6

Stud

ent’s

Boo

k

6

Action is a six-level course specially designed for pre-adolescents / adolescents whose first language is Portuguese.

Student’s Book

series

Action is a six-level course specially designed for pre-adolescents / adolescents whose first language is Portuguese. Each level of Action consists of 26 complete one-hour lessons grouped into 4 sections. Each of the six levels of Action is a single volume which integrates Student’s and Activity Book. Additional materials are also provided. Action Updated Edition takes learners from beginner level up to pre-intermediate level (Cambridge KET) / Common European Framework level A2, also including most of B1 level descriptors.

Updated edition

six

with CD-ROM

STUDENT’S BOOK

• Lessons attractively presented on a double-page spread.

• A wide range of motivating topics for the age group, allowing students to express their ideas and experiences.

• A grammar, pronunciation and lexical syllabus responding to specific needs and linguistic background of Portuguese speakers.

• Interactive tasks developing the four skills, with strong emphasis on vocabulary and speaking skills.

• Focus boxes clearly signposting the target language items of the lessons.

• Interface boxes contrasting English and Portuguese to speed up the learning process by facilitating comprehension and developing the learner’s confidence.

• Pop Up boxes to draw the learner’s attention to important aspects of the language.

• Information-gap (Talk to Me) activities to increase opportunities for real communication.

• Wordzip: activities to develop and organise vocabulary.

• One Plus: activities to address different rates of learning.

• In-built revision and recycling

• Revision sections including Language Reference boxes for classroom and self-access use.

ACTIVITY BOOK

• Fully integrated in the Student’s Book.

• Lesson-by-lesson support containing core lesson words and useful expressions, as well as vocabulary, grammar and listening activities.

• Learner friendly training tips and activities.

• Stop & Check activities which give room for self-evaluation and recycling.

• Audioscripts for the learner’s reference.

STUDENT’S CD-ROM

• Listening texts for self-study and development of listening skills and pronunciation.

• Interactive tracks with games.

TEACHER’S GUIDE

• Lesson-by-lesson plans.

• Useful tips and ideas.

• Full keys and audioscripts.

• Extra photocopiable activities.

• Resources pack.

TEACHER’S CLASSROOM CD

• For the teacher’s exclusive use in the classroom, including all recorded material.

TEACHER’S MULTIMEDIA CD-ROM

• Optional multimedia teacher resources with memorable activities integrating visual and audio stimuli.

ABRIL / 2014

CO

NT

EN

TS

LAN

GU

AG

E I

N A

CT

ION

LA

NG

UA

GE

FO

CU

SR

EC

YC

LIN

G

A1

Sh

e h

ad

to

do

th

e

ho

use

wo

rk.

Page

6

Talk

ing

abou

t ob

ligat

ion

in t

he p

ast

I had

to

help

my

mot

her.

Had

to

for

past

obl

igat

ions

Ex

pres

sion

s: L

et’s

catc

h a

mov

ie/a

gam

e on

TV.

–

Luck

y hi

m/y

ou. –

Wha

t to

ok y

ou s

o lo

ng?

– Yo

u’re

the

bos

s.

Mus

t an

d ha

ve t

o fo

r pr

esen

t ob

ligat

ion

Voca

bula

ry: w

ords

rel

ated

to

hous

ewor

k

A2

It m

ake

s n

o d

iffe

ren

ce

, m

y d

ea

r W

ats

on

.Pa

ge 8

Talk

ing

abou

t a

fictio

nal c

hara

cter

in t

he p

ast

He

lived

in B

aker

Str

eet.

Telli

ng jo

kes

and

reac

ting

to t

hem

That

’s hi

lario

us.

Voca

bula

ry: c

ollo

catio

ns w

ith m

ake

and

doEx

pres

sion

s: I

don’

t ge

t it.

– T

hat’s

a g

ood

one.

–

That

’s hi

lario

us. –

Tha

t’s n

ot fu

nny

at a

ll. –

Th

at’s

quite

funn

y.

Past

form

s of

ver

bs

A3

Th

ey

off

ere

d m

e £

1,0

00

fo

r a

ph

oto

gra

ph

.Pa

ge 1

0

Talk

ing

abou

t ce

lebr

ities

and

pap

araz

ziI l

ent

him

my

cam

era.

Verb

s us

ually

follo

wed

by

two

obje

cts

Voca

bula

ry: b

road

shee

t –

cele

briti

es –

pho

togr

aphy

–

tabl

oid

– th

e fr

ont

page

– n

ewsp

aper

sec

tions

(b

usin

ess

and

finan

ce –

cla

ssifi

ed a

ds –

com

ics

– en

tert

ainm

ent

– ho

rosc

opes

– in

tern

atio

nal n

ews

– sc

ienc

e an

d te

chno

logy

– s

port

– w

eath

er)

Pron

unci

atio

n: w

ord

stre

ss

Obj

ect

Pron

ouns

A4

Wh

en

th

ey

left

, sh

e c

rie

d.

Page

12

Talk

ing

abou

t pa

st e

vent

sW

hen

he s

aw t

he b

ear,

he r

an a

way

.W

hen

and

whi

le w

ith P

ast

Sim

ple

and

Past

Co

ntin

uous

Vo

cabu

lary

: wor

ds r

elat

ed t

o re

adin

g m

ater

ials

Past

Sim

ple

Past

Con

tinuo

us

A5

Jam

ie m

ake

s d

eli

cio

us

fro

zen

yo

gh

urt

.Pa

ge 1

4

Talk

ing

abou

t fo

od a

nd r

ecip

esI d

on’t

like

froz

en fo

od.

