High Achievers - · PDF fileHigh A2 + 461509 _ 0001-0002.indd 1 10/03/14 16:29. Contents Introduction page 4 Vocabulary Worksheets page 11 Grammar Worksheets page 35

Teacher’s Resource Book

AchieversHigh

A2+

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Contents

Introduction page 4

Vocabulary Worksheets page 11

Grammar Worksheets page 35

Speaking Worksheets page 59

Festivals page 69

Tests page 77

Speaking Tests page 215

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Introduction

The Vocabulary and Grammar Worksheets provide extra practice of the key vocabulary and grammar from the Student’s Book.

You will find 18 Vocabulary Worksheets and 18 Grammar Worksheets: two for each unit. The Worksheets are available at two levels: Support and Consolidation.

This Teacher’s Resource Book contains a variety of resources to support the material in the Student’s Book and to enhance your lessons.

The resources are available both to photocopy and on the Worksheet Generator: an interactive tool which allows you to edit or create your own personalized worksheets to adapt them to your own needs.

● Vocabulary and Grammar Worksheets: extra practice of the key language from each Student’s Book unit, for weaker and average-level students

● Speaking Worksheets: fun and varied speaking activities

● Festivals: motivating texts and activities about festivals from throughout the English-speaking world

● Tests: thorough coverage of key language and skills from the Student’s Book at two levels; at the end of every unit, every three units, and at the end of the year

● Diagnostic Test: a challenging test for the start of the year to help you identify stronger and weaker students

The Speaking Worksheets provide fun speaking activities that fit in with the Student’s Books topics. They provide a different focus from the Student’s Book, increasing students’ motivation and ensuring that they get the maximum enjoyment and speaking practice from the topics.

There are 9 Speaking Worksheets: one for each unit. They are designed to generate key language – vocabulary and grammar – from each unit. They can be used at any point throughout each Student’s Book unit, but may be more successful if they are used after the second grammar lesson, as students will be equipped with the necessary language to perform the activities fluently.

Each Speaking Worksheet contains an activity that students do in pairs or small groups. Sometimes, the Worksheets need to be cut up into role cards or game cards.

Support: These are aimed at weaker students who may have difficulty keeping up with the rest of the class. They practise the key vocabulary and grammar of each unit through activities which are simpler than those in the Student’s Book.

Consolidation: These are aimed at average-level students who may require some more practice to reinforce the key language. They practise the key vocabulary and grammar of each unit through activities that are generally a similar level to those in the Student’s Book.

The Worksheets can be done in class or given as homework.

Use the Worksheets as continuous assessment for your students. See the Vocabulary and Grammar lessons in each unit of your Teacher’s Book for which exercises can be used to assess the different vocabulary and grammar areas.

Vocabulary and Grammar Worksheets

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The Speaking Worksheets provide fun speaking activities that fit in with the Student’s Books topics. They provide a different focus from the Student’s Book, increasing students’ motivation and ensuring that they get the maximum enjoyment and speaking practice from the topics.

There are 9 Speaking Worksheets: one for each unit. They are designed to generate key language – vocabulary and grammar – from each unit. They can be used at any point throughout each Student’s Book unit, but may be more successful if they are used after the second grammar lesson, as students will be equipped with the necessary language to perform the activities fluently.

Each Speaking Worksheet contains an activity that students do in pairs or small groups. Sometimes, the Worksheets need to be cut up into role cards or game cards.

The Festivals Worksheets provide activities based on festivals from English-speaking countries throughout the world.

There are 6 Festivals Worksheets per level. They feature a mixture of festivals which are well-known internationally, as well as lesser-known intriguing festivals.

The Festivals are ordered chronologically throughout the school year, so that they can be covered on or near the time that the festival is happening.

Each worksheet contains a text about the festival, and a follow-up speaking activity which invites students to relate the festival to their own culture, or do a mini-project or discussion about the festival.

The Festivals Worksheets could be used as homework, with the final follow-up speaking activity to be done in class the day after.

Support: These are aimed at weaker students who may have difficulty keeping up with the rest of the class. They practise the key vocabulary and grammar of each unit through activities which are simpler than those in the Student’s Book.

Consolidation: These are aimed at average-level students who may require some more practice to reinforce the key language. They practise the key vocabulary and grammar of each unit through activities that are generally a similar level to those in the Student’s Book.

