High Achievers - · PDF fileHigh B1 461513 _ 0001-0002.indd 1 26/05/14 16:34. Contents Vocabulary Worksheets page 11 Grammar Worksheets page 35 Speaking Worksheets page 59 Festivals

Teacher’s Resource Book

AchieversHigh

B1

461513 _ 0001-0002.indd 1 26/05/14 16:34

Contents

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.

60 UNIT 1 SPEAKING WORKSHEET

1 Speaking Worksheet

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

2

1 Look at the pictures of life today and life one hundred years ago. In pairs, discuss how life has changed and write as many sentences as you can in the table.

Student A

2 You are a journalist writing an article about a person in your town who has just turned 100 years old. Write down some interview questions.

A Where did you use to live?

B I used to live in a small house.

3 You can use these words and expressions:

when, whileWhat were your… ?Who / What did… ?What / When / How / Where did you use to… ?Did you use to have / go / do / use / like… ?

4 Role play the conversation with Student B.

5 Swap roles.

Student B

2 You have just turned 100 years old. You are going to tell a journalist about what your life was like as a child. Write down some possible answers.




mad about, amazingly, luckilywhen, whilewas / wasn’t, were / weren’t, was … -ingI / We / They used to / didn’t use to …

4 Role play the conversation with Student A.

5 Swap roles.

1 Get into groups of three students. Think about your own house and other houses you have seen and complete the word spiders with as many different ideas as you can.

2 Describe your house and your favourite room to your group.

3 Find out more information about your group’s homes. Ask and answer questions.

1 Have you ever decorated your bedroom?I decorated my room with my dad. We’ve just finished it. I chose the colour scheme myself.

2 Did you choose your own furniture?3 Did you design your room yourself?4 Have you ever built any of the furniture in your house?

Was it difficult / easy?5 Have your friends seen your room? 6 Have you ever had a sleepover?

WHEN I WAS YOUNG

Life one hundred years ago

Transport They used to travel by steam train.

Technology and Communication They didn’t use to have computers. There were typewriters instead of computers.

Entertainment

Sport

Fashion

Food and Cooking

Life one hundred years ago Life today

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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.

1 Vocabulary WorksheetSupport


1 Vocabulary WorksheetConsolidation

1 Match two boxes each time to make the five senses. Then write them.

hear sig tou ste ht

ing ll ta ch sme

sight

2 Complete the table with the five senses in exercise 1 and the verbs below.

feel hear listen look see smell sound taste touch watch

1 2 3 4 5

hear

3 Choose the correct answer.

1 Did you hear /see the thunder? It was very loud!2 Look! Can you see / hear the rainbow?3 Mum bought me some perfume. It tastes / smells great!4 I love the feel / taste of sweet food!5 My baby sister’s hands touch / feel really soft.6 Please speak louder. I can’t hear / sound you.

1 Complete the puzzle with the words below.


1

2r

3u c

4 5 l

6 7 l

8n

2 Complete the headings (1 – 5) with the five senses. Then complete the table with the verbs in exercise 1.

1 Hearing 2 T 3 S 4 S 5 T

3 Complete the sentences with the correct form of some of the verbs in exercise 2.

1 This soup tastes delicious! I’ll have more, please.2 This perfume very nice. I love it!3 Martha’s hat really soft.4 Look! Can you Tom and Jack in the

park?5 Please speak louder. I can’t you. 6 Did you the new James Bond film

at the weekend?

4 Complete the parts of the body.

1 fo r e h e a d 5 t _ _ _ h2 t _ _ gu _ 6 l _ _ s3 c _ _ _ k 7 e _ _ l _ s _ es4 ey _ b _ _ _ s 8 n _ c _

5 Match the parts of the body in exercise 4 with the picture.

1 forehead 5

2 6

3 7

4 8

6 Circle the odd word out and explain why.

1 thumb / finger / hipBecause it isn’t a part of the hand.

