697096 HA interiores - richmondelt.es · Workbook • Wholepageof practice for each • StudentBook’spage ... Achievers W orkbook A2+ A2 + Achievers High A l Ric hmond d ig tal

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Help your students achieve their goals with

High Achievers!

A challenging, multi-level course designed to engage ambitious students and take them to C1 level of the CEFR.

A combination of thorough skills development and exam-style

activities ensure students are fully prepared to achieve success in

their Cambridge English Exams.

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A2+Achievers

High

Student’s BookMartyn Hobbs

Julia Starr Keddle

All Richmond digital materials are available for you to use on a VLE or LMS!

Go Digital! Student’s i-book

Interactive Practice: The High Achievers game

eWorkbook

Teacher’s i-book for IWB • Includes Audiovisual material

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High Achievers is an engaging course aimed at students who have high ambitions for their English and enjoy being challenged in every area of language learning.

High Achievers thoroughly develops the language and skills required for students to progress through the Common European Framework of Reference for Languages, and succeed in Cambridge Language Assessment.

With this course, all students can reach their highest potential and become High Achievers!

For the StudentStudent’s Book • A focus on natural spoken language and contemporary and idiomatic expressions

• Unique Challenge lessons with an ambitious extended speaking task

• to keep challenging the strongest students

• Cambridge Exam task types integrated naturally into the content

• Audiovisual material to open the door to English-speaking culture worldwide

Workbook• Whole page of practice for each Student’s Book page

• Key language extended in various new vocabulary sections in each unit

• Communication skills reinforcement with listening and speaking activities

• Additional Audiovisual material sections

• Workbook audio

For the TeacherTeacher’s Book• Interleaved Student’s Book

• Unit overview for quick lesson plans

• Complete teaching notes, transcripts and answer keys for the student’s material

• Key competences

Teacher’s Resource Book• Tests at two levels for every unit, plus end-of-term and end-of-year tests

• Vocabulary and Grammar worksheets at two levels

• Speaking worksheets for extra fun, communicative activities

• Festivals worksheets to provide an extra focus on English-speaking culture worldwide

Teacher’s Audio Material

A1 A2 B1 B2 C1

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High Achievers Student’s Book

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A2+Achievers

High


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High Achievers Workbook

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forStudents

forTeachers

A2+ AchieversHigh


Julia Starr Keddle




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Hig

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chie

vers Student’s Book

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Hig

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chie

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orkbook

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A1 A2 B1 B2 C1

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WorkbookHelen Halliwell


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AchieversHigh

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Teacher’s i-book

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Cian Magenta Amarillo Negro BLANCO Troquel

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AchieversHigh

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Cian Magenta Amarillo Negro BLANCO Troquel

© Santillana Educación, S.L.

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520

858

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Student’s Book Workbook eWorkbookThe High Achievers gameStudent’s i-book

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Worksheet Generator

Teacher’s Book Teacher’s Resource Book

A highly flexible and carefully integrated blend of print and

digital resources to achieve the ideal learning environment for all your classes

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http://www.richmondhighachievers.net/




Challenging and ambitious grammar syllabus with animated presentations

Large vocabulary sets which consolidate and extend student’s vocabulary

Oral and personalized follow-up activities

Fast Finisher activities to keep challenging the strongest students

READING

4 Going placesGrammar Present continuous | Present continuous

and present simple | State verbsVocabulary Sports | Sports venues and equipmentChallenge Describe a picture and identify

differencesInteraction On the phone

Grammar Past simple affirmative | was / were Past simple negative & questions

Vocabulary Transport | Prepositions of movementChallenge Describe a journey Interaction Travelling aroundWriting A holiday blog

1 Do the Iceland Quick Quiz with a partner. Use your imagination!

2 Listen and check your answers.

FAST FINISHERS Write about your last holiday and the journey there and back.

3 Look at the photos and find these things.

geothermal pool waterfall glacier hot springs

The Land of Ice and Fire

Day 1I got up very early this morning. I met my classmates and teachers and then we went by train to Heathrow Airport. Our plane was on time. At Keflavik Airport we got on a minibus and went to Reykjavik city centre. We left our bags at the hotel, and then we went to the Blue Lagoon. We swam in hot springs outside in the snow! It’s a geothermal pool – that means the heat comes from inside the earth. It’s awesome!

Day 2I feel tired. It’s only dark for a few hours here in the summer, and I couldn’t sleep last night. Today, we drove to the Golden Falls, a beautiful waterfall. I took lots of photos on my mobile. There was an amazing volcano too.

Day 3Today was very exciting! This morning, we visited a glacier and then we went up a mountain in a snowmobile! In the afternoon, we went on a whale watching tour. There were lots of seals, but there weren’t any whales.

Day 4I’m writing this at 11pm – it’s still light! Today, we did a tour of Reykjavik, Iceland’s capital city. It’s got cool museums. We went shopping and I bought an Iceland football shirt for my brother and a troll for my mum.

Day 5We had breakfast at 4.30 this morning because we had an early flight. We arrived in London at 9.15 ... and then had another breakfast! Now I’m at home again.

4 Read Daisy’s blog and match the photos with days 1–4.

5 Put the events in order.

A She saw a glacier. B She and her friends swam in hot water. C She travelled by train to Heathrow Airport. 1D She left her bags at the hotel. E She had two breakfasts. F She bought a football shirt. G She had a trip on a boat. H She saw a volcano.

6 Read the blog again and answer the questions.

1 Why was Daisy in Iceland? Daisy was on a study trip in Iceland.

2 What’s the name of the main airport in Iceland?3 What is a geothermal pool?4 Why was Daisy so tired on Day 2?5 What are the Golden Falls?6 How did she go up the mountain?7 What is the capital of Iceland?

7 Read Word Zone. Can you find another example in Daisy’s blog?

get on / get off Use get on and get off when you enter or leave a bus or train, or when you ride a bike.

