activities.

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2

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5 I on Sundays. I ride about 50 kilometres. It helps me stay fit and healthy.

I regularly. I’ve got a new mobile phone and I use it all the time.

I at weekends. I write messages on websites like this!

My friends and I . We like rock, but we don’t like heavy metal.

My sister and I . Our favourite shops are Mango and Zara.

At weekends I meet my friends. We go to a café or to the mall.

2 my 3 to bike music

6 7 shopping football

read comics 1 on the phone

4 TV 5 the internet

8 up late 9 my friends


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2 1.13 Read and listen. Find these words in the text and match them with the definitions.

1 portion 2 takeaway 3 salt 4 vinegar 5 fry 6 occasionally

a) to cook food in oilb) a white substance you put on foodc) the quantity of food for one persond) a liquid you put on foode) sometimes but not every weekf) a place where you buy food to take home

and eat

CultureA national favourite

1 Read the text. Are fish and chips healthy or unhealthy?

Fish and chips are a traditional part of the British diet and they’re a popular fast food. People buy them in a ‘chippy’ – a fish and chip shop. There are chippies in every town across the country and they sell around 300 million portions of fish and chips every year. A chippy isn’t always a takeaway. Some have got restaurants to eat in. But typically you put salt and vinegar on your fish and chips, and eat them with your fingers in the street or take them home to eat.

Health experts want people in the UK to eat fish one or two times a week. It’s low in fat and it’s a source of protein and vitamins so it’s good for you. But what about the fish in fish and chip shops? They fry the fish and the chips there and that increases the fat. However, a portion of fish and chips contains less fat than other popular takeaway food in Britain, like pizza or chicken tikka masala. So it isn’t a problem to have a portion of fish and chips … occasionally!

3 Answer the questions.

1 What type of food is fish and chips? 2 What is a fish and chip shop called in Britain? 3 What are the two typical places to eat fish

and chips? 4 Do experts want British people to eat fish

regularly? Why? 5 Why is the fish in fish and chip shops high

in fat? 6 Is it OK to eat fish and chips regularly?


An additional reading text provides information about an English-speaking country and introduces a cultural topic related to the theme of the unit.

Grammar and vocabulary activities clearly labelled at three levels of difficulty.

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Interface 1 Workbook

Audio CDsEach Workbook is accompanied by two audio CDs including the recordings of the following sections:

• Reading and Writing texts• Dictation • Listening and Speaking• Unit grammar check• Vocabulary Plus• Culture and CLIL texts


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A wealth of extra teaching resourcesInterfaceTeacher’s Resource File

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Additional support to meet different needsInterfaceWorkbook

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Unit grammar check 4 Read the text and circle the correct answers.

(1) … you know what a goji berry is?

A goji berry is a small, red fruit that (2) …

from China. People like (3) … goji berries

as a snack because (4) …’re a superfood.

That means they’re very good for you.

They (5) … a lot of beta-carotene, vitamins

and antioxidants. People (6) … fresh goji

berries, they eat dried ones. You buy (7) …

in supermarkets and health shops. I love

(8) … them for breakfast. They’re delicious!

A B C1 Does Do Doesn’t2 coming come comes3 eating eats eat4 she he they5 contains contain containing6 doesn’t eat don’t eats don’t eat7 they them it8 eat eating eats

5 1.15 Listen and check your answers.

Revision

Dictation 1 1.14 Listen and write the sentences.

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Error correction 2 Correct the sentences.

Does your parents listen to music? ✗

Do your parents listen to music? 1 I love cakes but I don’t eat they. ✗ 2 Miss Lloyd teachs food science. ✗ 3 We don’t like watch football on TV. ✗ 4 My mum trys to eat healthy food. ✗ 5 James don’t drink coffee. ✗ 6 Ben’s my brother and it loves reading comics. ✗

Translation 3 Translate the corrected sentences from exercise 2

into your language.

1

2

3

4

5

6


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4 Read the text again and circle T (true) or F (false).

1 Rosie thinks Eleanor has a healthy diet. T / F2 Eleanor doesn’t drink any hot drinks. T / F3 She has bread for breakfast. T / F4 She eats chocolate cakes. T / F5 She likes Spanish food. T / F6 She hates spaghetti. T / F7 She does some sports. T / F8 She hasn’t got any hobbies. T / F

WritingA blog

Language focus: and and but 1 Complete the sentences with and or but.

My brother eats fruit but he hates vegetables.1 Jenny meets her friends they go shopping.2 I like coffee I don’t like tea.3 They have breakfast they don’t have lunch.4 Cakes contain fat they contain sugar.5 We love staying up late watching TV.

2 Complete the text with and or but.

RosieB_13 12th January 18.34

My best friend Eleanor is very healthy (1) she eats fruit and vegetables all the time! Eleanor doesn’t like coffee (2) she loves hot chocolate. For breakfast she drinks hot chocolate (3) she eats bread.

Eleanor doesn’t like cooking (4) she likes eating! She eats pasta (5) she eats cakes. She loves chocolate cakes! She eats Italian, French and Spanish food (6) her favourite food is spaghetti.

I think Eleanor’s got an active lifestyle. She likes playing tennis and hockey (7) she’s a good skier. Her other hobbies are dancing and singing.

Rosie, age 13

Has your friend got a healthy lifestyle? Does he/she eat well? Is he/she active?

LifestyleLifestyle


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Writing guide: a blog

Step 1 PlanLook at the information about Daniel in the box. Write the information in the correct place on the mind map. Then look back at the blog on page 30. Number the information about Daniel in the order it appears in the text.

football doesn’t like cake likes fizzy drinks running breakfast – toast and tea listening to music favourite food – ice cream reading eats fruit, pizza, biscuits hates orange juice

Step 2 WriteWrite a first draft. Use the notes you made in Step 1. Use the model text on page 30 to help you. Use and and but to avoid repetition.