2 waist / hip / neck

3 heel / finger / toe

4 shoulder / knee / elbow

5 wrist / teeth / lips

6 palm / ankle / heel

_ _ _ _

THE SENSES PARTS OF THE BODY

1

3

5

2

4

7

6

8

12 UNIT 1 VOCABULARY WORKSHEET Support

461513_P012-029_Vocabulary.indd 12 20/05/14 16:16

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.





1

2r

3u c

4 5 l

6 7 l

8n






at the weekend?

4 Cross out letters to reveal the words. Then write the words.

1 w a c r h i e i g e n k e l l cheek

2 e n p y e c b k r e t o w h s

3 t o r a n h e a g u d e w

4 p i s t a l e c m k d i

5 t n e h o u n m g e b

6 f i l t e n i g p e s r e k t

7 t e e n t e o c e k g u

8 k e y a s n i s e k e t

5 Look at the picture and write the parts of the body.

1 eyebrows

2

3

4

5

6

7

8

9

10

1 3

5

2

47

9

6

8

10

6 Read the sentences and decide if they are true or false. Correct the false sentences.

1 You have got one eyelash.False. You’ve got two eyelashes.

2 Your elbow is part of your arm.

3 You have got two foreheads.

4 You taste with your tongue.

5 You have got two thumbs.

6 Your heels are part of your feet.

7 You have got cheeks on your hands.

8 You hear with your hips.




1 forehead 5

2 6

3 7

4 8








_ _ _ _


7

6

8

13UNIT 1 VOCABULARY WORKSHEET Consolidation


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

4

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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.

60 UNIT 1 SPEAKING WORKSHEET

1 Speaking Worksheet


2

1 Look at the pictures of life today and life one hundred years ago. In pairs, discuss how life has changed and write as many sentences as you can in the table.

Student A

2 You are a journalist writing an article about a person in your town who has just turned 100 years old. Write down some interview questions.




when, whileWhat were your… ?Who / What did… ?What / When / How / Where did you use to… ?Did you use to have / go / do / use / like… ?

4 Role play the conversation with Student B.

5 Swap roles.

Student B

2 You have just turned 100 years old. You are going to tell a journalist about what your life was like as a child. Write down some possible answers.




mad about, amazingly, luckilywhen, whilewas / wasn’t, were / weren’t, was … -ingI / We / They used to / didn’t use to …

4 Role play the conversation with Student A.

5 Swap roles.

1 Get into groups of three students. Think about your own house and other houses you have seen and complete the word spiders with as many different ideas as you can.

2 Describe your house and your favourite room to your group.

3 Find out more information about your group’s homes. Ask and answer questions.

1 Have you ever decorated your bedroom?I decorated my room with my dad. We’ve just finished it. I chose the colour scheme myself.

2 Did you choose your own furniture?3 Did you design your room yourself?4 Have you ever built any of the furniture in your house?

Was it difficult / easy?5 Have your friends seen your room? 6 Have you ever had a sleepover?

WHEN I WAS YOUNG

Life one hundred years ago

Transport They used to travel by steam train.

Technology and Communication They didn’t use to have computers. There were typewriters instead of computers.

Entertainment

Sport

Fashion

Food and Cooking

Life one hundred years ago Life today

461513_P060-068_Speaking_Worksheets.indd 60 20/05/14 16:17

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.

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

1 Look at the pictures and write down five questions about Bonfire Night.

2 Read the text and find words from the article with the following meanings.

1 explosive powder used in bombs or fireworks2 a secret plan made by a group of people to do something

illegal3 to continue to live4 a model of a person5 something that is arranged to happen6 a soft pink and white chewable sweet

3 In pairs, look at your questions in exercise 1. Can you find answers in the text? If not, discuss what you think the answers are. Then go online and see if you were right.

4 In pairs, talk about a festival in your town, region or country that has a long history behind it. ● What festival is it?● How do you celebrate?● What do you like about the celebration?

Bonfire Night Festivals

FESTIVALS: BONFIRE NIGHT

1 Think of a festival from anywhere in the world that you would like to take part in. What is it? What appeals to you about it?