Past

Par

ticip

les

used

as

adje

ctiv

esVo

cabu

lary

: ver

bs r

elat

ed t

o co

okin

gIm

pera

tives

Past

Par

ticip

le fo

rms

Voca

bula

ry: w

ords

rel

ated

to

food

A6

My

fam

ily is

so

muc

h fu

n!

Page

16

Nar

ratin

g ev

ents

At

first

I th

ough

t…Li

nker

s to

sta

rt a

nd fi

nish

a s

tory

Voca

bula

ry: s

peci

alty

– w

ords

rela

ted

to fa

mily

Adj

ectiv

es: c

heek

y –

ordi

nary

– p

ig-h

eade

d

Link

ers

Fam

ily m

embe

rsPa

st t

ense

s

B1

Be

gin

ne

rs a

re n

ot

allo

we

d t

o ju

mp

alo

ne

. Pa

ge 1

8

Talk

ing

abou

t ex

trem

e sp

orts

and

the

ir ru

les

Onl

y ad

vanc

ed ju

mpe

rs a

re a

llow

ed t

o ju

mp

from

th

ere.

Let

and

be a

llow

ed fo

r pe

rmis

sion

and

pro

hibi

tion

Voca

bula

ry: l

ands

cape

– s

ense

of

achi

evem

ent

–

expr

essi

ons

for

nego

tiatin

g

Voca

bula

ry: w

ords

rel

ated

to

spor

ts

B2

It s

wim

s fa

ste

r th

an

it

wa

lks.

Page

20

Des

crib

ing

and

com

parin

g th

e w

ay p

eopl

e do

th

ings

or

the

way

thi

ngs

happ

enPl

atyp

uses

wal

k fa

ster

tha

n th

ey s

wim

.

Com

para

tive

form

of

adve

rbs

Voca

bula

ry: w

ords

rel

ated

to

anim

al b

ody

part

sA

dver

bsCo

mpa

rativ

e fo

rm o

f ad

ject

ives

B3

Th

eir

cu

ltu

re is

qu

ite

d

iffe

ren

t fr

om

ou

rs.

Page

22

Talk

ing

abou

t di

ffer

ent

peop

les

and

thei

r cu

ltur

esTh

ey p

lay

a ra

ther

cle

ver

mus

ical

inst

rum

ent.

Voca

bula

ry: a

borig

ine

– kn

owle

dge

– rit

ual

Adv

erbs

of

degr

ee: q

uite

– r

athe

rA

djec

tives

: anc

ient

– c

leve

rVe

rb: h

unt

Voca

bula

ry fo

r de

scrib

ing

peop

le

Table of contents

CO

NT

EN

TS

LAN

GU

AG

E I

N A

CT

ION

LA

NG

UA

GE

FO

CU

SR

EC

YC

LIN

G

B4

He

sa

id h

e’s

exh

au

ste

d.

Page

24

Repo

rtin

g w

hat

has

just

bee

n sa

idH

e sa

id s

he’ll

be

OK.

Repo

rted

spe

ech

with

out

tens

e ch

ange

Vo

cabu

lary

: sla

ng a

nd e

xpre

ssio

ns fo

r as

king

for

clar

ifica

tion

Pron

unci

atio

n: c

hop

/ t∫

/ –

top

/ t

/ –

sho

p /

∫ /

B5

If I

wo

n t

he

lott

ery

, I’

d b

uy

a b

ig h

ou

se.

Page

26

Talk

ing

abou

t hy

poth

etic

al s

ituat

ions

If I s

aw a

hur

t an

imal

, I’d

tak

e it

hom

e.Se

cond

Con

ditio

nal

Expr

essi

on: I

’m n

ot t

hat

wild

abo

ut…

Pron

unci

atio

n: c

onne

cted

spe

ech

– se

nten

ce s

tres

s

B6

If I

co

uld

ma

ke a

ch

an

ge

in

my

cit

y…Pa

ge 2

8

Giv

ing

advi

ce a

nd t

alki

ng a

bout

hyp

othe

tical

si

tuat

ions

If I w

ere

you,

I’d

star

t by

rec

yclin

g pa

per.

Expr

essi

ons:

gre

en a

reas

– h

elp

the

poor

– s

helte

r –

smal

l act

ions

– v

olun

tary

wor

kVe

rbs:

ban

– fo

und

Seco

nd C

ondi

tiona

l

TAK

E A

CT

ION

1Pa

ge 3

0

Gen

eral

rev

isio

nG

ener

al r

evis

ion

C1

Th

ere

’s a

gu

y si

ttin

g o

n

the

gra

ss.

Page

32

Des

crib

ing

scen

esIn

the

bac

kgro

und

ther

e ar

e tw

o ki

ds r

unni

ng.