The Worksheets can be done in class or given as homework.

Use the Worksheets as continuous assessment for your students. See the Vocabulary and Grammar lessons in each unit of your Teacher’s Book for which exercises can be used to assess the different vocabulary and grammar areas.

FestivalsSpeaking Worksheets

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Tests

The Tests are designed to thoroughly test key language from the course and assess your students’ skills development. There are two parts to each Test: a four-page written Test containing Vocabulary, Grammar, Reading, Listening and Writing sections; and a one-page Speaking Test.

You will find the following Tests: ● Diagnostic Test to be used at the beginning of the school

year to assess your students’ level: see page 9 for more information.

● 9 Unit Tests to be used at the end of each Student’s Book unit.

● 3 round-up Tests to be used after Units 1–3, 4–6 and 7–9. These test language from throughout the previous 3 units.

● 2 End-of-Year Tests to be used at the end of the school year. These test language from throughout the whole level. Use End-of-Year Test A with all students. If any students perform poorly, you could ask them to revise grammar and vocabulary from throughout the year and try again, with End-of-Year Test B this time.

Each Unit Test, 3-Unit Test and End-of-Year Test is available at two levels: Consolidation and Extension.

Consolidation: These are aimed at students who generally find the Student’s Book material difficult, or the correct level. The Tests are at roughly the same level as the Student’s Book, to ensure that students are challenged.

Extension: These are aimed at stronger students who generally find the Student’s Book material easy. The Tests are more difficult, to ensure that stronger students are challenged.

The audio for the Listening sections of each Test are available in the Teacher’s Audio Material pack. The Audio scripts are available on pages 210–214.

The first page of each Test contains a column of Vocabulary activities and the first column of Grammar activities. The activities in the Extension Tests are more difficult. The Vocabulary activities always add up to 15 marks.

The third page of each Test contains the Reading section. There is always a text, and a number of comprehension activities. The text is longer and more difficult in the Extension Tests, although it is always based on the same topic. The comprehension activities are also more difficult. The Reading activities always add up to 15 marks.

Each four-page written Test contains 90 marks, and the Speaking Test contains 10 marks. This gives a total mark out of 100. See page 8 for more information about the Speaking Tests.

The written Tests break down as follows:

Vocabulary 15 marksGrammar 30 marksReading 15 marksListening 15 marksWriting 15 marks

If you aren’t able to do the Speaking Test, you can do the following equation to convert students’ marks out of 90 into a percentage:

(mark out of 90) ÷ 90 x 100 = _%

Marking your students

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The first page of each Test contains a column of Vocabulary activities and the first column of Grammar activities. The activities in the Extension Tests are more difficult. The Vocabulary activities always add up to 15 marks.

The third page of each Test contains the Reading section. There is always a text, and a number of comprehension activities. The text is longer and more difficult in the Extension Tests, although it is always based on the same topic. The comprehension activities are also more difficult. The Reading activities always add up to 15 marks.

Each four-page written Test contains 90 marks, and the Speaking Test contains 10 marks. This gives a total mark out of 100. See page 8 for more information about the Speaking Tests.

The written Tests break down as follows:

Vocabulary 15 marksGrammar 30 marksReading 15 marksListening 15 marksWriting 15 marks

If you aren’t able to do the Speaking Test, you can do the following equation to convert students’ marks out of 90 into a percentage:

(mark out of 90) ÷ 90 x 100 = _%

The second page of each Test contains the rest of the Grammar activities. The activities in the Extension Tests are more difficult. The Grammar activities always add up to 30 marks.

The fourth page of each Test contains the Listening and Writing sections. The Listening section uses the same audio recording for both Consolidation and Extension so that you can test all students at the same time. However, the activities are longer and more difficult in the Extension Tests. The Listening activities always add up to 15 marks.

The Writing section always ends with a free writing task. You will need to give students a mark out of 10 for this task. Encourage stronger students to continue writing on a separate piece of paper if they run out of space. The Writing activities always add up to 15 marks.

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Speaking Tests

There is a Speaking Test to accompany every written Test.

The Speaking Tests are role-plays to be done in pairs.

How to do the Speaking Tests

● Cut each Test where indicated.

● Ask two students at a time to come and sit with you. You could do this while the rest of the students are writing the Written test, or during a separate lesson.