2 Read the text and answer the questions.

1 What is the history of Boxing Day?2 In which countries do they celebrate Boxing Day?3 What are some traditional Boxing Day activities?4 How is Boxing Day celebrated today?

Remember the 5th of November! The smell of the bonfire burning. The taste of hot dogs and sweet toffee apples. The sound of the fireworks and the sight of bright colours as they light up the night sky. It’s Guy Fawkes Night or Bonfire Night, as it’s also known. This is one of the most enjoyable and fun festivals of autumn in Britain and it has a long history.

Over four hundred years ago, in 1605, a man called Guy Fawkes, a member of the Gunpowder Plot, was arrested while guarding wooden barrels full of gunpowder. He was in the basement of the Houses of Parliament in London and attempting to blow them up in order to kill King James I and his politicians. After he was arrested, people lit huge bonfires around London to celebrate that the King had survived. And Britain has celebrated the day of the failed Gunpowder Plot ever since. By the 18th century the 5th of November was already being called Guy Fawkes Day, but it

wasn’t until the 20th century that it became the social celebration that is enjoyed today.

The day is still celebrated in Britain every year, with amazing fireworks displays and burning of ‘Guys’, effigies of Guy Fawkes, which are placed on bonfires. Children make the effigies by filling old clothes with materials such as paper, straw, cotton, wool, cardboard or newspaper. In the past, during the days before Bonfire Night, children used to take their homemade Guys out on the streets and ask for ‘a penny for the Guy’. Today, people dress up in warm coats with gloves, scarves and hats, and go and watch the fireworks at an organized event. As well as burning effigies, the bonfires are also used for cooking potatoes wrapped in foil, and to heat up soup for the crowds that come to watch the fireworks. Other food including sausages is cooked over the flames and marshmallows toasted in the fire.

70

Festivals

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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.





hear sig tou ste ht

ing ll ta ch sme

sight



1 2 3 4 5

hear





1

2r

3u c

4 5 l

6 7 l

8n






at the weekend?




1 forehead 5

2 6

3 7

4 8








_ _ _ _


1

3

5

2

4

7

6

8



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.





1

2r

3u c

4 5 l

6 7 l

8n






at the weekend?











1 eyebrows

2

3

4

5

6

7

8

9

10

1 3

5

2

47

9

6

8

10













1 forehead 5

2 6

3 7

4 8








_ _ _ _


7

6

8



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

5

461513 _ 0004-0010.indd 5 27/05/14 08:29

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.


1 Test Consolidation

1 Complete the sentences with the correct form of the verbs below.


0 Those roses smell nice. They have just cut them from the bush.

1 Sorry, I didn’t what you said. Could you repeat it?

2 I don’t like this soup. It doesn’t nice. It’s too salty.

3 Your hair great. Did you get a haircut?

4 Theo and I Manchester United play every week.

5 I’ve washed the table twice, but I can still there is something sticky on it.

6 to those dogs barking outside. They’re making lots of noise.

7 Hey Matt! Can you those two robbers running out of the bank? Call the police!

8 That new singer like Katy Perry. It’s the same music style, isn’t it?

9 Don’t the fence. I’ve just painted it and it’s still wet.

9


0 Howard wears … and knee pads when he goes skateboarding to protect himself.

A shoulder B elbow

1 My brother’s … go really red when he’s embarrassed.

A cheeks B lips

2 Sometimes when I’m nervous before an exam at school my … get sweaty.

A thumbs B palms

3 As I get older, I get more wrinkles on my … .

A eyebrows B forehead

4 When I eat really cold food like ice cream, I get pains in my … .

A teeth B tongue

5 I like to click my … along to the beat when I’m listening to my favourite music.

A fingers B toes


0 We were sailing around the coastline when / while we got / were getting caught in a storm.

1 I lived in Rome when / while I studied / was studying for my university degree.

2 Shaun smelt something burning when / while he was walking / were walking past his neighbour’s house.

3 Isabella was cycling when / while her keys were falling / fell out of her pocket.

4 The internet connection stopped / was stopping working when / while I was downloading music.

5 Nathan played / was playing tennis when / while he was stung by a bee on his wrist.

5

4 Complete the sentences with the words below.

did (x4) didn’t to use (x3) used

0 My grandparents didn’t have MP3 players, so they used to listen to songs on the radio.

1 My brother didn’t to eat vegetables when he was a child. He hated them.

2 A: you use work in the library?

B: Yes I , while I was studying at university.

