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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
9
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.
26
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.
27
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
25
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
7
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
42
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
43
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.
7
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
seriesseriesseriesseriesseriesseriesseriesseriesseriesseriesseries
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
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