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Users guide

Oxford University Press 2010 All rights reserved. Under no circumstances can any part of the material on this disk be copied or duplicated for sale. 24

Sarah Medina Jane Hudson Janet Hardy-Gould Helen Holwill

Whats inside 1000+ Activities for Mixed Ability?

1000+ Activities for Mixed Ability enables you to print off more than 450 worksheets to use with students of all levels. Every worksheet is available as a PDF or Word document and the answer key is provided in a separate document. The worksheets are divided into four core areas Grammar, Vocabulary, Everyday English and Reading and Writing. 213 Grammar worksheets covering the minimum requirements for ESO 1 and 2 and beyond Ready-to-use resource material to support learners of all abilities More than 450 worksheets offering comprehensive practice for students at different levels. Back-to-basics support for Grammar, Vocabulary, Everyday English and Reading and Writing. All worksheets available as ready-to-print PDFs or editable Word documents. 161 Vocabulary worksheets on a wide range of key topics for ESO 40 Everyday English worksheets with carefully controlled dialogues 40 Reading and Writing worksheets designed to support and encourage basic skills in reading and writing The users guide, including teaching tips, available to download and print if required Comprehensive reference material: Wordlist containing all the key vocabulary from the worksheets, Expression Bank to provide a record of the useful phrases from the Everyday English section, and an Irregular Verbs list

How to use 1000+ Activities for Mixed Ability

Please consult the Technical Specifications on page 23 for details of how to launch 1000+ Activities for Mixed Ability. The disk needs to be in the drive in order to print the worksheets. Open the disk by clicking on the icon on your desktop. When you have agreed to the terms and conditions, choose the section that you want to view:

Who are the worksheets for?

The worksheets are for you, the teacher, to use with students at any level of ESO who need extra support and practice. They are designed mainly for students who fall below the level of the class and need more practice of some of the basics. No prior knowledge of the topics is assumed. The skills sections will ensure that these students do not miss out on valuable skills practice because they cannot follow the same material as the rest of the class. However, the worksheets can also be used with students who are using the main student course book but are struggling with a particular area and need some extra practice. In this case, there is no need to start from the beginning with a topic; you can select the most appropriate level for your student.

When you have chosen the section you want, click on a topic in the menu on the left and you will be given a choice of worksheets. Click on the PDF file for ready-to-use worksheets. The worksheet is now ready to print. If you want an editable version of the worksheet, click on the Word file, make your changes to the document and print. Remember to save the changes to the document on your hard drive if you wish to keep them. For tips on how to use the worksheets with your students, please refer to page 18.

The worksheets have been designed so that students can work through them on their own. The rubrics are in Spanish or Catalan to help students understand the task clearly and each worksheet has a glossary with translations of the words used in the worksheet.

Grammar
See page 12 for full table of contents. The worksheets have been divided into affirmative, negative, questions and mixed forms to make it easy for you to choose the most appropriate worksheet for your students. The approach to presenting and practising the grammar is divided into three stages. The first stage focuses on presentation of the most basic elements of the grammar point, for example subject pronoun plus verb and recognition of full form and contracted form for affirmative, negative and interrogative. The exercise types require students to choose answers or complete matching activities. There is a greater focus on recognition of form and meaning than on active production. For students who need to start from the very beginning with a particular grammar point, stage 1 might be the most appropriate starting point. The second stage provides progression and focuses on short sentence-based practice of the affirmative, negative and interrogative. The exercise types encourage students to produce key language in simple, familiar exercise types. In the third stage, students consolidate what they have learnt and are encouraged to produce the key language. The context will be slightly broader. For those students who are generally keeping up with the level of the coursebook but need extra practice of a particular grammar point, stage 3 worksheets might be the most appropriate. There is an answer key in Word for each worksheet.

There is a glossary to help with any unknown language. All the rubrics are in Spanish or Catalan to enable students to work autonomously. Most grammar worksheets contain a short explanation of the use of the grammar point. Most grammar worksheets contain a grammar table with the full and contracted forms of the tense or structure.