Quick, the train’s leaving. Get on! He stopped and got off his bike.

WORDZONE

8 In pairs, plan a five-day study trip for students to your country. Include two visits each day. Then write a schedule.

Day 1 Arrive at Granada Airport. Visit mountains and see Mulhacén.

Day 2

9 Read the Study Skill. Then present your ideas to the class using your notes.

Using notesWhen you speak, use your notes to help you, but try to use your own words to explain your ideas. This helps you sound more natural.

STUDYSKILL

I went on a fantastic study trip to Iceland with my school last month. Read about it below!

by DaisyTHE ICELAND QUICK QUIZWhat do you know about Iceland? Try our quiz!

1 There aren’t many people in Iceland. What do you think the population is?

2 In the winter, how many hours of daylight are there?

3 How many active volcanoes are there?

4 Iceland’s flag is blue, white and red. What do you think the colours represent?

5 How much of Iceland is covered by ice?

A

DB C

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1 In pairs, ask and answer the questions. Count the number of ‘yes’ answers and see if you’re a born explorer!

2 Read the article quickly and match the words and the definitions.

1 reed A show that something is true2 give up B a small amount as an example 3 sample C a river plant with long stems4 prove D stop doing something

3 Read the article again and match the headings A–F with paragraphs 1–6.

A Did Ra cross the Atlantic Ocean?B How did he build his first boat? 1C How did Thor Heyerdahl choose his crew?D What ecological problem did they find?E What did the journey of Ra II prove?F When did he make his second journey?

4 Decide if the sentences are true or false.

1 The first Ra boat was 15 metres long. true2 Thor had a crew of people from Mexico, Egypt and the

United States.3 The first journey lasted for 54 days.4 The second journey lasted for 197 days. 5 Both Ra boats reached Barbados.6 There was pollution in the Atlantic in 1970.

5 Read Word Zone and put the words in order of length, starting with the shortest.

Measurements of length and distancePeople often use both metric and non-metric measurements in English.Metric: centimetre, kilometre, metre, millimetre Non-metric: foot, inch, mile, yard

WORDZONE

6 Try to complete the biography of Thor Heyerdahl with these verbs in the past simple. Then listen and check.

build die go receive sail study

Thor Heyerdahl was born in October 1914 in Norway. He 1 studied zoology and geography at university. In 1947, he 2 ... a boat called Kon-Tiki and 3 ... it with five other men on a 9,600 km journey across the Pacific. He also 4 ... on many other expeditions and promoted understanding between cultures. He 5 ... many awards, too. Thor 6 ... suddenly in 2002. You can still see the Ra and Kon-Tiki boats in Oslo today.

A voyage into the past4,000 years ago, the Ancient Egyptians built incredible pyramids. These pyramids are similar to ancient pyramids in Mexico. So did the Ancient Egyptians build in Mexico, too? Most people said this was impossible – how could they sail thousands of miles across the ocean in light reed boats? But the Norwegian explorer, Thor Heyerdahl, wanted to prove it was possible! Did he succeed?

1 First, Thor studied paintings of boats in the Egyptian pyramids. Then, African boat builders built a 15-metre-long reed boat in Egypt and drove it in a lorry to the port of Safi, Morocco. He called the boat Ra, after the Egyptian Sun God.

2 Thor chose seven men from seven countries, including an Egyptian, a Mexican and an American, and sailed under a United Nations flag. They started their journey across the Atlantic Ocean on 25th May, 1969.

3 It was a dangerous journey. They didn’t have satellite navigation in those days, the boat filled with water, and there were terrible storms. But they travelled 4,284 kilometres in 54 days. Unfortunately, only a week from Barbados, Ra broke in half and the crew didn’t finish the journey.

4 The expedition taught them a lot and Thor didn’t want to give up. So he asked Bolivian boat builders to build a new boat. And one year later, in May 1970, he started a second journey in Ra II, a 12-metre-long boat.

5 During the journey they discovered a modern problem – oil pollution. They took samples of the oil and after the trip, they presented a report to the UN.

6 Finally, in July 1970, Ra II reached Barbados after a 57-day journey of 5,260 kilometres. This proved that people could sail across the Atlantic Ocean in a simple boat. It also showed that people from different countries could work together.

Are you a born explorer?Are you a born explorer?

● Do you like being outside in the rain or cold?● Do you like risky and exciting activities?● Do things scare you easily?● Do you want to go to new places?● Are you optimistic when things go wrong?● Do you like camping or sleeping outside?● Can you survive without your mobile phone?

1–2 Give me an armchair and a good film!3–5 Adventure is OK, but it’s nice to be home

for dinner! 6–7 Get your rucksack and tent and let’s go!

FAST FINISHERS Find what these numbers refer to in the article: 15 7 1969 54 1970 57 5,260

BARBADOSBARBADOS

SAFISAFI

4READING

4

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4TransportVOCABULARY

Grammar Present continuous | Present continuous and present simple | State verbs

Vocabulary Sports | Sports venues and equipmentChallenge Describe a picture and identify





10 Put the types of transport into the categories.

bike bus car coach ferry helicopter horse hot-air balloon lorry minibusmoped motorbike plane ship taxitrain tram underground van yacht

airland

bike

sea

11 Complete the text with types of transport. Then listen and check.

Around the USA in eight ways!Javier Cruz travelled across the USA in eight different ways! First, he went on the 1 underground in New York. They call it the subway there. He went to Grand Central Station and took the 2 … to Washington DC. In Washington, he rented a 3 … and drove to New Orleans. The roads were long and empty – fantastic! Then, he went on a relaxing 4 … trip on the Mississippi River. Next, he put on a helmet, goggles and a leather jacket and rode a 5 … to Oklahoma City. After that, he rode a 6 … to Santa Fe like a cowboy! From there, he floated over the Grand Canyon in a 7 … . On the last day, he phoned for a 8 … to take him to Los Angeles Airport. And finally, he went home to Argentina by 9 … .