3 A: Where Max and Shelley to live?

B: In Canada, I think.

4 A: your brother hang out at Blue Shopping Centre?

B: No, he . He met his friends at the skate park.

5 I didn’t go to the cinema very often because I lived in a village and we didn’t to have one.

5

6 I wear my watch on my left … , but my best friend wears hers on her right.

A ankle B wrist

6

Vocabulary total 15

GRAMMAR

1 Complete the conversation with the past simple form of the verbs in brackets.

Carl: Hi Jason. 0 Did you go (you / go) to the cinema last night?Jason: No, I 1 . I wasn’t feeling very well, so I stayed at home. Carl: What 2 (you / do) instead?Jason: I 3 (listen) to some music with my brother.Carl: 4 (your brother / listen) to that new song by the Vaccines that I sent him?Jason: Yes, he did. He 5 (say) it sounded like his favourite band, the Strokes.Carl: Oh, by the way, before I forget – 6 (you / receive) my email? I 7 (send) you the Science homework.Jason: Yes, I did. Thanks! I 8 (complete) it at the weekend.Carl: What 9 (you / think) of it?Jason: It 10 (not be) too bad – it only took me an hour.

5

2 Complete Charlie’s dream with the past simple or past continuous form of the verbs in brackets.

I 0 was (be) at a restaurant with my friends and we 1 (have) lunch. I 2 (bite) into a slice of pizza when I 3 (feel) something weird in my mouth. I 4 (look) in the mirror and I saw that some of my teeth were falling out of my mouth. It 5 (not hurt) at all. But luckily, that next moment I woke up. It was quite a shock!

5

82 Unit 1 TEST Consolidation

VOCABULARY

461513_P082-089_Unit_Tests_1.indd 82 20/05/14 16:20

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.

84

1LISTENINGREADING


1 Listen to the students talk about their best childhood memories and answer the questions with Elena, Ricky or Nick.

0 Whose best memory is from school?Ricky

1 Who remembers the smells?

2 Whose parent got angry?

3 Who changed how he / she looked?

4 Who felt happy?

5 Who couldn’t hear?

5

2 Listen again and decide if the sentences are true or false. Correct the false sentences.

0 Elena’s aunt’s house was in the city. False. It was in the countryside.1 Her aunt taught her how to bake.

2 Elena remembers the sound of people laughing.

3 Elena used to play the guitar.

4 Ricky’s story took place at school.

5 He got something stuck up his nose.

6 He didn’t tell his mum about his problem for a week.

7 Ricky’s mum solved the problem.

8 Nick still finds his memory funny now.

9 His story took place at his house.

10 Nick couldn’t see what he looked like.

10

Listening total 15

The composer who couldn’t hear

Beethoven is one of history’s most famous composers, and wrote nine symphonies and an opera, as well as many pieces for piano and orchestra. And amazingly, while he was composing many of these great musical works, he was losing his hearing.

Ludwig van Beethoven was born on December 16th, 1770 in Bonn, Germany. His father was a singer and music teacher, and taught his young son piano from a very early age. Young Ludwig gave his first musical performance at the age of seven, though his father lied and said he was only six. After the deaths of his mother and then his father, Beethoven went to live in Vienna, where he started to write his own music. Unfortunately, by 1800, when his First Symphony was first performed, he was already going deaf.

Beethoven had noticed his hearing problems at the age of 26. He suffered severe tinnitus, which is a loud ringing sound in your ears. Beethoven found he couldn’t hear conversations clearly, and playing concerts became more and more difficult. However, he wrote many great musical compositions while suffering hearing loss, and he continued composing until his death in 1827 at age 56.