Step 3 CheckCheck your work. Check you use: Check your:

and to add similar information grammar vocabulary spelling but to contrast different information

Step 4 WriteNow write your final copy in your notebook.

breakfast

Daniel’s lifestyle

food

favourite food

sportsother hobbies

drinks


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3 1.16 Listen again and circle T (true) or F (false).

1 Olivia doesn’t know exactly what she wants to order. T / F

2 She loves eating chilli con carne. T / F3 She doesn’t like chips. T / F4 She likes fish. T / F5 She doesn’t want to eat the cake in

the café. T / F6 She spends £5.00. T / F

Listening

2 1.16 Listen to Olivia in a café. Which food does she order? Tick (✓) the correct picture.

Extension

Cumulative grammar 1 Circle the correct words to complete the text.

a b c

(1) Who / What is a vegan?

Vegans are people who (2) doesn’t / don’t have any animal products in their diet. That means that a vegan doesn’t eat meat, fish, eggs or dairy products.

Where is the name from?

The name comes from the word ‘vegetarian’. ‘V-E-G’ (3) are / is the first three letters of the word and ‘A-N’ the last two.

How do you pronounce it?

(4) Is / It’s ‘vee-gun’.

(5) Do vegans eat / Eat vegans protein?

Yes, (6) he does / they do. Protein is extremely important in a (7) vegan’s / vegans’ diet. A vegan eats a lot of fruit, vegetables, nuts and soya, and they’ve got protein in (8) them / it.

What about milk?

Cow’s milk is an animal product so they don’t use (9) it / her. Sheep’s milk is the same. Vegans drink soya milk because that isn’t from an animal.

(10) Why / What are people vegans?

People (11) has / have got different reasons for being a vegan. Some people don’t eat meat because they don’t like it. Other people don’t eat meat for religious reasons. But being a vegan is normally an ethical decision. Vegans hate (12) use / using any animals for food.


The Writing section follows the same guided approach as the Student’s Book.

Additional listening practice

The Writing guide offers the students a clear pattern to complete their writing task.

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Revision activities after every unit including dictation, error correction and translation.

The Extension section includes a cumulative grammar check which gives students a real sense of progression.


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Interface Workbook Self-study Bank

Reference material and extra optional resources

Grammar reference

Present simpleaffirmative

I / You eat

He / She / It eats

We / You / They eat

• we use the present simple to talk about routines and habitsI get up at seven o’clock every morning.

• we use the present simple to describe facts Queen Elizabeth lives in Buckingham Palace.

negative contracted form

I / You do not drink don’t drink

He / She / It does not drink doesn’t drink

We / You / They do not drink don’t drink

• to form the negative we use don’t or doesn’t before the verb

• we usually use contracted forms (don’t and doesn’t) in conversation and informal writingShe doesn’t like animals.

questions and short answers

Do I / you read?

Yes, I / you do. No, I / you don’t.

Does he / she / it read?

Yes, he / she / it does. No, he / she / it doesn’t.

Do we / you / they read?

Yes, we / you / they do. No, we / you / they don’t.

• in questions we use do or does before the subject

• we don’t repeat the verb in short answersDo you like pasta? Yes, I do. / No, I don’t. ✓Yes, I like. / No, I don’t like. ✗

Spelling: third person singularTo form the third person singular

• for most verbs add -sdrink ➙ drinks

• add -es to verbs that end in -s, -sh, -ch, -z and -xwatch ➙ watches, wash ➙ washes, fix ➙ fixes

• add -es to go and dogo ➙ goes, do ➙ does

• for verbs that end in consonant + y, omit the -y and add -iesstudy ➙ studies

• for verbs that end in vowel + y, keep the -y and add -splay ➙ plays

• irregular verbsbe ➙ is, have got ➙ has got

love, hate, (don’t) like + -ing• we use the -ing form of the verb after love, like, don’t

like and hateI like listening to the radio.He hates getting up in the morning.

Subject and object pronounssubject pronouns

I you he / she / it we you they

object pronouns

me you him / her / it us you them

He’s the new teacher. Do you like him?Rachel eats sweets every day. She loves them!

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Grammar exercises

Present simple 1 Circle the correct words.

He work / works all day. 1 Our dog hate / hates chocolate.2 We live / lives in a small house.3 My aunt and uncle sing / sings all the time!4 My sister want / wants a black bicycle.5 You and your friends like / likes playing chess.6 I go / goes to school at 7.45am.

2 Write the third person singular form of the verbs. Then complete the sentences with the verbs.

wash washes a) sleep b) watch c) cry d) do e) go f) relax g) drink

My father washes fruit before he eats it.1 My mum only about six hours a night.2 Our cat television.3 My dad when he cuts onions; he

hates it!4 Jed his homework on the bus in the

morning.5 My brother to kendo classes.6 My best friend with a good book.7 Patty four litres of water a day!

3 Rewrite the sentences in the negative form.

He goes to school at 7.00 am.

He doesn’t go to school at 7.00 am. 1 I want to go to the dentist. 2 My brother sings very well.

3 Carly eats a lot of cheese.

4 My grandmother watches television with me.

5 My friends like fish.

4 Order the words to make questions.

do / Where / go / you / to school ?

Where do you go to school? 1 these flowers / you / Do / like ?

2 you / start / When / school / do ?

3 your brother / your phone / Does / use ?

4 your parents / eat / meat / Do ?

5 you / do / What / drink / with your lunch ?

love, hate, (don’t) like + -ing 5 Write sentences with the correct verb in the box.

love like don’t like hate

she / / watch / films

She likes watching films. 1 we / / play / football in the rain 2 they / / eat / my mum’s pasta 3 my father / / listen / to my hip-hop CDs 4 I / / do / homework in the morning 5 Mum / / swim

Subject and object pronouns 6 Circle the correct words.