12 Study the rules. Then write about your journeys this week.

On Monday, I went to school on foot. But I usually go by car.

● Use by to describe how you travel:

I usually go to school by train. We travelled to Greece by ferry.

BUT go on foot, go on the underground● Use on to say where you are:

Hi, I’m on the bus. We were on the train at six o’clock.

BUT be in a car / taxi / lorry

13 Discuss how you can travel to the places below.

Brazil a desert islandschool

your country’s capital The North Pole

How can you travel to Brazil?You can go by ship. And

you can go by plane.















WORDZONE



Day 2



STUDYSKILL

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Fully intergrated Study Skill which helps students develop good habits in language learning










airland

bike

sea





























WORDZONE



Day 2



STUDYSKILL

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Word zone which highlights a vocabulary area featured in the texts










WORDZONE




7 Match the prepositions with the pictures.

across along around away from between down into over through towards under up

5

10

1

8

11

3

7

12

4

9

2

6

8 Find these situations in the picture below.

1 The rollercoaster is going through the tunnel.2 A girl is running away from her mum. 3 Three boys are going down the waterslide. 4 A girl is climbing up a ramp.5 Some people are walking towards the pool.6 A girl is rowing across the lake.

WELCOME TOWATERLAND

9 Look carefully at the picture and find situations with these verbs and prepositions. Write sentences.

cycle along fall into fly over go around go under sail between

A man is falling into the swimming pool.

10 How good is your memory? Cover the picture. Then in pairs, try to remember what’s happening.


A

B

C

EF

D

Morepractice

4Prepositions of movementVOCABULARY

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WORDZONE






5

10

1

8

11

3

7

12

4

9

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6



WELCOME TOWATERLAND






A

B

C

EF

D

Morepractice


45

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Varied and lengthy reading texts with challenging comprehension activities

grammarandlisteningreadingandvocabulary


Challenging and ambitious grammar syllabus with animated presentations

LISTENING Understand an interview with a teenager about his new life

11

1

4 Write the questions. Then write true short answers.

1 you / get up early at the weekend Do you get up early at the weekend? No, I don’t.

2 your family / go to the mountains in summer 3 you / help to cook dinner at home4 your cousins / visit you every weekend 5 your best friend / like sunbathing6 your parents / work in the afternoon

5 Complete the interview with the question words. There are two words you don’t need.

what time where when how why who what how often

1 What do you do? I’m a video games tester. I

check new games for problems.

2 ... your office? It’s in a modern glass building

in the centre of Manchester.

3 ... with? I work in a small team with three other testers –

James, Paolo and Holly.

4 ... start work? At about eleven o’clock in the morning.

5 ... start so late? Because I don’t finish until late – sometimes after

midnight. It’s a tiring job and I need a lot of sleep.

6 ... spend your free time? I don’t have a lot of free time! I like walking in the

countryside at weekends, because I’m inside all week.

The 60-second Interview

6 Write a paragraph about someone in your family. Use affirmative and negative forms. Include two false sentences.

My (cousin Dan) is ... He/She studies ...

He/She’s got ... In his/her free time, ...

He/She lives ... He/She doesn’t ...

7 Read your paragraph to your partner. Then ask questions to find which sentences are false. Find the correct information.

Does Dan study architecture?

Ah! What does he study?

No, he doesn’t.

He studies history.

1 In pairs, look at the photos and pictures in exercise 2. What do you think the listening is about?

2 Listen and choose the correct answer.

1 Where is Alberto from?

A B C

2 Who is in his family?

A B C

3 What sport does Alberto do at school?

A B C

4 What instrument does Alberto play?

A B C

5 What pet has he got?

A B C

3 Listen again and answer these questions.

1 What does Alberto’s father do?2 How old is his brother?3 What does Alberto like about the winter?4 What does he eat at home?5 What pets have his brother and sister got?

Alberto’s new life

4 Read the expressions in Face 2 Face. Go to page 126 and put them into the dialogues. Listen and check.

● No worries. ● Sure! ● I mean

FACE 2 FACE

Dialogues page 126

5 Work in pairs and choose the correct answers in the quiz.

What do know about

CANADA?1 Canada is the biggest /

2nd biggest / 3rd biggest country in the world.

2 The population of Canada is about 35 million / 55 million / 75 million.

3 The capital of Canada is Vancouver / Ottawa / Toronto.

4 Canada has got two official languages, English and Portuguese / Spanish / French.

5 The Canadian Head of State is the British Queen or King / the US President / the French President.

6 Justin Bieber / Eminem / Lady Gaga is a famous Canadian singer.

you

6 Listen. Are your answers correct?

FAST FINISHERS Write a paragraph about the life of a famous person that you like.

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Face 2 face section which helps students learn to recognize common idiomatic expressions in spoken English

LISTENING Understand an interview with a teenager about his new lifeGRAMMAR Present simple

1

10

We use the present simple to talk about regular actions, such as habits and routines, and to describe permanent situations and facts.I go to work by bus.

We live in New York.

I speak German.

He works in a bank.

She washes her car every weekend.

I don’t work in the city centre.

He doesn’t study Science.

Do you live in London? No, I don’t.

Does she have any cousins? Yes, she does.

Pre

sent

sim

ple

Grammar reference page 114

1 Complete the text with the affirmative or negative form of the verbs.

come cook eat go have got live stay study swim work

My name’s Laura. I’m thirteen and I 1 come from Seville. I 2 ... two brothers. My eldest brother Javier is nineteen and he 3 ... at the University of Seville. My other brother Hugo is only four, so he 4 ... to school. My grandma 5 ... with us in our flat, and my parents of course!

My favourite time of year is the summer. My parents 6 ... during August, so we 7 ... in our house in the mountains. There’s a pool, but we 8 ... during the afternoon because it’s really hot. In the evening, my dad 9 ... some amazing meals and we 10 ... dinner together outside.

