2Aim High KSA 1 Aim High KSA Edition KSA Edition the complete learning experience for English Language اللغة اإلنجليزية class, homework and exam success Teacher’s Book 6 Activate your students’ knowledge of English through rich and motivating texts, essential الصف األول ثانوي – الفصل الدراسي األول grammar and skills, and effective study strategies. First Term – First Secondary Grade Extend your students’ skills with vocabulary from the Oxford 3000™ word list, and through the المستوى األول – نظام المقررات Dictionary Corner sections. Discover new approaches to writing skills with Student’s Book Workbook a range of different text types and additional كتاب الطالب Student’s Book Workbook activities. Achieve exam success with extensive review and KSA Edition كتاب التمارين Workbook 6 self assessment and tests for every unit.
كتاب المعلم Teacher’s Teacher’sBook 6 Visit the teacher’s website, which provides a guide Book Edition CD to the course, teaching timetables and teacher Pres Class Audio CD training videos.com/elt/teacher/aimhighksa Teacher’s Book • Teaching notes • Teaching tips • Optional activities Extend your students’ vocabulary and language • Quick tests • Unit tests skills further with Oxford dictionaries.com/elt © Copyright Oxford University Press 4453530 Aim High KSA TB6 cover.indd 1 11/06/2012 12:18 3 KSA Edition Teacher’s Book 6 Contents Introduction 2 Tips and ideas 3 Teaching notes 1 Consumerism 6 2 Future life 14 3 Our global heritage 22 4 Intelligence 30 5 Only a game? 38 6 Literature 46 7 Body language (Optional unit) 54 Workbook answer key 62 Photocopiable unit tests 70 Test answer key 84 Jane Hudson Paul Kelly Susan Iannuzzi © Copyright Oxford University Press Aim High_KSA_TB6.indb 1 12/06/2012 12:00 Introduction Aim High is a six-level English language course. The development Teacher’s Book of Aim High was informed by research in The Teacher’s Book gives complete teaching notes for the whole schools – observing lessons and talking to teachers and course, including ideas for tackling mixed-ability classes. The information we gathered has given us valuable addition, it offers: insights into what students and teachers want from a coursebook, and these became the guiding principles for Aim ● background information, optional activities and answer keys High. Most people asked for: ● 7 photocopiable end-of-unit tests ● a challenging input of active and passive vocabulary ● the Workbook answer key.
● a strong focus on reading and writing skills ● rapid progression in the grammar syllabus Audio CDs ● plenty of support for skills work, especially writing The audio CDs contain all the listening material from the ● a focus on dealing with idiomatic English and dictionary skills Student’s Book. ● serious but motivating topics ● plenty of extra practice material. A tour of the Student’s Book Aim High has a very clear unit structure, which has been There are seven main units in the Student’s Book. Each unit has designed to enable teachers to take students from input seven sections.
Every lesson has a cross reference to the relevant (reading) to output (writing). In addition, in order to support the page in the Workbook for extra practice. challenging grammar and vocabulary input, we have provided a reference section and extra practice in the Student’s Book. While Reading teachers need to ensure that students adequately cover the ● This contains the main reading text and introduces the theme required grammar syllabus, equal importance needs to be given of the unit.
to the communicative aspects of English. ● In addition to a Before Reading activity to get students thinking about the topic, a Reading tip develops their reading strategies. The components of the course ● The reading texts are recorded so that students can listen to the text as they read. Student’s Book ● Important new vocabulary is highlighted in the text and The Student’s Book contains: practised in a follow-up activity and in the Workbook.
● The text contains instances of the main grammar point(s) of ● 7 topic-based units the unit. ● a Dictionary Corner section in each unit to promote dictionary skills and learner autonomy ● I can statements at the end of each unit to encourage Vocabulary ● The Activate section recycles the vocabulary from the reading conscious learner development page in a different context to check understanding. ● 7 Grammar Reference and Builder sections, containing clear ● The Extend section introduces new lexical sets related to the grammar explanations and further exercises for each unit topic and focuses on aspects of vocabulary such as word- ● tip boxes giving advice on specific skills and how best to building, collocation and phrasal verbs. approach different task types in all four main skills ● All the target vocabulary from the unit is highlighted in bold ● a Wordlist providing a lexical summary of the active and in the Wordlist at the back of the Student’s Book.
passive vocabulary of each unit with a phonetic guide for pronunciation. The Oxford 3000TM key symbol in the Wordlist Grammar indicates the most useful words for students to learn ● There are two sections of grammar per unit, introducing one ● an irregular verbs list. main grammar structure in two stages. Alternatively, the second grammar focus may be a different, but related, structure.