I / He don’t like she / you.1 That’s mum’s new car. I / She loves he / it.2 Do they / them go to school with she / her?3 Do you / them want these biscuits? My sister

doesn’t want they / them.4 He / We live here. That letter’s for I / us.5 Where are you / her? I can’t see you / she.

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Infinitive Past simple Past Participle Translation

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Irregular verbsbeat /biːt/become /bɪˈkʌm/

begin /bɪˈɡɪn/

bite /baɪt/break /breɪk/

bring /brɪŋ/

build /bɪld/

be /biː/ was, were /wɒz, wɜː(r)/ been /biːn/beat /biːt/ beat /biːt/ beaten /ˈbiːt(ə)n/become /bɪˈkʌm/ became /bɪˈkeɪm/ become /bɪˈkʌm/begin /bɪˈɡɪn/ began /bɪˈɡæn/ begun /bɪˈɡʌn/bite /baɪt/ bit /bɪt/ bitten /ˈbɪt(ə)n/break /breɪk/ broke /brəʊk/ broken /ˈbrəʊkən/bring /brɪŋ/ brought /brɔːt/ brought /brɔːt/build /bɪld/ built /bɪlt/ built /bɪlt/buy /baɪ/ bought /bɔːt/ bought /bɔːt/catch /kætʃ/ caught /kɔːt/ caught /kɔːt/choose /tʃuːz/ chose /tʃəʊz/ chosen /ˈtʃəʊz(ə)n/come /kʌm/ came /keɪm/ come /kʌm/cost /kɒst/ cost /kɒst/ cost /kɒst/cut /kʌt/ cut /kʌt/ cut /kʌt/do /duː/ did /dɪd/ done /dʌn/draw /drɔː/ drew /druː/ drawn /drɔːn/dream /driːm/ dreamt, dreamed /dremt,

driːmd/dreamt, dreamed /dremt,

driːmd/drink /drɪŋk/ drank /dræŋk/ drunk /drʌŋk/drive /draɪv/ drove /drəʊv/ driven /ˈdrɪv(ə)n/eat /iːt/ ate /eɪt/ eaten /ˈiːt(ə)n/fall /fɔːl/ fell /fel/ fallen /ˈfɔːlən/feed /fiːd/ fed /fed/ fed /fed/feel /fiːl/ felt /felt/ felt /felt/fight /faɪt/ fought /fɔːt/ fought /fɔːt/find /faɪnd/ found /faʊnd/ found /faʊnd/fly /flaɪ/ flew /fluː/ flown /fləʊn/forget /fə(r)ˈɡet/ forgot /fə(r)ˈɡɒt/ forgotten /fə(r)ˈɡɒt(ə)n/get /ɡet/ got /ɡɒt/ got /ɡɒt/give /ɡɪv/ gave /ɡeɪv/ given /ˈɡɪv(ə)n/go /ɡəʊ/ went /went/ gone /ɡɒn/grow /ɡrəʊ/ grew /ɡruː/ grown /ɡrəʊn/have /hæv/ had /hæd/ had /hæd/hear /hɪə(r)/ heard /hɜː(r)d/ heard /hɜː(r)d/hide /haɪd/ hid /hɪd/ hidden /ˈhɪd(ə)n/hit /hɪt/ hit /hɪt/ hit /hɪt/hold /həʊld/ held /held/ held /held/hurt /hɜː(r)t/ hurt /hɜː(r)t/ hurt /hɜː(r)t/keep /kiːp/ kept /kept/ kept /kept/know /nəʊ/ knew /njuː/ known /nəʊn/learn /lɜː(r)n/ learnt, learned /lɜː(r)nt,

lɜː(r)nd/learnt, learned /lɜː(r)nt,

lɜː(r)nd/leave /liːv/ left /left/ left /left/lend /lend/ lent /lent/ lent /lent/


The Grammar reference with exercises is available in three versions: English, Castilian and Catalan.

Irregular verbs list with phonetic transcriptions & translations in the Castilian and Catalan versions.

Alphabetical list with phonetics and translation in the Castilian and Catalan versions.

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InterfaceWorkbook Self-study Bank

Reference material and extra optional resources

Speaking


5 2.75 Listen again and repeat the dialogue.

Making arrangements 1 Complete the sentences with the words in the box.

three time afternoon meet want

What are you doing this afternoon ?1 I’m going to the cinema. Do you

to come?2 What are you going?3 Let’s meet at half past .4 Where shall we ?

2 2.74 Listen and circle the words you hear.

What are you doing on Saturday / Sunday?1 Yes, please! / No, thanks.2 Where shall we meet / go?3 I’m going to a tennis / rugby match.4 Let’s meet at five / six o’clock.5 Let’s meet at the bus / train station.

3 Number the dialogue in the correct order.

6 Imagine you are going to an ice-hockey match on Sunday afternoon. Write a similar dialogue to the one in exercise 3.

You What ?

Your friend Nothing. Why?

You .

Your friend Yes .

You .

Your friend Let’s meet at .

You Fine. Where?

Your friend .

You Good idea. .

Your friend .

Cardiff Devils

Dundee Starsv.

Sunday 13th March

City Sports Centre3.00pm

1

How about at the bus stop?

Yes please! What time are you going?

Nothing special. Why?

Great! Don’t be late!

Let’s meet at 9.30 then.

Well, it opens at 10 o’clock.

Good idea. See you on Saturday morning then.

What are you doing on Saturday morning?

Where shall we meet?

I’m going to the new shopping centre. Do you want to come?

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Vocabulary plus

4 Complete the sentences with the words in the box.

bat googles helmet net paddle target

I always wear goggles when I dive under the water.