Pres

ent

Part

icip

les

for

desc

ribin

g sc

enes

Verb

: hol

d (h

ands

)Vo

cabu

lary

: exp

ress

ions

for

desc

ribin

g sc

enes

Co

nnec

ted

spee

ch: l

ying

on

Voca

bula

ry fo

r de

scrib

ing

scen

esVo

cabu

lary

for

desc

ribin

g pe

ople

Look

+ a

djec

tive

Look

like

+ n

oun

C2

I w

ou

ldn

’t m

iss

it

for

the

wo

rld

!Pa

ge 3

4

Invi

ting

and

resp

ondi

ng t

o in

vita

tions

I don

’t th

ink

I’ll b

e ab

le t

o go

.Vo

cabu

lary

: typ

es o

f pa

rty

(fan

cy-d

ress

– far

ewel

l –

rece

ptio

n )Ex

pres

sion

s fo

r ac

cept

ing

and

refu

sing

invi

tatio

nsEx

pres

sion

s fo

r re

actin

g to

a r

efus

al

Expr

essi

ons

for

mak

ing

invi

tatio

ns

C3

I d

on

’t b

elie

ve it

!Pa

ge 3

6

Talk

ing

abou

t fe

stiv

als

Des

crib

ing

stat

es (

emot

ion,

sen

se, e

tc.)

vs.

de

scrib

ing

actio

nsW

hat

a sm

ell!

This

dog

nee

ds a

bat

h.

Stat

ive

verb

sVe

rb p

hras

es: e

njoy

som

ethi

ng t

o th

e fu

ll –

play

a c

entr

al r

ole

– ta

ke p

art

inEx

pres

sion

: gue

st o

f ho

nour

-ing

form

s

C4

“My

gu

ita

r is

my

the

rap

ist.

” Pa

ge 3

8

Talk

ing

abou

t fa

mou

s pe

ople

She

deci

ded

to g

o to

New

Yor

k.Ve

rbs

follo

wed

by

infin

itive

and

-in

g fo

rms

Verb

: dar

eVo

cabu

lary

: the

rapi

st

Mod

al v

erbs

Que

stio

ns

C5

Ho

w lo

ng

ha

ve y

ou

live

d

in V

an

co

uve

r?Pa

ge 4

0

Talk

ing

abou

t ac

tions

tha

t st

arte

d in

the

pas

t an

d co

ntin

ue u

p to

the

pre

sent

I hav

e liv

ed h

ere

sinc

e I w

as b

orn.

Pres

ent

Perf

ect

with

for

and

sinc

eVo

cabu

lary

: clim

ate

– cu

lture

– e

duca

tion

– em

ploy

men

t –

envi

ronm

ent

– he

alth

car

e –

hous

ing

– pe

rson

al s

afet

y –

qual

ity o

f lif

e

Pres

ent

Perf

ect

Wo

rdzi

pPa

ge 5

8Fu

n Z

on

ePa

ge 6

2Ta

lk t

o M

ePa

ge 6

7O

ne

Plu

s A

cti

viti

es

Page

71

Re

vis

ion

Se

cti

on

sPa

ge 7

5A

cti

vity

Bo

ok

Page

86

CO

NT

EN

TS

LAN

GU

AG

E I

N A

CT

ION

LA

NG

UA

GE

FO

CU

SR

EC

YC

LIN

G

C6

Ha

ve y

ou

eve

r b

ee

n

to C

an

ad

a?

Page

42

Talk

ing

abou

t pa

st e

vent

s an

d w

hen

they

ha

ppen

edI’v

e be

en h

ere

for

only

a m

onth

.

Pres

ent P

erfe

ct v

s. P

ast S

impl

eEx

pres

sion

s: I’

d de

finite

ly…

– It

feel

s lik

e ho

me.

Verb

: fig

ure

out

Pres

ent

Perf

ect

Past

Sim

ple

D1

I’m

su

re t

ha

t th

is

wo

rd m

ea

ns.

..Pa

ge 4

4

Expr

essi

ng c

erta

inty

I’m p

ositi

ve (

that

) he

’ll le

arn

Engl

ish

very

qui

ckly

.Vo

cabu

lary

: dia

lect

– d

iver

sity

– la

ngua

ges

(Afr

ikaa

ns –

A

rabi

c –

Gre

ek –

Iris

h –

Polis

h)

Adj

ectiv

es: c

ultu

ral –

trib

al –

nat

iona

litie

s (A

ngol

an –

A

ustr

alia

n –

Cana

dian

– E

gypt

ian

– G

reek

– Ir

ish

– N

ew Z

eala

nder

– P

olis

h –

Sout

h Af

rican

– S

wis

s)Ex

pres

sion

s: I’

m c

erta

in/p

ositi

ve/s

ure

(tha

t)…

D2

Is t

ha

t a

hip

po?

I t

hin

k so

.Pa

ge 4

6

Resp

ondi

ng w

ith s

hort

rep

lies

Can

we

go a

bit

clos

er?

I don

’t th

ink

so.

Shor

t re

plie

sVo

cabu

lary

: acc

omm

odat

ion

– an

imal

s (b

uffa

lo,

rhin

o) –

wild

life

Adj

ectiv

e: e

nviro

nmen

tally

frie

ndly

Verb

: boo

kEx

pres

sion

s: I

thin

k so

. / I

hope

so.

/ I

don’

t th

ink

so. /

I h

ope

not.

/ It

does

n’t

mat

ter.

Voca

bula

ry r

elat

ed t

o an

imal

bod

y pa

rts

D3

Th

e p

lan

e le

ave

s a

t 8

o’c

loc

k.