Vocabulary
See page 13 for full table of contents. The vocabulary section contains basic vocabulary sets that students are expected to have covered in primary education as well as common topic areas for ESO. The general approach to presenting and practising the vocabulary is divided into three stages. The first stage focuses on meaning, recognition and spelling. The set is presented through labelled illustrations or photographs to ensure that students have fully understood the meaning. In the second stage, students practise the items presented in the first stage at a slightly more challenging level. Students produce the key vocabulary with less support. The third stage requires students to produce the vocabulary items and to recognise simple structures, for example I can play basketball. The vocabulary is combined with one grammar point. In some worksheets, students will be encouraged to produce the vocabulary and simple structures in the final exercise after careful preparation. In large topic sets that have multiple subsets, the subsets are combined at stage 3. For example, the stage 3 worksheet in the jobs topic area combines items from the four stage 1 worksheets. For the most basic vocabulary areas, such as colours and numbers, practice is at one or two stages only. There is an answer key in Word for each worksheet.
There is a glossary to help with any unknown language. The vocabulary sets are presented through labelled illustrations or photographs. All the rubrics are in Spanish or Catalan to enable students to work autonomously.

Everyday English
See pages 1415 for full table of contents. The Everyday English worksheets provide students with an opportunity to practise basic oral expressions in simple contexts. They cover a wide range of topic areas from the most basic, such as saying hello, to the more advanced, such as talking about last weekend. In the more advanced topic areas, students will begin to put their basic grammar knowledge into practice in familiar contexts.

Reading and Writing

See pages 1617 for full table of contents. The Reading and Writing worksheets provide students with an opportunity to use basic grammar and vocabulary in context. Short, manageable texts cover familiar topic areas and also act as writing models for students to produce sentences and short texts of their own.

There is a glossary to help with any unknown language. Simple comprehension activities test students understanding of the text. There is a glossary to help with any unknown language. The worksheets cover a range of basic phrases to use in conversation. All the rubrics are in Spanish or Catalan to enable students to work autonomously.
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Guided writing activities ensure students at all levels can produce a text successfully. The reading texts also act as models for students to produce their own written work. All the rubrics are in Spanish or Catalan to enable students to work autonomously.
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Table of contents: Grammar

Topic be have got Present simple Present continuous Past simple was / were Past continuous be going to will Present perfect First conditional can have to should must Possessives this / these there is / there are some / any Countable and uncountable nouns Adverbs of frequency How much? / How many? Question words Imperatives Comparative adjectives Superlative adjectives Like, enjoy, love, hate + -ing Subject pronouns a / an Plural nouns Number of worksheets 18 15 13 14 17 14 13 10 10 11 8 7 4 4 4 6 2 8 4 2 3 2 3 2 4 4 4 2 2 3

Table of contents: Vocabulary

Topic
The alphabet Clothes Numbers Ordinal numbers Colours Days of the week Months of the year Seasons Dates Prepositions of time Prepositions of place The time School subjects Classroom objects Family Face and body Countries Nationalities Food and drink Home Weather Jobs Places Transport Activities Sports Animals Films Holidays Adjectives Music Television Travel Computers The natural world

Number of worksheets
1 7 4 2 2 2 2 2 1 1 1 3 3 3 3 3 3 3 14 8 3 10 10 5 8 9 3 5 8 10 5 3 8 3 3

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Table of contents: Everyday English

Title 1 Hello! 2 How are you? 3 Nice to meet you. 4 Where are you from? 5 How old are you? 6 Whens your birthday? 7 About me. 8 Whats your name? 9 Whats your phone number? 10 Can I speak to ? 11 My family. 12 What do you like? 13 Can you ski? 14 Listen to me! 15 Can I go? 16 Would you like to ? 17 Can I have ? 18 What would you like to eat? 19 Which date and place? 20 What size is it? 21 A kilo of apples, please. 22 What about this one? 23 A ticket to London, please. 24 Whats your favourite film? 25 Can I help you? 26 Lets go 27 What about ? 28 Good idea! 29 Whats the matter? 30 What time is it? 31 What time is dinner? 32 Where is the bus station? 33 Where is the caf? 34 Im looking for 35 Do you like ? 36 What is your favourite ? 37 What did you do last weekend? 38 How was your weekend? 39 What are you doing on Saturday? 40 What are you going to see?
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Function Introducing yourself Greetings Meeting people Exchanging personal information Giving your age Giving your date of birth Giving personal information Asking for personal information Saying your phone number Phoning a friend Talking about your family Talking about your interests Talking about what you can do Using classroom English Asking for permission Making and responding to invitations Ordering food in a caf Ordering food in a restaurant Talking about dates, numbers, places and prices Shopping for clothes Shopping for food Comparing things Buying a train ticket Talking about films Asking for and offering help Making suggestions (1) Making suggestions (2) Making suggestions (3) Making suggestions (4) Telling the time (1) Telling the time (2) Giving directions (1) Giving directions (2) Giving directions (3) Talking about music (1) Talking about music (2) Talking about the past (1) Talking about the past (2) Talking about the future (1) Talking about the future (2)
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Table of contents: Reading and Writing

