Interface mini catalogue by MACMILLAN IBERIA

• Basic competences • Mixed ability • Productive skills • Digital materials • Culture and CLIL and more…

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Student’s materials • Student’s Book • Workbook including Self-study bank (English, Castilian and Catalan editions) • Free Audio CDs • Portfolio • Website

Workbook with Audio CDs

NEW

Teacher’s Book

• Digital Student’s Books and Workbooks

Teacher’s materials

Teacher’s materials Teacher’s Resource File

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

Class Audio CDs

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

Culture Watch CD

Teacher’s Resource File Multi-ROM

Tests and Exams Pack

CultureWatch Culture Watch DVD

Teacher’s Resource File audio CD

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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• 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

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Interface Solutions for every teaching situation A new Secondary course dealing with the diversity of todayâ&#x20AC;&#x2122;s increasingly international, multicultural and multilingual world.

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Interface

Studentâ&#x20AC;&#x2122;s Book

Meaningful

Interface 1 Studentâ&#x20AC;&#x2122;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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Student’s Book

Interface

learning

Interface 1 Student’s Book

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

Careful attention to Real world contents

Interface 1 Student’s Book

Step-by-step speaking tasks in functional situations.

Colour-coding helps students identify the speakers.

Cultural aspects of life in English-speaking countries.

Activities that enhance students’ communicative competence 6 minicatalogoInterface 2012.indd 6

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Student’s Book

Interface

Interface 1 Student’s Book

o productive skills

Interface 1 Student’s Book

Students have frequent opportunities for speaking and personalization.

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

Complete writing syllabus Clear models and sequencing of tasks.

Additional work on writing in the Workbook.

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Interface

Student’s Book

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

Interface 1 Student’s Book

Consolidation and

Interface 1 Student’s Book

Progress check and Language Guide after every unit

The Language Guide works as a reference section for all the language of the unit. The learning tips encourage learning-to-learn skills.

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Student’s Book

recycling of contents Revision sections after every three units

Cumulative revision of grammar and vocabulary from previous units.

Interface 1 Student’s Book

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

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

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Interface

Workbook

A wealthsupport of extratoteac Additional 4

Present simple 1

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

1 2 3 4 5 6

Martha and Tim

have breakfast

✓

✗

drink eight glasses of water

✓

plays

Circle the correct words. 1 2 3 4 5 6

You

third person singular

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

Simon Write the verbs. verb play wash go study make pass have

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

eat meat

✗

✓

buy healthy food

✓

✗

do sport

✗

✓

watch TV

✓

✗

Vocabulary 2

Free-time activities 1

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

Martha and Tim 2 Simon Martha and Tim

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

3 Simon Martha and Tim 4 Simon Martha and Tim 5 Simon Martha and Tim 6 Simon Martha and Tim

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

meet talk

play watch

read

ride

read

comics

on the phone

up late

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

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friends. We go

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

my friends

Write and tell us about your free-time activities.

the

football

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

5 internet

7 shopping

to music

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my bike

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

listen surf

1 Simon

Interface 1 Workbook

Grammar 1

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

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

on Tuenti

to the radio

to the cinema

a DVD

my cousins

a horse

My friends and I . We like rock, but we don’t like heavy metal. I at weekends. I write messages on websites like this!

tennis Complete the sentences for you.

1 I every day. 2 I don’t after school. 3 At weekends I

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

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

Interface 1 Workbook

Culture

A national favourite

Audio CDs Each 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

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

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!

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

1 2 3 4 5 6

portion takeaway salt vinegar fry occasionally

a) to cook food in oil b) a white substance you put on food c) the quantity of food for one person d) a liquid you put on food e) sometimes but not every week f) a place where you buy food to take home and eat

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?

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Teacher’s Resource WorkbookFile

eaching meetresources different needs Revision

Unit grammar check 4

Dictation 1

1.14

Read the text and circle the correct answers.

Listen and write the sentences.

1 2 3

Extension

4 5 6

Cumulative grammar

Error correction 2

Circle the correct words to complete the text.

Correct the sentences. Does your parents listen to music? ✗

Do your parents listen to music?