1 The rings on a are white, black, blue, red and gold.

2 In tennis, you need to hit the ball over a .

3 Professional cyclists always wear a .4 In table tennis, cricket and baseball, you hit the

ball with a .5 You need a to move through water.

1 2.07 Translate the words into your language. Then listen and repeat.

arrow ball bat bow goggles helmet net paddle racket target

2 Label the picture with the words in exercise 1.

3 Do you use the equipment below in tennis (T) or archery (A)?

arrow A 3 net 1 ball 4 racket 2 bow 5 target

Sports equipment

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2.14 The South BankThe South Bank is a great place to visit if you want to do lots of different things. You can reach this area across Tower Bridge. On the South Bank is the London Eye, the tallest Ferris wheel in Europe, and Tate Modern, which is an important art gallery. You can also visit Shakespeare’s Globe Theatre and see many of the writer’s plays there.

2.12 The Houses of Parliament The Houses of Parliament are where the government of the United Kingdom meets. They are next to the river Thames and they are famous for the clock tower, which is known as Big Ben. This is one of the most popular tourist attractions in London. Close to the Houses of Parliament are 10 Downing Street, where the Prime Minister lives, and Buckingham Palace, the Queen’s London residence.

2.13 The West EndNear the Houses of Parliament is the West End. This is the most popular shopping and entertainment district in the United Kingdom. Its main streets are Oxford Street, which has some of the biggest shops in the world, and Piccadilly. Piccadilly Circus is famous for its bright neon lights. In the West End there are lots of famous cinemas, which have premieres for some of Hollywood’s biggest films.

The flag of England is the St George’s Cross, which is a red cross on white. The Union Jack is the flag of the United Kingdom. It is a combination of the flags of England, Scotland and Northern Ireland.

2.11 Key facts!

London is the capital of England and the United Kingdom.Its population is approximately 8 million.It is the biggest city in Europe.

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Culture: London


There are many famous authors, past and present, from London. One of the most famous is Charles Dickens. He was the most popular novelist of the 1800s and he wrote a lot of books. He was born in 1812, and he died in 1870 while writing his final novel.

Dickens wrote about poor people and the title of his most famous book is Oliver Twist. The main character is a boy called Oliver, and the setting for the story is 19th-century London. The plot is about Oliver’s adventures with a group of boys who live together and steal on the streets of the capital. The villains are Fagin and Bill Sikes, a terrible, violent man with a dog called Bull’s Eye. Oliver Twist has a happy ending – but not for all the characters.

Webquestwww.visitlondon.com/events/sport/footballThere are 14 professional football clubs in London. What are their names?

2.15 Wembley StadiumWembley Stadium is the home of English football. England play international matches here and the final of the FA Cup, which is the oldest cup competition in the world, is played here. Other sports – including rugby and American football – also feature at Wembley. Some of the world’s biggest music groups and singers, such as Madonna, U2 and Coldplay, play concerts in this stadium.

Which of the following novels was not written by Charles Dickens?

Great Expectations Bleak House Pride and Prejudice A Christmas Carol Use CLIL worksheet 1

Use Culture worksheet 1

Test your memory

Where does the British Prime Minister live?Which building is Big Ben part of?Which are the most popular shopping streets?

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Literature: Charles Dickens 2.16


Additional practice on the functional language and the useful expressions from the Student’s Book.

The Culture and CLIL pages look at different aspects of English-speaking countries.

A new lexical set related to the topic of the unit. It is recorded so that students can practice the pronunciation.

Webquests help develop students’

digital competence.

Full colour section at the back of the Workbook

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Interface Teacher’s Book

Handy ready-made lesson plans

Clear mapping of the contents at the start of each unit

Complete description of learning objectives and key competences covered in each unit.

Cross-references to extra resources and evaluation materials related to the unit.

Overview

Unit objectives and key competences• Understand,memorizeandcorrectlyusevocabularyrelatedtofoodandfree-timeactivities(C1)(C2)

(C3)(C5)• Identifyspecificinformationfromatextonfoodmyths(C1)(C3)(C6)• Understandandcorrectlyusegrammarstructuresrelatedtothepresentsimpleandsubjectand

objectpronounsanddrawparallelstoL1(C1)(C7)• IdentifyspecificinformationreferringtoJapanesefoodhabitsthroughalistening(C1)(C3)(C5)

(C6)• Learnhowtoorderfood(C1)(C3)(C5)• IdentifygeneralcontentofatextonBritishfood(C1)(C3)(C6)• LookforinformationontheWelshflagusingICT(C1)(C3)(C4)(C6)• Identifyspecificinformationfromatextonahealthylifestyle(C1)(C5)(C6)• Writeablog(C1)(C4)(C5)(C6)• AssimilatethelearningtipsandstudytheLanguageGuidefromtheunit(C1)(C7)(C8)

Key competences C1–C8 C1 – Competence in linguistic communication

C2 – Mathematical competence

C3 – Competence in knowledge of and interaction with the physical world

C4 – Competence in processing information and use of ICT

C5 – Competence in social skills and citizenship

C6 – Artistic and cultural competence

C7 – Learning to learn

C8 – Autonomy and personal initiative

Linguistic contents

Main vocabulary Food:apple, bread,etcFree-timeactivities:read comics, meet my friends,etc

GrammarPresentsimple:affirmative,negative,questionsandshortanswerslove, hate, (don’t) like+-ingSubjectandobjectpronouns

Functional language Orderingfood

Recycled grammarVerbbeinthepresenthave got

PronunciationThethirdperson-s:/s//z//ɪz/

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Skills

Reading Read a text about British foodRead a text about food mythsRead a questionnaire about healthy lifestyleRead a blog about a healthy lifestyle