Page

48

Talk

ing

abou

t tim

etab

les

The

film

sta

rts

at 4

.30

pm.

Pres

ent

Sim

ple

with

a fu

ture

mea

ning

Voca

bula

ry: s

ched

ule

– tim

etab

leA

djec

tives

: dis

orga

nize

d –

punc

tual

Expr

essi

ons:

Chi

ll ou

t. –

I kno

w it

by

hear

t. –

Knoc

k it

off!

Verb

s: m

anag

e (y

our

time)

– s

pend

(tim

e)

Giv

ing

advi

ce

D4

Th

ere

’ll b

e a

n in

cre

ase

in

te

mp

era

ture

.Pa

ge 5

0

Talk

ing

abou

t th

e ex

iste

nce

of t

hing

s in

the

fut

ure

Ther

e w

on’t

be e

noug

h w

ater

to

drin

k.Th

ere

will

/won

’t be

Voca

bula

ry: t

he w

eath

er a

nd n

atur

al d

isas

ters

(a

vala

nche

– d

roug

ht –

ear

thqu

ake

– flo

od –

fog

– fo

rest

fire

– h

eat w

ave

– hu

rric

ane

– la

ndsl

ide

– lig

htni

ng

– sn

ow –

sto

rm –

tsun

ami –

win

d) –

glo

bal w

arm

ing

D5

I h

ad

to

pu

t o

ff t

he

tri

p.

Page

52

Mul

ti-w

ord

verb

sCa

n yo

u ge

t ba

ck t

o m

e on

tha

t?M

ulti-

wor

d ve

rbs

Verb

s: b

reak

up

– ca

ll of

f – c

ount

on

– ge

t ba

ck to

–

give

bac

k –

give

up

– le

t do

wn

– lo

ok a

fter

– p

ick

up –

pu

t of

f – p

ut u

p –

show

up

Adj

ectiv

e: d

evas

tate

d

D6

We

’re

go

ing

ba

ck

ho

me

.Pa

ge 5

4

Talk

ing

abou

t th

e fu

ture

We’

ll tr

avel

aga

in s

oon.

Futu

re fo

rms

Expr

essi

ons:

to c

ome

to a

n en

d –

wha

t th

e fu

ture

ho

lds

Futu

re fo

rms

TAK

E A

CT

ION

2

Pa

ge 5

6

Gen

eral

rev

isio

nG

ener

al r

evis

ion

Hi!

I’m Cathy and this is my friend Hugh.

We are British students and we’re

going to travel around the world and help you

discover a bit more about some English speaking countries.

8

1 Read the sentences and tick (�) the ones you agree with.

1. You can learn a lot from visiting a museum.

2. All you can see in museums are paintings and sculptures.

3. I like interactive exhibitions.

Now talk to your friends.

2 Look at some information about the Sherlock Holmes Museum in London and tick (�) A, B or C.

A2 IT MAKES NO DIFFERENCE, MY DEAR WATSON.

Now talk in pairs.

1. Which museums have you been to?

2. What did you see there?

1. The museum is the house where the A. Right B. Wrong C. Doesn't say Holmes family used to live.2. Children pay half price for the tickets. A. Right B. Wrong C. Doesn't say3. You can buy souvenirs at the museum. A. Right B. Wrong C. Doesn't say4. Sherlock Holmes´s office looks the A. Right B. Wrong C. Doesn't say same as it did a hundred years ago.

3 Cathy and Hugh are at the Sherlock Holmes Museum in London. Listen to the recording from an Audio Guide and write S (Sherlock Holmes), W (Dr Watson) or D (Arthur Conan Doyle).

) the ones you agree with.

To learn more, visit the website:www.sherlock-holmes.co.uk

THE SHERLOCK HOLMES MUSEUM221B Baker StreetLondon NW1 6XE - England

According to the stories written by Sir Arthur Conan Doyle, the famous detective Sherlock Holmes and his assistant Doctor Watson lived at 221B Baker Street between 1881 and 1904. The famous fi rst fl oor study is kept exactly as it was in Victorian times.

Step back in time, and when you visit London remember to visit the house of the world’s most famous detective!

The Sherlock Holmes Museum is open every day (except Christmas Day) 9.30 am – 6 pm.

Admission: Adult £6 / Child (under 16) £4

an Audio Guide and write S (Sherlock Holmes), W (Dr Watson) or D (Arthur Conan Doyle).

1. lived in Baker Street, London S W2. served in the British Army 3. was famous for not making mistakes

4. is a fictional character 5. did his best to help Holmes solve the crimes

6. made every effort to help

7. did a good job as a doctor D8. was the narrator of the stories

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FOCUS

4 Look at the expressions in yellow in #3. What do they have in common?

Now complete FOCUS.

5 Complete the diagrams.

A2 FUN ZONE

Collocations with make and do

Collocations are typical combinations of words.Complete the gaps with make or do:

Don’t worry, honey. I’ll .................................. all the

housework today and I’ll ..................................

dinner too.INTERFACE

Are there collocations in Portuguese?

................................ ................................................................ ................................

................................ ................................

................................................................

................................ ................................

DOMAKE

POP UP

6 Practise PICTIONARY.

7 Listen and tick (�).

Now talk in pairs.

Are you good at telling jokes? Try to tell your partner a joke in English.

A

B

That’s hilarious!That’s quite funny!That’s a good one!

I don’t get it. That’s not funny at all.