Interface 1 Workbook

A goji berry is a small, red fruit that (2) … 2 Miss Lloyd teachs food science. ✗

from China. People like (3) … goji berries as a snack because (4) …’re a superfood.

3 We don’t like watch football on TV. ✗

That means they’re very good for you.

4 My mum trys to eat healthy food. ✗

They (5) … a lot of beta-carotene, vitamins and antioxidants. People (6) … fresh goji

5 James don’t drink coffee. ✗

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

6 Ben’s my brother and it loves reading comics. ✗

in supermarkets and health shops. I love (8) … them for breakfast. They’re delicious!

Translation 3

(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.

(1) … you know what a goji berry is?

1 I love cakes but I don’t eat they. ✗

1 2 3 4 5 6 7 8

Translate the corrected sentences from exercise 2 into your language. 1 2 3 4 5

A Does coming eating she contains doesn’t eat they eat

1.15

B Do come eats he contain don’t eats them eating

C Doesn’t comes eat they containing don’t eat it eats

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.

Listen and check your answers.

Listening 2

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

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1.16

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

1 Olivia doesn’t know exactly what she wants to order. She loves eating chilli con carne. She doesn’t like chips. She likes fish. She doesn’t want to eat the cake in the café. 6 She spends £5.00. 2 3 4 5

Additional listening practice

T/F T/F T/F T/F T/F T/F

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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. Interface 1 Workbook Writing

Writing guide: a blog

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

A blog

Step 1 Plan

Language focus: and and but 1

Look 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.

Complete the sentences with and or but.

but he hates vegetables. My brother eats fruit 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

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

Complete the text with and or but.

food

drinks Daniel’s lifestyle

Life style Life

breakfast favourite food

Has your friend got a healthy lifestyle? Does he/she eat well? Is he/she active? RosieB_13

sports

other hobbies

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.

Step 2 Write Write 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.

she likes Eleanor doesn’t like cooking (4) 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 she’s a good skier. tennis and hockey (7) Her other hobbies are dancing and singing. Rosie, age 13

3 4

1.12

Listen and check your answers.

Read the text again and circle T (true) or F (false). 1 2 3 4 5 6 7 8

Rosie thinks Eleanor has a healthy diet. Eleanor doesn’t drink any hot drinks. She has bread for breakfast. She eats chocolate cakes. She likes Spanish food. She hates spaghetti. She does some sports. She hasn’t got any hobbies.

Step 3 Check

T/F T/F T/F T/F T/F T/F T/F T/F

Check your work. Check you use: and to add similar information but to contrast different information

vocabulary

spelling

Now write your final copy in your notebook.

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Check your: grammar

Step 4 Write

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

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Workbook Self-study Bank

Reference material and e The Grammar reference with exercises is available in three versions: English, Castilian and Catalan. Grammar reference Spelling: third person singular

affirmative

• for most verbs add -s • add -es to verbs that end in -s, -sh, -ch, -z and -x

We / You / They eat

I 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 writing

watch ➙ watches, wash ➙ washes, fix ➙ fixes • add -es to go and do

go ➙ goes, do ➙ does

study ➙ studies play ➙ plays • irregular verbs

be ➙ 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 hate

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 answers

Subject and object pronouns subject pronouns I

you

he / she / it

you

they

object pronouns me

you

him / her / it

you

do / Where / go / you / 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 ?

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

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

washes

love, hate, (don’t) like + -ing 5

them

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

Write sentences with the correct verb in the box. love

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!

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

Order the words to make questions.

Where do you go to school?

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

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

• for verbs that end in vowel + y, keep the -y and add -s

She doesn’t like animals. questions and short answers

• for verbs that end in consonant + y, omit the -y and add -ies

Circle the correct words. 1 2 3 4 5 6

drink ➙ drinks

He / She / It eats

• we use the present simple to talk about routines and habits

Do I / you read? Yes, I / you do.

Present simple

To form the third person singular

I / You eat

don’t like

hate

/ watch / films

she /

She likes watching films. 1 we /

/ play / football in the rain

2 they /

/ eat / my mum’s pasta

3 my father / 4 I/

/ listen / to my hip-hop CDs

/ do / homework in the morning

5 Mum /

Rewrite the sentences in the negative form.

/ swim

He goes to school at 7.00 am.

He doesn’t go to school at 7.00 am.