ABOUT ME

2 Correct the sentences about Laura’s family.

1 Laura lives in Madrid. Laura doesn’t live in Madrid. She lives in Seville.

2 Javier studies at secondary school.3 Laura’s family have got a house in Seville.4 They stay in their house in the mountains in winter.5 They swim in the afternoons.6 Laura’s mum cooks all the meals.

More practice? page 127

MorepracticePRONUNCIATION Third person -s

3 Listen and repeat the sentences.

1 My grandma lives with us.2 My dad cooks amazing meals.3 The film finishes at nine o’clock.

4 Write the questions. Then write true short answers.

1 you / get up early at the weekend Do you get up early at the weekend? No, I don’t.

2 your family / go to the mountains in summer 3 you / help to cook dinner at home4 your cousins / visit you every weekend 5 your best friend / like sunbathing6 your parents / work in the afternoon

5 Complete the interview with the question words. There are two words you don’t need.

what time where when how why who what how often

1 What do you do? I’m a video games tester. I

check new games for problems.

2 ... your office? It’s in a modern glass building

in the centre of Manchester.

3 ... with? I work in a small team with three other testers –

James, Paolo and Holly.

4 ... start work? At about eleven o’clock in the morning.

5 ... start so late? Because I don’t finish until late – sometimes after

midnight. It’s a tiring job and I need a lot of sleep.

6 ... spend your free time? I don’t have a lot of free time! I like walking in the

countryside at weekends, because I’m inside all week.

The 60-second Interview

6 Write a paragraph about someone in your family. Use affirmative and negative forms. Include two false sentences.

My (cousin Dan) is ... He/She studies ...

He/She’s got ... In his/her free time, ...

He/She lives ... He/She doesn’t ...

7 Read your paragraph to your partner. Then ask questions to find which sentences are false. Find the correct information.

Does Dan study architecture?

Ah! What does he study?

No, he doesn’t.

He studies history.

1 In pairs, look at the photos and pictures in exercise 2. What do you think the listening is about?

2 Listen and choose the correct answer.

1 Where is Alberto from?

A B C

2 Who is in his family?

A B C

3 What sport does Alberto do at school?

A B C

4 What instrument does Alberto play?

A B C

5 What pet has he got?

A B C

3 Listen again and answer these questions.

1 What does Alberto’s father do?2 How old is his brother?3 What does Alberto like about the winter?4 What does he eat at home?5 What pets have his brother and sister got?

FAST FINISHERS Write a paragraph about the life of a famous person that you like.Morepractice

Grammar presentation

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Pronunciation section to practise the language in a spoken context

Extra interactive practice to reinforce the lesson content

Listening activities set in real-world situations including radio interviews, sports commentary, cookery shows and game shows as well as everyday conversations

Follow-up interaction activities where students produce their own version of the dialogues or give their opinions on a related topic

Large vocabulary sets which consolidate and extend student’s vocabulary

Oral and personalized follow-up activities

Fast Finisher activities to keep challenging the strongest students

Fully intergrated Study Skill which helps students develop good habits in language learning










airland

bike

sea





























WORDZONE



Day 2



STUDYSKILL

Morepractice 41

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Word zone which highlights a vocabulary area featured in the texts










WORDZONE






5

10

1

8

11

3

7

12

4

9

2

6



WELCOME TOWATERLAND






A

B

C

EF

D

Morepractice


45

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Varied and lengthy reading texts with challenging comprehension activities

grammarandlisteningreadingandvocabulary


Interaction lessons promote student’s autonomy and stimulate their speaking skills in a variaty of everyday situations

Motivating video sections in both the Student’s Book and the Workbook open the door to English-speaking culture worldwide whilst consolidating grammar and vocabulary

25

2Describe a picture and identify differences

FAST FINISHERS Write your interview from exercise 6 as a 60-second interview.

3 Read Jack’s message and complete it with the verbs below in the present simple or present continuous.

be (x2) do go know not play sit watch wear win not win

Hi Paolo! How are you? I 1 know it’s Saturday, but I 2 ... computer games today. I’m at an ice hockey match with my brother! We 3 ... in front row seats and we 4 ... Russia against Canada. I 5 ... a big jacket, a scarf and a hat because it 6 … always cold at the ice rink. The game 7 … really exciting – Canada 8 ... 3–2. Oh, a goal to Russia. And another one! Canada 9 ... now! So what 10 ... you ... today? You usually 11 ... running on Saturdays, don’t you? Wow, another goal to Canada! OK, time to go! See you soonJack

4 Write the interview questions. Then match them with answers A–H.

1 where / be / you / right now? Where are you right now? E

2 what / you / do / at the moment? 3 you / train a lot / at the moment?4 how often / you / train? 5 have got / you / a tennis hero? 6 you / think / you can be the world’s number one? 7 what kind of music / you / like? 8 what music / listen to / these days?

A I practise every day except Sunday. And today’s Sunday!

B I’m drinking fresh orange juice and chatting to you!

C I like Fado. It’s very romantic. But I like rock music, too!

D Yes, I am. I’m getting ready for my next competition.

E I’m at home in Lisbon.F I’m listening to PJ Harvey. Do you know her? She’s

amazing!G No, not really. But I love Rafa Nadal, of course! H I don’t know. I hope so!

This week, we meet professional tennis player Alicia Correia.

INTERVIEWThe 60-second

5 Work in pairs. Cover the questions in exercise 4 and look at the answers. Can you remember the questions?

6 Imagine that you are a famous sports star. Interview your partner using the questions in exercise 4.

DO THE CHALLENGE

4 Work in pairs. You have two very similar pictures. Can you find ten differences? Describe your pictures and ask and answer questions, but DON’T look at your partner’s picture.