● If possible, choose pairs of students who have a similar level. This will prevent stronger students from being held back and frustrated by a weaker student who cannot communicate so well. It will also prevent weaker students from feeling inhibited and overwhelmed by having to interact with a stronger student.

● If there is an odd number of students, take one of the roles yourself with a student.

● Give each student their part of the Test, and give them a few minutes to read through the prompts.

● Make sure students know what the situation is, and what they need to do. If you want, they can ask you to explain anything on the Test that they don’t understand.

● Make sure students know which student begins the role-play.

The Diagnostic Test assesses students’ overall level in English by testing them on the language – mostly grammar but also some key vocabulary – that they will cover throughout the level. The aim is to help you identify which students are weaker and will need more support throughout the level, and which students are stronger and will need more challenge.

The Grammar and Vocabulary activities become progressively more difficult, and you will be able to get an idea of students’ level by seeing how far they are able to give correct answers.

● Average-level students for this course should be able to answer around the first 25–50% of Grammar and Vocabulary questions correctly, but then will start to give mostly incorrect answers.

● Weaker students will probably give incorrect answers right from the beginning of the Test.

● Stronger students will be able to give correct answers for more than 50% of the test. If any students answer almost the entire Vocabulary and Grammar section correctly, then they have a very high level for this course.

The Reading, Listening and Writing activities also become more difficult as students progress through them, in order for you to assess if a student’s ability in skills is consistent with their knowledge of vocabulary and grammar. For example, it is possible that a student has an excellent level of grammar but poor communication skills, or vice versa.

● Listen to the students. Pay attention to how effectively they communicate and their use of English, and assign each student a mark out of 10. Reward students for successful communication and fluent use of language and don’t be too strict about language errors unless they impede communication.

● After the students have finished, give them their mark, and explain why you have given them that mark. Tell them what they did well, and where they could improve.

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Diagnostic Test

The Diagnostic Test assesses students’ overall level in English by testing them on the language – mostly grammar but also some key vocabulary – that they will cover throughout the level. The aim is to help you identify which students are weaker and will need more support throughout the level, and which students are stronger and will need more challenge.

The Grammar and Vocabulary activities become progressively more difficult, and you will be able to get an idea of students’ level by seeing how far they are able to give correct answers.

● Average-level students for this course should be able to answer around the first 25–50% of Grammar and Vocabulary questions correctly, but then will start to give mostly incorrect answers.

● Weaker students will probably give incorrect answers right from the beginning of the Test.

● Stronger students will be able to give correct answers for more than 50% of the test. If any students answer almost the entire Vocabulary and Grammar section correctly, then they have a very high level for this course.

The Reading, Listening and Writing activities also become more difficult as students progress through them, in order for you to assess if a student’s ability in skills is consistent with their knowledge of vocabulary and grammar. For example, it is possible that a student has an excellent level of grammar but poor communication skills, or vice versa.

● Listen to the students. Pay attention to how effectively they communicate and their use of English, and assign each student a mark out of 10. Reward students for successful communication and fluent use of language and don’t be too strict about language errors unless they impede communication.

● After the students have finished, give them their mark, and explain why you have given them that mark. Tell them what they did well, and where they could improve.

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Vocabulary Worksheets

Support Unit 1 page 12

Consolidation Unit 1 page 13

















Answers page 30

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1 Vocabulary WorksheetSupport

Richmond Photocopiable © Santillana Educación, S.L. Richmond Photocopiable © Santillana Educación, S.L.

1 Vocabulary WorksheetConsolidation

1 Look at the family tree and complete the words.

+

Tom Amy

+

Martin Tessa

|——

Chloe Harry(Me!)

|—

Danny

|

+

Dominic Glenda

1 Dominic is Harry’s granddad. 2 Glenda is Harry’s g _ _ _ _ _ a. 3 Chloe is Harry’s s _ _ _ _ r.4 Harry and Chloe’s p _ _ _ _ _ s are Tom and Amy. 5 Harry and Chloe have got one c _ _ _ _ n.6 Harry’s a _ _ _ is Tessa.7 Tom is Danny’s u _ _ _ _. 8 Chloe is Tom and Amy’s d _ _ _ _ _ _ r.