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1 Read the quiz. Write the names of your classmates.

B5 IF I WON THE LOTTERY, I’D BUY A BIG HOUSE.

Now complete FOCUS with the past simple form of study, see and meet.

2 Listen to Hugh and Cathy and write T (true) or F (false).

1. Hugh has won the lottery. 2. Cathy has a million dollars. 3. If Hugh had a million dollars, he’d donate some money

to charity. 4. If Hugh had a million dollars, he’d buy a Ferrari.

3 Look at sentences 3 and 4 in #2 and circle the correct option.

1. Hugh has / doesn’t have a million dollars.2. The sentences are about hypothetical / real situations.

I’m not that wild about cars.

EXPRESS ENGLISH

NAME ��8 to 10 correct answers:You know your classmates really well. Congratulations!

4 to 7 correct answers:You are not an expert, but you know quite a lot about your classmates.

1 to 3 correct answers:Are you sure you are in the right classroom?

Now ask your classmates and check.

How well do you know your friends?IF...

If I had only one wish, I would wish to be taller.

If I thought my friend’s hair looked horrible, I would tell him/her.

If I found a wallet in the street, I would give it to the police.

If I fell in love with my best friend, I’d tell him/her.

If I could choose a country to visit, I would choose Australia.

If I won the lottery, I’d save most of the money.

If I saw a hurt animal, I’d take it home.

If a classmate wanted to copy my answers on a test, I wouldn’t let him/her.

If I met a celebrity, I would ask for an autograph.

If I could be anyone in the world, I would be a famous sportsperson.

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Now talk in pairs.

5 Complete the sentences with the correct form of the verbs.

1. If I ............................................. (meet) a famous person, I ............................................. (ask) for an autograph.2. I ................................................. (buy) a car if I ............................................. (have) money.3. I ................................................. (go) bungee jumping if my parents ............................................. (allow) me to.4. If I ............................................. (can) choose a place to live, I ............................................. (live) in Japan.

If I met the president, ....................................................................................................... .If I didn’t have friends, ...................................................................................................... .I’d be upset ............................................................................................................................... .If I had more free time, .................................................................................................... .If I were an inventor, ......................................................................................................... .If I could go back in time, ............................................................................................... .I’d be really happy .............................................................................................................. .

6 What would these people do if they won a lot of money?

7 Practise WHAT WOULD YOU DO?

8 Complete the sentences about you.

FOCUS

Second Conditional: (If + past) + (would(n’t) + infinitive)

If she ................................................ Neymar,If they ..................................................... hard,If I ....................................................... a ghost,If you won the lottery,

she’d talk to him.they wouldn’t fail.I’d run away.what would you do?

Attention!’d = would

Short answers:If you saw a ghost, would you run away?Yes, I would. / No, I wouldn’t.

PRONUNCIATION

4 Listen and repeat.

I’d I’d do it. I’d take it home.

Would Would you? Would she?

If I could, I’d do it.If you had a car, would you give me a ride?I’d dance with him if he asked me. What would you do if you found a wallet?

save buy travel move stop working

A If I met the president, I’d take a photo with him/her.

B What about you?A I think I’d…

B5 FUN ZONE

87

ACTIVITY BOOK

1 Write do or make.

1. ............................. noise2. ............................. your job3. ............................. an exception4. ............................. a mistake5. ............................. a favour6. ............................. an effort7. ............................. your best

3 Substitute the underlined words for one expression in #1. Use the correct tense. Keep the meaning as similar as possible to the underlined phrase.

1. Mark Will you excuse me? I have to phone someone. ( ..................................................... ) Jane Sure.2. Linda Could you try to keep the office a bit cleaner? ( ..................................................... ) Bob OK, I’ll do whatever I can. ( ..................................................... )3. Julia Can you do something for me? ( ..................................................... ) Ed Sure, what do you need?

4 Look at cartoons and order the letters to complete the sentences.

2 Number the pictures according to #1.

LESSON VOCABULARY

Collocations: make (a phone call, a list, an effort, dinner, friends, mistakes, noise) – do (housework, (verbs) the laundry, the shopping, exercise/sports, one’s nails/hair)Expressions: I don’t get it. – That’s a good one. – That’s hilarious. – That’s not funny at all. –

That’s quite funny.

A2

That’s quite YNFNU!(1) ...........................................................

That’s ISLUIHORA !(2) ........................................................... That’s not UNYNF TA LAL!

(4) .......................................................................

I don’t TGE TI!(5) ............................................

.................................................. That’s a DGOO NEO!

(3) ........................................................

There was a parrot and

a pirate.I’ll tell you a new one.

8. ............................. your bed9. ............................. housework10. ............................. arrangements11. ............................. plans12. ............................. business13. ............................. a decision14. ............................. difference

15. ............................. a phone call16. ............................. a sport17. ............................. friends18. ............................. a list19. ............................. the laundry20. ............................. the shopping

A CB DCB

97

ACTIVITY BOOK

1 Complete the sentences in the second conditional.

1. If I ............................................ (have) a lot of money, I ............................................ (spend) it on cheeseburgers.

2. If she ............................................ (speak) English fluently, she ............................................ (get) a better job.

3. We ............................................ (go) to the party if we ............................................ (be) allowed to.

4. I ............................................ (take) guitar lessons if I ............................................ (not have) to study so much.