● Student A: Turn to page 123.● Student B: Turn to page 125.

Are there two girls and a boy?

In my picture, three children are on a climbing frame.

No, there aren’t. In my picture, there are two boys and a girl. So that’s one difference.

FOLLOW UP

5 Report your differences to the class. Are they all the same? Then look at both pictures to check.

In picture A, the man is painting a picture of the park, but in picture B,

he’s painting a picture of a person.

6 Write a description of your picture.

PREPARATION

1 Look at the picture and discuss the questions.

● How many people are in the picture? ● What are they doing? ● What else can you see?

2 Listen to a radio programme. There are some differences between the description and the picture. Note them.

3 Compare your ideas. How many differences have you got?

Express yourselfDescribing a pictureIn the foreground ... In the background ...At the top / bottom ... In the middle ... On the left / right ...There’s a man eating a sandwich / on the phone.Four people are playing tennis.

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Describe a journey4

3 Complete the conversation. Use past simple affirmative, negative and question forms. Then listen and check.

Adam: 1 Did you have a good weekend, Lola? (have)Lola: No, I 2 ... . It 3 ... terrible. (be) I 4 ... it with my American

cousin Erin. (spend)Adam: So what 5 ... you ... on Saturday? (do)Lola: We 6 ... along the river and I 7 ... Erin the town centre.

(walk, show) She 8 ... very interested. (be)Adam: Oh dear! And where 9 ... you in the evening? (be)

I 10 ... you but you 11 ... . (call, answer)Lola: Oh sorry. We 12 ... at an Indian restaurant. (be) Erin

13 ... the food, of course! (hate)Adam: So why are you tired this morning?Lola: I 14 ... last night. (sleep) My cousin’s staying in the

room next to mine. And guess what? She likes British TV! She 15 ... her TV until one o’clock! (turn off)

4 Write ten questions to ask your partner. Use the words below or your own ideas.

buy do eat go have listen to meet play read see send visit watch

in July in 2012 last night last summer last week last weekend last year on Saturday night this morning yesterday morning

Did you play football in the park last week?

Did you meet your best friend in 2012?

5 In pairs, ask and answer your questions. If your partner’s answer is ‘yes’, ask more questions to keep the conversation going.

Yes, I did.What did you watch?

Did you go to a party on Saturday night? No, I didn’t. Did you watch

TV yesterday morning?

6 Write sentences about your partner’s recent activity.

Marta wrote a short story last weekend.

Day 1 2 3 4

Starting point

Finishing point

Transport

Things that you saw

Things that you did

Extra notes

DO THE CHALLENGE

2 You are going to interview another pair about their journey. Write the questions you want to ask them.

Where did you start your journey?

3 Work in groups of four. Decide who is Pair A and who is Pair B.

PAIR A● Interview Pair B about their journey. ● Make notes of their answers. ● Find out as much as you can about their journey. ● Show interest and ask extra questions.

PAIR B● Answer the questions.

Express yourselfShowing interestThat’s interesting!That’s terrible!What did you do next?

4 Swap roles and repeat the activity.

FOLLOW UP

5 Tell your class about some funny / interesting / exciting / terrible experiences from your interviews.

Daniel and Sergio stayed in a castle. They met Johnny Depp!

PREPARATION

1 Work in pairs and imagine that you went on a four-day trip around Great Britain.

● Decide where you went on each day, how you travelled, what you saw, what you did and other experiences that you had.

● Copy and complete the table on the right. For each day, you must choose different experiences. Be imaginative!

● With your partner, practise describing each day.

We started at Portsmouth. On Day 1, we sailed in a big ship to Newquay. There was a terrible storm. We saw a huge whale. We didn’t eat because we felt sick! We didn’t have a cabin so we slept in a lifeboat.

FAST FINISHERS Write an account of your journey.

London

Manchester

Nottingham

Loch Ness

Birmingham

Snowdon

Cardiff

Stonehenge

Newquay

Aberdeen

Portsmouth

Glasgow

Oxford

Edinburgh

NorthSea

IrishSea

English Channel

Brighton

Newcastle

47

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57

5

FOOD CONCENTRATEREADY-TO-EAT

Work in a group to solve a problem

FAST FINISHERS Write more sentences about your family and possessions using superlatives.

4 Write sentences using superlatives.

1 Think about your family. Who is … ? young | old | tall | funny | intelligent The youngest person in my family is my cousin’s baby, Kevin. He’s 2 months old.

2 Think about your possessions. What is … ? small | big | expensive | old | beautiful

5 Write an answer for each question.

What / Who is … in the world?

the most exciting film

the worst film

the best food

the least exciting sport the funniest actor

the least useful gadget

the most interesting book

the most beautiful animalthe most annoying thing

the best place to go on holiday

the best singer

the best invention

6 Ask and answer the questions in exercise 5. Give reasons when possible.

What’s the best food in the world?

Chocolate. I know it’s unhealthy, but I could eat chocolate all day!

7 Look at the information about the aliens. Then choose one and write a description using the adjectives below. Use comparatives and superlatives.

fast heavy intelligent light short slow strong tall

Omega is the shortest alien, but he’s not the heaviest. He’s faster than Jibba but he’s not as fast as Simonio …

OMEGA

Height: 90cmWeight: 100kgSpeed: 40km/hIntelligence: 6/10Strength: 8/10

JIBBA

Height: 250cm

Weight: 400kg

Speed: 10km/h

Intelligence: 3/10

Strength: 5/10

SIMONIO

Height: 175cm

Weight: 80kg

Speed: 75km/h

Intelligence: 9/10

Strength: 3/10

DO THE CHALLENGE

3 In small groups, read Part 2 of the scenario and follow the instructions. Use the language in Express yourself to help you.

You need to survive and get back to base camp. You can only take six items. Discuss which items to take and which items to leave behind because they aren’t useful. You must all agree.