Workbook ● The grammar structures are presented in a short text or other The Workbook mirrors and reinforces the content of the meaningful context. It offers: ● Learn this! boxes and grammar tables help students to work ● further practice to reflect the sections of material taught out the grammar rules, and further explanation and examples in class can be found in the Grammar Reference section at the back of ● Challenge! exercises to engage more able students the Student’s Book. ● writing guides to provide a clear structural framework for ● Look out! boxes draw attention to minor grammar points, and writing tasks, and a Writing Bank for reference help students to avoid common errors. ● regular Self check sections for students to develop an ● As well as the exercises in the units, there is further practice in awareness of their progress the Grammar Builder section.
● a Vocabulary Notebook listing the vocabulary from the Student’s Book in alphabetical order, with space for students Skills to make their own notes. ● This section focuses on listening and speaking skills. ● The topic of the listening comprehension is introduced by more vocabulary input and practice. ● The tapescript can be found in the teaching notes.
● The listening comprehension activities are followed by speaking practice. 2 Introduction © Copyright Oxford University Press Aim High_KSA_TB6.indb 2 12/06/2012 12:00 Writing Tips and ideas ● This section begins with a model text or texts exemplifying the writing function and format. Teaching reading ● Students study a Writing tip and practise useful phrases. Predicting content ● There is a clear writing guide for the students to produce their Before reading the text, ask students to look at the pictures and own text.
tell you what they can see or what is happening. You can also discuss the title and topic with them. Review, Dictionary Corner and I can statements Dealing with difficult vocabulary ● This section, which concludes the unit, offers revision and Here are some ideas: extension. ● Pre-teach vocabulary.
Anticipate which words students may ● The review activities recycle the grammar and vocabulary have difficulty with. Put them on the board before you read from the unit in a dialogue and other exercises. the text with the class and explain them. You can combine ● The Dictionary Corner activities are designed to help students this with a prediction activity by putting a list of words on become familiar with using an English–English dictionary.
the board and asking students to guess which ones will not We recommend Oxford Student’s Dictionary. However, the appear in the text. exercises can be done with any dictionary. Being able to use ● Having read through the text once, tell students to write a monolingual dictionary independently will equip students down three or four words from the text that they don’t with important skills for autonomous learning.
Ask them to call out the words. You can then ● Students can also be encouraged to become more explain them. autonomous learners by reviewing their learning outcomes at ● Rather than immediately explaining difficult vocabulary, ask the end of the unit. The learning outcomes are expressed as students to identify the part of speech of the word they don’t I can statements which focus on skills rather than grammatical know.
Knowing the part of speech sometimes helps them to or lexical items. Students decide which skills they found work out the meaning. difficult or easy, and, as a result, decide what their learning ● After working on a text, ask students to choose four or five new objectives should be. The students are then referred to the words from the text that they would like to learn and to write Self check pages in the Workbook.
these in the Vocabulary Notebook section of the Workbook. Teaching vocabulary Testing and assessment Vocabulary Notebooks Aim High provides a variety of resources for teacher-made tests and for students’ self-assessment: Encourage your students to record new words in the Vocabulary ● I can statements at the end of each unit in the Student’s Book Notebook at the back of their Workbooks. You could suggest that they write an example sentence that shows the word in context, ● Self check sections at the end of each unit in the Workbook or they may find it easier to learn words by noting synonyms or ● Unit tests covering vocabulary, reading, grammar, language antonyms. skills and writing in the Teacher’s Book (see pages 70–83) Vocabulary doesn’t appear just on Vocabulary pages.
You can ask students to make a list of all the verbs that appear in a Grammar The Common European section, or to choose five useful words from a reading text and learn them. Framework of Reference Aim High has been designed to be compatible with the learning Learning phrases objectives of the Common European Framework of Reference We often learn words in isolation, but a vocabulary item can (CEFR). The CEFR is a description of linguistic competence at be more than one word, e. make a mistake, do your best, six levels: A1, A2, B1, B2, C1 and C2.
Aim High matches the CEFR have a shower, go swimming. Make students aware of this and levels as follows: encourage them to record phrases as well as individual words. Aim High 1 and 2: A2 Revision Aim High 3 and 4: B1 / B2 Regularly revise previously learnt sets of vocabulary. Here are Aim High 5 and 6: B2 / C1 two games you could try in class: Each level is divided into five skill areas – speaking, reading, ● Odd one out.
Give four words, either orally or written on the listening, conversation and writing. Each skill has a number board. Students say which is the odd one out. You can choose of descriptors that explain what a student can do with the three words from one vocabulary set and one word from a language.
The descriptors are often represented as I can different set (a relatively easy task) or four words from the statements, for example: same set, e. kind, confident, rude, friendly, where rude is the odd one out as it’s the only word with negative connotations. A2 Writing: I can write a simple personal letter, for example, thanking ● Word building. This game can be played to revise words and someone for something.
Call out a word, and nominate a student to The descriptors are written to help both learners and educational give a derivative of the word. Then invite other students in the professionals to standardize assessment. Use the I can statements class to contribute to the list. For example, danger: dangerous, at the end of each unit and the Self check pages in the Workbook dangerously; happy: unhappy, happiness, happily.
You can do to encourage students to assess their own ability.