Writing Write a blog entry about healthy lifestyle in four steps: plan, write, check and write

ListeningListen to three young people talk about their favourite foodListen to an interview about eating habits in Japan

Speaking

Spoken interaction Talk about favourite foodAsk and answer questions about eating habitsAsk and answer questions about free-time activitiesParticipate in a class vote on food myths

Spoken productionPrepare and write a dialogue for ordering food following a model

Other areas of learning

Learning strategiesUsing headlines / titles to help you readUsing cognates

Socio-cultural aspectsEating habits in JapanBritish food

Cross-curricular contentsScience: healthGeography: JapanLanguage and literature: a questionnaire, conventions for writing a blog entry

ValuesRespect for othersRespect for other cultures

Further materials and evaluation Digital Student’s Book and Workbook Student’s web page: www.macmillansecondary.es

WorkbookVocabulary plus: Fruit and vegetables, page 99Grammar bank and exercises pages 110–111Culture: Cardiff, page 128CLIL: Physical Education, page 129

Teacher’s Resource FileInterface basics pages 13–18Vocabulary and Grammar consolidation & extension worksheets pages 9–12Key competences worksheets pages 5–6, 23–24, 39Translation and dictation pages 3,12

Culture & CLIL worksheets pages 9–12Study skills worksheetsIntegrated Macmillan Readers worksheets

Tests and Exams packProgress Test BasicsProgress Test StandardProgress Test ExtraEnd of term test

Recommended web linkswww.bbc.co.uk/learning – search for nutritionwww.ext.nodak.edu/food/kidsnutritionhttp://web-japan.org/kidsweb/explore/schools/index.html

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Handy ready-made lesson plans

InterfaceTeacher’s Book

Optional teaching suggestions for every unit.

The notes for each unit include: • Teaching tips and ideas• Fast finishers activities • Suggestions for homework• Web links for additional cultural information

The Tests and Exams Pack includes: • Test generator Multi-ROM• Exams Multi-ROM

Key: Exercise 1We add an s in the third person.

Key: Exercise 21 eats2 help 3 contain4 needs5 produce

Key: Exercise 3drinksseestrieswatchespassesplays

Key: Exercise 41 eat2 goes3 cook4 drinks5 explode

Key: Pronunciationb /s/ /z/: drinks, does, explodes /ɪz/: washes, uses, passes

Key: Exercise 5 subject + don’t / doesn’t + infinitive

Key: Exercise 61 don’t eat2 doesn’t drink3 doesn’t contain4 don’t like5 doesn’t cook6 don’t eat

Key: Exercise 71 needs2 doesn’t contain3 say4 doesn’t give5 hydratesThe text is about water.

Grammar 1Present simple

Warmer Tell students about your eating habits. They have to decide if the statements you say are true or false, eg I love fish, I eat fruit every day. You could then ask students to do the exercise in pairs.

1 • Ask students to read the sentences in the grammar box and answer the question. Check they understand need.

• Emphasize that learners often forget the -s at the end of the third person.

Language note To help students remember the s, it’s a good idea to put a large s on the classroom wall. Every time a student forgets the s, point to the wall and get the student to correct him / herself.

2 • Students read the sentences and choose the correct option.

• Check answers with the class.

3 • Go through the spelling rules on page 40 with the class.

• Check the meaning of the verbs.

• Students write the third person singular form.

• Check answers on the board.

Fast finishers write more verbs for each group, eg want, wash, do, study, say.

4 • Students complete the sentences with the verbs. Make sure they understand sentence 5.


Pronunciation: third person singular -s /s/ /z/ or /ɪz/ a CD1 track 31

• Ask students to listen and see if they can hear the difference.

• Play the CD again. Students repeat the words.

b CD1 track 32• Students listen and add the verbs to the table.


• Play the CD again. Students repeat the words.

Language note: third person -s/s/ follows unvoiced sounds

/z/ follows voiced sounds

/ɪz/ follows /s/ /z/ /ʃ/ /tʃ/ /dӡ/

5 • Ask students to read the sentences in the grammar box and answer the question.

• Read the Language Tip with the class.

6 • Pre-teach unhealthy.

• Do number 1 (don’t eat) as an example.

• Give students time to read and complete the sentences.

• Check answers on the board.

7 • Ask students to read the text and guess what it is about (water).

• Check they understand energy, hydrate.

• Ask them to complete the text in pairs.


Extra activity If students need more practice, ask them to make the sentences in exercise 4 negative.

Homework Workbook page 26

8 • Ask students to read the sentences in the grammar box on page 33 and choose the correct word order.

• Highlight the third person -s in does.

• Practise the questions in open pairs by taking turns asking and answering across the class, eg A: Do I eat healthy food? B: Yes, you do. B: Does Sara drink coffee? No, she doesn’t. Give prompts if necessary for students to form the questions (eat eggs, buy sweets).

• Make sure students pronounce the t in No, I don’t. No she doesn’t.

Lesson Aims: Students learn and practise the present simple (affirmative, negative, questions and short answers).

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Large facsimile pages of the Student’s Book are interleaved with teaching notes for each lesson.

Tests at three levels in editable Word

format

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Interface Teacher’s Resource File


Key Competences worksheetsFurther work on the four skills

for each unit.

Study skills worksheetsTips and activities that help students to develop their learning-to-learn competence.

BasicsA 64-page photocopiable

Workbook for those students who need to go at a slower pace.

A complete photocopiable pack including:• Key competences worksheets • Translation exercises• Dictation• Culture and CLIL worksheets• Study skills worksheets• Macmillan Readers worksheets• Interface Basics• Vocabulary worksheets (at two levels)• Grammar worksheets (at two levels)

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Speaking Pairwork Student A

1 The worksheet is incomplete. Read the information and think of the questions you will need to find the missing information, e.g. Where did Alex go last year? / Who did he go with?