One surprising benefit of Beethoven’s deafness for us today is his ‘conversation books’. Because Beethoven couldn’t hear people speak, he used to ask them to write things down in these books, and he answered them orally. As a result, we have many records of discussions with Beethoven that we don’t have for other composers.

1 Read the text and complete the factfile about the life of Beethoven.

Number of symphonies he wrote 0 9

Year he was born 1

Age he had his first performance 2

Year his First Symphony was first performed 3

Age when his hearing loss started 4

Year he died 5

5

2 Read the text again and correct the information in the sentences.

0 Beethoven wrote nine operas.He only wrote one opera.

1 He was born in Vienna.

2 His father paid for his piano lessons.

3 He started losing his hearing in 1800.

4 He stopped composing when he found he was deaf.

5 Beethoven used to write in the conversation books for others to read.

5

3 Read the text again and write short answers to the questions.

0 Was Beethoven born deaf? No, he wasn’t.

1 Did Beethoven first play music in public at the age of six?

2 Did he start to write music in Vienna?

3 Did he know he was losing his hearing when he wrote his first symphony?

4 Did he continue to play concerts after he started to lose his hearing?

5 Did Beethoven usually write answers to people’s questions in the conversation book?

5

Reading total 15

Unit 1 TEST Consolidation

461513_P082-089_Unit_Tests_1.indd 84 20/05/14 16:21

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

6

461513 _ 0004-0010.indd 6 27/05/14 08:29


1 Test Consolidation

1 Complete the sentences with the correct form of the verbs below.


0 Those roses smell nice. They have just cut them from the bush.

1 Sorry, I didn’t what you said. Could you repeat it?

2 I don’t like this soup. It doesn’t nice. It’s too salty.

3 Your hair great. Did you get a haircut?

4 Theo and I Manchester United play every week.

5 I’ve washed the table twice, but I can still there is something sticky on it.

6 to those dogs barking outside. They’re making lots of noise.

7 Hey Matt! Can you those two robbers running out of the bank? Call the police!

8 That new singer like Katy Perry. It’s the same music style, isn’t it?

9 Don’t the fence. I’ve just painted it and it’s still wet.

9


0 Howard wears … and knee pads when he goes skateboarding to protect himself.

A shoulder B elbow

1 My brother’s … go really red when he’s embarrassed.

A cheeks B lips

2 Sometimes when I’m nervous before an exam at school my … get sweaty.

A thumbs B palms

3 As I get older, I get more wrinkles on my … .

A eyebrows B forehead

4 When I eat really cold food like ice cream, I get pains in my … .

A teeth B tongue

5 I like to click my … along to the beat when I’m listening to my favourite music.

A fingers B toes








5












5


A ankle B wrist

6

Vocabulary total 15

GRAMMAR



5



5

82 Unit 1 TEST Consolidation

VOCABULARY

461513_P082-089_Unit_Tests_1.indd 82 20/05/14 16:20

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.

84

1LISTENINGREADING







4 Who felt happy?


5












10

Listening total 15

The composer who couldn’t hear

Beethoven is one of history’s most famous composers, and wrote nine symphonies and an opera, as well as many pieces for piano and orchestra. And amazingly, while he was composing many of these great musical works, he was losing his hearing.

Ludwig van Beethoven was born on December 16th, 1770 in Bonn, Germany. His father was a singer and music teacher, and taught his young son piano from a very early age. Young Ludwig gave his first musical performance at the age of seven, though his father lied and said he was only six. After the deaths of his mother and then his father, Beethoven went to live in Vienna, where he started to write his own music. Unfortunately, by 1800, when his First Symphony was first performed, he was already going deaf.

Beethoven had noticed his hearing problems at the age of 26. He suffered severe tinnitus, which is a loud ringing sound in your ears. Beethoven found he couldn’t hear conversations clearly, and playing concerts became more and more difficult. However, he wrote many great musical compositions while suffering hearing loss, and he continued composing until his death in 1827 at age 56.