Survival on the Part 2Moon

The radio isn’t as useful as the signal flares. We can use

them to attract attention.

The water is the most important thing because we need to drink.

Express yourselfMaking suggestionsLet’s take the ... .What about the ... ?

Giving reasonsThe ... is / are more important because ...The … isn’t / aren’t useful because …

Agreeing and disagreeingI agree. / I don’t agree.That’s a good idea.

FOLLOW UP

4 Report back to the class and compare your ideas.

5 Listen to the suggestions of NASA, the US space organization. Did you have similar ideas?

PREPARATION

1 Find these items in the pictures above.

•a torch •a box of matches •a magnetic compass

•a box of food concentrate •15 m of rope

•two guns •20 litres of water •one box of dried milk

•a 50 kg container of oxygen •a parachute

•a map of the stars •three signal flares •a first-aid kit

•a solar-powered radio

2 Read the scenario and discuss the questions.

Survival on the Part 1MoonYou are a member of a space crew. You’re on a flight to the Moon, but there’s a problem. Your space craft crashes on the lunar surface! You and the other crew members are OK, but you are 80 km from the main base. The crash caused a lot of damage.

● What are the main differences between life on Earth and on the Moon?

● What are your biggest problems on the Moon?

428893 _ 0050-0059.indd 57 19/11/13 10:19

Unique Challenge lessons which offer regular opportunities for multi-skill interaction

Students work together to carry out ambitious speaking tasks that build on language learnt during the unit

Students strech themselves as much as possible in three stages: Preparation, Do the Challenge and Follow Up

interactionandwriting

audiovisualmaterial

challenge


1 Look at Express yourself and match the questions and answers.

1 Does this train stop at Winchester? A Single, please. 2 Single or return? B Yes, I have. 3 How long does it take? C No, it’s non-stop

to Waterloo. 4 Can you tell me when we get there? D Twenty minutes. 5 Have you got a railcard? E Yes, of course.

A BUS TRIP

2 Look at the photo. Where is David? What do you think he and the man are saying?

3 Listen to the conversation and answer the questions.

1 Where does David want to go?2 What bus does he need?3 Who does he plan to meet?

4 Now listen to the conversation on the bus and answer the questions.

1 What type of ticket does David buy?2 How much is it?3 Where is Leon?

YOUR TURN TO SPEAK

5 You’re on a bus. In pairs, act out the dialogue below. Then swap roles.

Ask if the bus goes to your destination.

Pay and take your ticket.

Answer.

Ask for a ticket. Ask if the traveller wants a single or return.

Say the price.

Answer.

Passenger Bus driver

A TRAIN JOURNEY

6 Listen to the conversation in the station and answer the questions.

1 Where is Lily?2 How much is a return ticket for David and Leon?3 What time does the train leave?4 Which platform does the train leave from?

7 Listen to the announcements. For each one, write the following information:

platform number | time | final destination | stops

YOUR TURN TO SPEAK

8 You’re at a station. In pairs, act out the dialogue below. Invent new destinations and prices.

Ask for a ticket to your destination.

Pay and ask for the time and platform number

of the next train.

Answer.

Answer.

Answer.Ask if the traveller is

under 16.

Ask if the traveller wants a single or return.

Confirm the price.

Passenger Ticket clerk

1 In pairs, look at the photo and answer the questions.

1 What’s happening in the photo?2 Do you like this type of holiday?

Day 1 We arrived at our campsite at 10.00am after a 14-hour coach trip. First, we checked in at the campsite reception. Then we put up our tents. After that, we were all very tired and hungry. We had lunch and then we went to sleep for two hours. In the afternoon, we explored the campsite. The facilities on the campsite were good. There was a shop, a kitchen and a dining hall. There was also a great swimming pool, and the views of the mountains were amazing!

Day 5 Our last day! We got up early because we had a lot to do. First, we had breakfast. Then we started packing. It took me a long time to find all my things! After that, we took the tents down. Our tent was really dirty on the bottom so we needed to wash it before we put it away. Finally, we put everything into the back of the minibus and drove away. The journey home was OK but it took 20 hours instead of 14!

Camping Trip!My blogby Anna Milton

2 Read the text and answer the questions.

1 What time did they arrive at the campsite? They arrived at 10.00am.

2 How did they travel to the campsite?3 What did they do first?4 What did they do before lunch on Day 1?5 What sports facilities were there?6 What did Anna do after breakfast on Day 5?7 Why did it take Anna a long time to pack?8 How long did they stay at the campsite?

On the busDoes this bus go to ...?A single / return, please.How long does it take?Can you tell me when we get there?

At the stationHave you got a railcard?Are you under 16?Can I have a return to ... , please?

Is there a student reduction?What time is the next train?Which platform does it leave from?

Express yourself

48

INTERACTION Travelling around WRITING A holiday blog

4

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Sequencing words & expressions

WRITINGSKILL

YOUR TURN TO SPEAK

5 You’re on a bus. In pairs, act out the dialogue below. Then swap roles.

Ask if the bus goes to your destination.

Pay and take your ticket.

Answer.

Ask for a ticket. Ask if the traveller wants a single or return.

Say the price.

Answer.

Passenger Bus driver

A TRAIN JOURNEY

6 Listen to the conversation in the station and answer the questions.

1 Where is Lily?2 How much is a return ticket for David and Leon?3 What time does the train leave?4 Which platform does the train leave from?

7 Listen to the announcements. For each one, write the following information:

platform number | time | final destination | stops

YOUR TURN TO SPEAK

8 You’re at a station. In pairs, act out the dialogue below. Invent new destinations and prices.

Ask for a ticket to your destination.

Pay and ask for the time and platform number

of the next train.

Answer.

Answer.

Answer.Ask if the traveller is

under 16.

Ask if the traveller wants a single or return.

Confirm the price.