Where? Vancouver Dublin

How? train plane bus

What? buy souvenirs stay with friends

have a good time

Who?Alex and

PeteMel and

LiamCheryl and

Where? Quito Tokyo Bruges

How? plane motorbike

What? go surfing take photos

Who? Eva and Maria Josh Suki and Akio Charlie Frank and Pete

2 Ask your partner questions and complete the table.

3 Now listen to your partner’s questions and answer them with the information from the table.

Key competences worksheets

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Speaking Pairwork Student B

1 The worksheet is incomplete. Read the information and think of the questions you will need to find the missing information, e.g. Where did Josh go last year? / What did he do?

Where? Madrid Mexico city New York

How? coach boat

What? climb a moun-tain make friends

Who? Alex and Sarah Pete Mel and Sue Liam Cheryl and Tina

Where? Sydney Paris

How? car coach lorry

What? relax explore new places visit museums

Who?Eva and

JoshSuki and

CharlieFrank and

2 Listen to your partner’s questions and answer them with the information from the table.

3 Now ask your partner questions and complete the table.


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The most complete attention to the basic

competences

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Transport

1 Complete the words.

Travel

2 Complete the phrases with the words in the box.

friends mountains museums places photos souvenirs surfing time

take photos1 make 2 explore new 3 have a good 4 buy 5 visit 6 go 7 climb

3 Complete the text with phrases from exercise 2.

We went to Rome last summer. I (1) bought some souvenirs for my parents and I (2) some interesting museums. It’s a beautiful city and I (3) lots of photos with my camera. I (4) two new friends – their names are Paulo and Maria and they’re Italian. I didn’t (5) surfing because there isn’t a beach in Rome! (6) I a great time!

Vocabulary consolidation

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1 Read Sarah’s story. Choose the best title for the story.

a A great day out. b A terrible afternoon. c Sarah’s favourite film.

Last Saturday, I went into town to meet my friend Jack but there were lots of problems. First, I missed my bus, so I waited half an hour for the next bus. When I arrived in town, I went to a café. I tried to buy a drink but I didn’t have my bag. It was on the bus! Then I went to the main square to meet Jack at 5 o’clock but he wasn’t there. He arrived at 5.45 because there was a problem with his bike. Then we went to the cinema but the film was really boring so I went to sleep!

2 Read the text in exercise 1 again and put these events in the correct order.

Sarah and Jack saw a boring film. Sarah went to a café. Sarah met Jack. Sarah missed the bus. Sarah waited half an hour for a bus. Sarah went to the main square. Sarah and Jack went to the cinema.

3 Read the text in exercise 1 again and answer the questions.

Why did Sarah wait half an hour for a bus? She waited half an hour because she missed

her bus.1 Where was Sarah’s bag? It was .2 Why did Jack arrive at 5.45? He arrived at 5.45 because

.3 Did Sarah like the film? .

A story

4 Match the notes with the pictures.

Picture 3– not relax and sunbathe– not buy any souvenirs– buy an umbrellaPicture – decide to go to Blackpool for the day– prepare a picnic– go to the station and take a trainPicture – arrive in Blackpool at 11 o’clock– go to the beach– start to rain

5 Now use the information from exercise 4 to complete Sarah’s story. Use the past simple.

Last Saturday, Jack and I decided to go to Blackpool for the day. First, we (1) and then we (2) a train. We (3) at 11 o’clock. When we (4) to the beach, it (5) to rain.We didn’t (6) and (7) . We (8) any souvenirs. In the end, we bought (9)

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Interface basics

Reading Writing

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1 Key competences worksheets

ReadingKey competencesC1 Competence in linguistic communication C6 Artistic and cultural competence

1 Read the article about Suzanne Lenglen, a famous French tennis player. How many times did she win the French Championships?

2 Answer the questions.1 When was Suzanne Lenglen born? 2 Where was she born? 3 What did her father give her? 4 Why did she play tennis? 5 What year did she win her first competition?

6 What did she win in 1919? 7 What did she wear to play tennis? 8 How many times did she win Wimbledon? 9 What did she win at the 1920 Olympics? 10 How old was she when she died?

The Goddess of TennisSuzanne Lenglen was born in France, in 1899. She was often ill as a child, so her father told her to do lots of sport to become strong. In 1910, he gave her a tennis racket and then Suzanne played tennis all the time. Her father trained her.When she was 15, she won her first big competition. Five years later, she won her first Wimbledon Championship. She played against Dorothea Chambers, the 40-year-old champion. Dorothea wore a long dress and a hat. Suzanne wore a short dress like a 1920s ballet dancer. People were very shocked because they could see her legs and arms, but Suzanne changed tennis fashion for ever. Suzanne won Wimbledon every year from 1919 to 1925, but she didn’t win it in 1924 because she was ill. She won two gold medals and a bronze at the 1920 Olympics. She also won the French Championships six times from 1920 to 1926. Then she decided to become a professional player, but she had to stop playing because she was often ill. Later, she opened a tennis school in Paris.In 1938, she became very ill and died – she was just 39 years old. Suzanne was the first famous woman tennis player. People called her ‘the Goddess of Tennis’. They loved watching her play. She was like a ballerina on the tennis court.

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WritingKey competencesC1 Competence in linguistic communication C6 Artistic and cultural competence

3 You are going to write a short biography of a famous sportsperson for the school magazine. Read the information about Rafael Nadal and write a paragraph of 80 to 100 words about him.