One surprising benefit of Beethoven’s deafness for us today is his ‘conversation books’. Because Beethoven couldn’t hear people speak, he used to ask them to write things down in these books, and he answered them orally. As a result, we have many records of discussions with Beethoven that we don’t have for other composers.



Year he was born 1




Year he died 5

5








5








5

Reading total 15


461513_P082-089_Unit_Tests_1.indd 84 20/05/14 16:21

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 = _%

1









5












5

5 Put the words in order to make questions.

0 did / sport / which / use to / play / you / ?

Which sport did you use to play?

1 to school / you / use to / how / travel / did / ?

2 films / did / kind of / you / use to / watch / what / ?

3 did / the internet / use to / you / surf / a lot / ?

4 food / what / use to / like / type of / did / to eat / you / ?

5 your parents / live / use to / Edinburgh / in / did / ?

5

6 Rewrite the sentences using used to or didn’t used to.

0 I played the guitar a lot when I was younger.

I used to play the guitar when I was younger.

1 I was often nervous when I spoke in front of people.

2 My family didn’t have much money when I was growing up.

3 I was a waiter at a restaurant.

4 I didn’t have any pets when I was a child.

5 We went camping a lot on our summer holidays.

5

Grammar total 30


A ankle B wrist

6

Vocabulary total 15

GRAMMAR



5



5

Unit 1 TEST Consolidation 83

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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.

85

1LISTENING WRITING







4 Who felt happy?


5












10

Listening total 15


0 First / Then I noticed that the front door of the house was unlocked. 1 Next / In the end I realized that the living room looked a mess and all the furniture was in the wrong places. 2 Finally / Then I saw lots of objects were smashed on the floor. 3 First / After that I became really worried. I ran round the house to see if anything was missing. Our TV and computer were gone. 4 Finally / One day, I phoned the police and my mum came home from work. Luckily, it wasn’t too long before the police arrived. 5 So / In the end, an officer filled out a form but we had to wait to see if the burglars would be caught.

5

2 Write a story about a strange dream that you had recently in 125–150 words. Include the following information:

- where you were in the dream- who you were with in the dream and what happened- how you felt- what happened in the end and how you felt when you

woke up

10

Writing total 15

Speaking 10

TOTAL 100



Year he was born 1




Year he died 5

5








5








5

Reading total 15


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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.

7

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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.

1 Speaking TestStudent A

1 Ask Student B about a funny, interesting or incredible story that happened to him / her recently. Find out:

● what happened.

● where it happened.

● when it happened.

● who he / she was with.

● what he / she saw or heard.

● how he / she felt.

2 Then answer Student B’s questions and tell him/her about a funny, interesting or incredible story that happened to you recently.

B: I had a funny / interesting /incredible experience recently.

A: Really? What happened?

Student B

1 Answer Student A’s questions and tell him / her about a funny, interesting or incredible story that happened to you recently.

2 Then ask Student A about a funny, interesting or incredible story that happened to him / her recently. Find out:

● what happened.

● where it happened.

● when it happened.

● who he / she was with.

● what he / she saw or heard.

● how he / she felt.

B: I had a funny / interesting /incredible experience recently.

A: Really? What happened?

3 Look at the photo and describe what you can see.

● Say who is in the picture and where they are.

● Say what they are doing.

● Say why you think they are doing this activity.

Now swap roles and listen to Student B describe what he / she can see in his / her photo.

3 Listen to Student A describe a photo.

Now swap roles and describe your photo.

● Say who is in the picture and where she is.

● Say what she is doing.

● Say why you think she is doing this activity.

Unit 1 Test SPEAKING 217Richmond Photocopiable © Santillana Educación, S.L. Richmond Photocopiable © Santillana Educación, S.L.

461513_P216-230_Speaking_tests.indd 217 20/05/14 16:26

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.

8

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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.


Diagnostic Test

1 Complete the sentences with the present simple form of go, have, get or do.

0 Every morning my older brother Paul gets up at 6.30am and has breakfast.

1 I online for an hour every day after school and chat with my friends.

2 My mum the housework on Saturday morning and my sister sometimes helps her.

3 We to school by bike. It’s good for our health!

4 I hardly ever a snack before lunch, but I sometimes have a piece of fruit.

5 In the evening, Martin watches TV and then ready for bed around 10pm.

5

2 Complete the sentences with the present simple, present continuous, past simple or past continuous form of the verbs in brackets.