5. If I ............................................ (can) choose a country to live in, I ............................................ (choose) Italy.

2 Match the columns.

1. If I weren’t busy, if I had time.

2. I’d have lunch with you if I had the equipment.

3. I’d go camping with you I’d look after your pet.

4 Complete the sentences to make TRUE statements about yourself.

1. If I could travel to the past, ........................................................................................................................................................................... .

2. I would be embarrassed ................................................................................................................................................................................. .

3. If I had more free time, ................................................................................................................................................................................... .

4. If I could fly, ............................................................................................................................................................................................................. .

5. I would help my friend .................................................................................................................................................................................... .

6. .................................................................................................................................................................................................................. , I’d say no.

7. If I had three wishes, ......................................................................................................................................................................................... .

3 Write questions to these answers.

LESSON VOCABULARY

Nouns: Miscellaneous items (recycling): move – save – wallet – wish Expressions: Miscellaneous items (recycling): ask for an autograph – go back in time – help the poor –

run away – win the lottery I’m not that wild about…

B5

1. .................................................................................................................................................................. ?

2. .................................................................................................................................................................. ?

3. .................................................................................................................................................................. ?

I’d go to Spain. I’d kiss him.I’d buy a big house.

Now match the sentences and their corresponding comments.

And to be honest, I hate junk food.

To tell you the truth, I’m not that wild

about the idea.

Anyway, I’m not that good with dogs.

LAUREANA PIRAGINE

UPDATED EDITION: Edited by ANA THORNYCROFT

TEACHER’S GUIDE

6Updated edition

six

24

LISTENING & SPEAKING – 10 MIN

• Exploit the picture of Cathy and Hugh inside the museum. Ask Where are Cathy and Hugh now? Who are these three people in the pictures? What do you know about them? (Sherlock Holmes, Dr Watson and Sir Arthur Conan Doyle, the author of the Sherlock Holmes stories.)

• Refer sts to the listening exercise. Make sure sts understand the task.• Play CD track. Sts listen and carry out the task. Classcheck.• Ask Would you like to visit this museum? Why or why not?

Key: [1] S, W – [2] S, W, D – [3] S – [4] S, W – [5] W – [6] W – [7] D – [8] W

3

A2 It makes no difference, my Dear Watson.

AIM(S) OF THE LESSON:

Focus: Talking about a fictional character in the past Telling jokes and reacting to themVocabulary: Verbs: collocations with make (a phone call, an effort, friends, a list, dinner,

mistakes, noise) and do (housework, the laundry, the shopping, exercise/sports, your nails/hair)

Expressions: I don’t get it. – That’s a good one. – That’s hilarious. – That’s not funny at all. – That’s quite funny.

SPEAKING – 5 MIN

Warmer

• Books closed. On the B, write the letters that form the word MUSEUM. Jumble them, e.g. SUMEMU. Challenge sts to unjumble them to form a name of a place one can go to in their free time.

• Sts read the sentences in #1 and tick the ones they agree with.• Split the class into groups of three. Sts talk about the sentences in #1.• Collect feedback and conduct a brief WG discussion.

READING & SPEAKING – 10 MIN

• Exploit pictures by asking What are Hugh and Cathy doing? (Reading a leaflet.) What’s the leaflet about? (The Sherlock Holmes Museum.) What do you know about Sherlock Holmes? Have you ever read any Sherlock Holmes books?

• Ask sts to read the leaflet and answer the questions. Make sure sts grasp the difference between wrong and doesn’t say. Sts carry out the task. Classcheck. In case of disagreement about the answers, encourage sts to prove their point by referring to the text.

• Pair sts up. Sts talk about the follow-up questions. Ask some volunteer sts to report what they discussed.

Key: [1] wrong – [2] wrong – [3] doesn’t say – [4] right

1

2

CD1 Track 7

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GRAMMAR & SPEAKING – 15 MIN

• Refer sts to the expressions in yellow in #3. Ask What do they have in common? Which verbs are used? • Explain what collocations are. Use the Interface box question to make sts reflect on the idea of

collocations in English and Portuguese. • Ask them to complete Focus. Classcheck.• Conduct a quick drill:

T: a list. Make a list. (Sts repeat.)T: the laundry. Do the laundry. (Sts repeat.)(Suggested prompts: noise / homework / the washing-up / telephone call / your hair / lunch / sports / friends / your nails / the shopping / exercise)T: How often? – make dinner T: How often do you make dinner? (Sts repeat.)T: Where? – sports T: Where do you do sports? (Sts repeat.)(Suggested prompts: What time? / exercise – What usually? / lunch – How often? / the washing-up – Where? / your shopping – When? / do your hair – What time? / homework)

• Use the prompts above to conduct a question-answer drill.

Key: Focus: do/make

Tip: Tell sts collocations are combinations of words and there is not necessarily a rule for them. If necessary, give them some examples like ‘redondamente enganado’.

Practice

• Exploit pictures with sts before they carry out the task.• Pair sts up. Ask sts to make sentences using make or do. • Classcheck.

Key: make noise, make a telephone call, make a list, make dinner, make friends, do homework, do the laundry,

do the shopping, do exercise/sports, do one’s nails/hair

4

5

SPEAKING & LISTENING – 20 MIN

• Exploit pictures with sts. Ask Who are they? What are they doing?• Sts listen and tick the correct picture. Classcheck. Encourage sts to react to the joke by

using the expressions from the Pop Up box. • Split the class into groups of three. Sts discuss the follow-up question and try to tell a joke in English.