Title 1 My name is 2 My favourite things 3 Im 4 My family 5 My day 6 A typical day 7 My school day 8 A different life 9 I play sports 10 Shopping 11 Food and drink 12 My clothes 13 My school 14 My bedroom 15 My town 16 A festival 17 A descriptionof a person 18 My best friends 19 A description of a place 20 My classroom 21 A fantastic place 22 My laptop 23 A problem 24 My school rules 25 Im on holiday 26 A letter to a friend 27 What are you doing? 28 My blog 29 My favourite music 30 A trip to London 31 A film review 32 My favourite film 33 Scary stories 34 A trip to the USA 35 An email 36 My favourite sports 37 My weekend 38 A party 39 A school trip 40 The summer holidays
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Grammar be: affirmative be: affirmative be: affirmative; have got be: affirmative; have got Present simple: affirmative Present simple: affirmative Present simple: affirmative and negative Present simple: affirmative and negative Present simple: affirmative and negative Present simple: affirmative and negative Present simple: affirmative and negative Present simple: affirmative and negative Present simple; have got there is, there are there is, there are; prepositions of place there is, there are; present simple: affirmative Adjectives; have got; present simple Adjectives; comparatives Adjectives; comparatives and superlatives can can; imperatives can; adjectives; present simple should must Present continuous: affirmative Present continuous: affirmative Present continuous: affirmative and negative Present simple and present continuous Present simple and present continuous Past simple: affirmative Past simple: affirmative and negative was, were; past simple: affirmative Past simple and past continuous Present simple; present continuous; past simple Present perfect: affirmative Present perfect: affirmative and negative be going to be going to be going to be going to
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Teaching notes
To a certain extent all classes are mixed ability. Students learn in different ways and at different paces, and they are individuals with different personalities and different interests. Some may be quite extrovert and enjoy working in groups, whereas others may be more reserved and prefer to work on their own. One student may be motivated by the topic of sport, while another may be interested in music. The worksheets in 1000+ Activities for Mixed Ability are designed to be used independently or alongside the main course book. While presenting the main language point of the unit to the class, select the most appropriate grammar worksheet for weaker students so that they feel involved and may benefit from the main presentation. For example, when presenting the present perfect, give weaker students the first worksheet from the present perfect section. Further worksheets can be distributed as students gain confidence in their knowledge of the language, giving them a sense of achievement each time they complete a worksheet correctly. If the main unit language point is reported speech, which is too difficult for weaker students, give them a grammar worksheet that links to one of the tenses, or a vocabulary worksheet which links to the topic of the unit. Practical issues One way of accommodating the needs of weaker students is to encourage them to participate to the best of their ability. Engage them in the class before they open their books by playing a memory game to revise the grammar or vocabulary of the previous class or brainstorming the topic of the next unit. Make sure students know classroom language in English so that they can ask questions using the correct English expression. In some cases, teachers may be able to split the class according to their level and have one group work with another teacher in a different room. Another possibility is for different groups to work in different areas of the classroom with material specially adapted for their level. However, these options are not open to
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the majority of teachers, who have to deal with both stronger and weaker students at the same time. Here are some tips on how best to use the worksheets from 1000+ Activities for Mixed Ability either alongside the main course book or in a group of weaker students. Grammar Distribute a Grammar worksheet from 1000+ Activities for Mixed Ability for weaker students to complete while stronger students are completing the exercises in their course book. Read through the observation box at the top of each worksheet with students. Ask them questions to elicit the main concept of the language point. For example, for worksheet 1 there is / there are: affirmative, ask the following questions: Do we use there is or there are for singular words? [there is] Do we use there is or there are for plural words? [there are] Leave a simple summary of the language point on the board as students do the exercises, for example: there is = singular there are = plural Read through the example with students and ask them to explain in their own words why this answer is correct. Allow students to answer in their L1. If possible, complete the first two sentences in a grammar exercise with the students, so they know exactly what they have to do and so feel more confident. Remind students they can use the key vocabulary box at the bottom of the page to find any words they need. Encourage students to see how many sentences they can complete within a certain time limit, so that they do not feel obliged to complete the whole exercise. If you are correcting the worksheet as a group, allow them to compare answers before you ask for them.
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Let individual students correct their own mistakes by giving a prompt to indicate the error. Encourage peer correction among the students by using the prompt Can anyone help? Vocabulary Distribute a Vocabulary worksheet from 1000+ Activities for Mixed Ability for weaker students to complete while stronger students are completing the exercises in their course book. Focus on the photos or illustrations of the words in stage one of the worksheet. Model the word and drill it in chorus and then individually. Ask one student to spell the word and write it on the board. Elicit which syllable carries the stress of the word and underline the relevant syllable. If the students L1 is not Spanish or Catalan, encourage them to make a note of the L1 translation of the word. You could print off the complete word list for students to use as a mini dictionary and complete with L1 translations as they learn new vocabulary. Complete the first two items of a vocabulary exercise with the students, so they know exactly what they have to do and so feel more confident. Remind students they can use the key vocabulary box at the bottom of the page to find any words they need. Encourage students to see how many items they can complete within a certain time limit, so that they do not feel obliged to complete the whole exercise. Allow students to compare answers before you ask for them. Let individual students correct their own mistakes by giving a prompt to indicate the error. Ask students to spell the word when you are checking their answers.
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Encourage peer correction among all the students by using the prompt Can anyone help? Speaking Distribute an Everyday English worksheet from 1000+ Activities for Mixed Ability for weaker students to complete while stronger students are completing the speaking task in their course book. Focus on the presentation at the top of the worksheet. Read each sentence and elicit an L1 translation. You could print off the complete Expression Bank for students to use as a record of new language and complete with L1 translations. Write the target language on the board and elicit which words carry the stress. Underline the relevant words. Model the sentence and drill it in chorus and then individually. Read through the example with students and complete the first item of the exercise with them so that they know exactly what they have to do and so feel more confident. If possible, correct the activities as a group and encourage students to read their answers aloud. Reading Distribute a Reading and Writing worksheet from 1000+ Activities for Mixed Ability for weaker students to complete while stronger students are completing the reading task in their course book. Read the article aloud with students and ask them to underline any new vocabulary. Stop after each paragraph and answer any questions. Encourage students to ask about vocabulary using appropriate expressions in English. Remind students they can look at the key vocabulary box at the bottom of the page to answer any of their questions. Read through the example with students and complete the first item of the exercise with them so that they know exactly what they have to do and so feel more confident.