0 Lucy is kayaking (kayak) in the Lake District today. She usually has (have) football practice.

1 Julia (love) relaxing on the beach. But today she (climb) in the mountains.

2 I (see) something unusual while I (come) home from school last Friday.

3 We usually (wear) our school uniforms. But today we (go) on a school trip to the lakes.

4 Yesterday my dad (stop) the car and we (get) out. While we (stand) there, we (can) see lots of balloons lift off into the air and float away. It was fantastic!

5 They (camp) in a tent this year. Normally, they (stay) in a hotel.

5

3 Complete the sentences with the comparative or superlative form of the adjectives in brackets.

0 My older brother is taller than (tall) my parents now.

1 (expensive) car in the world costs around one and a half million pounds.

2 Playing sports and exercising is (health) watching TV or playing computer games.

6 Write questions about Danny’s weekend using be going to. Then match the questions with the answers (A–F).

0 Where / go? Where is Danny going to go?

1 What / do?

2 Who / meet?

3 How / travel ?

4 What / eat ?

5 What / see?

A His friend Liam. _

B Fish and chips. _

C To London. 0

D By train. _

E Buckingham Palace. _

F Take a ride on the London Eye. _

5

7 Complete the first conditional sentences with the correct form of the verbs in brackets.

0 If you can’t (cannot) come to the cinema with Joanne and me tonight, I will meet (meet) you in town tomorrow.

1 What Alexandra (do) if she (miss) her plane?

2 If it (rain) on Sunday, the football match (be) cancelled.

3 Paul (feel) better soon if he (take) this medicine.

4 How Isabel (celebrate) if she (pass) all of her exams?

5 If William (call), I (tell) him that you’re at the hospital visiting your aunt.

5

8 Rewrite the sentences in the passive.

0 We open the shop at 8am on Saturday morning.The shop is opened at 8am on Saturday morning.

1 The dentist checks my teeth every six months.

2 They sell carnival costumes in that shop.

3 The police chased the bank robber.

4 They make jeans in that factory.

5 My grandmother made this chocolate cake.

5

3 (beautiful) place I’ve ever been to is Interlaken, in Switzerland.

4 It’s much (crowded) on the beach in August it is in June.

5 (interesting) book I’ve read is A Little History of the World by Ernst Gombrich.

5

4 Write sentences for Louisa in 2014 using the present perfect and the information below.

Louisa’s Timeline (2014)

moved to Canada 2007

met best friend 2008

joined an ice hockey team 2009

started a blog 2010

started learning French 2011

bought my smartphone 2012

0 live / Canada / since

I’ve lived in Canada since 2007.

1 know / best friend / for

2 be / in an ice hockey team / since

3 have / my blog / for

4 learn / French / for

5 have / a smartphone / since

5

5 Complete the advice with must, mustn’t or don’t have to.

You 0 must eat five portions of fruit and vegetables every day.

You 1 exercise at least twice a week because it keeps you healthy.

However, you 2 exercise for hours and hours. You 3 overdo things.

You 4 get eight hours sleep every night.

You 5 take regular breaks from school work.