Make sure sts react using the expressions in the Pop Up box. Model by telling a joke yourself.• E.g. An ideal homework excuse

Teacher: Where is your homework?Student: I lost it fighting another student who said you weren’t the best teacher in the school.

• E.g. Why did the teacher wear sunglasses?Because his class was so bright!

• E.g. What kind of car does Mickey Mouse’s wife drive?

A minnie van!

Key: picture B

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6 • AIM: Play a game to practise collocations with make and do.

• PROCEDURES: Split the class into groups A and B.

• A volunteer from each group gets a card and mimes the expression on it to his/her group.

• If the group guesses the correct expression and makes a correct sentence, they score a point.

• Model the activity. Monitor and correct on the spot.

• AIM: Present and practise collocations with make and do.• PROCEDURES:

Part 1: • Pair sts up. Sts decide which expressions

collocate with make or do. • Check by clicking on each expression. The click will

send the expression to the correct column. Part 2:

• In groups, play Noughts & Crosses. Have sts make sentences using make or do and the expressions on the grid. There are two grids.

• To keep score, click once for O, twice for X and a third time to clear.

F

CD1 Track 8

I

PP

MM A2.6

RP6 A2.6

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READING & SPEAKING – 10 MIN

• Books closed. Ask How well do you know your classmates? Can you give examples? Tell sts they are going to answer a quiz in order to find out how well they know their classmates.

• Books open. Sts read the quiz and write their classmates’ names in the name column based on their guesses about them. Model the activity by doing the first one with sts. Say Suppose you think Bia would like to be taller if she had only one wish. So, you write Bia next to the first sentence.

• Allow sts some time to read the topics and complete the task. Be available to sort out any comprehension questions about the sentences.

• Tell sts they are going to check whether they were right or wrong about their classmates. Point to the tick and cross column, then refer sts to the first sentence and model the activity.T: Bia, if you had only one wish, you would ask to be taller. Is that right? Bia: No, that’s wrong. or Yes, that’s right. Then put a tick or a cross next to the name in the quiz.

• Ask sts to walk around the classroom asking and answering questions to check their guesses.• Round off by asking sts to count the correct answers and check their results by reading

the column on the right. Elicit their results and praise their participation.

GRAMMAR – 10 MIN

• Have two volunteer sts read sentences 3 and 4 in #2. Ask sts to circle the correct options in #3. Ask sts to check answers in pairs. Classcheck. Ask Is it similar to Portuguese? (Yes.) Talk sts through the Focus box.

• Sts complete the sentences with the Past Simple forms of meet, see and study. Classcheck.• Highlight the form (If + past + would + infinitive) and the contraction for would.• Point out that we can have if in the first part or the second part of the sentence. • Refer sts to the short answers to yes/no questions in the second conditional.

Key: [1] doesn’t have – [2] hypothetical / Focus box: met – studied – saw

B5 If I won the lottery, I’d buy a big house.

AIM(S) OF THE LESSON:

Focus: Talking about hypothetical situationsVocabulary: Miscellaneous items (recycling): ask for an autograph – go back in time – help the

poor – move – run away – save – wallet – wish – win the lottery I’m not that wild about…Pronunciation: connected speech – sentence stress

1

3

LISTENING – 5 MIN

• Exploit picture with sts. Ask What is Cathy looking at? (A magazine.) Look at Hugh’s expression. What does it mean? (He must be thinking about something.)

• Tell sts to read the sentences first. Play CD track. Sts listen and mark true or false. Classcheck.• Refer sts to the expression in the Express English box and ask Who says that in the dialogue? (Hugh.)• Provide sts with a personal example, e.g. I enjoy watching [a currently famous TV series,

but I’m not that wild about TV series. That is, I don’t like TV series that much. Elicit one or two more examples from sts.

Key: [1] F – [2] F – [3] T – [4] F

PRONUNCIATION – 5 MIN

• Play CD track. Sts listen to the words and sentences and repeat them with the appropriate intonation. Focus on the features of connected speech as well.

• Conduct a quick drill for instant practice:T: If I had more free time, I’d learn another language. (Sts repeat.)T: I’d learn another language if I had more free time. (Sts repeat.)T: Would you learn another language if you had more free time? (Sts repeat.)T: have more money (Would you learn Italian if you had more money?) (Sts repeat.)T: I wouldn’t learn Italian if I had more money. (Sts repeat.)T: If I had more money, I’d spend it on clothes. (Sts repeat.)(Prompts: on shoes / on games / on sweets)

• Conduct a fun chain drill. E.g. If I had money, I’d buy a car. – If I bought a car, I’d…

2

4

F

CD1 Track 28

CD1 Track 27

P

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SPEAKING – 20 MIN

• AIM: Talk about hypothetical situations.• PROCEDURES: Tell sts they are going

to receive a set of slips of paper with sentence halves they must match.

• Pair sts up and give each pair a set of cards.

• Model the activity by asking sts to form a question and ask you. Answer it and encourage the use of follow-up questions (E.g. Really? Who? When? Where? How? Why?)

• Then sts take turns asking and answering the questions.

• Monitor for accuracy. • Elicit feedback asking sts to share

with the group any curious, unusual or funny answers they might have collected from their partners.