Do you like pasta? Yes, I do. / No, I don’t. ✓ Yes, I like. / No, I don’t like. ✗

Subject and object pronouns

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.

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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Present simple

Grammar exercises

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beat /biːt/ /bɪˈkʌm/ become n/ begin /bɪˈɡɪ / bite /baɪt k/ break /breɪ/ bring /brɪŋ/ build /bɪld

Interface 1 Workbook

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

Irregular verbs

Infinitive

Past simple

Past Participle

be /biː/ beat /biːt/ become /bɪˈkʌm/ begin /bɪˈɡɪn/ bite /baɪt/ break /breɪk/ bring /brɪŋ/ build /bɪld/ buy /baɪ/ catch /kætʃ/ choose /tʃuːz/ come /kʌm/ cost /kɒst/ cut /kʌt/ do /duː/ draw /drɔː/ dream /driːm/

was, were /wɒz, wɜː(r)/ beat /biːt/ became /bɪˈkeɪm/ began /bɪˈɡæn/ bit /bɪt/ broke /brəʊk/ brought /brɔːt/ built /bɪlt/ bought /bɔːt/ caught /kɔːt/ chose /tʃəʊz/ came /keɪm/ cost /kɒst/ cut /kʌt/ did /dɪd/ drew /druː/ dreamt, dreamed /dremt, driːmd/ drank /dræŋk/ drove /drəʊv/ ate /eɪt/ fell /fel/ fed /fed/ felt /felt/ fought /fɔːt/ found /faʊnd/ flew /fluː/ forgot /fə(r)ˈɡɒt/ got /ɡɒt/ gave /ɡeɪv/ went /went/ grew /ɡruː/ had /hæd/ heard /hɜː(r)d/ hid /hɪd/ hit /hɪt/ held /held/ hurt /hɜː(r)t/ kept /kept/ knew /njuː/ learnt, learned /lɜː(r)nt, lɜː(r)nd/ left /left/ lent /lent/

been /biːn/ beaten /ˈbiːt(ə)n/ become /bɪˈkʌm/ begun /bɪˈɡʌn/ bitten /ˈbɪt(ə)n/ broken /ˈbrəʊkən/ brought /brɔːt/ built /bɪlt/ bought /bɔːt/ caught /kɔːt/ chosen /ˈtʃəʊz(ə)n/ come /kʌm/ cost /kɒst/ cut /kʌt/ done /dʌn/ drawn /drɔːn/ dreamt, dreamed /dremt, driːmd/ drunk /drʌŋk/ driven /ˈdrɪv(ə)n/ eaten /ˈiːt(ə)n/ fallen /ˈfɔːlən/ fed /fed/ felt /felt/ fought /fɔːt/ found /faʊnd/ flown /fləʊn/ forgotten /fə(r)ˈɡɒt(ə)n/ got /ɡɒt/ given /ˈɡɪv(ə)n/ gone /ɡɒn/ grown /ɡrəʊn/ had /hæd/ heard /hɜː(r)d/ hidden /ˈhɪd(ə)n/ hit /hɪt/ held /held/ hurt /hɜː(r)t/ kept /kept/ known /nəʊn/ learnt, learned /lɜː(r)nt, lɜː(r)nd/ left /left/ lent /lent/

drink /drɪŋk/ drive /draɪv/ eat /iːt/ fall /fɔːl/ feed /fiːd/ feel /fiːl/ fight /faɪt/ find /faɪnd/ fly /flaɪ/ forget /fə(r)ˈɡet/ get /ɡet/ give /ɡɪv/ go /ɡəʊ/ grow /ɡrəʊ/ have /hæv/ hear /hɪə(r)/ hide /haɪd/ hit /hɪt/ hold /həʊld/ hurt /hɜː(r)t/ keep /kiːp/ know /nəʊ/ learn /lɜː(r)n/ leave /liːv/ lend /lend/

Translation

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

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Interface

Workbook Self-study Bank

d extra optional resources Full colour section at the back of the Workbook Vocabulary plus Speaking Sports equipment Making arrangements Complete the sentences with the words in the box. three

1 2 3 4

2.74

1 2 3 4 5

time

afternoon

meet

want

What are you doing this afternoon ? I’m going to the cinema. Do you to come? are you going? What . Let’s meet at half past ? Where shall we

Cardiff Devils

Number the dialogue in the correct order.