Name: Rafael Nadal Parera

Nickname: RafaPlace of Birth: Manacor, MallorcaDate of Birth: 3rd June, 1986School: in ManacorLikes: football,

fishing, going to the cinema with friends

Tennis coach: (uncle) Toni Nadal since he was five, started playing at four

Championships: Wimbledon – 2008, 2010

Olympics: Gold medal 2008French Open: 2005/6/7/8/10Australian Open: 2009

ListeningKey competencesC1 Competence in linguistic communicationC6 Artistic and cultural competence

4 0.00 Listen to a radio programme about Wembley Stadium and circle the correct answers.

1 Wembley Stadium opened … a in Bolton.b in 1923.c for 100,000 people.d late.

2 There was room in the stadium for … a 100,000 fans.b 10,000 fans.c 200,000 fans.d 20,000 fans.

3 In those days, fans … a didn’t pay.b paid at the stadium.c paid in advance.d bought lots of tickets.

4 … arrived at the stadium.a Too many peopleb Lots of policemenc Not many peopled No fans

5 There wasn’t any room on the pitch for … a the policemen’s horses.b the fans to sit.c the policemen to stand.d the teams to play.

6 The game started … a in 1923.b early.c an hour late.d slowly.


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InterfaceTeacher’s Resource File


Specific materials to cater for mixed ability

BasicsA 64-page photocopiable

Workbook for those students who need to go at a slower pace.

Consolidation and extension worksheetsAdditional practice of grammar and vocabulary at two levels.

All the extra resources in editable Word format in the Teacher’s Resource File MULTI-ROM

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Transport

1 Complete the words.

Travel

2 Complete the phrases with the words in the box.

friends mountains museums places photos souvenirs surfing time

take photos1 make 2 explore new 3 have a good 4 buy 5 visit 6 go 7 climb

3 Complete the text with phrases from exercise 2.

We went to Rome last summer. I (1) bought some souvenirs for my parents and I (2) some interesting museums. It’s a beautiful city and I (3) lots of photos with my camera. I (4) two new friends – their names are Paulo and Maria and they’re Italian. I didn’t (5) surfing because there isn’t a beach in Rome! (6) I a great time!

Vocabulary consolidation

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Past simple affirmative: regular and irregular verbs

1 Match the present and past simple verbs.

eat play write offered walk ate wrote walked drive played drove offer

eat ate1 2 3 4 5

2 Choose the correct words.

We goed / went to Madrid last summer.1 I watched / watcht TV last night.2 Rob seed / saw his friend in town.3 Mr Walker drove / drived his car to work.4 The film end / ended at 10.30 last night.5 Jane had / haved bread and milk for breakfast.

Past simple negative: regular and irregular verbs

3 Rewrite the sentences in the negative.

I met my friends after school. I didn’t meet my friends after school.1 John rode his bike to school. 2 They talked on the phone. 3 Mum and dad drank coffee for breakfast. 4 Lucy had a great time on holiday. 5 We relaxed on the beach.

Past simple: questions and short answers

4 Read Jack’s diary. Then complete the questions and short answers.

Grammar consolidation

go to restaurantwatch film

play footballmeet friends

go to beachlisten to music

Friday

Saturday

Sunday

Did Jack watch a film on Saturday? NO, he didn’t .1 he to the beach on Sunday? .2 he football on Friday? .3 he his friends on Saturday? .4 he to a restaurant on Sunday? .5 he to music on Sunday? .

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1 Read Sarah’s story. Choose the best title for the story.

a A great day out. b A terrible afternoon. c Sarah’s favourite film.

Last Saturday, I went into town to meet my friend Jack but there were lots of problems. First, I missed my bus, so I waited half an hour for the next bus. When I arrived in town, I went to a café. I tried to buy a drink but I didn’t have my bag. It was on the bus! Then I went to the main square to meet Jack at 5 o’clock but he wasn’t there. He arrived at 5.45 because there was a problem with his bike. Then we went to the cinema but the film was really boring so I went to sleep!

2 Read the text in exercise 1 again and put these events in the correct order.

Sarah and Jack saw a boring film. Sarah went to a café. Sarah met Jack. Sarah missed the bus. Sarah waited half an hour for a bus. Sarah went to the main square. Sarah and Jack went to the cinema.

3 Read the text in exercise 1 again and answer the questions.

Why did Sarah wait half an hour for a bus? She waited half an hour because she missed

her bus.1 Where was Sarah’s bag? It was .2 Why did Jack arrive at 5.45? He arrived at 5.45 because

.3 Did Sarah like the film? .

A story

4 Match the notes with the pictures.

Picture 3– not relax and sunbathe– not buy any souvenirs– buy an umbrellaPicture – decide to go to Blackpool for the day– prepare a picnic– go to the station and take a trainPicture – arrive in Blackpool at 11 o’clock– go to the beach– start to rain

5 Now use the information from exercise 4 to complete Sarah’s story. Use the past simple.

Last Saturday, Jack and I decided to go to Blackpool for the day. First, we (1) and then we (2) a train. We (3) at 11 o’clock. When we (4) to the beach, it (5) to rain.We didn’t (6) and (7) . We (8) any souvenirs. In the end, we bought (9)

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Interface basics

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Past simple: affirmativeWe use the same past tense form for all subject pronouns.The regular past ending is –ed.Many verbs are irregular.

Past simple: negativeWe use didn’t (did not) + infinitive without to for all subject pronouns.• We didn’t go by plane. 3• We didn’t went by plane. 7

Past simple: questions and short answers

The word order is different in questions.• You went by bus.• Did you go by bus?