5

78

GRAMMAR AND VOCABULARY

461513_P078-081_Diagnostic_Test.indd 78 20/05/14 16:25


6 Write questions about Danny’s weekend using be going to. Then match the questions with the answers (A–F).

0 Where / go? Where is Danny going to go?

1 What / do?

2 Who / meet?

3 How / travel ?

4 What / eat ?

5 What / see?

A His friend Liam. _

B Fish and chips. _

C To London. 0

D By train. _

E Buckingham Palace. _

F Take a ride on the London Eye. _

5

7 Complete the first conditional sentences with the correct form of the verbs in brackets.

0 If you can’t (cannot) come to the cinema with Joanne and me tonight, I will meet (meet) you in town tomorrow.

1 What Alexandra (do) if she (miss) her plane?

2 If it (rain) on Sunday, the football match (be) cancelled.

3 Paul (feel) better soon if he (take) this medicine.

4 How Isabel (celebrate) if she (pass) all of her exams?

5 If William (call), I (tell) him that you’re at the hospital visiting your aunt.

5

8 Rewrite the sentences in the passive.

0 We open the shop at 8am on Saturday morning.The shop is opened at 8am on Saturday morning.

1 The dentist checks my teeth every six months.

2 They sell carnival costumes in that shop.

3 The police chased the bank robber.

4 They make jeans in that factory.

5 My grandmother made this chocolate cake.

5

9 Complete the sentences with the correct form of the phrasal verbs below. There are two you don’t need.

break down check out dress up get back go away make up put on save up

0 We went away last spring to Wales on a school trip. 1 I’m going to in a bright,

colourful costume during the festival.2 This Friday my class is

a play in front of the whole school. I’m very nervous.3 We drove to France last year on holiday and

had a brilliant time, but unfortunately our car on the way home.

4 I wanted to try rock climbing, so I a few places online and I found a place in my local area.

5 I went late-night Christmas shopping last night and I didn’t until 10.30pm.

5

10 Read the blog and report what the people said about their summer holidays.

Hi everyone!I asked some of my friends what they did last summer, and this is what they said.

0 ‘I helped out at a local animal shelter.’ David1 ‘ I didn’t do much. I hung out with my friends and went

to the beach.’ Chelsea2 ‘I went to Australia with my parents.’ Hannah3 ‘I took up surfing. It’s fantastic.’ Jake4 ‘I broke my leg and went to hospital. It still hurts.’ Owen5 ‘I didn’t have much fun because I worked a lot, but this weekend I’m going to visit my cousin in Rome.’ Lucy

0 David said that he had helped out at a local animal shelter.1 Chelsea said .

2 Hannah said .

3 Jake said .

4 Owen said .

5 Lucy said

.

5

Grammar and Vocabulary total 50

3 (beautiful) place I’ve ever been to is Interlaken, in Switzerland.

4 It’s much (crowded) on the beach in August it is in June.

5 (interesting) book I’ve read is A Little History of the World by Ernst Gombrich.

5

4 Write sentences for Louisa in 2014 using the present perfect and the information below.

Louisa’s Timeline (2014)

moved to Canada 2007

met best friend 2008

joined an ice hockey team 2009

started a blog 2010

started learning French 2011

bought my smartphone 2012

0 live / Canada / since

I’ve lived in Canada since 2007.

1 know / best friend / for

2 be / in an ice hockey team / since

3 have / my blog / for

4 learn / French / for

5 have / a smartphone / since

5

5 Complete the advice with must, mustn’t or don’t have to.

You 0 must eat five portions of fruit and vegetables every day.

You 1 exercise at least twice a week because it keeps you healthy.

However, you 2 exercise for hours and hours. You 3 overdo things.

You 4 get eight hours sleep every night.

You 5 take regular breaks from school work.

5

79

461513_P078-081_Diagnostic_Test.indd 79 20/05/14 16:25

● 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.

9

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Vocabulary Worksheets

Support Unit 1 page 12

Consolidation Unit 1 page 13

















Answers page 30

461513 _ 0011-0011.indd 11 27/05/14 08:31





hear sig tou ste ht

ing ll ta ch sme

sight



1 2 3 4 5

hear





1

2r

3u c

4 5 l

6 7 l

8n






at the weekend?




1 forehead 5

2 6

3 7

4 8








_ _ _ _


1

3

5

2

4

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461513 _ 0012-0029.indd 12 27/05/14 08:31

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




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4 5 l

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8n






at the weekend?











1 eyebrows

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High Achievers - · PDF fileHigh B1 461513 _ 0001-0002.indd 1 26/05/14 16:34. Contents Vocabulary Worksheets page 11 Grammar Worksheets page 35 Speaking Worksheets page 59 Festivals

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