Let’s meet at 9.30 then.

Where shall we meet?

Great! Don’t be late!

What are you doing on Saturday morning?

Nothing special. Why?

Good idea. See you on Saturday morning then.

Dundee Stars

Sunday

13thh

City Sports Centre 3.00pm

Marc

Yes please! What time are you going?

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

What

How about at the bus stop?

2.75

Listen and check your answers.

2.75

Listen again and repeat the dialogue.

Your friend Yes

You

Your friend Let’s meet at

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

arrow ball bat bow goggles helmet net paddle racket target

Label the picture with the words in exercise 1. Do you use the equipment below in tennis (T) or archery (A)? arrow 1 ball 2 bow

3 net 4 racket 5 target

Complete the sentences with the words in the box. bat googles helmet net paddle target

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

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.

Fine. Where?

Your friend You

9 7

You

Your friend Nothing. Why? Well, it opens at 10 o’clock.

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

Listen and circle the words you hear.

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

Interface 1 Workbook

. Good idea.

Your friend

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

Webquests help develop students’ digital competence. Interface 1 Workbook

Culture: London

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

2.15

2.11

The Culture and CLIL pages look at different aspects of Englishspeaking countries.

Wembley Stadium

Wembley 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.

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.

2.12

The Houses of Parliament

2.13

2.14

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

Literature: Charles Dickens

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.

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.

Webquest

Use Culture worksheet 1

2.16

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.

The South Bank

The 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.

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.

The West End

Near 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.

Which of the following novels was not written by Charles Dickens? Great Expectations Bleak House Pride and Prejudice A Christmas Carol

124 Interface WB1.indb 124

Use CLIL worksheet 1

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Teacher’s Book

Handy ready-made Clear mapping of the contents at the start of each unit

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

Unit objectives and key competences • Understand, memorize and correctly use vocabulary related to food and free-time activities (C1) (C2) (C3) (C5) • Identify specific information from a text on food myths (C1) (C3) (C6) • Understand and correctly use grammar structures related to the present simple and subject and object pronouns and draw parallels to L1 (C1) (C7) • Identify specific information referring to Japanese food habits through a listening (C1) (C3) (C5) (C6) • Learn how to order food (C1) (C3) (C5) • Identify general content of a text on British food (C1) (C3) (C6) • Look for information on the Welsh flag using ICT (C1) (C3) (C4) (C6) • Identify specific information from a text on a healthy lifestyle (C1) (C5) (C6) • Write a blog (C1) (C4) (C5) (C6) • Assimilate the learning tips and study the Language Guide from the unit (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

Listening

Read a text about British food Read a text about food myths Read a questionnaire about healthy lifestyle Read a blog about a healthy lifestyle

Listen to three young people talk about their favourite food Listen to an interview about eating habits in Japan

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

Spoken interaction Talk about favourite food Ask and answer questions about eating habits Ask and answer questions about free-time activities Participate in a class vote on food myths

Spoken production Prepare and write a dialogue for ordering food following a model

Other areas of learning Learning strategies

Cross-curricular contents

Using headlines / titles to help you read Using cognates

Socio-cultural aspects

Science: health Geography: Japan Language and literature: a questionnaire, conventions for writing a blog entry

Eating habits in Japan British food

Values Respect for others Respect for other cultures

C6 – Artistic and cultural competence C7 – Learning to learn

Speaking

Interface 1 Teacher’s Book

Overview

Skills Reading

C8 – Autonomy and personal initiative

Further materials and evaluation Linguistic contents Main vocabulary

Functional language

Food: apple, bread, etc Free-time activities: read comics, meet my friends, etc

Ordering food

Grammar Present simple: affirmative, negative, questions and short answers love, hate, (don’t) like + -ing Subject and object pronouns

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

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

Workbook

Tests and Exams pack

Verb be in the present have got

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

Progress Test Basics Progress Test Standard Progress Test Extra End of term test

Pronunciation

Teacher’s Resource File

Recommended web links

Recycled grammar

The third person -s: /s/ /z/ /ɪz/

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

www.bbc.co.uk/learning – search for nutrition www.ext.nodak.edu/food/kidsnutrition http://web-japan.org/kidsweb/explore/schools/ index.html

T29B

T29A

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

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Teacher’s Book

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

Tests at three levels in editable Word format

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

Students learn and practise the present simple (affirmative, negative, questions and

short answers).