• AIM: Talk about hypothetical situations.• PROCEDURES: Show MM screen and tell sts they can make

three questions combining the sentence halves in pairs.• Drag the beginning of a sentence to the centre of

the screen and elicit from sts which ending is the most appropriate.

• Drag and drop the suggested piece close to the first one and click on action to check. If the combination is correct, the pieces will stick together.

• Pair sts up and ask them to join the other sentence halves. Check by connecting them and clicking on action.

• Repeat the procedure for the next screen.• Use the two following screens to promote a quick

discussion. Tell sts to choose a question to ask you. Answer it and encourage the use of follow-up questions such as Really? Who? When? Where? How? Why?

• Then sts take turns asking and answering the questions in pairs. Monitor for accuracy.

• Elicit feedback by asking sts to share with the group any curious, unusual or funny answers they might have collected from their partners.

• Refer them to the first example and ask What would you do? How would you feel? • Ask them to complete the sentences individually. Monitor closely for target language.• Model the exchange asking two volunteer sts to act out the short dialogue on the page.• Sts practice the exchange in pairs making a conversation like the one modeled. Monitor for fluency.• Encourage sts to compare their actions with the pair next to them and carry out a brief discussion on

the topics. Collect some feedback at the end.

GRAMMAR PRACTICE – 10 MIN

• Refer sts to the first example and elicit the complete sentence.• Sts carry out the task individually. However, encourage peer help. Monitor closely.• Sts check their answers in pairs. Classcheck.

Key: [1] met / would ask – [2] would buy / had – [3] would go / allowed – [4] could / would live

• Ask What would you do if you won a lot of money? Welcome contributions and listen carefully for target language. Tell sts to look at the pictures in #6 and see what those people would do.

• Model the activity by eliciting a complete sentence for the first example. Elicit a name for the girl and write the sentence as a model on the B (E.g. If Sally won a lot of money, she’d buy a lot of chocolate.)

• Pair sts up and ask them to think about and discuss complete sentences related to the people using the pictures and the verbs given.

• Ask pairs to compare their answers. Classcheck.• Elicit any other alternative examples sts might have come up with. Praise their contributions.

Key: She’d buy a lot of chocolate. – They’d travel around the world. – She’d move to a big house. – He’d stop working. –

He’d save it.

B5 If I won the lottery, I’d buy a big house.

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8

6

5

Extra activity: Recycling Game 1

• AIM: Review and provide practice of the topics presented so far.• PROCEDURES: Split the class into two teams. Tell them they want to go to a party, but their parents will

allow them to go only after they have tidied up their bedrooms.• Click on action to see the questions. If the team gets the answers right, the housework gets done.

If they make a mistake, nothing happens.• The winner is the team that gets all the housework done first and is then allowed to go to the party.

MM B5.extra

MM B5.7

Show MM screen and tell sts they can make Show MM screen and tell sts they can make RP6 B5.7

6

Stud

ent’s

Boo

k

6

Action is a six-level course specially designed for pre-adolescents / adolescents whose first language is Portuguese.

Student’s Book

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Action is a six-level course specially designed for pre-adolescents / adolescents whose first language is Portuguese. Each level of Action consists of 26 complete one-hour lessons grouped into 4 sections. Each of the six levels of Action is a single volume which integrates Student’s and Activity Book. Additional materials are also provided. Action Updated Edition takes learners from beginner level up to pre-intermediate level (Cambridge KET) / Common European Framework level A2, also including most of B1 level descriptors.

Updated edition

six

with CD-ROM

STUDENT’S BOOK

• Lessons attractively presented on a double-page spread.

• A wide range of motivating topics for the age group, allowing students to express their ideas and experiences.

• A grammar, pronunciation and lexical syllabus responding to specific needs and linguistic background of Portuguese speakers.

• Interactive tasks developing the four skills, with strong emphasis on vocabulary and speaking skills.

• Focus boxes clearly signposting the target language items of the lessons.

• Interface boxes contrasting English and Portuguese to speed up the learning process by facilitating comprehension and developing the learner’s confidence.

• Pop Up boxes to draw the learner’s attention to important aspects of the language.

• Information-gap (Talk to Me) activities to increase opportunities for real communication.

• Wordzip: activities to develop and organise vocabulary.

• One Plus: activities to address different rates of learning.

• In-built revision and recycling

• Revision sections including Language Reference boxes for classroom and self-access use.

ACTIVITY BOOK

• Fully integrated in the Student’s Book.

• Lesson-by-lesson support containing core lesson words and useful expressions, as well as vocabulary, grammar and listening activities.

• Learner friendly training tips and activities.

• Stop & Check activities which give room for self-evaluation and recycling.

• Audioscripts for the learner’s reference.

STUDENT’S CD-ROM

• Listening texts for self-study and development of listening skills and pronunciation.

• Interactive tracks with games.

TEACHER’S GUIDE

• Lesson-by-lesson plans.

• Useful tips and ideas.

• Full keys and audioscripts.

• Extra photocopiable activities.

• Resources pack.

TEACHER’S CLASSROOM CD

• For the teacher’s exclusive use in the classroom, including all recorded material.

TEACHER’S MULTIMEDIA CD-ROM

• Optional multimedia teacher resources with memorable activities integrating visual and audio stimuli.

ABRIL / 2014