Passenger Ticket clerk

1 In pairs, look at the photo and answer the questions.

1 What’s happening in the photo?2 Do you like this type of holiday?

Day 1 We arrived at our campsite at 10.00am after a 14-hour coach trip. First, we checked in at the campsite reception. Then we put up our tents. After that, we were all very tired and hungry. We had lunch and then we went to sleep for two hours. In the afternoon, we explored the campsite. The facilities on the campsite were good. There was a shop, a kitchen and a dining hall. There was also a great swimming pool, and the views of the mountains were amazing!

Day 5 Our last day! We got up early because we had a lot to do. First, we had breakfast. Then we started packing. It took me a long time to find all my things! After that, we took the tents down. Our tent was really dirty on the bottom so we needed to wash it before we put it away. Finally, we put everything into the back of the minibus and drove away. The journey home was OK but it took 20 hours instead of 14!

Camping Trip!My blogby Anna Milton

2 Read the text and answer the questions.

1 What time did they arrive at the campsite? They arrived at 10.00am.

2 How did they travel to the campsite?3 What did they do first?4 What did they do before lunch on Day 1?5 What sports facilities were there?6 What did Anna do after breakfast on Day 5?7 Why did it take Anna a long time to pack?8 How long did they stay at the campsite?

3 Find the words and expressions below in the blog. Which ones do we use to describe events that happened first and last?

After that Finally First Then

4 Complete Day 2 of the blog with the four sequencing words and expressions from exercise 3.

Day 2This morning we got up early. We had breakfast and we started making plans for the day. Five of us decided to go for a bike ride. 1 First, we looked at the map and decided where to go. 2 ... , we made our packed lunches and got our rucksacks ready. 3 ... , we went to the campsite shop and hired our bikes and helmets. 4 ... , we were ready to leave.

YOUR TURN TO WRITE

PLAN BEFORE YOU WRITE

5 Choose three activities for Day 3 and three activities for Day 4 of Anna’s holiday and make notes. Use the ideas below or your own. Think about what details you can add.

morning bus to local town for sightseeing / museum visit / shopping

afternoon swim in pool / long walk in forestevening make a fire / cook dinner / party

WRITE NOW

6 Write the blog entries for Day 3 and Day 4.

1 Use Days 1, 2 and 5 from the holiday blog as a model.2 Use your ideas from exercise 5.3 Include a variety of sequencing words and expressions.

Day 3Today was an exciting day! In the morning, we ...

CHECK AND CORRECT

7 Check and correct your blog.

1 Check that the sequencing words and expressions are correct.

2 In pairs, swap your blogs and check each other’s work.

49

WRITING A holiday blog

4

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Carefully structured Writing lessons help students become confident writers

Your Turn to Write provides step-by-step guidance through the critical stages of planning, taking notes, writing and checking needed to produce a text

7 Read the text and choose the correct words.

Emma: This is my cousin, Zara. She’s a fantastic swimmer and she 1 ... for the local swimming team.

Tim: How 2 ... times a week does she swim? Emma: Six! Some of the sessions are before school, so

she 3 ... at 5 o’clock in the morning. In this picture, she 4 ... butterfly and she 5 ... a swimming hat and goggles. She 6 ... them because she wants to swim as fast as possible. Zara is really hungry after training in the morning, so she 7 ... has an enormous breakfast.

Tim: How 8 ... does she eat? Emma: A bowl of cereal with nuts, two 9 ... of toast with

peanut butter, a banana, 10 ... egg sandwich with ham, and a glass of orange juice!

1

A swim B swims C is swimming2

A often B much C many3

A often gets up B gets up often C often get up4

A swims B ’s swimming C ’s swiming 5

A ’s wearing B isn’t wearing C wears6

A is always wearing B wears always C always wears7

A never B hardly ever C always8

A food B many C much9

A slice B slices C piece10

A any B a C an

4 Rewrite the sentences in the affirmative (+), negative (–) or interrogative (?).

1 He wakes up early. (–)

2 They aren’t cooking dinner. (?)

3 Does she watch TV every day? (+)

4 I’m tidying my room. (–)

5 You don’t enjoy surfing. (?)

6 He doesn’t go skiing. (?)

5 Complete the sentences with the correct form of the verb. Use the present simple or present continuous.

1 We (have) a snack right now.2 I usually (eat) fruit every morning.3 Jack (not like) being outside.4 My sister (do) sport twice a week.5 I (not understand) the

question.6 Jenny (not swim) at the

moment.

6 Circle the correct words.

1 There isn’t / aren’t any orange juice.2 There’s not / no pizza on the plate.3 We haven’t got some / any money.4 I like lot of / lots of vegetables.5 There are a few / a little people here.6 How much / many cafés are there in town?

BEFORE YOU WATCH

1 Read the introduction and the questions in NOW WATCH.

Introduction

Ice hockey is a very popular sport in Canada. Canada has some of the world’s best players and thousands of Canadians go to watch their favourite teams play all over Canada and the USA.

NOW WATCH

2 Answer the questions.

1 Where was the first organized ice hockey game?

2 What do the initials NHL stand for?

3 What equipment do all players need?

4 What do you have to do to win a game of hockey?

5 What two adjectives does the narrator use at the end to describe ice hockey?

FOLLOW UP

3 Go online and find out about ice hockey. Write an interesting fact to share with your class.

Did you know that...?

Ice hockeyVideoVideo

39

REVIEW CHECK

428904 _ 0038-0039.indd 39 21/11/13 12:45

Students find out more about an interesting aspect of the country’s culture featured in the video

Interaction lessons promote student’s autonomy and stimulate their speaking skills in a variaty of everyday situations

Motivating video sections in both the Student’s Book and the Workbook open the door to English-speaking culture worldwide whilst consolidating grammar and vocabulary

Unique Challenge lessons which offer regular opportunities for multi-skill interaction

3 Write questions with the prompts below. Then in pairs, role play an interview with Usain Bolt.

1 Where / come from? Where do you come from?2 What / your nicknames?3 How tall / you?4 How much / you weigh?5 What / need to improve?6 How often / train?7 How many meals / eat every day?8 What / like to eat / breakfast, lunch and dinner?9 What / like doing in / free time?10 What football team / support?