Grammar 1 Present simple

/s/ follows unvoiced sounds /z/ follows voiced sounds /ɪz/ follows /s/ /z/ /ʃ/ /tʃ/ /dӡ/

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.

Language note: third person -s

• Students read the sentences and choose the correct option.

• 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.

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.

• Ask students to read the sentences in the grammar box and answer the question. • Read the Language Tip with the class.

• 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.

Interface 1 Teacher’s Book

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

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

• 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. • Check answers with the class.

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

• Check answers with the class.

• 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.

• Students complete the sentences with the verbs. Make sure they understand sentence 5. • Check answers with the class.

Homework Workbook page 26

• 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.

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.

Key: Exercise 2 1 eats 2 help 3 contain 4 needs 5 produce

Key: Exercise 3 drinks sees tries watches passes plays

Key: Exercise 4 1 eat 2 goes 3 cook 4 drinks 5 explode

Key: Exercise 5 subject + don’t / doesn’t + infinitive Key: Exercise 6 1 don’t eat 2 doesn’t drink 3 doesn’t contain 4 don’t like 5 doesn’t cook 6 don’t eat

Key: Exercise 7 1 needs 2 doesn’t contain 3 say 4 doesn’t give 5 hydrates The text is about water.

CD1 track 32 • Students listen and add the verbs to the table. • Check answers with the class. • Play the CD again. Students repeat the words.

T32

Optional teaching suggestions for every unit.

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

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Teacher’s Resource File

A wealth of extra What?

buy souvenirs

Where?

Alex and

stay with friends Mel and

Pete

Quito

Where?

Dublin

plane

Liam

Tokyo

bus

How?

have a good time

What?

Cheryl and

Pete

make friends

Mel and Sue

Sydney

motorbike

How?

car

coach

What?

go surfing

take photos

What?

relax

explore new places

Eva and Maria

Josh

Suki and Akio

Charlie

Who?

Frank and Pete

Key competences worksheets

Eva and

Josh

Cheryl and Tina

Liam

Paris

plane

Who?

New York

boat

climb a mountain

Alex and Sarah

Where?

Bruges

Mexico city

coach

How?

Suki and

lorry

visit museums

Frank and

Charlie

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

Ask your partner questions and complete the table.

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

Reading

Writing

Now ask your partner questions and complete the table.

Listening

Key competences

C1 Competence in linguistic communication C6 Artistic and cultural competence

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

The Goddess of Tennis

E BL PIA CO TO O

6 What did she win in 1919?

7 What did she wear to play tennis?

3 What did her father give her?

8 How many times did she win Wimbledon?

9 What did she win at the 1920 Olympics?

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 people b Lots of policemen c Not many people d 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.

PIA

10 How old was she when she died?

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

Rafael Nadal Parera Rafa Manacor, Mallorca 3rd June, 1986 in Manacor 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 2008 French Open: 2005/6/7/8/10 Australian Open: 2009 Nickname: Place of Birth: Date of Birth: School: Likes:

Name:

2 Where was she born?

5 What year did she win her first competition?

Answer the questions. 1 When was Suzanne Lenglen born?

4 Why did she play tennis?

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.

Suzanne 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.

PIA

Who?

Madrid

train

Who?

Vancouver

How?

Pairwork Student B

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?

The most complete attention to the basic competences

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?

Speaking

Pairwork Student A

Interface 1 Teacher’s Resource File

Key competences worksheets

Key competences worksheets Speaking

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)

Key Competences worksheets Further work on the four skills for each unit.

Study skills worksheets Tips and activities that help students to develop their learning-to-learn competence. O

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Teacher’s Resource File

teaching resources Interface basics

Interface basics

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

Past simple: affirmative

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

Read the text in exercise 1 again and answer the questions. Why did Sarah wait half an hour for a bus?