We don’t repeat the verb in short answers.• Did you watch TV?• Yes, I did. / No, I didn’t. 3• Yes, I watched. / No, I didn’t watch. 7

WordlistTransport

bike

bus

boat

car

coach

lorry

moped

motorbike

plane

taxi

train

tram

Travel

buy souvenirs

climb mountains

go surfing

explore new places

have a good time

make friends

relax

sunbathe

take photos

visit museums

Interface basics

Language reference

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1 Match the words with the pictures.

plane 6 boat 1 moped 7 coach 2 bus 8 train 3 lorry 9 motorbike 4 bike 10 car 5 tram 11 taxi

2 Write the words in exercise 1 in the correct group.

0 wheels 2 wheels 3–4 wheels

< 4 wheels

3 Read the puzzles and circle the correct answers.

I go on water. I haven’t got any wheels. What am I?

a a boat b a plane c a taxi1 You can ride me on land. I’ve got two

wheels. You move your feet when you’re riding me. I haven’t got a motor. What am I?

a a tram b a moped c a bike2 I’m big and sometimes very long. I transport

things on land. I’ve got more than four wheels. I’m often on motorways. What am I?

a a car b a lorry c a train3 Many people can travel on me at the same

time. I take them all over the world. My tickets are often expensive. I fly in the air. What am I?

a a coach b a tram c a plane4 I’ve got two wheels and a motor but I’m

not a motorbike. I can’t go on a motorway in the UK because I’m not very fast. What am I?

a a bike b a moped c a train5 You often see me in towns and cities. I’ve

got four wheels and someone drives me. A lot of different people travel in me every day. It costs money. I can carry a maximum of five people. What am I?

a a bike b a taxi c a boat

EXTRA! Complete the sentences for you. Use the

phrases in the box.

on foot by car by bike by bus by taxi by plane by boat

1 I usually travel .2 I never travel .3 I travelled last week.

Interface basics

Vocabulary 1 Transport

bike bus boat car coach lorry moped motorbike plane taxi train tram

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Past simple affirmative: regular and irregular verbs

verb regular affirmative

work I / You / He / She / It / We / They worked

try I / You / He / She / It / We / They tried

like I / You / He / She / It / We / They liked

stop I / You / He / She / It / We / They stopped

verb irregular affirmative

be I / He / She / It was

You / We / They were

begin I / You / He / She / It / We / They began

come I / You / He / She / It / We / They came

drive I / You / He / She / It / We / They drove

go I / You / He / She / It / We / They went

have I / You / He / She / It / We / They had

1 Circle the correct past simple forms.

live lived / livd1 have haved / had2 see seed / saw3 cost cost / costed4 go goed / went5 begin beginned / began6 look looked / lookd7 stop stoped / stopped

2 Complete the table with the verbs in exercise 1.

regular irregular

lived had

3 Complete the sentences with the past simple form of the verbs in brackets.

Louis Blériot designed a plane in 1909. (design)

1 He it The Blériot XI. (call)2 It two wheels. (have)3 In 1909, Bleriot to fly from

France to England in The Blériot XI. (try)4 After 37 minutes, he in

England. (arrive)5 He was the first pilot to do this and he

£1000. (win)

Past simple negative: regular and irregular verbs

regular negative

I / You / He / She / It / We / They didn’t work

I / You / He / She / It / We / They didn’t try

I / You / He / She / It / We / They didn’t like

I / You / He / She / It / We / They didn’t stop

irregular negative

I / He / She / It wasn’t

You / We / They weren’t

I / You / He / She / It / We / They didn’t begin

I / You / He / She / It / We / They didn’t come

I / You / He / She / It / We / They didn’t drive

I / You / He / She / It / We / They didn’t go

I / You / He / She / It / We / They didn’t have

4 Complete the sentences with the negative past simple form of the verbs in brackets.

Yesterday I didn’t do any homework. (do)1 They to the USA. (travel)2 He what to do. (know)3 The train at 4 o’clock. (arrive)4 I to the park on Saturday. (go)5 She the mountain bike. (invent)6 You to Spain. (fly)

EXTRA! Choose the answer for you.

1 I went / didn’t go to school last week.2 I travelled / didn’t travel there by bus.3 I rode / didn’t ride my bike.4 I used / didn’t use a taxi last month.5 I saw / didn’t see a coach this morning.

Interface basics

Grammar 1

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Interface Digital materials

Solutions for both digital 1x1 and blended classes

NEW Interactive culture posters• Projectable posters with integrated audio and weblinks.• Direct access to online interactive maps.• Integrated webquests designed for work in class or

individual study.

NEW Dialogue builders• Interactive dialogue builders

with integrated audio and practice questions.

• On screen explanations of functional language.

• Gradual display of dialogue text, ideal for classroom practice.

Student’s WebsiteDigital Courses

Macmillan’s Digital courses are available both online and offline.

Key features:

• Easy-to-follow projectable pages of the student material

• NEW enhanced content designed for use in class and independent study

• Interactive grammar tables for guided presentation and practice

• Markbook functionality allowing teachers to control access to answers and track student progress

• Versions available with individual Student Book or Workbook access, or as a combination of the two

Hyperlink tool, allowing teachers to insert links to external websites and reference tools.

Complete teacher’s presentation toolbar, with zoom, spotlight and highlighting functions.

Interactive grammar tables.


1919

InterfaceInterfaceDigital materials

Solutions for both digital 1x1 and blended classes

NEW Interactive culture posters• Projectable posters with integrated audio and weblinks.• Direct access to online interactive maps.• Integrated webquests designed for work in class or

individual study.

The results give an average score or mark for every student.

Student’s Website

Invaluable extra resources with a unique tracking system to monitor students’ progress.

• A wide range of extra activities with immediate correction:

Vocabulary Grammar Listening Reading Video clips with activities

For the students

• Tracking system to monitor a whole group or individual students.

• You can follow your students’ activity and progress throughout the year.

• Individual students can be assessed by unit or by language area or even by individual skills.

For the teacher

www.macmillansecondary.esminicatalogoInterface 2012.indd 19 27/03/12 12:33

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www.macmillanelt.es

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