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Ask students to underline the part of the text which contains the answers to the questions. Let individual students correct their own mistakes by reading out the relevant sentence from the text to indicate the error. Writing The final activity on the Reading and Writing worksheets focuses on writing skills. Explain to students that their text will be very similar to the text they have just read. Focus on the first sentence in the writing text and ask students to underline the corresponding sentence in the reading text. Ask students to complete the first sentence and elicit answers from various students. Repeat for the second sentence. Remind students they can use the key vocabulary box at the bottom of the page to find many of the words they need. Allow students to write as much or as little as they like. More capable students may be able to follow the model of the reading text and expand their answers. Refer back to the reading text to encourage individual students to correct their mistakes.

Technical specifications
1. MINIMUM SYSTEM REQUIREMENTS 1024 x 768 screen resolution displaying 32-bit colour recommended. Web browser: Windows - requires Internet Explorer 7 or above Mac - requires Safari 3.2.3 or above Linux - requires Mozilla 1.7 or above, or Mozilla Firefox 3.0 or above In order to access the .doc and .pdf files you must have Microsoft Word (2003 or higher) and Adobe Reader 7 or above. 2. RUNNING THE APPLICATION Windows Ensure that no other applications are running. Insert the CD-ROM into your CDROM drive. The application should autorun. If the application doesnt autorun, double-click on My Computer, then right click on the CD-ROM icon and press explore. Then double-click on start.htm to start. Mac Ensure that no other applications are running. Insert the CD-ROM into your CDROM drive. Double click on the CD-ROM icon. Double click on the file start.htm to start. Linux Insert the CD-ROM into your CDROM drive. Double click on the CD-ROM icon. Right click on the icon for the start. htm file and select to open with Mozilla. 3. TECHNICAL SUPPORT If you experience any problems with this CD-ROM, please check that your machine matches or exceeds the minimum system requirements in point 1 above and that you are following the steps outlined in point 2 above. If this does not help, e-mail us with your query at: elt.cdsupport.uk@oup. com. Be sure to provide the following information: Operating system (e.g. Windows XP) Application used to access content, and version number Amount of RAM Processor speed Description of error or problem Actions before error occurred Number of times the error has occurred Is the error repeatable? For information on other English Language Teaching products published by Oxford University Press visit www.oupe.es. Visit the Multimedia section of our web site for more help and information on our CD-ROM products at www.oup.com/elt/ multimediasupport/.

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