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

We 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

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

buy souvenirs climb mountains go surfing explore new places have a good time make friends relax sunbathe take photos visit museums

i j

plane moped bus lorry bike tram

1 2 3 4 5

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

6 7 8 9 10 11

boat coach train motorbike car taxi

Write the words in exercise 1 in the correct group.

0 wheels

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 taxi 1 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 bike 2 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 train 3 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 plane 4 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 train 5 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.

2 wheels

3–4 wheels

<4 wheels

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.

verb

regular affirmative

work

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

try

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

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

stop

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

Complete the sentences with the past simple form of the verbs in brackets. Louis Blériot designed a plane in 1909. (design) it The Blériot XI. (call) 1 He two wheels. (have) 2 It to fly from 3 In 1909, Bleriot France to England in The Blériot XI. (try) in 4 After 37 minutes, he England. (arrive) 5 He was the first pilot to do this and he £1000. (win)

verb

irregular affirmative

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

regular negative

drive

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

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

have

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

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

Circle the correct past simple forms. 1 2 3 4 5 6 7

live have see cost go begin look stop

lived / livd haved / had seed / saw cost / costed goed / went beginned / began looked / lookd stoped / stopped

Complete the table with the verbs in exercise 1. regular

irregular

lived

had

Past simple negative: regular and irregular verbs

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

Complete the sentences with the negative past simple form of the verbs in brackets. 1 2 3 4 5 6

Yesterday I They He The train I She You

didn’t do

any homework. (do) to the USA. (travel) what to do. (know) at 4 o’clock. (arrive) to the park on Saturday. (go) the mountain bike. (invent) to Spain. (fly)

EXTRA! Choose the answer for you. 1 2 3 4 5

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

PIA

e d

Match the words with the pictures. b a

Travel

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

Past simple affirmative: regular and irregular verbs

Transport

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

3 Did Sarah like the film?

Grammar 1

Vocabulary 1

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

Past simple: questions and short answers

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

She waited half an hour because she missed her bus.

Transport

Past simple: negative

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

Interface basics

Wordlist

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

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.

Match the notes with the pictures. 1

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

Language reference

Writing

A story

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

Reading

6 8 4

Match the present and past simple verbs.

c m

ed s x t mo o bi a t p a e i e a n t ac c b a

eat

1 2 3 4 5

write

offered

walk

ate

wrote

walked

drive

played

drove

offer

ate

Choose the correct words. 1 2 3 4 5

play

eat

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

Past simple negative: regular and irregular verbs 11

Rewrite the sentences in the negative. 1 2 3 4 5

Travel Complete the phrases with the words in the box. friends mountains museums places photos souvenirs surfing time

photos take make explore new have a good buy visit go climb

I met my friends after school. John rode his bike to school. They talked on the phone. Mum and dad drank coffee for breakfast. Lucy had a great time on holiday. We relaxed on the beach.

I didn’t meet my friends after school.

Past simple: questions and short answers 4

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

Friday

go to restaurant watch film

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

1 2 3 4 5 6 7 8 9 10 11

1 7

PIA

Grammar consolidation

Complete the words.

1 2 3 4 5 6 7

Consolidation and extension worksheets Additional practice of grammar and vocabulary at two levels.

Past simple affirmative: regular and irregular verbs

Specific materials to cater for mixed ability

Vocabulary consolidation Transport 1

PIA

Basics A 64-page photocopiable Workbook for those students who need to go at a slower pace.

Did Jack watch NO, he didn’t . he

Saturday

play football meet friends

Sunday

a film on Saturday? to the beach on Sunday? . football on Friday? . his friends on Saturday? . to a restaurant on Sunday? . to music on Sunday? .

go to beach liﬆen to music

E BL

PIA

BL E

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Digital materials

Solutions for both digital 1x1 Digital Courses Key features: • Easy-to-follow projectable pages of the student material

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

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

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

• 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

Interactive grammar tables.

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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.

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

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.

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Digital materials

and blended classes Student’s Website Invaluable extra resources with a unique tracking system to monitor students’ progress. For the students • A wide range of extra activities with immediate correction: Vocabulary Grammar Listening Reading Video clips with activities

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

• 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.

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Interface 2 Studentâ&#x20AC;&#x2122;s Book contents minicatalogoInterface 2012.indd 21

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