2 Unscramble the words to complete the sentences.

1 Harry’s grandma (ardgmna) is called Glenda. 2 Harry, Chloe and Danny are Dominic and Glenda’s

(cindlrdegnahr).3 Harry is Chloe’s (ertbohr).4 Danny is Tom and Amy’s (ehnewp).5 Chloe is Tessa and Martin’s (icene).6 Dominic and Glenda are Harry, Chloe and Danny’s

(ransrgetapnd).

3 Look at the family tree above and correct the sentences.

1 Chloe is Danny’s aunt.Chloe is Danny’s cousin.

2 Dominic is Glenda’s wife. 3 Tessa is Danny’s stepmother. 4 Tessa is Martin’s niece. 5 Chloe is Dominic and Glenda’s grandson.

1 What are the relationships to Harry? Look at the family tree and write the family members.

++|

——

granddad

Harry

|—

|

+

1

5

8

3

2

6

7

4

2 Complete the sentences.

1 Your parents’ son is your brother.2 Your mum’s daughter is your .3 Your dad’s father is your .4 Your aunt’s son is your .5 Your sister is your uncle’s .6 Your mum’s second husband is your .7 Your granddad’s parents are your .8 Your son and daughter are your .

4 Match the parts of the expressions.

1 meet2 go3 tidy4 have a5 go to6 visit7 have

A relativesB showerC breakfastD friendsE onlineF the cinemaG your room

5 Complete the expressions with the words below.

dinner for bed homework housework school snack sport your teeth

1 get ready for bed2 do your

3 go to

4 brush

5 have

6 do the

7 do

8 have a

6 Look at the everyday activities in exercises 4 and 5. Write four activities you like ( ) and four activities you dislike ( ).

Like Dislike

FAMILY EVERYDAY ACTIVITIES

12 UNIT 1 VOCABULARY WORKSHEET Support

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© Santillana Educación, S.L. Richmond Photocopiable © Santillana Educación, S.L.

1 Vocabulary WorksheetConsolidation

1 What are the relationships to Harry? Look at the family tree and write the family members.

++|

——

granddad

Harry

|—

|

+

1

5

8

3

2

6

7

4


1 Your parents’ son is your brother.2 Your mum’s daughter is your .3 Your dad’s father is your .4 Your aunt’s son is your .5 Your sister is your uncle’s .6 Your mum’s second husband is your .7 Your granddad’s parents are your .8 Your son and daughter are your .

3 Cross out letters to reveal the words. Then complete the activities.

1 f o r a i s e g n c d e s t meet friends2 r d l i b n u n i e c r p s have 3 r s e c l h a o t h i o m e v w e o s visit 4 s t p i o d y r o u t s e

do 5 b t s h r d u r s e e h your teeth6 h m o m s e l w o n r e k s t do your


1 How often do you go online?2 Do you homework every day?3 We like going cinema at the weekend.4 Please dressed immediately; it’s late!5 We always dinner together.6 I usually for bed at about ten o’clock.7 Do you always your room at the weekend?8 She usually snack in the morning.

5 Match the descriptions with the words and phrases.

1 You do this if you play football, tennis or basketball. D2 This is the person a woman is married to. _3 If you do this, your house will be clean and tidy. _4 You do this if you go to see your grandparents. _5 These are your aunt and uncle’s children. _6 My sister’s son. _7 You do this to wash yourself. _8 This is your mum’s second husband. _

A have a showerB stepfatherC nephewD do sportE cousinsF do the houseworkG husbandH visit relatives

4 Match the parts of the expressions.

1 meet2 go3 tidy4 have a5 go to6 visit7 have

A relativesB showerC breakfastD friendsE onlineF the cinemaG your room

5 Complete the expressions with the words below.

dinner for bed homework housework school snack sport your teeth

1 get ready for bed2 do your

3 go to

4 brush

5 have

6 do the

7 do

8 have a

6 Look at the everyday activities in exercises 4 and 5. Write four activities you like ( ) and four activities you dislike ( ).

Like Dislike

EVERYDAY ACTIVITIES FAMILY EVERYDAY ACTIVITIES

13UNIT 1 VOCABULARY WORKSHEET Consolidation

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Documents

High Achievers - · PDF fileHigh A2 + 461509 _ 0001-0002.indd 1 10/03/14 16:29. Contents Introduction page 4 Vocabulary Worksheets page 11 Grammar Worksheets page 35