A2+

High
Achievers
Teacher’s
Resource
Book

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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
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 Th

Worksheet Generator: an interactive tool which allows you th
to edit or create your own personalized worksheets to adapt di
them to your own needs. m
en
● Vocabulary and Grammar Worksheets: extra practice
of the key language from each Student’s Book unit, for Th
weaker and average-level students ar
● Speaking Worksheets: fun and varied speaking gr
activities th
● Festivals: motivating texts and activities about su
festivals from throughout the English-speaking world as
● Tests: thorough coverage of key language and skills pe
from the Student’s Book at two levels; at the end of Support: These are aimed at weaker students who may have
every unit, every three units, and at the end of the year difficulty keeping up with the rest of the class. They practise
● Diagnostic Test: a challenging test for the start of the the key vocabulary and grammar of each unit through
year to help you identify stronger and weaker students activities which are simpler than those in the Student’s Book.

Vocabulary and Grammar Worksheets

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.

Ea
do
to

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.

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 Speaking Worksheets
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.
e
e
k.
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.
f
l
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Festivals
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.
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 Tests Marking your students

The Tests are designed to thoroughly test key language from Each four-page written Test contains 90 marks, and the
the course and assess your students’ skills development. Speaking Test contains 10 marks. This gives a total mark out
There are two parts to each Test: a four-page written Test of 100. See page 8 for more information about the Speaking
containing Vocabulary, Grammar, Reading, Listening and Tests.
Writing sections; and a one-page Speaking Test.
The written Tests break down as follows:
You will find the following Tests: Vocabulary 15 marks
● Diagnostic Test to be used at the beginning of the school Grammar 30 marks
year to assess your students’ level: see page 9 for more Reading 15 marks
information. Listening 15 marks
● 9 Unit Tests to be used at the end of each Student’s Book Writing 15 marks
unit.
If you aren’t able to do the Speaking Test, you can do the
● 3 round-up Tests to be used after Units 1–3, 4–6 and 7–9.
following equation to convert students’ marks out of 90 into Th
These test language from throughout the previous 3
a percentage: ac
units.
ac
● 2 End-of-Year Tests to be used at the end of the school (mark out of 90) ÷ 90 x 100 = _% Vo
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 Th
in the Teacher’s Audio Material pack. The Audio scripts are Th
available on pages 210–214. ac
Ex
to
Th

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o 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.
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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.
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. ● Listen to the students. Pay attention to how effectively Th
they communicate and their use of English, and assign by
The Speaking Tests are role-plays to be done in pairs. each student a mark out of 10. Reward students for al
successful communication and fluent use of language th
and don’t be too strict about language errors unless ar
they impede communication. le
● After the students have finished, give them their mark, ch
and explain why you have given them that mark.
Th
Tell them what they did well, and where they could
pr
improve.
id
co

How to do the Speaking Tests

● Cut each Test where indicated.

Th
● Ask two students at a time to come and sit with you. m
You could do this while the rest of the students are fo
writing the Written test, or during a separate lesson. w
● If possible, choose pairs of students who have a ex
similar level. This will prevent stronger students gr
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.

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 Diagnostic Test

y The Diagnostic Test assesses students’ overall level in English

n by testing them on the language – mostly grammar but
also some key vocabulary – that they will cover throughout
e 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
k, 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.

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 Vocabulary Worksheets

Support Unit 1 page 12

Consolidation Unit 1 page 13

Support Unit 2 page 14

Consolidation Unit 2 page 15

Support Unit 3 page 16

Consolidation Unit 3 page 17

Support Unit 4 page 18

Consolidation Unit 4 page 19

Support Unit 5 page 20

Consolidation Unit 5 page 21

Support Unit 6 page 22

Consolidation Unit 6 page 23

Support Unit 7 page 24

Consolidation Unit 7 page 25

Support Unit 8 page 26

Consolidation Unit 8 page 27

Support Unit 9 page 28

Consolidation Unit 9 page 29

Answers page 30

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 Support
1 Vocabulary Worksheet 1
FAMILY EVERYDAY ACTIVITIES
1 Look at the family tree and complete the words. 4 Match the parts of the expressions. 1
1 meet A relatives
2 go B shower
+ 3 tidy C breakfast
4 have a D friends

|
Dominic Glenda 5 go to E online
6 visit F the cinema

+ —— +
7 have G your room

5 Complete the expressions with the words below.

Martin Tessa Tom Amy

|
|
3
dinner for bed homework housework

school snack sport your teeth
—
1 get ready for bed
Danny Chloe Harry 2 do your
(Me!) 3 go to
1 Dominic is Harry’s granddad. 4 brush
2 Glenda is Harry’s g _ _ _ _ _ a. 5 have
3 Chloe is Harry’s s _ _ _ _ r. 6 do the 2
4 Harry and Chloe’s p _ _ _ _ _ s are Tom and Amy. 7 do
5 Harry and Chloe have got one c _ _ _ _ n. 8 have a
6 Harry’s a _ _ _ is Tessa.
7 Tom is Danny’s u _ _ _ _. 6 Look at the everyday activities in exercises 4 and 5.
8 Chloe is Tom and Amy’s d _ _ _ _ _ _ r. Write four activities you like ( ) and four activities you
dislike ( ).
2 Unscramble the words to complete the sentences.
Like Dislike
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.

12 UNIT 1 VOCABULARY WORKSHEET Support Richmond Photocopiable © Santillana Educación, S.L. Ri

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 Consolidation
1 Vocabulary Worksheet
FAMILY EVERYDAY ACTIVITIES
1 What are the relationships to Harry? Look at the family 3 Cross out letters to reveal the words. Then complete the
tree and write the family members. activities.
1 foraisegncdest
meet friends
+ 2 rdlibnuniecrps
have
1 2

|
3 rseclhaothiomevweos
granddad
visit
4 stpiodyroutse
+ —— + do
5 btshrdurseeh
3 4 5 6 your teeth

|
| 6 h m o m s e l w o n r e k s t
do your

— 4 Complete the sentences.

7 8
Harry
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 .
u 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 .
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. D
2 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 shower
B stepfather
C nephew
D do sport
E cousins
F do the housework
G husband
H visit relatives

.L. Richmond Photocopiable © Santillana Educación, S.L. UNIT 1 VOCABULARY WORKSHEET Consolidation 13

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