LISTENING

4 Look at the photo. Where are the people? What kind of race is this?

5 Listen to the information about the Badwater Ultra-marathon and complete the table.

The Badwater Ultra-marathon

Where does it take place?

How long is it? ... km

What month is it in?

How hot can it get? ... ºC

How many people take part?

What’s the record for men? ... hours ... minutes

What’s the record for women? ... hours ... minutes

6 Discuss the questions in pairs.

1 Do you like running? Are you good at it?2 Do you know about any other ultra-marathons?3 Why do you think people do races like this? 4 Would you like to enter a race like this? Why / Why not?

SPEAKING

7 Choose a photo from units 1–3. Describe it to your partner. Can you find each other’s photos?

8 Write a description of your photo in about 50 words. Swap descriptions with your partner. Can you improve your partner’s description?

BEFORE YOU WATCH

1 Work in pairs. What do you know about Canada? What can you see in the photo?

2 What do you think is the importance of these things to Canada?

10 million km2French the maple leaf

Toronto The Inuit and the Iroquoiswaterfalls

NOW WATCH

3 Check your answers to exercises 1 and 2.

4 Answer the questions.

1 What cities are mentioned and why are they important?

2 Where does the name Canada come from?3 What two popular Canadian sports does the video

show?4 What other famous Canadian things and people are

mentioned?5 What examples did you see of Canada’s wild natural

beauty?

FOLLOW UP

5 In pairs, discuss the questions.

1 Do you know what the biggest country in the world is? And the smallest?

2 What other countries do you know that have more than one official language?

3 What do other people think is special about your country, in your opinion?

CanadaVideoVideo

What is a daredevil? Find out about daredevils in Niagara Falls, and write a paragraph telling the story of one of them.

FIND OUTFIND OUT

39

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interactionandwriting

audiovisualmaterial

challenge


Let your students take the digital challenge

Heads up engagement! Bring your teaching to life in the classroom with the best Teacher’s i-book in the market. The Teacher’s i-book is an invaluable teaching and learning tool for the classroom. Ideal for presenting to the entire class, this resource will help keep your students engaged and interested.

A wide range of flexible and multi-device digital resources for both teachers and students

WarmerWrite on the board: Eating habits in (your country). Ask the students to discuss in groups the customs and traditions of breakfast, lunch and dinner in your country. Ask them: What do people eat? What time do they eat? Where do they eat? What other traditions take place around mealtime? Elicit ideas from the class and write them on the board.

1 Remind students that when talking about habitual behaviour, we use the present tense. Give an example: My brother and I usually wash the dishes.

Answers

1 Student’s own answers2 chopsticks (first photo), their hands (second photo)3 Students’ own answers4 Students’ own answers

Teaching tipDuring the discussion, encourage students to use adverbs of frequency to express their ideas, e.g. I sometimes cook. Write examples on the board: Always, often, sometimes, usually, rarely, hardly ever, never.

2 1.38 The text is available to listen to. You can set this as a challenge between pairs or groups of students.

The pair or group with the most words wins.

Answers

eat / eating, mealtimes, food, raw fish, seaweed, insects, grubs, protein, snacks, pork, meat, noodles, potatoes, meal

Extra activitySet another challenge by asking groups to find all the countries or regions listed in the text. Then ask them to find all the utensils mentioned that are used at mealtimes.

Answers

Countries: Italy, UK, Japan, Mexico, Saudi Arabia, Lebanon, India, the Middle East, China, Germany, Thailand, France, Denmark.utensils: chopsticks, fork, plate

Unit 3 ReADIng

93

Go Digital!

Hot spots: grub, slurpUse the hot spots to highlight potentially difficult vocabulary or cultural information before the reading activities.● Touch the Reading text to access the hot spots.

Extra activity: CountriesThis activity is a whole class activity.● Touch to open the extra activity. ● Ask students to close their books or IWB. ● Students use the Richmond i-tools to highlight the twelve

countries in the text. Each team uses a different colour pen.● Choose which team goes first allowing two representatives from

each team to come up to the IWB. ● Allow turns of fifteen seconds only.● When the activity is completed, use to show the correct

answers. Teams lose points if they have selected nationality words.● Use the feedback stage to drill the pronunciation of the different

countries and to ask students what people typically eat in the countries.

Suggested use: after exercise 5, page 33

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Complete teaching notes and suggestions to make the most of

the digital resources in the classroom are available in the

Teacher’s Book

Interlinked components at page level


Additional IWB

activities which provide

digital alternatives

to the lessons

Easy-to-use software allows you to

customize pages, add links and your own resources and save all

your teaching sessions to meet the needs of each

individual class

All course materials included

GoDigital!GoDigital!


Let your students take the digital challenge A wide range of flexible and multi-device digital resources for both teachers and students


GoDigital!GoDigital!

Student’s i-book for the students to access the course contents in a different way

Who will be the first to find the solution to the High Achievers game?

A different journey in each level where students visit nine sights of educational or historical interest in an English-speaking city while practising and consolidating the learning points of the course.

Includes learning progress report

Visual grammar presentations, audio material, extra interactive practice and videos included



GoDigital!

Goodbye marking!

eWorkbook Make your students’ bag a little lighter with the new digital version of the printed Workbook with automatically graded activities

Want to know more about High Achievers?

Scan the QR code or visit:



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96 159 43 90 / 96 159 43 91

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Achievers

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Documents

697096 HA interiores - richmondelt.es · Workbook • Wholepageof practice for each • StudentBook’spage ... Achievers W orkbook A2+ A2 + Achievers High A l Ric hmond d ig tal